Zaxiriddin muhammad bobur nomidagi andijon davlat universiteti xorijiy tillar fakulteti
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ingliz va ozbek tillarida qoshma gaplar hajmi qiyosiy tahlili va ularni tarjima qilish hamda oqitish muammolari
- Bu sahifa navigatsiya:
- 1. An’anaviy
- U dilidagi barcha gaplarni to’kib soldi va xonadan chiqib ketdi. Oynisa nimadir demoqchi bo’ldi,lekin o’zida jur’at topa olmadi
- Shuni unutmangki, u bugunoq bu yerga kelsin.
- 1-bosqich
- 1-o’quvchi
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Uchinchi bob. Ingliz tilida qo’shma gaplar hajmi mavzusini o’zbek maktablarida o’qitish muammolari 3.1. . Ingliz tilida qo’shma gaplar hajmi mavzusini o’zbek maktablarida o’qitish bo’yicha metodik tavsiyalar
Hozirgi paytda ta’limdagi eng muhim masalalardan biri o’qitish maqsadi, mazmuni, metodlari, vositalari, tashkiliy shakllari va o’qitish jarayonida o’rganilayotgan fan materiallari asosida bilimlar berish va tarbiyaviy maqsadni amalga oshirish hisoblanadi.
Vatanimizda qabul qilingan muhim hujjatlar ―Kadrlar tayyorlash milliy dasturi‖ va ―Ta’lim to’g’risidagi qonun‖ larda ham hozirgi paytda chet tili o’qitishda ilg’or pedagogik texnologiyalardan va interfaol metodlardan samarali foydalanish zarurligi ko’rsatilgan.
Mamlakat kelajagi, uning ijtimoiy va iqtisodiy taraqqiyoti ko’p jihatdan o’qituvchining qanday mutaxassis tayyorlashiga bog’liq. Zamon talabiga javob beradigan yetuk mutaxassisni esa faqat bilimli, tajribali va malakali o’qituvchilar tayyorlashlari mumkin.Kadrlar tayyorlashga mas’ul o’qituvchi esa tajribali, zamonaviy o’qitish texnologiyalaridan xabardor, texnik vositalardan, dars maqsadi va mazmuniga ko’ra samarali foydalana oladigan mutaxassis bo’lmog’i talab etiladi.
Zamonaviy dars—murakkab texnologik jarayon hisoblanib, unda texnik vositalar, kompyutertexnologiyasi, talabalardagi individuallikni hisobga olishni taqazo etadi.
Darsdagi muhim narsa o’qituvchi (ta’lim beruvchi) va o’quvchi (ta’lim oluvchi) munosabati, ularning birgalikdagi faoliyati hisoblanib, dars shakllarini aniqlashda ular hisobga olinishi zarur.
Ma’lumki, dars didaktik kategoriya hisoblanib ta’limning tashkiliy shakllaridan biri hisoblanadi va u bilimlar o’zlashtirishining hamda nutqiy ko’nikmalar va malakalar xosil qilinishining ma’lum bir tarkibi va qolipini ifodalaydi. U o’qituvchi va o’quvchining maxsus tartib va reja asosida tashkil qilingan faoliyati majmuasi ham hisoblanadi.
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Chet tili o’rgatishda o’qitish vositalari deganda chet tili o’rgatishda foydalaniladigan, qo’llaniladigan qurollar tushuniladi. Chet tili o’qitishning turli o’qitish vositalari mavjud. Ingliz tili o’qituvchisi ulardan foydalanib o’quvchilarga til materiallarini o’rgatadi, tushuntiradi, malaka va ko’nikma hosil qiladi. Ular yetishmasa yoki bo’lmasa biz o’quvchilarga, talabalarga ingliztilidan to’liq amaliy bilim berishimiz, ularni tarbiyalashimiz qiyinlashadi. Vositalarni qo’llash tez tushunishga, ongli o’zlashtirishga, xotirada saqlashda yordam beradi. O’qitish vositalari murakkab o’qitish tizimining tarkibiy qismidir.
