TKT MODULE 1

Key words and some

useful expressions
1. GRAMMAR (PARTS OF SPEECH)

1. SIFAT TURLARI (ADJECTIVES)- sifatlardan asosan 5 xil sifat turlari savollarda

uchraydi.1. fe’lning –ing shaklida kelgan variantini. Ba’zi hollarda fe’lning – ing
shakli sifat vazifasida ham keladi. (aniqroq qilib aytganda o’zbek tilidagi fe’lning
hozirgi zamon sifatdosh shakli) masalan; boiling water- qaynayotgan suv,
running boy- yugurayotgan bola. 2. Bu ham aslida o’zbek tilidagi o’tgan zamon
sifatdosh shakli bo’lib, TKT savollarida bu kabi
so’zlarga sifatdosh emas sifat deb qaraladi. Sifatlarning bu kabi ko’rinishi fe’lning
past participle (o’tgan zamon sifatdoshi) shaklida bo’ladi. Stolen car –
o’g’irlangan moshina, broken family – buzilgan oila. 3. Sifatlarning TKT da
uchraydigan 3- ko’rinishida numbers + noun ya’ni son va otning birga kelishi
tushuniladi. Bu compound adjectives deb ham ataladi. Masalan; ten- page
book- o’n varoqli kitob, 4. Sifatlarning 4- chi ko’rinishi ravishlar bilan ifodalanadi.
Masalan; well- known actor- mashhur aktyor, badly made furniture- yomon
ishlangan mebel. 5. Ot va otning hokim tobe munosabatida
kelishi, ya’ni ikki otning birga kelib ikkinchisiga tobe bo’lib keladi. Masalan.
morning exercise – ertalabki mashg’ulot, bookshop- kitob dukoni, wedding
band – to’y uzugi.

2. RAVISH (ADVERBS) – Ravishlar bilan bog’liq savollarda odatda ularning to’g’ri

qo’llanganligiga e’tibor qaratiladi. Aniqroq qilib aytadigan bo’lsak bir manoni
ifodalash uchun ravishni boshqa ma’nosidagi variantini ishlatib qo’yishi mumkin.
Bunday holatda to’g’ri javobni topishda aldanib qolmaslik talab etiladi. Yoki
bizdan ravish noto’g’ri ishlatilgan gapni topish ham so’ralishi mumkin. Xullas
bunda ravishning konkret manosini bilish talab etiladi. Masalan, hard – qattiq,
qiyin hardly- zo’rg’a. he wanted to pass his exam so he worked hard (not
hardly). High- baland, highly- bag’oyatda plane flies high (not highly). Deep-
chuqur, deeply- nihoyatda, juda we went deep into the forest(not deeply).
late- kech, lately- so’nggi paytlarda he came late (not lately)

3. OLMOSH (PRONOUN)- olmoshlardan asosan ikki xil savollar tushadi. 1.

Possessive adjectives (egalik olmoshlari) bu olmoshlar doimo otlarga
bog’lanib keladi. Masalan; my book, his dog, our school etc. 2. Possessive
pronoun (o’zbek tilidagi –niki qo’shimchasi bilan ifodalanuvchi olmoshlar)
bunday olmoshlar odatda gap oxirida keladi. masalan; mine- meniki, yours-
seniki theirs- ularniki
4. OT (NOUNS) 1. Collective nouns (jamlovchi otlar)- odamlar, hayvonlar va
narsalar guruhlarining atalishi. masalan a herd of cows- sigirlar podasi , a flock
of birds – qushlar galasi 1. Compound nouns- ikki otni birga kelib bir butun
ma’no hosil qilishi. Credit card- kredit kartasi, mailbox- email qutisi, coffee
table- kofe stoli, sunglasses- ko’zoynak

5. FE’L (VERBS) fe’llarda odatda zamonlar so’raladi. Present simple yoki

present continuous dan tushadi deb aytiladi-yu lekin oxirgi paytda boshqa
zamonlar va perfect zamonlardan ham savollar tushyapti. (masalan menga
future perfect zamondan ham savol tushgan edi) u qo’yidagicha Notli savol
edi. Future perfectda bo’lmagan javobni toping A. we will have finished our work.
B. they will have a baked bread. C. she will have cut the trees. B javob to’g’ri.
Xullas hozirgi kunda TKT da istalgan zamonlardan savollar berilishi mumkin.
Bundan tashqari bu mavzu bo’yicha conditional (if gaplar) dan ham savollar
tushishi mumkin. Bu bo’yicha conditional larning to’rttasini ham yaxshi
o’zlashtirish kerak. Bundan tashqari fe’l mavzusidan transitive verbs (o’timli
fe’llar) o’zidan keyin kelayotgan to’ldiruvchini –ni (tushum kelishigi)da bo’lishini
talab qiluvchi fe’llar. ba’zi o’rinlarda transitives deb ham beriladi va keyingisi
intransitive verbs (o’timsiz fe’llar) bo’yicha ham savollar tushadi. Transitive
verb ba’zan object verb ham deb ataladi. Masalan; I read a book (transitive). I
sleep in my bedroom (intransitive)

2. LEXIS

1 AFFIX- qo’shimchalar. Bunda qushimchalarning barcha turlari tushuniladi.

Qo’shimchalar 2 xil bo’ladi 1. Prefix (old qo’shimcha) va 2. Suffix (so’zdan
keyin qo’shiladigan qo’shimcha) masalan. going unhappy. Bazan bir so’z
tarkibida suffix ham prefix ham kelishi mumkin. Unemployment

2 COMPOUND NOUNS- Bunda ikkita ot so’z turkumiga mansub so’z umumiy bir
ma’noni ifodalalaydi. Masalan coffee table, pencil case, bookshop, mailbox.
Compound nouns da ikki ot qo’shib yoki ayro yozilgan ko’rinishda bo’lishi ham
mumkin. Compound nouns ba’zi o’rinlarda compound words tarzida ham
uchraydi.

3 COLLACATIONS- so’z birikmasi. ikki va undan ortiq so’zlarning bir biri bilan
kelib bir butun ma’noni hosil qilishi collacation deyiladi. Collocationda ikki
so’zdan birini boshqasi bilan alishtirib bo’lmaydi. Collacation da bir biri bilan
kelayotgan so’zlar turli so’z turkumlarida bo’lishi mumkin. Masalan do
homework, have breakfast, action movie, keep going, regular exercise.
4 LEXICAL SET – uyadosh so’zlar. Buda bir uyaga, bir sinfga mansub bo’lgan
so’zlar tushuniladi. Masalan; family- brother, sister, mother, father. Food-
spaghetti, salad, cake etc

5 WORD FAMILY – o’zakdosh so’zlar. Bir o’zakdan qo’shimchalar qo’shish

bilan yasalgan so’zlardir. Child, childhood, childish, children. Real, really,
realist, realistic

6 FALSE FRIEND – 2 xil tildagi bir biriga tuzilish, yasalish jihatdan o’xshash
lekin ikki tilda umuman boshqa ma’noni ifodalaydigan so’zlar. Magazine-
jo’rnal (ingliz tili) - magazin – dukon. Sayretmek – kuzatmoq (turk tili)
sayr etmoq

7 HOMOPHONE – talaffuzi bir xil lekin yozilishi va ko’rinishi har xil bo’lgan so’zlar.
There- their, whether- weather

8 HOMONYMS – omonimlar. Yozilishi bir xil lekin ma’nosi har xil bo’lgan
so’zlar. Ruler- qirol, ruler – chizg’ich, bank – daryo qirg’og’I, bank-
moliya muassasi

9 VARIETIES OF ENGLISH – bunda ingliz tilini turli mintaqalardagi farqlari haqida

gap ketadi. Masalan American English, Indian English, Australian English.
Flat (British), apartment (American), unit (Australian)

10 CHUNK – qotib qolgan birikmalar. Bir biridan ayro holda ishlatib

bo’lmaydigan so’zlar guruhi. Bunga collacation lar, iboralar va turli qotib
qolgan birikmalar kiradi. Masalan; my name is …, good luck, see you
soon, under the weather(ibora)

3. PHONOLOGY

1. FONEMALAR- yozuvdagi fonemik belgilar. Masalan; /a:/, /i:/ kabi. Har bir
fonemik belgi bitta fonemani ifodalaydi. Fonemik belgi;lar o’quvchiga so’zni
aynan qanday o’qilishi kerakligini ko’rsatib beradi. Fonemik belgilar phonemic
script (fonemik yozuv) deb atalib, so’zlarni to’g’ri talaffuz qilishni
o’rgatishga qaratilgan bo’ladi. Masalan beautiful /bju:tifl/

2. DIFTONGLAR – Diftong bu ajralmas tovush. Oddiy qilib aytadigan bo’lsak

diftonglar unli harflarni inliz alifbosidagidek talaffuz qilinishi. Masalan; like
so’zida ay diftongi bor. Take so’zida a harfi ey deb alifbodagidek talaffuz
qilinadi demak bu ham diftong
3. VOICED SOUNDS – jarangli undoshlar. Gapirganimizda tebranishga
uchraydigan tovushlardir. Ingliz tilida qo’yidagilar jarangli undosh hisoblanadi.
june so’zidagi j undoshi, z tovushini beradigan th harf birikmasi, sing so’zidagi
ng, revision so’zidagi s harfi, b,d,g,v z,m,n,l,r,w,j.

4. UNVOICED SOUNDS – jarangsiz undoshlar. Ular qo’yidagilar. Think so’zidagi ц

tovushini beradigan th, p,t,ch,k,f,s,sh,h

5. CONTRASTIVE STRESS – so’z urg’usi. Tinglovchini e’tiborini qaraish maqsadida

gap ichidagi biror so’zga ur’g’u beriladi. Do you go to Tashkent?

6. CONTENT WORDS – gapda biror ma’lumot beradigan so’z turkumlari

hisoblanadi. bu so’z turkumlari 4 tani tashkil etadi. 1. Noun, 2 verbs, 3 adverbs,
4, adjectives. Masalan; the girl ran to the sea and jumped in quickly gapida
girl , run, sea, jumped, quickly content words dir

7. CONNECTED SPEECH – og’zaki nutqda so’zlarni ulab, ulab gapirish. bunda

ingliz tilida gapirishdagi so’zlarni qisqartirish yoki ulab yuborish tushuniladi.
Masalan it is a good idea. Gapini itsa good idea kabi so’zlarni (ulab yuborish)
connected speech ga misol qilib olishimiz mumkin.

8. CONTRACTION – qisqartmalar 2 xil bo’ladi 1. Ko’makchi fe’lga not ni

qisqartirilishi. Don’t, haven’t ko’rinishida 2. Egaga ko’makchi fe’lni qisqartirilishi.
I’ll, I’ve ko’rinishida

9. WORD BOUNDARIES – unli yoki undosh bilan tugab (har doim ham emas)
uning qarama qarshisidagi so’zning oxirgi harfi bilan boshlanuvchi til birligi.
Masalan; go away, he did it.

