Reading and mother tongue teaching in primary school development through working on text

2.
ANALYSIS.
Spelling rules cannot be taught separately from pronunciation in the process of explaining topics such as 
“vowels and consonants, letters”, “consonants that differ in pronunciation and spelling”. Because they are connected 
by the sound side of the language. For example, in order to write vowels that are pronounced short and long 
depending on the situation, students need to hear and distinguish such sounds. In order to strengthen the ability to 
find different consonants in pronunciation and spelling, it is necessary to work on the correct analysis of words from 
the first lesson, to distinguish short vowels and consonants. The exercises in the textbook and the following additional 
assignments can be used for this purpose: 
1. Copy 3-4 words from the dictionary with the same number of vowels and consonants and more consonants. 
2. Write examples of words with a lot of vowels. 
3
. "Ishchan", "bong", "qizcha", "qaychi", "chang"
such as hearing and writing words, reading words. 

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European Scholar Journal (ESJ)
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57 | P a g e 
4. Read the given words: 
bog’ – tog’, paxta - taxta, tovus - tovuq, chol - choy. 
To show the difference between 
them. Independently give examples of similar words. 
5. Say the number of vowels and consonants in the exercise. 
Example: book - 2 vowels, 3 consonants; 5 sounds, 5 letters. 
It is advisable to use the method of interpretation in the performance of these tasks. Assignments are first 
completed under the guidance of the teacher and then independently by the students themselves. Exercises focus on 
developing students' ability to find the number of vowels and consonants in a word and the number of letters without 
mistakes. 
From the first year of primary education, students learn to divide words into syllables. Students' articulation 
skills are formed in the "Alphabet" lessons with the help of listening exercises. 
Successful mastery of the topic "Vowels and consonants, letters" by students creates the basis for them to 
master such topics as "Joint", "Speech". 
In addition to the exercises in the textbook, the following tasks are recommended to ensure that students 
master the topics of "Joint", "Speech": 
1. Copy 2 words from the dictionary with 2 and 3 syllables; substantiate that the task was performed correctly. 
2. Read the following words: teacher, student, smart; splitting them first into syllables, then copying; remember 
the rules necessary to complete the task correctly. 
3. Read the following words: 
odob, maktab, non, ona;
separating words that cannot be copied into a syllable; 
to say the reason why some words cannot be copied into a syllable. 
4. Say the number of syllables, vowels and consonants in the marked words; sample: 
maktab 
- 2 syllables, 2 
vowels, 4 consonants, 6 sounds, 6 letters. 
5. Based on the given words, first make a speech orally and write them: aka, school, read. My brother goes to 
school. 
By doing such exercises, students learn that sentences are made up of words, words are made up of syllables, 
syllables are made up of sounds, and that sounds are represented by letters in writing, and that if a word spelling 
differs in pronunciation, its vowel or consonant can be determined by a rule. If students ’oral speech is well developed 
and all sounds and words are pronounced correctly, of course, written speech will also be fluent and understandable. 
The main part. There are ample opportunities to develop students ’speech in practical work with word 
structure. For example, the teacher gives an example of some pairs: 
uy-uycha, ko’lyak-ko’lyakcha, qo’zi-qo’zichoq.
We 
then ask the students, "Since these pairs are so close in meaning, can they always be used interchangeably in our 
speech?" The teacher gives examples to avoid mistakes without waiting for the answer to this question that has 
puzzled the students: 
Kattakon uycha qurdik. Karim kichkina ko'ylakchasini kiydi. 
Teacher explains to the students that it is not a “big house” but a “little shirt”. Another example: the teacher 
writes an example on the class board in advance and asks them to choose the appropriate one from the words given 
in parentheses: 
Oz-oz o’rganib … bo’lur(dono, yaxshi). 
This comparison draws students’ attention to the fact that a small additional task is able to give pure 
grammatical work not only a verbal but also an educational direction. Attention to the word, fostering an interest in its 
proper use, builds respect for the mother tongue. 
In the following steps, in order to strengthen the skill of finding the base of the word, the teacher gives the 
following sentence as an example for analysis: 
Bog’imizda gullar gulladi.
In doing so, the teacher tells the students that there is a mistake in the sentence and gives them the task to 
find them, to show the reason, to find the word that caused this mistake. Then the repetitive words are separated and 
the mistakes are corrected: 
gulladi-ochildi.
The following conclusions can be drawn from the analysis: 
1) the use of words with the same basis side by side or close leads to speech error; 
2) care should be taken to avoid such an error in speech. 
This type of exercise not only develops students ’speech, but also develops in them the ability to find the basis 
of words. 
Grammatical forms of words, syntactic phenomena can also be of great expressiveness and significance in 
literary texts. Text analysis should take into account the specifics of the author, characters, and narrator’s speech. 
Speech culture is manifested in correct speaking and writing without violating the generally accepted norms of 
literary language. After all, properly spoken or written speech affects a person’s consciousness and emotions. 
The understanding of the lexical meaning of words by students is one of the important tasks related to speech 
development, and in the next stage it is effective in working on a word that has a certain lexical meaning in the 
sentence. Experiments have also shown that it is important for primary school students to remember as many 
antonyms as possible. 

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