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
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5-mashq. Match the line A with the line B. A B 1. He opened the door, she was reading a book 2. When I came home and went out immediately 3. I started bodybuilding and I needed help 4. I was doing a crossword when I was a teenager 5. I was having a shower and I write articles for a car magazine 6. I enjoy motor racing when the phone rang 7. I didn’t go out much and carries a coloured cloth bag 8. She wears a black hat because I had a terrible cold 9. She was going to come to the party and you are free now 10. The lesson is over but nobody invited her
Ta’lim jarayonining samaradorligi, o’quv materialini o’quvchilar tomonidan chuqur o’zlashtirilishlarining eng muhim omillaridan biri-o’qitish usullari hisoblanadi. Bilim, ko’nikma va malakalarning shakllanishi uchun qo’llaniladgan ta’lim usullari o’quv maqsadi, til materialining hususiyati, o’quvchilarning bilim darajasi, qiziqishari asosida 37
tanlab olinadi. Ular texnologik jarayon qismlarining bir-biri bilan bog’lab turuvchi muhim didaktik bo’g’in hisoblanadi. Shuningdek, ta’lim usullari o’qituvchi va o’quvchilarning ta’lim jarayonida hamkorligini amalga oshiruvchi vosita hamdir. Ma’lumki, ta’lim jarayonidagi o’qituvchi va o’quvchi hamkorligining natijasi o’qitish oldiga qo’yilgan maqsadga erishilishini, ya’ni loyihalashtirilgan bilim ko’nikma va malakalarning o’quvchi tomonidan o’zlashtirilishidir. Pedagogik texnalogiyaga oid adabiyotlarda ko’rsatilishicha ta’lim beruvchi va ta’lim oluvchining maqsadlarining amalgam oshiruvchi vazifani ta’lim usullari bajarar ekan. Ma’lumki, o’quv jarayonida ta’lim beruvchi va ta’lim oluvchining maqsadi va faoliyati har xil bo’lsada, ko’zlangan natijaga birga erishiladi. Bunga esa faqat birgalikdagi faoliyat hamkorlik faoliyati bilan erishish mumkin. Shuning uchun ham darsning tashkil qilishda o’qituvchi va o’quvchilarning o’zaro hamkorligi bir-biriga ishonch va hurmat asosida tashkil qilinishi maqsadga muofiq. Ushbu usullar chet tili o’qitishdagi mashq qilish va nutqiy vaziyatlarda qo’llash bosqichlarida maqsadli foydalaniladi. Shuning uchun ham qaysi usuldan qaysi vaziyatda va qanday foydalanish o’qitish oldiga qo’yilgan maqsad va o’quv materialining harakteridan kelib chiqib aniqlanadi. Didaktik o’yinlar o’quvchining diqqatini bir joyga to’plashgayordam beradi, keng va erkin fikrl ashga unda ydi. Mashx urpsixolog N. I. J inki nni ng ―tilni o’rganishda kishi o’qituvchining nazoratidan o’zini -o’zi nazorat qilishga o’tsagina ko’zlagan maqsadga erishish mumkin‖ degan fikri qiziqarlidir. Biz ushbu fikrlarga qo’shilgan holda didaktik o’yinlarni dars jarayoniga ol ib kirishni quyidagi o’yin namunalari misolida keltiramiz. Bu didaktik o’yinlar jarayonida o’quvchilar bevosita o’zini –o’zi boshqarishga o’tadi va erkin muloqot qilishga o’rganadi. O’qituvchi o’quvchilarga quyidagicha buyruq beradi : Pleas e, ask each othe r’s nam es and up a line according t o the firs t let ter of your nam es. Har bi r o’quvchi o’z o’rtoqlaridan i sml ari ni i ngliz tilida s o’ra ydi , ismlarini bosh harfiga ko’ra АВС tarzida joylashadilar. Masalan: Aziza, Botir, ―Count one, two‖ buyrug’i beriladi. O’q uvchilar ―bir, ikki‖ deb sanab, ―birlar‖ bir tomonga , ―i kkil ar ‖ bi r tomonga t uradil ar . Shunda y qili b, qatnashuvchil ar teng ikkiga ajraladilar, masalan, sinfda 16 nafar o’quvchi bo’lsa 8 tadan yoki 20 nafar bo’lsa 10 t adan kabi. Har bir guruh a’z olari bi r-biri ga qaram a – qarshi stol at rofida o’t iradilar. Har bi r i shti rokchi al ohida qog’ozga bitt adan so’z yoz adi, qatnashuvchilar soni nechta bo’lsa , shuncha so’z yozadil ar, ya’ni 1 6
