nyuuzyou/kompy huggingface dataset:
Date - Exam book school: Class: Name: 10 english

Date: _______________
EXAM 5
VOCABULARY
Read the definition and write the word. The first letters are given and there is a space for every missing letter.
1. The place at an airport where an official checks your passport
p _ _ _ _ _ _ _ c _ _ _ _ _ _
2. A group of people standing one behind the other who are waiting for something
q _ _ _ _
3. The part of an airport where passengers wait and then get on a particular aircraft
d _ _ _ _ _ _ _ _ g _ _ _
4. The place at an airport where passengers collect their luggage after their flight
b _ _ _ _ _ _ h _ _ _
5. A card or document that a passenger must have in order to be allowed to get on an aircraft
b _ _ _ _ _ _ _ p _ _ _
6. The place where your bags are examined when you are going into a country, to make sure you are not carrying anything illegal
c _ _ _ _ _ _
7. An examination before passengers get on a plane to make sure they are not carrying anything dangerous
s _ _ _ _ _ _ _ c _ _ _ _
8. The place where you take your suitcase before getting on a plane.
c _ _ _ _ - i _ d _ _ _
Complete the sentences with these words.
set off | look around | get in | check in | pick up | go away | get back | take off
1. We arrived very late. Our plane had a problem and we didn’t __________________ until after 10 pm.
2. When we __________________ from our holiday, let’s get together so I can show you my photos.
3. My aunt and uncle often __________________ to the mountains at the weekends. They love skiing.
4. When we __________________ at the hotel, we can go to our room and leave our bags.
5. If I can find out exactly when your train will __________________, I’ll meet you at the station.
6. We’ll have a few hours to __________________ the city tomorrow morning.
7. I’d like to be at the beach by 10 so let’s __________________ at 8 am.
8. I can __________________ you __________________ from the airport in my car if you like.
GRAMMAR
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Why Play Computer Games? - S e c o n d e d I t I o n 1 Reading for the Real World 1

30
Body Mass and Weight
5
10
15
20
25
T
o be
obese means to have too much fat on the body. Obese people are
not just overweight. Such people are likely to suffer health problems
because of their weight. The precise cause of obesity is not clear.
However, it is clear that obesity is a problem in most countries. One study
estimated that about 55 percent of people in the United States are obese. People
need to understand what obesity is and how to tell if they themselves are obese
so that they can change their condition.
An obese person does not have to look
extremely fat. Even people who seem
only
slightly overweight can actually be considered obese. If a person has a
certain
amount of fat on their body, then their health might be in danger. This amount of fat
is usually thought to be 40 percent of the body’s total
composition. Finding a
person’s exact fat percentage is troublesome. Most people still rely on their weight
measurement to tell them if they are overweight or obese.
There are problems with this method, however. There are
recommended
weights for different ages. In addition, weight alone says nothing about a person’s
percentage of body fat, which is most important. People have different body types,
which can make weight measurements
unreliable. For instance, athletes usually
have more muscle mass than other people. Muscle weighs more than fat. Therefore,
an athlete may weigh more than their recommended weight, but this does not mean
they are not healthy. A more accurate measurement of body fat is needed.
Probably the most popular method of determining body fat today is the
Body Mass Index (BMI). BMI is a person’s weight (in kilograms) divided
by the square of his or her height (in meters). For men, a BMI of 24
to 27 is normal. For women, it is 23 to
26. A BMI of 30 or more means a
1
obese --- overweight in an unhealthy way
8
extremely --- to the utmost degree; exceedingly;
excessively
9
slightly --- a little
9
certain --- particular
11
composition --- a mix of all the various parts
14
recommend --- to suggest
17
unreliable --- not able to be trusted
G‘ovakli to‘ldiruvchilar ishlab chiqarishda sanoat chiqindilardan

