The development of speech skills is very necessary in the modern world, since it allows people to exchange information, establish communication and provide interaction

In modern schools, the sound method of teaching literacy has been adopted, which involves isolating the sound in a word, sound analysis, synthesis, letter acquisition and the reading process. English graphics are based on the syllabic principle , which is that a single letter (grapheme) cannot be read, because it is read taking into account subsequent letters. Therefore, in modern methods of teaching literacy, the principle of syllabic (positional) reading operates, in which children from the very beginning are guided by the open syllable as a reading unit. Open syllables are characteristic of the English language. The construction of a syllable in most cases is subject to the law of ascending sonority.
A syllable consists of several sounds pronounced with one exhalation impulse. The base of a syllable is the vowel sound. The structure of the syllable can be different SG (open ) , GS (closed) , type SGS, as well as the same types with a combination of consonants: SSG, USSR, etc. (S-consonant, G - vowel).
Mastering the rules of graphics is a necessary condition for writing, but not sufficient. Living phonetic processes lead to the fact that there is often a discrepancy between the spoken and written words. This occurs in cases where phonemes are in weak positions. To designate a sound in a weak position with a letter, you need to determine which phoneme the given sound belongs to, and then designate it. The letter for the sound corresponding to the strong position of the phoneme is selected according to the rules of graphics. For a sound that represents a weak position of a phoneme - according to the rules of spelling.
The basis of learning to read is also orthoepy, the norms of which are difficult for children to immediately remember, much less follow. Therefore, at the initial stages, a double reading is recommended: orthographic, and then orthoepic. For normal reading, it is necessary to learn some punctograms (punctuation): period, question and exclamation marks, comma, colon, dash.

2. 
   Cooperation in the development of speech skills.
   

The listed factors represent a special problem, since to solve it the teacher must have knowledge in different areas. Moreover, the solution to such problems is also facilitated by the close interaction between the teacher and students, as well as the teaching methods that the teacher follows V feeling activities (Pikeeva, 2015).
External factors include insufficient technical equipment of the classroom, high class size, inadequacy of educational programs and lack of instructional time.
It is necessary to pay attention to such a phenomenon as the language barrier. This phenomenon is characterized by difficulties in the development of speech skills, which makes it difficult for a person to make contact With person related To another language group. IN like this case both the interlocutor experiences difficulties in communication, since one person cannot reproduce and competently convey feelings thought A listener Not Maybe understand speaker.
Language barrier Maybe be How language, So And psychological Idol more often Total the student has case With two species straightaway. So How linguistic view implies absence language practice, lack of listening skills, lack of vocabulary or knowledge in a certain area, and so on (Khuzhaniyazova, 2013).
The psychological appearance, in turn, represents self-doubt, fear of making a mistake And So Further. WITH linguistic barrier more often collide student primary schools, but despite this, most children do not experience psychological difficulties, which allows them to overcome the linguistic barrier faster and more efficiently. As for children in middle and high schools, a psychological barrier, combined with a linguistic one, predominates here, since children, due to a lack of knowledge, are afraid of making a mistake that will result in an unsatisfactory grade.
results And discussion
Costs Mark, What interlingual And intralingual interference Also has a negative impact influence on formation speech skills And skills. Given phenomenon characterized by the conscious or unconscious imposition of the linguistic systems of one language on another. Considering the English and Russian languages, we can give the following example of interlingual interference: in the Russian language, every animate and inanimate object has a neuter, feminine or masculine gender. In English, inanimate objects and animals are singular. noun only average sort of And at designation V quality pronoun is written
"it" - it, instead of "he" - he or "she" - she. That is, when constructing sentences: "I have a dog. She's big." - "I have got a dog. It is big.", children, applying knowledge of the Russian language system to English language They say: "I have Goth a dot She is big." allow substitution pronoun "dog" - dog, on
"she" - she
Another example of this phenomenon is the strict order of words in a sentence provided in the English language. Native speakers of Russian know that their native language has a free order, so a sentence that carries the same semantic load can look different:
–like yesterday I was walking With friends
–With friends was walking I like yesterday
IN English language given offer will to look like exclusively like this way: "I walked with my friends yesterday." It is worth noting that in English, affirmative, negative and interrogative sentences have different structures, which causes difficulties for students in learning the language.
Based on the above problems, it is possible to form a number of pedagogical conditions that will provide influence on successfully formation linguistic skills And skills process foreign language teaching:
–Creation rich language environment on lessons English language;
–guided by modern technologies V formation speech skills;
–security friendly microclimate V class in avoid the appearance of a psychological barrier;
–accounting individual-age features students;
–development systems motivation students;
–Creation environment For natural needs V communications;
–promotion By direction from speeches To language;
–compliance with the patterns of formation and development of skills and abilities in the learning process ;
–education through communicative basics And So Further.
It is important to remember that in order to develop speech skills and abilities, a child must be able to perceive other people's speech, which indicates the importance of developing listening, reading, writing and speaking in combination, therefore the teacher should be guided by modular technology in education process (Artemov, 2002). IN table 1 presented warrant And methods development of skills that influence the formation of speech skills and abilities.

