Shakurova Nargiza Khamrakulovna Adviser teacher Khayrullayev Shokhjakhon Nozimjonovich

Аннотация

The case study suggested an additional psychological condition for learning words through reading: the importance of a wide and free choice of books. The procedure of choosing and "grading" books mentioned before contributed considerably to the motivation of the children to read the selected book and probably as well to their retention of the content. Keywords: social and emotional development, build language, literacy skills, math concepts. ИСПОЛЬЗОВАНИЕ ЛЕКСИЧЕСКИХ ИГР НА УРОКАХ ДЛЯ МЛАДШИХ ШКОЛЬНИКОВ Аннотация. В ходе исследования было предложено дополнительное психологическое условие изучения слов посредством чтения: важность широкого и свободного выбора книг. Упомянутая выше процедура выбора и «оценки» книг в значительной степени способствовала мотивации детей к чтению выбранной книги и, возможно, также сохранению ими содержания. Ключевые слова: социальное и эмоциональное развитие, построение речи, навыки грамотности, математические понятия. The case study indicated that this also brought about a good retention of a number of words occurring in important passages of the books. Finally, it was remarkable that the amount of interest in the subject appeared to prevail over the degree of difficulty of the language. This phenomenon and the importance of a free and wide choice was also found in a study concerning the relations between leisure reading in the mother tongue and reading English by Toussaint-Dekker. As children see concepts reflected in the world around them, they become enthusiastic and engaged learners. These activities help to foster children’s social and emotional development, build language and literacy skills, and develop an understanding of math concepts. You will also find science activities that strengthen children’s observation and reasoning skills, music and movement activities that get everyone involved, and group art activities that inspire creativity and cooperation. 368 Activity 1 ALPHABET TOSS Materials: Large balls Choose a letter to begin the game, such as the letter b. Stand in a circle and toss a ball to a child, saying a word that begins with the letter b, such as the word bat. That child then throws the ball to another child and says another word that begins with letter b, such as the word baseball. Continue around the circle. As each child catches the ball, he or she says a word that begins with the chosen letter. As an alternative, this activity can be done in pairs or in small groups. To challenge children even more, ask them to name, in order, a word for each letter of the alphabet. For younger children: Invite pairs of children to roll or toss the balls back and forth, emphasizing the b sounds in the words ball and bounce. Activity 2 A BOWL OF JELLY Materials: None Invite children to move like things that begin with the letter j. First ask children what words they can think of that begin with the letter j. They may say words such as jelly, jack-in-the-box, jumping jacks, or jaguar. Then invite children to move like the letter j! Activity 3 MONKEY SHINES Motor Skills Materials: None M is for monkey! Invite children to act like monkeys—jump on chairs, hop around, swing, make monkey sounds, and so on. If possible, place mats on the floor for children to bounce on. Then ask children if they can think of other animals that begin with the letter m (mouse, moose, mole). Children can act out these animals, as well. Activity 4 UNDER THE UMBRELLA Materials: Large umbrella Parachute or large sheet Parent volunteers can help with this activity. Bring a large umbrella to school and invite children to bring umbrellas from home, as well. Show children how you put up the umbrella and how you stand under the umbrella. Show children how you can hold the umbrella upside down. Stress the sound of the letter u as they experiment with the umbrellas. Talk about how an upside-down umbrella looks like the letter u. Then ask children and parent volunteers to take hold of the edges of a parachute or large sheet. Together, toss the parachute or sheet up in the air, keeping hold of the edge. Encourage children to run under the “umbrella” and back out again. Continue play by calling out the names of children to run under the “umbrella.” 369 A quantitative approach of lexical richness and variety can offer a macro-picture on the learner's lexicon. In the lexicometric and stylostatistical literature a variety of measures has been proposed for spelling out the lexical characteristics of a written and spoken text. The lexical variety or richness of a text is usually defined as a function of the number of types (V) in relation to the number of tokens (N). The number of tokens constitutes the text length. For the words used by our informants, a set of 11 lexical measures has been selected originally, mainly based on Menard. The type/token ratio is by far the most widely used measure. Surveying the literature on child language, Richards concludes that in spite of their popularity type/token ratios have fre