nyuuzyou/kompy huggingface dataset:
Man - Efl prepare Teacher's Book Grade 8

269
STUDENT’S BOOK AUDIOSCRIPTS
Joe:
No. I called the museum and asked for a job. At first,
they said no, but I tried again, and they said yes!
Girl
: Wow! Well done Joe – that’s brilliant!
Culture: Saturday jobs, Student’s Book page 45
Olivia:
Hey Dad. Can I ask you something?
Dad:
Sure. Go ahead.
Olivia:
I’m thinking of getting a Saturday job.
Dad:
Really? Why’s that?
Olivia:
Well, it’s good experience, and I can earn some
extra pocket money.
Dad:
Sounds good to me. What ideas have you got?
Olivia:
Mrs Wilson needs someone to help in the garden.
Dad:
You have experience helping us in the garden and
you’re good with plants. She has a big garden
behind her house, right?
Olivia:
Yes, she does. The only problem is she needs
someone on Saturday mornings, and I have piano
lessons then.
Dad:
Hmmm. Any other options?
Olivia:
Well, there’s a job offer in the newspaper for
someone to do a paper round.
Dad:
Where?
Olivia:
In the town centre.
Girl:
What time did you start?
Joe

270 STUDENT’S BOOK AUDIOSCRIPTS
Lottie:
Thanks! My parents
gave me a new phone before
the holiday. It’s got a great camera. What about
you Callum? How was your holiday? Where did
you go?
Callum:_It_was_fine._There_was_just_one_day_when_it_rained,_and_we_changed_our_plans_for_the_day._Lottie'>Callum:_It_was_awesome!_I_went_to_Istanbul,_in_Turkey._We_stayed_at_a_little_hotel_in_the_city._Lottie:_Really_What_did_you_do_Callum'>Callum:
It was awesome! I went to Istanbul, in Turkey. We
stayed at a little hotel in the city.
Lottie:
Really? What did you do?
Callum:
We went sightseeing every day. I saw some really
interesting places.
Lottie:
Oh no, I hate sightseeing!
Callum:
What? It’s the best thing about holidays!
Lottie:
Well – I don’t think so! Anyway – what was the
weather like?
Callum:
It was fine. There was
just one day when it rained,
and we changed our plans for the day.
Lottie:
And what about shopping? Did you buy me a
present?
Callum:
Of course I bought you a present.
Lottie:
Really? What is it?
Callum:
It’s Turkish Delight. It’s a kind of sweet.
Lottie:
Oh great, I love sweets. Thanks, Callum. Er,
Callum – the box is open!
Callum:
Oh … yes … sorry, Lottie! But I only ate one, I
promise!
Unit 7, Student’s Book page 49
Marion:
This happened six months ago. I went to
Scotland for a holiday with my family. We went
to a small island and
it took a very long time to
get there! We left home in the evening and took a
taxi to the train station. First, we bought a ticket.
Then we got on the train. It was a special train
with beds and we slept really well. Anyway, we
arrived in Scotland in the morning. We had some
breakfast and then we got on a coach. I sat next
to my brother. He ate
sweets and listened to loud
music all the way! When we got off the coach,
we got onto a boat. I enjoyed it, but my brother
didn’t feel very well. Mum said it was because
of all the sweets. Then, when we arrived at the
island, we caught a bus to our hotel. It’s funny –
We now know there’s an
airport on the island and
you can fly there! Next time we’ll do that.
Unit 8, Student’s Book page 53
George:
Hi, my name’s George. You asked me about my
favourite place. That’s a difficult one. Let me
explain. I don’t really have anywhere of my own
because our flat’s too small, and we don’t have a
garden. I share
a bedroom with my brother, so I
don’t get much time to myself. But when he goes
out or goes to play with his friends, I can be alone
in our bedroom, and
at those times the bedroom
is my favourite place. I put all the cushions on my
bed, lie there and read. What do I like reading?
Well, mostly stories and sports magazines.
Abby:
Hello, I’m Abby. My favourite place – hmmm let
me think …
OK, don’t laugh – my favourite place isn’t
anywhere inside the house. It’s outside, in the
Efl prepare Teacher's Book Grade 8 - bet 224

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Bog'liq {teacherscom library} EFL Grade 8 TBDad:
Do you have any experience for a job like that?
Olivia:
No, not really. I don’t have any experience, and I
haven’t got a bike.
Dad:
How about dog-walking? My friend Daniel’s son
walks dogs in the park.
Olivia:
Really?
Dad:
Yes, I see him on Saturday afternoons. He’s always
there with three or four small dogs.
Olivia:
That sounds like a lot of dogs!
Dad:
Well, you’ve experience walking
our
dog and it’s
bigger than the dogs Robert walks. Speaking of
walking dogs, it’s time for you to take Pongo for his
walk.
Olivia:
OK Dad. Can you call your friend for me?
Dad:
Of course!
Unit 7, Student’s Book page 46
Callum:
How was your summer holiday, Lottie?
Lottie:
It was brilliant, Callum! We went camping and
stayed at a really nice campsite in France. We
could walk to the beach in five minutes! My friend
Annabel came with us and we swam in the sea
every day and rode our bikes. I didn’t want to
leave!
Callum:
Did you get up early every day?
Lottie:
Of course not! We got up late and we went to bed
late. We had a really good time. We lay on the
beach and did lots of water sports too.
Callum:
Did you take any photos?
Lottie:
Yes, I did. I took hundreds of them! Look, here’s
one.
Callum:
Wow, that’s good!
52
54
Dave:
So Janet, tell us about the moment in history you
remember.
Janet:
Well Dave, I remember something that happened
in the 1960s. I lived with my mum and dad and
older brother in a flat in the city. There were no
computers, or mobile phones in those days, you
know. There were televisions, but only black and
white ones.
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Dave:
What do you mean Janet, black and white ones?
Janet

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Dave:
What do you mean Janet, black and white ones?
Janet Pdf ko'rish
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Bog'liq {teacherscom library} EFL Grade 8 TBDave:
What do you mean Janet, black and white ones?
Janet:
I mean the televisions only showed black and
white films and programmes; there was nothing in
colour!
Dave:
That’s not like today, Janet!
Janet:
I know. You didn’t know what colour people’s
clothes were, or anything like that! Anyway, the
day I want to tell you about was in 1967. It was
the day colour televisions arrived in the shops. My
dad wanted to get one of the first ones. So he and I
waited outside the shop early in the morning. Then
when it opened, we hurried in to buy one. My dad
and uncle carried it back to our flat in its box. It
was big and heavy, and it was hard work for them
to carry it up the stairs to the flat. We were all so
excited. When everything was ready, Mum turned
on the TV, we waited and then – there was the
picture … in colour!
Dave:_A_great_moment!_Janet_:_Yes,_and_the_first_programme_we_watched_was_tennis_–_green_grass,_white_balls_–_it_was_fantastic._Dave'>Dave:
A great moment!
Janet
: Yes, and the first programme we watched was
tennis – green grass, white balls – it was fantastic.
Dave:
And now everything we see on TV is in colour, and
we don’t think about it.
Janet:
Yes, I know. Things change so fast.
Dave:
Well, thank you Janet for sharing your memory
with us.
Janet:
Thank you Dave. Bye.
Dave:
Goodbye Janet.
Unit 6, Student’s Book page 43
Girl
: Hi Joe. How was your job last week?
Joe:
It was great. I loved it.
Girl
: Where did you work?
Joe:
I worked in the museum.
Girl
: Oh no! That sounds boring.
Joe:
It wasn’t boring, it was fun!
Girl
: Really? What did you do all day?
Joe:
I worked in the museum shop. I talked to the
customers. I helped them find things to buy, and I
answered their questions.
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chart.ChartAreas[0].AxisX.Title = 
"U – Граница вход-выход