Table 1. Nomenclature skills.

No. Skill Methods formation
Ⅰ List Application interactive modern technologies: viewing videos or cartoons on English language listening songs And dialogues And So
Further.
Ⅱ Speaking Application gaming methods And training V cooperation V totality with expanding the horizons and vocabulary of students.
Ⅲ Reading Management of Beginner level tutorials. Use in the educational process shorts texts With support on age category student For
development interest To training.
Ⅳ Letter Application tandem method, training V cooperation design method. Maybe application remote technologies at availability "pen friend" -
friend By correspondence.

Based on the order of skills formation presented in Table 1, we can conclude that mastering speech skills and abilities depends on a certain algorithm, and the connection between the listed skills is determined by complex mental activity, which is based on inner speech. Even in teaching their native language, children first learn to perceive information by ear, then reproduce their thoughts, and only after mastering oral receptive and oral productive speech activities can the child move on to learning to read And letter.

Next, it is necessary to highlight the main types of speech activity that influence the formation of speech skills and abilities. To begin with, you should consider a type such as discussion. Advantage given kind V volume, What student will to interact Not only Friend With friend but also With teacher What stimulates microclimate V class. More Togo, choice Topics For discussions Not less

is important because the interests and age category of students should be taken into account. At the initial stage to the teacher should divide student on subgroups, announce For each teams topic (preferably controversial) And start To discussion. The result dry activities will serve effective development of speech skills, involvement in the educational process and development of critical thinking. Education V cooperation And gaming methods – integral parts educational process in the field under consideration (Zinovieva, 2013). An example of such an activity would be role-playing games, where students can act out short scenes through oral use English speech only. The teacher must provide students with information about the assigned role. And O topic productions. Thank you dry mind speech activities oral speech children will

acquire emotional coloring gradually will become fluent And more literate.
You can also use exercises aimed at completing a story . The teacher should tell the students the story in English, but not reveal dénouement. For students need to will on English language come up with continuation stories. This exercise will contribute to the development of creative potential and the rapid acquisition of lexical norms and means of expression.
You should pay attention to the task, which is still used in state exams By English language - description or comparison pictures. Behind basis should take a certain topic For example, "Different kinds of things of table games", What V translation means "Different kinds desktop games", And pick up appropriate a couple pictures. Comparing or describing the presented Pictures, student expand Mine horizon And activate vocabulary stock (Soloviev, 2015).
Of course, there are other methods aimed at developing speech skills and abilities, however We brought Kinds speech activities which should use V teaching younger schoolchildren.
At the end of the completed tasks, the teacher needs to conduct a control. Control can be current, intermediate and final. However, for an objective assessment of the acquired knowledge and skills, the teacher should be guided by all types of control in the learning process, thus teacher will be able in a timely manner identify "spaces" V knowledge And accept measures By their elimination.