The ministry of higher and secondary specialised education of uzbekistan

Key words: system of exercises, teaching means, speech skills, language exercises, communicative orientation, pre-speech exercises, academic communication, imitating speech communication, and academic situation, reproductive and reproductive-productive speech exercises, real life communication, and speech exercises, programs, course books, plans, manual, visual aids, handout.
In the theory of TFLM the system of tasks and exercises are tried as organizing linked actions placed in the order of growing language and operational difficulties and with consideration of sequencing speech skills in different speech activities.
The problem of creating system of tasks and exercises is considered as the most important in TFLM.
Firstly let’s try to understand contradictions as for using terms for different types of tasks. Many foreign and native sources present different classification of the system of exercises. For instance, S. F. Shatilov states that while teaching speech activities it has a sense to differentiate three types of exercises:
1) Language (non communicative) exercises, which don’t have any communicative features or exercises which have some communicative orientation;
2) Pre-speech exercises (academic communication), imitating speech communication in academic situation;
3) Speech exercises (authentic communication) allowing real life communication through different speech skills.
N.I. Gez believes that teaching communicative writing is based on 2 types of exercises 1) training exercises; 2) speech exercises.
N.D. Galskova suggests the following systems of tasks:
1) Reproductive (writing the text basing on samples);
2) Reproductive-productive (creating own version of the letter by using different prompts: verbal (key words, logical scheme of the statements, Plan, etc.) and verbal visual (picture, series of pictures, photo and key words, phrases, expressions, etc.);
3) Productive (without any help based on verbal or non verbal stimulus).