МЕЖДУНАРОДНАЯ НАУЧНО-ТЕХНИЧЕСКАЯ КОНФЕРЕНЦИЯ
АКТУАЛЬНЫЕ ПРОБЛЕМЫ ЦИФРОВИЗАЦИИ ЭЛЕКТРОМЕХАНИЧЕСКИХ И
ЭЛЕКТРОТЕХНОЛОГИЧЕСКИХ СИСТЕМ
60
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MaskInputRejectedEventArgs e) {}private void backgroundWorker1_DoWork(object
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Рис.4. Cтатические U
вх
=
f
(U
ср
) характеристики ПС с
повышенным КПД при разных
частотах ФП полученная в программе C Sharp-C#
Рис.5. Нестабильность
статической характеристики ПС с
повышенным КПД при разных частотах ФП полученная в программе C Sharp-C#
По результатам экспериментальных и расчетных статических характеристик
выявлены
высокие электротехнические
показатели ПС, в частности,
коэффициент
стабильности по входному напряжению составляет 90-95%, КПД при широком
диапазоне изменения мощности нагрузки находится в пределах 0,8-0,9.
Таким образом, из экспериментальных- построенных графо-аналитическим
методом и расчетных- полученных моделированием в программе C Sharp-C#
МЕЖДУНАРОДНАЯ НАУЧНО-ТЕХНИЧЕСКАЯ КОНФЕРЕНЦИЯ
АКТУАЛЬНЫЕ ПРОБЛЕМЫ ЦИФРОВИЗАЦИИ ЭЛЕКТРОМЕХАНИЧЕСКИХ И
ЭЛЕКТРОТЕХНОЛОГИЧЕСКИХ СИСТЕМ
61
статических характеристик очевидно, что ПС является практически идеальным
управляемым стабилизирующим устройством,
при этом колебание величины
входного напряжения и изменение значения нагрузки компенсируется
регулированием частоты.
95 - Efl prepare Teacher's Book Grade 8

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Bog'liq {teacherscom library} EFL Grade 8 TB09
95
2
Ask the students to look at the pictures first and say what
the difference is between each pair. Encourage them to
use the vocabulary in Exercise 1. For example:
1 A His arm hurts.
1 B His leg hurts.
2 A She’s got a headache. 2 B She’s got a stomach ache.
3 A He’s got a cold.
3 B He’s got a temperature.
Point out that the students may hear information about
both pictures but only one is the correct answer. For
example:
Coach:
What’s wrong, Martin? Is your arm OK?
Boy:
My arm’s fine. It’s my leg! It really hurts.
Play the recording at least twice. After the students have
listened to the recording, ask stronger students to say
why the other picture is not correct. (
1 A His arm is fine.
2 B She hasn’t got a stomach ache. 3 B He hasn’t got a
temperature.
)
Answers
1 B 2 A 3 A
3
Ask the students to try to match the advice to the
health problems before they listen again. Point out that
this advice does not appear in the same order on the
recording. With a weaker class, play the recording for a
third time and stop it after each piece of advice.
Answers
don’t do any sports 3
don’t walk 1
eat fruit and vegetables 3
rest 3
don’t watch TV late 2
go to sleep now 2
go to hospital 1
drink a lot 3
4
First, write the table below on the board (without the
examples) for the students to copy into their notebooks,
and brainstorm a few examples from the class (see
suggestions below). Ask the students in pairs to write
down two or three more examples in each column. Write
the ideas from the pairs onto the board in the correct
column. Then, encourage the pairs to take turns to ask
and answer the questions using the ideas in the table.
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Teacher: 
[holding head] What’s the matter with me?
Student A

160 UNIT 13
In the past, people didn’t need sports like
running to stay healthy because they
were very active. But these days, many of us
spend most of the day sitting down. This means
we need to get some exercise in our free time,
and running is a cheap and easy way to do it. It’s
more fun than doing boring exercises in a gym,
and all you need is a good pair of trainers and
some comfortable clothes. Also, it’s a sport that
people can do at any age – for example Fauja
Singh fi nished a marathon at the age of 101!
To make running interesting, you can
enter a race. Fun runs are very popular.
These are often 5 km long and are great for
beginners. You can run with your friends
and maybe dress up. For fi tter people,
there are half-marathons, marathons,
or even ultra-marathons. These can be
70–400 km long. One of the most famous
is the Marathon des Sables which takes six
days and goes through the Sahara desert.
Running is fun and scientists say it is
one of the best ways to keep fi t. However,
make sure you don’t do it every day – it’s
important to have a rest between runs. Running
improves the health of almost every part of your
body, including your brain. It can make you feel
happier and healthier, and live longer. It also
helps you sleep well, and that gives you the
energy to enjoy your life more. Perhaps it’s the
perfect sport!
1
What is so great about
3
2
Yozuvning gigienik va metodik shartlari haqida umumiy

