Education of the republic of uzbekistan denau institute of entrepreneurdhip and pedagogy

Bibliography
Glossary
INTRODUCTION
Communicative language teaching focuses on language as a medium of communication. We use language to get things done. It recognizes that there is something that we need find out, or something that we want to say and communicate and it takes that as the reason why we speak language, why we want to communicate with others. For this reason communicative language teaching concentrates in fulfilling specific language functions or tasks, for example such as greeting, introducing yourself, you may want to express likes and dislikes, you might want to enquire about somebody’s hobbies, interests, you might want to find directions to someplace. They are actually very concrete things that you want to do with language. So the theme of course work is the communicative approach to teaching speaking pupils at the intermediate level of high school.
Our work is devoted to the method of teaching the speech. But for the beginning let’s examine what is speech.
Language came into life as a means of communication. It exists and is alive only through speech. When we speak about teaching a foreign language, we first of all have in mind teaching it as a means of communication. So because of that we can say that the actualization of our work is high.
The purpose of this research is to study the methods of developing speaking skills with the help of EER at the elementary of learning English and apply the methods in practice to enhance learners’ abilities.
Tasks of this research.
-analysis of theoretical literature on the research issue to study the previous experience;
-synthesis of theoretical and empirical material to give the overview of the theme under study;
-analysis of pedagogical documentation and teaching experience;
-analysis of existing online electronic educational resources used in developing speaking skills in English;
-To review the method of teaching speaking;
-To review the features of teaching speaking to the elementary level pupils.
At the first stage of the research, we summarized the previous experience of methodologists on the problem of developing learners’ writing skills in English. As one of the main factors, they emphasize the material represented in EER and the authenticity of it. In theoretical and methodological literature, we can observe an exchange of views about whether it is worthwhile for a teacher to choose authentic texts for classroom listening. Thus, for example, if the teacher lets Elementary-level students listen to a record with a political speech at a meeting, they will not understand a word. However, if the teacher plays a realistic (albeit not authentic) record of a telephone conversation, students will be able to learn more about the language they are learning and, as a result, gain confidence in their abilities.