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Педагогикалық идеяның атауы:

«EFFECTIVE AND EFFICIENT METHODS OF TEACHING ENGLISH »

Автордың аты-жөні: Асылбекқызы Нұргүл

Бағыты: Шеберлік палитрасы

Қызметі: Ағылшын тілі пәнінің мұғалімі

Ұйымның мекен жайы: Түркістан облысы, Бәйдібек

ауданы, Жамбыл атындағы жалпы орта мектебі

Автордың мекен-жайы: Жамбыл ауылы

Ұялы телефоны: 8 771 824 44 50

E-mail: [email protected]

EFFECTIVE AND EFFICIENT METHODS OF TEACHING ENGLISH

ABSTRACT

Nowadays, there is a need for new methods in language learning in the elementary classes. The use of previous methods, techniques, namely the development of speech skills, repetition, teaching, writing, repetitive memorization and other forms of work do not bring students to a new level. Therefore, the use of games forms in mastering the English language further increases students' interest in the language. It should be taken into account that in the process of learning the English language, depending on the complexity of the material, the pupil's attitude towards the language may change, and such difficulties can only be overcome by using playful forms in the classroom.

АННОТАЦИЯ

В настоящее время есть необходимость в новых методах в изучении языка в начальных классах. Использование прежних методов, приемов, а именно развитие речевых навыков, повторение, обучение, письмо, повторное заучивание и другие формы работы не выводят учащихся на новый уровень. Поэтому использование игровых форм в овладении английским языком еще больше повышает интерес учащихся к языку. Следует учитывать, что в процессе изучения английского языка, в зависимости от сложности материала, отношение ученика к языку может меняться, и преодолеть такие трудности можно только при использовании игровых форм на уроках.

Keywords: primary school; playing technique; games; methods; mixed methodology; educational games; communicative skills.

Ключевые слова: коммуникативные навыки; начальная школа; игровая техника; игры; методы; смешанная методика; учебные игры.

Today the problem of early learning of English is becoming more and more topical. For many decades, psychologists, methodologies and linguistic scientists have been paying enough attention to this issue, because it is at the primary school age that the child is ready to learn English with more ease and interest at the elementary level [1, p.4].

Teaching English to students of elementary classes, the school acquaints them with the structure of the English study, with the socio-historical conditions of the existence of the national language. Younger pupils are motivated to learn English. They want to speak and understand English. They do a lot of exercises and have the opportunity to work with them a lot in class.

Pupils of primary school age have a fairly wide range of intellectual abilities. They already have the ability to think verbally and logically, to reason and to draw conclusions and inferences from what they have seen or heard. Sufficiently developed skills of organizing words into a coherent speech, construction of statements, reading aloud and silently, loudly and silently, whispering and so that the whole class can hear, the skill of writing in Kazakh - all this forms the basis for learning exactly the same skills, but already in a foreign language [2, p.22].

Learning an English contributes, to a certain extent, to the development of thinking. The objective development of pedagogical and methodological science inevitably leads to the search for new, more effective teaching methods.

In the last decade, these searches have become not only more intense, but also much more successful. In teaching speech activity - tendencies that are increasingly recognized as fruitful and promising.

The aims of early English language learning are widely interpreted in international methodological science:

To encourage an earlier penetration into a new linguistic space during the primary school period, when children do not experience psychological barriers in using English as a means of communication;

To develop children's readiness to communicate in English and a positive attitude towards further learning;

Formation of initial communicative skills in the four types of speech activities (speaking, listening, reading, writing) taking into account the speech abilities and needs of young pupils;

To introduce young pupils to the world of foreign peers, foreign songs, poetic and fairy tale folklore and examples of children's fiction available to pupils in the language under study;

To introduce pupils to new social experiences using English by expanding the range of social roles played in play situations characteristic of family, everyday, educational communication;

To form an idea of the most common features of speech activities in the native and English languages, the customs of the countries of the studied language corresponding to the interests of the younger pupils;

Formation of some universal language concepts observed in the native and English languages, thus developing intellectual, speech and cognitive abilities of the pupils.

To achieve these goals we provide you with several, effective and efficient methods:

1. Playing technique is suitable for elementary classes’ pupils. The essence is simple: a teacher conducts games during which pupils…