94
bel va oyoq tomirlari hamda asab torlari ancha taranglashadi. Shuning uchun
o‘qituvchilar bu jarayonni
sezgirlik bilan kuzatadilar, barmoq va qo‘l
muskullarining harakat tezligi, partada to‘g’ri o‘tirishi, umuman o‘quvchilarning
jismoniy va ruhiy holati hamda tayyorgarligini hisobga oladilar.
Tabiiyki, yozish va o‘qish jarayonlari dastlabki bosqichlarda jismoniy va
ruhiy siqilishlar ostida o‘tadi. Bola birinchi mushkilot va muvaffaqiyatsizlikni
qiyinchilik bilan hazm qiladi. Shuning uchun jismoniy va ruhiy zo‘riqishlar ham
kutilgan samarani bermaydi. O‘quvchi o‘z
xatosini sezadi va tushunadi, lekin
o‘quvchisining yo‘l – yo‘riqlari bilan ham uni bartaraf etolmaydi. Bunday
hollarda o‘qituvchi o‘quvchini ruhiyati – kayfiyatini ko‘tarish
uchun turli xil
lahzalik sho‘x o‘yinlar tashkil etiladi. Bunday lahzalik jismoniy va ruhiy
tanaffuslar bolaning ruhiy zo‘riqishini mo‘tadillashtiradi va bolaning mavzuni
o‘zlashtirish, qabul qilish darajasini oshiradi. Aytganlarimiz o‘sha vaqt o‘z
samarasi – mevasini beradiki, boshlang’ich sinf o‘quvchisi, xususan birinchi sinf
o‘quvchisining ta’lim olishi uchun hama tashkiliy va metodik ishlar a’lo
darajada tayyorlangan bo‘lishi lozim. Tashkiliy
va metodik ishlarga nimalar
kiradi? Keling, shu haqda bahslashaylik!
Maktab o‘quvchisi o‘zining ko‘p vaqtini darsxonada quyidagi o‘quv
qurollari bilan bog’liq holda o‘tkazadi: parta, sinf taxta (doska)si, daftar, ruchka
va boshqalar. Shunday ekan o‘quv qurollarining gigiyenik va pedagogik
talablarga javob berishi katta ahamiyatga egadir. Ta’kidlaganimizdek maktab
o‘quvchilari o‘zining juda ko‘p vaqtini partada o‘tirib o‘tkazadi. Shuning uchun
bu mas’uliyatli davrda o‘quvchilarni qo‘yilgan
gigiyenik talablarga amal
qilishga o‘rgatish kerak.
Ish qobiliyati uzoq vaqtgacha pasaymay turishini hamda bolalar qaddi-
qomatining to‘g’ri rivojlanishi, o‘qish davrida ko‘zning salbiy ta’sirlanmasligini
ta’minlash maqsadida sinflarni gigiyena talablariga javob beradigan partalar
bilan jihozlash muhim ahamiyatga ega. Birinchi navbatda ustoz – muallim o‘z
shogirdining mo‘tadil ishlashi uchun zarur shart-sharoit yaratib berishi lozim.
Bu ishga tayyorgarlik avgust oyidan boshlanadi. O‘qituvchi
unga ajratilgan
95
sinfxonani va undagi partalarni bo‘lajak shogirdlari ishlashi uchun mos kelish-
kelmasligini tekshirib ko‘rishi lozim. Shogirdlarini maktabga qabul qilib
olgandan so‘ng esa ularning bo‘yiga, ko‘rish va eshitish qobiliyatlariga qarab
стабилизаторов - Toshkent davlat texnika universiteti xalqaro ilmiy-texnik anjuman

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Toshkent davlat texnika universiteti xalqaro ilmiy-texnik anjumanBog'liq Сборник докладов международной научно техической конференции 21стабилизаторов
При анализе феррорезонансно - транзисторных параметрических
стабилизаторов принимаем следующие допущения:
1.
Напряжение источника питания постоянного тока обеспечивает полное
перемагничивание сердечников ФТПС из одного состояния в другое при
переключении транзисторных ключей.
2.
Обмоточные данные, геометрические размеры сердечников и их магнитные
характеристики идентичны, нагрузка активная.
3.
Статическая петля гистерезиса сердечников близка к прямоугольной.
4.
Индуктивность рассеяния обмоток равна нулю.
5.
Индуктивное сопротивление рабочей обмотки насыщенного сердечника
существенно меньше сопротивления нагрузки X
S
<< R
H
и им можно
пренебречь.
Аппроксимация динамической петли гистерезиса с помощью динамической
кривой размагничивания
Для изучения влияния различных факторов на стационарный режим
базового ФТПС целесообразно использовать математическую зависимость,
описывающую динамическую петлю гистерезиса. В общем случае связь между
индукцией и напряженностью поля сердечников описывается дифференциальным
уравнением высокого порядка, при этом переменные зависят от времени.
.
,...
dt
B
d
,
dt
dB
,...,
dt
dH
,
H
B
2
2
(1)
обычно производными высших порядков пренебрегают и тогда уравнение
упрощается (1) и принимает следующий вид
0
)
B
,
H
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Answers
1 did 2 get / keep, do 3 eat 4 did / entered 5 feel / get 
6 had / took 
3

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Answers
1 did 2 get / keep, do 3 eat 4 did / entered 5 feel / get
6 had / took
3 Pdf ko'rish
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Bog'liq {teacherscom library} EFL Grade 8 TBAnswers
1 did 2 get / keep, do 3 eat 4 did / entered 5 feel / get
6 had / took
3
With weaker students, encourage them to choose three
or four sentences in Exercise 2 and rewrite them so that
they are true for them, e.g.
My mum thinks it’s really
important to keep fit, so she plays padel with her friends.
Encourage stronger students to write questions with the
vocabulary and then to take turns to ask and answer the
questions.
Answers
Students’ own answers
VOCABULARY WORKSHEET UNIT 13
LISTENING
1
Ask the students to look at the photo of Jed and Holly
and to say what they can about each one, e.g.
They’re
friends. Holly likes football. Holly’s giving Jed advice
.
Next, ask them to read the sentences and say if they
can add anything to this list, e.g.
Jed wants to do a
race.
Encourage stronger students to correct the wrong
sentences after listening.
Answers
1
2
(She can’t do the race. She says she’s busy.) 3
4
5
(He hates getting up early.) 6
(He hasn’t got a
bicycle.) 7
(He’s angry because she said she was busy on
the day of the race.)
2
Ask the students to cover the phrases in the box and
brainstorm a list of Holly’s advice as a class. Next, ask
the students in pairs to read the advice and say whether
Holly said
you should
or
you shouldn’t
. Students then
listen again and check their answers.
100
100
Answers
(any order)
Holly’s notes
He should
1 buy special running clothes
2 get good trainers
3 go running every day
4 go to bed early every night
5 eat well and drink lots of water
6 go swimming or cycling
7 do leg exercises
He shouldn’t
8 get an app
9 watch TV and play computer games
10 have chocolate or cake
3
Ask the students to look at the first piece of advice
You
should buy special running clothes
, and write
G
next to it
if they think it’s good advice and
B
if they think it’s bad
advice. Ask them to continue to do the same for all ten
pieces of advice. (There are no definitive right and wrong
answers here.) Then, organise the students into small
groups and ask them to compare their ideas. Encourage
them to say why, i.e.
I think it’s good advice because … .
Finally, ask them to compare Holly’s advice with the
article’s advice. Ask ‘Do they give the same advice?’
(
No,
the article says, ‘All you need is a good pair of trainers and
some comfortable clothes’ but Holly says, ‘buy special
running clothes’, and the article says, ‘Have a rest between
runs’ but Holly says, ‘Go running every day’.
)
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siyoh, rangli jo‘shalar, oq va rangli qog’oz, nayqalam, qalamtarosh, mistar

