Θέμα: Poem – Writing from a situation of war

It’s a deeply tense and uncertain time here in Jammu and Kashmir, India. Any moment could escalate into something devastating. Still, we must hold on to faith. Let’s pray for everyone’s safety… and if this turns out to be my last day here, may we find peace in our hearts.

I am writing my poems  

I Carried Books into the Silence
When we first shifted to this new home,
I walked into my new room and felt the emptiness settle in me.
The silence was loud, the walls unfamiliar.
But I brought my books all of them 
as if anchoring myself to something deeper,
something eternal.

I became stubborn, defiant 
refusing to leave behind what feeds my soul.

Now, even in the shadow of war,
with chaos looming and choices shrinking,
I carry books not clothes, not comforts 
but books and my laptop.

If this is a battlefield, let it be known:
I march armed with words.
And if I fall,
let me fall as a martyr to learning,
to wisdom,
to the stubborn hope of a modern philosopher 
one who chose peace and prosperity for the generations to come,
who spoke of the oneness of humanity,
so that somewhere, someone,
who dreams of making this world a better place,
may do so with peace, with purpose, and with passion.
Because even when the world forgets the quiet fighters,
those who choose thought over violence,
books over weapons,
and creation over destruction 
their legacy lives on,
not in monuments,
but in minds they awaken,
in hearts they soften,
in the light they leave behind.

Let my life not be measured by survival,
but by the seeds I planted 
of kindness, courage, and consciousness.

Let the next generation know
that amidst all noise,
someone once believed in stillness.
That in a time of breaking,
someone chose to build.

And if my story ends here,
let it echo not with sorrow,
but with the soft turning of pages,
the steady tap of keys,
the whispers of wisdom
still moving forward 
for I lived not just to breathe,
but to leave behind breath for others.

And if history forgets my name,
may it remember my intent.
That I lived not as a bystander,
but as a bearer of light 
choosing books when the world chose bullets,
choosing words when silence grew cruel.

For in every page I carried,
I carried hope.
And that,
perhaps,
is enough.

If It Had Been My Last Day
In the shadow of war, where time is fragile,
Where every heartbeat could be the last,
I stand, breathing deeply in the storm,
wondering:
If this were my last day,
what would I leave behind?

I see the faces of those I love,
flickering like candle flames in the wind,
tender and fleeting.
Would I have said enough?
Would my silence have spoken louder than the cries of battle?

In this chaos,
where bombs drown out reason and fire burns hope,
I hold onto something deeper 
the quiet power of love,
the unshakable belief that knowledge, compassion, and peace
are the only things we truly carry.

I would not leave behind riches,
nor the hollow comforts of fleeting life.
What value would they have
when the earth quakes beneath us
and all that remains is the echo of our choices?

But I would leave behind words 
words that refuse to be silenced,
that rise from the ashes of destruction.
Words that seek to heal, to build,
to light a path through the darkness of war.

And if my life ends here,
let it be known
that I lived not in fear,
but in defiance of the chaos.
Let it be known that I chose peace,
even in the face of the storm,
and that I chose books 
the eternal flame of learning,
the salve for a broken soul.

If this was my last day,
I would not ask for glory or accolades.
Instead, I would ask that somewhere, someone,
finds solace in the words I left behind.
That they carry them into a world still torn apart,
a world that has yet to heal.

And when the war ends,
when the dust has settled and the smoke clears,
may they remember not the weapons I faced,
but the wisdom I chose to share.

For in the end, it is not the fight that defines us,
but the peace we dare to pursue
and the love we choose to leave behind
to guide others through the wreckage.

If it had been my last day,
let it be said that I lived
not just for myself,
but for the possibility of tomorrow,
a tomorrow where kindness, courage, and knowledge are the legacies we build.
– Author Haroon Rashid

Biography:  

ABOUT AUTHOR HAROON RASHID

Haroon Rashid is an internationally celebrated Indian author, poet, and humanitarian whose soul-stirring words transcend borders, cultures, and languages. Revered as “a movement of thoughts” and “a soul that breathes through verses,” he is a global ambassador for peace, education, and sustainable development. Through literature, he fosters empathy, cultural harmony, and a collective vision for a better world.