10. MINIMAL PAIR – so’zlar bir tovush bilan farqlanishi. Ship-sheep, hut-hat-hit-
hot, thing-think, chip-ship

4. FUNCTIONS

1. FUNCTION- ikki yoki undan ortiq shaxslar o’rtasidagi fikr almashinishdan

ko’zlangan maqsad va insonlar bildirgan fikrlarning mazmuni functions
bo’limida o’rganiladi. Bu kabi savollarda odatda dialog shaklidagi gaplar
beriladi va bizdan so’raladigan vazifa personajlar nima maqsadda
gapirayotganini topishdan iborat bo’ladi. Functions ning ko’plab turlari bo’lib, biz
ba’zilari bilan tanishib chiqamiz.
2. APOLOGIZING- uzr so’rash. Kalit: sorry, excuse me

3. GREETING- kutib olish, salomlashish.

4. CLARIFYING (ASKING FOR CLARIFICATION)- oydinlik kiritish, aniqlik kiritish

kalit mean, what I mean is …

5. INVITING – taklif qilish

6. ADVISING – maslahat berish. kalit; should, ought to

7. AGREEING- kalit true, yeah, yes, ok

8. DISAGREEING – norozi bo’lish. bunda tinglovchi sherigini gapiga

qo’shilmasligini ifodalaydi. Bu expressing disagreement ko’rinishida ham
keladi. E’tiborlisi shundaki, tinglovchi konkret yo’q naroziman deb emas
undan ko’ra mana bunday qilaylik tarzida sherigining gapiga
qo’shilmasligini bildiradi.

9. REFUSING – rad etish bunda gapiruvchi shaxs sherigining gapiga keskin,

ochiqchasiga raddiya bermaydi balki berilgan taklif yoki bildirilgan fikrga
boshqa bir narsani vaj qilib rad etishi mumkin. Masalan; A; we are going to
the theatre at the weekend. Join us. B: oh! It is a good idea! shame, I
planned to go to the library. Bu bilan A ni taklifini B rad etmoqda. Kalit;
ignore, reject
10. THANKING – rahmat aytish, minnatdorchilik bildirish

11. INTERRUPTING - bu kabi savollarda to’g’ri javobni biz undan oldingi gapga
qarab topamiz ya’ni 20 – savolni javobini undan oldin kelgan gapga qarab
aniqlashimiz mumkin. Bunday savollarda bitta oldingi gap mazmunan
tugallanmagan bo’ladi va uch nuqta yoki chiziqcha qo’yilgan bo’ladi. kalit: uch
nuqta, chiziqcha

12. PREFERENCES – afzal ko’rish. Bunda sherikning gapiga yoki so’z

borayotgan holatga shaxsiy yondoshuv bilan munosabatda bo’linadi. Kalit;
would rather, want, like, would like

13. SPECULATING – tahmin qilish. Bunda da so’z borayotgan hodisaga yoki

sherikning gapiga ishonchi komil bo’lmasdan tahminiy firk beriladi. kalit: I am
not sure, might be, could be
14. MAKING A SUGGESTION – taklif kiritish. Bunda bo’layotgan suhbat jarayonida
biror mavzu yuzasidan taklif kiritish tushuniladi. Kalit; let’s, can, could

15. DECLINING AN INVITATION – taklifni rad etish. Bu ham yuqoridagi refusing

bilan bir xil positsiyaga ega.

16. ENQUIRING (ASKING FOR INFORMATION) – biror yangilikni tagiga yetish

uchun ma’lumot so’rash.

17. EXPRESSING OBLIGATION – majburiyatni ifodalash kalit: to be to, have to,

has to

18. EXPRESSING ABILITY – Qobiliyatni ifodalash. Kalit; could, can, to be able to

19. EXPRESSING INTENTION - niyatni ifodalash. Kalit: to be going to

20. EXPRESSING NECESSITY– zaruriyatni ifodalash. Kalit; have to, has to, need

21. EXPRESSING PERMISSION – ruxsatni ifodalash. Kalit: may, could, can

might

22. EXPRESSING PROBIBILITY – ehtimolni ifodalash.Kalit; perhaps, might be,

may

23. EXPRESSING PROHIBITION – taqiqlashni ifodalash. Kalit; banned, not

allowed

REGISTER – 1. olib borilayotgan suxbatning rasmiy yoki norasmiyligi 2. olib

borilayotgan suhbatning muloyimligi yoki qo’polligi. Kalit; polite, impolite,
colloquial,

COLLOQUIAL- haddan tashqari informal (norasmiy) so’zlashuv uslubi

APPROPRIACY – olib borilayotgan suhbatning davra atmosferasiga mos kelishi

INAPPROPRIACY - olib borilayotgan suhbatning davra atmosferasiga mos

kelmasligi. I would like to wish you all a very good morning!. Hi, guys!

5. READING
READING- ham listening kabi receptive skill yoki input hisoblanadi. (receptive skill
 yoki input da faqat ma’lumot qabul qilinadi)
COHERENCE- gaplarning mazmunan bir biriga bog’langanligi.
COHESION- gaplarda so’zlarning grammatik jihatdan xatosiz bir biriga
bog’langanligi.
Reading 7 guruhga bo’lib o’rganiladi.
1. READING FOR GIST (SKIMMING)- bunda biror matn ko’z yugurtirilib
o’qiladi va urg’u umumiy mazmunni bilib olishga qaratiladi. kalit; overall
meaning, general meaning, general understanding, retell, headline,
heading, title, choose, quickly
2. READING FOR SPECIFIC INFORMATION (SCANNING) – bunda ham tezlik
bilan ko’z yugurtirib o’qishga urg’u qaratiladi lekin asosan scanningda matndan
ba’zi ma’lumotlar ya’ni har xil sanalar, yillar, raqamlar, odamlar ismlari
qidiriladi va bular kalit so’z hisoblanadi. bundan tashqari bold yoki italiksda
yoki qo’shtirnoq bilan yozilgan so’zlar ham kalit so’z bo’ladi.
3. READING FOR DETAIL- bunda butun boshli matn boshidan oxirigacha hech
bir so’zi qoldirilmay o’qiladi. Bunga turli instruksiyalar, retseptlar kiradi va
shular kalit bo’lib keladi. Bundan tashqari kalitlar; Answer the questions,
carefully.
4. DEDUCING MEANING FROM THE CONTEXT- o’qish jarayonida tarjimasini
bilmaydigan so’z uchrab qolsa uni atrofidagi so’zlarga qarab mazmunini
tahminan chiqarish. Kalit; Work out, guess, calculating, around a word
5. INFERRING MEANING FROM THE CONTEXT (infer attitude)- bunda
matnda muallifni yoki qahramonlarni ruhiy holatini, ichki hissiyotini bilish
tushuniladi yani matnni muallif qanday kayfiyatda yozganligiga urg’u
qaratiladi. Kalit; mood, feel, sad, happy, cheerful
6. PREDICTING – hikoyani yoki biror matnni o’qimasdan uni sarlavhasi yoki
rasmlariga qarab mazmunni tahmin qilish. Kalit: picture, photo, title,
heading, before reading
7. UNDERSTANDING TEXT STRUCTURE- matn tuzilishini tushuna olish. Matn
o’qilmaydi. Bunda matnni joylashuvi ko’rib chiqiladi.
8. EXTENSIVE READING (reading for pleasure) – dam olish yoki vaqtni
mazmunli o’tkazish uchun o’qish. Bunda o’quvchida hech qanday majburiyat
bo’lmaydi. Kalit; enjoy, pleasure, newspapers, magazines
9. INTENSIVE READING – task bajarish uchun o’qish. Bunda o’quvchilarga biror
vazifa beriladi yani bunda ma’lum bir so’zlar guruhini topishga qaratilgan task
bajaradi.

6. WRITING
1. WRITING BU PRODUCTIVE SKILL YOKI OUTPUT SKILL HISOBLANADI. (bu
skillarda o’quvchi o’zidan nimanidir ishlab chiqaradi)
2. ACCURECY (focus on form)- yozishda yoki gapirishda Grammatik,
 talaffuz, so’zlarni to’g’ri yozilishi, so’z tartibi, punktuatsiya tomonlama
xatolar borligi yoki yo’qligi haqida gap ketadi.
3. Writing accuracy- da qo’yidagilarni tahlil qilinadi spelling correctly - so’zlarni
harflab to’g’ri yozish forming letters correctly - harflarni shakllantirish
joining letters together correctly -harflarni bir biriga qo’shib yozish writing legibly -
aniq va tushunarli qilib yozish Kalit; easy to understand punctuating correctly-
punktuatsiyadan to’g’ri ishlatish
using correct layout -tartibni, so’z joylashuvini to’g’rilab yozish kalit; numbers,
paragraph
choosing the right vocabulary- so’zlarni to’g’ri ishlatish. Kalit; archaic, old words
4. NARRATING- hikoya qilib berish. Bunda biror voqea yoki hikoyadagi jarayon
tasvirangan gap bo’ladi. Kalit past simple da berilgan gap, tell
5. TOPIC SENTENCE – paragrafning birinchi gapi. Qolgan gaplar topic sentence
ga mazmunan zanjir bo’lib bog’lanishi kerak.
6. SUPPORTING SENTENCE – topic sentence ga bog’lanib uni to’ldiradigan keying
gaplar.
7. CONCLUDING SENTENCE – paragrafni yakunlab beruvchi oxirgi gap.