93
xattotlar bu yozuvni ham binolarning bezaklarida ishlatganlar. Muhaqqaq
yozuvi kufiyning bir oz o‘zgartirilgan shaklidir. Rayhoniy uslubi muhaqqaq
yozuvida o‘xshagan, lekin harf shakllari rayhon barglariga o‘xshagani uchun
shu nomga loyiq topilgan. Nasx yozuvi kufiy va muhaqqaq xatlaridan ko‘ra
Qur’on ko‘chirishda ma’qulroq topilgan. Tavqe
yozuvi esa asosan buyruq va
farmonlar yozishda qo‘llangan. Riqo yozuvi tavqega ancha yaqin, lekin undan
nozikroq. Asosan munshaot (maktub yozish)da ishlatilgani va qog’ozlarga nafis
qilib yozilgani uchun riqo deb atalgan. Mazkur
yozuvlardan tashqari tumor,
g’ubor, shajariy, tug’ro va boshqa xat turlari ham bo‘lgan. Tug’ro imzo
qo‘yishda ishlatilgan.
XV asr boshlaridan kitob ko‘chirishda (fors-tojik va eski o‘zbek tillarida)
nasta’liq xati rasm bo‘ldi. Hazrat Alisher Navoiy ta’biricha, xattotlar sultoni
bo‘lgan Sultonali Mashhaqiy nasta’liq xatini ajoyib san’at darajasiga ko‘targan
ekan.
АИМ
ЧИМ - Toshkent davlat texnika universiteti xalqaro ilmiy-texnik anjuman

МЕЖДУНАРОДНАЯ НАУЧНО-ТЕХНИЧЕСКАЯ КОНФЕРЕНЦИЯ
АКТУАЛЬНЫЕ ПРОБЛЕМЫ ЦИФРОВИЗАЦИИ ЭЛЕКТРОМЕХАНИЧЕСКИХ И
ЭЛЕКТРОТЕХНОЛОГИЧЕСКИХ СИСТЕМ
59
К
1
=U
вх*
f
ФП1
; К
2
=U
вх*
f
ФП2
; К
3
=U
вх*
f
ФП3
;
.....
К
n
=U
вх*
f
ФПn
(6)
Из экспериментальных статических характеристик ПС видно,
что зависимость
изменения частоты ФП от величины сопротивления нагрузки ((
f
ФП
=F(R
н
)
)
получается линейной функцией и определяется выражением:
f
ФП
= К R
н
(7)
Имея зависимость ((
f
ФП
=F(R
н
)),
можно построить внешнюю характеристику
((I
н=
F(R
н
))
ПС, которая получается строго жесткой, т.е. с изменением величины
сопротивления нагрузки
R
н
, ток нагрузки (
I
н
=
0,5[А];
I
н
=
0,55[А];
I
н
=
0,6[А])
практически остаѐтся неизменным. При
этом меняя частоту ФП можно
регулировать величину тока нагрузки и построить плавно регулируемый ПС с
практически идеальной стабилизацией тока нагрузки.
Рассмотрим моделирования и построения статических характеристик
управляемого по частоте ПС в программе C Sharp-C#.
Ниже представлены
программа моделирования и полученные статические характеристики «вход-
выход» (Рис.4)
и нестабильность
(Рис.5)
с
повышенным КПД при
разных частотах ФП.
/Using System.Windows.Forms.DataVisualization.Charting; namespace
StatMaster{public partial class StatMaster : Form {public
StatMaster(){InitializeComponent chart. ()Titles.Add;
Ona tili ta’lim tizimining qaysi - N. B. Adizova, R. X. Jumayev, R. A. Qo‘ldoshev, S. R. Ismatov ona tili o‘qitish metodikasi

303
yasalishi,
grammatika
va
imlo
metodikasi,
o‘quvchilarning
bog‘lanishli
nutqini
o‘stirish
metodikasi
Savod o‘rgatish metodikasi, husnixat
oʻqitish
metodikasi,
o‘qish
metodikasi, grammatika va imlo
metodikasi,
o‘quvchilarning
bog‘lanishli
nutqini
o‘stirish
metodikasi
Savod o‘rgatish metodikasi va nutq
o‘stirish, o‘qish metodikasi va nutq
o‘stirish, grammatika va imlo, nutq
o‘stirish metodikasi.
Savod o‘rgatish metodikasi, o‘qish
metodikasi, grammatika va imlo
metodikasi, bog‘lanishli nutqini
o‘stirish
metodikasi,
husnixat
metodikasi
6. Ona tili o‘qitish metodikasi
bog‘liq bo‘lgan fanlar:
Pedagogika-psixologiya,
umumiy
pedagogika,
psixolingvistika,
didaktik, adabiyotshunoslik
Pedagogika, didaktika, psixologiya,
falsafa, tilshunoslik.
Adabiyotshunoslik, arxeologiya.
San’atshunoslik, etnografiya.
7. Ona tili o‘qitish metodikasiga
ilmiy asos bo‘ladigan fanlar:
Fonetika,
grafika,
orfoepiya,
leksikologiya,
grammatika,
dialektologiya, uslubiyat
Fonetika, leksika, so‘z yasalishi,
morfologiya,
sintaksis,
grafika,
orfografiya.
Fonetika, leksika, leksikografiya,
grammatika, orfografiya.
Fonetika va fonologiya, leksika,
frazeologiya,
so‘z
yasalishi
va
etimologiya,
morfologiya
va
sintaksis,
uslubiyat,
orfoepiya,
orfografiya,
grafika,
adabiyotshunoslik.
Intellekt shakllanishi sifatida psixik rivojlanish: J.Piaje bola intellektual rivojlanishini tadqiq qilishning asosiy yo‘nalishlari

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Bog'liq portal.guldu.uz-R I V O J L A N I S H P S I X O L O G IY A S I V A P E D A G O G I K - P S I X O L O G I Y A1.2.Intellekt shakllanishi sifatida psixik rivojlanish: J.Piaje bola intellektual rivojlanishini tadqiq qilishning asosiy yo‘nalishlari mavzusidagi seminar mashg‘ulotning texnologik kartasi
Ish
bosqichlari va vaqti
| Faoliyat mazmuni |
Ta’lim beruvchi
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Ta’lim oluvchilar
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Tayyorlov bosqichi
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Mavzuni aniqlaydi, ta’limiy maqsadni belgilaydi va kutilayotgan natijalarni shakllantiradi.
Belgilangan ta’limiy maqsadlarga mos o‘quv-bilish topshirqlarini ishlab chiqadi (1-ilova).
Ekspert guruhlar ish natijalarini baholash mezonlarini ishlab chiqadi (3-ilova).
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1. O‘quv mashg‘ulotiga kirish bosqichi
(10 daq)
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1.1. Mashg‘ulot mavzusi, uning maqsadi va kutilayotgan natijalar bilan tanishtiradi, ularning axamiyatliligi va dolzarlabligini asoslaydi.
1.2. Mavzu bo‘yicha asosiy tushunchalarga ta’rif berishni taklif qiladi va shu asosda tezkor-so‘rov o‘tkazib talabalar bilimlarini faollashtiradi (4-ilova).
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Savollarga javob beradilar. Faol qatnashadilar, takdimot uchun materiallar tayyorlaydilar.
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2. Asosiy bosqich
(55 daqiqa)
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2.1.Talabalarni 2-ta kichik guruhga bo‘ladi va guruhlarda hamkorlik asosida ishlash usuli qoidalari bilan tanishtiradi (2-ilova).Har bir guruh mavzu rejasi asosida takdimot tayyorlashini aytadi.
2.2. O‘quv kursi mavzulari bo‘yicha tayyorlangan ekspert varaqalarini tarqatadi (1-ilova).
2.3.Guruhlarga topshiriqlarni bajarish uchun yordam beradi. Taqdimot materiallari mazmunan va mantiqan to‘liq yoritilishini kuzatadi.
2.4.Taqdimot boshlanishini e’lon qiladi. Guruhlarda sardorlar takdimotini tashkillashtiradi. Aniqlik kiritilishi lozim bo‘lsa, guruh sardorini to‘xtatadi, savollar beradi, muhokamasini jamoaga havola etadi.
2.5.Mavzular asosida berilgan ma’lumotlarni umumlashtiradi va xulosalaydi. Faol ishtirokchi talabalarni rag‘batlantiradi va umumiy baholaydi.
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Kichik guruhlarga bo‘linadilar.
Topshiriqlar bo‘yicha ishlaydilar.
Guruhdan sardor tanlashadi, uning taqdimotida ham-korlik qiladilar. Savollarga javob beradilar.
Tinglaydilar.
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Bosh sahifa
Aloqalar
Bosh sahifa
Intellekt shakllanishi sifatida psixik rivojlanish: J.Piaje bola intellektual rivojlanishini tadqiq qilishning asosiy yo‘nalishlari
|
-o‘quv topshiriq - Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900-...