KEY LEADERSHIP ROLES
• Global Ambassador & International Member, Global Federation of Leadership & High Intelligence A.C. (Mexico)
• SDG Ambassador (SDG4 & SDG13), World Literary Forum for Peace & Human Rights
• National Vice Chairman, Youth India – Mother Teresa International Foundation
• Peace Protagonist, International Peace Forums – Mexico & Greece
• Honorary Founding Member, World CP Cavafy

AUTHOR & LITERARY CONTRIBUTIONS
• We Fell Asleep in One World and Woke Up in Another – poetry book, translated by 2024 Nobel Peace Prize Laureate Eva Petropoulou Lianou
• Author Haroon Rashid Quotes – A soul-deep treasury of reflections
• Works translated into: Greek, French, Persian, Urdu, Arabic, Chinese, Tamil, Hindi, Sanskrit, German, Indonesian, Bolivian, and more.

GLOBAL HONORS & AWARDS
• Diploma de Honor al Mérito – Mexico (2025)
• World Art Day Honor – Indonesia (2025)
• Friedrich von Schiller Award – Germany
• 4th World Gogyoshi Award – Global Top Vote (2024)
• 1st Prize – Silk Road International Poetry Exhibition (2023)
• Golden Eagle Award – South America (2021 & 2023)
• United Nations Karmaveer Chakra – 2023 & 2024
• REX Karmaveer Chakra – Silver & Bronze – India
• Global Peace Award – Mother Teresa Foundation (2022)
• Cesar Vallejo Award – UN Global Marketplace
• Honorary Doctorate in Humanity – La Haye, France (2021)
• Sir Richard Francis Burton Award – European Day of Languages
• Prodigy Magazine USA Award – Literary Excellence
• Certificates of Honor – Greece, Serbia, Indonesia, Mexico
• Honorary Award for Literature & Arts – Trinidad & Tobago

GLOBAL PRESENCE & RECOGNITION
• Invited Guest on The Oprah Winfrey Show
• Featured in O, The Oprah Magazine
• Speaker at:
• International Peace Day – Mexico & Greece
• 3rd International Congress of Education – Mexico
• Paper Fibre Fest – Represented India in China, Greece, Mexico, Peru
• UN SDG Conferences, Global Literary & Peace Forums
• Work featured in education campaigns, peacebuilding initiatives, and cross-cultural literary dialogues
• Admired by global celebrities, educators, artists, and policymakers

CULTURAL AMBASSADOR OF INDIA
• Embodies India’s timeless storytelling, spiritual ethos, and peace traditions
• Bridges Indian philosophy with global consciousness
• Revered as an ethical thought leader, visionary poet, and global voice of unity

PHILOSOPHY & SOCIAL VISION

Literature, for Haroon, is a sacred space for:
• Healing, empathy, and consciousness
• Advocacy for:
• Mental Health Awareness & Emotional Resilience
• Climate Action & Sustainability
• Spiritual Depth & Interfaith Harmony
• Youth Leadership & Cultural Preservation

He aims to inspire changemakers, dreamers, and peacemakers across generations.

GLOBAL PRAISE & LOVE

Described as:
“A movement of thoughts.”
“A soul that breathes through verses.”

Celebrated across Europe, Asia, Africa, and the Americas, Haroon is loved for his:
• Authenticity
• Emotional depth
• Literary brilliance
Honored by governments, universities, and global literary councils.

TITLES & GLOBAL IDENTITY
• Global Literary Icon
• Award-Winning Author & Poet
• International Peace Advocate
• Global Educator of the Heart
• Cultural Diplomat & Ethical Leader
• SDG Voice for Education & Environment
• Voice of Peace, Passion, and Purpose

QUOTE BY AUTHOR HAROON RASHID

“It’s our responsibility to create a better world for our future generations.”

CONNECT WITH HAROON RASHID
Follow and engage across all platforms:
@AuthorHaroonRashid
(Facebook, Instagram, X/Twitter, LinkedIn, YouTube, Threads, and more)

Lady of the hot kisses!

Your face welcomes the morning and sends me your sweet smile that breaks the chains of my sadness.

How beautiful is the first look in love?! 

How can I draw the warmth of your smile in words?! 

Since you and I dwell in my eyes, every time I take your hand,

My soul blossoms and sings for you, dancing. 

So far I have reassured my eyes by admiring your photos. 

The night dwelt in my heart,  since you are there the sun has left the sky and lives in my soul. 

Don’t you know that your smile wins over the darkness?! 

Death will not defeat us while we are together. 

