Flag

It flutters proudly in the blue 

Our heart is full of happiness 

If we show it, it will bring joy 

Red, blue, green, white 

Flag 

The star and the moon are in harmony 

A symbol of independence and beauty 

Rich in independent freedom 

Red, blue, green, white 

Flag 

Red color is blood in a vein 

The Prophet is a clear sky 

Every moment is blessed 

Red, blue, green, white 

Flag 

Pride of nations 

Prospective and great happiness 

A beautiful tree of a country

Red, blue, green, white 

Flag!

Mamazoirova Rayhona, a student of the 8th grade of the creative school named after Erkin Vahidov, Marģilon

Halley’s Comet

born in a land of static to piano
the feeling of a discomforting ease

looking up at the ceiling

almost as if you are looking up at your mistake.

“i don’t want it.”

my fantasies make me appear more truthful

when in our reality,

i can not convince myself to appear in your life anymore.

the drums in my soul get louder

my foolish heart can’t help to love you.

halley’s comet soars across the night

you watched it glow

i remained a shadow lost in our time

you chased wonder and watched it flow

i was far behind, couldn’t climb.

i tried to stay away

your laughter floats like sunlight on my walls

my heartbeat whispered secrets i could not tell

a hope entwined with fears.

each stare, a spark

the flame in my heart i shall not feed

i built these walls

you slipped through the crack

now love is a risk

and i can’t turn my back.

my brain refuses to close its blinds

the thoughts of not seeing you remain.

i could feel the bliss of a desire for nothing

now the only desire that burns

is the unachievable actuality of having you

i wish it didn’t feel that way.

in this cycle of time,

no love like this has grasped my place in this world before

only now,

in this timeline,

in our timeline,

i feel as if we were placed in this moment in time

for each other.

the drums vanish, the piano intensifies

my float in consciousness concludes

this body won’t move.

waves of my odd hearts situation shower me in panic

drenched in the tears of guilt.

i’m laying down peacefully

at the hands of my bed

my family unaware

that my state of sleep has danced away.

what am i to do?

if i can’t help to love you.

             “The Gotta Keep on Feeling

             Even When it Leaves Me Reeling

             ‘Cause I Can’t Just Not feel Any More Blues”

A few months outta the incubator

this cooing preemie poet, supine in my crib,

couldn’t turn over as my bro’ grew irater,

belting me through the bars in his angry bib.

To strike a lyric impulse, born of joy,

may twist it into a worse little boy.

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

If I turned mean early, I’d no chance to really live –

who showed new bro’s such perfidy –

but then lightened up when they appeared to forgive,

seeing me draw Dad’s fire, haplessly.

He sometimes whipped his sons in his drunken ire –

I liked to take ’em swimming through fancy’s fire.

My bro’s came down to the basement one day,

told me no more Flash Gordon would we play.

They’d let Dad talk ’em into studyin’ TECH –

he said imagination was imaginary dreck –

so for Sci-Fi novels alone in their room

my playmates left me in the basement gloom.

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

My new costar was my friend from the street.

At improv’ play interpreting TV

our concerted inspirations fed hilarity,

so I naturally figured it’d be real neat

to have him meet my flame since kindergarten…

Why her liking him instead me so dishearten?

I started a fight in which he got beat.

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

My Dad, mostly gone, moved us thrice in succession –

huge old houses, some ghetto neighborhood

where black or white bullies, at their discretion,

on the street or in class beat up stunned me good.

My kid brothers, though, didn’t take defeat so hard,

but fought them to a standstill in our front yard.

How could I have thought, if I’d become who I was born

and had folks who shared a spirit of lyrical romance,

to have merited so roundly all my peers’ epic scorn?

A brash pacificism was identity’s best chance,

won a sympathetic friend who’d help keep track

of bully maneuvers. I think he was black.

Since math test A’s, but not my essay ones

won my father’s praise, his tuition funds

went to shrewder bro’s when we left high school.

Dad made me, though, feel like a fool,

saying, “Good sons go to college, bullies never will.”

So I had to join the service for the G.I. Bill.