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Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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Bog'liq portal.guldu.uz-R I V O J L A N I S H P S I X O L O G IY A S I V A P E D A G O G I K - P S I X O L O G I Y A3-o‘quv topshiriq
“FSMU” organayzerini to‘ldiring
Ushbu texnologiya munozarali masalalarni hal etishda hamda o‘quv jarayonini bahs-munozarali o‘tkazishda qo‘llaniladi, chunki bu texnologiya talabalarni o‘z fikrini himoya qilishga, erkin fikrlash va o‘z fikrini boshqalarga o‘tkazishga, ochiq holda bahslashishga hamda shu bilan birga bahslashish madaniyatini o‘rgatadi. Tinglovchilarga tarqatilgan oddiy qog‘ozga o‘z fikrlarini aniq va qisqa holatda ifoda etib, tasdiqlovchi dalillar yoki inkor etuvchi fikrlarni bayon etishga yordam beradi.
F-fikringizni bayon eting
S-Fikringiz bayoniga sabab ko‘rsating
M-ko‘rsatilgan sababingizni isbotlovchi dalil keltiring
U- fikringizni umumlashtiring
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1-guruh
Yosh davrlarini bosqichlarga ajratishda biogenetik qonun yetakchi o‘ringa ega
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F
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S
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M
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U
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2-guruh
S.Xollning fikricha rivojlanish “bo‘ronlar va tazyiqlardan” iborat.
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F
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Bosh sahifa
Aloqalar
Bosh sahifa
Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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S
  


    
M - Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi:...

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Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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3-guruh
Shaxs rivojlanishida yetakchi faoliyatning o‘rni katta
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F
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S
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M
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U
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4-guruh
V.N.Kruteskiy va D.B.Elkoninning davrlashtirish borasidagi nazariyalaridagi farqli jihatlar mavjudmi?
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F
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S
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M
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U
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«BIRGALIKDA O‘QIYMIZ» TEXNIKASI
Birgalikda o‘qish: o‘quv guruhi kichik guruhlarga bo‘linadi. Har bir kichik guruh o‘rganilayotgan mavzuning ma’lum bir sohasida ekspert bo‘ladi va bosh-qalarni o‘rgatadi.
Har bir guruhning maqsadi boshqa barcha guruhlar ishtirokchilari mavzu savollarini to‘la hajmda egallab olishdan iborat.
«Birgalikda o‘qiymiz» texnikasidan foydalangan
holda guruhlarda ishni tashkil etish jarayonining tuzilishi
1. Bilim darajasiga qarab 3-5 kishidan iborat bo‘lgan har xil turdagi guruhlar tuziladi.
2. Har bir guruhga bitta topshiriq beriladi –umumiy mavzuning bir qismi, uning ustida butun o‘quv guruhi ish olib boradi hamda tayanchlar – ekspert varaqlari – taqdim etiladi.
3. Har bir guruh ichida umumiy topshiriq taqsimlanadi.
4. Hamma yakka tartibdagi topshiriqni bajaradi.
5. Barcha guruh a’zolarining mini-ma’ruzalari tinglanadi. Umumiy natija (butun ekspert varag‘i bo‘yicha savollar javobi)ni shakllantiradi va uni taqdimotga tayyorlashadi.
6. Spiker yoki guruh barcha a’zolari birgalikda bajargan ish natijalarini taqdimot etishadi.
2
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Bosh sahifa
Aloqalar
Bosh sahifa
Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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166 UNIT 14
GRAMMAR
Prepositions
1

166 UNIT 14
GRAMMAR
Prepositions
1
Books closed. Read the first sentence of the description
of the town on page 84 that has a preposition:
A river
goes
through
the town centre
. Invite a volunteer to come
to the board, draw a picture and label it. Continue with
the other sentences before the students match each
preposition to the pictures (A–G).
Answers
A outside B beside / next to C through D near E across
F in front of G opposite
2
Point out that the students will need to look at the map
to do this exercise and to use the prepositions in the box
in Exercise 1.
Answers
1 through 2 across 3 outside 4 near 5 in front of
6 beside/next to 7 opposite
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 249
3
Tell the students that they are going to listen to three
people who are each asking for directions to a place and
they have to work out where the person wants to go.
First, ask the students to find the three people on the
map. For conversation 1, they look at where Person 1 is
located on the map and follow the directions that Person
1 is given, which will lead them to the place Person 1
wants to go to, and so on.
MIXED ABILITY
With a
mixed ability class, give an example first by
reading out the directions in the recording and asking the
students to trace the route with their fingers on the map.
If the students find the recording too difficult, photocopy
the audioscript, allow them to read and listen at the same
time and trace the route.
Answers
1 restaurant 2 museum 3 theatre
4
Ask the students to look at the pictures first and try to
say what kind of direction is given before they match the
sentences. When the students repeat, make sure that
they stress the right words and sound interested, i.e.
their intonation is not flat.
Answers
The answers are recorded for the students to check and then
repeat.
A Turn right at the traffic lights.
B Turn left at the roundabout.
C Go straight on. Don’t turn left or right at the traffic lights.
D Drive along the road beside the river.
E Go past the train station.
F The bank is on your right.
–Yakuniy bosqich - Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900-...

