The ministry of higher and secondary specialised education of uzbekistan

Obligatory training includes 3 stages:

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  The first phase of 5-6 class
  
• 
  The second phase of the 7-8-9 classes
  
• 
  The third stage of high schools and colleges
  

The first stage of training FL (grades 5-6) aimed at creating conditions for the early communicative and psychological adaptation to the new world language different from the world of native language and culture, and to overcome the psychological barrier in the future to use DICE as a means of communication in the modern world; introduction of foreign songs, poetic and fantastic folklore, the world of games and entertainment; acquisition by students of social experience by expanding the range of playable communicative roles in situations of family and school communication, communicating with friends and adults at DICE , the formation of ideas about the general features and characteristics of communication in native and foreign languages​​, the formation of elementary communicative skills in the 4 types of RD (speaking, reading, listening and writing) with the capacities and needs of the students, the formation of some universal linguistic concepts observed in native and foreign languages​​.
In the study of Linguistics at the second stage (grades 7-8-9), the focus is consistent and systematic development in students of all components of communicative competence in handling the various strategies of speaking, reading, listening and writing. Education Linguistics at this stage is to examine FL as a means of international communication through the formation and development of basic communicative skills in mainstream RD: speaking, listening, reading, writing, communication-verbal empathy in the foreign environment of the target language (in the framework of the topics studied and situations) of all components of the foreign language communicative competence, social and cultural development of the pupils in the context of European and world culture through cross-cultural material; aesthetic development of the pupils by reference to the cultural heritage of the target language; forming abilities to represent their native culture and country in a foreign language intercultural communication; familiarize students with the strategies available to them independent study of languages ​​and cultures.
In the third phase (colleges and lyceums) teaching should contribute to the development of foreign language communicative competence, ensuring the use of FL in situations of formal and informal communication in the educational, social and domestic, cultural, administrative and professional spheres of communicative interaction. In this case, the focus remains the development of a culture of oral and written speech, the deepening of cultural studies and knowledge about the way of life styles in the language is spoken.
The objectives and content of foreign language teaching communication range of students, taking into account the profile of the lyceum or college and expanding through interdisciplinary connections FL to study other subjects.
Education Linguistics at the third stage focused on the development of communicative culture, and socio-cultural education of students, allowing them to be equal partners in intercultural communication at DICE in the household, cultural, educational and professional sphere, the teaching of ethics discussion on communication DICE when discussing culture, way of life, organize and synthesize cultural studies , and other information of interest to students , familiarizing students with the technologies of self-control and self-assessment of language proficiency , the development of skills to represent their home country and culture, and way of life of people in the process of foreign language intercultural communication , the use of FL in a professionally oriented education .
In all three phases for studying the conditions should be created to encourage the study of a foreign language, taking into account the needs of both the students and the society at large.
The educational process consists of classroom instruction and a variety of activities outside the classroom, after school. Classroom and extra-curricular activities complement one another, and only in their interaction may exercise those tasks that are currently facing the school.
Class work, expanding and deepening the program material, develop independence, creativity student trains his mind awakens interest in the subject, forms of behavior and social skills useful activity.
Class work - the most massive form of extra-curricular activities at the main language. Educational and educational value of its multifaceted, in -class work, students acquire the ability to communicate in a variety of situations, while a variety of tasks labor, moral, aesthetic education.
The main objectives of extracurricular activities on the host language:
• Formation and development of creativity in school children, meeting their individual needs, interests, aptitudes.
• Increased public - useful activity of schoolchildren.
At different stages of learning, these problems are solved in its own way, according to the age characteristics of the students. During the implementation of these tasks set internal unity and continuity in the conduct of all kinds of extracurricular activities. Class work at the main language should not be the sum of the disparate activities, and as an integrated system, an entity that is a unity naturally located and operating in the concatenation of parts.
The teacher should coordinate and guide the class work at the main language, select and recommend to the language and thematic material for lessons. Extra-curricular activities, as well as training, based primarily on the general didactic principles of learning. However, in addition to general didactic principles, class work at the main language has its specific principles.
