O'ZBEKISTON RESPUBLIKASI

OLIY TA'LIM FAN VA INNOVATSIYALAR VAZIRLIGI

ABDULLA QODIRIY NOMIDAGI
JIZZAX DAVLAT PEDAGOGIKA UNIVERSITETI

TASDIQLAYMAN

O'QUV ISHLAR BO'YICHA PROREKTOR

F.I.O: JURAKULOV FURKAT

Imzo
Lavozimi: O'quv ishlar bo'yicha prorektor

KELISHILDI:

DEKAN KAFEDRA MUDIRI

F.I.O: MAMATOV ABDUGAFUR F.I.O: JABBAROVA ANORA

Lavozimi: Dekan Lavozimi: Kafedra mudiri

Imzo: Imzo:
 ABDULLA QODIRIY NOMIDAGI
JIZZAX DAVLAT PEDAGOGIKA UNIVERSITETI

“Tasdiqlayman”
Oʻquv ishlari boʻyicha prorektor
Prof.F.N. Jo’raqulov
2024-yil

CHET TILI O’QITISHDA XALQARO TAJRIBALAR

FAN SILLABUSI

Bilim sohasi: 100000 – Ta’lim

Ta’lim sohasi: 110000 – Ta’lim
Mutaxassisligi: 60111800- Xorijiy til va adabiyoti (tillar
bo’yicha)

Fan nomi: Chet tili o’qitishda xalqaro tajribalar

Fan turi: Tanlov
Fan kodi: ChTO'XT304

Yil: 2024-2025
Semestr: 6
Ta’lim shakli: Kunduzgi
Mashg‘ulotlar shakli va semestrga
120
ajratilgan soatlar:
Ma’ruza 30
Amaliy mashg‘ulotlar 30
Laboratoriya mashg‘ulotlari –
Seminar –
Mustaqil ta’lim 60
Kredit miqdori: 4
Baholash shakli: Imtihon
Fan tili: Ingliz
Kafedra Ingliz tili nazariyasi va amaliyoti

Jizzax – 2023
 SILLABUS MUNDARIJASI

I. KURSGA KIRISH 3
Kurs tavsifi 3
Kursning maqsadi 3
Kurs natijalari 3
Axborot manbalari 3
Baholash 4
Kurs uslubi 4
Kurs qoidalari 4
Eslatma 4

II.KURSNING MAZMUNI 5
Ma’ruza mashg‘uloti 5
Amaliy mashg‘uloti 16
Mustaqil ta’lim 26

III. BAHOLASH 27
Joriy nazorat 27
Oarli nazorat 28
Mustaqil ta’lim 29
Yakuniy nazorat 29

IV. KURS MA’LUMOTLARI 31

Aloqa 31
Kurs mas’ullari 31

2
 KURSGA KIRISH
Chet tili o'qitishning xalqaro tajribalarini o'rganish,
turli mamlakatlarda qo'llaniladigan pedagogik
Kurs tavsifi yondashuvlar va metodologiyalarni tahlil qilish hamda
ularning samaradorligini baholashdan iborat.
Chet til o‘qitishning xalqaro tajribalari kursining maqsadi
talabalarga chet tilini o’qitishda zamonaviy
texnologiyaning roli va fan-texnikaga nisbatan
Kursning maqsadi munosabatlari to'g'risida har tomonlama tushuncha
berishdir. Internetga asoslangan dars mashg’ulotlari hamda
talabalarning internet borasidagi faolliklarini yoritib
berish.
Bilim jihatdan: Talabalar chet tili o'qitishning
turli xalqaro tajribalarini tahlil qilish orqali samarali
yondashuv va metodologiyalarni aniqlaydilar, ularni
amaliyotga joriy etish imkoniyatlarini o'rganadilar. Ushbu
fan ularga chet tilini o'qitishda innovatsion yondashuvlarni
qo'llashda yordam beradi va ularning pedagogik
malakasini oshiradi.
Kurs natijalari Ko‘nikma jihatdan: Chet tili o'qitishning xalqaro
tajribalari fanini o'rganish talabalarga zamonaviy
pedagogik texnologiyalar va usullar bilan tanishish, chet
tili o'qitishning samarali yondashuvlarini o'zlashtirish va
ularni o'z o'quv amaliyotida qo'llash imkoniyatini beradi.
Bu esa o'z navbatida, talabalarning o'qituvchilik
malakasini oshiradi va ularning xalqaro miqyosda
raqobatbardosh bo'lishiga yordam beradi.
1. https://student.jdpu.uz
2. https://unilibrary.uz
Axborot manbalari
3. https://ziyonet.uz/
4. https://www.natlib.uz
Kunlik seminar mashg‘ulotlaridagi faollik – 10 ball;
Oraliq nazorat – 10 ball;
Baholash
Mustaqil ta’lim – 30 ball;
Yakuniy nazorat – 50 ball.
Ma’ruzalar, taqdimotlar, amaliy mashg‘ulotlari, mustaqil
Kurs uslublari
ta’lim topshiriqlari, yakuniy nazorat.
Talaba kurs doirasida ma’ruza mashg‘ulotlarida ishtirok
etishi, amaliy mashg‘ulotlarida faol ishtirok etishi, mustaqil
ta’lim topshiriqlarini o‘z vaqtida topshirish va yakuniy
Kurs qoidalari
nazoratda ishtirok etishi orqali kreditlarni to‘playdi.
Talaba kurs topshiriqlarini bajarishda Universitet
Akademik halollik talablariga qat’iy rioya qilishi shart.
3
 Kurs dorasida mashg‘ulotlarning 25 foiziga sababsiz
Eslatma ishtirok etmagan talabalar akedemik qarzdor hisoblanadi
hamda yakuniy nazoratga kiritilmaydi.