72
- sanoat chiqindilari tabiiy xomashyodan arzon;
- ko‘pincha sanoat chiqindilarni ishlov bermasdan yoki kam ishlov berib
qo‘llash mumkin;
- sanoat chiqindilari asosida sun’iy g‘ovak to‘Idiruvchilar ishlab chiqarish
iqtisodiy samaralidir.
Barcha sun’iy g‘ovak to‘Idiruvchilar ichida shlakli pemza eng arzonidir, uning
tannarhi keramzitga nisbatan, 5 barobar kamdir. Shlakli pemza ishlab chiqarishda
xomashyo sifatida domna shlaki ishlatiladi.
Gilli jinslardan olinadigan agloporit uchun xomashyoni qazib olish va
tashishdagi sarf-xarajatlar mahsulot tannarxining 20% ni tashkil etadi.
Qo’llanadigan ko‘mir ham taxminan shunchani tashkil qiladi. Shu sababli agloporit
ishlab chiqarishda xomashyo sifatida yoqilg‘i tarkibli sanoat chiqindilari (ko‘mir
qazib olish va boyitish, issiqlik elektrostansiya kullari) dan foydalanish
to’ldiruvchi tannarxini pasaytiradi va agloporit ishlab chiqarish va ishlatishda
texnik-iqtisodiy samaradorlikni oshiradi.
To’ldiruvchilarni fraksiyalash va boyitish. To’ldiruvchilarni fraksiyalash va
boyitish quyidagi texnologik jarayonlarni o‘z ichiga oladi:
- yuvish;
- zarraviy tarkibi bo‘yicha klassifikatsiyalash;
- zichligi bo‘yicha klassifikatsiyalash;
- mustahkamligi bo‘yicha klassifikatsiyalash.
Bu jarayonlar to’ldiruvchilarni ishlab chiqarishda qo‘shimcha sarflarga olib
keladi, biroq ular sement sarfini kamaytiradi, beton bir jinsligini va
mustahkamligini oshiradi.
Yuvilgan qum nafaqat beton sifatini oshiradi, balki sement sarfini kamaytiradi,
chunki changsimon va gilli zararli qo‘shimchalar beton sifatini kamaytiradi va
betonni talabdagi mustahkamligini olish uchun sement sarfini oshirishni talab
etadi.
Beton uchun sifatsiz to’ldiruvchi ishlatilganda sement sarfi oshadi. Misol
uchun beton qorishmasining kerakli yoyiluvchanligi va mustahkamligi bo‘yicha
betonni talabdagi markasini olish uchun qum-shag‘al aralashmalari ishlatilganda
sement sarfi 100 kg oshadi.
Yana bir misol keltiramiz, sun’iy g‘ovakli to’ldiruvchi to‘kma zichligi
400...600 kg/ m
3
. Seperator yordamida ularni yengil (400...500 kg/ m
3
) va
zichliroq (500...600 kg/ m
3
) ga ajratilsa, birinchisini tashqi devorlar uchun,
ikkinchisini orayopmalar uchun ishlatilsa, devoi qalinligini 5 sm ga kamaytirish,
orayopmaning 1 m
3
betonida 100 kg m
3
ga yaqin sementni tejash mumkin bo’ladi.
To ldiruvchilaming sifatini yaxshilash va turli vazifani bajaruvchi betonlarda
ratsional qo‘llash, beton va temir-beton konstruksiyalar tannarxini pasayashini va
sifatini oshirishni ta’minlaydi.
G‘ovakli to'Idiruvchilar - 2 O‘quv uslubiy majmua O‘zbekiston Respublikasi Oliy va o‘rta maxsus ta'lim vazirligi...