I do not remember you because you are always with me and live in this heart. 

Every time he blows the zephyr, 

Your memory returns like a light breeze that caresses my face. 

I look for you in every corner of my soul and find you there, drawn on the walls of my heart. 

You are the story that echoes in my days, 

I will continue to be fascinated remaining captive of the heat of your love until the world will disappear and my heart will continue to desire you.

Kareem Abdullah – Iraq

还乡

张开洋（6岁)

回到故乡

故乡还是这么香

Returning Home

Zhang Kaiyang (6 years old)

Returning to my hometown

My hometown still smells so sweet

惊人的诗

茗芝

爸爸让我看到路边的花

写一首诗

可是婆婆妈妈的诗

花花草草的诗

和日记有什么区别呀

大家都这么写

没什么意思

我要写不一样的诗

惊人的诗

An Amazing Poem

Mingzhi

Dad asked me to look at the flowers by the roadside

And write a poem

But those kind of overly sentimental poems

Poems about flowers and plants

What’s the difference between them and a diary?

Everyone writes like that

It’s not very interesting

I want to write a different poem

An amazing poem

蜉蝣赋

刘杏丽

朝闻道夕死可矣

蜉蝣朝生暮死

不知闻了哪家的道?

这一天

一定是有阳光的

清风徐来

山花烂漫

当一切归于平静

月亮也就出来了

…

Ode to the Ephemera

Liu Xingli

It is said, “If one hears the Way in the morning, one can die in the evening without regret.”

Ephemeras are born at dawn and die at dusk.

I wonder whose Way have they heard?

On this day

Surely there must be sunshine.

A gentle breeze comes slowly,

And mountain flowers are in full bloom.

When everything subsides into tranquility,

The moon then appears.

飘荡

徐智恒

你把心意托付给了月亮，

但是月亮不是每晚都那么明亮。

他把心意寄给了白云，

但是白云终究都会消散。

只有我把心意放进了河水，

悠然漫长地自由飘荡。

(徐智恒，17岁，常德学生，擅长古体诗。)

……

Drifting

Xu Zhiheng

You entrusted your feelings to the moon,

But the moon isn’t bright every night.

He sent his feelings to the white clouds,

But in the end, the clouds will all disperse.

Only I put my feelings into the river,

Letting them drift freely, leisurely and endlessly.

(Xu Zhiheng, 17 years old, a student from Changde, excels in classical Chinese poetry.)

麻绳

蹇芯怡(10岁)

古有蚕丝，今有麻绳丝

古代造法，富人买得绳

现代工具，成品廉价但

它有着意义一根绳

表示我们团结永不屈服

虽然它外表不好看但意义深远

………

The Hemp Rope

Jian Xinyi (10 years old)

In ancient times, there was silk, and now there is hemp rope.

With the ancient methods of making it, only the rich could afford the rope.

With modern tools, the finished products are inexpensive.

But this rope has its significance.

It represents our unity and our unyielding spirit.

Although it may not look good on the outside, its significance runs deep.

还乡

小张雨涵(11岁)

家乡的山，是爸爸。

家乡的水，是妈妈。

山水环绕，便是家乡情。

家乡的风，是哥哥。

家乡的云，是姐姐。

风云变幻，便是家乡的味。

而我呢?便是家乡的小鸟。

永远作伴于风云。

永远想念家乡的山水。

………..

Returning Home

Zhang Yuhan (11 years old)

The mountains of my hometown are like my father.

The waters of my hometown are like my mother.

With mountains and waters encircling, that’s the love for my hometown.

The winds of my hometown are like my elder brother.

The clouds of my hometown are like my elder sister.

As the winds blow and clouds shift, that’s the flavor of my hometown.

And I? I am the little bird of my hometown.

Forever accompanying the winds and clouds.

Forever missing the mountains and waters of my hometown.

不曾远去是斜阳

胡裕乐(10岁)

晚霞伴着夕阳

余光在桦树间舞蹈照在田埂上

如同一地漫漫黄金在想象中更显萧条在太阳融入地平线前仍将礼物赠予我们故乡的斜阳

愿你在我心头永驻

………..

The Setting Sun Never Fades Away

Hu Yule (10 years old)

The evening glow accompanies the setting sun.

Its afterglow dances among the birch trees and shines on the ridges of the fields,

Like a carpet of golden light. In my imagination, it seems even more desolate.

