INTENSIVE METHODS OF TEACHING ENGLISH IN HIGHER GRADES

Аннотация

The article examines the technologies of intensive teaching of foreign languages in senior classes of secondary school. Intensive technologies contribute to the effective acquisition of the studied material in a short period of time. Key words: intensive teaching, intensive teaching technologies, cooperative learning, language portfolio, English language. In the methodology, intensive methods are considered as a specific system of training, which differs from the existing so-called traditional methods in a number of parameters. In terms of goals, intensive methods are aimed at achieving the maximum volume of assimilation of material in the shortest possible time. The content of training includes mastering a set of knowledge, skills and abilities sufficient to carry out activities in a certain area of communication [5]. The distinctive features of all intensive methods, which constitute their essence, are: a) the maximum possible activation of students during classes; b) mobilization of hidden psychological reserves of the student's personality; c) global use of all means of influencing the student's personality. At present, sufficient experimental and practical material has been accumulated, testifying to the effectiveness of intensive methods. With their help, it is possible to form and activate the skills and abilities of practical language proficiency within a limited set of topics and situations that are of increased interest to students in a relatively short period of study time. The conditions for teaching foreign languages using the intensive method in secondary school, first of all, writes Denisova L. G. [2], are connected with the need to take into account the social and age characteristics of schoolchildren. Experimental work has shown that the intensive method can be used when working with all age groups. The reasons for this are: the highest degree of personality development, an extensive information reserve, the desire to 34 ILM-FAN VA INNOVATSIYA ILMIY-AMALIY KONFERENSIYASI in-academy.uz/index.php/si understand the world through communication with other people, the presence of an initial language base. It is necessary to take into account age characteristics when selecting topics and communication situations, ensuring the substantive side of the educational process, and formulating communicative tasks. In a secondary general education institution, English language classes in senior grades using the intensive method include: introduction of new lexical material consolidation of (dialogue, lexical material knowledge organizational phonetic words and (communication control, filling moment; exercises; expressions, training, out a language synonymous communication portfolio. expressions, practice); lexical exercises); During classes, students learn using intensive technology – learning in cooperation. The main idea of this technology is to create conditions for active joint learning activities of students in different learning situations. Students were united in small groups (3-4 people), they were given a common task, the role of each student in the group was discussed. Undoubtedly, the teacher plays a leading role at all stages of the learning process. In order to properly organize the learning activities of students, in order to subsequently achieve all the desired results, the teacher must properly organize the preparatory stage of work, educational material and teaching aids. The intensive course involves the introduction and consolidation of the studied material in one lesson. Students, having mastered the necessary lexical material, are ready to use it in practice. The activation of the studied lexical material takes place in 2 stages: communication training and communication practice. communication communication training practice 35 ILM-FAN VA INNOVATSIYA ILMIY-AMALIY KONFERENSIYASI in-academy.uz/index.php/si According to Kitaygorodskaya G.A., classes at the communication training stage do not have a rigid structure, but are uniform in the sense that all course tasks are solved simultaneously in each lesson. This means that the lexical material received for the first time is worked out in all types of communication exercises [3]. After students have worked through the basic vocabulary on the topic being studied, it is necessary to consolidate the material studied. This stage involves a freer and more creative use of the educational material by students. The choice and use of language and speech tools are determined by the students themselves. To do this, the teacher only outlines the situation, without tying the student to a strict framework of tasks. Students work in collaboration. The teacher offers students specific situations on the topic being studied, distributes the necessary handouts, students compose dialogues or polylogues on the proposed plots independently in pairs or small groups, using new lexical units that will help them expand their vocabulary. Another intensive technology