teaching reading and basic features for a2 level students (course work)

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ministry of higher of secondary specialized education of the republic of uzbekistan samarkand state institute of foreign languages the faculty of english and philology translation studies the chair of translation theory and practice course work theme : teaching reading and basic features for a2 level students. scientific supervisor: giyosova dilafruz done by: khanturaeva g 337 group the role of games in teaching reading for a2 level learners table of cоntents intrоductiоn………………………………………………………………. chapter i. teaching reading and basic features for a2 level students 1.1. the importance of games and requirements for the organization of the process in teaching reading in education system………………………………………………………………………………….. 1.2. key features of teaching reading for a2 level students………………………………………………………………………………….. conclusion on chapter 1………………………………………………………. chapter ii. the role and use of games in teaching reading for a2 level students 2.1. the role of games in teaching reading to a2 students…………………………………………………………………………………… 2.2. occurring in the use of games in teaching …

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ountry, the strategy of educating a new generation that can solve problems independently.the head of state stressed the need for the younger generation to acquire the knowledge accumulated by world civilization, but it is obvious that this is not possible without knowing foreign languages. english is becoming more and more popular in uzbekistan, as most of the world's scientific, technological and academic information is provided in english. our president pointed out that the young generation has to acquire the knowledge collected by the world civilization, but it is obvious that without the knowledge of foreign languages this will not be possible. this course work includes when it comes to language learning, both reading and speaking skills are crucial. reading is essential for speaking fluently. speaking in english has been regarded as the most difficult of the four skills due to the intricate process of building meaning involved. over the last …

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ly depends upon individual differences in knowledge and in the meta-cognitive skills relevant to learn from autonomous exploration (e.g., self-explanation and self monitoring) (shute 1993). the challenge is how to provide individualized interventions that trigger learning, without interfering with the high level of engagement that educational games trigger, precisely because they do not remind students of traditional educational activities (conati et al. 2004). the challenge of developing educational video games is how to conciliate pedagogical and play factors. the key is to present the educational content in the context of the game environment. the game transforms into the learning mediator, capable of providing the child with tasks that fit his or her knowledge and skills. each game requires a story that gives meaning to the game’s dynamics and objectives. the design of the game has to be focused on the playability features, where the goal is not to expose the …

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. the total average student playing time for the experience was 30 hours. besides the first two sessions, where the research team modeled the use of the video games, the rest were run by the teacher, with a weekly supervision of one member of the research team. we designed a total of seven video games which included the contents corresponding to the first two years of school, following the plans and programs from the ministry of education in chile. the aim of the work: my coursework theme is to shed light on ways and stages of teaching reading skills for a2 students the object of the work: my attention has been drawn primarily to the methods and phases of developing reading skills. the subject of the work: while studying the topic, i paid attention to all the information and learned a lot of new knowledge. theoretical value for this work …

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68. contemporary france has a first cycle of education for all children up to grade 5. the transitional grades 6 and 7 are followed by grades 8 and 9, which comprise the so-called guidance cycle, in which students pursue a certain core curriculum, a second foreign language, and a collection of electives. they must decide by the end of grade 9 whether to pursue the academic tracts in upper secondary school or to pursue vocational options. in principle, parents, students, and school counselors must reach an agreement on this decision, but appeal procedures exist to resolve differences. students 15 to 18 years of age enter either of two lycées, or high schools: (1) the lycée of general and technological education (lycée d’enseignement général et technologique, or legt) is the successor to the traditional academic lycée of the past; (2) the vocational-educational lycée (lycée d’enseignement professionnel, or lep) encompasses a range …

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ministry of higher of secondary specialized education of the republic of uzbekistan samarkand state institute of foreign languages the faculty of english and philology translation studies the chair of translation theory and practice course work theme : teaching reading and basic features for a2 level students. scientific supervisor: giyosova dilafruz done by: khanturaeva g 337 group the role of games in teaching reading for a2 level learners table of cоntents intrоductiоn………………………………………………………………. chapter i. teaching reading and basic features for a2 level students 1.1. the importance of games and requirements for the organization of the process in teaching reading in education system………………………………………………………………………………….. 1.2. key features of teaching reading for a2 level students………………………………………...

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