Articles
| Open Access |
DOI:
https://doi.org/10.37547/pedagogics-crjp-03-04-07
IMPROVING METHODOLOGY OF TEACHING ENGLISH TO PRESCHOOL CHILDREN THROUGH FAIRY TALES (ON THE EXAMPLE OF PREPARATORY GROUPS)
Israilova Dildora Atxamovna , English language teacher, researcher “Tashkent Institute of Irrigation and Agricultural Mechanization Engineers” National Research University English department, Uzbekistan Abdunazarova Nargiza Fatxullayevna , Associate professor, Institutе fоr rеtrаining аnd аdvаnсеd trаining оf mаnаgеrs аnd spесiаlists оf prеsсhооl еduсаtiоnаl institutiоns, UzbekistanAbstract
When teaching a foreign language at an early stage, the question arises of what to take as a meaningful basis for learning.
A fairy tale, due to its specific features, should act as a meaningful basis for education. The presence of fiction, fantasy in a fairy tale makes it more valuable from a methodological point of view compared to other literary genres.
Keywords
Fairy tale, foreign language
References
English. Learning and playing in English lessons. Grades 2-4. - M.: 2013
Aryioki K. Methods of activating young students in English classes // Early teaching of the English language: theory and practice. - St. Petersburg: 2014. - P. 90-95
Vaskova O.F., Politykina A.A. Fairy tale therapy as a means of developing the speech of preschool children. - St. Petersburg: Childhood - Press, 2015 - 109 pages.
Glukhov V.P. Formation of coherent speech of preschool children with OHP. - M. 2014.
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