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

Recruiter promised language school out in Monterey.

I signed my enlistment papers that very day.

But down in basic training heard Drill Instructor say,

“Recruiting Sergeant’s promises you can just throw

into the shit-can – you’re mine now, you know?

Our two-week clerk school’s where you’re going to go!”

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

My Colonel math Prof’ from our isolated base

told his Airman ace-test student confidingly

my civilian English Prof was a queer disgrace –

though he’d lit up many a dark stanza for me.

When for pushing Air Force pencils my desire lost its clout

they gave me a court-martial and an early out.

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

Ya gotta grow sci-biz brains so smart,

ya really can’t grow a mind with heart,

so after discharge I buckled down

for A’s in math, made my brothers frown –

then I changed my courses to the English I espouse

and my bro’s and Ma kicked me out of the house.

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

Drove out west where tuition was cheap,

got waylaid into a ghetto hippie commune

where free love proved a vow you couldn’t keep,

though onto two non-jealous nymphs you glom, you’n

your artist pal. Mine starved to duck the draft –

and when I mentioned college the girls just laughed.

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

Footnote:

I’m the one who didn’t hold free love together

in a world of possessiveness and jealousy,

though my buddy and I couldn’t be sure whether

our girls, having ravished us thoroughly,

couldn’t just up and do the same for another;

and, when we asked ’em, heard ’em agree

that my buddy and I could be those other!

Ah, we four had commitment and variety….

‘Til the draft wrote my friend, and he grew quite thin.

So, since one of our girls had an Aunt who could cover

their expenses ’til his 4-F deferment came in,

they left. Four people, each with just one lover –

living as couples in estrangement’s sin.

I had to use the GI Bill – as protests swept through town –

I quit my drugs ‘n’ smokes to try another way.

With clerical and class work’s endless sitting down

I’d jog, skate or cycle miles ev’ry other day

after work hours of dummy-down ennui,

to revive me for lectures on creativity.

Snapshot of moi:

Here I am gliding downhill

toward an intersection,

making a sudden right turn

off the toe-stop of my left skate

to avoid slamming into a crossing semi.

Three years on, art student and guttersnipe,

in interesting times I found ’em seldom ripe

to take off work to meet with prof’s after class

(or have an affair with some accommodating lass) –

only work days, then study for honor roll,

nights full of sirens as the riots take their toll.

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

Some hooker’d take me home to meet her mother.

They’d treat me with warm deference and regard,

but frequently they had one absent brother

and son – to speak of him was always hard.

So how that summer could I check where he was at?

Just join the poor some night, fight back – that’s that.

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

Footnote:

Five wars ago I thought I might be big:

in solidarity with gangling guys

I’d seen through riots slouch, I hit a pig –

if you can’t fight, this may not prove too wise.

In jail, my first week there, a bunch of dudes

jumped on a young grass dealer late one night –

who, next day, called the guards and me includes

as one of his attackers! So then right

into the compound rolled the paddy-wagon.

When I therein with five rapists-accused

had sat half an hour, my spirits flaggin’,

the victim changed his mind – I was excused.

Could I my fellow inmates’ taunts survive?

One turned me on to pumpin’ iron – he,

a genie black, desired I stay alive –

who wonder why, still pumpin’ irony.

Girls at the office may suspect a college man,

like classmate girls who see that he must work.

Incredibly, though, either place a fellow can

probably get lucky who flirtation doesn’t shirk –

since, strapped for time and cash, with mere technique

I sometimes found a lover for an eve’ning or a week.

My black sheepskin was sent by snail mail.

They save the ceremonies for grads who don’t hit cops.

Times changing, school job prospects fail

but Civil Service wants you if your test score’s tops:

Humanities scholars toiling far afield,

so happy for a gig that makes us nothing but well-healed.

Snapshot of Moi:

These are the new class

of SSI Benefit Authorizers,

bachelors to doctors who couldn’t find

work in their fields, chairs in an oval.

Behind the desk at one end

stands the Head of the Western Division.