71
Qoida bo’yicha to’ldiruvchi, qanchalik yengil bo’lsa,
yengil beton issiqlik
o'tkazuvchanligi kam bo’ladi va devor qalinligi kichik va arzon bo‘ladi.
Yuk ko‘taruvchi konstruksiyalarnmg konstruksion betonlarda g‘ovakli
to‘ldiruvchilarni ishlatish samaradorligi hisoblashda quyidagi omillar hisobga
olinadi.
Konstruksiyalarnmg massasini kamayishi quyidagicha iqtisodiy samara beradi:
- transport xarajatlari kamayadi;
- yig‘ma konstruksiyalar montaji uchun sarflar
kamayadi,
- yig‘ma elementlarni yiriklashuvi;
- pastki konstruksiyalarga tushadigan yuklamalar kamayadi,
-
egiluvchan konstruksiyalarda, yuk ko’taruvchi qobilyatini saqlagan holda
armatura po‘lat sarfi kamayadi va b.
Beton zichligini 10% ga kamayishi konstruksiyalar narxini taxminan 3% ga
pasayishiga olib keladi.
Yuqori mustahkam yengil betonlar zichligi 700... 1800 kg/m
3
, ular oddiy og‘ir
betonga nisbatan 25...30% ga yengil.
Yengil betonlar uchun ishlatiladigan keramzitnmg mustahkamligini ko‘pchish
koeffitsientini kamaytirib erishish mumkm biroq bunda uning tannarxi o‘zgaradi.
To‘kma zichligi 400 kg/m3 bo’lgan keramzit shag‘alini tannarxini 100% qilib
qabul qilsak, to’kma
zichligi, 300 kg/m
3
bo‘lganda tannarxi taxminan 20% ga
kamayadi, 500 kg/m
3
da 20 % ga oshadi, 600 kg/m
3
da 40% ga, 700 k/m
3
da
taxminan 2 marotabaga oshadi.
Keramzit qanchalik og‘ir bo‘lsa tannarxi shunchalik oshadi. Buni quyidagicha
izohlash mumkin: ishlab chiqarishdagi bir xil sarflarda, ko‘pchish
koeffitsienti
qanchalik kam bo‘lsa olinadigan mahsulot hajmi ham shunchalik kam bo’ladi,
demak olinadigan mahsulot hajmi kamayishi, uning tannarhini oshishiga olib
keladi.
Ko‘pchish yo’li bilan olinadigan keramzit va boshqa g‘ovakli
to‘ldiruvchilarning ko‘pchish koeffitsientini oshirish maqsadida, ularni boyitishga,
xomashyoga qo‘shimcha ishlov berishga va boshqa texnologik usullarga ketadigan
sarflar o‘zini oqlaydi.
Sun’iy g‘ovakli to‘ldiruvchilar
tannarxini, ularni ishlab chiqaradigan
korxonalar quvvatini oshirib kamaytirish mumkin.
Shuning uchun, yengil g‘ovakli to‘ Idiruvchilar (shlakli pemza, agloporit va b.)
ishlab chiqarish samaradorligini oshirish uchun sanoat chiqindilardan keng
foydalanish zarur.
Xodimlarni kuchaytirish: Malakani oshirishning yengil yo'llari Xodimlarni kuchaytirish

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Xodimlarni kuchaytirish: Malakani oshirishning yengil yo'llari Xodimlarni kuchaytirish
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Sana | 05.06.2024 | Hajmi | 3,27 Mb. | | #260476 |
Bog'liq abm4 (1) 2
TATU Qarshi ﬁliali RI-11-21 guruh talabasi Biznes jarayonlarni boshqarish fanidan
Mustaqil ishi-4
Bajardi: Qabul qildi:
G’aniyev Abbos Otabek Amanov
Xodimlarni kuchaytirish: Malakani oshirishning yengil yo'llari Xodimlarni kuchaytirish
Xodimlarni kuchaytirishda malakani oshirish muhimdir. Bu, komandani yengil boshqarish va yengil masalalarni hal qilishni o'z ichiga oladi. Malakani oshirish, xodimlarning motivatsiyasini oshiradi va uning ish darajasini o'stiradi.
Malakani oshirishning asosiy maqsadi - xodimlarni rivojlantirish va ish bilimini oshirish. Bu, xodimlarga yangi vazifalarni o'rganish, mas'uliyatni oshirish va yangi texnologiyalarni o'rganish imkoniyatini beradi. Xodimlarni rag'batlantirish
Xodimlarni rag'batlantirish uchun,
tashvishlarni eslab qolish kerak. Xodimlarga qulay va aniq vazifalar berish, ularning ﬁkr-mulohazalarini eshitish va qabul qilish muhimdir.
Yengil liderlik, xodimlarga qulaylik va ishtirok imkoniyatini beradi. Bu, ishonch va qo'pollik atmosferasini yaratadi va xodimlarni qo'llab-quvvatlash uchun muhimdir.
Xodimlarni motivatsiyalash uchun, ularning muvaffaqiyatlarini tan olishi kerak. Xodimlarga mukofot va taklif etish, ularning ish bilimini oshirish va yangi vazifalarni qabul qilish imkoniyatini beradi. Yengil masalalarni hal qilishda, xodimlarga ozodlik va ishni boshqarish imkoniyatini berish muhimdir. Bu, xodimlarga ishlarini tartibga solish va muhim vazifalarni bajarishda yordam beradi. Xodimlarni o'stirish
Xodimlarni o'stirish, ish bilimini oshirish va ishga qiziqishni oshirish imkoniyatini beradi. Bu, xodimlarga yangi vazifalar va yangi texnologiyalarni o'rganish imkoniyatini beradi.
Natijalar Xulosa
Xodimlarni kuchaytirish, korxonalarning muvaffaqiyat va rivojlanish uchun kritik muhimlikka ega. Malakani oshirish, ish bilimini oshirish va ish motivatsiyasini oshirishda asosiy rolni o'ynaydi.
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Complete the sentences with the past continuous positive or negative form of the verbs

