Structural-semantic peculiarities of conditional sentences in english and uzbek

Figure 1. Identifying the common features of a complex sentence with a phrase and a follow-up sentence.
There we can see the complex conditional sentences in Uzbek language and this is very important in teaching English language for learners. As Uzbek and English languages are not from the same roots it very important to compare their grammatical constructions. Each learner is given the task of filling in the two intersecting circles by writing similar and different signs of the compound sentence with the following conjunctions. After the task is completed, the learners are grouped into 4 subgroups and their diagrams are compared and completed. Small group members are given the task of identifying common features of a compound sentence with a compound sentence and a follow-up sentence. One representative from each group reads the specific aspects of each concept. It is also possible to add additional points to the opinions expressed. As a result, learners will have the skills and abilities to study, assimilate information, respectfully listen to others' opinions, generalize them, work in a team and research, influence it with their own ideas, accept and approve ideas, and apply knowledge in speech. (Figure 1).
Two or more independent words are grammatically and semantically connected to form a phrase. For example: a’lochi o‘quvchi - an excellent student. The parts of this compound are connected using a tone without any additions. The fact that the semantic aspect is really characteristic of the reader, the use of the word g‘adir-budur instead of the word a’lochi (g‘adir-budur o‘quvchi), the fact that the semantic inconsistency is a proof of the semantic combination of the word.
The semantic and grammatical combination of two simple sentences forms connected, followed, unconnected forms of a compound sentence. A compound sentence with a follow-up sentence is formed by connecting two simple sentences, both semantically and grammatically, based on dependence. For example: Kim yaxshi o‘qisa, u talaba bo‘ladi.
Any knowledge is obtained on the basis of a comparison of existing knowledge with new knowledge. Comparative teaching of phrases and adverbs helps the student to understand the topic, to master his knowledge perfectly, to distinguish adverbs from adverbs from other adverbs, to acquire clearly based knowledge about the adverbial adverbs. The “Cluster” method helps to explain the semantic similarity of the formal structure and the function performed by the parts of a compound sentence and phrase that follow. At the same time, learners have the opportunity to acquire both comparative and systematic knowledge at the same time (Figure 2).

Figure 2. Subordinate conjunction
Hence, it is clear from the diagram above that both a compound sentence and a compound sentence consist of two parts. These parts are the subordinate and independent parts. The independent part expresses the main content both in the phrase and in the sentence (in the a’lochi o’quvchi combination the student carries the main content, and in the independent part the student explains the ambiguity of the student and serves to express a clear idea; the dominant part, which represents the main content, and the “Kim yaxshi o’qisa, u talaba bo’ladi” part, which comes from the independent party, which interprets and defines the pronoun (U- he/she). The subordinate part follows the independent part, explaining and defining its meaning.
The role of the dominant and subordinate clauses in the phrase is constant. The subordinate part always comes first, the ruling part comes after the subordinate part (katta maktab, maktabga bormoq, maktabda o‘qimoq, maktabdan kelmoq, maktabni ko‘rmoq, maktabning hovlisi, maktab haqida o‘ylamoq). In adverbial conjunctions, the dominant part can come both before and after the subordinate part.
As can be seen from the diagram, whether the governor unit comes before the subordinate unit and then comes from the governor unit is questioned from the subordinate unit. The subordinate clause is the answer to the question posed by the subordinate clause, and the subordinate clause is interpreted. Subsequent sentences are divided into semantic types depending on which part of the sentence the governor is interpreting. This requires students to have a thorough knowledge of the passages.
The following sentence explains the meaning of the demonstrative pronoun in the main sentence. Which part of a sentence is called by the name of the part of speech is the same as the function of the pronoun in the main sentence, because the content of the pronoun in the main sentence is opened by substituting the following sentence for that pronoun. In this case, the teacher can take a compound sentence with the following sentence, first determine the main sentence, and then divide the main sentence into parts of speech in the eyes of students and explain it according to the table as follows:, kelajakni oldindan bashorat qila oladilar.
“Shunday odamlar borki” is the main phrase. Students will also be able to immediately distinguish that the -ki load in the cut is the main point. Now let's break it down into pieces.

Shunday (This kind of) (qanday? “How?”)	Odamlar (People) (Kimlar? – Who?)	Borki – There are (nimadir? – something?)
Aniqlovchi - determiner	Ega- subject	Kesim - predicate

In this sentence, the show pronoun (so) came as a determinative. Now we can determine the type of sentence to follow by questioning this demonstration pronoun. Qanday odamlar bor? - What kind of people are there? Since the interrogative pronoun is given in the pronoun, the following sentence becomes the answer to this interrogation. “Kelajakni oldindan bashorat qila oladigan odamlar bor. - There are people who can predict the future” It is now clear that the given sentence is a compound sentence with a definite article. Because a compound sentence has been interpreting the meaning of the show pronoun that comes as a determiner in the main sentence.
We know that pronouns, also called hollow words, are an independent set of words, but they do not express lexical meaning, but are exchanged instead of words, phrases, and sentences.
To continue our research on the construction of conditional-relation sentences in English and Uzbek, it differs a lot from each other. First of all, as has been mentioned in the 1^st chapter of this research work, in conditional sentences in English language, it is possible to change the place of dependent and independent clauses without affecting the overall meaning of a sentence:
If I get better, I will go to school tomorrow.
I will go to school if I get better.
In these two sentences, what can be regarded as different is only punctuation mark; however, the meaning and words used in a sentence are unchanged even if in the first sentence “if” clause is used in the 1^st part and in the second sentence, “if” clause is in the second part.
On the other hand, in Uzbek language, such changes are avoided since the meaning of a sentence becomes incomplete if the place of dependent and independent clauses is changed:
Agar sog’aysam, ertaga maktabga boraman.
Ertaga maktabga boraman, agar sog’aysam.
In English and Uzbek language, there are other structures that can be used to form conditional sentences. They are:
You can have a pet provided that you care for it properly.- Agar yetarlicha g’amxo’rlik qila olsang, seng uy hayvoni ololasan.
Applications for membership are accepted on condition that applicants are over 18. – Hujjat topshiruvchilar 18 yoshdan oshgan taqdirdagina, a’zolikka qabul qilinadi.
I think I would be quite lonely if it were not for my dog. – Agar kuchugim bo’lmaganida edi, men juda yolg’izlanib qolardim.