Тиллар ўҚитиш методикаси ва таълим технологиялари

Possible answers: for pleasure, to find necessary information.
 Say that participants will work with Handout 1 which has parts A) and B).
Explain that now they will work with part A) which has beginning parts of 2 texts from English Matters 8, 9. Ask them individually to choose 1 text they like more and explain their choice. Give them 1 minute.
 Distribute Handout 1.
 Ask 2-3 participants to share their ideas with others.
 Say to participants that part B) is a price-list of some books. Ask them in pairs to find and to say: 1) the price of English Matters Uzbek-English dictionary; 2) the most expensive and the cheapest books on the list. Give them 30 seconds.
 Check the answers.
Answer Keys:
1) English Matters Uzbek-English dictionary costs 6.500; 2) The most expensive book is New Dictionary for Advanced Learners + CD which costs 65.000, the cheapest book is English Matters 5-6 which costs 4.000.
 Ask participants:
1) How did you read part A)? Why?
2) How did you read part B)? Why?
Possible answers:
1) We read 2 texts quickly to choose the text we like; 2) We quickly looked for
special information because the task was to find the information.
 Say that when we read part A) we looked for the main idea of the text, because we chose the most interesting text for us. When we read part B) we looked for specific information. Ask participants if they knew why they read the text.
 Ask participants:
1) Is it important to know the aim of reading before you start to read? Why, why not?
2) Do your pupils know the aim of reading before they begin to read?
Possible answer to:
1) It is important to know the aim of reading because it influences how we read information.
2) may vary.
 Sum up the stage saying that teachers must tell pupils the aim of reading before pupils start to read, because a task influences the way pupils will read information.