Content: introduction the concept of fluent speech and the tasks of its development

1.2 Basic requirements for student speech
The main requirements for student speech are:
1. The suitability of speech to the conditions of speech.
Speech conditions are the conditions of the speaker and the listener during the speech. For example, if there is only one speaker and many listeners, the speaker is required to follow the pauses and state the idea in a coherent and coherent manner. The specificity of such a speech is reflected in the student’s responses in the process of covering theoretical issues or doing homework, in the discovery of a particular topic in the classroom, in a meeting.
One of the most important components of a speech environment is that the speaker takes into account the level of the audience.
2. The content of the speech
A student’s speech is meaningful only if it is appropriate to the context in which he or she is speaking and if he or she is narrating events he or she knows and is aware of orally and in writing.
Evidence, opinions based on the student’s personal observations or impressions and feelings, attract the attention of others.
3. The speech should be logically correct, clear and consistent.
When a thought is logically based on speech, it is effective. It requires each student to look at the situation carefully, to evaluate each of them correctly, to construct a speech in a systematic and consistent manner, and to prove it. The student should be able to logically connect one point of view with another when expressing an idea, be able to distinguish the main points of the topic from the secondary points, and avoid repetitive thoughts.
4. Rich and colorful speech
The richness and diversity of speech, first of all, the lexical possibilities of the Uzbek language in the expression of ideas: from synonyms, synonyms and antonyms, figurative expressions and phrases, proverbs and sayings, figurative is manifested in the extensive and appropriate use of artistic language tools such as words, analogies, adjectives.
5. Grammatically correct speech.
The student must have the skills and abilities to connect words, phrases and sentences, use conjunctions and possessives appropriately, and be able to adapt the possessive and participle of a sentence. .
6. Tone of speech.
Tone is a tool to increase the effectiveness of student speech. The student should read each poem or prose piece with melody, following syntagms, and using logical emphasis correctly.
The following practical steps can be taken to improve student speech:
1. Teach literary pronunciation according to the rules learned in each lesson.
2. Emphasis on speech development in other subjects.
3. Be able to explain non-literary arguments in a student’s speech.
4. In teaching phonetics, pay attention to the pronunciation of sounds that differ in pronunciation and spelling.
5. Lessons on strengthening spelling skills.
6. Get students used to speaking at various events and gatherings.
7. Memorize passages from poetry and prose.
The unified spelling and speech regime in the school puts before the school administration and the teaching staff the task of actively participating in the work of improving the literacy of students, improving their oral and written speech. This is the only requirement for the development of literacy and speech culture.
Single spelling and speech mode require special attention to:
1) the teacher’s full adherence to the rules of literary pronunciation, writing in the classroom in full compliance with the rules of spelling and punctuation, as well as the rules of beautiful writing;
2) Require students to do the same: correct spelling, grammatical, and grammatical errors in their oral answers;
3) no mistakes in the notebooks on all subjects, follow the rules of calligraphy;
4) spelling, punctuation and stylistically competent writing of various tables, announcements and lists, slogans available in the school;
5) Require all science teachers to use the Spelling Dictionary regularly;
6) The school should have a “dictionary board” and students should have a “dictionary of unfamiliar words”.
Mother tongue and literature teachers take the initiative in implementing a single spelling and speech regime. There are two types of speech - oral and written. Although they are inextricably linked, each has its own characteristics. In oral speech, vowels are received by the auditory organs when words are pronounced through speech. Therefore, in order to improve students oral speech, we must first identify the causes of their speech impediments and find ways to eliminate them.
A student who does not know how to speak fluently, write correctly, and express himself/herself fluently and clearly will not be able to master the knowledge successfully. Everyone’s speech is beautiful, perfect, their pronunciation is clear and fluent, their thinking is wide and their comprehension is deep. Through speech, human beings express their inner feelings, and speech is not developed or formed in the same way in all people.
