Ноябрь 2020 10-қисм

Ноябрь 2020 10-қисм
Тошкент
-didaktik o‘yin jarayonida yo‘l qo‘yilgan xatolarni o‘z vaqtida nazorat qilish va yo‘lyo‘lakay 
to‘g‘rilab borish; -didaktik o‘yinlar o‘quvchilarda ziyraklik va mustaqillikni shakllantirib, 
rivojlantirishiga erishishga diqqatni qaratish lozim. 
Xulosa qilib aytadigan bo‘lsak, boshlang‘ich sinf o‘quvchilari uchun matematika fanini 
o‘qitishda metodlardan foydalanish o‘quvchini fanni samarali o‘zlashtirishini ta’minlaydi. 
o‘quvchilarni kundalik turmushda ham og‘zaki mashqlarni bajarishga o‘rgatish matematika 
bilan ko‘proq shug‘ullanishga yordam bera oladi. ayniqsa, rasmli ko‘rgazmalardan ko‘proq 
foydalanish maqsadga muvofiq. sababi boshlang‘ich sinf yoshidagi bolalar rangli sur’atlarga 
ko‘proq qiziqadi va o‘rganishga harakat qiladi.
foydalanilgan adabiyotlar ro‘yxati:
1. “Boshlang‘ich sinflarda matematika o‘qitish metodikasi”

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Ноябрь 2020 10-қисм
Тошкент
SELEcTING AppROpRIATE READING MATERIALS 
Khakimova Sadoqat Dilshodbekovna
Teacher, Uzbek State World Languages University
E-mail: [e-mail]
Annotation:
The article describes issues related to selecting appropriate reading materials and 
stages for development of reading skills. as well, author expresses the importance and usefulness 
of reading for the youth of nowadays and stages of improving this process and dealing with the 
difficulties which learners come across while reading process. 
Key words: 
reading materials, strategy, criteria, reader, reading purpose.
reading is an interactive process
1
that goes on between the reader and the text resulting in 
comprehension. students are divided into two categories: students who read books and those 
who do not read them. The first ones are constantly searching for new literature, and the second 
ones do not know where to start reading. But it is important to read, because it allows us 
to develop. some students replace reading books with reading materials on the internet. it is 
necessary to take into account the main criteria for the choice of material for teaching reading. 
criteria for the choice of reading material for teaching should include following criteria:
• 
Motivation.
reading material should motivate your student to read, so that it would be 
interesting for them to read. choose an interesting genre and make them enjoy reading. 
• 
Utility.
reading material should be helpful to your students. it’s about the valuable 
information that she conveys, and which can be useful to them.
• 
Readability.
printing books affects the quality of the books and their readability. paper 
type, print quality, font size and type, colors, etc., all affect how easy or difficult the book will 
be to read. The presence of dialogues makes it easier to read and makes the text easier to read.
• 
The correctness and accuracy of the information
. Books should not be misleading 
depending on their content. authors must ensure the correctness of what is written from all 
points of view, so that it should not have doubt the accuracy of the information.
• 
An interesting plot
of the book allows them to read it quickly, develop their reading skills 
and motivate them to read other books. 
• 
The practical use of the reading material
is that the information they receive when 
reading books can be put into practice in the form of useful knowledge.
reading is good for students to develop communicative competence. This process must 
resemble real-life reading tasks that involve meaningful communication. They must therefore 
be authentic in three ways. 
1. 
The reading material must be authentic:
it must be the kind of material that students will 
need and want to be able to read when traveling, studying abroad, or using the language in other 
contexts outside the classroom. 
While selecting texts for student assignments, remember that the difficulty of a reading 
text is less a function of the language, and more a function of the conceptual difficulty and 
the task(s) that students are expected to complete. simplifying a text by changing the language 
often removes natural redundancy and makes the organization somewhat difficult for students to 
predict. This actually makes a text more difficult to read than if the original were used. 
monitoring comprehension helps students detect inconsistencies and comprehension failures, 
helping them learn to use alternate strategies. also, Widdowson
2
offers a method of teaching 
reading texts.
rather than simplifying a text by changing its language, make it more approachable by 
eliciting students’ existing knowledge in pre-reading discussion, reviewing new vocabulary 
before reading, and asking students to perform tasks that are within their competence, such as 
skimming to get the main idea or scanning for specific information, before they begin intensive 
1
Jalolov Jamol Jalolovich, makhkamova gulnora Turdahunovna, ashurov shahobiddin saidovich. english 
language Teaching methodology (theory and practice). – Tashkent: uzbekistan, 2014.
2
Widdowson, h.g.english for specific purposes: criteria for course design in english for academic and specif-
ic purposes: studies in honor of louis Trimbler. newbury house.2001

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