BIROR BIR MATNNI YOZISH UCHUN KECHADIGAN JARAYONLAR KETMA-

KETLIGI
1. DEVELOPING IDEAS – mavzu bo’yicha yozishdan oldin nimalarni yozishni
rejalashtirish. Kalit, brainstorming, working out
2. PLANNING/ORGANIZING IDEAS- bunda rejalashtirib bo’linganidan keyin
ma’lumotlar ketma – ketligini tartiblash kalit; set up, planning
3. DRAFTING- qoralamani (churnovekni) yozish. Matnni birinchi versiyasini yozish.
Kalit first version
4. EDITING – tahrirlash. Bunda mazmunan to’g’ri kelmaydigan so’zlarni olib
tashlash yoki boshqasi bilan transfer qilish. Kalit; correcting meaning,
improving
5. PROOFREADING – matnni yozib bo’lgach ustozga topshirishdan oldin
so’nggi Grammatik xatolar bor yo’qligini tekshiruvdan o’tkazish. Proofread
o’quvchining o’zi tomonidan emas ba’zan sherigi tomonidan ham qilinadi.
Kalit; correcting mistakes,
6. RE-DRAFTING- matnni yozish, tahrirlash, xatolarini to’g’rilash bosqichlaridan
keyin eng yaxshi versiyani oq qog’ozga ko’chirib o’tkazish. Kalit; final
version, second version
 JUMBLED PICTURES/SENTENCES- bunda betartib berilgan rasmlar yoki
so’zlarni tartiblash
EVALUATE- baholash
UTTERANCE- og’zaki bayonet, nutq
INTERACTION PATTERNS- biror task yoki activityni jamoaviy bajarish.
Bunga qo’yidagilar kiradi. 1. Group work 2. Open – ended teacher questioning
(open – ended da javobi javob beruvchining o’ziga bog’liq bo’lgan savollar
beriladi. Masalan. what kind of fruit do you like?) 3. Individual work etc
7. LISTENING
1. LISTENING FOR GIST (LISTENING FOR GLOBAL UNDERSTANDING) -
mazmunni tushunishga qaratilgan tinglash. Kalit; overall meaning,
general meaning, general understanding
2. LISTENING FOR SPECIFIC INFORMATION- eshitish jarayonida konkret bir
ma’lumotni qidirish. Bunda butun boshli konteksga e’tibor berilmaydi. Kalit:
yillar, sanalar, ismlar
3. LISTENING FOR DETAIL/SCANNING- konteksni hech bir ma’lumotini
qoldirmasdan diqqat bilan so’zma so’z tinglash. Kalit: carefully
4. INFER ATTITUDE LISTENING- bunda so’zlovchini ruhiy holatini, ichki
hissiyotini bilish uchun tinglash tushuniladi yani speaker qanday kayfiyatda
gapirayotganligiga urg’u qaratiladi. Kalit; mood, feel, sad, happy,
cheerful, ton of voice, go up and down,
5. INTENSIVE LISTENING- odatda qisqa davom etadigan listening turi. Task
bajarish uchun tinglash. Bunda o’quvchilarga biror vazifa beriladi yani bunda
ma’lum bir so’zlar guruhini topishga qaratilgan task bajariladi.
6. EXTENSIVE LISTENING (listening for pleasure) – dam olish yoki vaqtni
mazmunli o’tkazish uchun tinglash. Bunda o’quvchida hech qanday majburiyat
bo’lmaydi. Kalit; enjoy, pleasure,
7. CONNECTED SPEECH- bu odatda og’zaki nutqqa ta’luqli bo’lib, gapirayotganda
so’zlarni bir biriga bog’lab yuborish. Masalan I wana go (I want to go)
8. AUTHENTIC LISTENING TEXTS OR MATERIALS- hayotiy, real listening
practice lar. Bunda sinfdan tashqaridagi hayotni tasvirlovchi materiallar. Ish
rejadan tashqari materiallar.
8. SPEAKING
1. WRITING- productive skill yoki output hisoblanadi (bu skillarda o’quvchi
o’zidan nimanidir ishlab chiqaradi)
2. Making use of grammar, vocabulary, function- gapirish jarayonida mana shu
uchta jihatga etibor qaratish.
3. Register- gapirayotganda muamala uslubini, kimga qanday gapirish va suhbatda
munosib tilni tanlash.
4. Connected speech- gapirayotganda so’zlarni bir biriga ulab gapirish.
5. Body language- bu gapirayotganda tana harakatlaridan foydalanish
degani. (Boshni, qo’llarni, yuz ifodasini gapga qarab yoki so’zlovchini ruhiy
holatiga qarab o’zgarishi tushuniladi)
 6. Oral fluency- og’zaki nutq. Bunda o’quvchi qilayotgan xatolarga e’tibor
berilmaydi u gapirsa bo’ldi. Kalit: without hesitating,
7. Text types – taklifnomalar, emaillar, hikoyalar, essaylar, kundaliklar kabi text

turlarini gapirish
8. Interactive strategies- aytganlarimizga kishilarni qiziqtirish, jalb qilish va ularni

e’tiborini qaratish. Bunga qo’yidagilar kiradi. 1. Gesture – imo ishoralar, 2. Eye

contact -ko’z bilan kontakt, 3. Facial expressions – yuz ifodalari, 4 clarifying
– oydinlik kiritish, 5. Turn- taking – navbat bilan gapirish va hok
9. Fluency – xorijiy tilda ravon gapira olish qobiliyati. Bunda xatolarga e’tibor

berilmaydi.
10. Accuracy – xorijiy tilda gapirganda Grammatik xatolarni kamligi yoki umuman

yo’qligi
11. Controlled practice – ma’lum bir mavzu bo’yicha task va activity lar bajarish.

Bunda o’sha mavzudan chetga chiqilmaydi controlled deyilishiga ham sabab

shu.
12. Drills – o’quvchilar biror so’z yoki jumlani o’qituvchi ortida qaytarishi.

Bundan ko’zlangan maqsad o’quvchini Grammatik bilimi yoki talaffuzini

yaxshilash. Kalit; repeat, repetition
13. Fluency activity tasklarga o’quvchilarning og’zaki nutqini oshirishga

qaratilgan tasklar kiradi masalan; 1. information gap activities (ma’lumotlar

bo’shlig’ini to’ldirish ya’ni bu activity da o’quvchilar o’zi bilmagan bilimidagi
bo’shliqni boshqalardan ma’lumot so’rash bilan to’ldiradi). 2. Problem solving
(bu activity da o’quvchilarga muammoli bir vaziya beriladi. Maqsad yechim
topish). 3 project work (o’quvchilar bir loyiha ustida gaplashishadi). 4.
Discussion- muhokama, 5. Explaining solutions- yechimni tushuntirish.
14. Integrated skills lessons – bir darsda bir necha skillardan foydalanish. Skillar

deganda writing, listening, speaking, reading tushuniladi.

15. Cohesive device- bu 2 xil bo’ladi. Conjunctions (bog’lovchilar ya’ni ikki gapni

bir biriga bog’lovchi so’zlar), 2. Otlarni o’rnida ishlatiladigan olmoshlar.

Masalan, I bought a new car. It is white (bu gapda birinchi gapdagi car
o’rnida ikkinchi gapda it olmoshi ishlatildi. Mana shu cohesive device)

9. MOTIVATION
XORIJIY TILNI O’RGANISHGA SABABLAR
1. Usefulness- qiziqish uchun.
2. Interest in target language culture- tili o’rganilayotgan davlatni madaniyatiga
qiziqqanligi uchun. Bunda madaniyatga qiziqish 2 ga bo’linadi 1. Capital C
(culture) learning ya’ni bunda o’rganuvchi tilini o’rganayotgan mamlakatning
yuqori madaniyatiga qiziqqanligidan shu tilni o’rganadi. Masalan;
adabiyoti, san’ati, tarixi, va hok. Mana shu keltirib o’tilgan narsalar kalit bo’lib
keladi. 2. Small C (culture) learning- bunda o’rganuvchi tilini o’rganayotgan
mamlakatning quyi madaniyatiga qiziqqanligidan shu tilni o’rganadi. Masalan
sporti, musiqasi, yangiliklar, shaxarlari va hok.
3. Feeling good about learning a language- til o’rganishda o’zini qulay his qilish,
mazza qilib bir tilni o’rganish
4. Encouragement and support from other- birovlarni qo’llab quvvatlashi bilan til
o’rganish.
5. Target language (L2) – o’rganilayotgan til
6. Learning autonomy/ independence – xorijiy tilni mustaqil o’rganish.
Bunda o’qituvchining yordamisiz o’zi internet orqali yoki o’zi izlanib o’qishi.
Kalit: project, using the Internet, authentic materials
7. Teacher reliant learner/ teacher dependent learner – o’qituvchiga
bog’lanib qolgan o’quvchi. Bunda o’quvchilar tasklarni bajarish uchun
ustozga suyanib qoladi.
8. Unmotivated/demotivated- motivatsiyani kamaytirish,

O’QUVCHILARNING TIL O’RGANISHIGA SABABLAR

1. The teacher- o’qituvchining o’quvchilarning til o’rganishiga sabab bo’lishi

uchun 3 ta jihatni o’zlashtirishi kerak. 1. Show a good example by being
committed and motivated (biror nimani bajarishga qasd qilish borasida
o’quvchilarga o’rnak bo’lishi kerak) 2. Try to behave naturally (o’zini tabiiy
tutish) 3. Be as sensitive accepting as you can (o’quvchilardan o’tgan
xatoni to’g’ri qabul qilish)
2. The classroom atmosphere- sinfdagi atmosfera. 1. Create a pleasant, calm,
secure and ordered atmosphere in the classroom (sinfda yoqimli, tinch,
tartibli atmosfera yaratish) 2. Being in humour and laughter and smile
(yumorga va hazilga mutanosib bo’lish)
3. The task – vazifa. 1. give clear instruction (aniq ko’rsatma berish) 2. Point
out the purpose and usefulness of every task. (har bir taskni maqsadi va
foydali jihatini ko’rsatish)
4. Rapport (rapport building) – darsda o’quvchilar bir biri bilan yoki ustoz bilan
darsdan tashqari mavzularda gaplashishi. Bu bilan o’qituvchi o’zi va o’quvchilar
o’rtasida iliqlikni yuzaga keltirish. Bu odatda darsning boshida bo’ladi. Kalit;
create good atmosphere, good relationship 1. Treat each learner as an
individual. (har bir o’quvchiga individual e’tibor qaratish)
5. Self- confidence- o’ziga ishonch. 1. Give positive feedback and praise
(feedback berish va maqtash). 2 make sure your students experience
success (o’quvchilarning muvaffaqiyatli ko’nikmasiga e’tibor qaratish) 3.
Accept mistakes – they are a natural part of learning (xatoni o’rganishdagi
tabiiy jarayon sifatida qabul qilish)
6. Interest- qiziqish o’yg’otish. 1 select interesting tasks and topics. 2. Offer a
variety of materials and activities
7. Autonomy – o’zi mustaqil o’qishi. Kalit creation, create,
8. Personal relevance (personalise) - bunda ustoz biror task yoki activity ni
 o’quvchining shaxsiy hayotiga bog’laydi. Masalan bolalarga o’zingiz sevgan
asarlar haqida yozing deyishi mumkin. Bunda tabiiyki o’quvchi o’zini
hayotidan, qiziqishidan kelib chiqib yozadi kalit: true for you, favourite, 1.
Try and personalized tasks to make them relevant.
9. Goal/target – 1. Maqsadni belgilash. Kalit: bu kabi gaplar asosan kelasi
zamonda bo’ladi, choose, need 1. set up several specific learning goals
for the learners. 2. Encourage learners to set goals and work towards
them. 3 . do a needs analysis of the learners’ goals and needs
10. Culture- tili o’rganilayotgan mamlakat madaniyati bilan tanishtirish 1. invite
native speakers to some classes 2. Find penfriends for the learners

10. EXPOSURE AND FOCUS ON FORM

1. EXPOSURE- bunda o’quvchi o’zi istamaga holda xorijiy til bilan kontaktda
bo’lishi ya’ni radio yoki TV da xorijiy tildagi qo’shiq yoki hikoyalarni tinglashi.
Bundan tashqari xorijiy tildagi gazeta va jo’rnallarni o’qish bilan ham
exposure bo’lishi mumkin. Exposure ni asosiy belgisi o’rganuvchi tasodifan
xorijiy tildagi manbaaga duch kelishidir. Exposure da o’quvchi o’zi bilmagan
holda listening va reading bilan shug’illanadi.
2. FOCUS ON FORM (ACCURECY) - Grammatika, talaffuz, so’zlarni to’g’ri

yozilishi, so’z tartibi, punktuatsiya tomonlama xatolar borligi yoki yo’qligi

haqida gap ketadi.
3. Language picking up- tilni avtomatik tarzida tilni o’rganish. Masalan bola o’z

ona tilini yoki xorijiy tilni doimiy kontakt ta’sirida terib terib o’rganishi.
4. Three main ways in learning a foreign language. 1. Acquiring language,

language acquisition – tilni o’ziga singdirish. bunda o’rganuvchi tilni o’zi

istab o’rganadi. Kalit; reading, listening 2. Interaction tarzida boshqalar
bilan doimiy ravishda xorijiy tilni o’rganish. Kalit, together, peer, group
whole class 3. FonF (focus on form) ga e’tibor qaratish
5. Silent period – o’rganuvchi biror so’zni yoki Grammatik birlikni o’rgandi lekin

uni gapirganida yoki yozganida faol ishlatmaguncha o’sha o’rganilgan birlik

silent period holatida bo’ladi.
6. Deducing meaning (calculating, working out) - o’qish jarayonida tarjimasini
bilmaydigan so’z uchrab qolsa uni atrofidagi so’zlarga qarab mazmunini
tahminan chiqarish. Kalit; Work out, guess, calculating, around a word.