II. KURSNING MAZMUNI

Ma’ruza mashg‘uloti
1-mavzu: Introduction to the Course – Independent Study Skills
2 soat

Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)

tahlili
Tayanch tushunchalar Mustaqil izlanish mahorati, learning styles, autonomus
learner, independent decisions, self awareness, fanning
obyekti, fanning predmeti, fanning maqsadi, fanning
vazifalari, fanning kategoriyalari, fanning ahamiyati, fanning
zaruriyati, sensory learning styles.
Adabiyotlar 1. Cottrell, S. (1999) The Study Skills
Handbook.Hampshire: Palgrave
2. Cottrell, S. (2003) Skills for Success. Hampshire:
Palgrave
3. Labeau, I., Rees G. (2008) Language leader.Pearson
Education Limited.
4. ELA Guide (2009) Tashkent: British Council.
5. PRESETT Curriculum. Independent Study Skills
Module. British Council, 2016.
Ta’lim texnologiyasiBilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;
texnika vositalari yordamida o‘qitish; darslik bo‘yicha
o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; didaktik
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; izlanishli
2-mavzu. Technology in language teaching and attitudes to
2 soat
technology
Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar Learning preferences, SMART goals, time management,
stress management, transferable skills, mini lectures, self-
4
 study, task-based practical work, learner portfolio, avoiding
plagiarism, shared critical discussion, awareness of context.
Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and
methods in language teaching. Cambridge University
press. 2016
2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.
4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007.
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;
texnika vositalari yordamida o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali;rivojlantiruvchi ta’lim; izlanishli
3-mavzu. Implementing ICT in the classroom 2 soat
Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar Mashups, telecollaborative exchanges,
automationaugmented and virtual reality, AI, big data,
corpora, tracking, data-driven language, translation tools,
ACTFL, digital storytelling, interactive language learning,
online language education, Dexway language.
Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and
methods in language teaching. Cambridge University
press. 2016
2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.
4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007.

5
 Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;
texnika vositalari yordamida o‘qitish; darslik bo‘yicha
o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali;rivojlantiruvchi ta’lim; izlanishli
4-mavzu. Skills and equipment for getting started 2 soat
Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar Novel material, distinguishing between level of difficulty,
broadband service, ICT-oriented topics, credibility and
evaluation, accuracy and relevance, APST 2.6.2 & 5.1.2,
higher order thinging and lower level of thinking, internet
addiction, ICT capability.
Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and
methods in language teaching. Cambridge University
press. 2016
2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.
4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007.

Ta’lim texnologiyasiBilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;

texnika vositalari yordamida o‘qitish; darslik bo‘yicha
o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali;rivojlantiruvchi ta’lim; izlanishli
5-mavzu. Why use word processors? 2 soat
Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar Verbal communication skills, written communication skills,
organizational skills, passion, patience, critical thinking,
organization, evaluate performance, curriculum knowledge,

6
 group counceling, extracurricular activities, collaboration,
confidence building, public relation
Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and
methods in language teaching. Cambridge University
press. 2016
2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.
4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007.

Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;

texnika vositalari yordamida o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali;rivojlantiruvchi ta’lim.
6-mavzu. Word processors for teachers: creating materials 2 soat
Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar Working with text, word processing software, editing tables,
inserting illustrations, spreadsheets, font size, implementing
google document, italicizing, underlying, digital imagery, digital
video, text editors, word processing software
Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and
methods in language teaching. Cambridge University
press. 2016
2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.
4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007.

7
 Ta’lim texnologiyasiBilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;
texnika vositalari yordamida o‘qitish; darslik bo‘yicha
o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali;rivojlantiruvchi ta’lim; izlanishli
7-mavzu. Word processing activities for learners 2 soat
Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar Ground rules, links, intelligibility, general style,
targeting, highlighting, lecture notes, types of teaching
materials, overhead projector, handwritten script,
handouts.

Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and

methods in language teaching. Cambridge University
press. 2016
2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.
4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007
Ta’lim texnologiyasiBilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;
texnika vositalari yordamida o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan.
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali;rivojlantiruvchi ta’lim; izlanishli
8-mavzu. Using word processors: considerations 2 soat
Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar Word processor, copy-paste, desktop publishing,
spreadsheet, presentation, internet, datebase, graphics,
editing, formatting, inserting, graphic organizers

8
 Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and
methods in language teaching. Cambridge University
press. 2016
2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.
4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007
Ta’lim texnologiyasiBilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;
texnika vositalari yordamida o‘qitish; darslik bo‘yicha
o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali;rivojlantiruvchi ta’lim; izlanishli
9-mavzu. Using websites in the classroom 2 soat
Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar Microsoft Office, security elements, software requirements,
scalability, functionality, associated expenses, hardware
platform, Publisher, Office 365, software platform,
cardholder data.
Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and
methods in language teaching. Cambridge University
press. 2016
2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.
4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;
texnika vositalari yordamida o‘qitish; darslik bo‘yicha
o‘qitish;

9
 Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; izlanishli
10-mavzu. ELT websites or authentic websites? 2 soat
Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar Curriculum integration, assemble a personal collection,
official sites, website review, collaborative tasks,Google
Document, Bloom’s taxonomy, web-based handouts,
brainstorming, BBC.
Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and
methods in language teaching. Cambridge University
press. 2016
2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.
4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;
texnika vositalari yordamida o‘qitish; darslik bo‘yicha
o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali;rivojlantiruvchi ta’lim; muammoli, izlanishli
11-mavzu. Finding and evaluation of useful websites 2 soat
Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar TEFL sites, lyrics.com, songforteaching.com, mystery.net,
Yahoo, teaching through literature, Leoslyrics, ELT
organisations, interactive whiteboards, online dictionaries,
ESP, teaching business English, teaching young learners.
Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and
methods in language teaching. Cambridge University
press. 2016

10
 2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.
4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007
Ta’lim texnologiyasiBilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;
texnika vositalari yordamida o‘qitish; darslik bo‘yicha
o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali;rivojlantiruvchi ta’lim; izlanishli
12-mavzu. Web teaching dos and don’ts. 2 soat
Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar Search engine, web directory, google search tricks, web search
string, common search mistakes, Google cheatsheet, Boolean
language, making search easier, how to search effectively.
Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and
methods in language teaching. Cambridge University
press. 2016
2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.
4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;
texnika vositalari yordamida o‘qitish; darslik bo‘yicha
o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali;rivojlantiruvchi ta’lim; muammoli, izlanishli
13-mavzu. Planning lessons using the Internet 2 soat

11
 Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar Audience, authority, objectivity, currency, accuracy, finding
references, academics, bibliography, research methodologies, up
to date links, professional publication, target audience, evaluating
web content.
Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and
methods in language teaching. Cambridge University
press. 2016
2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.
4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;
texnika vositalari yordamida o‘qitish; darslik bo‘yicha
o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali;rivojlantiruvchi ta’lim; izlanishli
14-mavzu. Working with lower levels of language proficiency 2 soat
Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar Preparation, planning, management, materials resource,
creating worksheets, bringing real world into classroom,
language analysis, dynemic medium, learner independence,
decision making.
Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and
methods in language teaching. Cambridge University
press. 2016
2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.

12
 4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007
Ta’lim texnologiyasiBilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;
texnika vositalari yordamida o‘qitish; darslik bo‘yicha
o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; izlanishli
15-mavzu. Internet-based simulations 2 soat
Ma’ruza manbalari Ma’ruza matni, taqdimot, internet manbalari (video lavhalar)
tahlili
Tayanch tushunchalar Low level project, critical thinking, transforming the
information, short term web-quests, research skills,
analytical skills, word processing skills, inventory resources,
identifying learning gaps, brainstorming transformations,
web-based emulations, Java applet, client-side and server-
side approaches.
Adabiyotlar 1. Jack Richards and Theodore S.Rodgers. Approaches and
methods in language teaching. Cambridge University
press. 2016
2. Jeremy Harmer. Just. Listening and Speaking.
Cambridge 2008.
3. Caroline Becket. Listening 1. Cambridge 2003.
4. Jack C. Richards and Chuck Sandy. Passages. An upper
level multi skills course.Students book 1.Cambridge
2007
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: klassik ma’ruza;
texnika vositalari yordamida o‘qitish;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali;rivojlantiruvchi ta’lim; izlanishli

13
 Amaliy mashg‘uloti

1-mavzu: Introduction to the Course – Independent Study Skills

2 soat

Reja 1. Importance of ISS with different topics from

indicative content
2. To explore relevant types and methods of assessment
3. Concept of learner autonomy and its importance in
higher education
4. To raise their own self-awareness of their learning
styles and preferences
Talabalar amaliy dars mashg’ulotiga belgilangan vaqtda, darsga
tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan yuzasidan
Ko‘rsatma
berilgan topshiriqlarni bajrib va darsga tayyorlangan holatda
kelish zarur.
Fanning tarixi, rivojlanish bosqichlari, ob’yekti, maqsadi va
Vazifa vazifalari, boshqa fanlar bilan bog’liqligi haqidagi tushunchalarni
hosil qilish.
Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar
tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
Ta’lim texnologiyasi
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

2-mavzu. Technology in language teaching and attitudes to technology 2 soat

Reja 1. Social media and participatory culture

2. Participatory culture and teaching of foreign
languages
3. Learning comntexts and looking back
4. Looking forward: increased collaboration, emerging
tools and spaces
5. Future teacher technology preparation

14
 Ko‘rsatma Mavzu bo‘yicha seminar mashg‘ulot darsida savol javoblar,
diskussiyalar tashkil qilinadi, faol ishtirok etgan talabalar
rag‘batlantirilib ball qo‘yiladi.
Vazifa O’qitishda texnologiyaning o’rni, undan oqilona foydalanish,
va darsga tayyorgarlik vaqtida o’quvchining qobiliyatidan
kelib chiqib qo’shimcha texnologiya vositalaridan
foydalanishni o’rganish.
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar
tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

