Xorazm ma’mun akademiyasi axborotnomasi – /2019 Ўзбекистон республикаси фанлар академияси минтақавий бўлими

XORAZM MA’MUN AKADEMIYASI AXBOROTNOMASI –6(2)/2020
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Preschoolers are a special group whose main activity is play. Thus, the learning process should be 
in a playful way, children do not learn the language, but play with it. At this age, there is no need to 
force something to learn - in children, involuntary memorization prevails, so positive emotions are 
needed. Educational games will help you do this. How often you can hear from a child that they do 
nothing in class, but only play. But at the same time, children easily remember new foreign words. 
Game exercises in learning English are the basis for the development of General educational 
skills, such as setting and achieving goals, monitoring, evaluating actions, and analysis. But this is a 
great way to work out the language material. But of course, the lexical material should be carefully 
selected taking into account the age of children. These should be words that are well-known, frequently 
used and used in the native language. It is better that these are objects and phenomena that you can see, 
touch, draw, hear, etc. approximate topics are blocks for learning: the alphabet, numbers, animals, 
family, toys, food[2].
The use of game situations in a foreign language lesson contributes to the activation of 
educational and cognitive activity of students. A fairy tale as a game situation arouses the interest of 
schoolchildren in learning a foreign language. It seems that such educational material that allows you to 
create a foreign cultural environment in the classroom, develop the skills of listening and speaking in a 
foreign language is a fairy tale. A fairy tale is a literary genre that arose from folk art, which is 
characterized by:
1. The inclusion of unreal characters, events and conditions (space, time, circumstances);
2. The presence of multi-valued symbolic images and metaphors;
3. Strict definition of the plot scenario, formed on a common basic intention, which is built up 
depending on:
a) ideas about the fate that determines the degree of freedom of the hero of the fairy tale;
b) the relationship to a particular hero or phenomenon, as archetypal. A fairy tale has an impact on 
the emotional state of children: it reduces anxiety and negative manifestations, provides food for 
perception, empathy, communication with their favorite characters, and for their own creativity. As you 
know, all children and even some adults love fairy tales, read them with interest, watch them, and also 
stage them. And interest as a motive plays an important role in teaching foreign languages to 
schoolchildren. If children are interested, they easily overcome difficulties, master the material well, and 
develop strong speech skills. Staging fairy tales gives students great joy and gives them the opportunity 
to firmly fix the vocabulary and grammatical forms necessary for the development of skills and abilities 
of oral speech. With great pleasure, children present animals from fairy tales. They are able to convey 
their character and behavior. 
A fairy tale can act as a unit for teaching oral speech when teaching preschool children, if the 
selection, adaptation and teaching methods used meet certain requirements. Such requirements are 
determined by the psycholinguistic patterns of speech development of a preschool child, as well as by 
the linguistic-psychological and linguistic-stylistic features of a fairy tale. 
As you know, the choice of a specific text is crucial for the organization of the entire learning 
process. Based on the analysis of various factors, the following criteria for selecting texts are proposed: 
genre, thematic, psychological, Ling-Oriental, language and developmental. 
The methodological effectiveness of working with a fairy tale is also determined by the correct 
organization of the text, which is considered as a set of linguistic, paralinguistic and extralinguistic 
components. In connection with the latter, this study examines in detail the types and ways of adapting 
and preparing the text for storytelling and co-storytelling. Adaptation refers to the transformation of the 
text of a fairy tale that provides the best understanding of the fairy tale by children when listening. 
When a preschooler's vocabulary reaches several dozen words, you can diversify direct 
educational activities with the help of audio fairy tales in English. Audio stories can be divided into: 
Audio stories "in their purest form". Audio stories are a great help for children to learn English. 
Tiny English stories will do for a start. For example, you can listen to such fairy tales as "Three little 
kittens" or etc. with children. It is extremely important that the essence of the audio story is clear, 
because otherwise the child will quickly lose interest. And direct educational activities without interest 
will not be so fruitful and effective. Audio stories combined with illustrative material. In the course of 

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