I now stand in my turn –

stating name, College, field of study,

“Creative Writing” – at which he laughs –

the only pursuit to get that reaction.

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

Out of desperation, but idyllically,

as I seemed to have tuition benefits left,

I took some manuscripts to the university,

onto a prof’s desk the stack of ’em to heft;

with my low GPA I didn’t think he’d give a damn,

but his letter was my ticket to the the Grad program.

I was two more years in full-time academe

with low-pay part-time desk work again

when the government cut off the money stream –

so I dropped out, shipped out with lonely men

on a twelve-month voyage in the Merchant Marine –

then I made it back to the campus scene.

My friend’s, our girls’ and my hippie menage

once lent this monkish scholar Casanova panache,

whose sporadic lovers now made such a sparse collage

that I took a logic course and impressed a babe, by gosh!

When I had somehow caught, though, a cute singer’s eye

and they ran into each other I was two girls shy.

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

When your discharge and rapsheet trump also the M.A.

that another year of classes and some loans win you,

they’ll take you eight years at clerk’s wages to repay –

since Fed jobs aren’t PC enough now ever to pursue.

All claim as young men the title of Master –

in keeping which art types court total disaster.

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

Snapshots without moi:

These photos are two

graduation ceremonies –

S.F. State seventy-five,

U.C.B. Eighty-four –

your poetry major couldn’t attend –

units delayed, a technicality –

no gown for him nor any hood,

no traipse across the stage with his peers.

Footnote:

In far the most humiliating scene

I’ve e’er endured, the real Living End,

young Laura, roomie, tutee, cutie – mean –

her then main squeeze, my guts-mad biker friend,

and I our way we wended toward the tall

encrusted town. We escalating up

from subway, toward Three Stooges festival,

Chicano cat who’d one too many cup

accosted me and wouldn’t let me pass.

I sidestepped, ran five paces, turned –

around ‘n’, like a fool, I called him “ass,”

but learned with what attacking rage he burned.

As soon as I began exchanging blows

with him, my motorcycle pal emerged,

who jumped him.  From the crowd there then arose

a further swarthy brawler. When I urged

my friend to let me have my fights, the new

hidalgo went at him. As their fists rained,

this Juan, Ill call him, (though I never knew),

resumed his work to keep me entertained.

As student, swimmer, skater, clerk may fight

I stood and fought him even, as he me.

‘Twas several minutes gone into the night

until I knew I’d not the winner be.

I made a bleak half-hearted lurch to flee,

he turned our battle into running one….

He tired. Again the odds weighed evenly.

Somewhere distant Jerry shared such fun,

while somewhere nearby Laura sweetly wept.

A quizzical surprise lit my foe’s grin –

it seemed as though I’d actually kept…

my end up. Then the blame Police stepped in,

attacking, as pigs will, in out-sized odds

while charging us, as pigs will, from behind.

One seized my belt in back. I cursed his gods,

his chains, his bars, his heart so young gone blind.

They sorted us by seeming sides, then bade

us sit on low concrete retaining-wall.

They checked ID’s, bestowed no accolade

to ask me whence I hailed, me winner call.

But balmy Jerry said, “Stop crying, Laura.”

I, hearing, said, “Stop crying, Laura” too;

but n’er were saying when she donned her aura,

(nor pressing charges), something we could do.

Except for Juan, the pigs let us all go.

except the hombre I’d been flailing at.

He wore no guns, no cages kept, and – oh –

he fought me clean, alone, up front – no rat.

But since he had a “prior” he got hauled

away, and all because of me! But she,

that biker’s imp, said I should not be called

a wimp, though, any more – and frowned at me,

a Kleenex patting gently on my brow.

Then Jer’, his lover Laura, and I resumed

our way. She led, a goddess from the prow

of some old ship. I trailed, soul-entombed.

The only right or privilege my Parchment confers

that isn’t cancelled out by my follies and crimes

is this Eternal Youth the credential ensures.

But you get that without school, using just the rhymes,

avoid the shame ‘n disrespect, years’ study gettin’ hornia

where hard dreams come true easy here in sunny California.