Before the sun sinks into the horizon,

It still gives us a gift — the setting sun of my hometown.

May you always remain in my heart.

Muhsin kizi, student of Polytechnic No. 1
Phone number 94 326 58 50

Annotation

When every Uzbek girl says these words, she feels a sense of pride in herself, as if there is a divine feeling in these words. Of course, after all, this is what she says, I am an Uzbek girl. Do you know what makes Uzbek girls Uzbek?. An Uzbek girl is distinguished from representatives of other nations, first of all, by her honor and pride, because with these we proudly say that we are Uzbeks. Throughout history, Uzbek women have stood out from women of other nations with this feature and still do. When we hear these women, the brave Tümaris and Tümaris followers, we sincerely envy them. The woman who paved the way for literature, science, and thinkers, Nodirabegim Uvaysi Zulfiyakhanim, is following in their footsteps and is raising the Uzbek flag all over the world and proclaiming that she is an Uzbek girl.

Key words: Uzbek girl, nation, family, upbringing, demands of the times, science, culture, nationality,

Introduction
Uzbek girls receive their first and foremost upbringing from their own family. Of course, mothers, grandmothers, grandfathers, and fathers are responsible for this. Generally speaking, seven neighborhoods are responsible for an Uzbek girl. Every girl is told from a young age that in the future she will be the head of a family, the mother of a child, the companion of a man, the daughter-in-law of a family. As she grows older, she is taught household chores, greetings, and from these ranks. In many cases, there is a discrepancy between traditional views and the requirements of modern life. However, by adapting this discrepancy, the image of Uzbek girls is enriched more and more.

Main part
Today’s Uzbek girl is choosing a specialist in science, a scientist, a researcher, a politician, an athlete and a number of universal professions and is improving her knowledge and skills in these areas theoretically and practically. Uzbek girls are not only preserving their national values, but also declaring themselves in any professions around the world, of course, raising the flag of Uzbekistan to the sky and saying that we are Uzbek women and girls, seeing these results, Uzbek women and girls are giving themselves the strength, energy and motivation to achieve their goals and dreams, and seeing these results, one is delighted.

Conclusion
The Uzbek woman is not only the trust of the family, but also the trust of the entire society, the pride of the nation and the mirror of culture.

References

1. Norboyeva G. – Sociology of the Family – Tashkent Uzbekistan 2020.
2. Kadirova M. Women and Society Gender Equality Issues – Tashkent Social Thought 2019
3. Kurbonov D. Ancient Customs and Traditions of the People of Uzbekistan – Tashkent Akademnashr 2014

Andijan State Institute of Foreign Languages
Foreign Language and Literature, German Language Direction
Student of Group 402 Yunusova Khodisa
Scientific Advisor Ismanova Odinakhon

Morphological construction of a word: types and classes of morphemes. Diachronic and synchronic view of word structure. Morpheme and allomorphemes.

Abstract: This article analyzes the morphological construction of a word, that is, the types and classes of morphemes, which are the smallest meaningful parts of a word. Also, approaches to word structure from the diachronic (historical development) and synchronic (current state) points of view are studied. The article also examines in detail the concepts of morpheme and allomorpheme, their differences from each other and their scope.

Annotation: This article analyzes the morphological structure of words, focusing on the types and classifications of morphemes—the smallest meaningful units of language. It explores both diachronic (historical development) and synchronic (current state) approaches to word structure. The article also discusses the concepts of morpheme and allomorph, highlighting their differences and usage in linguistic analysis.

Abstract: V dannoy state rassmatrivaetsya morfologicheskoe stroenie slova, a imenno tipy i klassifikatsii morphem — naimenshikh znachimyx edinits zyzyka. Analyziruyutsya diachronichesky (historical development) and synchronic (modern state) approaches to the structure of words. Takje podzlo rassmatrivayutsya concepts of morphemy and allomorphy, ix razlichiya i oblasti primeneniya v lingvistike.

Keywords: morphological structure, morpheme, allomorph, word formation, diachronic approach, synchronic approach, linguistic analysis

Morphology studies word classes, their grammatical meanings, grammatical categories specific to each class, grammatical forms and grammatical meanings that give rise to these categories, and the structure of the word. Just as a language consists of a system, its morphology also forms its own system. In turn, the morphological system also consists of its own sub-systems. By elucidating the essence of each of them, the morphology of the language is studied as a whole, as a system. The internal system (subsystem) specific to each word class is formed by morphological categories specific to this class. Morphological categories consist of a unity of general and specific meanings specific to a particular phenomenon and word forms expressing these meanings.