Some children not only mispronounce sounds but also fail to distinguish them. Such speech impediments can make it difficult for children to master lessons. In this case, speech therapists need help.
It is known that students and speech therapists are responsible for correcting speech defects in primary school students. Speech problems can be diagnosed by examining the child’s speech and the causes of the speech impediment. To do this, each child completes a speech checklist to determine which sounds are being pronounced correctly or incorrectly. Speech-conscious reading, teaching to speak and write, imparting knowledge of the language to students according to their age and understanding, increasing their vocabulary, developing attention and interest in the speech of others, the book is meant to evoke a love of reading.
Dactiology (handwriting) is used in the early stages of oral learning. It only serves as a tool for children to pronounce and master sounds.
In elementary school, the leading role in all native language classes is speech development, which includes the tasks of teaching literacy, developing fine writing skills, and broadening one’s horizons. These lessons should focus on more practical goals, develop language skills in speech, creative thinking, and develop students’ language sensitivity. Enhancing their oral skills on a regular basis will help them to practice related speech and writing.
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In literacy classes, a wide range of practical exercises and the use of fun and lively objects, techniques, games and exercises of different types of games are effective in imparting skills. Textbook stories, fairy tales, poems, and unfamiliar words in proverbs are read or explained aloud. For example, “Who is sensitive”, “What is this”, “Say your name” games.
These types of exercises are designed to test and reinforce students’ mastery of a new letter after they have been taught it.
The teacher types the letters on the board in a specific order and reads them to the students in turn. The letters are then swapped out without the children noticing. Students’ sensitivity and resourcefulness will be assessed and encouraged.
Emphasis classes also focus on developing students’ speech, and the use of instructional games is effective.
For example: “We are waiting for a guest”, “Vegetable and fruit shop”, “Who makes a lot of balloons?”.
Through games, we can use our national values, our Uzbek heritage, to instill in children such qualities as dignity, kindness, morality, respect for parents and adults. For example, in the “Good Child” game, the class is divided into groups, with one student from each group.
Teacher: “Well, guys, what does a decent kid do in the morning?”
Teacher: A well-mannered child gets up early, does physical training, and greets his parents and family members.
Student: How does a polite child greet?
Teacher: “Assalamu alaykum,” he says, and then has breakfast.
Teacher: How does a polite child sit at the table?
Teacher: A polite child sits below the adults, says «Bismillahir rahmanir rahim» and reaches for the table after the adults, does not speak with food in his mouth.
After such questions and answers, the group’s answers are explained, the scores are announced and encouraged.
These types of lessons and games prepare children for hard work, increase their independent, creative activity, vocabulary, develop speech, and strengthen the coherence of lessons.
Thus, in every lesson, no matter what the subject is, our first task is to ensure that students read consciously, fluently, correctly and expressively, and to strive to improve their speech.
These activities help students demonstrate, analyze, and consolidate their knowledge throughout the year, improve their speaking, and develop their memory skills.
It is well-known that speech is related to thinking, so it is cultivated in connection with thinking. Logical techniques such as analysis, synthesis, comparison, and generalization are used in order for students to consciously understand the work read, understand its main content and ideas. Different methods are used to analyze the work read.
The children tell the main characters in the story, and under the guidance of the teacher make a schematic plan of the work (knot, culmination, solution). For example, the children in the story “The Sparrow Child” by O.Usmanov say Babakhan, the sparrow child, Talat; The nickname «Dog Dog» tells the story of a dog, a goat, a cat, a rooster and a hawk. Students can name the participants in different order. However, the teacher asks them to say them in the order in which they participated in the play. As a result, a story chart is created under the guidance of the teacher. With the help of the teacher’s question, the children noticed that Babakhan had caught a sparrow in a wheat field, tortured him, saw his friend Talat on the street, that Talat was upset with Babakhan’s work, that the sparrow had a red pen and they say that he exchanged and erased (rescued) the eraser, and that Baba Khan was stunned by his embarrassment. The content of the story is thus defined. Thus, the first acquaintance with the content of the story requires students to work consciously, that is, to analyze the events, the composition of the participants. Such logical tasks related to reading gradually become more complex.