Got the gotta keep on feeling

even though it leaves me reeling

’cause I can’t just not feel any more blues.

Political Coda

Most citizens acknowledge reparations are owed

to Native Americans by our old Uncle Sam,

and that poor home-owners under tax burden bowed

were due for relief – but our sold-out leaders’ scam

could grant the first wish only while they gambling

                                       legalize,

the second just with industry’s big tax-break prize.

Got the gotta keep on feeling

even when it leaves me reeling

’cause I can’t just not feel any more blues.

Envoy: “Drugs from Within”

When gray hill skaters learn to cheat

and motorize the ol’ two-wheeler

endorphin high they thought so neat

becomes adrenal thrill, much realer.

If you prefer drugs from within

you too might try adrenalin.

It floods you out upon a Honda –

of feelings few will you grow fonda.

Of course one wants, when one reflects,

hormonal joys that come with sex –

which thought makes workout fans most blush

who relish an endorphin rush.

Insolence

The morning begins with a remonstrance against tapers,  

which I am likely to kindle

in the event of imminent misfortune 

habitually induced by her well-executed schemes.  

I ignore all that demeans:

her lips become agitated with narratives 

of the ills of the present 

and all that is deceased!

The afternoon heats up with the lava of her eruptive moods,

which have nothing to do with the weather 

or her blood pressure, 

besides she is long past the menopause.

No siesta is possible in such an infernal abode.

I simmer over slow-burning coal

and bite my tongue before it protrudes.

The evening always puts the final touches to a day of gall.

She harvests her crops with a single panoramic look

at my eclipsed moon,

at my ill-zipped lips,

struggling to block the release of a few words,

which eventually find their way out per force.

With damn your insolence, the night is concluded.

The Moon

The moon is neither a goddess,

nor a harbinger of doom 

when heralded by the howls of wolves.

It plays no role in the malevolent rites

of Dracula’s resurrection lore.

It is not the necromancer who inflicts lunacy

or changes the substance of nocturnal thoughts. 

It is simply a marvelous piece of masonry,

a celestial, megalithic stone,

chiseled by the Architect of the World.

Departed

Departed is the fellowship of swallows from our skies,

the stately clouds that cling to its own trails like excited brides,

the allure of the sea that entices swimmers who are without

apprehension about any lurking sharks.

Fishermen report hearing strange noises

that make them collect their nets with fear-driven speed,

and People living on the coast 

dread at most 

a hurricane’s holocaust.

It sounds like the end of days,

but I do not believe it is.

Have you ever contemplated wrestling with a demon? 

Have you ever contemplated wrestling with a demon,

in a combat that flexes the muscles of your brain?

They reiterate that it is not a being

with a couple of horns 

and a hideous mien.

In a battle of intellects,

demons are adept in the lingual spheres, 

so one can have recourse to literary language

since they need not consult any dictionaries!

On Thomas Malory’s Morte d’arthur

Why does he have to be the fruit of lust,

of a ploy that involves the shedding of blood,

conceived by Merlin, 

the dream-reader with a high expertise in the occult?

For some this amounts to defamation of character

in the modern sense of the word,

since they believe no chivalry is begotten 

from evil deception or sexual misconduct.

A true king cannot be weaned by a thought-reading

and shape-shifting wizard!

(Previously published in Redrosethorns)

Force of Habit

“I didn’t even know his name,” she whispered softly. She looked at me. “Do you know it?” she asked. She had bright green eyes.

“Johnson,” I said gruffly.

She nodded.

“Can you tell me how it happened?” I asked.

“I met him on the bus. We talked. He seemed nice.”

I waited.

“He said, do you want to get a coffee, so we could talk some more.”

“You got off at the stop on Rogers?”

She nodded, but said no more.

“What happened next?”

“We got our coffees at the McDonalds and then strolled to the park. We talked for a while and then I looked around and we were suddenly in a woods. He…grabbed my arm and twisted it. I tried to yell but he put his hand over my mouth. He started to rip my clothes off me.”

“You’re doing good,” I told her. “How did it end?”