Shu sababdan vositalarning o’rni muhim va ahmiyati kattadir.G.V.Rogova keyingi paytlarda ingliz tilini o’qitishda o’qitish vositalarini va o’qitish materiallarini qo’llanilishi to’go’risida to’xtalib, uni quyidagicha tariflagan:o’qitish vositalarini qo’llash yoki ulardan foydalanish deganda biz har xil turdagi shunday moslamalarni ko’zda tutamizki,ulardan biz ingliz tili materiallarini o’quvchilarga taqdim qilishda, ongida mustahkamlashda, malaka va ko’nikmalarni shakllantirishda, tekshirishda foydalanamiz. G.V.Rogova vositalarni ikkiga bo’ladi:
1.Mexanik bo’lmagan (non mechanical) 2.Mexanik bo’lgan (mechanical aids)
Mexanik bo’lmagan vositalarga sinf, magnit doskalarni, flanegrafni kirgizadi Sinf doskasida o’quvchi so’zlarni yozib, rasmlarni, jadvallarni ko’rsatish mumkin. Flenagrafni 30x40 santimetrli yoki qumli qog’ozni tarang tortib mustahkamlab tayyorlash mumkin. O’quvchi unga turli rasmlarni vaqtincha yopishtirib turishigava nutq vaziyatlarini hosil qilishga yordam beradi.
Magnit doska (a magnit board) orqali o’qituvchi turli rasmlarni, so’zlarni, yoki maqollarni, kartochkalarni o’quvchilarga ko’rsatib, darsni tashkil qilishi mumkin. O’qituvchi 30x40 santimetrli fanerga tunika yopishtirib uni tayyorlashi va asosiy doskaning bir chetiga osib qo’yishi mumkin. So’ng ko’rgazmalarni kichik bir magnit orqali vaqtincha unga yopishtirib qo’yib, dars jarayonida foydaliniladi. Mexanik vositalarga magnitafonli radio (a dromophone or record player) diafilm ko’rsatuvchi proyektorlarni (projektor), televizor, radio jihozlarini, o’qitish mashinalarini (teaching machine), til labaratoriyalarini kirgizadi.
Uning fikricha Magnitafon, radiodan inglizcha so’zlarning talaffuzini, matnning o’qilishini, maqollarni qo’llanilishini eshittirish, o’quvchilar nutqini yozishda foydalanish mumkin.
G.V.Rogova o’qitish vositalaridan tashqari yana o’qitish materiallarini ko’rsatadi. Ularga o’qituvchi kitobini (a teacher’s book), o’quvchi kitobini (pipil’s book), programmalashtirilgan dastur materiallarini (programmed materials), tinglash va ko’rsatish vositalarini kirgizadi.Ko’rish 30
materiallariga predmetlar, kitoblar, so’zlar, gaplar yozilgan kartochkalar, jadvallar, rasmlar, albomlar, kartalar kiradi.
Tinglash materiallariga esa ma’lumotlar, nutqlar, yozilgan plastinkalar, magnit lentalarni flogrammalari kiradi.
M.V.Lyahovski chet tilini yordamchi vositalari deganda o’qitish maqsadini, topshirig’ini, vazifasini unumli, foydali vaqt sarf qilib tezroq amalga oshirishga yordam beruvchi hamma materiallarni, o’quv jarayoniga kerak bo’ladigan vositalarni, qurollarni tushunadi.
M.V.Lyahovski yoradamchi vositalarni 2 guruhga bo’ladi. 1. An’anaviy (texnik bo’lmagan)
Biz darsda tehnik vositalarni qo’llaganimizda sun’iy ingliz tili muhitini yaratishimiz, ingliz tilining o’zini ko’rgazmali qilib ko’rsatishimiz, tinglab tushunishni o’rgatishimiz, hamda o’quv jarayonini faollashtirishimiz, jolantirishimiz, qiziqtirishni tashkil qilishimiz mumkin.