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nafar o’quvchi bo’lsa, ular ikkiga ajralganda 8 nafar ishtirokchi bo’ladi va qog’ozga 8 ta so’z yoziladi . Masalan:yesterday, door, open, cry, letter, already, to be em barrass ed, l ong s o’zl ari bo’lis hi mumkin. Ana s hu 8 ta s o’z yoz il gan qog’ozlar o’zaro almashtiriladi. Har bir guruh raqib guruhning yozgan so’zlari ishti roki da nutqi y holat t uzadilar. So’ngra t uzil gan hol atl ar o’qib eshitti ril adi. Nutqiy holat quyidagicha tuzilgan bo’lishi mumkin : Yesterda y wen t to s leep ver y l at e. I was awoken b y l oud knocking of the door. I was so afraid who mi ght knock at the door at mi dni ght. I d i dn’t open m y eyes and I didn’t answer, but knocking of the door didn’t stop. Then I cried who it was. I had thought that post officer brought me a l ett er. I st ood up immediately. It was already morning. It was «who» embarrassed for my long sleepi ng. Bu o’ yinlar j ara yoni da o’quvchi o’z fikrini chet til ida o’qi tuvchi ga emas, balki o’rtoqlariga aytadi , bu esa unda xato qilishdan qo’rqish hissini yo’qotadi. O’yin davomida yo’l qo’yilgan xatolar o’yin yakunida o’rtoqlari yoki o’qituvchi tomonidan to’g’rilanadi. Darslarni didaktik o’yinlar orqali o’tkazish hozirgi kunda keng tadbiq etilayotgan yangi zamonaviy metodlardan bo’lib, bu har ikki tomon uchun manzur va ma’qul bo’lgan usuldir. Ta’lim va tarbiyaga yo’naltirilgan didaktik o’yinlar jarayonida o’quvchilar o’zini darsda emas o’yinda qatnashayotganini his qili b, o’zlaridagi bor bilimini va m ahoratini i shga soli di ham da g’al aba qozonishda o’rtoqlariga yordam beradi. Bu jarayonda o’qituvchi auditoriyadagi barcha o’quvchilarni darsga ishtirokini ta’minlaydi va u larni darsga teng jalb qila oladi hamda o’quvchilarni bilimini tekshirib baholaydi.
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Plan of the lesson Date: ―__‖_______, 2014__ Subject: Practical grammar of the English language Theme:The size of the composite sentences and their translation. Objective: improving the knowledge in grammar according to the theme, developing skills and habits of using adverbial clauses of place and to practice their conversational skills according to the theme.
1) text book;
2) blackboard;
7) technical aids: 3) computer set;
a) сomputer; b) projector; c) CD player; 4) summary of the lesson;
8) dictionaries; 5) handouts;
9) slides; 10) presentation. Time: 80 min The course of the lesson: I. The preliminaries of the lesson : (10 min) a) Greeting b) Calling the register c) Exchange of questions and answers on the daily news (good and bad), making reports d) Checking up the homework ( the last theme is simple sentence) In order to check up the last theme the teacher should have cards wich have been written ―parts of sentence ‖ on it. At ferst, teacher should devide the group into three or four small subgroups. There is a lake with colourful fish, like green, red, pink and yellow, in it. Every student come to the lake and fish, and by this way they find out their group. When the small groups have their seats, the teacher order them make up simple sentences. After students finish the task, teacher call one group, for example, ―red
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fish‖group, to the blackboard and give them the cards. The members of the other groups read the sentences and the students of the ―red fish‖ group change their position and make the formula of the sentences. The teacher will check and correct them. Turn by turn each group do this activity. At the end the actives are estimated with good marks.