3-mavzu. Implementing ICT in the classroom 2 soat

Reja 1. Key benefits of technology for language learning

2. Remote access to language education
3. Blended language learning courses
4. Interactive language learning is crucial
5. Encouraging student collaboration
Ko‘rsatma Talabalar amaliy dars mashg’ulotiga belgilangan vaqtda, darsga
tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan yuzasidan
berilgan topshiriqlarni bajrib va darsga tayyorlangan holatda
kelish zarur.
Vazifa Working on new words and combinations; to develop
listening comprehension, writing, reading and speaking
activities in English;
to give new information concerning the specialty
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar
tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;

15
 Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

4-mavzu. Skills and equipment for getting started 2 soat

Reja 1. Benefits of ICT in education

2. Exploring ICT tools
3. Demonstration of ICT tools.
4. Planning for ICT integration
Reflection and conclusion.
Ko‘rsatma Talabalar amaliy dars mashg’ulotiga belgilangan vaqtda, darsga
tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan yuzasidan
berilgan topshiriqlarni bajrib va darsga tayyorlangan holatda
kelish zarur.
Vazifa Participation in class discussions and activities.
Completion of the ICT tools scavenger hunt worksheet.
Quality and creativity of the ICT implementation plan
presentation.
Reflection on the benefits and challenges of integrating ICT in
education.
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar
tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

5-mavzu. Why use word processors? 2 soat

Reja 1. How to become a teacher

2. How to use skills list
3. Passion and patience
4. Communication
Ko‘rsatma Talabalar amaliy dars mashg’ulotiga belgilangan vaqtda, darsga
tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan yuzasidan
berilgan topshiriqlarni bajrib va darsga tayyorlangan holatda
kelish zarur.

16
 Vazifa Working on new words and combinations; to develop
listening comprehension, writing, reading and speaking
activities in English;
to give new information concerning the specialty
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar
tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

6-mavzu. Word processors for teachers: creating materials 2 soat

Reja 1. Working with text

2. Word processing
3. Creating and editing tables and grapics
4. Correcting spelling. Grammarly
5. Copying and pasting.
.
Ko‘rsatma talabalar amaliy dars mashg’ulotiga belgilangan vaqtda, darsga
tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan yuzasidan
berilgan topshiriqlarni bajrib va darsga tayyorlangan holatda
kelish zarur.
Vazifa Explore the sight words: many, jump, want & long.
Processing information: receiving and producing.
Improve gross motor skills, memory, and processing
speed.

Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar

tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

17
 7-mavzu. Word processing activities for learners 2 soat

Reja 1. Ground rules

2. Links
3. Intelligibility
4. General style
5. Targeting
6. Highlighting
.
Ko‘rsatma Talabalar amaliy dars mashg’ulotiga belgilangan vaqtda, darsga
tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan yuzasidan
berilgan topshiriqlarni bajrib va darsga tayyorlangan holatda
kelish zarur.
Vazifa Identify appropriate online resources and materials to supplement
lesson plans, aligning with curriculum objectives and learner
needs.
Utilize digital tools and platforms to organize and structure lesson
content effectively, enhancing engagement and comprehension
among students.

Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar

tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

8-mavzu. Using word processors: considerations 2 soat

Reja 1. Word processing skills
2. Meeting EAP standards.
3. Associated expences
4. Functionality
5. Software requirements
Ko‘rsatma Talabalar amaliy dars mashg’ulotiga belgilangan vaqtda, darsga
tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan yuzasidan
berilgan topshiriqlarni bajrib va darsga tayyorlangan holatda
kelish zarur.
Vazifa Explore the sight words: many, jump, want & long.
Processing information: receiving and producing.
18
 Improve gross motor skills, memory, and processing
speed.

Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar

tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

9-mavzu. Using websites in the classroom 2 soat

Reja 1. Focus on curriculum integration

2. Assemble a personal collection
3. Assessment plan
4. Designing final product
5. Designing website handouts

Ko‘rsatma Magistrlar amaliy dars mashg’ulotiga belgilangan vaqtda, darsga

tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan yuzasidan
berilgan topshiriqlarni bajrib va darsga tayyorlangan holatda
kelish zarur.
Vazifa Navigate and utilize a variety of educational websites effectively,
discerning their relevance and credibility for language learning
purposes.
Demonstrate improved language skills, including vocabulary
acquisition, grammar comprehension, listening, and speaking,
through interactive activities and resources available on selected
websites.
Develop digital literacy skills by employing various online tools
and features, such as quizzes, exercises, audiovisual materials,
and discussion forums, to enhance language proficiency.
Apply critical thinking and problem-solving skills to evaluate and
select appropriate websites based on their language learning
goals, preferences, and learning styles.
Integrate website-based language learning activities into their
independent study routines, demonstrating autonomy and self-
directed learning strategies beyond the classroom setting

19
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar
tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

10-mavzu. ELT websites or authentic websites? 2 soat

Reja 1. Identify the Characteristics and purposes of ELT

(English Language Teaching) websites and
authentic websites.
2. Compare And contrast the language input, cultural
context, and intended audience of ELT websites
and authentic websites.
3. Evaluate The credibility and reliability of
information presented on both types of websites,
employing critical thinking skills.
4. Explore Examples of ELT websites and authentic
websites to gain practical insights into their
features and content.
5. Reflect on The advantages and disadvantages of
incorporating ELT websites and authentic websites
into their language learning strategies, considering
their individual preferences and learning
objectives.

