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DEVELOPMENT OF STUDENTS' BASIC COMPETENCES THROUGH
WORKING ON TEXT IN MOTHER LANGUAGE CLASSES
Kochkarova is the daughter of Shakarjon Azimboy
Doctoral student of Urganch State University
e-mail: kochqarovashakarjon@gmail.com
+998993841919
A.R.Hamroyev
professor of BukhSU, doctor of pedagogic sciences (DSc).
https://doi.org/10.5281/zenodo.14128275
ANNOTATION
Working on the text in the native language classes develops students'
reading comprehension, listening comprehension, oral and written literacy,
broad observation, and creative thinking. Also, in the article, examples of
assignments on the text are given, and special attention is paid to reading,
listening and understanding of the text assignments. Didactic tasks were given to
improve the methodology of working on the text based on the tasks
corresponding to the texts given on the basis of the 4th grade textbook.
Key words:
text, creativity, scientific text, poetic text. reading
comprehension, listening comprehension
INTRODUCTION
In forming the knowledge of the youth of Uzbekistan in accordance with
the requirements of international standards, taking a model from the world's
advanced educational systems, quickly and easily mastering and applying
effective methods is an important issue. Language is the main criterion that
shows ideology, spiritual maturity, and intellectual potential. Also, the basis and
basis for learning foreign languages is definitely our mother tongue. Learning a
language in the world community requires 4 basic skills: reading, listening
comprehension, oral and written communication literacy. Today, in mother
tongue classes, while working on the largest language unit - texts, which differ
from each other in terms of their structure and content, it is necessary to
strengthen various knowledge, skills and abilities of students, to develop their
worldview, to observe and It is also important to develop analytical approaches.
While working on the text, the reader faces various complications and
difficulties, and finding ways to get out of a problematic situation and find
solutions is an interesting and observational process that requires thoughtful
work. It is natural that working on the text is not limited to what is given in the
textbook, but it is also interesting and enjoyable for the students to work on
scientific and fiction literature, selected texts from the periodical press, and
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audio-video tapes. If we pay attention, there are many different ways of working
on the text in mother tongue education. We will consider some of them.
LITERATURE ANALYSIS AND METHODOLOGY
I. The method of working with grammatical tasks on the text (traditional
practice)
1. Separating words from the given text related to the topic to be studied,
grouping them by word groups, separating, defining, comparing, finding or
grouping word-forming, modifying and form-forming adverbs .
2. Creating compound sentences from simple sentences in the text and
simplifying compound sentences on the contrary.
3. Syntactic analysis of separated simple and compound sentences.
4. Telling the content of poetic works in prose.
5. Separation of compound sentences in the text, identification of types.
5. Morphological or syntactic analysis of the given sentence v.h.
II. Method of approach to the problem given in the text based on creative, logical
observations (updated practice)
1. To replace the highlighted words in the text with phrases and figurative
expressions, to determine and interpret their dictionary meaning.
2. Finding words with the same, similar, similar and opposite meanings to the
separated words and interpreting their dictionary meaning;
3. Transforming a text in a scientific style into a text in an artistic style;
4. Change the form of the text while keeping the content;
5. Finding and understanding the information given in the text (scanning the
text): searching for specific information (number, name, etc.) in the text.
6. Creating an artistic (scientific, pictorial poetic) text based on a given electronic
image (picture, drawing, chart) v.h. Below we will try to prove our thoughts by
working on the poetic text. The following are important in the analysis of poetic
texts:
1. Preparing to read and understand a poetic text. Before reading and analyzing
the poetic text, methodical work is carried out to prepare the students to
understand the meaning of the poem and encourage them to think. It is
advisable to use wise words, proverbs, riddles, stories, legends or narratives
related to the subject of the poem.
For example, we can see this process in the example of the analysis of the text
"My dream" given in the 4th grade textbook. First of all, the following questions
are directed to the attention of the readers, the theme expressed in the poem,
the proposed idea?
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My dream
I want to become a doctor in the future. I was interested in becoming a doctor
when I was a child. Because my mother is a doctor. I envy them. I need to be
good at all subjects to realize my dream. In particular, I am trying to study the
mother tongue, English, and biology in depth.
What professions do you know?
What qualities should a doctor have?
What do you mean by good deeds?
2. Expressive reading of the text. This is a very important process, requiring the
student to concentrate.
3. After listening to the text, the students' understanding of the text will be
determined based on the following tasks.