O’quv yurtlarida chet tilini o’rgatishda, chet tili dasturi muhim o’rin tutadi.Hozir o’zbek va rus tili o’qitiladigan maktablar uchun dasturlar alohida-alohida ishlab chiqilgan, nashr qilingan.Dastur tarbiyaviy, rivojlantiruvchi maqsadlar, chet tilini o’qitishda o’quvchining fikrlarini, xotirasini, estetik qarorlarini, mustaqil qiziqishini, o’zini-o’zi tarbiyalashni rivojlantiruvchi maqsadlar bilan xarakterlanadi.
Ingliz tili o’qitishdagi amaliy, ta’lim-tarbiyaviy va rivojlantiruvchi maqsadlar va nutq malakalariga qo’yiladigan talablar majmui ta’lim-tarbiya jarayonining barcha shakllari hamda turlarida, ayniqsa dars va darsdantashqari mashg’ulotlarda amalga oshiriladi.
Biz mana shu metod va usullardan foydalangan holda ―ingliz va o’zbek tillarida qo’shma gaplar‖ mavzusini o’quv jarayoniga olib kirish va o’qitishda uchraydigan moummolarga to’xtalamiz.
1.O’qituvchi darsga mavzuni olib kirishdan avval,o’zi darsga puxta tayyorlangan bo’lishi maqsadga muvofiq. Shundagina o’quvchilarga ko’zlangan maqsadli ma’lumotni berishi mumkin.
2.Avval boshida o’qituvchi o’zbek tilidagi qo’shma gaplar to’g’risida o’zbek tilida qisqacha ma’lumot berib o’tishi kerak. U dilidagi barcha gaplarni to’kib soldi va xonadan chiqib ketdi. Oynisa nimadir demoqchi bo’ldi,lekin o’zida jur’at topa olmadi Maqsadimiz shuki, bu voqeadan hech kim aziyat chekmasin. Gapning po’st kallasi shundaki, u hech kimga kerak emas. Shuni unutmangki, u bugunoq bu yerga kelsin. Quyidagi 3-4 ta misollar yordamida o’qituvchi misollarni doskaga yozgan holda o’zbek tilida qo’shma gaplar qanday vositalar bilan bog’lanishi haqida to’liq ma’lumot berib o’tadi.
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So’ngra ingliz tilida mavjud qo’shma gaplarga misollardan namunalar keltirib, o’quvchilarda mavzuga nisbatan ko’nikma hosil qiladi.
U kim bo’libdiki, men uni oldida bosh egsam, aytganini qilsam . Qo’shma gaplarda kesim 2 yoki undan ortiq bo’lishi va ular bir-biridan vergul bilan ajratilishini o’quvchilarga tushuntirishi kerak bo’ladi. So’ngra shundagina o’quvchilarga ingliz tilida qo’shma gaplarni misollar yordamida tushuntirish mumkin.
3. O’qituvchi avval, qo’shma gaplardan o’quvchilarga bir nechta misollarni doskaga yozgan holda va gaplar qanday vositalar bilan bog’langanligini tushuntirib o’tadi. He entered the room and found the letter under the books
We went to the village but no one wanted to help us The weather is what it was yesterday. The problem is that he can’t participate in the meeting. Shundan so’ng, ingliz tilida ergash gapli qo’shma gaplarni tushuntirish mumkin bo’ladi.
O’quvchilarda ergash gaplar to’g’risidatushuncha hosil bo’lgandan so’ng, mavzuni bir necha xil noan’anaviy va an’anaviy usullarda tushuntirish va o’quvchilarda ko’nikma hosil qilish mumkin. Darsni noan’anaviy usullarda olib borish yaxshiroq samara berish mumkin. Masalan, quyidagi noan’naviy darslarni joriy etish mumkin.