11. THE ROLE OF ERROR

ERROR (DEVELOPMENTAL ERROR)- o’quvchining bilmagan narsasi,

ma’lumoti bo’yicha qilingan xatosi. Bunda o’quvchiga ma’lum bir mavzu bo’yicha
bilim, ma’lumot berilmaganligi sababli o’quvchi gapirayotganda yoki yozganda
xatolikka yo’l qo’yishi. Bu xatoni developmental deb atalishiga sabab
o’quvchining holati developmental ya’ni rivojlanish bosqichida ekanligi bilan
 bog’liq. Masalan. o’quvchilarimga last lesson I asked my students to write
down the differences between you and your friend but they used the simple
degree form of the adjectives everywhere in the text. Bu berilgan misoldan
tushunishimiz mumkinki, butun sinfning yoppasiga bu xatoni qilishiga sabab,
ularga sifatning qiyosiy daraja shakli hali o’rgatilmagan va o’quvchilar bilmagani
uchun qiyoslashda ham sifatning oddiy darajasidan foydalangan.

1. SLIP(S)- o’quvchining bila turib xato qilishi slip deyiladi. Bunda o’quvchining til
bilish darajasi yuqori bo’lsada, xatolikka yo’l qo’yadi va bunga o’quvchining
charchaganligi, hayajonlanganligi, shoshma-shosharligi va shunga o’xshash
omillar sabab qilib ko’rsatiladi. Kalit: advanced level student, high level,
nervous, etc. shu o’rinda o’quvchi qanday turdagi slipga yo’l qo’yganligiga
qarab ba’zi turlarga bo’linadi. Masalan; grammar slip, vocabulary slip,
pronunciation slip.

2. INTERFERENCE- da o’quvchi gapirish yoki yozish jarayonida jarayonida o’z

ona tilisidagi so’zni araslashtirib yuborishi tushuniladi. Kalit; mother tongue,
their own language, native language, specific language, using L1 etc.
grammar interference- bunda o’quvchi gap tuzilishi yoki shunga o’xshash o’z
ona tili grammatikasi bo’yicha xato qilishi. I to school go kabi.

3. INTERLANGUAGE- da o’quvchi ingliz tilida yozganda yoki gapirganda o’z

versiyasini yaratadi. Bu versiya na ona tiliga, na ingliz tiliga xos bo’ladi. Bu
bo’yicha o’quvchi gap tuzilishida, talaffuzda va shunga o’xshash jihatlarda
xatolar qiladi. Kalit; create, something between two languages, own version

4. OVERGENERALISATION- bir qoidani boshqa bir qoida uchun ham ishlatishdir

yani bunda o’quvchi til yasalishidagi bir qoidani umumiy ishlatadi va unga
(qoidaga) bo’ysinmaydigan so’zlarni ham shu qoida asosida shakllantirishi
natijasida xato qiladi. Masalan past simple da to’g’ri fellarga -ed qo’shimchasini
qo’shish kerak degan qoidani o’quvchi biladi lekin noto’g’ri fellar bundan
mustasno ekanini bilmaydi va bilgan qoidasini umumiy hamma fellarga ishlatadi.
I goed to school yesterday.

5. FOSSILISED ERROR- da o’quvchining darajasi yuqori bo’lishiga qaramay, bir

xatoni qayta qayta qilaveradi. Masalan ko’pchilik til o’ganish jarayonida biror
so’zni noto’g’ri talaffuz qilib yoki tarjimasini xato tushunib o’rganadi oqibatda
uning darajasi yuqori bosqichga chiqqanda ham bu xato egasini tark etmaydi.
Shuning uchun ham bu turdagi xatolar fossilized ya’ni qotib qolgan deb
ataladi. Kalit; still, even, advanced
6. REFORMULATION- spaekingda o’quvchi gapirayotib biror xatolikka yo’l
qo’ysa, ustoz uni diqqatini bo’lmasdan to’g’rilab ketishi. Bunda xato
to’g’rilanganini o’quvchi eshitishi shart emas. Reformulation-qayta
formalashtirish. Kalit; without being conscious, without
interrupting,

12. DIFFERENCE BETWEEN L1 AND L2 LEARNING

L1- ona tili, L2- o’rganilayotgan xorijiy til. L1 learner – bu o’z ona tilisini
o’rganayotgan bola, endi tili chiqayotgan go’dak. L2 learner- xorijiy tilni
o’rganayotgan bola yoki kishi

TIL O’RGANISH BO’YICHA L1 VA L2 O’RTASIDAGI FARQLAR VA

O’XSHASHLIKLAR (quyida L1 ga tegishli bo’lgan til o’rganish bosqichlari L1 bilan,
L2 ga tegishli bo’lgan bosqichlar L2 bilan, har ikkalasiga tegishli bosqichlar BOTH
bilan berilgan)

1. Chaqaloqlik bilan bo’liq bo’lsa L1.

2. Cognitive skill- aqliy faoliyat ya’ni o’ylash, fikr yuritish. L2

3. Exposure va language picking up orqali BOTH

4. Exposure va language picking up, atrifdagilar tomonidan doimiy ravishda tilni

ishlatish orqali L1
5. CHUNK – bunda L1 va L2 tildagi tildagi qotib qolgan birikmalardan o’rganadi

BOTH
6. Oilasi bilan muloqotga kirishish yo’li bilan L1

7. Uni o’rab turgan narsa narsa, borliq haqida gapirish orqali BOTH

8. Tilni mustaqil mustaqil foydalana olishdan oldin bir qancha oy oldin eshitib yurish

orqali urganadi. L1
9. Tilni o’zida sinab ko’rish uchun ko’p imkoniyatlar borligidan o’rganadi. BOTH

10. Tilni ishlatishni boshlagan davrlaridan boshlab yaqinlarining praise(dalda) va

encouragement (undash) berishi orqali o’rganish BOTH (lekin bunda

individual so’zi bilan kelsa L1 bo’ladi)
11. O’rganishni maktab va kindergartendan boshlasa L2

12. Yuqori sinf o’quvchilari voyaga yetgan kishilarning o’rganishi L2

13. Ba’zida exposure orqali (bunga BOTH) lekin maxsus yo’riqnoma orqali o’rganish

L2
14. Muloqotga kirishish uchun motivatsiyaning ko’pligi yoki kamligidan o’rganish

BOTH
15. Ustozi yoki sinfdoshlari orqali o’rganish va sinfdan tashqari hayot haqida

gaplashish orqali o’rganish L2

16. Hozirgina o’rgatilgan til elementini amalda sinab ko’rib o’rganish BOTH

17. Controlled practice qilish orqali o’rganish L2

13 LEARNER CHARACTERISTICS

O’quvchining xarakteristikasi deganda til urganish jarayonida u uchun qulay

bo’lgan strategiya, style va hokozolar tushuniladi. Bazi o’quvchilar ko’rib yaxshi
o’rgansa boshqa o’quvchilar ushlab ko’rib yoki eshitib yaxshi o’rganadi.

1. LEARNING STYLES- tug’ma bo’ladi. Biror narsani yoki tilni yaxshi ko’rib
o’rganish. Masalan kimdir mustaqil o’qib o’rganadi, kimdir eshitish yo’li bilan
yaxshiroq o’rganadi

2. LEARNING STRATEGIES- bunda biror narsani mustaqil urganish uchun

yo’l tanlanadi. Masalan ba’zilar matnda uchrashi mumkin bo’lgan so’zlarni
oldindan yodlaydi va keyin matnni o’qiydi. Shunda yaxshiroq urganadi.
Ba’zilar esa matnni qayta qayta o’qib so’zlarni o’rganadi. Kalit; way

quyida o’quvchilarning biror tilni yaxshiroq urganishi uchun turli xil

style (stil) lar berilgan. Ya’ni o’quvchilar mana shu stillarga
asoslanib ma’lumotni yaxshiroq o’rganadi.

LEARNING STYLES

1. Visual - ko’rish orqali yaxshi o’rganish. Kalit: picture, photo, video, graph
2. Auditory- eshitish orqali yaxshi o’rganish. Kalit, songs, listening, DVD
3. Tactile – idrok etish, zehn orqali yaxshi o’rganish
4. Kinesthetic- harakatlanish va ushlab ko’rish orqali yaxshi o’rganish. Kalit:
mingling activity, miming

5. Reflective/logical/active learner- savollar so’rash va o’rganayotgan narsasi

haqida mantiqiy fikrlab o’rganish.

6. Verbal – speaking orqali yaxshi o’rganish

7. Direct –bevosita o’zi ham qatnashib ko’rish orqali yaxshi o’rganish

8. Indirect – bevosita o’zi qatnashib emas kuzatib turish orqali yaxshi o’rganish

9. Rhythmic/melodic – musiqa va tovushlar orqali yaxshi o’rganish. Hum bilan

10. Group- boshqalar bilan birga ishlash orqali yaxshi o’rganish

11. Individual – yolg’iz o’zi ishlash orqali yaxshi o’rganish (o’qish)

12. Impulsive- tezkorlik bilan javob berish orqali yaxshi o’rganish

13. Analytic- analiz, tahlil qilish orqali yaxshi o’rganish

14. Autonomous- qanday o’rganishni o’zi belgilash, o’zi bilganicha o’rganish orqali
yaxshi o’rganish

TIL O’RGANUVCHIGA TA’SIR ETUVCHI YETUKLIKDAGI ASOSIY FARQLAR

Children Teenagers Adults

Need to move Starting to keep still for Able to keep still for longer
longer periods but still periods
need to move
Can concentrate for Concentrating developing Can concentrate for longer
shorter time (short period
attention span)
Learn through experience Beginning to learn in Can learn in more abstract
and doing abstract ways, i,e. ways
through thinking, as well
as experiencing
Are not able to control Beginning to control Usually able to control
and plan their own and plan their own and plan their own
behavior behavior behavior
Are not afraid of making May worry about what May not be so willing to
mistakes or taking risks others think of them make mistakes or take
risks
1. Attention span- biror kishining biror ishni qilish jarayonida diqqatini jamlab tura
olishi
2. Learning in abstract ways – nazariya bilan o’rganish, nazariy jihatdan o’rganish
3. Communicative skills =communication skills- til o’rganuvchining suhbat qilish
qobiliyati. Yozma va og’zaki.
4. Learner training- til o’rganuvchining qaysi learning strategies bilan o’rgansa
yaxshi bo’lishi. Eng yaxshi o’zlashtirishini ko’rsatib berish.

