DEVELOPING CREATIVE THINKING IN TEACHING ENGLISH TO 2ND GRADE STUDENTS THROUGH MATCHING EXERCISES.

Abstract

This study explores the application of adaptive matching exercises to enhance creative thinking in teaching English to 2nd-grade students in Uzbekistan’s general secondary schools, utilizing the “Guess What! 2” textbook. Modern methodologies such as Task-Based Language Teaching (TBLT), Project-Based Learning (PBL), and Content and Language Integrated Learning (CLIL) are integrated with traditional methods to address observed interference issues in listening comprehension, pronunciation, and grammar application. Through a mixed-methods approach, including observational analysis and experimental implementation, three types of matching exercises, word-to-picture, sentence half, and sentence-to-sentence, were developed and tested. Results indicate that these exercises effectively mitigate interference, improve receptive and productive language skills, and foster creative, logical, and critical thinking. The findings advocate for the inclusion of adaptive matching exercises in primary English curricula to support holistic language acquisition and creative development.