Chapter Theoretical structures and explanations of teaching reading

THE MINISTRY OF HIGHER AND SECONDARY SPECIALIZED EDUCATION OF THE REPUBLIC OF UZBEKISTAN
UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY
ENGLISH FACULTY – 2
THE DEPARTMENT OF PRESCHOOL AND PRIMARY EDUCATION

TOPIC: DEVELOPING STORYTELLING AND NARRATIVE BUILDING AS TEACHING AND LEARNING STYLE

Done by: Zuhra Matyakubova
Group: MT2-2010
Scientific advisor: Salikhova N.

Tashkent - 2023

Table of content
Page
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Chapter 1. Theoretical structures and explanations of teaching reading
1.1 The essence of reading in learning process. . . . . . . . . . . . . . . . . . . . . .4
1.2 Importance of involving books through educational process. . . . . . . . . .8
1.3 The variety of books which can make a positive effect in developing reading skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Chapter 2. Practical part of the course paper. Methods and techniques for successful reading lesson
2.1 Reading teaching techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
2.2 Lesson plan. Handouts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Appendix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Introduction
Teaching is a dynamic and demanding profession. With educational practices and policies, it constantly getting upgraded, such as courses which are interact with like-minded teachers to share inputs and ideas (the own version of cooperative learning «student-teacher») that can be used in teaching practice.
The game is a traditional and exact method of education and upbringing. This is a unique way for nonviolent education for children. The game corresponds natural needs and desires of child, with the help of this child will discover the world with pleasure. Most of teachers notice the high potential opportunities as a learning tool for English. Because of the game child’s brain activating the informative activities, such as: attention, memory, thinking, creative abilities, etc. Moreover, books can relieve the fatigue and break the language barrier. The frequent usage of books can always provide the high results in studying, increase the interest in the subject and develop the concentrate of attention during playing books.
In the other hand, all organization and presentation respond of teacher, his/her emotionality, behavior, mastery. The other main thing in organization books is making the comfortable atmosphere and positive circumstances for student. In addition, teacher should consider abilities of child, skills that he/she has and the ability of using the exact skill in appropriate way. Moreover, the game should be exactly chosen for the appropriate topic during the learning process. Frequently, books using by teachers for preschoolers and primary learners, the cause of that is children in at this age start to discover and study via the game. During the game teacher can monitor and evaluate learners (how they fixed the material), make his/her own notices about the attendance, academic performance, background knowledge, etc.
In overall, books often used by teachers for make the learner fix exact material (topic, theme). It ups to the teacher, how present the material, which aims should the game consist. Usually, books are used for evaluating students, make them to avoid mistakes during the lesson, increase the exact skill, etc. Moreover, books can be used as an object for competition between students in small groups or even individually. Nowadays teachers should change the methods of teaching main aspects of English language, such as reading, listening, writing and reading. The conditions of the majority of schools are obliged to change the old-approaches methods into the modern and developed from all sides. Unfortunately, teachers should find out the most appropriate ways and methods for the best input of students during the reading classes at schools.