Sinf o’quvchilari yoki talabalar soniga qarab, ularni 2 yoki 3 guruhga bo’lib, kim tez, ko’proq, bexato qilib 5 minut ichida qo’shma gaplarga misollar tuzish. Bunda faol qatnashgan, ya’ni birinchi bo’lib bajargan guruh g’olib bo’ladi.
Tarqatmalar asosida dars tashkil qilish. Bu o’yinda o’qituvchi sodda gaplar yozilgan kartochkalarni stol ustiga qo’yadi va o’quvchilar ularni qo’shma gaplarga aylantirishlari kerak bo’ladi.
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3.Mavzuni o’rgatishda klaster usullaridan foydalanish ham katta samara berishi mumkin.
2-bosqich: Shu bilan bog’liq iboralar, so’z birikmalari hosil qilinadi: a big house, a nice house, a big nice house.
qiladilar. Ularning soniga ko’proq e’tibor beradilar. Ayrim grammatik xatolarni tuzatishga alohida to’xtalib taxlil qilinmaydi, chunki bu ularni ko’proq gap tuzish istagini so’ndirib qo’yishi mumkin.
When we came to our house there was nobody He is going to sell his house and leave his city soon. The problem is that they are not going to come their house back. O’qituvchi kartochkalarga qo’shma gaplarni ikki qismga ajratib yozadi, sinf o’quvchilarini ikkita kichik guruhlarga ajratadi, ularga kartochkalarga yozilgan qo’shma gaplarni tarqatadi va o’quvchilar gaplarni juftlaydilar, natijada qo’shma gaplar hosil bo’ladi. O’qituvchi gaplarni tekshirib, faol o’quvchilarni baholaydi. Individual ishlash turi. Bunda o’quvchilarning har biriga 1-2 tadan mustaqil ravishda qo’shma gaplarga misol tuzish aytiladi. Bunda o’qituvchi nazoratchi, o’quvchilar hakam vazifasini bajaradilar. Gap tuzgan o’quvchi o’rnidan turib, tuzgan gapini sinfga o’qib eshittiradi. Qolgan o’quvchilar o’qituvchi yordamida uning gapini xatosini topishga harzakat qiladilar va munosib baho beradilar. Jarayon shu holatda davom ettiriladi.
excellent mark on subject.
Biz didaktik o’yinlardan va interfaol metodlardan dars davomida ko’proq foydalansak, avvalo, dars qiziqarli bo’ladi va shu bilan birga o’quvchilarni tushunishi va esda saqlab qolishi yaxshiroq bo’ladi.
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3.2. Ingliz va o’zbek tillarida qo’shma gaplar hajmi va ularni mustahkamlash bo’yicha mashqlar tizimi
Metodik olimlarning fikriga ko’ra har bir yangi mavzu tushuntirib o’tilgandan so’ng u, albatta, mashqlar bajarish yo’li bilan mustahkamlanishi maqsadga muofiq bo’ladi. Mashqlar tizimi o’quvchilarning bilim darajasiga ko’ra tuziladi. Murakkab qo’shma gaplar asosan yuqori sinflarda o’tilganligi sababliquyida 8-9- sinf o’quvchilari uchun mo’ljallangan mashqlar tizimidan na’munalar keltirib o’tamiz.. 1-mashq. Quydagi sodda gaplarni kengaytirib, qo’shma gaplar tuzing.
2. They are very busy. 3. It’s too difficult to write a boring essay. 4. It being Sunday, I didn’t go to school. 5. It’s a party he is missing so many lesson. 6. The weather is terribly cold outside. 7. He never comes to this place back again. 8. He hurt his leg in the accident 9. They always quarrel because of lacking money. 2-mashq. Quyidagi gaplarni o’zbek tiliga tarjima qiling.
