Content: introduction the concept of fluent speech and the tasks of its development

1.4. Enhancing students’ speech through the organization of general reading lessons
The general reading course differs from other courses in its structure. These classes are held 4-5 times in each class.
As recommended in the new syllabus and guidelines, special emphasis is placed on summarizing students’ perceptions and knowledge of the work read in each reading lesson, so that the structure of the summarizing lesson is determined by the purpose and nature of the generalization.
The summary lesson is designed to systematize students’ knowledge and to summarize what has been learned. A summary lesson is usually based on an important topic in the syllabus. A summary lesson can also serve to complete an entire section of the program.
The generalization lesson helps to expand children’s imagination and understanding; in such classes, students understand the importance of the knowledge they have acquired in the life of the classroom and the school community, in the life of each student. In this lesson, the teacher can also provide additional materials that will enrich the children’s knowledge. Repetition in a generalization lesson should be of a generalizing nature, rather than re-enacting the content of previous readings in the students’ memory, and should help to systematize children’s knowledge and organize certain ideas and concepts. Therefore, not only what is read in the book, but also the science and phenomena of nature, social life events, personal experiences, which are directly perceived as a result of children’s observations, will be material for such lessons. The task of the generalization lessons on school life, family and natural sciences is to connect the book material with the students’ observations and knowledge gained from the excursions.
There are a variety of activities in the generalization classes, including conversations about what has been read and seen, demonstration and analysis of illustrative materials (pictures, examples), reading of excerpts from some works, excursions and such as children’s oral narration of observations. The type of work for the general course depends on the specific purpose of the course. The general pedagogical requirements for general lessons are as follows.
Have students work on a specific topic in the program and have the opportunity to express themselves and their opinions about what they have read, seen, heard, or observed. For example, in a summary lesson that concludes a topic, children are asked which of the stories and articles they read about the book are more interesting, as well as the participants in a story or article and their opinions about their behavior. briefly describe the content of the work read. If students have been given a field trip to explore the topic, the teacher will help them tell what they found interesting and what made a strong impression on what they saw on the field trip. They stimulate students’ thinking, teach them to think actively, and are one of the main conditions of nurturing education.
The questions and assignments in the textbooks are close to the children’s interests and age, so they can draw the right conclusions and general conclusions. Independent reasoning is important in parenting education.
The success of a summative lesson depends on how well the teacher prepares it. It is not possible to plan a general conclusion on a lot of material in such a lesson; uploading too much material in this lesson will distract students; reduces cognitive abilities and interferes with active thinking. In the summary lesson, the teacher determines what to ask the students and what else to summarize about something; thinking about the purpose of the lesson and planning to use forms of work that affect the activation of children’s thinking and activities.
It is not necessary to take a general lesson after studying each topic in the program. It is enough to conduct it only after studying the important and large section materials. It is not recommended to use visual aids, questions and assignments, excursions, observations, meetings and interview materials in general lessons as in the study period. In order to successfully complete the tasks of the general lesson, the teacher chooses the most important and characteristic for each topic from the many materials used in daily lessons, so that students can draw independent conclusions and express their opinions. they need to create. To do this, students should read their memoirs (if any) written during the tour and observation, review their previously prepared drawings, the materials in the book and mark their interesting places, memorize an excerpt from a work or add to the text. should be prepared for a close statement.⁵