In this sentence we-subject, bought – predicate, a new – attribute, car – object, last week – adverbial modifier of time. And the students take the cards and change their position as follows. Hometask should be checked up with everybody. Written homework Oral homework Exchange of questions and answers on the homework Assessment / Evaluation II. Presentation of the new material 1) Preactivities: (20 min) a) Brainstorming on compound sentences. Before starting the lesson it will be better if the teacher begin it with extraordinary way. For example, teacher asks students what their daily routine look like. Each student makes up a simple sentence using ―I get up at…‖, ―I wash….,‖, ―I brush….‖ and then teacher make them put their sentences into one with the conjunction ―and‖. The simple sentence will change into the compound one. For example: I get up at 6 in the morning. I do my morning exercises.
And in next step teacher will choose other two students, and order them to say their daily routine by comparing with their friend’s. While comparing students will use the conjunction ―but‖. For instance: I get up at 6 in the morning but she gets up at 7.
SUBJECT
OBJECT
PREDICATE
ADVERBIAL MODIFIER
ATTRIBUTE
SUJECT
PREDICATE
ATTRIBUTE
OBJECT ADVERBIL
MODIFIER of TIME
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This kind of approach to the teaching process helps students to be attentive and to raise their motivation to the lesson. b) Presentation of the new material, exchange of questions and answers, reactions to them: The part of presentation is one of the main parts of the lesson. First of all, teacher explain compound sentences and their types in Modern English. And then at this part it is possible to give a new information on discussing a new theme. Teacher’s presentation must include all about compound sentences: classification and structural-semantic types of compound sentences, their translation into uzbek and other important information about it. c) Grammar topic: Developing skills and habits of using the Compound sentences. Developing skills and habits of using the compound sentences. Techer gives and shows cards or grammar slides on the projector to continue compound sentences. And then teacher gives exercises in order to drill the studied materials. 2)While (during) activities: (20 min) Drilling (exercising) Exercise 1. Join these simple sentences to make sentences. Use the words in brackets. Compound sentences with the same subject. 1.I took the shoes back to the shop. I complained about them (and). I took the shoes back to the shop and complained about them. 2. Your mother phoned this morning. She didn’t leave a message (but) 3. I can leave now. I can stay for another hour.( I can either….or.) 4. Jim built his own house. He designed it himself. ( Jim not only… but….as well ) 5. I don’t know what happened to him. I don’t care (I neither ….nor) 6. My new assistant can type very well. He hasn’t much experience with computers (but) Exercise 2.Translate the following sentences into uzbek.
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1.The taxi stopped at the station and two men got out of it. 2. Either you can give me some advice or your colleague can. 3.We got ready to get on the train but it didn’t stop. 4.No onewas in when we called so we left a message. 5.We didn’t want to get home late after the film, so we went straight back. 6.The old lady was nervous for she wasn’t used to strangers calling late at night 7.I have always wanted to live in the country but my parents prefer to live in town. 8.The letter has been lost or the postman has delivered it to the wrong address. 9.For a moment the top of the mountain was visible and then a cloud covered it. 10.Jane was a successful career woman yet her mother wanted her to be a housewife. Exercise 4. Translate the following adverbial clauses of place into Uzbek. Find out its linguoculturologic features. 1. Write them down and place them where you can see them each day - at home, at work, in your car, in your wallet, in your purse, in your briefcase, anywhere and everywhere. 2. That way at any time wherever you are and whatever you are doing you will always have your daily dose of motivation. 3. The world has the habit of making room for the man whose words and actions show that he knows where he is going. 4. It can be the best place in the world for you where you can feel safe, calm, and free. 3)Postactivities (30 min) 43
clause of place. (10 min) In this part of the lesson teacher can ask students to work in groups (of 3-4 members) to talk on the topic ―Where do you want to go abroad‖ using complex sentences with adverbial clause of place and giving in their speech culturological uniques of that country. b) Competitive activities: In this kind of activity teacher divides students into 6 groups and distributes handouts on which there is a text about one of the continents: The USA, The South America, Eurasia, Africa, Australia, and The Antarctic. (20 min)
Group 1 – The United States of America. - Group 2 – The South America - Group 3 – Eurasia - Group 4 – Africa - Group 5 – Australia - Group 6 – The Antarctic. It will be better if teacher hang a map to the blackboard in order to help students to imagine continents` geographical position and react during retelling.