Ko‘rsatma Magistrlar amalaiy dars mashg’ulotiga belgilangan vaqtda,

darsga tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan
yuzasidan berilgan topshiriqlarni bajrib va darsga tayyorlangan
holatda kelish zarur.
Vazifa Differentiate between ELT (English Language Teaching)
websites and authentic websites in terms of their content,
purpose, and target audience.
Evaluate the benefits and limitations of using ELT websites
versus authentic websites for language learning and proficiency
development.
Analyze the authenticity of language input and cultural context
provided by both types of websites, considering their relevance
to real-world communication scenarios.
20
 Critically assess the credibility and reliability of information
presented on ELT websites and authentic websites, applying
strategies to verify sources and minimize misinformation.
Make informed decisions regarding the selection and integration
of ELT websites and authentic websites into their language
learning practices, aligning with their individual learning goals
and preferences.
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar
tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

11-mavzu. Finding and evaluation of useful websites 2 soat

Reja 1. Utilize effective search strategies to find relevant and

reliable websites for language learning purposes.
2. Evaluate the credibility and authenticity of websites by
assessing factors such as source authority, bias, and
accuracy of information.
3. Identify the features and resources offered by useful
language learning websites, including interactive
exercises, multimedia content, and community forums.
4. Apply critical thinking skills to discern the suitability of
websites based on their language proficiency level,
learning goals, and personal interests.
5. Develop a personalized criteria checklist for evaluating
websites, enabling them to make informed decisions when
selecting resources for independent language study.
Ko‘rsatma Talabalar amaliy dars mashg’ulotiga belgilangan vaqtda, darsga
tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan yuzasidan
berilgan topshiriqlarni bajrib va darsga tayyorlangan holatda
kelish zarur.
Vazifa Demonstrate proficiency in searching for and identifying
websites relevant to their language learning needs.
Evaluate the quality and reliability of websites using
established criteria, ensuring the credibility of information
accessed online.

21
 Engage with various features and resources offered by
language learning websites to enhance their language skills
effectively.
Apply critical thinking and discernment when selecting
websites, considering factors such as content accuracy, suitability
for language proficiency level, and alignment with learning
objectives.
Develop independent skills in evaluating and selecting
websites for language learning, empowering them to make
informed choices in their self-directed learning journey.
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar
tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

12-mavzu. Web teaching dos and don’ts 2 soat

Reja 1. File naming

2. Formatting
3. Headings
4. Images
5. Linking
Ko‘rsatma Talabalar amaliy dars mashg’ulotiga belgilangan vaqtda, darsga
tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan yuzasidan
berilgan topshiriqlarni bajrib va darsga tayyorlangan holatda
kelish zarur.
Vazifa Identify effective practices for web-based teaching, including
engagement strategies, content delivery methods, and interactive
tools.
Recognize common pitfalls and challenges in web teaching, such
as technical issues, lack of student engagement, and ineffective
communication.
Apply best practices to design engaging and interactive online
learning experiences that cater to diverse learner needs and
preferences.
Demonstrate proficiency in utilizing web teaching tools and
platforms to facilitate effective communication, collaboration,
and knowledge transfer.
22
 Develop a set of guidelines and strategies for optimizing web
teaching practices while avoiding potential pitfalls and ensuring
a successful online learning environment.
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar
tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

13-mavzu. Planning lessons using the Internet 2 soat

Reja 1. Integration of online resources

2. Strategies for effective lesson design
3. Considerations for digital citizenship and safety
4. Accessibility and inclusivity
5. Assessment and feedback in online learning

Ko‘rsatma Talabalar amaliy dars mashg’ulotiga belgilangan vaqtda, darsga

tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan yuzasidan
berilgan topshiriqlarni bajrib va darsga tayyorlangan holatda
kelish zarur.
Vazifa Identify appropriate online resources and materials to supplement
lesson plans, aligning with curriculum objectives and learner
needs.
Utilize digital tools and platforms to organize and structure lesson
content effectively, enhancing engagement and comprehension
among students.
Incorporate interactive elements and multimedia resources from
the internet to create dynamic and engaging learning experiences.
Adapt lesson plans to leverage the affordances of online learning
environments, catering to diverse learning styles and preferences.
Evaluate the effectiveness of internet-based lesson planning
strategies in promoting student learning outcomes and making
necessary adjustments for improvement.
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar
tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
23
 texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

14-mavzu. Working with lower levels of language proficiency 2 soat

Reja 1. Understanding language acquisition stages

2. Adapting instructional materials
3. Building vocabulary and language structures
4. Developing speaking and listening skills
5. Supporting reading and writing skills