Unlike classroom lessons, which are mandatory, class work is based on a voluntary basis, with an equal right to participate in it as achievers and underachieving students. Because of heterogeneity of knowledge of students attending extra-curricular activities, especially important to an individual approach to children: consideration of their interests and needs, the support for their initiative and independence, stimulating curiosity, cognition, class work is also built on the principle of entertaining .
However, it should be remembered that the extra-curricular activities in any case should not become a means of fun and entertainment. Any material used for extra-curricular activities, even if it is served in an unexpected and unusual form, must be scientific data without oversimplifying or complications.
The content of extra-curricular activities of the school curriculum is determined by taking into account the primary language of linguistic interest and level of development of language skills of students. In determining the specific content of extra-curricular activities, the teacher must consider what students are interested in, what issues concern them in the first place.
With the help of questionnaires, individual and group interviews the researchers were able to identify a range of topics, which are more fully reflect the interests of students in the primary language:
• Interests, aimed at studying the linguistic phenomena (the desire for a deeper mastery of the basic grammar of the language, its vocabulary and style, the main questions of the origin of language, its place and role in the world today, neologisms and archaisms , the origin of certain words and expressions, etc. ;)
• The interests of a wide mastery of the Russian language (work in book circles of friends, lover’s primary language, the involvement of different tours, public events, working in various clubs of interest, etc.).
The main types and forms of extracurricular activities on the primary language in school:
• Individual work with students (with variable or constant composition ): preparing for the evening, holiday, morning, participate in tours, cultural campaign, advice for writing creative works, notes in the wall newspaper, in preparation rooms amateur, etc.
• Group lessons: preparing for the evening , a holiday - it's a variable composition, circle the main language, societies, clubs, working on a definite plan, a systematic, long time
• Public events that engage students in primary or secondary, or high school (competitions, contests, days and weeks of the primary language).
For mass gatherings are involved as members of several clubs, and students not covered by group work. All forms of extra-curricular activities are organically linked; complement one another, moving from one to the other. For example, group work involves organizing events in conjunction with individual lessons.
Elective classes in the primary language arose from the need to address the comprehensive development of cognitive interests and abilities of students; individualization of educational work is the foundation of professional orientation of students. In elective engage students who have a particular interest and propensity to primary language.
The content of elective courses determined by the program, which includes the volume of theoretical knowledge and practical skills that students must master in optional classes.
The forms of extracurricular activities: lectures, seminars.
Forms of control (reporting): writing reports, essays, oral monologue prepared or unprepared speech of students. Forms of student assessment: Oral promotion, attraction to the assessment of participants' works elective, the mark of good work in school and in the classroom, mural printing, etc., at the end of Elective exhibit off.
Issues to be addressed in optional classes:
• General - personality development of students, meeting their cognitive interests, the development of skills of independent work of vocational guidance
• Private nature - improving and increasing knowledge, developing skills in their native language, broaden their horizons, etc.
Types of extracurricular activities:
• Introductory classes (at the beginning of the course, in the beginning of the partition)
• Orientation sessions: pre- training (in the study of partially - familiar material) without pretreatment (the study of quite unfamiliar material)
• Refresher training - generalizing (after meeting with the theme at the end of the section and the course as a whole)
• Verification activities at the end of topics and at the end of the section
In the first two sessions of instructional techniques are used such as lectures, discussions, on the third - the conversation, the performance of students with presentations and reports, performance of individual or group assignments in the form of a coherent story, with examples, a list of certain linguistic phenomena in a table - graphs, which are filled with students examples of text, etc.
The work of the teacher in the organization of extracurricular activities at the main language should be aimed at a clear definition of both content and form, and elective purposes that should certainly help to solve all the general and specific issues outlined above.
The educational value of electives on primary language is , above all, in the development of students' activity and skills of independent work , aided by techniques and exercises such as the selection of examples , questions and answers (oral and written) , making plans , talking points , lecture notes , editing, book reviews , annotations.