teaching fluent reading of english poems

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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: teaching fluent reading of english poems submitted by: student of 310rd group umidaxon bahromjanovna scientific adviser: nazarova g kokand 2022 plan introduction chapter i approaches to teaching reading skills 1.1 the alphabetic method. 1.2 the story method. the peculiarities of reading comprehension. chapter ii using poems to teach reading fluency 2.1 developing reading skills and strategies. 2.2 stages of conducting reading and reading activities. 2.3 testing reading. conclusion list of used literature introduction effective reading is essential for success in acquiring a second language. after all, reading is the basis of instruction in all aspects of language learning: using textbooks for language courses, writing, revising, developing vocabulary, acquiring grammar, editing, and using computer-assisted language learning programs. …

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words and phrases quickly, and even the most interesting reading book or textbook, gets boring if they have to read the same thing more than once[footnoteref:1]. [1: backer, j. and westrup, h. the english language teacher’s handbook. – continuum, 2000.] the subject of this research paper is shaped around the approaches towards teaching speaking to learners. developing reading skills and methods of teaching reading form the object of the present work.purpose of the work is to conduct the overview of the main teaching methods of developing reading skills with second language learners. the following objectives have been settled so that to achieve this purpose: · to define principles of developing reading skills; · to study the approaches to teaching reading skills at any level; · to find out the skills required for an elementary learner to became a proficient reader; · to suggest conditions for effective teaching reading; · to …

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reading practice should be carried on for a limited number of lessons only. when a class has advanced far enough to be ready for more independent reading, reading in chorus might be decreased, but not eliminated: t - c - p1 p2 p3. when the pupils have learned to associate written symbols with the sounds they stand for they should read a sentence or a passage by themselves. in this way they get a chance to make use of their knowledge of the rules of reading. it gives the teacher an opportunity to see whether each of his pupils can read. symbolically it looks like this: p1 p2 pn t (s) c (s - speaker, if a tape recorder is used) [17; 184].in all, there are six important methods of teaching reading. they are as follows[footnoteref:2]: [2: backer, j. and westrup, h. the english language teacher’s handbook. – continuum, 2000.] …

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horus the word and check individually.5. do a final check (t: "what's this?", ss: "a", t: "and 'a' is for.?", ss: "ah", t: "and 'ah' is for.?" ss: "apple!"). these steps can be followed by 'magic finger', 'pass it', 'find it', 'slow motion' or any other alphabet game (see addendum 2). also, the abc song is a nice way to start and finish the alphabet segment of your lesson pros of alphabetic method are that it gives the students sufficient opportunity to see words and helps them to build up the essential visual image. however, as it is a dull and monotonous process it appears to be a difficult and lengthy method that does not expand the eye-span letters that occur in both languages, but they are read differently, are the most difficult letters for students to retain. obviously in teaching a student to read english words, much more attention …

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adults. however, it is believed that teaching phonological awareness to beginning-reading adults improves their reading accuracy and spelling, especially for reading and spelling words with blends. the skill of matching sounds and letter symbols is called phonics, involves learning that the graphic letter symbols in our alphabet correspond to speech sounds, and that these symbols and sounds can be blended together to form real words. word analysis strategies enable students to "sound out" words they are unable to recognize by sight. explicit, direct instruction in phonics has been proven to support beginning reading and spelling growth better than opportunistic attention to phonics while reading, especially for students with suspected reading disabilities. beginning readers should be encouraged to decode unfamiliar words as opposed to reading them by sight, because it requires attention to every letter in sequence from left to right[footnoteref:4]. this helps to fix the letter patterns in the word …

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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: teaching fluent reading of english poems submitted by: student of 310rd group umidaxon bahromjanovna scientific adviser: nazarova g kokand 2022 plan introduction chapter i approaches to teaching reading skills 1.1 the alphabetic method. 1.2 the story method. the peculiarities of reading comprehension. chapter ii using poems to teach reading fluency 2.1 developing reading skills and strategies. 2.2 stages of conducting reading and reading activities. 2.3 testing reading. conclusion list of used literature introduction effective reading is es...

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