Complete the sentences with the past continuous positive or negative form of the verbs.
1. I was really happy because we _______________________ (win) the match.
2. It was very early in the morning but I _______________________ (not sleep).
3. My dad wasn’t at home. He _______________________ (work) in Manchester.
4. My friends _______________________ (listen) to music on the computer.
5. You _______________________ (not study) at 5 pm. You were in the skate park.
6. She _______________________ (not have) breakfast when you saw her.
7. My friends and I _______________________ (play) volleyball when we broke the window.
8. It was late when I got to class. My teacher _______________________ (write) on the board.
Complete the conversation in the past continuous.
A: What (1) _______________________ (do) yesterday at 7 pm?
B: I was having dinner. Why?
A: I tried to phone you. What (2) _______________________ (eat)?
B: I think it was fish. Why did you phone?
A: I (3) _______________________ (watch) the athletics on TV and there was an amazing race on.
B: (4) ___________ Usain Bolt ____________________ (run)?
A: No, he wasn’t. It was a women’s race. Two women from Canada (5) _______________________ (come) first.
B: (6) ___________ they ____________________ (wear) red tops?
A: I can’t remember. Suddenly, an old man (7) _______________________ (walk) on the track.
B: Why (8) ___________ he ____________________ (do) that?
A: I’m not sure. Both runners fell and the race had to stop.
Number of correct answers: _________
Mark: _______
Date: _______________
EXAM 3
VOCABULARY
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Match the sentences halves

Match the sentences halves.
1. __ You’re driving too fast. The speed
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a. box, please.
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2. __ We’re lost. Let’s look at that road
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b. bin.
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3. __ Put all those letters in the post
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c. hour.
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4. __ There’s a taxi
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|
d. stop and we can travel together.
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5. __ It’s nice to have lots of green
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|
e. limit here is 40km per hour.
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6. __ The buses are very busy during the rush
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f. spaces in cities.
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7. __ You should put those bottles in the recycling
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g. sign over there.
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8. __ I’ll wait for you at the bus
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h. rank near here.
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GRAMMAR
Complete the text with some or any.
I like living in my city – I can’t think of 1____ bad things. It’s quite small and most people walk or use public transport so there aren’t 2____ traffic jams. There are 3____ great places like the park or sports centre where I can meet my friends. There are also 4____ cheap cafйs where we can have a drink and 5____ food. It’s a tidy city – there are 6____ recycling bins outside most apartment buildings and there isn’t 7____ rubbish on the floor. Can you think of 8____ good things about your city?
Choose the correct words to complete the sentences.
1. Is there ________ graffiti in your town?
a) many b) much c) a lot
2. We can’t make a pizza. We’ve only got ________ cheese.
a) a little b) a few c) a lot
3. How ________ parks are there in the city centre?
a) many b) much c) lots of
4. Where can we put this rubbish? I can’t see ________ bins.
a) some b) any c) much
5. I haven’t got ________ of time right now. Can I help you later?
a) many b) much c) a lot
6. Luckily I’ve only got ________ homework tonight.
a) much b) a few c) a little
7. There are ________ good things about living in the country, like it’s quieter.
a) a lot of b) much c) a little
8. I need to buy ________ things. Can we go to the supermarket?
a) a little b) any c) a few
Number of correct answers: _________
Mark: _______
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Choose the correct words to complete the story

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Choose the correct words to complete the story
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bet | 20/20 | Sana | 19.05.2024 | Hajmi | 1,15 Mb. | | #244601 |
Bog'liq 10-grade cwChoose the correct words to complete the story.
My favourite object is this cup. I (1) gave / was given it two years ago when I (2) won / was win a cycling competition. I have always enjoyed watching races but I (3) persuaded / was persuaded to take part by my dad. I was very fit at the time and he (4) thought / was thought I could win. I remember the day very well. I (5) drove / was driven to the event by my parents. When we got there, I (6) asked / was asked my name and I (7) told / was told where to go. I was so proud when I (8) came / was come first. I’ll never forget that day.
Number of correct answers: _________ Mark: _______
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Questions: 
1. What Are the 4 C's of 21st Century Skills?

