Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

The first component of “what to teach” (content) is habits and skills which pupils should acquire while learning a foreign language. Habits are series of connected acts which have become automatic or semi - automatic as the result of repetitions.
Skills - are combination of specific useful habits, serving a definite purpose and requiring the application of definite knowledge.
The four basic skills to be acquired as the result of the study of a foreign language they are the ability to understand the language when heard, to speak it, to read it, and to write it. In other words they are hearing (language comprehension), speaking, reading, and writing. The level of habits and skills is determined by the syllabus for each form.
The second component of “what to teach” is a linguistic one. It includes on the one hand ,language material, such as sentence patterns, utterance - patterns, pattern-dialogues, text different in style arranged in topic and serving as starting points for the development of oral language and written language, which allows the teacher to reach the practical educational, and cultural aims set by the syllabys. For example, in the junior stage (4x5 forms) pupils should speak and read about school, home, town and countryside, nature, psychical training and sports.
The third component of what “what to teach” is a methodological component i.e. pupils should be taught how to learn the foreign language, how to work at he subject to attain the aims. To sum up, the content of foreign language teaching involves three main components:
1.Psychological components: habits and skills which ensure the use of the target language as a means of communication in oral (hearing, speaking) and written (reading, writing) forms.
2.Linguistic components i.e. language and linguistic material which should be assimilated to be used in language skills.
3.Methodological component i.e. the techniques which pupils should acquire to learn the foreign language in a most effective way.
Consequently, the dichotomy between language and speech plays an important role in FLT. Language is a system of signs and speech is a manifestation of this language system in concrete communicative acts. Both language and speech make up two sides of the same phenomenon, one whole, and at the same time each of them has specific units.
Language units include phonemes, morphemes, words, phraseological units, sentences, and texts. These language elements are organized on formal-semantic principles. Speech units include utterances of various lengths where language elements are organized on a semantic-communicative principle. In other words, speech units refer to a specific situation of communication.
Content components are connected with the goal of ELT. The goal determines the content because the content is acquired during the lessons and the result of each lesson depends on the predefined goal. The practical goal of teaching English clarifies how to use some particular language materials in communication, i.e. within which borders and in what capacity. So, the area (topic) of speech is defined. There are three phenomena such as, themes of speech (subjective side of the speech), language sub-skills and skills (procedural side) and language materials (objective side of learning) played a major role for improving the content of teaching English which must be discussed.
Some training specialists think that the content ofFLT includes: a) exercises of different types; b) texts for oral and written work; c) laboratory exercises; d) topical selection of material. The term of ‘'exercise” is usually used with the aim to master language sub-skills and communicative skills in all speech activities. Exercises are organized as a system or complex directed to development of language sub-skills and skills. Exercises are usually shaped with the language material and task performing to achieve the practical goal. Therefore materials for exercises are taken from the content of teaching. Thus content of teaching is the foundation, source and object of exercises.
The content of FLT involves a dialectical unity of all specifically arranged teaching materials, teaching/learning process, sub-skills and skills, and common essential learning.