Integrated skills

Integratsiyalashgan ko‘nikmalar

Ta'lim maqsadlari

1. To'rtta ko'nikmani birlashtirishning sabablari;

2. To'rtta malakani birlashtirish usullari;

3. Ta'limga ta'siri;

4. Integratsiyalashning cheklovlari to'rtta mahorat.

To'rtta malakani birlashtirishning sabablari Biz muloqot qilganda, biz ko'pincha bir nechta til ko'nikmalaridan foydalanamiz. Masalan, telefonda tinglaymiz va gaplashamiz - ehtimol biz ham xabar yozamiz va yozganlarimizni o'qiymiz. Tilni bir vositadan ikkinchisiga o'tkazishning o'zi mahoratdir.

To'rtta ko'nikmani birlashtirishimiz sabablari Ko'nikmalarni birlashtirishda siz faqat lug'at va jumla namunalari darajasida emas, balki real aloqa darajasida ishlayotganingizni anglatadi. Haqiqiy muloqot kommunikativ yondashuvning maqsadidir va ko'plab tadqiqotchilar real muloqotni amalga oshirish, til o'rganish uchun muhim shartlarning ajralmas qismi deb hisoblashadi.

Buning sabablari to'rtta ko'nikmani birlashtirish Til o'rganish shartlari: 1. Ta'sir qilish; foydalanish; Motivatsiya. 2. Ko'rsatma

II. To'rtta ko'nikmani birlashtirish usullari Oddiy integratsiya: integratsiyaning eng oson shakli bir xil vosita ichida (og'zaki yoki yozma), retseptiv ko'nikmalardan ishlab chiqarishgacha. Boshqacha qilib aytadigan bo'lsak, biz o'quvchilarning nutqi uchun tinglash matnidan, o'quvchilarning yozishi uchun o'qish matnidan namuna sifatida foydalanamiz. Bu o'qituvchilar orasida keng tarqalgan amaliyotdir.

To'rtta ko'nikmani birlashtirish usullari Ikkinchi tur - murakkab integratsiya. Bu turli ko'nikmalardan foydalanadigan bir qator tadbirlarni qurishni o'z ichiga oladi. Har bir faoliyatda tildan real, kommunikativ foydalanish mavjud. Faoliyatlar ketma-ketligi: O`qish faoliyati, Og`zaki faoliyat hamda Yozish faoliyati.

III. O'qitish uchun ta'sir. To'rtta ko'nikmaning integratsiyasi real aloqa bilan bog'liq. Bu shuni anglatadiki, biz faqat jumlalar yoki alohida so'zlar va iboralar darajasida emas, balki nutq darajasida ta'lim beryapmiz. Nutq - og'zaki yoki yozma kommunikativ matnning butun birligi.

III. O'qitish uchun ta'sir 1. Diqqatni nutqqa qarating O'qitishning asosiy ma'nosi shundaki, biz matnning nutq xususiyatlarini bilishimiz kerak. Bu ko'nikmalarni birlashtirishga yordam beradi, chunki u o'qitish nuqtalarini aniq ko'rsatadi va oddiy integratsiya uchun nutq xususiyatlari biz bir mahoratdan ikkinchisiga o'tkazadigan asosiy til jihatlari hisoblanadi.

III. O'qitish uchun ta'sir Nutq xususiyatlari kabi jihatlarni o'z ichiga oladi : • Matnni tashkil qilish usuli • Uning tartibi (yozma matn uchun) • Tilning uslubi (rasmiy yoki norasmiy?) Registr (bunday nutqda tez-tez uchraydigan lug'at).

III. O'qitish uchun ta'sir 2. Darslik mazmunini sozlash: Bu tarkibning tartibini o'zgartirishni o'z ichiga olishi mumkin. Yozuv faoliyatining nutqi o'qish qismi bilan chambarchas bog'liq bo'lsa-da, lekin darslikdagi birlikning boshqa qismida joylashgan bo'lsa, biz o'qish qismini tugatgandan so'ng darhol yozuvga e'tibor qaratishimiz mumkin. Oddiy integratsiya uchun biz gapirish yoki yozish rejasiga aylanadigan tinglash yoki o'qishni tushunish faoliyatini loyihalashimiz mumkin. Murakkab integratsiya uchun bu darslikdagi faoliyatga o'zgartirishlar kiritishni anglatishi mumkin.

III. O'qitish uchun ta'sir 3.Adjusting the timetable There also are practical implications for integrating the four skills. One is related to timetabling. In some schools, a whole lesson is given to teaching one skill. For example, there is a "listening" lesson one day, a "reading" lesson another day, and so on. Sometimes this is encouraged by the arrangement of materials in the textbook. We have to make the timetable arrangements more flexible so that we can integrate the skills better.

IV. The limitations of integrating the four skills Integrating the four language skills can be demanding of the teacher. We need to have a good under- standing of discourse, and to be able to use textbooks flexibly. This can also be time-consuming, requiring a lot of preparation. Sometimes teachers are so busy that they cannot spare much time for extra preparatory work.

IV. The limitations of integrating the four skills Another limitation is the problem of designing suitable materials that take account of students' different skill levels. The four skills tend to develop at a different pace: receptive skills are stronger than productive skills, for example. This means that teachers have to be skilful is selecting or designing integrated activities for their students.

V. Conclusion 1.Integrating enhances the focus on realistic communication, which is essential in developing students' competence in English. 2. Two ways of integrating skills: simple integration, whereby a receptive language skill serves as a model for a productive language skill, and complex integration, which is a combination of activities involving different skills, linked thematically.

V. Conclusion 3. Jadvalni to'g'rilash To'rtta ko'nikmalarni birlashtirishning amaliy ta'siri ham mavjud. Ulardan biri vaqtni belgilash bilan bog'liq. Ba'zi maktablarda bitta mahoratni o'rgatish uchun butun dars beriladi. Masalan, bir kuni “tinglash” darsi, boshqa kuni “o‘qish” darsi va hokazo. Ba'zan bu darslikdagi materiallarni tartibga solish bilan rag'batlantiriladi. Biz ko'nikmalarni yaxshiroq birlashtira olishimiz uchun jadvallarni yanada moslashuvchan qilishimiz kerak.

VI. Topshiriqlar 1. Jihozni ko'rib chiqing va barcha mashqlarni bajaring. 2. TLEBCning 1-ilovasini o'qing

tayyorladi : Qobilova Mohinur

E’tiboringiz uchun rahmat!
tekshirdi : Mirusmonova Ziyoda

Mavzuga oid yangi so‘zlar

Mavzuga oid yangi so‘zlar

• Reaseon – sabab
• Simple – oddiy
• Listening – tinglamoq
• Speaking – gapirmoq
• Reading – o‘qimoq
• Writing – yozmoq
• Discourse – nutq
• Different – farq
• Example – misol
• Communication - aloqa