“He had me on the ground and was on top of me and I opened my purse with my free hand and pulled out my pistol and stuck it in his belly and pulled the trigger three times…”

I waited a minute. “And then?” I prompted.

“And then the police came. Someone in the park must have heard the shots and called them.”

I held up a transparent evidence bag with a Glock inside. “Is this your gun, Caroline?” I asked gently.

She nodded.

“You’re the legal owner of this weapon?” I asked. I had already checked the registration and the data bases. She was legal.

She nodded again.

“How did you happen to be carrying it?”

“Habit. I always carry it with me, everywhere, ever since the first time.”

How to paint a room purple and red before night takes you gone

Tears are a failure of

Despair and embarrassment

Hot vision, that hurts, that burns

of fire, the hurt is vivid swollen

the scratches, bite marks on my arm

Of craving blood and destruction 

To satiate my tears—

come. Take a brush made from

Bones twisted out my knuckles plop

Pour acid over and meat sloughs off

Bones glowing, oh, glowing for

hair at the tip, ripped from scalp down

Neck, AAHHH— take, huff

TAKE pleasure— MY pain

Gorge a knife through my vagina, gasp

up my belly, between breasts 

Grasp, then snap my neck, like a 

Chicken slaughtered–feathers and all

Chin and mouth one over the other

Rolling into the floor 

Now the floor is a color palette.

And the only color here is red.

Only a head and a headless body.

Now the world is quiet. My tears are frozen.

Ever so gently dip my brush of bones 

and hair over the ground,

Watch the fresh wet paint seep

Put it on your tongue — feel the salty burn

Grief, pain and all so that you too can cry

With me. Wet tears, snot and all.

Rise and grip that brush

Step over my naked body as swells purple

Paint hard that lonely room 

Bloody grief purple

Before the wind blows your heavy soul away,

Lift your head to look 

Up the headless room as night takes over 

Red and Purple– you plunge into the dark

(This poem is about self-hate. In moments of disappointment and embarrassment there is an intense urge to harm and destroy yourself.)

Far away, we fall

In the Far African seas

A thousand years 

Of waves have harvested the

The packed stones in the 

mountain way

The sunken stairs still twirl around where 

People used to climb

Now all we do is fall

(About: The change within periods of times)

The effectiveness of the technology of using logical exercises and tasks in primary school mother language lessons

Umarova Azizakhon Burkhonovna

Navoi State Pedagogical University

Faculty of Preschool and Primary Education

specialty 70110401-Theory and Methodology

of Education and Training (Primary Education)

1st year master’s student

        Abstract: The technology of using logical exercises and tasks in primary school native language lessons involves identifying and evaluating innovative approaches that help develop students’ thinking skills and deeper mastery of the educational material. The study of the technology of using logical exercises and tasks in primary school native language lessons is relevant today due to the need to effectively organize the educational process, develop students’ critical and creative thinking skills, and adapt the educational content to modern requirements. Although logical exercises and tasks serve to develop students’ thinking skills and increase the effectiveness of the lesson, we have very little knowledge about the selection of those that can be most effective in the process of implementing these technologies in practice and the lack of sufficient scientific basis for their application. In this article, we analyze the effectiveness of the technology of using logical exercises and tasks in primary school native language lessons, their impact on students’ thinking skills and results in the learning process. We also focus on identifying specific approaches and recommendations for the practical application of these technologies. We studied the methodologies used in native language lessons, including an analysis of previous studies on the impact of logical exercises and tasks on students. In addition, we developed new, interesting and interactive exercises, games and tasks that correspond to the age and psychological characteristics of students. By creating our own new methods, we observed a significant improvement in students’ logical thinking and independent learning skills. We also noticed in experimental testing that interactive and innovative approaches further increased students’ interest in lessons and their level of success. In this article, we developed new methodological approaches aimed at developing logical thinking in primary school native language lessons. These methods are also designed to strengthen students’ analytical thinking and make the educational process more effective and interactive.

Keywords: Primary school, native language, logical exercises, logical tasks, interactive methods, logical thinking, increasing sentences, put words in place, find the extra word, pyramid of words.

