Mazkur maqolada ingliz tilini o'qitishda foydalaniladigan 1-2-sinf darsliklarida grammatik topshiriqlar turli metodologik yondashuvlar va ta'lim usullariga asoslanishi yoritilgan. Shuningdek, darsliklar o`quvchilarga tilni o'rganishda yordam berish uchun turli mavzular, grammatika qoidalari, leksika, gapirish, tinglash, o'qish va yozish ko'nikmalarini rivojlantiradigan topshiriqlar va materiallar taqdim etilishi bayon etilgan.

Mazkur maqolada ingliz tilini o'qitishda foydalaniladigan 1-2-sinf darsliklarida grammatik topshiriqlar turli metodologik yondashuvlar va ta'lim usullariga asoslanishi yoritilgan. Shuningdek, darsliklar o`quvchilarga tilni o'rganishda yordam berish uchun turli mavzular, grammatika qoidalari, leksika, gapirish, tinglash, o'qish va yozish ko'nikmalarini rivojlantiradigan topshiriqlar va materiallar taqdim etilishi bayon etilgan.

Independent tasks play a crucial role in the process of developing literacy skills in primary school students. These tasks help students develop skills in text comprehension, analysis, independent thinking, and expressing their thoughts. This research analyzes the requirements for independent tasks in literacy lessons, such as the clear and understandable formulation of assignments, their alignment with the age and psychological characteristics of students, their gradual nature, and their ability to stimulate creativity and activity. The results of the study highlight the significance of independent tasks in the effective development of literacy skills in primary school students.

Научно-методически обосновано содержание и сущность самостоятельного обучения в методическом совершенствовании содержания обучения родному языку, а также возможность методического развития методико-дидактических особенностей совершенствования речевых и лингвистических компетенций студентов на основе самостоятельного обучения и учебных заданий для повышения их лингвопедагогических компетенций. Обосновано, что целесообразно формировать интерес студентов к предмету, а также предоставлять им возможность развивать несколько речевых навыков в рамках одного учебного задания. Такой подход способствует тому, чтобы студенты осознанно выполняли задания, связанные с речевыми и лингвистическими компетенциями, соблюдали дидактическую последовательность при выполнении и умели правильно взаимодействовать с искусственным интеллектом для поиска заданий в современных информационных источниках.

Рассмотривется овладения аксиоматическим методом выделены две группы задач: 1) задачи, направленные на формирование первых представлений об основных понятиях и отно­шениях, аксиомах и теоремах; 2) задачи, направленные на формиро­вание понятия "определение" и усвоение задачи должно быть конкретным. а подбор нужных данных должен иметь как познавательную, так и практическую ценность.

This article is aimed at methodological analysis and identification of the most pressing issues related to teaching a foreign language in educational institutions. Teaching foreign languages in the era of globalization has its own characteristics and problems: first of all, it is a change in the content of teaching a foreign language, methods and means of teaching in accordance with the requirements of modern society. The most important and relevant aspect of effective foreign language teaching in our time is the use of Internet information resources, their integration into the educational process for the productive solution of a number of didactic tasks in the classroom. Learning a foreign language in modern realities should be carried out in the course of performing productive types of work - listening to foreign language speech, reading texts, writing and speaking. All these activities are considered not as an end in themselves, but as a way for students to solve specific personally important problems and tasks.

Одной из педагогических задач сегодня является внедрение в образовательный процесс таких развивающих технологий, которые помогают учащимся не только овладевать определенными знаниями, умениями и навыками в той или иной сфере деятельности, но и развивать их творческий потенциал. И важная роль при выполнении этих задач отводится урокам технологии.

O'quv jarayonida qo'llash maqsadlariga ko'ra, vaziyatli vazifalarni murakkablik darajasiga ko'ra tasniflash mumkin. O'qishning boshida talabalar aniq tuzilgan savollar bilan juda oddiy muammolarni hal qilishadi. Ularning bilim va ko'nikmalari takomillashgani sari vazifalar murakkablashadi ya’ni kasalliklarni oldini olish, chora tadbirlarni ishlab chiqish hamda differensial tashxis qo'yish uchun vaziyatlarni tanlash, yoki ma'lumotlarning kelishi bilan tahlil qilishga majburlash, olingan yangi ma'lumotlarga qarab dastlabki fikrni tuzatish imkoni paydo bo‘ladi.

