O‘zmu xabarlari Вестник нууз acta nuuz filologiya 1/4/1 2023 245

Analysis and results. The analysis of the history and 
changes in approaches to teaching a foreign language to 
students in secondary vocational educational institutions 
clearly demonstrates the importance of focusing on teaching 
speaking as one of the main types of speech activity, which 
means primarily using a communicative teaching method in 
their work. 
Speaking has historically been thought to be the most 
common sort of speech action. This is a fundamental skill for 
many kids. Speaking abilities, like any other talent, do not 
develop on their own; they must be developed via the use of 
specific exercises and assignments aimed to eventually create 
and polish the capacity to navigate in natural communication 
circumstances. They are an important component of the 
English language course [7]. 
The teaching tool, which is utilized in English classes, 
involves instruction in all sorts of speech activity, but it is 
directed at all categories of non-linguistic pupils. 
As a consequence, students of creative specializations 
will need to complete an additional set of exercises and 
activities to better their outcomes in acquiring their speaking 
abilities. 
In order to do this, it was decided to create an 
educational and methodological complex for teaching 
speaking to students of creative specializations in English 
courses, in addition to the main textbook and comprising 
lexical and grammatical content that students learn throughout 
the year. Thematic content is in accordance with the 
educational and thematic strategy. The following techniques 
of teaching in English classes were chosen in accordance with 
the provided features of the researched category of students: 
the process of intensive learning, the method of activating the 
capabilities of the individual. The age and psychological 
features of students in the chosen disciplines analyzed lead us 
to conclude that techniques such as a functional-conceptual 
approach and a professionally oriented approach are required. 
The most relevant and successful teaching approaches 
will serve both the monological and dialogical sides of speech 
in the design of tasks and exercises, namely: 
1) Discussions. Students organized into groups can 
work toward the following objectives: reaching a consensus, 
exchanging thoughts about an event, or devising a solution. 
The aim of the conversation must be determined by the 
teacher. Students, for example, can take part in a discussion 
about the “agree – disagree” principle. It is recommended to 
organize groups of 4-5 persons for such talks and present them 
with contentious topics for consideration. Then, for a certain 
period of time, each group works on a specific topic and 
presents its findings to the class. 
Such exercises help kids develop critical thinking 
skills and make rapid decisions. They also learn how to 
articulate and defend their point of view when disagreeing 
with others. When discussing in groups, it is also necessary to 
encourage students to ask questions, rephrase ideas, express 
support, etc. 
2) Role-playing game. Students show themselves in 
diverse social circumstances and play various social roles in 
this sort of activity. The teacher assigns specific information 
to the pupils in role-playing games, such as who they are and 
what they believe and feel. 
3) Brainstorming. In this sort of exercise, students 
generate thoughts about a certain topic in a restricted amount 
of time. Individual pupils as well as groups of students might 
benefit from brainstorming. This approach is distinguished by 
the fact that students' ideas are never ridiculed, and they may 
always share fresh ones. 
4) Storytelling. The goal of this exercise is for students 
to offer a quick synopsis of a narrative or a story they have 
heard previously, or to come up with their own story and tell it 
in class. Storytelling encourages critical thinking while also 
allowing you to present your thoughts in a certain format: the 
beginning, development, and conclusion of the narrative. 
Students are also capable of telling jokes and riddles. 
5) Interview. Students conduct interviews with a 
variety of persons on diverse themes. It is preferable if the 
teacher selects a category for students so that they know what 
sort of questions to ask and which path to take, but they should 
come up with their own interview questions. Doing interviews 
helps students to practice their communication skills both in 
and out of the classroom, as well as preparing them for life in 
society. Students can also conduct interviews with one another 
and present their partners to the rest of the class. 
6) Completion of stories. This is a fun exercise for the 
entire class, and kids sit in a circle for it. The teacher begins to 
deliver the narrative and then pauses after a few phrases. Then 
each student should add 4-10 sentences to make it longer. At 

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