Questions:
1. What Are the 4 C's of 21st Century Skills?
2. What is Critical thinking?
3.What is Creativity?
4. What is Collaboration?
5. What is Communication?
Foydalanish tavsiya etiladigan adabiyotlar ro‘yxati:
1. Wendy Conklin M.A. 2012. Higher-Order Thinking Skills to Develop 21st
Century Learners, Shell Education
2.
Carol Robinson Zanartu
,
Patricia Doerr
,
Jacqueline Portman
. 2015. Teaching
21 Thinking Skills for the 21st Century: The MiCOSA Model.
Pearson
professional development
3. Petro Kromar. 2017. The Use of Video Material in the 21st Century EFL
Classroom
4.
Cahit Erdem
,
Hakkı Bağcı
,
Mehmet Koçyiğit
. 2019. 21st Century Skills and
Education. Cambridge Scholars Publishing
5. Michele O'Conor Fox. 2011. Implementing 21st century skills: A paradox in
a traditional world of education? - College of Saint Elizabeth.
6.
Intania Harismayanti
,
I Nyoman Adi Jaya Putra
,
Made Hery Santosa
. 2020.
Gamification in English Teaching and Learning.
7.
Bradley Lightbody
. 2021. Advancing Learning Within and Beyond the
Classroom: Resetting Pedagogy for the Online Era. Routledge
8.
Lida Baker
,
Laurie Blass
. 2020. 21st Century Communication 1: Listening,
Speaking and Critical Thinking. Cengage Learning.
9. Brad Kershner. 2020. Understanding Educational Complexity Integrating
Practices and Perspectives for for 21
st
Century Leadership (Educational Leadership
and Leaders in Contexts)
Internet resurslari:
1. https://www.teachthought.com/the-future-of-learning/knowledge-domains-
for-the-21st-century-student/
2.
https://www.teachervision.com/futurefit/skill-domains
3.
https://www.englishclub.com/learn-english/language-skills.htm
4.
https://www.cambridgeenglish.org/de/learning-english/parents-and-
children/how-to-support-your-child/learn-21st-century-skills-in-english/
5.
https://www.teachingenglish.org.uk/professional-development/teachers/21st-
century-skills
6.
https://www.teachthought.com/the-future-of-learning/knowledge-domains-
for-the-21st-century-student/
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B: I think he took about 100!

7. A

B: I think he took about 100!
7. A: ________ Gareth ________ you his new sweatshirt?
B: No, he didn’t but he showed me his new sunglasses – they’re cool!
8. A: What ________ you ________ to your teacher when she left your school?
B: We gave her a top with our photo on it.
Number of correct answers: _________
Mark: _______6
Date: _______________
EXAM 2
VOCABULARY
Complete the sentences with go, play or do.
1. My mates and I ___________ volleyball on the beach in the summer.
2. I never ___________ swimming in the lake. The water’s too cold.
3. I often ___________ cycling with my dad at the weekends. We’ve both got mountain bikes.
4. My sister would love to ___________ tennis somewhere important like Wimbledon.
5. My parents usually ___________ jogging when they get home from work.
6. I ___________ athletics at school. I’m better at running than most of my friends.
7. We often ___________ table tennis during the break because there are two tables in the playground.
8. I love watching gymnastics on TV but I can’t ___________ it.
Complete the sentences with these words. You may need to use the words more than once.
fit | coach | match | point
1. My brother goes running every day. He’s really ____________.
2. We often travel by ____________ because it’s cheaper than the train.
3. These shoes are too small. They don’t ____________ me.
4. Which of the players is your brother? Can you ____________ at him?
5. I don’t usually enjoy watching football but the Bayern Munich – Manchester City ____________ was amazing.
6. The new ____________ shouted at us angrily because we weren’t playing well.
7. Our basketball team won the match by 1 ____________. The final score was 49–48.
8. Your eyes ____________ your top – they’re both green.
GRAMMAR
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Choose the correct words to complete the text

