Conclusion References Introduction

Contents
Introduction…………………………………………….……........2
Mainpart
1. Reasons for using storybooks........................................................5
2. Creating an inclusive learning environment................................12
3. The story-based technology and planning to story-based lessons.............................................................................................21
Conclusion………………………………………………….…….24
References………………..............................................................25

Introduction
On May 6, under the chairmanship of President Shavkat Mirziyoyev, a video selector meeting was held regarding measures to improve the system of teaching foreign languages.
In all schools next year. Such works are also organized in Russian, German, Korean, Chinese and French languages.
1 million soums will be allocated from the budget to each foreign language teacher so that they can keep up with changes in the field, buy new literature and manuals.
The Ministry of Preschool Education, in cooperation with UNICEF, was tasked with developing and implementing a methodological guide on teaching foreign languages ​​to children under 7 years of age. At the meeting, special attention was paid to the issue of training specialists in the higher education system.Today, it was shown that 78 percent of professors and teachers in universities have an unsatisfactory level of knowledge of foreign languages.It was noted that starting from the new academic year, the number of admission quotas for foreign languages ​​will be doubled to 16,000, and the state grant will be tripled.
At the same time, starting from next year, the requirement to have an international certificate in foreign language will be introduced for those entering master's and doctoral studies. Teaching of specialized subjects in foreign languages ​​is gradually introduced in higher educational institutions. Free use of foreign textbooks and manuals on natural and technical sciences will be established.
In order to increase the scientific-pedagogical potential of foreign language teaching, 20 places per year are allocated for foreign doctoral studies through the "El-Yurt Umid" fund.
The importance of strengthening cooperation with foreign organizations such as British Council, Goethe Institute, French Alliance, KOIKA, JAYKA, Confucius Institute, and expansion of non-governmental educational centers was noted.
It was emphasized the need to support language learning in every ministry, office, state-owned company and large private enterprises, to set a day of the week and create conditions for learning foreign languages.
Assignments were also given on the creation of language teaching video lessons, films and shows, and the development of electronic programs.
Official leaders and teachers expressed their opinions at the video selector meeting.
The educational value of using storybooks (also referred to as realbooks and picturebooks) and the technique of storytelling has rarely been disputed. However, when the first edition of this book was published in 1991 there was some resistance among teachers to using stories in the primary English language teaching classroom. This was for a variety of reasons:
● a lack of confidence in their ability to tell stories or read storybooks aloud
● a feeling that the language in storybooks was too difficult
● a feeling that the content of storybooks was sometimes too childish
● a lack of understanding about the true value of using storybooks
● a lack of understanding of how to use storybooks and of time to prepare a plan of work.
A number of developments have subsequently helped overcome some of this resistance.