       Indroduction.  Logical exercises and tasks help develop students’ thinking skills, as they increase the skills of analyzing, comparing, and drawing conclusions in the process of solving problems. Such tasks benefit students not only in mastering knowledge, but also in applying it in practice. In order to introduce effective methods for developing students’ thinking skills, Dilnoza Akbarova conducted scientific work on the topic “Using logical exercises and tasks in primary school native language lessons” in 2019 and published her book “Methodological approaches to developing logical thinking.” The effective use of logical exercises in the classroom was studied by Yulia Frolova in 2016 during her scientific research on the topic “The use of logical exercises and tasks in primary education”. As a result of her research, she wrote her book “Formation of students’ thinking in Russian language lessons”. The use of logical exercises and tasks in primary language lessons is one of the main elements of developing students’ thinking skills and effectively organizing the educational process.

      Today, the use of logical exercises and tasks in primary education is of great importance in developing students’ thinking skills. Research and practice conducted by international organizations in this area confirm the effectiveness of this approach. UNESCO has implemented many programs to develop innovative technologies in primary education. The organization has developed special recommendations for developing students’ logical and critical thinking skills. UNESCO-developed educational materials are used in primary education programs around the world to develop students’ thinking processes and creative abilities. The OECD’s PISA program aims to assess and develop students’ thinking skills. These studies substantiate the need to include logical tasks and exercises in the educational process. PISA studies have led to the widespread use of tasks based on logical thinking in native language classes in many countries. This has helped to increase students’ ability to analyze texts in depth. The World Bank has financed many projects to develop primary education. Among them are the issues of introducing logical exercises into curricula and training teachers in this regard. World Bank programs have made a significant contribution to teaching students to think independently and solve logical problems. These projects have also been widely implemented in developing countries.

This article aims to show a phenomenon that has not been sufficiently studied so far. Dilnoza Akbarova (2019) studies the effectiveness of using logical exercises and tasks in primary grades and, based on these studies, publishes the work “Methodological approaches to the development of logical thinking”. John Dewey presents new methods aimed at developing logical thinking by teaching students independent learning and publishes the book “Experience and Education” in order to apply the methods in practice. The study of these works is very important, because the existing works are aimed at increasing the effectiveness of the lesson for use in primary school classes. This means that our knowledge about the technology of using logical exercises and tasks in native language lessons has not    yet been fully studied and analyzed.

       Material and methods. Today, there is a lack of appropriate methods for the effective use of logical exercises and tasks in primary school native language lessons and difficulties in the correct implementation of these methods by teachers. This creates obstacles to the development of students’ thinking skills and necessitates the creation of new pedagogical approaches and methods. A lot of scientific research and methodological developments have been studied on the technology of using logical exercises and tasks in native language lessons in primary school. This topic is related to the importance of developing students’ logical thinking skills in education. Logical exercises develop students’ independent thinking, ability to identify logical connections, and draw conclusions. This type of training increases students’ activity and enhances the effectiveness of learning. This topic was studied by such scientists as H. T. Turakulov, Sh. G. Mavlonova, A. H. Bozorov and Vygotsky (ZPD theory), Bruner (constructivism), Piaget (cognitive development theory). Innovative educational technologies (Blended Learning, Gamification, Flipped Classroom) are widely used in native language lessons. Scientific work on the implementation of logical exercises in the teaching process using these methods was carried out by N. Nazarova in the works “Interactive methods for primary school students” and Z. M. Rakhimova in the works “Pedagogical foundations of the development of logical thinking”. Dilnoza Akbarova, who studied the age-appropriate features of the development of children’s logical thinking, studied methods for developing logical thinking in native language lessons for primary school students. R. G. Yusupov, on the other hand, developed modern approaches to teaching the native language in primary school.

       Results and discussion.  How does the technology of using logical exercises and tasks in native language lessons in primary school affect the language learning process of students, the development of logical thinking skills, and the effectiveness of the lesson?

