Journal of Pedagogical Inventions and Practices issn no: 2770-2367

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Journal of Pedagogical Inventions and Practices ISSN NO: 2770-2367  Date of Publication: 20-03-2022 
A Bi-Monthly, Peer Reviewed International Journal [89] 
Volume 6 
Classroom Activities in Communicative Language 
Teaching Used for Teaching Foreign Languages 
Ravshanova Nasiba Karamatovna 
A senior teacher of Foreign Language department 
Karshi engineering economic institute 
The principles on which the first generation of Communicative Language Teaching 
materials are still relevant to language teaching today, so in this article we will briefly review the 
main activity types that were one of the outcomes of Communicative Language Teaching. One of 
the goals of Communicative Language Teaching is to develop fluency in language use.
communicative method, Imitation, Substitution, Fluency, Accuracy, Role-play, 
Interviews, Information gap; 
The Communicative Language Teaching approach develops all language skills - 
from speaking and writing to reading and listening. Grammar is mastered in the process of 
speaking a language: the student first remembers words, phrases, language formulas, and only 
then begins to understand what they are in the grammatical sense. The goal is to teach the student 
to speak a foreign language not only fluently but also correctly. The rules and meanings of new 
words are explained by the teacher to the student using familiar phrases, grammatical 
constructions and phrases using gestures and facial expressions, drawings and other visual aids. 
Computers with CDs, the Internet, television programs, newspapers, magazines, and more can also 
be used. All this arouses students' interest in the history, culture, and customs of the language 
being studied. 
In foreign language classes, the teacher creates situations in which students communicate 
with each other in pairs and in groups. This makes the lesson more colorful. When working in a 
group, students demonstrate speech independence. They can help each other and successfully 
correct the words of the interlocutors. The classroom teacher assumes the role of communication 
organizer, asks leading questions, focuses on the participants ’original ideas, and arbitrates in 
discussing controversial issues. 
The difference between communications is that instead of active vocabulary and specially 
adapted learning texts and dialogues for learned grammar, it uses real-life situations to imitate in a 
way that stimulates maximum motivation for students to speak. Students studying "dating" begin 
to actively get acquainted and discuss topics of interest to them. 

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