Kokand state pedagogical institute faculty of foreign languages department of the english language and literature

The structure of the work. Content of the work. The present coursework consists of five parts: introduction, two main chapters , conclusion , glossary and bibliography. Within the introduction part, there is given a brief description of my course work where we described its actuality, practical significance, and fields of amplification, and described the role of graphic visual aids in learning English. The main part of the coursework includes several items. In the conclusion part our course work we tried to draw some results from the scientific investigations made within the main part of this course paper. In bibliography part we mentioned more than 15 sources which were used while compiling the present work. It includes linguistic books and articles dealing with the theme, a number of used encyclopedias, textbooks and some internet sources.

CHAPTER I THE IMPORTANCE OF GRAPHIC VISUAL AIDS IN TEACHING PROCESS

1. 
   The stages and components of the English lesson
   

The best teachers are those who think carefully about what they are going to do in their classes and who plan how they are going to organise the teaching and learning.” We will be considering some universal principles of classroom practice and how they can be applied to the pr eparation of effective English language classes.
A lesson is a unit of a teaching process and the main form of organization of the teaching process. Conducting a lesson is shaped as a collective interrelated activity. The goal of each lesson is an important part of the final goal. Understanding of a lesson goal should be relied on the main important particularities: teaching speech activities as a real process of communication and complexness. Only one goal makes the lesson logical. Besides of a leading goal the lesson has accompanied tasks. It is not appropriate to define a goal of some lesson irrelatively with the whole system of lessons. For example, the t ask of a cycle of lessons can be developing speaking, listening and reading skills on a certain theme, language and speech material. ²
The theme cannot be changed during the series of lessons. But a language material and type of speech activity can be a new one. That‘s why the goal of each lesson is defined with new skills, which are being formed or developed within a concrete lesson, or within a system of lessons. The whole teaching process is built on the basis of speech themes. Exactly the theme in accordance with the content-communicative principle defines the cycle of lessons. A material is distributed in accordance with the stages of forming/developing the necessary skills. Such planning allows a teacher to realize perspectives for the further work. The result of such a cycle working is a qualitatively new stage in developing communicative skills.