5. Mingle (mingling activity)- bu activity da o’quvchilarning yarmiga bir matnning

sarlavhasi yoki matnning yarm qismi beriladi qolgan o’quvchilarga esa matnning
qolgan qismi beriladi. Keyin o’quvchilar xona bo’ylab aylanib yurib o’z sherigini
topishi kerak bo’ladi. Kalit; around the classroom, go around, move around the
classroom, find their partner.
 14.LEARNER NEEDS

1. Bu unit da o’rganuvchi ehtiyojlari tahlil qilinadi. Xo’sh bu nima degani?

Aniqroq qilib aytganda o’rganuvchini xorijiy tilni o’rganishga qaysi ehtiyojlar
majbur qilishi mumkinligi ko’rib chiqiladi. Ular 3 ta
2. Personal needs- shaxsiy ehtiyojlar. Yoshidan (age), jinsidan (gender),
madaniyatidan (culture), qiziqishidan (interest), talimdan (education
background), motivatsiyadan (motivation) kelib chiqib til o’rganish Personal
needs dir.
3. Learning needs- o’rganishga bo’lgan ehtiyoj. O’rganish uslubidan (learning
style), til o’rganishdagi avvalgi tajribadan (past language learning experience),
tilni bilishdagi hozirgi va aslida bilish kerak bo’lgan darajadan, til o’rganuvchi
maqsadlari va til o’rganishdagi jarayondan kutilayotgan natijadan, erkin
o’rganishdan (learning autonomy), vaqtni til o’rganishga borligidan, (available
of time), imtihondan (exams) kelib chiqib til o’rganish learning needs dir
4. Future professional needs- kelajakdagi kasbiy ehtiyojlar. Ishga
joylashishdagi til bilish darajasidan (professional languge requirements
for employment), malaka oshirish yoki ta’limdan (training and education)
kelib chiqib til o’rganish future professional needs dir.

Content and Language Integrated Learning (CLIL)- o’quvchining biror fanni o’z
ona tilisida emas xorijiy tilda o’rganishi.
Integrated learning – bir darsda bir necha skillarda foydalanish.
Interaction patterns – taskni jamoaviy bo’lib bajarish. Kalit: group work, pair
work, team work etc
Dyslexia – dars paytida o’quvchilarda kuzatiladigan kasallik. Duduqlanishi, boshi
og’rishi, mavzuni keying dars eslolmasligi
15. APPROACHES TO LANGUAGE TEACHING (approach=method)
1. Grammar translation approach (method)- bu metodda grammatika va
tarjimaga e’tibor berishadi. Kalit; the difference between two languages, the
difference between L1 and L2, meaning
2. Reading approach (method) – bu metodda reading metodi birinchi o’ringa
chiqadi. Bu metodda yaxshigina so’z boyligi talab qilinadi. Kalit: passage, text
3. Direct approach (method) – da o’qituvchi 1- o’ringa chiqadi ya’ni bunda
o’qituvchi darsda ko’rsatmalar, yo’riqnomalar beradi. O’quvchilarni inglizcha
fikrlashga o’rgatadi.
4. Audio-lingual approach (method)- bu metodning asosiy urg’usi
pronunciation, chunks, collocations va shu kabi leksik birliklarni yodlab
olishga va ularning talaffuziga e’tibor qaratiladi.
5. Cognitive methodology= cognitive approach (method)- o’quvchining
aqliy salohiyatini o’stirishga qaratilgan metod. Kalit: puzzle, crossword,
 snakeword, thinking, remember
6. Total physical response approach (method) (TPR)- bu metodda jismoniy
harakatlar bilan darsni olib borish 1 – o’ringa chiqadi. Buni 2 ta qoidasi bor 1.
O’qituvchi harakatlar orqali nimlarnidir ko’rsatib beradi. 2. O’qituvchi avval
gapiradi o’quvchilar harakatlar orqali javob beradi.
7. Communicative approach (method)- da asosiy e’tibor interactionlarning har
qanday turlariga e’tibor qaratiladi. Authentic materials ishlatilishiga urg’u
qaratiladi. kalit exchange ideas, role –play, interview
8. Silent way approach- da asosiy sahnaga o’quvchi chiqadi. Ustoz imkon qadar jim
o’tiradi va biror musobaqaga hakamlik qilib turadi. Kalit; competition
9. Presentation, practice and production approach (method) (PPP) – bu
metodda avval o’qituvchi mavzuni presentation qiladi keyin o’quvchilar javob
beradi.
10. Test-Teach-Test approach (method) (TTT)- bu metodda ustoz avval
o’quvchilarni test qiladi, keyin bo’shliqlar bo’yicha dars o’tadi yoki feedback
beradi keyin yana test oladi. Kalit; demonstrate, explain, clarified, showed,
giving feedback
11. Lexical approach (method)- da asosiy sahnaga vocabulary chiqadi. Kalit:
expressions, idioms, collocations, chunks, fixed expressions.
12. Functional approach (method) - bu metodda asosiy maqsad functions ni topib
nima mazmunda ekanini aniqlash. Kalit; polite, impolite
13. Guided discovery= inductive approach (method)- ustoz biror til
unsuridan namuna aytadi. O’quvchilar bu unsurni qaysi mavzuga tegishli
ekanini topadi. Kalit; created, tech, explain
14. Content- based learning approach (method)- mavzulashtirilgan. bunda
barcha til unsurlari grammatika, lo’g’at, functions, skillarga e’tibor qaratiladi.
darsni biror mavzuga bog’lab o’tish. Kalit. Mavzular nomi, qo’shtirnoq
ichidagi so’z, topic, subject.
15. Structural approach (method) - da gaplarning to’g’ri usulda ekanligi ya’ni gap
strukturasiko’rib chiqiladi.
16. Task- based approach (method) - da o’quvchilarga qandaydir vazifa
berilgan bo’ladi va shu yo’l bilan o’rgatiladi. Kalit; do a project, did a
project, research, poster
17. Eclectic approach- bir darsda ko’p metodlardan foydalanish.
18. Suggestopedia- o’quvchilarni ko’ngliga qarab dars o’tish.

16. PRESENTATION TECHNIQUES AND INTRODUCTORY ACTIVITIES

1. Presentation techniques- o’qituvchining biror yangi mavzuni 1- marta
o’quvchilarga tanishtirayotganda ularni e’tiborini o’sha yangi mavzuni
mazmuniga, uning ishlatilishiga va qanday tartibda yasalishiga torta
olishiga Presentation techniques deyiladi.
2. Situation presentation- O’qituvchi o’quvchilarni biror vaziyatga, situatsiyaga
soladi va yoki o’qituvchi o’zining o’tmishidan ta’limga oid hikoyalar aytib beradi.
3. Introductory activities- darsni o’quvchilarga tanishtirish uchun o’qituvchi
tomonidan foydalaniladigan activity lar.
4. Eliciting – dars boshlanishidan oldin o’tilmoqchi bo’lgan darsdagi ma’lumotlarni
o’quvchilar qanchalik darajada bilishini tekshirib ko’rish uchun savollar berishi
eliciting deyiladi. Kalit; gap so’roq shaklda bo’ladi, ask, before lesson
5. Modeling- namuna keltirish. Ustoz dars jarayonida o’quvchilarga biror so’zni,
gapni yozilishini yoki talaffuzini qanday ekanini ko’rsatib berishi modeling
deyiladi. Ustoz modeling qilib bergandan keyin o’quvchilar o’sha modelga qarab
gaplar tuzishi yoki talaffuzga qarab talaffuz qilishi kerak. Kalit: example
6. Drilling (choral drill)- dars paytida o’tilayotgan yangi so’zlar yoki gaplarni
o’quvchilar to’g’ri talaffuz qilishini taminlash uchun birinchi ustoz so’zlarni
aytadi keyi orqasidan o’quvchilar qaytaradi. Individual drill – yakka yakka
takrorlatish.Kalit; repeat, repetition, chorally, pronunciation,
7. Controlled practice (restricted practice) - ma’lum bir mavzu bo’yicha task va
activity lar bajarish. Bunda o’sha mavzudan chetga chiqilmaydi controlled
deyilishiga ham sabab shu.
8. Concept questions (concept checking)- o’qituvchi dars o’tib bo’lgach
o’quvchilar o’tilgan darsni tushungan yoki tushunmaganligini tekshirib ko’rish
maqsadida concept questions lar beradi.
9. Gap fill – bir gap ichida ixtiyoriy bir so’zni tushirib qoldirish. O’quvchilar
Grammatik mashqalar bajarayotganida bo’shliqlar ichiga mos so’zni qo’yadi.
Kalit: space
10. Close test – bunda bir matn berilib har nechanchidir so’zni tushirib qoldiriladi.
Masalan har yettinchi so’z bo’lishi mumkin.
11. Information gap – malumot bo’shlig’i. bunda o’quvchilar bir birlari bilan
biror mavzuda suhbat qurishadi va o’zi bilmagan ma’lumotlarni olishadi. Bu
bilan ular ma’lumotlar bo’shlig’ini to’ldirishadi. Kalit: discussions, exchange
ideas, exchange opinion,
12. Contextualizing – o’tilayotgan darsni o’quvchilarni o’tmish hayotiga
bog’lash. Masalan o’quvchilarga animals mavzusi o’tilishi kerak ustoz ulardan
biriga sen qaysi yavvoyi hayvonlarini ko’rgansan deb so’rashi mumkin. Bu
savolga o’quvchi o’tmishidan hozirgi kunigacha ko’rgan yavvoyi hayvonlarini
aytadi.
13. Consolidate – mustahkamlamoq. O’tilgan darsni mustahkamlash uchun ustoz
o’quvchilarga biror task berishi mumkin. Kalit; review, revision, last
14. Realia (realia technique) –tashqi hayotdan darsga real buyumlarni olib
kirish. Bunda odatda ustoz ta’limga oid bo’lmagan narsalarni ham olib kirishi
mumkin. Masalan har xil o’yinchoqlar, haqiqiy mevalar va hok. kalit;
authentic, talimga oid bo’lmagan so’zlar
15. Miming (miming technique) – mimika. Ustoz mimikalar bilan biror
jarayonni yoki so’zni yoki butun boshli holatni tana harakatlari bilan, yuz
ifodasi bilan gapirmasdan tushuntirib berishi miming deyiladi. Kalit; gesture,
body, moving
 16. Lead – in – bu activity dars boshlanishidan oldin o’quvchilarni qizdirib olish
va darsda ingliz tili atmosferasini yaratish yoki darsning istalgan bosqichida
qiyinroq tasklardan keyin bolalarni zeriktirib qo’ymaslik maqsadida o’tkaziladi.
Bu darsga aloqador activity bo’lishi kerak. Kalit; related to the topic, begin
with
17. Warm up activity - Bu activity o’quvchilarni darsga diqqatini tortish, ularni
qizdirib olish maqsadida darsni boshida o’tkaziladigan qisqa activity dir.
Warm up ni lead – in dan farqi warm up darsga aloqasi bo’lmagan activity
bo’ladi. Kalit; begin with, short activity
18. Visualization – ko’z oldiga keltirish. Darsda o’qituvchi o’quvchilarga biror bir
holatni ifodalagan savol berishi mumkin maqsad o’quvchilarni ko’z o’gniga o’sha
holathi keltirish. Masalan. tasavvur qiling siz daraxt ustidasiz. Pastdan yuqoriga
bir ilon o’rmalab chiqib bormoqda. Nima qilgan bo’lardingiz? kalit; image,
imagine, imagination
19. Pre- teach – bu texnika odatda reading va listening larda bo’ladi. Ustoz
matnda uchraydigan o’quvchilarga murakkab bo’lgan, ular bilmaydigan so’zlarni
oldindan doskaga yozib tarjimalari bilan ta’minlashi pre- teach deyiladi. Kalit;
before reading, before listening, write on the board, explain
20. Ice-breaker – bu activity odatda yangi tashkil qilingan sinflarda o’quvchilar
bir birlarini yaxshi tanib olishlari uchun o’tkaziladi. Kalit: get to know each
other well, nominate, mingling, new group,
21. Personalized /personalization/ personal relevence– o’qituchi darsni
jarayonidada o’tilayotgan darsni o’quvchining qiziqishlariga, hayotiga bog’lash.
Kalit favorite, their own, true for you
22. Focus on meaning- dars paytida o’quvchi gapirayotganda yoki matn
yozganda Grammatik xatolarga parvo qilmay faqat mazmunga e’tibor
qaratish. Bunda asosiy urg’u mazmunga qaratiladi grammatikaga emas. Kalit:
fluency, ignore grammar mistakes, content of the speech
17. PRACTICE ACTIVITIES AND TASKS FOR LANGUAGE AND SKILLS
DEVELOPMENT
1. Controlled practice (restricted practice) - ma’lum bir mavzu bo’yicha task va
activity lar bajarish. Bunda o’sha mavzudan chetga chiqilmaydi controlled
deyilishiga ham sabab shu. Masalan o’quvchilar gap-fill activity bajarmoqda.
Ularga ustoz bo’shliqlar o’rniga fe’llarning present simple shaklini qo’ying dedi.
O’quvchilar bo’shliqlarga faqatgina present simple ni qo’ya olishadi undan chiqib
keta olmaydi. Kalit; jazz chants, gap fill activities, drill
2. Free activity- bu erkin activity hisoblanadi va o’quvchilar vazifani o’zi
istaganday qilib bajaradi. Masalan ustoz o’quvchilarga bir mavzuni berib
essay yozib kelinglar dedi. O’quvchilar ma’lumotlarni erkin o’zi istaganday qilib
yozadi. Kalit; discussion, problem solving, rank ordering, prioritizing
3. Freer activity (less controlled activity)– bu activity controlled practice va
free activity larning aralashmasi hisoblanadi. masalan ustoz o’quvchilarga
environment mavzusida mana bu faktlarga asoslanib essay yozinglar dedi.
 Bunda controlled bo’layotgani bu – mavzudan va faktlardan chiqib
ketolmaydi. Free bo’layotgani esa bu mavzu bo’yicha istagancha strukturani
va yaratuvchanligini ishga solib matnni shakllantiradi. Kalit; role –
play,information gap, sentence completion,
4. Substitution drill- bunda ustoz bir gap aytsa, o’quvchi uni tarkibidagi bitta
so’zni o’zgartirib qayta aytishi. Masalan, T: I bought a new book yesterday. S: I
purchased a new book yesterday.
5. Transformation drill – bunda ustoz bir gap aytsa, o’quvchi uni tarkibidagi
istalgancha so’zni o’zgartirib, uni parafraza qilib qayta aytishidir. Bunda
struktura o’zgarib gap mazmuni ozgarmasligi kerak. Masalan, T: Tom
bought these flowers. S: these flowers were bought by Tom.
6. Rank odering/ renkin/ prioritizing - narsalarni muhimligiga qarab tartiblash.
7. Brainstorming – o’quvchilar biror task bajarishdan oldin o’sha task uchun
kerakli bo’lgan, shunga aloqador bo’lgan so’zlarni aytishi brainstorming
deyiladi. Kalit; share, idea,
8. Sentence completion- gapni tugallash.
9. Extension task- taskni kengaytirish. Kalit: additional, further, more, extra
10. Making mind map/word map- klaster. Bunda o’rtaga bir so’z yozilib unga
aloqador bo’lgan so’zlar beriladi. Kalit. Diagram
11. Survey- tadqiqot. Bunda o’quvchilar bir mavzu bo’yicha xona bo’ylab
yurib bir biri bilan savol javoblar qiladi. Kalit: go around the classroom,
ask question, questionary
12. Categorization – kategoriyalarga ajratish, kalit; group, grouping, sort
13. Problem solving – muammoni hal qilmoq

