O’rta maktablarda o’quvchilarga nemis tili fonetikasini o’rgatish

Conclusion
The conducted study was based on the choosing and using effectual teaching methods and techniques in teaching action verbs to A2 level learners of secondary school. The researcher worked on the very thesis theoretically and practically.
During the investigation, the researcher learnt the other researchers’ works which had already been done so that she would be able to conduct her study appropriately.
The researcher spent several months to hold the investigation. During this period she came across some challenging and intriguing situation, besides, she has learnt some important skills and points which are very crucial to make the class more effectual. Although the researcher utilized the effectual methods and technologies to teach the pupils, she was not satisfied with the final outcome s.
The most challenging task was to teach the ninth form pupils at secondary school due to that fact that it was the first time of the researcher’s experience with teenagers. Although she observed the classes during several lessons and acquainted with the subjects beforehand, to manage the classes were very difficult. The pupils were not very active and at the same time they were very naughty. Indeed, to calm the classes down made the researcher tired and nervous in reality. In order to cope with the problem the researcher decided to praise the self-disciplined pupils and inspired them with good marks. That approach attained the researcher not only to calm the classes down, but also she would be able to support the learners.
In spite of the complications, I learnt many things and I got the most effectual experience during the practicum. The first point which I should mention that in order to have an effectual class and encouraged learners, the teacher should know their learners’ peculiarities; she should have enough knowledge, well-organized tasks and exercises and also materials should be attention-catcher, the last but the most important point is the materials, hand-outs should be appropriate to the level, age and interests of pupils. Then we can get good outcome s from pupils.

Research studies show that we remember new words much more easily if we think about them in relation to our own experience and use them in acontext that is meaningful to us as individuals. So, as well as doing the exercises in grammar within or outside the lesson, learners have to write any new words and phrases that they particularly wish to learn in a context that has meaning for them. They could, for example, use language units in a sentence about what they have had personally, or about a story they have read in newspaper or magazine or about a film they have watched. It helps to revise the grammar they have and making the words personal and more memorable.Unlike the learning of vocabulary, which is a rule-based system, grammar knowledge is mostly a question of accumulating separate items. To facilitate vocabulary teaching in A 2 level classes there have been several techniques provided by linguists and methodologists. Traditionally, grammar has been taught with a word list, L1 meanings, example sentences, definitions, antonyms and synonyms. Though traditional way of grammar teaching has been criticized therefore many scholars have suggested various modern grammar teaching techniques for A2 level learners.

It is obvious that children learn a wide range of grammar to communicate with others in context.In order to contextualize the grammar teachers need to use different techniques to teach it. The foremost common techniques to teach university students grammar are by real things (realia), actions (gesture), pictures (illustrations, posters), songs, storytelling, games, using readings, etc.Different linguists provide different reason to illustrate why these techniques are useful in A2 classes.
For instance, realia is one of the most useful ways to teach grammar because it uses “authentic material”. Wright refers to realia in these terms: “Objects (sometimes called ‘realia’) are an ideal way of showing the meaning of English words for concreting things”. In other words, realia is the use of real objects such as toys to teach animals or plastic or real fruits and vegetables to teach food. It involves students using their senses by touching, smelling and seeing.
Another technique usingpictures also have been considered the most common technique to teach grammar. Pictures could be designed by the teacher.Additionally, I recommend that stories can be used as a source to motivate children to learn. An EFL teacher can use the favorite story in the learner‘s mother tongue and translate it into English in order to catch learner‘s attention.
From all above-stated it is possible to draw the following conclusions. The purpose of this work was to discover the most effective ways of teaching a foreign language to pupils. For achievement of the purpose the works of Uzbek and foreign authors on the given problem have been studied. In formation of interest to a subject the huge role is played by the person of the teacher. Therefore a pledge of successful mastering a foreign language by the pupils is professionalism of the teacher which should in the work not only take into account the methodical principles underlying teaching, but also to be in constant search of new receptions and means of teaching which will recover a lesson, will make it fascinating, cognitive and remembered. The most useful for this purpose are the following receptions and methods: methods of constructivism, communicative methods, methods of projects and discussions, games and role games, etc. In my work have been analysed all these methods and the receptions raising quality of training to foreign language on the basis of studying of various techniques of teaching, used in work with pupils. Many of receptions can be applied with success at teaching children of younger and more advanced age. The resulted techniques are interesting from many points of view, simple in application and can add essentially existing operating time of teachers foreign language. While some of the methods are let be omitted by the teacher all of these must be included in the learning process. They act like general concepts giving you a full length of techniques to apply within one method. We considered modern teaching methods. Is there a general framework, which underlies all these methods? Yes, of course, the basis of these techniques is the number of general methodological principles. But first I must say that all these four methods have the common goal of education - to teach students to communicate in English, as well as participate in the development of individual students. Basic principle of all these techniques is the principle of active communication, is a basis which is taken the situation of different nature. The situations are realized through working in groups, but these principles are both a student-oriented, and most effectively implemented in a positive psychological atmosphere where all feel comfortable and are in an atmosphere of mutual understanding and active interaction, sharing not only information but also emotions. Another significant point described methods is to create additional motivation for high interest of students in the learning process. Also worth mentioning is that in modern methods plays an important role independent cognitive activity of students. Not welcome submission of the finished material to students, they should show more independence, because it promotes memorization. The basic idea of these methods is the same: the best way of learning is communication. Yet, regardless of such a large number of similarities, each technique has its own specific features. Thanks to them these techniques differ from each other and become separate, independent phenomenon in the methodology. Specific features of each technique gives their own identity, they also cause all the positive and negative qualities that are inherent in each of them.
After the analysis of positive and negative traits, we can conclude that the most effective, successful and harmonious is the communicative method of learning foreign culture.
But, however, the task of this research is not to identify the best methods of teaching English, but the allocation of their main features, which is designed to facilitate teacher selection methods for use. It should be noted that the choice of teaching methods should take into account not only their own preferences, and, above all, should focus on the age, abilities, interests and psychological characteristics of students. Focusing on them, you can choose the most appropriate and effective method. This work may also be useful in the creation and development of other techniques and also to highlight the major trends in methods of teaching English language today. Most current methods are communicative-oriented. One of their main features is creativity of students. It is creative tasks, as is evident from this work are now a sign of modernity. They allow you to build a new work not only on spoken word but also in other activities. With regard to the practical application of methods, I think that does not necessarily use the same method. It would be best to integrate several methods by combining their best side, for students. At the moment there is no universal technique, since the effectiveness of a method depends on many factors. At the present stage of development methodology is the integration methods. We can say that the early formation of an integrated method that incorporates the best elements of different methods.
Also I consider my task to show how these methods work, so there are examples, which are in the practical part of the work. My work consists of different tips, which can help teachers to work with children and adults.