Низомий номидаги Тошкент давлат педагогика университети

Ўзбекистон Республикаси Олий ва ўрта махсус таълим вазирлиги Низомий номидаги Тошкент давлат педагогика университети Махсус сиртқи бўлим “Xорижий тиллар - 1” кафедраси “Хорижий тил (Инглиз тили)” фанидан 5 йиллик махсус сиртқи таълим бўлим талабалари учун сессия оралиғи назорат ишлари ТЎПЛАМИ Тошкент-2020й.

5 йиллик махсус сиртқи бўлим талабалари учун “Хорижий тил (Инглиз тили)” фанидан сессия оралиғи назорат иши топшириқлари

Фан: Инглиз тили

Назорат иши топшириқларининг асосий мақсади: 5 йиллик махсус сиртқи бўлим талабаларининг ўқиш жараёнида коммуникатив компетенцияларини ривожлантириш. Тил ўқитиш ва ўрганиш билан боғлиқ бўлган мақсадларга эришиш; талабаларнинг эгаллаган малака ва кўникмаларини назорат қилиш ва ривожлантириш билан боғлиқ бўлган вазифалар. Талабаларга инглиз тилидан асосан мулоқат воситаси сифатида фойдаланиш, яъни, нутқ фаолиятининг тинглаб тушуниш, гапириш, ўқиш ва ёзиш каби асосий турларига хос бўлган кўникмаларни шакллантиришдан иборат.

Criterion for mid-term exam

The 3 given tasks will be assessed within 5 points and the each task score will be calculated to sum up the average mark.

Yuqorida berilgan 3 ta vazifalarning har biri 5 baho bilan baholanadi hamda baholar yig’indisi jamlanib 3 ga bo’linadi va o’rtacha bahosi hisoblab chiqariladi.

Каждое из 3 вышеуказанных заданий оценивается в 5 баллов, а итоговая сумма баллов делится на 3 и вычисляется средний балл.

Task 1	Task 2	Task 3	Total Mark

Scale of rating:

0—2.4=2 points (failed)

2.5 - 3.4=3 points (passed)

3.5—4.4=4 points (passed)

4.5—5=5 points (passed)

TASK 1: Video task.

Record a video about “Great ancestors of Uzbekistan”. This task is worth 5 points. The student should himself or herself individually present on the screen and tape his or her own voice.

(Video topshiriq 1. “Buyuk O’zbek xalqi ajdodlari” mavzusida video rolik tayyorlang. Videoda talabaning o’zi gapirishi va ko’rinishi kerak.)

(Запишите видео о «Великих предках узбекского народа». Это задание оценивается в 5 баллов. Студент должен сам презентовать на экране и записать свой собственный голос.)

TASK 2: READING.

This task is worth 5 points.

Read the text and write down whether the statements are true or false

Importance of social research

More specifically, social research examines a society’s attitudes, assumptions, beliefs, trends, stratifications and rules. The scope of social research can be small or large, ranging from the self or a single individual to spanning an entire race or country. Popular topics of social research include poverty, racism, class issues, voting behavior, gender constructs, policing and criminal behavior.

Social research determines the relationship between one or more variables. For example, gender and income level are variables. Social scientists will look for underlying concepts and cause-and effect relationships of a social issue. Before even beginning research, scientists must formulate a research question. For example, a researcher might ask if there is a relationship between a person’s gender and his or her income level. Do men have higher incomes than women? Are women most likely to be poor?

A third variable, race, can be added to the question. Then the social scientist can pose a research question: Does race and gender affect a person’s income level? Social scientists will then collect data, organize and analyze information and create a report of their findings. People conducting social research must also consider ethics, biases and the reliability and validity of the research they’re conducting. They must decide which form of sampling to use, how to measure information, how to analyze data and present their findings.

Research can be conducted using surveys, reports, observation, questionnaires, focus groups, historical accounts, personal diaries and census statistics. There are two types of research: qualitative research and quantitative research. Qualitative

research is inductive, meaning the researcher creates hypotheses and abstractions from collected data. Most data is collected via words or pictures and mostly from people. Researchers are interested in how people make sense of their lives and in the research process itself.

Quantitative research is the complete opposite and most often involves numbers and set data. Quantitative data is efficient but focuses only on the end of result, not the process itself, as qualitative research does. Quantitative data is precise and is

often the result of surveys or questionnaires.

Even though social research is most often conducted by social scientists or sociologists, it is an interdisciplinary study crossing into subjects like criminology, the study of crime; politics, the study of power; economics, the study of money and business; psychology, study of the mind; philosophy, study of beliefs and morals; and anthropology, the study of culture.
1. The dimension of social research vary from small to large, ranging from a single individual to extending an entire country. It is true.

2. Outstanding topics of social research are poverty, racism, class issues, voting behavior, gender constructs, policing and criminal behavior. It is false .

3. People conducting social research don’t need to focus on ethics, biases and the reliability and validity of the research they’re conducting. It is false .

4. There are two or more types of research: qualitative research and quantitative research and cultural contest. It is false .

5. Research can be investigated using surveys, reports, observation, questionnaires, focus groups, historical accounts, personal diaries and census statistics. It is true
TASK 3: WRITING

This task is worth 5 points.

Write an essay on the theme “Unintended consequences” (At least 80 words).

In the social sciences, unintended consequences (sometimes unanticipated consequences or unforeseen consequences) are outcomes of a purposeful action that are not intended or foreseen. The term was popularised in the twentieth century by American sociologist. Possible causes of unintended consequences include the world's inherent complexity (parts of a system responding to changes in the environment), perverse incentives, human stupidity, self-deception, failure to account for human nature, or other cognitive or emotional biases. As a sub-component of complexity (in the scientific sense), the chaotic nature of the universe—and especially its quality of having small, apparently insignificant changes with far-reaching effects. Most modern technologies have negative consequences that are both unavoidable and unpredictable. For example, almost all environmental problems, from chemical pollution to global warming, are the unexpected consequences of the application of modern technologies. Traffic congestion, deaths and injuries from car accidents, air pollution, and global warming are unintended consequences of the invention and large scale adoption of the automobile. Hospital infections are the unexpected side-effect of antibiotic resistance, and even human overpopulation is the side effect of various technological (i.e., agricultural and industrial) revolutions

Unintended consequences can be grouped into three types:

• 
  Unexpected benefit: A positive unexpected benefit (also referred to as luck, serendipity or a windfall).
  
• 
  Unexpected drawback: An unexpected detriment occurring in addition to the desired effect of the policy (e.g., while irrigation schemes provide people with water for agriculture, they can increase waterborne diseases that have devastating health effects, such as schistosomiasis).
  
• 
  Perverse result: A perverse effect contrary to what was originally intended (when an intended solution makes a problem worse).
  

More recently, the law of unintended consequences has come to be used as an adage or idiomatic warning that an intervention in a complex system tends to create unanticipated and often undesirable outcomes.

In "The Unanticipated Consequences of Purposive Social Action" (1936), Merton tried to apply a systematic analysis to the problem of unintended consequences of deliberate acts intended to cause social change. He emphasized that his term purposive action, "[was exclusively] concerned with 'conduct' as distinct from 'behavior.' That is, with action that involves motives and consequently a choice between various alternatives".^[6] Merton's usage included deviations from what Max Weber defined as rational social action: instrumentally rational and value rational.^[7] Merton also stated that "no blanket statement categorically affirming or denying the practical feasibility of all social planning is warranted.