18. ASSESSEMENT TYPES AND TASKS

1. BAHOLASHNING IKKI XIL TURI MAVJUD BO’LIN ULAR FORMAL VA
INFOFMAL ASSESSEMENTGA BO’LINADI. FORMAL ASSESSEMENTDA
BAHO QO’YILADI INFORMAL ASSESSEMENTDA ESA BAHO QO’YILMAYDI
FEEDBACK VA COMMENTLAR BERILADI. Assessment test deb ham ataladi
2. Diagnost test – o’quv yilining, kursning boshlanishidan oldin o’quvchilarning
kuchli, kuchsiz bilimini bilishga qaratilgan test. Kalit; find out, problem,
weaknesse. Strong points, strength, weak points, plan, at the beginning
of
3. Placement test- daraja imtihoni. Odatda o’quv dargohiga endi kelgan
o’quvchini bilimiga qarab guruhga joylayshda bu test turi olinadi. Agar o’quvchi
kuchli bo’lsa kuchli guruhga, kuchsiz bo’lsa kuchsiz guruhga. Kalit: at the
beginning of, level, appropriate, suitable, group, class
4. Progress test- odatda ta’limning ma’lum bosqichini tamomlab, o’quvchilarning
shu bosqichda qay darajada bilimga egaligini aniqlashga mo’ljallangan test.
Kalit; during, every, each
5. Continuous test/classroom based test – kunlik baholash. Muntazam tarzda
baholab boorish. Kalit. Through out, through
6. Formative test- o’quvchining fikridan kelib chiqib rasmiy baholash. Bunda
o’quvchining imtihondan o’tish, o’tmasligi aniq bo’ladi. Feedback, comment,
failed, passed
7. Summative test /achievement test- o’qish jarayonini oxirida o’quvchilarning
umumiy bilimini baholab berishga qaratilgan test turi. Kalit; at the end of, have
learnt, full course, full year, tought.
8. Portfolio test- o’quvchilarning qilgan ishlari, darsga doir chizgan rasmlari,
bajargan testlari jamlanmasi baholanishi. Kalit; gather, collect
9. Proficiency test- o’quvchilarning ma’lum bir fanni bilishini umumiy qay
darajada ekanligini aniqlaydi. Kalit; at any time of a year, how well I know,
knowledge, in order to enter to university
10. Objective test- javobi bitta javobdan iborat bo’lgan, aniq javobga
asoslangan baholash turi. Kalit; multiple choice, true false, matching task,
single answer, gap fill.
11. Subjective test – da o’quvchilarning ishini ustoz o’zining shaxsiy
mahoratidan kelib chiqib baholashi. Kalit; essays, interviews, role –play,
individual, think
12. Peer assessement- bunda o’quvchini sherigi baholaydi. Kalit; left side, next to
13. Self assessement- bunda o’quvchi o’zini o’zi baholaydi.
14. Assessment criteria – baholash mezoni.

QO’SHIMCHA SO’Z VA IBORALAR UCHUN

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 MODULE 2

19. IDENTIFYING AND SELECTING AIMS

1. MAIN AIM/LESSON AIM/MAIN OBJECTIVE darsning asosiy maqsadi. Kalit:

practice, improve, develop, learn, present, enable, introduce, have learnt,
outcomes, news, recycle, check, focus on

2. SUBSIDIARY AIM darsning ikkinchi darajali maqsadi. Kalit: consolidate,

review, revision

3. PERSONAL AIM o’qituvchining o’zi bilan bog’liq muammo. Bunday gaplar

asosan buyruq gaplar bilan ifodalangan bo’ladi.

4. CONSOLIDATE o’tilgan darsni mustahkamlash. Review, revision, previous,

last lesson, recycle

5. STAGE AIM darsning har bir bosqichidan ko’zlangan maqsad.

6. CONTEXTUALISE o’tilmoqchi bo’lgan darsni o’quvchini o’tmish hayotiga

bog’lash.

7. MODEL o’qituvchi tomonidan o’quvchilarga mavzu bo’yicha qolip beriladi.

8. FLUENCY kalit so’zlar: role play, discussion, information gap, interview, tell
v,h.
20. IDENTIFYING THE DIFFERENCE COMPONENTS OF A LESSON PLAN

1. CLASS PROFILE o’quvchilar haqidagi talimga oid ma’lumotlar. Kalit:

o’quvchilarning darajasi (intermediate, pre- intermediate va hok),
learning styles (kinesthetic, visual, auditory va hok), kuchli
kuchsizligi, yoshi

2. TIMETABLE FIT/LESSON FIT o’tilayotgan darsni o’tgan yoki kelasi

darsga bo’gliqligi. Kalit: previous, last lesson, next lesson, later, project,
review, revision, prepare, have already worked (present perfectda
berilgan bo’ladi)

3. ASSUMPTIONS: o’quvchilar haqidagi ijobiy bashorat. Kalit: they already

know, already, can, already do, useful challenge, familiar,

4. ANTICIPATED PROBLEMS(AND SOLUTION) o’quvchilar haqidagi salbiy

bashorat. Kalit: difficulties, problem, not feel confident, trouble, the text
is too long,

5. TEACHING AIDS. Darsda qo’llaniladigan aidlar. Kalit: aidlar nomlari

(flashcard, computer, cd rom)

6. PROCEDURE darsning boshidan oxirigacha bo’lgan jarayon. Kalit: routine,

activity, task va activity nomlari (brainstorming, mingling listening,
reading, role play va hok)

7. TIMING vaqt ajratishga qaratiladi. Kalit: limited, length of time, opportunity,

21. PLANNING AN INDIVIDUAL LESSON OR A SEQUENSE OF LESSON

(SEQUENSE)

SEQUENSE

1. Warmer, lead in
2. Introduce, present, show, put, elicit, demonstrate
3. Pre-teach, vocabulary
4. Reading (gist, specific, detailed)
5. Listening (gist, specific, detailed), spoken text
6. Grammar
7. Controlled practice
8. Speaking (discussion, role play, information gap, interview)
9. Writing (paragraph organizing, drafts)
10. Summary, feedback, whole calss review, overall review

22. CHOOSING ASSESSMENT ACTIVITIES

FORMAL ASSESMENT- test, examination. Bunda o’quvchilar baholanadi

(grade, marking). INFORMAL ASSESSMENT- normal classroom teaching
and learning activities, homework tasks, feedback etc. (bunda o’quvchiga
baho qo’yilmaydi)

1. PROFICIENCY TEST- to assess overall language ability

2. ACHIEVMENT/SUMMATIVE TEST- to assess learning at the end of the
course. Kalit: have learnt, full course, full year, taught
3. PROGRESS TEST- to assess at the end of the part of a course. Kalit: during,
every, each
ASSESSMENT ACTIVITIES
1. CLOSE TEST- matndagi har nechanchidir so’zni tushirib qoldirib tuzilgan
test turi
2. Gap-fill- grammatika va leksikaga oid bitta gap ichida bitta bo’shliqdan
iborat bo’lgan test turi. Kalit: Space
3. Reordering jumbled sentences- so’zlari betartib berilgan va tartiblash
talab qilingan test turi
4. Sentence transformation- bunda o’qituvchi bir gap aytsa o’quvchi uni
parafraza qilib qaytarish. Bunda gap strukturasi o’zgarib mazmuni
saqlanib qolishi talab qilinadi.
5. Information transfer- bir skillni boshqasiga o’zgartirish. Reading-speaking
6. Proofreading- yozilgan matndagi xatolarni to’g’rilash maqsadida
ko’rib chiqish. Kalit: their own, mistakes, errors, check, correct,
rewrite
 7. Multiple choice questions- ABC savollar
8. True, false, not given questions- to’g’ri, noto’g’ri savollar
9. Sequence- tartiblash
10. Dictation- diktant. Kalit: lexis, grammar, writing, spelling, listening

24. SELECTION AND USE OF COURSEBOOK MATERIALS

Strategies Problems Possible solution

Extending The task or exercise is too Write extra items,
materials short. fallowing the same
Materialni The learners need to more pattern
kengaytirish practice
Shortening The task or exercise is too Use as much as you
materials long. need, but don’t feel you
Materialni The learners don’t need to so have to use it all. Give
qisqartirish much practice different parts of the
text or task to different
learners
Changin The task doesn’t suit the Change the interaction
g the learner’s learning style pattern eg. use a
methodo You want to change of matching task as a
logy pace mingling activity
Metodni The coursebook often repeats
o’zgartirish the same kind of task
Changing the Texts and or tasks are too easy Make materials more
level of the or too difficult challenging e.g.
material learners try to answer
Material comprehension
darajasini questions before
o’zgartirish. reading.
Make materials less
challenging e.g. break
up a long text into
 shorter sections
Reordering The activity in the unit in Change the order of the
material the book always follow the material, e.g. ask
Materialni same sequence. learners to cover up a
tartiblash The learners need to learn or page or part of a page,
practice things in a different so they focus on what
order. you want them to do
first.
Making use of There is not enough practice Use extra material from
all the material in a particular unit. the book: grammar
resources in the The learners need to revise summaries, word list, list
book. particular items. of irregular verbs etc.
Kitobdagi You want to preview material in Give whole-book tasks,
barcha the future unit. e.g. searching through
resursdan the book for text,
foydalanish pictures, language
examples.