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Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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Bog'liq portal.guldu.uz-R I V O J L A N I S H P S I X O L O G IY A S I V A P E D A G O G I K - P S I X O L O G I Y A3–Yakuniy bosqich
(15 daqiqa)
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3.1.O‘quv faoliyati yuzasidan xulosa bildiradi.
3.2. Mavzular maqsadiga erishishdagi talabalar faoliyatini tahlil qiladi va o‘zlashtira olmagan joylarini qayta o‘qib chiqishni tavsiya etadi.
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Tinglaydilar.
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1-ilova.
Intellekt shakllanishi sifatida psixik rivojlanish: J.Piaje bola intellektual rivojlanishini tadqiq qilishning asosiy yo‘nalishlari mavzusida topshiriqlar to‘plami
1-o‘quv topshiriq
FSMU texnologiyasi
Ushbu texnologiya munozarali masalalarni hal etishda hamda o‘quv jarayonini bahs-munozarali o‘tkazishda qo‘llaniladi, chunki bu texnologiya talabalarni o‘z fikrini himoya qilishga, erkin fikrlash va o‘z fikrini boshqalarga o‘tkazishga, ochiq holda bahslashishga hamda shu bilan birga bahslashish madaniyatini o‘rgatadi. Tinglovchilarga tarqatilgan oddiy qog‘ozga o‘z fikrlarini aniq va qisqa holatda ifoda etib, tasdiqlovchi dalillar yoki inkor etuvchi fikrlarni bayon etishga yordam beradi.
F-fikringizni bayon eting
S-Fikringiz bayoniga sabab ko‘rsating
M-ko‘rsatilgan sababingizni isbotlovchi dalil keltiring
U- fikringizni umumlashtiring
|
1-guruh
Savol
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Ijtimoiylashgan nutq shaxs taraqqiyotida qanday o‘ringa ega?
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F-fikringizni bayon eting
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S-Fikringiz bayoniga sabab ko‘rsating
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M-ko‘rsatilgan sababingizni isbotlovchi dalil keltiring
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U- fikringizni umumlashtiring
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2-guruh
Savol
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Egotsentrik nutqning shaxs taraqqiyotidagi o‘rni qanday?
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F-fikringizni bayon eting
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S-Fikringiz bayoniga sabab ko‘rsating
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M-ko‘rsatilgan sababingizni isbotlovchi dalil keltiring
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U- fikringizni umumlashtiring
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Bosh sahifa
Aloqalar
Bosh sahifa
Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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ELEKTR ZANJIRLARINI ISH REJIMLARI

ELEKTR ZANJIRLARINI ISH REJIMLARI.
Nominal rejim: Elektr qurilmasining nominal parametrlari, odatda, uning pasportiga ko`rsatilgan bo`ladi. Elektr qurilmalarining nominal parametrlari ichida eng xarakterlisi nominal kuchlanish va nominal tok hisoblanadi.
Nominal quvvat nominal tok va nominal kuchlanish orqali topiladi.
Salt ishlash rejimi deganda tashqi zanjir manbadan ajratilgan va uning R qarshiligi
amalda cheksizga teng bo`lib
(R ) zanjirdan tok o`tmagandagi
(I 0) holat tushuniladi. Bu
holda manba qismlaridagi kuchlanish "U" uning EYUKga teng bo`ladi (E Y ).
3-rasm. Salt ishlash rejemini harakterlovchi sxema.
Qisqa tutashuv rejimi deb zanjir elemetlarining qarshiliksiz o`zaro ulanib qolishiga aytiladi (4-rasm). Elektr qurilmalari uchun qisqa tutashuv rejimi salbiy holat hisoblanadi. Chunki zanjirning qisqa tutashuv bo`lgan paytida qarshiligi bo`lishi natijasida qisqa tutashuv toki nominal qiymatidan bir necha marta ortib ketadi. Elektr qurilmalarini bu tokdan himoyalash uchun zanjirni shikastlangan joyini tarmoqdan avtomatik ravishda uzib qo`yadigan himoya qurilmalaridan foydalaniladi.
4-rasm. Qisqa tutashuv rejemini harakterlovchi sxema.
Kirxgorfning birinchi qonuni.
E lektr zanjirning uchta va undan ortiq qismlari bir-biriga ulanadigan nuqtasi tugun deyiladi. Tugunga qarab yo‘nalgan toklar yig‘indisi undan chiqayotgan toklar yig‘indisiga teng (Kirxgofning birinchi qonunini, 5.1 - rasm).
I1= I2+ I3+ I4 (5.1)
YOki tenglamaning bir tomoniga o‘tkazilsa,
I1- I2- I3- I4 =0
U
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Answers
Students’ own answers
SPEAKING
1

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Answers
Students’ own answers
SPEAKING
1 Pdf ko'rish
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Bog'liq {teacherscom library} EFL Grade 8 TBAnswers
Students’ own answers
SPEAKING
1
Encourage the students in pairs to use each of the
sentence beginnings in the box (
This person should/
shouldn’t …
) to write their advice. If the students are
slow to start, do the first problem together as a class,
then encourage the pairs to think of some more advice.
Answers
Students’ own answers
2
Now organise the pairs into groups of four, i.e. two pairs
together. Ask them to take turns to say the problem and
to give their advice. If the students enjoy role plays, ask
them to stand up and perform their conversation to the
class.
Answers
Students’ own answers
COOLER
Ask each student to think of a problem (e.g.
I’m not very
fit; I want to start running; I’ve got too much homework
)
and write it on a piece of paper. Collect in the problems
and hand them out again, so that each student has a new
problem. Ask the students to stand up and walk around
the class. When you say ‘Stop’, they should find a partner
and take turns to express their problem and give advice.
Allow this activity to run for about five minutes and then
ask the students to say who gave the best advice.
163
HEALTHY BODIES
Health
1
For each phrase in the box, two verbs are right
and one is wrong. Cross out the wrong verb for
each phrase.
get / keep / do
fit
enter / do / stay
a race
go / eat / sleep
well
have / take / do
a rest
make / feel / stay
healthy
do / keep / try
some exercises in a gym
get / do / keep
some exercise
2
Complete the sentences with the correct tense of
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Asosiy bosqich - Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900-...

