Content Introduction

The structure of the work consists of introduction, 1 main and 5 sub- chapters, conclusion, appendixes and bibliography.

1. 
   Teaching sub- skills and strategies in the English language
   

1.1 Theoretical basis of language teaching
Speech activities and language materials are taught in a holistic manner. In almost every lesson (except for the first session of the first year), the student listens, understands, talks, reads and writes. Language is a “construction” material of speech activity, in the form of a social phenomenon that unites the vocabulary, grammar and pronunciation. Vocabulary, grammar unit and pronunciation are regarded as speaking, listening, reading, and writing / reading units. It is advisable to focus on the activities of speech, the formation of human speech, and the formation of speech in students. The main task of the language is to communicate with people. Throughout his or her life, a person will continue to grow his speech. The psychological and methodological literature contains a number of concepts and numerous scientific articles on the formation and development of human speech. This issue has been widely covered in the works of I.R Galperin (1977,1985), N.I.Jinkin (1958,1965), A.A.Leontiev (2001), I.A.Zimnaya (2003) and other prominent scholars. Among them A.A. Leontyev (2001) and Zimnya’s (2003) works are worth pointing out.Because in their works the stages of speech formation are analyzed from the scientific point of view, they are linked to the foreign language teaching method and serve as the basis for a foreign language teaching method. To prepare a future specialist, to ensure that he or she is fully qualified, first of all, it is necessary to study him/her as an individual and to identify all creative and intellectual abilities. This requires first studying the psychology of the person. Then it becomes more effective to associate it with pedagogy. The focus of the present day is very strong, and the goal of each educator is to prepare students for new thinking, creative approach, and preparation for life. Naturally, this requires a teacher to work hard on himself and to be able to integrate science into the psychology of the student. This process is not so simple. While the aim ofteaching foreign languages in the early years was to create understanding in that language system, the gradual acquisition of grammar knowledge, the main requirement in high-tertiary education was to develop speech skills. enabling this, which is evident by the dramatic increase in students' need for speech. Language learning is mainly based on vision, listening and understanding.

The historical analysis of the teachers' experience shows that the foreign language has been taught in accordance with the proper methodology. In 1888, a draft curriculum for foreign languages was developed. It focuses on the development of oral speech and the task of teaching reading. In the late 19th and early 20th centuries, along with the proper use of foreign language teaching methods, there were also common educational objectives. Comparison of foreign language and native language has an educational meaning. Some experts have argued that reading literature improves students' general knowledge.

Language teaching is most successful when it focuses on the useful outcomes of language learning.for example, on what exam grades mean in terms of specific skills and abilities rather than simply the grades themselves. A language teaching context has its own specific aims and objectives, of course.Language provides a context for learning that can help learners to orient themselves and set goals. It is a basis for individualizing learning, as for each learner there is anoptimal level at which they should be working It allows teaching to focus on the strengths andweaknesses which are helping or hindering learners.

Learning a foreign language is not as difficult as it seems to us. The key is to choose the easiest way to learn a foreign language. The old methods used in most educational institutions are outdated, and today language learning is more dependent on the learner than on the teacher.

Motivation
The most important thing to learn a language is motivation, as in every area of life. Ask yourself why you should learn this language at all times, and remember your goal of learning the language in any situation you may have had. The most important thing is that when you learn a language, it is easy to understand that everything is simple and not too difficult. Once you have gained confidence in learning a language, you can begin learning the language.
Every day practice
Currently, many language courses offer one to two hours a week, and a day-to-day linguist who does not spend time on other days usually forgets the topics in the previous lesson until the next lesson and learns that language. considerably slows down the process. Therefore, when learning any foreign language, you need to learn it daily, and every day, repetition is much faster. Therefore, if you want to learn a language well, you have to make a daily commitment; “I spend half an hour or an hour learning English every day, in any case!” Only then will your ability to remember the language increase dramatically.

The types of abilities Linguists divide language learning into four major parts:

- Reading is the ability to read a foreign language;

- Listening is the comprehension of a foreign language text;

- Writing is ability to write in a foreign language;

- The ability to speak in a foreign language.

To achieve these four things, it is important to master three things: grammar, vocabulary, and pronunciation. This means that learning a foreign language is much more difficult without mastering these three things.