Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

Mistakes and How to Correct them.
In teaching pupils to read the teacher must do his best to prevent mistakes. The following techniques may be suggested:

1. 
   The teacher writes a word (e.g. black) on the blackboard. He underlines ck in it and asks the pupil to say what sound these two letters convey. If the pupil cannot answer the question, the teacher asks some of his classmates. They help the pupil to correct his mistake and he reads the word
   
2. 
   One of the pupils asks: What is the English for « қора»? If the pupil repeats the mistake, the “corrector” pronounces the word properly and explains the rule the pupil has forgotten. The pupil now reads the word correctly.
   
3. 
   The teacher or one of the pupils says: Find the word “қора ” and read it. The pupil finds the word and reads it either without any mistake if his first mistake was due to his carelessness, or he repeats the mistake. The teacher then tells him to recollect the rule and the word correctly.
   
4. 
   The teacher corrects the mistake himself. The pupil reads the word correctly. The teacher asks the pupil to explain to the class how to read “ck”
   
5. 
   The teacher tells the pupil (to write the word “black” and underline “ck”. Then he says how the word is read.
   

Another question arises: whether we should correct a mistake in the process of reading a passage or after finishing it. Both ways are possible.
Silent Reading.
In learning to read pupils widen their eyespan. The eye can move faster than the reader is able to pronounce what he sees. Thus reading aloud becomes an obstacle for perception. Special exercises may be suggested to develop pupils’ skills in silent reading. For instance, “Look and say”, “Read and Look up”. (M.West).
Teaching silent reading is closely connected with two problems:

1. 
   instructing pupils in finding in sentences what is new in the information following some structural signals, the latter is possible provided pupils have a certain knowledge of grammar and vocabulary and they can perform lexical and grammar analysis;
   
2. 
   developing pupils’ ability in guessing. Pupils should be taught how to find the logical predicate in a sentence. The teacher may ask his pupils to read a text silently and find the words conveying the new information in the text according to their position.
   

To read a text the pupil must possess the ability to grasp the contents of the text. The pupil is to be taught to compare, to contrast, to guess, and to foresee events.
One of the most frequently used techniques by which children attack new words is through the use of picture clues. The use of context clues is another word -getting technique.
In teaching pupils to read much attention should be given to the development of their ability to guess. One of the best ways to develop this skill is to give the pupil the text for acquaintance either during the lesson or as his homework. To develop pupils’ reading skill, i.e. to teach them to get information from the text it is necessary that text should be taken as a whole (the teacher does not break it into pieces).

Instruction in reading strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom. Instructors can help their students become effective readers by teaching them how to use strategies before, during, and after reading.

Before reading the teacher should planning his/her actions. They concern with steps:

1. 
   Set a purpose or decide in advance what to read for
   
2. 
   Decide if more linguistic or background knowledge is needed
   
3. 
   Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
   

During and after reading the teachers should monitor students' comprehension of the text. To do this work it is necessary to

1. 
   Verify predictions and check for inaccurate guesses.
   
2. 
   Decide what is and is not important to understand.
   
3. 
   Reread to check comprehension.
   
4. 
   Ask for help.
   

After reading the teacher evaluate comprehension and strategy use:
1 Evaluate comprehension in a particular task or area.

2. 
   Evaluate overall progress in reading and in particular types of reading tasks.
   
3. 
   Decide if the strategies used were appropriate for the purpose and for the task.
   
4. 
   Modify strategies if necessary.