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Bog'liq portal.guldu.uz-R I V O J L A N I S H P S I X O L O G IY A S I V A P E D A G O G I K - P S I X O L O G I Y A2. Asosiy bosqich
(55 daqiqa)
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2.1.Talabalarni 4-ta kichik guruhga bo‘ladi va guruhlarda hamkorlik asosida ishlash usuli qoidalari bilan tanishtiradi (2-ilova).Har bir guruh mavzu rejasi asosida takdimot tayyorlashini aytadi.
2.2. O‘quv kursi mavzulari bo‘yicha tayyorlangan ekspert varaqalarini tarqatadi (1-ilova).
2.3.Guruhlarga topshiriqlarni bajarish uchun yordam beradi. Taqdimot materiallari mazmunan va mantiqan to‘liq yoritilishini kuzatadi.
2.4.Taqdimot boshlanishini e’lon qiladi. Guruhlarda sardorlar takdimotini tashkillashtiradi. Aniqlik kiritilishi lozim bo‘lsa, guruh sardorini to‘xtatadi, savollar beradi, muhokamasini jamoaga havola etadi.
2.5.Mavzular asosida berilgan ma’lumotlarni umumlashtiradi va xulosalaydi. Faol ishtirokchi talabalarni rag‘batlantiradi va umumiy baholaydi.
|
Kichik guruhlarga bo‘linadilar.
Topshiriqlar bo‘yicha ishlaydilar.
Faol qatnashadilar, takdimot uchun materiallar tayyorlaydilar.
Guruhdan sardor tanlashadi, uning taqdimotida ham-korlik qiladilar. Savollarga javob beradilar.
Tinglaydilar.
|
3–Yakuniy bosqich
(15 daqiqa)
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3.1.O‘quv faoliyati yuzasidan xulosa bildiradi.
3.2. Mavzular maqsadiga erishishdagi talabalar faoliyatini tahlil qiladi va o‘zlashtira olmagan joylarini qayta o‘qib chiqishni tavsiya etadi.
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Tinglaydilar.
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1-ilova
SHaxs psixik rivojlanishini bosqichlari. Ontogenezda rivojlanishni davrlashtirish muammosi mavzu bo‘yicha topshiriqlar
1-o‘quv topshiriq
“Tushunchalar tahlili ” organayzerini to‘ldiring
1-guruh
Muhim muammoning yechimini topishga yordam beradi va “Tushunchalar tahlili” usuli orqali muammo hal qilinadi.
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Tushunchalar
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Mazmuni
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Filogenez
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Ontogenez
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Biogenetik qonun
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Sotsiogenetik nazariya
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2-guruh
Tushunchalar
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Mazmuni
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Inqiroz
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Etakchi faoliyat
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Faoliyat
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Ijtimoylashuv
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3-guruh
Tushunchalar
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Mazmuni
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Impulsiv xarakatlar
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Davrlashtirish
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Rekapitulyatsiya qonuni
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Individuallik
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Bosh sahifa
Aloqalar
Bosh sahifa
Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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Answers - Efl prepare Teacher's Book Grade 8

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Efl prepare Teacher's Book Grade 8 Pdf ko'rish
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bet | 60/255 | Sana | 14.06.2024 | Hajmi | 18,95 Mb. | | #263803 |
Bog'liq {teacherscom library} EFL Grade 8 TB97
Answers
1 I think you
should bring
a scarf.
2 You
should
go to the doctor.
3 I
should go
to bed earlier.
4 You aren’t well. You
should
stay at home today.
5 You
shouldn’t
come to my house today – I am ill.
6 You
shouldn’t
watch TV all day.
GRAMMAR WORKSHEET UNIT 13
PRONUNCIATION
Silent consonants
5
If necessary, check that students understand the
difference between a vowel and a consonant by asking
‘Which letters in
should
are consonants and which are
vowels?’ Point out that a silent consonant is a consonant
that we don’t pronounce. Ask the students to cross out
the silent consonant in each word, reminding them that
they are looking at consonants and not vowels.
Answers
The answers are recorded for students to check and then
repeat.
(The silent consonants are in
bold
)
cas
t
le, clim
b
, ha
l
f,
k
nife, lis
t
en, shou
l
d, ta
l
k, wa
l
k, wou
l
d,
w
rong,
w
rote
6
Read through the example conversation as a class. Model
a good answer with a stronger student first. Point out
that the students can use one of the problems in Exercise
3 if they want.
FAST FINISHERS
Fast finishers
produce a much longer conversation
using the health problems on this page or their own
ideas, perhaps at a doctor’s surgery. They practise their
conversation in pairs and then perform it to the class.
Answers
Students’ own answers
COOLER
Mime a health problem and ask: ‘What’s the matter with
me?’
Encourage the students to ask questions. Then, ask
for some advice. They then do the same activity in small
groups. For example:
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FOYDALANILGAN ADABIYOTLAR

FOYDALANILGAN ADABIYOTLAR
1. Karimov A.S., Mirhaydarov M.M. Nazariy elektrotexnika. T., „ 0 ‘qituvchi“, 1979.
2. Rahimov G. R. Elektrotexnika. T., „ 0 ‘qituvchi“, 1966.
3. Majidov S. Elektrotexnikadan ruscha-o‘zbekcha lug‘atspravochnik. T., „ 0 ‘qituvchi“, 1985.
4. Karimov A.S., Mirhaydarov M.M. va b. Elektrotexnika
va elektronika asoslari. Texnika oliy o‘quv yurtlarining talabalari
uchun darslik. T., „ 0 ‘qituvchi“, 1995.
5. AzizovA. A. PyccKO-y36eKCKHh KpaTKMH cjiOBapb. T.,
„ 0 ‘qituvchi“ , 1989.
6. Xoldorova S.M., Doniyorov R., Usmonova A.A. Ruscha-o‘zbekcha o‘quv lug'ati. T., „ 0 ‘qituvchi“, 1984.
7. Mopo3oe A. L SjieKrpoTexHHKa, eneKTpoHHKa h
HMnyjibCHaa TexHHKa. M., „Bbicmaa uiKOJia“ , 1987.
8. Rojkova L.D., Kozulin V.S. Stansiya va podstansiyalaming elektr asbob-uskunalari. T., „ 0 ‘qituvchi“, 1986.
9. Karimov A. S. va b. „Elektrotexnika va elektronika
asoslari“ (Programmalashtirilgan savollar va masalalar
to‘plami), T., „ 0 ‘qituvchi“, 1978.
10. Qisqacha politexnika lug‘ati. 0 ‘zbek ensiklopediyasi
bosh tahririyati. T., „Fan“, 1992.
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Nazariy 
tekshirish - N. B. Adizova, R. X. Jumayev, R. A. Qo‘ldoshev, S. R. Ismatov ona tili o‘qitish metodikasi

304
9. Eksperement o‘z vazifasiga
ko‘ra:
Ko‘rgazma
va
tavsiyalarning
samaradorligini aniqlaydi
Metodlarning
muvofiqligi,
foydaliligi, samaradorligini aniqlaydi
Yangi metod, yangi darslik va
qo‘llanmalarning
muvofiqligini, qay
darajada
foydaliligini
va
samaradorligini aniqlaydi
Darslik, dastur, qo‘llanmalarning
muvofiqligi,
foydaliligi,
samaradorliligini tekshiradi.
10. Empirik metod nimalarni
aniqlash uchun tatbiq etiladi?
Ilg‘or
o‘qituvchilar
tajribasini
o‘rganish
va
baholash,
ommalashtirish,
o‘quvchilarni
o‘qitish
jarayonini
kuzatish,
o‘qituvchi va o‘quvchi
faoliyatini
aniqlash uchun tatbiq etiladi
Masalaning metodik asosini aniqlash
maqsadida
Hozirgi
fanlarga
oid
masalani
aniqlash maqsadida
Masala tarixini aniqlash maqsadida
11. Husnixatga oʻrgatishda yozuv
daftariga qoʻyiladigan talablar
toʻgʻri koʻrsatilgan qatorni toping.
-MAVZU: MIKROPROTSESSOR VA MIKROEHM PROGRAMMA

