Ноябрь 2020 7-қисм

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Annotation. Modern society lives in an era of constant increase in the volume of information, 
renewal of knowledge. There are many ways of assimilating information.
Among the various areas of new pedagogical technologies, the most adequate and versatile 
goals are learning in collaboration, the method of projects, game technologies and a differenti-
ated approach to learning.
Keywords: reading, differentiated, skills, comprehension, game, attention.
Reading is an independent type of speech activity associated with the perception and 
understanding of information encoded by graphic characters. In the elementary grades, the 
foundations of this important type of speech activity are laid.
Confident reading skills are one of the main conditions for children’s success in learning. 
Reading is a complex act that involves technical skill and the process of making sense of what 
is being read. perfect technique leads to a quick and accurate understanding of the meaning, and 
a text that is lighter in terms of meaning is read faster and without errors.
Each teacher, in the course of his pedagogical activity, meets many students who experience 
difficulties in teaching to read. Effective help for students can be provided on the path of a 
psychological approach to the analysis and elimination of the difficulties they have encountered 
in the learning process.
I will dwell on the features of the initial stage of teaching reading, namely, reading words. 
Mastering reading in English presents great difficulties for younger students, caused by the graphic 
and spelling features of the English language. Especially the reading of vowels, combinations 
of vowels and some consonants, which are read differently depending on the position in the 
word. Some students do not remember well the rules for reading letters and letter combinations, 
read words incorrectly, replacing them with another reading rule. Often there are difficulties 
associated with the psychological characteristics of children of this age, the development of 
memory, attention, thinking.
As my work concerns differentiation in teaching to read, it should be noted that differentiated 
teaching provides for such organizational forms in which each student works at the level of 
his abilities, overcoming a feasible, but quite tangible difficulty for him. In my work, I rely on 
the principle of a differentiated approach, which involves the use of tasks of a differentiated 
degree of complexity. You can use such tasks at different stages of the lesson, as well as when 
teaching any type of speech activity (reading, speaking, listening, writing) or when teaching the 
grammatical and lexical aspect of speech. In the conditions of student-centered learning, the 
teacher takes on a different role. If under the traditional education system the teacher together 
with the textbook were the main and most competent sources of knowledge, and the teacher 
was also a controlling subject of cognition, then under the new education system the teacher 
acts more as an organizer of independent active, cognitive activities of students, a competent 
consultant and assistant. 
So how to teach children studying in the same team, with different level of training? After all, 
everyone wants to be successful! Many teachers in foreign language lessons use the technology 
of a differentiated approach in order to increase the efficiency of the educational process and 
overcome academic failure. Consider an example of differentiated learning in grade 4.
Reading. work with text.
So, working with the text in the lesson, you can offer students the following different-level 
tasks (5 points for each task):
1. strong - read, come up with questions (according to a ready-made template) and answer 
them.
Question template: Does Jill have got a room of her own? what is there on Jim’s desk?
2. medium - read and answer questions about the text. 1. what is Jill’s and Jim’s room? 2. 

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