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Зарипова Камила Рашидовна
EKG umumiy, 1. Darsdan tashqari o’ynaladigan harakatli o’yinlarni o’tkazish (2), 1. Narx ustidan nazorat. Narxning yuqori chegarasini bozor faoli, Jahon.2.T, Mavzu showmessage oynasi darsning borishi Tashkiliy qism-fayllar.org, Neft va gaz quduqlari tamirlash TAYOR92, O‘RQ-637-сон 23.09.2020. Ta’lim to‘g‘risida, Типы уроков по биологии и их эффективность, 2091133, 128836 тест, SABAQLIQ SHÍNÍǴÍWÍ ISLENBESI, Jalol 21 20
 
INTRODUCTION 
While it is a bit of an exaggeration, students clearly feel that classroom-based 
speaking practice does not prepare them for the real world. Why do students so 
often highlight listening and speaking as their biggest problems? Partly because of 
the demands of listening and speaking and partly because of the way speaking is 
often taught. It usually consists of language practice activities (discussions, 
information-gap activities etc.) or is used to practice a specific grammar point. 
Neither teaches patterns of real interaction. So, what can we do in the classroom to 
prepare students for real interaction? What do students need? Practical 
suggestions and what language should I teach? How do I get students to use new 
language Further reading What do students need? Practice at using L1 (mother 
tongue) strategies, which they don't automatically transfer. 
An awareness of formal / informal language and practice at choosing 
appropriate language for different situations. The awareness that informal spoken 
language is less complex than written language. It uses shorter sentences, is less 
organized and uses more 'vague' or non-specific language. Exposure to a variety of 
spoken text types. The ability to cope with different listening situations. Many 
listening exercises involve students as 'overhearers' even though most 
communication is face-to-face. To be competent at both 'message-oriented' or 

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transactional language and interactional language, language for maintaining social 
relationships. To be taught patterns of real interaction. To have intelligible 
pronunciation and be able to cope with streams of speech. Rehearsal time. By 
giving students guided preparation / rehearsal time they are more likely to use a 
wider range of language in a spoken task.[1] 

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