Chapter intensive Reading Introduce the topic

Theme: Post reading skills and activities.
PLAN:
INTRODUCTION...........................................................................................4

CHAPTER 1. Intensive Reading……………………………….………..6

1.1 Introduce the topic………………………………………………………6

1.2 Read the section with the students……………………………………..10

CHAPTER 2. Procedure…………………………………………...16

2.1 Pre-reading task………………………………………………………...16

2.2 While Reading and Post reading tasks………………………….…….24

CONCLUSION...............................................................................................31 REFERENCES...............................................................................................32

INTRODUCTION
To implement collaborative text-based teaching in the intensive reading class, I need to prepare reading passage, pictures, reading questions card, SHOWED based reflection template, and self-assessment. The teachers can consider the selection of the reading passage based on the level of student’s language proficiency. Reading passages with lower difficulty level and familiar topics can be used because it will help students make meaning of the passage with ease and build their motivation in learning. The reading question card of an open-ended type is prepared to help students focus on understanding key points of the passage. The number of the questions is limited to 4 to 5 questions to avoid students’ boredom and distress in learning. There are two types of question, questions that ask the content of the reading passage and the organization of the text. I design Showed based reflection template used to promote critical thinking and analysis. Many English and Russian linguists worked over the question of word stress in English as the unique phenomenon. According to D. Crystal the terms "… heaviness, sound pressure, force, power, strength, intensity, amplitude, prominence, emphasis, accent, stress" tend to be used synonymously by most writers. According to G.P. Torsuev the notions "stressed" and "prominent" should not be used as the synonyms. The effect of prominence, states the linguist, is made by some phonetic features of sounds, which have nothing to do with the actual word or sentence stress.
The actuality of the investigation may be argued by the fact that nowadays the great attention is paid to the research of accentual structure of English words. Because stress or accent fulfill enormous functions of formation words and compound words. The main aim of the course paper is to clarify types of stress, places and degrees of word stress, factors and functions of word stress.
The practical value of this course paper is that the practical results and conclusions can be used at the seminars on theoretical and practical phonetics and lexicology.
It is noted that in the framework of the Law of the Republic of Uzbekistan “On education” and National Programme for Training in the country, a comprehensive foreign languages, teaching system, aimed at creating harmoniously developed, highly educated, modern-thinking young generation, further integration of the country to the world community, has been created. President of Uzbekistan ¹Shavkat Mirziyoyev signed a decree “On Uzbekistan’s Development strategy”.
An important aspect of learning for pupils is to be able to communicate about what they know, or think they know. The best way for teachers to encourage communication ability at all pupils is through classroom discussion or small group work. Discussion is the way where teachers can provide their students with the opportunity to practice their communication skills. A discussion is understood as an activity of sitting and talking about a specific subject. The word ‘discuss’ has been derived from the latin root ‘discutere’, which means to shake or strike. Thus ‘discussion’ refers to thoroughly shaking up the subject that is, examining it thoroughly to reach a conclusion. The use of picture helps learners associate the topic of discussion with the reading materials. It also stimulates learners with vocabulary building and sentence construction used to talk about the topic presented. Finally, a self-assessment form is created for nurturing students in reflective practice. Here are the procedures that I design for my intensive reading class that lasts for 90 minutes.