25. SELECTION AND USE OF SUPPLEMENTARY MATERIALS AND

ACTIVITIES
Supplementar Possible advantages Possible disadvantages
y materials
Class library of Encourages extensive Need for range of levels to
readers reading/reading for pleasure. suit different learners.
Gives learners confidence Content may not be
allow learners to choose. motivating for older
learners.
Skills practice Focus on individual skills May not fit
books coursebook/syllabus
Teacher’s New ideas for lesson May not suit lessons aim
resource book
/
downloa
dable
workshe
et
Website Variety of lesson plans, Sometimes difficult to find
teaching materials, etc the right material for the
learners.
School may not have enough
computer stations.
Learners may not have
computer skills
DVDs Provide visual Equipment may not always be
context Source available
cultural Language may not be graded
information (suitable for the level of the
Show body learners)
language
Language Extra practice Repetitive exercise
practice book Learners can work alone Little or no context
without teacher’s help
Electronic Motivation Difficult for teacher to control
materials Familiar technology for how learners are working
learners Little or no human feedback
Games Enjoymen May not be suitable for older
t learners
Language Preparation may take a long
practice time
Classroom management may
be complicated
Proposal o’rtaga tashlangan taklif
26. SELECTION AND USE OF TEACHING AIDS

BOARD (part, keep, display, DVD PLAYER

show, demonstrate, record Information gap activities (e.g. with
words, displaying pictures, one learner viewing and one just
mind map) listening)
Recording words and ideas that come Viewing without sound and
up during the lesson. guessing the language.
Drawing and displaying pictures. Pausing and predicting the
Building up ideas in diagram, word language
maps/mind maps (diagram showing With a camera, filming learners’
vocabulary on the same topic) performance
For learners to
write
answers/ideas
For whole-class
compositions
OVERHEAD PROJECTOR COMPUTER
(display, picture, photo, preparing Narrative building with a
before hand, image, student’s word processor.
project) Supplementary
Displaying result of group work materials for
Building up information by putting one coursebooks. Online
transparency on top of another. language tests.
Covering up or gradually uncovering Using online dictionaries
parts of the transparency. Using CD-ROMs
Displaying pictures and diagrams on the and DVD-ROMs
photocopiable transparencies Displayed Email changes
prepared exercise Online
communication
(chatting) Online
newspapers and
magazines Project
 work using the
internet
Viewing and uploading
material on the internet
Grammar exercise
CD PLAYER LANGUAGE LABARATORY
Presenting new language Pronunciation practice
in dialogues and stories Extensive listening
Giving models for Monitoring and giving
pronunciation practice feedback to individual learners
Recording Developing speaking skills
learners’ oral Room where learners can listen to
performance recordings and record themselves
Listening for Grammar drills
pleasure
Charts/Wallcharts (drawings and SELF-ACCESS CENTRE (a place with
graphs that can be put on the wall of a books)
classroom ) Self-access- o’quvchi o’zi o’qiydigan,
foydalanadigan manbani o’zi tanlab
To display larger, more detailed mustaqil o’qishi. O’z ustida mustaqil
pictures, or a series of pictures telling a ishlashi.
story or showing related objects in a Flipchart – odatda rassomlar yoki
lexical set, loyiha ustida ishlovchilar
foydalanadigan uch oyoqli
uskuna.
 MODLE 3
27. USING LANGUAGE APPROPRIATELY FOR A RANGE OF CLASSROOM

FUNCTIONS
1. GETTING LEARNER’S ATTENTION- odatda ustoz har bir sequins dan
oldin o’quvchilarni diqqatini o’ziga qaratadi. Bunda ustoz hammani
eshitishini va diqqatini bir joyga jamlashini istaydi. Stand up Evi, Stand
up, Adam.

2. INSTRUCTING- bunda ustoz bolalarga biror task yoki activity bajarishidan

oldin uni qanday qilish borasida ko’rsatma beradi. Instructions odatda
buyruq shaklda yoki hatto darak shaklda ham bo’ladi. Read this one.
Brenda, look at Shona, Ok, Adam will ask and Evi will answer.

3. MODELLING bunda ustoz bolalarga target language bo’yicha model, namuna

beradi. May I borrow your pencil please

4. ENCOURAGING ko’pincha ba’zi o’quvchilar dars paytida speaking

borasida uyalishi va hokazo sabablarga ko’ra noqulay holatga tushadi.
Bunday paytda ustoz ularga dalda berishi talab etiladi. Now come on Evi,
Brenda, a bit louder. Bunday gaplarda odatda YES, COME ON, WELL
DONE, GOOD JOB kabi so’zlar uchraydi.

5. NOMINATING biror bir task paytida ustoz o’quvchilarni tanlab olish

maqsadida ularni ismi bilan aytishi. Odatda hozirgi TKT savollarida aynan
nomma nom aytiladigan savollar emas aynan nominatingga dahl qiladigan
savollar berilyapti. masalan, o’quvchilar bir birini yaxshi tanib olishi maqsadida
men ularni ismi bilan chaqiraman. Lekin ba’zan NOMINATING AND
INSTRUCTING ko’rinishida ham keladi. bunda o’quvchini ismi bilan aytib unga
instruksiya berish maqsad qilib olinadi. Abdullah, make a sentence about
penny, please.
6. PROMPTING o’quvchi biror narsani aytayotganda eslolmay qolsa ularga
eslatib yuborish uchun yoki qanday boshlashlikni o’rgatib yuborish
maqsadida beriladigan yordam. Prompt da ba’zida gap buyruq shaklida
berilib oxirida uch nuqta qo’yilgan bo’ladi. Come on, Shona, ask…

7. ELICITING dars yoki biror activity boshlanishidan oldin o’rgatiladigan mavzu

haqida o’quvchilarni qanchalik darajada bilimga ega ekanligini tekshirish
maqsadida savollar berishdir. Eliciting odatda so’roq shaklda bo’ladi. Can
anyone tell me the answer to number four? Who can make the first
sentence here?

8. CLARIFYING INSTRUCTION bunda o’quvchi berilgan instruksiya bo’yicha

gapirmayotgan yoki harakat qilmayotgan bo’lsa ustoz berilgan instruksiyani
unga clarify qilish maqsadida yana qaytarishi yoki yanada aniqroq qilib aytishi
mumkin. Masalan o’quvchiga penny haqida gap tuz deyildi. U esa so’roq
shakldagi yoki boshqa biror gap aytdi, ustoz unga berilgangan instruksiyani
aniqroq tushuntirish maqsadida just make a sentence demoqda,

9. ORGANISING THE LEARNER’S IDEA o’quvchi gapirayotganda so’zini

yo’qotib qo’yaversa, adashaversa yoki ma’lum bir jumlani keltirib berishda
qiynalsa unga konkret prompt va g’oya berish maqsadida ma’lum bir g’oya
bilan taminlash.

Masalan. LEARNER… er
… on the last day … the
last day … TEACHER:
what did she wash
yesterday?
Dars paytida ustoz L1 dan foydalanishi mumkin bo’lgan holatlar.

1. problems with discipline, for example, the teacher needs to quickly stop a
situation from getting out of control.
2. Possibly injury or danger to a learner, for example, the teacher notices that
a learner’s chair is broken.
3. Looking after a learner, for example a learner is very upset for personal
reasons.
 4. Repeating instructions in L1 after they have been given in the target
language, for example with a beginner young learner group
5. Checking understanding of more abstract vocabulary, for example with an
advanced class

28. IDENTIFYING THE FUNCTIONS OF LEARNER’S LANGUAGE

ASKING FOR CLARIFICATION- bu faqat o’quvchiga tegishli bo’lib u tilning
yasalishiga oid savollar so’raydi. Can you tell me about pronunciation of
queue? Bu odatda so’roq shaklda bo’ladi
CHECKING INSTRUCTIONS- bu o’quvchining ham ustozning ham tilidan
chiqishi mumkin. Bunda oldin biror taskni qanday bajarish haqida instruksiya
berilgan bo’lsa, o’quvchilar uni qanday tushunganliklarini tekshirib ko’rish
maqsadida ustoz tomonidan savol beriladi. Yoki o’quvchi berilgan instruksiyani
eshitmay qolgan yoki unutib qo’ygan bo’lsa uni aniqlashtirib olish maqsadida
ustozdan so’raydi. Bu gaplar ham odatda so’roq shaklda bo’ladi va ko’pincha
gaplar OR bog’lovchisi bilan bog’langan bo’ladi
NEGOTIATING o’quvchilar bir biriga kelishuv taklif qiladi.
ACCEPTING A CORRECTION/ACKNOWLEDGE- 1 o’quvchi o’z xatosini tan
olishi. 2 o’qituvchi bu xatoni to’g’ri qabul qilishi.
EXPRESSING DOUBT/SURPRISE shubha yoki hayratni ifodalash, really?