Task 1. To find and understand the information given in the text ("scanning" the
text): to search for concretely expressed information (number, name, etc.) in the
text. it was determined to what extent the students understood the meaning of
words and phrases based on the text. Question: Match the synonyms and the
correct words
1. doctor a) profession;
2. science b) mother tongue, English
3. interest c) person's desire;
Task 2: Understanding the function of the syntactic elements used in the text
(conjunctions, pronouns, modal words, etc.) in the text. Because my mother is a
doctor. I need to be good at all subjects to realize my dream. In particular, I am
trying to study the mother tongue, English, and biology in depth.
Question: Determine the correct sentences about the given passage (2 answers
are correct).
A. There is a simple participle sentence.
B. The functional connective served to connect the combined fillers.
C. In the passage, the artificial person noun is used as an imperative.
D. Relative forms of the verb are used without a sign.
E. Sentences have units for all 3 types of auxiliary words.
Task 3: To be able to paraphrase the information expressed in one or more
sentences in the text. Question: Identify proverbs that match the meaning of the
poem.
A. Be a shepherd in your country until you become a king in another country.
B. There is no job for an ignorant person
There is no soup for a person without knowledge
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C. The sentence is not cooked with -.
D. Stretch your arms
Task 4. Read the information, determine "correct" and "incorrect" information.
Question. The text begins with a call to compatriots.
A. That's right
B. Incorrect
Question. The text discusses the medical profession.
A. True B. False
Task 6. Choose the correct sentence according to the content of the text
7. For sprouts and flowers to flourish...
A. Everyone should have a profession
B. It is necessary to plant a flower garden near the garden.
C. Getting the profession of your dreams brings happiness.
D. Give water and call this place Mehr.
II. Working on a scientific text
At first, soups were prepared from animals that people hunted... with meat and
bones... This kind of food was invented thousands of years ago. Ancient Greece...
soup was considered the fastest "fast food". Streets...anyone could have a plate of
soup made with lentils, peas and similar cereals...and drink it. The word "soup"
(soup) appeared in the Middle Ages. This word comes from the ancient word
"sop". he... the pot in which the meat was boiled... the water left at the bottom...
they ate. Uzbekistan... winter... - hot, summer... - cold soups are old... consumed.
Tasks on the text
Assignment 1 Question 1. Find and fill in the words that need to be added from
the text?
Animal..., We..., Eramiz..., Greece..., Streets..., Ages..., Sozi..., Chik..., u..., dish...,
water..., Uzbekison..., Winter..., Ancient... .
Task 2. Question 1. Determine whether the words in the first column separated
from the text can have the correct explanation of these words from the second
column. 1) soup 2) soup 3) soup 4) fast food
3 - task. Question 2. Ancient Greece... soup was considered the fastest "fast-food"
dish.. Determine the correct sentences about the noun phrase used in the given
sentence (2 correct answers)
A. The noun in the exit agreement is subordinate to the passive verb.
B. There is an artificial noun in the form of "base + form builder + word builder".
C. There are 4 artificial nouns in the sentence.
D. there is a group of nouns represented by double words.
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E. In the sentence, there are nouns in 4 places. Correct answer: A, B
Task 4. Read the simple, compound and abstract sentences in the text?
Task 5. Prepare a discussion text based on the information you have heard. Pay
attention to the spelling of simple, compound and derived words in the text.
DISCUSSION AND RESULTS
Students are encouraged to develop new ideas and solutions while studying the
text. Working on the text stimulates creative thinking and forces students to look
for new approaches. This is important for the development of students' creative
abilities.
Students gain experience in expressing their thoughts and communicating with
others. In the process of working on the text, they have the opportunity to
exchange ideas with each other. This process helps to develop their
communication skills.
Students develop independent study skills by studying and analyzing text
independently. This process encourages them to create their own ideas and
expand their knowledge. Independent study skills help students succeed in their
lives.
Students develop problem analysis and problem solving skills while studying the
text. They will be able to identify the problems presented in the text and offer
solutions to them. This process prepares students to solve real-life problems.
CONCLUSION
If each imparted knowledge is proven and explained through such non-
traditional visual aids, students' enthusiasm for the subject, the lesson, and the
teacher will increase. Repeated use of the same visual aids during several
lessons damages the attitude of teachers and students, as well as the quality of
the lesson, just as the repetition of words in poetry damages the poetry's
artistry. Therefore, according to the requirements of the present time, the
student should not only be a discoverer, but also an admirer of this discovery
and have a strong will. Only then we, the teachers, can make great progress in
raising a mature generation.
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