students pay more their attention linguoculturological features of each sentence. 44
After some reading they prepare for retelling it to other groups by exchanging on each students` position into other group members. Tis kind of method is called ―BBB‖ that is – BILMAYMAN, BILISHNI XOHLAYMAN, BILDIM. This activity helps teachers to organize each students in the group and develops students` reading, speaking and listening skills.
Rebus Crosswords Tongue twisters 3) Home task Written: to write an essay under the following topic ― Where there is a wish, there is a way‖ using complex sentenves with adverbial clause of place (use no less 250 words).
Oral: be ready to retell it. 4) Assessment / Evaluations for activeness in class Students should be evaluated after the lesson taking into a consideration their being active (activeness).
Yurtimizda olib borilayotgan ham iqtisodiy, ham ta’limdagi islohotlar, milliy taraqqiyotning ustuvor yo’nalishlari ijrosi natijalari butun dunyoda O’zbekistonning siyosiy iqtisodiy va ta’lim jabhalarida o’ziga xos muvaffaqiyatlarga erishayotganining in’ikosi sifatida qabul qilinmoqda. Ayni paytda men yurtboshimiz o’z ma’ruzasida aytib o’tgan fikrni keltirmoqchiman: ‖Ya’ni, erishilgan bunday marralar –barqaror rivojlanibborayotgan iqtisodiyotga asoslanib, aniq demokratik, huquqiy davlat qurish, inson, uning ma’naviyati, ta’lim masalalari, so’zda emas, amalda oliy qadriyat darajasiga ko’tarilgan, jahon miqyosida obro’-e’tibor qozongan jamiyat barpo etish borasida biz o’z oldimizga qo’ygan yuksak maqsadga qaratilgan uzoq va murakkab yo’lning bir qismi xolos‖ 45
Demak, yuqoridagi fikrda ta’riflanganidek, hali biz yoshlar amalga oshiradigan vazifalar ko’p. Shu vazifalardan biri bu mustaqil O’zbekistonimizga har taraflama chuqur bilimga ega, to’g’ri va keng fikrlovchi, elim deb, yurtim deb yonib yashovchi o’qituvchilardan biri bo’lib yetishishdir. Ulg’ayib kelayotgan yosh avlodga ilm sirlarini o’rgatib, hozirda jahon talablariga mos keluvchi kadrlarni tarbiyalashdir. Shu o’rinda men hozirda chet tillarni o’rganish naqadar muhim ekanligini ta’kidlab o’tishimga hojat yo’q. Muxtaram yurt boshimiz oxirgi yillarda so’zlagan nutqlarida hozirda ingliz tilini o’rganish naqadar dolzarb masala ekanini ta’kidlab o’tmoqdalar. Bu fikrlardan xulosa chiqargan holda, men ham o’z bitiruv malakaviy ishimda ― Ingliz va o’zbek tillarida qo’shma gaplar hajmi qiyosiy tahlili va ularni tarjima qilish hamdao’qitish muammolari‖ mavzusiga qo’l urib, prezidentimizning chaqirig’iga labbay deb javob berishga axd qildim.
