analysis of methodic typology of english

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ministry of higher and secondary specialized education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of english language and literature course work subject: methodology topic: analysis of methodic typology of english submitted by: student of 304rd group zohirjanov xudoynazar scientific adviser: kadirova dilfuza kokand 2022 plan introduction chapter i theoretical basis of teaching english 1.1 approaches to teaching reading skills. 1.2 main methods of teaching foreign language. chapter ii major methods and principles 2.1 methods of teaching english to learners. 2.2 some difficulties pupils have in learning to read in the english language. conclusion list of used literature introduction this qualification paper is dedicated to the problem of teaching english at the 6th form stylistics, especially to the types of methods of teaching foreign language. the subject of the qualification work is to develop the usage of methods of teaching reading …

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r research is that the methods of teaching reading are effectual for teaching foreign languages at schools. the methods of investigation are: sociologic-pedagogical method test experiment the theoretical significance of the work is that the results of the scientific work can be used in the course of lectures from methodology and also can be useful for those who study in the sphere of linguistics. practical value of the work is the exercises which can be used during the seminar on methodology of teaching english language and practical lessons. the structure of the research paper consists of introduction, three chapters, conclusion and bibliography. the first chapter is devoted to the study of investigation of theoretical basis of teaching reading of the english language. the second chapter is devoted to investigation of aim and a means of teaching and learning a foreign language. the third chapter is devoted to investigation practical basis …

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and strategically in order to comprehend. there are numerous reading skills that pupils need to master to become proficient readers: extracting main ideas, reading for specific information, understanding text organization, predicting, checking comprehension, inferring, dealing with unfamiliar words, linking ideas, understanding complex sentences, understanding writer’s style and writing summaries2. but if adult learners are psychologically prepared for reading and the matter is only in acquiring basic reading skills, enriching vocabulary stock and mastering at least few grammar rules, then the situation with young elementary readers is quite different. learners read effectively only when they are ready. the reader’s preparedness to read is called ‘reading readiness’. according to thorndike’s law of learning, the first requisite for beginning reading is an interest in reading. reading stories, allowing children to draw and read charts, displaying readable messages, providing picture books and labeling the objects will stimulate their interests.[footnoteref:1] [1: assotiation for supervision and …

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word pair in a group. to train word identification and word recognition tasks like ‘complete the letters or words with the help of pictures in a sentence’ may be appropriate.[footnoteref:2] [2: fries ch “the structure of english” new york, 1952] while teaching reading the following approaches should not be neglected: 1. focus on one skill at a time. explain the purpose of working on this skill, and convince the pupils of its importance in reading effectively.3. work on an example of using the skill with the whole class. explain your thinking aloud as you do the exercise.4. assign pupils to work in pairs on an exercise where they practice using the same skill. require them to explain their thinking to each other as they work.5. discuss pupils’ answers with the whole class. ask them to explain how they got their answers. encourage polite disagreement, and require explanations of any differences …

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ind the various problems of reading a foreign language. it is useful to know if a pupil can read nonsense words such as ‘flep, tridding and pertollic’ as the ability to read nonsense words depends on rapid and accurate association of sounds with symbols. good readers do this easily so they can decipher new words and attend to the meaning of the passage. poor readers usually are slower and make more mistakes in sounding out words. their comprehension suffers as a consequence. poor readers improve if they are taught in an organized, systematic manner how to decipher the spelling code and sound words out. there are also several principles behind the teaching of reading: principle 1: reading is not a passive skill. reading is an incredibly active occupation. to do it successfully, we have to understand what the words mean, see the pictures the words are painting, understand the arguments, …

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ministry of higher and secondary specialized education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of english language and literature course work subject: methodology topic: analysis of methodic typology of english submitted by: student of 304rd group zohirjanov xudoynazar scientific adviser: kadirova dilfuza kokand 2022 plan introduction chapter i theoretical basis of teaching english 1.1 approaches to teaching reading skills. 1.2 main methods of teaching foreign language. chapter ii major methods and principles 2.1 methods of teaching english to learners. 2.2 some difficulties pupils have in learning to read in the english language. conclusion list of used literature introduction this qualification paper is d...

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