Andijon davlat chet tillar instituti

Speech and oral exercises
Speech is a process of communication by means of language examples. Oral exercises are used for the pupils to assimilate phonetics, grammar, and vocabulary (making up sentences following the model). Oral exercises are quite indispensable to developing speech. However, they only prepare pupils for speaking and cannot be considered to be speech.
There are two forms of speaking: monologue and dialogue. In teaching monologue we can easily distinguish three stages:

1. 
   the statements level
   
2. 
   the utterance level
   
3. 
   the discourse level
   

1. 
   Drill exercises with the sentence pattern (substitution, extension, transformation, completion). When pupils are able to make statements in the FL they may learn to combine statements of various sentence patterns in a logical sequence.
   
2. 
   Pupils are taught how to use different sentence patterns in an utterance about an object, a subject offered. The pupil’s utterance may involve 2-4 sentences which logically follow one another. At this stage pupils learn to express their thoughts, their attitude to what they say using various sentence patterns. Thus, they learn how to put several sentences together in one utterance.
   
3. 
   After pupils have learned how to say a few sentences in connection with a situation, they are prepared for speaking at discourse level. Free speech is possible provided pupils have acquired habits and skills in making statements and in combining them in a logical sequence. At this level pupils are asked to speak on a picture, a set of pictures, comment on a text, and make up a story of their own.
   

The knowledge of each of the aspect of the language is of great importance to learners. However, when we say a person knows the language we first of all mean he understands the language spoken and can speak it himself.
Speaking in English is also one of the language skills. By speaking information is given. 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. Speech is a bilateral process. It includes hearing, on the one hand, and speaking, on the other. When we say “hearing” we mean auditing or listening and comprehension. Speaking exists in two forms: dialogue and monologue. Speaking is closely interacted with other language skills. If the pupil acquires listening and understanding (Comprehension) skills well his speaking abilities also develops in a quick tempo.
Reading is also interrelated with speaking. The pupil gives information, can speak according to the material he reads. reading is the material base for speaking. The language learner (pupil) can express (write) the information in written form through reading, speaking, and listening.
The secondary school syllabus requirement is to carry on a conversation and to speak a foreign language within the topics and linguistic material. Thus, speaking is the practical aim in teaching oral language. Finally, it is use for developing pronunciation habits and skills and, therefore, for reading and writing since they are closely connected with pupils’ ability to pronounce correctly what they read and write. Thus speaking is the most important part of the work during the lesson.
Consequently oral language is:

• 
  an aim when pupils make use of the target language as a means of communication, i.e. the target language is used for:
  

1. 
   Teacher-pupils communication in the classroom;
   
2. 
   pupils’ communication when talking on a topic under Teacher’s supervision;
   
3. 
   pupils’ communication when working at a text-discussing the problems touched in it;
   
4. 
   pupils’ communication during out-of-class activities in the target language;
   

• 
  a means of teaching and learning a foreign language when it is used:
  

1. 
   within the methods of acquisition of new information about a linguistic or language phenomenon and drill and transformation to form pronunciation, lexical, grammar, etc. habits in pupils;
   
2. 
   for checking pupils’ comprehension.
   

1. 
   Speaking a foreign language is the most difficult part in language learning because pupils need ample practice in speaking to be able to say a few words of their own in connection with a situation. This work is time-consuming and pupils rarely feel any real necessity to make themselves understood during the whole period of learning a new language in school. The stimuli the teacher can use are often feeble and artificial. The pupil respects the sentence he hears, he completes sentences that are in the book he constructs sentences on the patterns of a given one. These mechanical drill exercises are, of course, necessary; however, when they go on year after year without any other real language practise they are deadening. There must be occasions when the pupils feel the necessity to inform someone of something, to explain something and to prove something to someone. This is a psychological factor which must be taken into account when teaching pupils to speak a foreign language.