2. The question was how the matter to be kept quit. 3. The new information is that he never drops the study out. 4. I felt as if death had laid a hand on me. 5. It seems as if all these years I have been living under the false pretences 6. The thing to be settled on new is whether anything can be done to save him. 7. Our attitude simply is that facts are facts. 8. My dear boy, the difference between you and me is that you give too easily. 9. The trouble is that whether they have come or not. 10. The problem was that I have lost my test list. 11. The whether is what it was the day before 12. The question is whether they will be able to help us in gardening 3-mashq.Quydagi gaplarni mos bog’lovchilar bilan bog’lang. What, that, how, why, as if. 34
1. It was… these men and women had matured. 2. That was… she did this morning on reaching the office… 3. This was… he had looked at Bosiney 4. What I am not quite sure about is… you are to get across. 5. That was… you never not one fit frightened. 6. The weather is …it was yesterday. 7. The fact was… Mike has friends. 8. The trouble is… they had never come here. 9. The truth is… I dare not do such a work. 10. I felt… death had laid a hand on me. 4-mashq. Make one sentence from each group of sentences, beginning as shown. 1. The hotel was full of guests. The hotel was miles from anywhere. The guests had gone there to admire the scenery. The hotel, which was miles from anywhere, was full of guests who had gone there to admire the scenery. 2. I lent you a book. It was written by a friend of mine. She lives in France. The book I………………………………………………………………………………………… 3. A woman’s jewels were stolen. A police officer was staying in the same hotel. The woman was interviewed by him. The woman whose………………………………………………………………………………….. 4. A goal was scored by a teenager. He had come on as substitute. This goal won the match. The goal which…………………………………………………………………………………. 5. I was sitting next to a boy in the exam. He told me the answers. The boy I…………………………………………………………………………………………. 6. My wallet contained over 100. It was found in the street by a schoolboy. He returned it. My wallet, ………………………………………………………………………………………… 7. My friend Albert has decided to buy a motorbike. His car was stolen last week. My friend Albert, ………………………………………………………………………………….. 8. Carol is a vegetarian. I cooked a meal for her last week. She enjoyed it. Carol, ……………………………………………………………………………
TEXT.1. Read the text and fill in the following chart.(matnni o’qing va quyidagi jadvalni to’ldiring) 35
Things go better with COCA-COLA . Coca –Cola is enjoyed all over the world. 1.6 billion gallons are sold every year, in over one hundred and sixty countries. The drink was invented by Dr John Pemberton in Atlanta as a health drink on 8 May 1886, but it was given the name Coca-Cola by his partner, Frank Robinson, because it was originally made from the coca (cocaine) plant. In the first year, only nine drinks a day were sold. The business was bought by a man called Asa Candler in 1888, and the first factory was opened in Dallas, Texas, in 1895. Coca – Cola is still made there. Billions of bottles and cans have been produced since 1895, but the recipe is still kept secret! Diet Coke has been made since 1982, and over the years many clever advertisements have been used to sell the product. It is certain that Coca- Cola will be drunk far into the twenty-first century. THE CHART. Compound sentences 1.
1. 2.
2. 3.
3. 4.
4. 5.
5.
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Merry – Go – Round! The costumers at the funfair were leaving (and/but) the lights were going out. The last two people on dodgem cars paid (and/so) left. The big wheel stopped (for/and) the merry – go – round stopped (as well/not only). The stalls closed down (so/and) the stall owners went home. At 2 a.m. four nightwatchmen walked round the funfair, (but/so) there was no one to be seen. I’m fed up walking round, one of them said, (yet/and) what can we do? We can (or/either) play cards (either/or) sit and talk. They were bored, (so/for) there was nothing to do on this quiet warm night. We can have a ride on the merry – go – round! One of them cried: ―That’ll be fun!‖ Three of them jumped on merry – go – round horses (yet/and) the fourth started the motor. Then he jumped on too (and/but) round they went. They were having the time of their lives, (but/so) suddenly realized there was no one to stop the machine. They weren’t rescued till morning (and/but) by then they felt very sick indeed! Topshiriq. Matnni o’zbek tiliga tarjima qiling va qo’shma gaplarni bog’lovchi vositalar o’zbek tilida qanday ifodalanayotganligiga e’tibor bering.
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