Ноябрь 2020 7-қисм

Ноябрь 2020 7-қисм
Тошкент
THE ROLE OF pLOT TEXTS IN TEACHING READING
Nurhodjaeva Shahnoza Ganisherovna
Tashkent. Yashnabad district school № 204
Phone:[phone]
Annotation: As you know, the activity in the assimilation of information in children is based 
on their own views and interests, which is the main means of motivating educational activities. 
At the same time, it is necessary to take into account the personal individualization of students, 
to correlate speech actions with their real feelings, thoughts and interests.
Key words: plot reading, discontinuous-plot, continuous-plot, author’s assessments, 
synonymous words
According to the methods of orientation to the communicant, texts are divided into 
discontinuous-plot and continuous-plot. A plot is the material underlying the text, and a plot 
is what is made of this material and how it is reflected in the text. In continuous-plot texts, 
the development of the theme is not interrupted by author’s digressions and is minimally 
provided with background information. In discontinuous plot texts, the development of the plot 
is interspersed with background information and author’s digressions. Researchers distinguish 
three plans of discontinuous-plot text:
- background - turns the background of the event, different information and reference material, 
clarification;
- story-conveys the development of events,
- author-offers author’s assessments, associations, and digressions.
when creating a translation text, the translator has to make a decision about choosing the 
functional and semantic type of text: description, narration, reasoning. Description answers the 
question: what?, narration – the question: what did you do?, reasoning-the question: why? The 
plot text allows you to apply the following control technique: describe the appearance of a 
particular character, the place where the action takes place, say a few phrases about the people 
who appear in the story, and so on. This technique is intended to clarify the extent to which 
students understand the facts stated in the text. If the text is fabled and not very long (20-25 
lines), then students can convey its main content in a foreign language. In this case, however, 
there is a danger that the weaker students will not be able to retell the text, not because they 
did not understand it well, but because they do not have enough skills in expressive oral speech. 
Therefore, this technique should be used carefully. The main requirement for texts is that texts 
should be informative, entertaining, accessible, and reflect an adequate picture of the world. 
They must correspond to age characteristics; they must set a meaningful speech plan and ensure 
the implementation of practical, educational and developmental learning goals. On their basis, 
the analytical and synthetic phase of reading activity is carried out. 
Exercises in working with the title of the text.
1. Read the title and tell us what (who) you think will be discussed in the text.
2. Read the title and tell us what you think is the main content of the text.
3. Translate the title and answer the following questions:
A) In what way the title can be established that we are talking about ...?
b) which phrase suggests that ...?
C) In what way do you determine that this is information about ...?
4. put the title with the dictionary and tell me which console gives it a negative value.
5. Read the titles of the texts. Imagine what specific facts can be discussed in the texts. View 
them.
6. tell us what, in your opinion, the goal was set by the author, including in the title words 
that are not repeated in the text.
7. Come up with a title that can combine the three named facts.
8. Read the title of the following text and think about what it is associated with in your view. 
If you are interested in the title, read on.
An approximate algorithm for students to work with the title before reading any text.
1. read the title carefully and select the keyword in it (most often it is expressed as a noun).

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