Ko‘rsatma Talabalar amalaiy dars mashg’ulotiga belgilangan vaqtda, darsga

tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan yuzasidan
berilgan topshiriqlarni bajrib va darsga tayyorlangan holatda
kelish zarur.
Vazifa Identify strategies for simplifying language input and adapting
instructional materials to accommodate the needs of learners with
lower levels of language proficiency.
Demonstrate proficiency in using visual aids, gestures, and real-
life examples to enhance comprehension and facilitate
communication with lower-level language learners.
Employ scaffolding techniques to support lower-level learners in
gradually building their language skills and confidence in
speaking, listening, reading, and writing.
Implement differentiated instruction strategies to address the
diverse learning needs and preferences of lower-level language
learners, including kinesthetic, auditory, and visual learners.
Evaluate the effectiveness of instructional approaches and
resources in meeting the language learning needs of lower-level
learners, making adjustments as needed to promote continued
progress and engagement.
Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar
tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.
24
 15-mavzu: Internet-based simulations 2 soat

Reja 1. Definition and type of internet-based simulations

2. Application across industries and fields
3. Benefits of internet-based simulations
4. Challenges and considerations
5. Future trends and innovations.
Ko‘rsatma Talabalar amaliy dars mashg’ulotiga belgilangan vaqtda, darsga
tayyorgarlik ko’rgan holatda, o’tilgan mavzuga fan yuzasidan
berilgan topshiriqlarni bajrib va darsga tayyorlangan holatda
kelish zarur.
Vazifa Explore the concept and purpose of internet-based simulations
as educational tools for experiential learning and skill
development.
Identify various types of internet-based simulations, including
virtual reality (VR), augmented reality (AR), and computer-
based simulations, and their applications across different fields
and industries.
Evaluate the benefits and limitations of using internet-based
simulations in education, including their potential to enhance
engagement, critical thinking, problem-solving, and decision-
making skills.
Engage in hands-on experiences with internet-based
simulations to apply theoretical concepts, practice skills, and
navigate virtual environments effectively.
Reflect on their experiences with internet-based simulations,
analyze the learning outcomes achieved, and consider the
implications for incorporating simulations into future teaching
and learning practices.

Ta’lim texnologiyasi Bilish faoliyatini boshqarish bo‘yicha: kichik guruhlar

tizimi; texnika vositalari yordamida o‘qitish; maslahatchilik
tizimi;
Ta’lim oluvchiga yondashuv turi bo‘yicha: pedagogik
yo‘naltirilgan; shaxsga yo‘naltirilgan; hamkorlik
texnologiyalariga yo‘naltirilgan; erkin tarbiyaga
yo‘naltirilgan;
Qo‘laniladigan asosiy metod bo‘yicha: tushuntirish,
ko‘rgazmali; rivojlantiruvchi ta’lim; muammoli, izlanishli;
ijodiy metod.

25
 Mustaqil ta’lim
Amaliy mashg‘ulotlarga tayyorgarlik ko‘rish va fan bo‘yicha
1. 20
elektron ta’lim platformasi orqali berilgan topshiriqlarni bajarish.
2. Mavzu doirasida adabiyotlar bilan ishlash. 10
3. Berilgan manbalarni tarjima qilish. 5
Oliy va professional ta’limda mutaxassislik fanlarini o‘qitish
4. 5
metodikasi faniga o‘quv-me’yoriy hujjatlarni tahlil qilish
Berilgan mavzu bo‘yicha taqdimot, loyiha ishi, maqola va tezislar
6. 5
tayyorlash.
7. Fan bo‘yicha mustaqil ta’lim topshiriqlari bilan ishlash. 5
8. Fan doirasida nazoratlarga tayyorgarlik ko‘rish. 10

Mustaqil ta’lim mavzulari

1. Independent Study Skills
2. Technology in language teaching (2 soat).
3. Implementing ICT in the classroom (2 soat).
4. Skills and equipment for getting started (2 soat).
5. Why use word processors? (2 soat).
6. Word processors for teachers: creating materials (2 soat).
7. Word processing activities for learners (2 soat).
8. Using word processors: considerations (2 soat).
9. Using websites in the classroom (2 soat)
10.ELT websites or authentic websites?
11.How to find useful websites (2 soat)
12.How to evaluate useful websites (2 soat)
13.Planning lessons using the Internet (2 soat)
14.Working with lower levels of language proficiency (2 soat)
15.Web teaching dos and don’ts. (2 soat)
16.Internet-based simulations (2 soat)
17.Basic projects (2soat)
18.Computer generated slides (2soat)
19.Blended classroom (2soat)
20.Chatgpt usage in education (2 soat)
21.Problem solving skills in language learning (2soat)
22.Language learning platforms (2soat)
23.Intuitive language learning methodology (2soat)
24.eLearning modules (2soat)
25.CALL (2soat)
26.Future teacher technology preparation (2soat)
27.Translation tools (2soat)
28.Tracking (2soat)
29.Corpora (2soat)
30.Learning contexts and tools (2soat)