The essence of certain morphological categories is determined by the clarification of these word forms and their general and specific meanings. In other words, the essence of one of the internal systems within the morphological system is determined. For example, the tense category of a verb constitutes a separate system in the M. of the verb. Therefore, the expression “system of verb tenses” is also used in relation to the tenses of the verb. The essence of the tense category of the verb, the tense system, is that all tense forms express the relationship of the action to the time of speech (moment of speech). This is a feature common to all tense forms.

At the same time, the verb form (forms) of each tense have their own specific characteristics. For example, past tense forms indicate that the action took place before the time of speech, present tense forms indicate that the action took place during the time of speech, and future tense forms indicate that the action took place after the time of speech. These common and specific features of verb tense forms are the essence of the tense category, the system of verb tenses.

Therefore, by determining the essence of each morphological category related to the verb class, the morphological system of the verb is illuminated. In linguistics, morphology is the study of words, how they are formed, and how they relate to other words in the language. It studies the structure and parts of words, such as the root, stem, prefix, and suffix. Morphology also studies the ways in which word classes, intonation, stress, and context change the pronunciation and meaning of words. Morphology is distinct from the morphological classification system, which classifies languages ​​according to the way words are used, and from lexicology, which studies how words and their structures make up the vocabulary of a language. Phonological and orthographic changes between a root word and its derivation can affect literacy skills.

Andijan State Institute of Foreign Languages
Foreign Language and Literature, German Language Course
Student of group 402 Yunusova Khodisa
Scientific supervisor Isamutdinova Durdona
Learning a foreign language through games and stage play

Annotation: This article analyzes the effectiveness of teaching foreign languages, in particular, German, through games and stage play (szenisches Spiel).
By stimulating children’s natural curiosity and creative thinking, game activities make the process of mastering a foreign language more interesting and effective.
The study highlights the possibilities of developing language skills through methods such as game forms, role-playing, and dramatization. The article contains practical recommendations for teachers, methodologists, and those who want to teach a foreign language through an interactive approach.

Annotation: This article explores the effectiveness of teaching foreign languages, particularly German, through play and dramatic play (szenisches Spiel). By fostering children’s natural curiosity and creative thinking, making playful activities the language acquisition process more engaging and efficient. The study highlights
how methods such as role-playing, dramatization, and game-based learning can support language skill development. It offers practical recommendations for teachers, educators, and those seeking to adopt an interactive approach to language instructions.

Annotation: V dannoy state rassmatrivaetsya effektifnost obucheniya
inostrannym yazykam, v chastnosti nemetskomu, cherez igru ​​i stsenicheskuyu igru (szenisches Spiel). Blagodarya stimulirovaniyu estestvennogo lyubopytstva i tvorcheskogo myshleniya detey, igrovye vidy deyatelnosti delayut process language learning is more uvlekatelnym and rezultativnym. V isledovanii osveshchayutsya vozmojnosti razvitiya yazykovyx navykov through role-playing games, dramatization and other acting methods. Statya soderjit prakticheskie rekomendatsii dlya prepodavateley, methodistov i vsex, kto stremitsya an integrated interactive approach and foreign language teaching.

Keywords: foreign language, play-based learning, stage play, dramatization, interactive teaching, language skills, methodology, creative approach Keywords: foreign language, play-based learning, dramatic play, dramatization, interactive teaching, language skills, methodology, creative approach Preschool education is the first stage of our children’s education and upbringing. It is known that in recent years, learning a foreign language has become not only a way to develop human thinking, but also a social activity.

Foreign language teaching is taught as a mandatory part of almost all stages of the continuous education system. Not only the demand for a foreign language in society, but also parents pay significant attention to the introduction of a foreign language to their young children during their preschool years is being addressed. On the other hand, we can say that learning a foreign language in today’s era is a time-consuming and social activity. Language is considered not only a factor in educating a modern person, but also the basis of socio-material well-being in society.

If we compare the current time with the previous 10 or 15 years ago, knowing a foreign language was required only for specialists in a certain field, now knowing at least 1 foreign language is a necessity for representatives of each field. According to experts in the field, the main reason for the frequent problems in teaching foreign languages ​​is related to the age of foreign language learners. It is recommended that they start learning other foreign languages ​​much earlier, that is, it is necessary to learn a foreign language from the age of 3-7 years old.