We began our research with pilot testing among 3rd grade students from 5 schools. First, we developed new methods for using logical exercises and tasks for primary school students. Then, we tested these methods as an experiment in each class. In the pilot testing, we used the following new logical exercises and tasks.

1. “Increasing sentences”

Goal: To teach students to think logically and complete sentences.

How to conduct:

The teacher says a simple sentence: “A river is flowing.”

Students expand the sentence by adding new words:

“A big river is flowing.” → “A big river is flowing quietly on a summer day.”

Each added word must be logically related.

2. “Put the words in their place”

Goal: To study the order in constructing sentences.

How to conduct:

The teacher gives mixed words:

For example: “A flower bloomed in spring.”

Students arrange the words and construct the correct sentence: “A flower bloomed in spring.”

3. “Find the extra word”

Goal: To develop logical thinking and analytical skills.

How to conduct:

A set of words is given:

Apple, pear, tomato, peach.

Students find the extra word and explain why it is extra (tomato is not a fruit, but a vegetable).

4. “Pyramid of words”

Goal: To increase vocabulary and find similar words.

How to conduct:

The teacher gives one word, for example: “Book.”

Students write other words related to this word:

Book → cover → pages → text → reading.

The student who writes the most logical words wins.

5. “Decipher”

Goal: To improve the ability to understand the order and meaning of words.

How to conduct:

The teacher gives a coded sentence:

For example: “2 apples, 1 tree, 3 flowers.”

Students turn this coded sentence into a complete sentence:

“There are two apples and three flowers under the tree.”

6. “Finish the sentence”

Goal: To develop students’ ability to make logical conclusions.

How to conduct:

The teacher says the initial sentence:

“The sun rose and…”

Students continue the sentence: “…everywhere was lit up.”

Each student answers according to their creativity.

During the pilot test at the school, students were presented with new logical exercises and their effectiveness was monitored. The level of logical thinking of students, their activities in the lesson, and their mastery indicators were evaluated. Based on the data obtained from the test process, the effectiveness of the methods was analyzed and the necessary changes were made. Using the results of the pilot test, it was possible to measure the impact of modern methods on students and determine how they help improve the learning process. After that, improved technologies and recommendations were developed.

      We paid special attention to the development of technology for using logical exercises and tasks in primary school native language lessons, helping to effectively improve students’ logical thinking skills. Through new methods, we contributed to improving students’ thinking processes and effectively organizing the learning process. These methods allow to increase students’ educational success and make the learning process more interactive and effective.

          Conclusion. The technology of using logical exercises and assignments in primary school lessons is important in activating students, developing their analytical thinking skills and increasing the effectiveness of the learning process. Studies have shown that this technology teaches students to think logically, to form their observation and analytical skills. Logical exercises and assignments help to develop students’ speech and strengthen their ability to express their opinions in a clear and logical sequence. This will give positive results not only in the classroom, but also in the mastery of other subjects. The study found that logical tasks are one of the most effective ways to teach students to think independently. Logical exercises also showed high results in increasing students’ learning motivation, arousing interest in learning, and developing critical thinking in them. In the process of using this technology, it is important for teachers to organize the lesson correctly, gradually introduce the exercises and adapt them to the age and individual capabilities of students. In short, the technology of using logical exercises and assignments in primary school lessons will improve the quality of the learning process, but also serve the personal intellectual development of students. This approach is one of the most effective means not only to educate, but also to form active ways of mastering students. Therefore, one of the urgent tasks of the modern education system is to implement and further improve the technology of using logical exercises and assignments on a large scale.

                                Used literature: 

1. Akbarova, D. (2019). Methodical approaches to the development of logical thinking. Tashkent: Publishing House of Uzbekistan.

2. Frolova, Y. (2016). Formirovanie myshleniya uchashchikhsya na urokah russkogo yazyka. Moscow: Russian Academy of Education.

3. UNESCO. Education for Sustainable Development Goals: Learning Objectives (2017).

4. OECD. PISA 2018 Results: What Students Know and Can Do (2019).

5.World Bank. World Development Report 2018: Learning to Realize Education’s Promise (2018).