26
 BAHOLASH
Joriy nazorat
Talabaning kurs mavzulari bo‘yicha bilimi, amaliy
Maqsad ko‘nikmalar va kompetensiyalarni egallaganlik darajasini
aniqlash va baholash.
Talaba tomonidan kurs mavzularini o‘zlashtirish, shuningdek,
o‘quv materialini konstruktiv ravishda sharhlash va tahlil qilish,
modulga oid ko‘nikmalarini rivojlantirish, amaliy ko‘nikmalar
(sifati va belgilangan soni jihatdan) va kompetensiyalarni
Ko‘rsatma
egallash, kasbiy amaliy ko‘nikmalarni qo‘llashga yo‘naltirilgan
muammoli vaziyatlarni hal etish, jamoada ishlash,
prezentatsiyalar tayyorlash va h.k. larni tayyorlash orqali
talabaning kunlik darslardagi faolligi baholanadi.
 Darslardagi faollik
 O‘quv materiallari tayyorlash
 Mavzu doirasida manbalar bilan ishlash
Joriy nazorat
 Ta’lim texnologiyalaridan foydalanish
shakli
 Jamoada ishlash
 Prezentatsiyalar tayyorlash
 Loyiha ishi tayyorlash

Oraliq nazorat
Kursning tegishli bo‘limi tugagandan keyin talabaning
Maqsad ma’ruza mashg‘ulotlari bo‘yicha bilim va amaliy ko‘nikmalarini
hamda o‘zlashtirganlik darajasini baholash.
Oraliq nazorat Oraliq nazorat semestr davomida fanning o‘quv dasturining
shakli va tartibi tegishli moduli tugagandan keyin o‘quv mashg‘ulotlari
davomida o‘tkaziladi. Oraliq nazorat mazkur fan doirasida 1
marta test ko‘rinishida o‘tkaziladi. Oraliq nazorat savollari
fanning 1-8-mavzularini qamrab oladi.
Oraliq nazorat savollari shakllantiriladigan mavzular:
1.Introduction to the Course – Independent Study Skills
(2 soat).
2.Technology in language teaching (2 soat).
3.Implementing ICT in the classroom (2 soat).
4.Skills and equipment for getting started (2 soat).
5.Why use word processors? (2 soat).
6.Word processors for teachers: creating materials (2
soat).
7.Word processing activities for learners (2 soat).
8.Using word processors: considerations (2 soat).
Oraliq nazorat testi 25 ta savoldan iborat bo‘lib har bir savol
aloxida 2 ballgacha baholanadi.

27
 Mustaqil ta’lim
Mustaqil ta ‘lim mazkur kurs mazmunini toʻliq qamrab olishga
qaratilgan bo‘lib, nazariy egallangan bilimlarni kengaytirish,
Maqsad
talabalarning mustaqil oʻqish faoliyatini yoʻlga qoʻyishga
asoslangan.
Mustaqil ish topshiriqlari mavzu yuzasidan berilgan
mashqlarni amaliy ko‘rsatib berish ( rasm yoki video tarzida
tizmga joylash), amaliy mashg‘ulot ta’lim texnologiyasini
tayyorlash, fan yuzasidan test, taqdimot tayyorlash, o‘quv
loyihasi, keys-stadi, maqola, internet manbalar tahlili va boshqa
ko‘rinishlarda bajariladi.
Mustaqil ta’lim bo‘yicha bajarilgan topshiriqlar elektron
Mustaqil ta’lim
tizimda joylashtiriladi hamda antiplagiat dasturi asosida
shakli va tartibi
tekshirilib, fan o‘qituvchisi tomonidan baholanadi. Bunda,
bajarilgan topshiriqning o‘ziga xosligi 60%dan kam bo‘lmasligi
lozim, aks holda topshiriq baholash uchun qabul qilinmaydi.
Mustaqil ish topshiriqlarining soni fannining xususiyatidan
kelib chiqib, bitta fan (modul) bo‘yicha 3 tadan kam bo‘lmasligi
lozim. Mustaqil ish topshiriqlari joriy va oraliq nazorat uchun
ajratilgan ballning 60 foizini tashkil qiladi.

Mustaqil ta’lim topshiriqlari

Mustaqil
Mustaqil Mustaqil ta’lim ta’limda
Ajratilga
№ ta’lim topshiriqlari bajarilish foydaladigan
n ball
topshiriqlari tartibi ta’lim
texnologiyalari
1-mustaqil Mustaqil ta’lim
1. ta’lim mavzularidan kelib chiqqan SWOT tahlil 10
topshirig‘i holda loyiha ishi tayyorlash
2-mustaqil Fan mavzularidan kelib
2. ta’lim chiqqan holda na’munaviy Portfolio 10
topshirig‘i video dars tayyorlash
Interfaol usullardan
3-mustaqil
foydalangan holda ochiq
3. ta’lim SWOT tahlil 5
dars ishlanmasini
topshirig‘i
tayyorlash
4-mustaqil Fanning o‘quv me’yoriy
4. ta’lim hujjatlarini tahlil qilish Analiz-sintez 5
topshirig‘i hamda taqdimot tayyorlash

