“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
368
MODERN AND SPECIFIC APPROACHES TO ASSESSING PRIMARY
SCHOOL PUPILS IN A FOREIGN LANGUAGE
Tukhtaeva Umida Erkinovna
Chirchiq State Pedogogical University Faculty of tourism, student of Stage 2
umidakhon2004@gmail.com
Gaziyeva Saida Turgunovna
Chirchiq State Pedogogical University Department of theory and practice of the
English language
saykagaziyeva@gmail.com
Annotation.
This article is easy to quickly English to children in elementary
grades comprehensive coverage of assessments and incentives to assist in teaching.
Keywords:
elementary grade, English, children, motivation, norm, criterion,
language material, topic of speech, types of speech activities, shaping thought,
expression of thought, inner plan, outer plan
Annotatsiya.
Mazkur maqola boshlan
g‘
ich sinflarda bolalarga ingliz tili tez
oson
o‘
qitishda yordam beradigan baholash va ularni ra
g‘
batlantirish haqida
atroflicha yoritilgan.
Аннотация
. Эта статья поможет детям быстро освоить
английский язык в начальных классах подробно рассказывается об оценке и
поощрении, которые могут помочь в обучении.
Students of primary school age tend to make a great impression on those
around them with their progress through the educational process. A tendency like
this and like this will further increase the desire to reach the peak. Success and
winning play a very important role in increasing primary school students
‘
interest in science and motivation to learn it. The primary class is an important
stage in the development of the age and personality of children, and it is obliged
to guarantee a high level of Education. The school educates children with different
levels of development, and since the main school cannot offer an individual
curriculum to each student, our teachers are looking for educational models that
provide personal development, taking into account individual psychological and
intellectual abilities.
It is known that there are approaches to determining the acquisition of
knowledge, skills and skills from a foreign language, which are based on norms
and criteria. If we approach the normative lesson of the student
’
s knowledge and
mastery is assessed on the basis of program requirements or on the average of
the class between students. But when using such an assessment method, the
personal indicators of the student are not taken into account. For example,
“Arab tili globallashuv davrida: innova
tsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
369
a student who had a reading rate of 15 words per minute at the end of a quarter
or beginning of a year showed a reading rate of 20 words per minute at the end of
a quarter. Its absorption rate rises to a certain extent if it does not reach the
average. But at the beginning of the quarter, a student with a reading rate
of 20 words per minute showed a result of 22 words per minute at the end of the
quarter. In this case, the first pupil is elevated by Step 5 (in the coificent), while
the second pupil is elevated by Step 2 (coificent). That is, although the result was
not high, the first student was more eager to achieve the average grade point than
the second student. In the literature on the field (PG.Halliwell
–
1993; A.Pinter-
2006) child parvar assessment (child friendly assessment) criteria are
recommended that take into account individual student performance, are free of
competitive moods, and increase motivation. A small school-age student will be
extremely impactful about his grades, and a reprimand su
ch as “you did it badly”
is thought and perceived as “you are bad”. For this reason, the difference between
the first mastering indicator and the recorded result is considered when
evaluating the knowledge of students darcor. Even the smallest achievement of
the reader should be recognized in the manner of “honey, you read faster than
before today”, “you speak beautifully, I am happy for your success”. Thanks like
this inspires and inspires the reader at the same time increases his interest in
science.
Today, the success of the educational process, in which the school is aimed
at achieving a new, modern quality of Education, solving life tasks and problems,
depends on many factors, among which teaching, that is, differentiated education,
does not play the least role, depending on the capabilities and capabilities of the
child. The effectiveness of students in mastering the technique of mental activity
depends not only on the quality, but also on the individual psychological
characteristics of children, their ability to learn. It is necessary that the teacher
knows very well the individual characteristics of my students in each class.
Therefore, depending on the degree of formation of the ability to solve problems,
it is necessary to divide the class into groups. Most of the technologies used in
education are aimed at the group method of teaching, depending on the same
requirements, time consumption, the volume of material studied, without taking
into account the peculiarities of the individual psychological development of each
student, which does not lead to significant results in learning.. As a result, not
only" lazy" children, but also very hardworking children do not like school. The
teacher will be able to determine where there is a gap, which language material is
difficult or easily mastered, whether linguistic, sociolinguistic and pragmatic
competencies are occupied by each student over the topic of speech. Similar
information increases the level of qualitative and effective transition of practical
training. For example, a teacher replaces methodological competence on
determining the number of tasks for the assimilation of language and speech
material depending on its degree of difficulty, or on determining the diet of
exercises that serve the acquisition of competencies based on their status as an
“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
370
educational task or tool. Assessment of students of a small class age is considered
to be an urgent problem. Complex situations can be encountered in objectively
determining whether primary school students have acquired communicative
competence at A1 level in English. Unfortunately, in many cases, the
memorization of words, phrases, songs and poems, stage-view roles by
elementary school students causes a false perception that language has been
learned and speech has evolved. The "language portfolio" method of shaping self-
assessment skills in learners is also used by professionals (Popham -1999, Chen
& Martin
–
2000, Stigins
–
2001, A.Pinter
–
2006, McMillan-2007). When assessing
the indicators of appropriation based on the peculiarity of the age period, a)
benevolent attitude of the student as a person; b) positive attitude towards the
student
’
s aspirations aimed at completing the task, if a significant result is not
recorded; d) an accurate analysis of mistakes made based on the degree of
difficulty of the assignment; e) it is recommended to give specific tasks to improve
the achieved result. That is, in order to get an excellent grade, the teacher
’
s grade
on what it is necessary to tell about breakfast, Obed and what to eat for lunch will
motivate the student to work on himself.
The organization of personal reasons that create the need for the use of a
foreign language as a means of communication for those receiving a small school-
age education (the bilingualism of signs, indicators, announcements and slogans
in the school God, the organization of correspondence in a foreign language, the
presentation of cartoons and feature films in a foreign language under study) and
activities that increase, stage appearances and competitions).
Reference:
1. Cambridge English Language Assessment: Young Learners, Handbook for
teachers Starters Movers Flyers.
–
Cambridge University Press, 2018.
–
70 p.
2. Chet tillarni
o‘
rganish tizimini yanada takomillashtirish chora
–
tadbirlari
t
o‘g‘
risida(PQ-1875-
son)‖Xalq so‘
zi gazetasi. 2012yil. 12-dekabr
3. Pinter A. Children learning second languages. Research and practice in
Applied Linguistics.
–
UK.: Palgrave &Macmillan, 2011.
–
308 p.
4. Pinter A. Teaching Young Language learners.
–
UK.: Palgrave & Macmillan,
2006.
–
205 p
5. Gazieva S. T. READING IS THE RECEPTIVE SIDE OF WRITING //Academic
research in educational sciences.
–
2021.
–
Т
. 2.
–
№. 5. –
С
. 1564-1570.
6. DYSLEXIA AND WAYS TO OVERCOME IT IN TEACHING ENGLISH.
Saida Turgunovna, Gazieva Chirchik state pedagogical institute, faculty of
Tourism, English language department, ASIA PACIFIC JOURNAL OF MARKETING
& MANAGEMENT REVIEW ISSN: 2319-2836 IMPACT FACTOR: 7.603 Vol 11, Issue
06, 2022