30. TEACHER ROLES

PLANNER rejalashtiruvchi. Bunda darsdan oldin biror bir material yoki manbani
darsga tayyorlash haqida gap ketadi. Kalit: adapt, prepare, before the lesson,
before teaching, design, select, changing, moving, delaying, abandoning
MANAGER boshqaruvchi. Buni vazifasi darsni borishini nazorat qiladi,
o’quvchilarni guruhlarga ajratadi, pair work qilish bilan shug’illanadi,
o’quvchilarning behaviourini belgilaydi, dars vaqtini nazorat qiladi Kalit organize,
set up, controlling the group dynamicl, routine, rules, learner contract,
deciding on interacting patterns, demonstrating tasks and activities,
building rapport, encouraging learners, giving instructions, motivating
learners, maintaining discipline, responding to classroom problems,
1. MONITOR/OBSERVER nazoratchi. Bunda ustoz darsdagi ma’lum jarayonda
o’quvchilarni ishtirokini nazorat qiladi. Kalit: stand, look at, from a distance,
go around, providing support as necessary, checking, keeping written
record of learner’s work, collecting information about learners
performance.
2. FACILITATOR taminotchi, taminlovchi. Bunda ustoz o’quvchilarni asosan 2
narsa bilan taminlaydi. 1. Biror taskni bajarishda o’quvchilarning ishini
yengillashtiradi, osonlashtiradi. 2. O’quvchilarni mustaqil o’z ustida ishlashini
taminlaydi va bunga kerakli manbalar bilan ta’minlaydi. Kalit develop learner
autonomy,
3. DIAGNOSTICIAN diagnozchi. Bunda ustoz asosan o’quvchilarni bilimidagi
bo’shliqqa ko’proq urg’u qaratadi. Ularni bilimidagi zaiflikni aniqlaydi va shu
bo’yicha ish olib boradi. Diagnoz qilish asosan kurni boshlashdan oldin yoki
o’quv yilining boshida bo’ladi. Kalit: find out, weaknesses, weak, work out,
difficulties, gaps in student’s knowledge, plan, content
4. LANGUAGE RESOURSE til manbasi. Bunda ustoz o’quvchilarning har bir
savoliga javob beruvchi manba sifatida gavdalanadi. Kalit: consolidate,
contextualize, clarifying, answered questions, show, explain, teach,
demonstrate, correcting, elicit, modeling, checking understanding of
language, personalizing, providing language input, introduce
5. ASSESSOR baholovchi. Bunda ustoz o’quvchilarning darsdagi ishtirokiga
yoki ularning tarbiyasiga (behaviour) baho beradi. Bunda ustoz o’quvchining
tarbiyasi bo’yicha feedback va komentariyalar berishi mumkin. Kalit:
evaluate, feedback, give comment, contribution, testing learners,
progress, find out
6. RAPPORT BUILDER yaxshi atmosfera yaratuvchi, o’quvchilarning o’zaro bir
biri bilan yaxshi munosabat yaratuvchi. Bunda ustoz darsga ta’luqli
bo’lmagan mavzularda o’quvchilar bilan suxbat quradi, maqsad o’zi va
o’quvchilar o’rtasida dars avvalida iliqlik o’rnatish.
7. CONTRIBUTER hissa qo’shuvchi. Bunda ustoz o’z maslahati va g’oyalarini
o’quvchilar bilan bo’lishada. O’quvchilarni fikrlari rivojlanishi uchun ularga
ustoz rolidan ko’ra o’z g’oyasi va fikrlari bilan sherik sifatida gavdalanadi.
Kalit: giving ideas, ask questions, partner
 COUNSELLOR maslahatchi. Bunda o’qituvchidan ko’ra o’quvchining darsdan
tashqari qiyinchiliklar bilan qiziquchi maslahatchidir.
NARRATOR hikoya qilib beruvchi.
REFLECTOR tahlil qiluvchi. Bunda ustoz o’tgan darsi bo’yicha o’zigz o’zi
fikrlar bildiradi. Nima yaxshi samara berdi, nimadan qoniqmaganligini tahlil
qiladi.
31. GROUPING LEARNERS
Dars paytida o’quvchilarni organize qilishni bir necha yo’llari bor. Masalan,
butun sinf bo’lib ishlashi (whole class), pair tarzida, group tarzida, team
tarzida. Mana shular grouping learners deb ataladi
1. OPEN PAIR ikki o’quvchi butun sinfni ko’z o’ngida activity bajarishi. Bunda butun
sinf ikkita o’quvchiga qarab turadi va ularni manitor qiladi.
2. CLOSED PAIRS bunda o’quvchilar 2 kishidan bo’lib dars paytida activity
bajaradi. Bunda hech kim bir birini manitor qilmaydi.

3. CLASS OR GROUP DYNAMIC bunda bir task bajarilishida hech bir o’quvchi
chetda qolmaydi. Hamma teng jalb qilinadi.
4. FACILITATE LEARNING o’qib o’rganish uchun imkoniyat taqdim qilmoq, o’qish
uchun sharoit yaratmoq.
5. WHOLE CLASS bunda ustoz sinfni boshqaradi va o’quvchilar unga diqqat
qaratadi. Individual tarzda ishlanadi.

Classroom problems Some possible reasons

Learners misbehave e.g. they use Groups are too big. Talkative learners
their mother tongue, become noisy, are grouped with other talkative learners.
don’t do the activity. Friends with friends
Learners are bored Learners are always in the same learner
groupings.
Learners are very teacher-dependent Whole class work and individual work
are the main learner groupings used: the
teacher does not encourage or facilitate
 learner autonomy.
One or more learners dominate. (They In whole class or individual activities, the
have a strong influence on what teacher allows the same learner(s) to
happens/ other learners get less answer; in pair and group work, dominating
chance to participate learners
actively) are paired with learners who allow
themselves to be dominated.
One or more learners don’t want to join There are few pair and group activities
in or participate. where learners are paired
with other ‘shy’ learners or with learners
with whom they feel comfortable.
Some learners have nothing to do Possible fast finishers are all grouped
because they have finished the together rather than being
activity more quickly than others mixed with learners of different working
speeds.
Some learners are frustrated Slower learners are paired with slower
because they do not have time to learners.
finish the activity.
Teacher are unable to monitor learners The above problems mean that the
and learning successfully. teacher has to manage the class and deal
with difficulties rather than monitor
andpromote
learning.

32. RRECTING LEARNERS ORAL CORRECTION

1. TIME LINES biz time linedan o’quvchilarga zamonlar o’rtasidagi bog’liqlikni
ko’rsatish uchun doskaga, qog’ozga chizib berib foydalanamiz. Time line ni
asosiy kaliti chizma bilan tushuntirilishi. Bundan tashqari har xil
zamonlar diagram, tense, graph, visual ham kalit bo’ladi. Bunda
o’qituvchi bolani xatosini ko’rsatib beradi. O’quvchi o’zini o’zi to’g’rilay
olmaydi.
2. FINGER CORRECTION barmoqlar orqali xatoni ko’rsatib berish. Bunda
o’quvchi xatosini o’zi to’grilaydi. Kalitlar point, prompt, o’quvchilarni o’zi
to’g’riladi deydi, nechanchidir so’zni xato qildi deydi,contractions. Bunda
 o’quvchi biror so’zni tushirib qoldiradi
3. GESTURE/ FACIAL EXPRESSIONS o’quvchini gapini bo’lmasdan eshitishda
davom etib, slipga yo’l qo’yganda yuz ifodamiz bilan, qo’l harakati bilan ularni
to’g’rilashimiz, barmoqlarimiz bilan ortimizga ishora qilishimiz, chap tomonga
boshimizni bo’rib zamonlar bilan xatolik borligini ko’rsatishimiz. Kalit worried,
surprise
4. PHONEMIC SYMBOLS bu correctionda bizga phonemic chart kerak bo’ladi.
Bunda o’quvchi finetika bo’yich, pronunciation bo’yicha xatolar qiladi. Kalit
5. ECHO CORRECTION o’quvchi qilgan xatosini uning ortidan qaytarib
qilingan xatoga intonation (ohang) berganimizda ishlatiladi. Ohangni
ko’tarishimiz o’sha gapda xato borligini ko’rsatadi. Kalit: voice,
6. IDENTIFYING THE MISTAKE o’quvchining e’tiborini qilib qo’ygan xatosiga
gapirib turib qaratish. Bu asosan error lar bilan sodir bo’ladi. Ustoz bu xolatda
correct version bilan ta’minlaydi. Kalit are you sure?
7. DELAYED CORRECTION o’quvchilar role-play yoki oral fluency activities
qilishayotganda xatoni to’g’rilashning, ko’rsatishning imkon bo’lmaydi.
Kuzatish (monitor) jarayonida activity dan keyin feedback berish uchun
qilingan jiddiy xatolarni take note qilib qo’yishimiz mumkin. Kalit discussion,
interview, information gap, role play, later, note down, take note va hok
8. PEER, SELF CORRECTION o’quvchilar o’zaro bir birining xatosini to’grilaydi.
O’quvchilarning mustaqil o’qishiga ko’mak beradi.
9. IGNORING ERRORS qilingan xato o’quvchining darajasidan yuqori
bo’lganda, uyatchan bo’lganda yoki kuchsizroq bo’lganda xatoga parvo
qilmaslik. Kalit. Students have not been taught yet, not correct. Bunda
ustoz xatoni reformulate qilishi mumkin lekin do not expect the learner to
correct the mistake. Bundan tashqari darajasi yuqori o’quvchi slip qilganda
ham ignore qilinadi

10 REFORMULATING o’quvchi xato qilganda ustoz uni sekingina to’g’rilab

ketadi. Teacher doesn’t want to interrupt a learner to stop the
interaction.
11 RECASTING o’quvchi gapda so’zlarni yoki strukturani ishlatishda xato
qilsa, ustoz unga o’sha gapni parafraza qilib unga qaytarib aytadi. The
learner says; ‘I am not of the same opinion as my friend’. And the
teacher says ‘oh, you mean you don’t agree with him’
12.GIVING THE RULE/EXAMPLE/DIFINITION ustoz o’quvchi xato qilganda uni
Grammatik qoida bilan taminlaydi yoki elicit qiladi.
33. GIVING FEEDBACK
1. PROGRESS bunda o’quvchining darajasi oldingiga qaraganda o’sganligi yoki
o’smaganligi.
2. Effort mehnatini qadrlash.
3. Achievement yutug’i
4. Language and content tilning yasalishi va mazmun. language da tilning
yasalishi haqida fikr ketadi.
Example Focus Purpose
Oral: Well done. That was very PROGRESS, Encouraging the learner and
good. It was much better EFFORT, telling her she did well
than last time. You really thought ACHIEVEMENT (praising)
about the presentation.
Oral: ‘have another look at number Language and Identifying where was a
four. There is a content problem and prompting
problem with spelling and I think what the learner needs to
there are more than two people’. do to correct her own
answer.
Oral; ‘let’s look at the new Language Reviewing a problematic
structure on the board again. I language area with the
think some of you have whole class in an
misunderstood how we use it’. encouraging way.
Written; ‘what an amazing story! Content, Giving a personal response
You have used adjectives very ideas, to the piece of work in order
well this time, but there were a few language, to encourage the learner.
problems with past tense. Have a both Identifying a positive aspect
look at the irregular verb list at the strengths of the work (adjectives) and
back of the textbook’. and also giving exact
weaknesses information about
.
 one problem area and
about where the learner
could find useful reference
material.
Oral: ‘you have made good Language Informing the learner of
progress in all your work this and her progress and
month. Your written work is progress identifying an area where
much more accurate’. particular progress has
been made; encouraging.
Written: ‘B/70%. Have a look at Language Giving a grade and
grammar section 5 at the bank of informing the learner of what
the coursebook and check again the problem was with their
the difference in work and telling them
meaning between the past simple exactly what
and the past perfect’. they need to review and
how.
Oral; ‘you have done the pairwork Language, Encouraging learners, but
activities quite well this week, but I achievement also informing them about
heard too much Spanish and not and inappropriate behavior.
enough English’. behaviour. Monitoring students’
behavior
over several lessons to
give feedback on
changes, e,g.
improvement in behavior
or worsening of
behavior.
 QO’SHIMCHA SO’Z VA IBORALAR UCHUN

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