This article is aimed at methodological analysis and identification of the most pressing issues related to teaching a foreign language in educational institutions. Teaching foreign languages ​​in the era of globalization has its own characteristics and problems: first of all, it is a change in the content of teaching a foreign language, methods and means of teaching in accordance with the requirements of modern society. The most important and relevant aspect of effective foreign language teaching in our time is the use of Internet information resources, their integration into the educational process for the productive solution of a number of didactic tasks in the classroom. Learning a foreign language in modern realities should be carried out in the course of performing productive types of work - listening to foreign language speech, reading texts, writing and speaking. All these activities are considered not as an end in themselves, but as a way for students to solve specific personally important problems and tasks.

Ushbu maqolada boshlang‘ich sinf o‘quvchilarining matematik savodxonligini o‘stirishda TIMSS xalqaro baholash dasturi topshiriqlaridan foydalanishning ahamiyati yoritilgan. O‘quvchilarni mustaqil o‘quv topshiriqlari tuzishga o‘rgatish asosida matematik savodxonlikni o‘stirishga xizmat qiladigan topshiriq turlaridan namunalar keltirilgan.

This article discusses the fact that the process of developing students' creativeabilities consists of theoretically developed didactic approaches, the tasks performed in this process, the principles that are important to follow in increasing efficiency, and the stages of their implementation.

В данной статье с использованием системы учебных задач по литературному чтению организована деятельность учащихся на занятиях по литературному чтению. Содержательная сторона системы основана на текстах различных жанров, а организационная – на инновационной деятельности (исследовательской, интерпретационной, проектной, творческой, игровой), что интересно современным школьникам. Чтобы использовать систему заданий в учебном процессе, раскрыто, как сделать ее удобной и эффективной.

During the 1980s, a novel pedagogical approach known as Task-based Language Teaching gained prominence within Western education. This methodology is characterized by its pragmatic application, emphasizing the integration of specific communication and language-oriented tasks throughout the instructional process. Distinguished by its clear content and operational simplicity, Task-based Language Teaching has garnered widespread popularity within contemporary educational spheres. This review paper critically examines and consolidates the definitions and classifications of tasks inherent in Task-based Language Teaching, drawing insights from various scholarly perspectives and previous research on the subject. Additionally, the article outlines two implementation models proposed by Willis and Ellis for the execution of Task-based Language Teaching.

Furthermore, the paper underscores the practical efficacy of Task-based Language Teaching by citing the empirical studies of three forerunners in the field, exemplifying its application in authentic English classrooms. In elucidating the method's strengths and weaknesses, the article delves into an analysis of the advantages and disadvantages associated with Task-based Language Teaching. It concludes by providing recommendations on how educators can adeptly design tasks to mitigate potential drawbacks and enhance teaching efficiency when employing this pedagogical approach.

This article aims to study the process of developing didactic materials and tasks for students in teaching biology. The complexity of biology and the difficulties of students in the process of learning show the need to use innovative methods in the educational process. Didactic materials, including interactive slides, laboratory experiments, video tutorials, and game-based tasks, make it easier for students to learn biology. The article analyzes the effectiveness of didactic materials used in the teaching of biology and suggests new approaches aimed at increasing student interest.

Ta’lim traektoriyasini metodik shakllantirish imkoniyatini yaratilishi 1-5 sinf o‘quvchilarining milliy g‘ururi kompetensiyalarini takomillashtirish, talabalarning fanga qiziqishi, hamda bir o‘quv topshirig‘ini bajarish asnosida bir nechta nutqiy ko‘nikmani rivojlantira olish imkoniyatiga ega bo‘lishi, 1-5 sinf o‘qituvchilarining topshiriqlarini amalga oshirishga ongli yondashishi, bajarishda didaktik ketma-ketlikka rioya qilishi, topshiriqlarni zamonaviy axborot manbalaridan topish uchun sun’iy intellekt bilan to‘g‘ri muloqot qila olishi, joriy etilishi maqsadga muvofiq ekanligi asoslab berilgan.

The article discusses the indicative tasks for the formation of socio-cultural competence in the process of teaching students of language specialties to intercultural communication. The tasks are aimed at mastering students' knowledge of the ethnopsychological characteristics of the native speaker of the studied language and the ability to use this knowledge in the process of interaction.   

This article explores the methodology for developing oral speech skills among elementary school students in schools where education is conducted in the Karakalpak language. Identifying effective strategies for language acquisition is crucial in preserving and enhancing minority languages, such as Karakalpak, while fostering communication skills in young learners. The study examines various educational tasks designed to promote interactive learning, enhance student engagement, and facilitate the practical use of the language in real-life contexts.

