IMPROVING METHODOLOGY OF TEACHING ENGLISH TO PRESCHOOL CHILDREN THROUGH FAIRY TALES (ON THE EXAMPLE OF PREPARATORY GROUPS)

Authors

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, Uzbekistan

DOI:

https://doi.org/10.37547/pedagogics-crjp-03-04-07

Keywords:

Fairy tale foreign language

Abstract

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.

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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.

Israilova Dildora Atxamovna, & Abdunazarova Nargiza Fatxullayevna. (2022). IMPROVING METHODOLOGY OF TEACHING ENGLISH TO PRESCHOOL CHILDREN THROUGH FAIRY TALES (ON THE EXAMPLE OF PREPARATORY GROUPS). Current Research Journal of Pedagogics, 3(04), 28–32. https://doi.org/10.37547/pedagogics-crjp-03-04-07

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