REJA
1.Mi
krokontroller va mikroEHM programma ta’minoti
2.
Sistemali dasturlar bo’yicha tushuncha.
3.Dolzarb operatsion tizimlar va qobiqlar.
4.Operasion sistemalar.
5.Mikroprotsessorlarni programmalash tillari.
5
.1. Mikrokontroller va mikroEHM programma ta’minoti.
5
.1.1. Mikroprotsessorlarni va mikroEHM ni programma bilan ta’minlash.
Programma bilan ta’minlash (PBT) deganda – bu EHM da masalalarni yechishni,
programmalarni sozlashni avtomatlashtirishga imkon beruvchi, hamda ko’rsatmalar (yo’llanma)
beruvchi programm
alar yig’indisi tushiniladi. (4.1-rasm).
5.1- rasm. Programmalarning turlari.
Apparatli va mikroprogrammali vositalar orqali EHM MP ga ichki programma, hamda
foydalanuvchiga tavsiya etiladigan tashqi (kirish) programmalar joriy qilinadi [8,16,33].
Univer
sal EHM da kirish tili bo’lib operatsion sistemaning (OS) direktivalar yig’indisi va
programma tili xizmat qiladi.
Sistemali programma bilan ta’minlashga hisoblash jarayonini tashkil etish uchun va
programmalashtirishni avtomatlashtirish uchun kerak bo’lgan programmalar kiradi.
Maxsus programma bilan ta’minlashga anik sohaga mo’ljallangan: masalan, MP negizida
mikroprotsessorlarni va sistemalarni avtomatik ravishda loyiha etish uchun programma vositalari,
ilmiy va injenerlik hisoblarini bajarish uchun programmalar, texnologik jarayonlarni
boshqaruvchi algoritmlarni joriy qiluvchi yoki ilmiy tadqiqotlarni avtomatlashtirish sistemalarida
eksperimentlar natijasini qayta ishlash uchun programmalar kiradi.
5.1.2. MikroEHM operatsion sistemalari.
Umumiy ma’lumot. Operatsion sistema apparat va foydalanuvchi oralig’ida xuddi interfeys
kabi vazifani bajaradi. OS foydalanuvchini sistema bilan gaplashishi (ishlashi), programmani
sozlashi va kuzatib turish uchun vositalar yig’indisi bilan ta’minlanadi. Shu vaqtning o’zida
samarali ishlashni ta’minlash uchun hisoblash kompleksiining (resurslarining) xotira va
qurilmalarini taqsimlashni boshqarib turadi.
Ma’lumotlar magistrali (MM)

4.2. Qiymatlarni xotira registrlarig
a yozish va o’qish jarayonini tashkil etish prinsipi.
Qiymatlarni ma’lumotli magistrallar orqali uzatishning umumiy qonuniyatini tushuntirishga
misol kilib qo’yidagi uchta 4-razryadli ma’lumotli magistrallar bilan bog’langan
sinxronlashtiruvchi registrlar
sistemasini ko’rib chiqamiz (3.2-rasm). Ao - Az kirishlari orqali
xabarlar registrga uzatiladi va faqatgina sinxrolashtiruvchi xabarni oldingi fronti orqali "Yozishga
ruxsat" (RZp) degan boshqaruvchi xabar (BX) bo’lgandagina trigger ishlaydi va bu qiymatlarni
yozadi. Agar RZp 0 bo’lsa, u xolla qiymatlarning kirish xabarlari triggerlarning kirishlariga
tushmaydilar va shuning uchun ham registrning holatini o’zgartira olmaydi. Bu holatda rejimda
A1 kirish maydon ma’lumotlarni o’tishi uchun kirish qarshiliklari yetarli kattalikka ega bo’ladi
yani ma’lumotlar registrga yozilmaydi. Bu holatda registrlarning kirishlarini qiymatlar
magistrallarining shinasiga yondash ulash hech qanday muommoni keltirib chiqarmaydi.
Ko’rilayotgan sxemada Qo - Qz ma’lumotli chiqish xabarlari "O", “I” va "o’chirilgan" logik
holatlarni is
hlab chiquvchi boshqariluvchi uchta pog’onali kaskadlar orqali tashkil etiladi.
Registrdagi triggerlarning chiqish kaskadlarini boshqarish ma’lumotlarni "chiqarishga (uzatishga)
ruxsat" (RV) degan xabar
orqali amalga oshiriladi. Chiqishidagi ma’lumotlarni uzatishni man
etish (RV=0) bo’lganda amalga oshadi, yani RV=0 bo’lganda rezistor kaskadlarning chiqishi
yuqori qarshilikka ega bo’lgan rejimga o’tadi. Shuning uchun ham registrlarning chiqishlarini
ham
ma’lumotli magistrallar shinasiga yondosh ulash hech qanday muammoni keltirib
chiqarmaydi.
Registrlarning triggerlarini holatlarini nolga keltirish "Nolga keltirishga ruxsat" (RUO)
degan xabar va sinxronizasiyalovchi impul’s orqali amalga oshiriladi.
Ko’rilayotgan sxemada registrlarning hamma kirishlari ma’lumotli magistrallarga
ulanganligiga qaramasdan, ma’lumotli xabarlar faqatgina bitta kaskadli registrni kirishida
RgZp=1, boshqalarida esa RZp=0 bo’lishi kerak. Bunday ketma-ketlik har bir kaskadli
regist
rlarning o’zini RgZp kirishiga beriladigan R3p=1 xabari orqali amalga oshiriladi. (Hamma
RgZp kirishlarida R3p=1 bo’lsa, kirish xabarlari bir paytda hamma kaskadli registrlarga yozilishi
mumkin). Ma’lumotli xabarlarni kaskadli registrlardan ketma-ket uzatish uchin faqatgina
tanlangan kaskadning registrini RV kirishiga RV=1 xabarini, boshqalarining kirishiga esa RV=0
xabarini berish kifoya. Ana shu shart bajarilganda RV=0 bo’lgan kaskadli registrlar chiqishlarining
magistrallar shinasiga yuqori qarshilik bil
an ulangan bo’ladi (izolyatsiyalanadi). Qiymatlarni
"registrdan - registrga" uzatish quyidagicha amalga oshiriladi. Uchta holatli chiqishli registrlarni
ishlash jadvalini ko’rib chiqamiz.
Ishlash jadvalidan foydalanib RgD1 qiymatlar registrining chiqish holatini RgDZ registriga
uzatish shartini aniqlaymiz (sh
artli yozish bo’yicha[RgD1] → [RgDZ]):
RZP1=0 RV1=0
RZP2=0 RV2=0 [RgD1] -> [RgDZ].
RZpZ=1 RVZ=0
Ma’lumotlarning holatini uzatish boshqarish xabarlarining darajasini ("1" yoki "0")
o’rnatgandan keyin sinxronlashtiruvchi impuls orqali amalga oshiriladi