This article presents the role of the Task-Based Language Learning (TBLL) approach in modern English language education. TBLL is known for its emphasis on real-world tasks as a medium for language acquisition, advocating for a shift towards communicative competence and practical application over mere theoretical knowledge. Through the application of TBLL, English is not just taught as a subject, but experienced as a living, breathing mode of communication, reflecting its global use and applicability.

This study investigates positive aspects of anxiety in second language acquisition among Uzbek adolescents who are studying at 11 th  grade in Tashkent region, Almalyk city. This case study has piloted aim to determine development of active learning via positive aspects of anxiety while doing classroom tasks. Data was collected during the academic year 2019-2020 from school learners by two self-report surveys. Participants of the study were all 15 learners in “Specialized” group and totaled 6 boys and 9 girls. The results showed that anxiety works not only for positive effect but also active learning development of school pupils.

Разработка и применение контрольных работ в процессе обучения иностранным языкам занимает важное место в обеспечении качества образования и оценке уровня коммуникативной компетенции обучающихся. Основным принципом при выборе форм контроля является их адекватность видам речевой деятельности, подлежащим проверке. На каждом этапе учебного процесса преподаватель проводит систематическое наблюдение за знаниями, умениями и навыками учащихся, определяет их учебную активность, речевое мышление и динамику усвоения материала, осуществляя тем самым эффективную педагогическую диагностику. Текущие и периодические формы контроля позволяют преподавателю получить комплексное представление об уровне знаний обучающегося, его практических речевых умений, отношении к учебной деятельности, уровне познавательной активности и самостоятельности мышления.

The article explores effective strategies for teaching listening skills in the classroom, emphasizing the importance of active listening as a key component of language learning. It outlines various approaches that can be employed by teachers to improve students' listening comprehension, including pre-listening activities to activate prior knowledge, focused listening tasks during audio exercises, and post-listening activities to reinforce understanding. The article stresses the need for diverse listening materials, such as podcasts, audio clips, and dialogues, to cater to different learning styles and engage students. It also highlights the role of listening for specific information and the development of critical thinking skills through audio-based tasks. The importance of creating a supportive and interactive learning environment, where students feel comfortable practicing listening skills, is underscored. Furthermore, the article suggests using technology and multimedia resources to enhance engagement and facilitate varied listening practice. By incorporating these strategies, teachers can create a dynamic and inclusive listening curriculum that helps students build their auditory skills, leading to more effective communication.

The article explores a methodology for enhancing writing skills through the use of authentic materials. It considers the significance of authentic materials in language learning and provides practical strategies for selecting, analyzing, and implementing these materials in writing instruction. The methodology includes pre-writing activities, text analysis, and writing tasks aimed at fostering language proficiency and cultural understanding. The article advocates for a dynamic approach to writing instruction that integrates authentic materials to create meaningful learning experiences.

Traditional standardized testing focuses on rote memorization and low-level skills, failing to adequately evaluate if students have mastered higher-order competencies needed for post-secondary success. Competency-based education aims to develop mastery of key abilities through personalized, flexible learning. However, assessment practices must also shift to authentic tasks that mirror real-world applications. This article examines how authentic assessment supports competency-based learning goals. Authentic assessments embed evaluation within open-ended, complex projects, performances and problems set in contexts similar to work, community or post-secondary education. Through authentic tasks, students demonstrate mastery of collaboration, problem-solving, communication and other transferable skills. Feedback is ongoing to support continuous improvement. Research indicates authentic assessment is a valid measure of competency attainment. Data from three competency-based high schools that implemented portfolio-based, performance-based and product-based assessments show such tools reliably indicate students' mastery of collaboration, digital literacy and other targeted competencies. Authentic assessment also increases student engagement and motivation by connecting learning to meaningful work. This evidence suggests authentic assessment should be a core practice for any competency-based learning model seeking to fully evaluate student competency development.

The aim of the theme  is to study thoroughly and to reveal the  to give about receptive skills of the target language and to make conclusions about the reading tasks of English and what are the criteria of this document for reading. The object is to study, analyze and most importantly investigate the process of testing reading and find reading tasks according to the different levels and to study of methods and techniques that are used in assessing reading.

Today,it is not possible to imagine the improvment of any industry without both information and communication technologies and innovations.One of the most common tasks is using cutting -edge technologies,as well as,introducing innovations in the area , especially, amongst upbringing of young generation.This article involves the importance of information technologies in arranging the system of preschool education by using today's requirements,improving the effectiveness of education in raising a healthy child and mature in all areas ,and the organization of preschool education in the society of modern information which both pedagogues and students ' parents put essential tasks to accomplishe.