Mazkur ―Ingliz va o’zbek tillarida qo’shma gaplar hajmi qiyosiy tahlili va ularni tarjima qilish hamda o’qitish muammolari‖ bayonidagi bitiruv malakaviy ishga o’z yakunlovchi xulosamni berar ekanman, ish o’z kutilgan natijasini berdi deb o’ylayman. Albatta, ushbu mavzu o’z yechimini to’liq va mukammal darajada topolmagan taraflar ham bo’lishi mumkin, lekin ko’zlangan maqsadga imkon qadar yaqinlashishga harakat qildim va buni uddaladim degan umiddaman. Ushbu bitiruv malakaviy ishni yoritish jarayonida ko’plab ilmiy, nazariy hamda amaliy va badiiy adabiyotlarga murojaat qildim. Ko’plab yirik olimlarning bu sohadagi nazariy yondashuvlariga va fikrlariga duch keldim va tanishib chiqdim, qolaversa, bu sohadagi nazariy yondashuvlariga vafikrlariga duch keldim va tanishib chiqdim, qolaversa, ularning ushbu mavzuga daxldor tomonlarini bir joyga jamlab, o’rganishga harakat qildim. Shuningdek, ushbu mavzuni yoritishda har ikki tildagi shakllar bilan ham tanishib chiqdim va bundan ikki tildagi qo’shma gaplar hajmini qiyosiy jihatdan o’rganishda foydalandim. Ishni mazmunan boyitishga, qo’yilgan maqsad va vazifalarning yechimini topishga, har bir yangiliklarni misollar yordamida tushuntirib berishga harakat qildim. Ushbu bitiruv malakaviy ish ishga kirish, uch bob, xulosa va foydalanilgan adabiyotlar ro’yxatidan iborat shaklda yaratildi. Ushbu boblar haqida quyidagicha umumiy xulosalar qilishimiz mumkin. Ishning kirish qismida hukumatimiz tomonidan biz yoshlarga berilayotgan yuksak e’tibor va imkoniyatlar haqida so’z borib, shuningdek, kadrlar tayyorlash milliy dasturining amaldagi ro’yobi xususida fikrlar keltirilgan. Qolaversa, mazkur malakaviy ishning dolzarbligi, ilmiy yangiligi, mavzuning ob’ekti, uning nazariy va amaliy qiymati va predmeti ham ishning kirish qismida keltirilgan. 46
Ishning birinchi bobi hozirgi zamon tilshunosligida qo’shma gaplar nazariyasi bo’lib, unda hozirgi zamon tilshunosligida qo’shma gaplarning o’rganilganlik darajasi, shuningdek qo’shma gaplar hajmi va ularning tasnifi yoritib berilgan. Ishning ikkinchi bobi ingliz va o’zbek tillarida qo’shma gaplar hajmi qiyosiy tahliliga bag’ishlanadi. Ushbu bobda ingliz va o’zbek tillarida qo’shma gaplar hajmi haqida keng mulohaza yuritiladi. Ularning ingliz va o’zbek tilshunoslari tomonidan hali tasnif etilmagan struktural-semantik guruhlari saralanadi va misollar asnosida o’xshash va noo’xshash tomonlari yoritiladi. Ishning uchinchi bobida ingliz va o’zbek tillarida qo’shma gaplar hajmi, ularni o’zbek tiliga tarjima qilish hamda maktablarda o’qitish yuzasidan metodik tavsiyalar berilib, mavzu yuzasidan o’quvchilarda malaka va ko’nikma hosil qilishdagi eng qulay va foydali metodlardan foydalanish bo’yicha uslubiy tavsiyalar va mashqlardan namunalar keltirib o’tilgan. Umumiy qilib aytganda, ushbu bitiruv malakaviy ishimda ingliz va o’zbek tillarida qo’shma gaplar hajmi qiyosiy tahlili bir qadar rivojlantirildi, ularning o’xshash va noo’xshash jihatlarini ochib berishga harakat qildim, ularning tarjimasi va o’qitilishi bo’yicha tegishli uslubiy tavsiyalar ishlab chiqdim va amaliyotga havola etdim. Ushbu ilmiy izlanishim nafaqat qiyosiy tipologiya, balki grammatika, metodika fanlarini ham oz bo’lsada boyitishgaxizmat qiladi degan umiddaman.
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