28
 YAKUNIY NAZORAT
Yakuniy nazorat turi semestr yakunida tegishli fan bo‘yicha
talabaning nazariy bilim va amaliy ko‘nikmalarini o‘zlashtirish
darajasini aniqlash maqsadida o‘tkaziladi.
Maqsad
Yakuniy nazorat Registrator ofisi tomonidan elektron
platformada yaratilgan nazorat jadvaliga asosan belgilangan
vaqtda o‘tkaziladi.
Talaba tegishli fan bo‘yicha yakuniy nazorat turi
o‘tkaziladigan muddatga qadar joriy nazorat, oraliq nazorat va
mustaqil ta’lim topshiriqlarini topshirgan bo‘lishi shart.
Joriy nazorat, oraliq nazorat va mustaqil ta’lim topshiriqlarini
topshirmagan, shuningdek ushbu topshiriqlar va nazorat turi
bo‘yicha «0-29,9» ballar oralig‘ida ball olgan talaba yakuniy
nazorat turiga kiritilmaydi.
Talablar Shuningdek, bir fanga ajratilgan auditoriya soatining 25
foizini va undan ortiq soatni sababsiz qoldirgan talaba ushbu
fandan chetlashtirilib, yakuniy nazoratga kiritilmaydi hamda
mazkur fan bo‘yicha tegishli kreditlarni o‘zlashtirmagan
hisoblanadi.
Yakuniy nazorat turiga kirmagan yoki kiritilmagan, ushbu
nazorat turi bo‘yicha «0-29,9» oralig‘ida ball olgan talaba
akademik qarzdor hisoblanadi.
Yakuniy Mazkur fan bo‘yicha yakuniy nazorat test ko‘rinishida
nazorat o‘tkaziladi.
shakli

KURS BAHOLASH MEZONI VA TARTIBI

Nazorat Ajratilgan jami Nazorat Ballarning Saralash
turi ball (topshiriq) shakli taqsimlanishi bali
20 ball
Tizim
(topshiriqlar
topshiriqlari
Joriy soniga bo‘linadi)
18 ball
nazorat 30 ball Talabalar faolligi
(seminar 10 ball
darslardagi)
Nazorat ishi:
10 ball
Test
Oraliq
20 ball 10 ball 12 ball
nazorat Tizim
(topshiriqlar
topshiriqlari
soniga bo‘linadi)
50 ball
Yakuniy
50 ball Test (25 ta savol) (har bir savolga 2 30 ball
nazorat
balldan)

29
 *Izoh. Joriy va oraliq nazorat uchun ajratilgan ballning 60 % mustaqil ish
topshiriqlariga ajratiladi. Mustaqil ish topshiriqlari elektron platforma orqali tizim
topshiriqlari sifatida baholanadi.

Talabalar bilimini baholash mezonlari

5 100
Baholash mezonlari
baholik ballik
“Talaba mustaqil xulosa va qaror qabul qiladi,
ijodiy fikrlay oladi, mustaqil mushohada yuritadi,
olgan bilimini amalda qo‘llay oladi, fanning
5 90-100 a’lo
(mavzuning) mohiyatini tushunadi, biladi,
ifodalay oladi, aytib beradi, fan (mavzu) bo‘yicha
tasavvurga ega” deb topilganda
“Talaba mustaqil mushohada yuritadi, olgan
bilimini amalda qo‘llay oladi, fanning
4 70-89,9 yaxshi (mavzuning) mohiyatni tushunadi, biladi, ifodalay
oladi, aytib beradi hamda fan (mavzu) bo‘yicha
tasavvurga ega” deb topilganda
“Talaba olgan bilimini amalda qo‘llay oladi,
fanning (mavzuning) mohiyatni tushunadi, biladi,
3 60-69,9 qoniqarli
ifodalay oladi, aytib beradi hamda fan (mavzu)
bo‘yicha tasavvurga ega” deb topilganda
“Talaba fan dasturini o‘zlashtirmagan, fanning
(mavzuning) mohiyatini tushunmaydi, fan
2 0-59,9 qoniqarsiz
(mavzu) bo‘yicha tasavvurga ega emas” deb
topilganda

30
 FAN O‘QITUVCHISI TO‘G‘RISIDA MA’LUMOT

Abduxakimova Gulnoza
Dastur muallifi:
Shukurova Zahro Farxod qizi
[email protected]
E-mail:
[email protected]
+998919428082
Telefon:
+998933031686
Jizzax davlat pedagogika universiteti, Xorijiy tillar
Kafedra:
fakulteti, Ingliz tili nazariyasi va amaliyoti kafedrasi

Mazkur fan sillabusi Jizzax davlat pedagogika universiteti Kengashining

2024-yil 29-avgustdagi 1-sonli kengashda qarori bilan tasdiqlangan “Chet tili
o’qitishda xalqaro tajribalar” fani o‘quv dasturi asosida ishlab chiqilgan.

Mazkur fan sillabusi Xorijiy tillar fakultetining 2024-yil 19-avgust- 1-sonli

yigʻilish bayoni bilan ma’qullangan

Mazkur fan sillabusi Ingliz tili nazariyasi va amaliyoti kafedrasining

2024-yil 16-avgust- 1-sonli yigʻilish bayoni bilan ma’qullangan.

Mazkur fan sillabusi Jizzax davlat pedagogika universiteti O‘quv-uslubiy

kengashining 2024-yil 23-avgust_1-sonli qarori bilan tasdiqlangan.

31

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