In the minds of preschool children, elementary communication skills in a foreign language are also developing rapidly. The main goal of teaching preschool children a foreign language is to develop the ability to use a foreign language to achieve their goals in the future and express their thoughts and feelings in life relationships. The advantage of teaching preschool children to learn a foreign language is that the younger the children are, the less their vocabulary. For example, 3-year-old children have a vocabulary of 300-400 words, and 4-year-old children have a vocabulary of 500-600 words. The preschool age of a child from 3 to 7 years old constitutes a large part of childhood. It is mainly from this period that the child’s independent activities develop. However, at the same time, his needs for speech acquisition decrease.

Andijan State Institute of Foreign Languages
Foreign Language and Literature German Language Direction
Student of group 402 Yunusova Khodisa
Scientific advisor Isamutdinova Durdona

Annotation: This article explores the concept of clarity in teachers’ speech and its importance in the educational process. It analyzes the lexical, grammatical, and stylistic aspects of clarity and substantiates how clear speech enhances the effectiveness of teaching. The article also provides methods for achieving clarity in teacher speech along with practical recommendations.

Annotation: V dannoy state rassmatrivaetsya ponyatie yasnosti rechi uchitelya, eyo role i znachenie v obrazovatelnom protesse. Proanalizirovany lexicheskie, grammaticheskie and stylisticskie aspekti yasnosti, obosnovana effektivnost prepodavaniya posredstvom chyotkoy rechi. Takje privedeny sposoby obespecheniya yasnosti rechi uchitelya i prakticheskie rekomendatsii.

Key words: speech culture, teacher’s speech, accuracy, educational process, lexical accuracy, grammatical accuracy, methodological accuracy, lesson effectiveness

Speech technique and oratory culture. Speech technique refers to the means used to convey speech to the listener or student. The teacher’s voice, pronunciation, diction, and in general, live speech always serve as a kind of standard, a model for students, especially students in younger grades. Any defect in the teacher’s live speech, whether large or small, does not remain unnoticed by the student, it immediately attracts his attention. If such a defect is regularly observed in the teacher’s speech, then the student, although unfairly offended by the teacher, may go so far as to mock him in absentia and ridicule him on the basis of this defect.

For example, when students talk about such a teacher among themselves, they remember him with this defective voice, pronunciation or diction, which is certainly not a positive situation for the overall educational process. A teacher who is devoted to his profession must always take care of the phonetic correctness of his speech in order to create and maintain the image of a flawless and valuable teacher in the eyes of his students. True, it is impossible to completely get rid of such aspects of the voice that make it unpleasant, such as innate hoarseness and squeakiness.

However, the defects that arise due to insufficient knowledge of speech technique can be eliminated as much as possible by awareness of phonetic knowledge, voice training (in Russian, “postanovka golosa”), accurate pronunciation, and various exercises on correct breathing during speech. Historians have written that the famous ancient Greek orator Demosthenes initially had a low voice, poor pronunciation, and shortness of breath, which prevented him from delivering a beautiful and impressive speech.

As the scientist S. Inomkhodjaev, who has studied this area in depth, noted, later Demosthenes very seriously began to master the basics of speech technique. Speech is a thought that has become reality using the means of expression available in the language and is manifested in two forms: 1) internal speech; 2) external speech. Internal speech is the thought, reasoning, and reflection of a person without opening his mouth, formed in the teacher’s mind, consisting of elements of language that have not yet been realized.

Speech that occurs as real sounds through the influence and movement of the teacher’s thoughts and ideas on the speech organs through language is external speech, which is a social phenomenon. The teacher’s speech activity consists of: speaking, reading, and listening. A speech event can be in the form of a monologue, dialogue, polylogue, declamation, and also in the form of a separate text and book. Speech is referred to the speaker in a specially prescribed manner by its volume.

Based on the analysis of pedagogical and psychological literature, the following characteristics of speech can be distinguished: 1. Functions: communication, influencing the individual, a means of education and upbringing. 2. Forms: external speech (oral): monologue, dialogue, polylogue; writing: report, abstract, annotation, etc.; internal point of view. 3. Speech technique: professional quality of the teacher’s voice: timbre, intonation, diction, tempo (120 words per minute). 4. Types of speech activity: reading, writing, speaking.