One of the best ways to improve student speech in elementary school is through well-organized retelling. The school experience includes full, abbreviated, selective, and creative retelling. It is easier for elementary school students to retell a text in full or close to the text, while other types are relatively more difficult. In retelling, the teacher’s question about the content of the story read should focus the students on thinking about the details of the story, the causes and effects of the connection between individual events. The people involved in the development of the plot of the work, their behavior play a key role. Children better understand the content of the work by analyzing the participants and their behavior, characteristics. The teacher’s question should focus on what the protagonists did, where and under what circumstances their actions took place, the sequence of events, and the interrelationships. The student uses not only analysis but also synthesis to explain the content of the work with the help of the teacher’s question: he connects (synthesizes) some facts, compares them, discusses them and draws conclusions. Often, elementary school students do not understand the content of a work because they do not understand the behavior of the participants, sometimes incorrectly or superficially. Therefore, the teacher should be very thoughtful about the question, it makes the child think, think, discuss the behavior of the participants, the connection of events, help to compare them, to identify the pros and cons. should be. The more clearly the reader is able to visualize the behavior of the participants in the play, the more deeply he understands the main content of the story, the more independently he retells the story.
A consistent retelling of the content of the work will help you plan it. When planning, the student breaks the story into parts and identifies the main idea of ​​each part. All of this is analytical work. Then they move on to synthetic work, which means that children find titles for parts of the story. During the teacher-led planning process, students think about what the primary and secondary issues are in each part of the story, and how to articulate the idea briefly and clearly. Working on a title, discussing the title as a group by students, and the planning process itself should activate the child’s thinking ability, proving their reasoning and reasoning skills. A plan for reading and analyzing a work is written on the board, which helps to retell the story. The task of storytelling is to master the content in a given sequence. Plan-based retelling is an insidious form of storytelling rather than answering a teacher’s question. The next step in mastering the content of a work is a short story. For short stories, simple works are selected, which are divided into 2-3 parts, which are clearly distinguished. The teaching of short stories is organized as follows: the teacher reads the first part of the story, which is pre-determined, and together with the students the most important, main idea is determined. Students sometimes use words from the play. If this is difficult for students, they can state the main idea of ​​the section in their own words. Students then work with the teacher to shorten this section to determine what not to talk about and what is secondary or less important. Similar work is done on other parts of the work, and students shorten the story and retell it. Short storytelling is taught from the 3rd grade. Selective storytelling is also one of the tools to develop children’s thinking and speech. In selective storytelling, the student:
1) consciously distinguishes a part of the read text, its boundaries;
2) tells only one story from the story;
3) tells the story in the direction of only one plot.
Here are some common types of storytelling techniques that can be used to help children develop selective retelling skills in elementary school:
1) narration based on a picture drawn on the part of the story;
2) narration based on a picture depicting an event in the story;
3) answer questions that require selective retelling. As the student selectively prepares for the story, he or she analyzes the text. This analysis develops children’s thinking, independence in their speech, and helps them master the content of the text they are reading.
Creative reading activities also enhance students’ speech and thinking. These are:
1) creative retelling;
2) staging;
3) drawing on the read work; to continue the story.
1. In a creative retelling, the story is told by changing the context or form of the story, or by filling the story with new episodes.
2. In staging or staging, students transform the story they read into a play. To do this, they think about the script for the story, the costume, the gestures of the participants, turn the monologue into a dialogic speech (this is the most important task in terms of language teaching).
3. When drawing on a story, the student chooses a picture from the pictures drawn by the artists according to the content of the work read or draws it himself. If the student is not able to draw well, he / she will verbally describe the picture he / she wants to draw, that is, draw a picture with words.
4. The storytelling method is widely used in school practice. This method is used in works where the content of the story allows it to continue.³