Choose the correct words to complete the text.
It was Sunday afternoon and my friends and I (1) felt / were feeling bored so we (2) decided / was deciding to go cycling. We (3) rode / were riding down the hill when I saw a small box. My friend Jack (4) looked / was looking inside the box and found about €300. We (5) didn’t know / wasn’t knowing what to do. I (6) held / was holding the money when two police officers (7) arrived / were arriving. We gave them the money. Two weeks later, I (8) got / was getting a letter. It said ‘Thanks for returning my money. Here’s €50 for you and your friends.’
Complete the sentences with the past simple or past continuous form of the verbs.
1. The thief took the necklace and then he ______________________ (run) towards the trees.
2. We ______________________ (have) fun at the beach when it started raining.
3. My friends ______________________ (not play) cards when the teacher came in.
4. I ______________________ (score) a goal in the last two minutes and we won the match.
5. While my dad was living in France, he ______________________ (teach) himself French.
6. My sister was feeling ill so she ______________________ (not play) squash after school.
7. It was lunchtime and we ______________________ (have) lunch at school.
8. I didn’t hear my phone so I ______________________ (not answer) it.
Number of correct answers: _________
Mark: _______
Date: _______________
EXAM 4
VOCABULARY
Complete the sentences with these words.
power cut | pedestrian crossing | apartment building | rubbish | traffic jam | public transport | street market | pollution
1. There was a __________________________ yesterday and all the lights went out.
2. Sorry, I’m late. We were in the car and there was a terrible __________________________. We couldn’t move.
3. Don’t cross the road here, it’s dangerous. Use the __________________________ over there.
4. Too much __________________________ in cities can make people who live there ill.
5. We often buy our fruit and vegetables in the __________________________ but I get cold being outside.
6. The __________________________ in my city is great. There are buses, trains and trams.
7. We throw too much away nowadays, so there is too much __________________________.
8. Lots of people live in our __________________________. I think there are more than 30 flats.
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Track 11 - S e c o n d e d I t I o n 1 Reading for the Real World 1

Track 11
37
30
35
40
45
50
On the other hand, a secondary headache is one caused by another condition.
For example, someone who catches the flu may suffer from headaches along with
other symptoms of the illness. Flu headaches are thus secondary headaches.
For primary headaches, doctors have determined three possible causes. One
kind of primary headache is caused by stress. Doctors usually call headaches of
this kind tension headaches. Such headaches are characteristically felt on both
sides of the head as a dull, steady pain.
Another kind of primary headache is the migraine headache. Doctors
believe this headache is caused by reduced flow of blood to certain parts of the
brain. A migraine sufferer usually feels intense pain on one side of the head. The
sufferer also becomes sensitive to light and noise. If the migraine is severe, the
sufferer may vomit repeatedly.
The third kind of primary headache is known as the cluster headache.
Cluster headaches typically occur around the same time each day for weeks or
months at a time. The person suffering from this kind of headache usually feels
pain on one side of her or his head, and the pain is centered around one of the
person’s eyes. Doctors do not know much at present about cluster headaches,
but they seem more common among men and could be related to alcohol or
other things that affect a person’s blood flow.
Using computers and more advanced medical equipment, doctors continue
to learn more about what happens in the brain before and during headaches.
Especially in the case of migraines, some doctors believe they have found the
part of the brain that sets off the reaction for severe attacks.
With this new insight into brain processes, doctors hope
new ways will be discovered to disable headaches
before they begin.
Reading Time
_______ minutes _______ seconds
598
words
29
symptom --- a sign; an indication
31
tension --- mental strain or overuse
33
dull --- not intense or sharp
34
migraine --- a severe, recurring headache
51
disable --- to cripple; to stop an ability
R
eading Comprehension
38
|
Match the sentence halves

Match the sentence halves.
1. __ I can’t hear the music. Let’s turn
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a. out your memory stick.
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3. __ It’s very dark in here. Can you switch
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c. the music down?
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5. __ Where’s Messi from? Let’s look
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e. the volume up.
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8. __ I can’t concentrate with that noise. Can you turn
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h. it up on the internet.
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GRAMMAR
Complete the text with the present simple passive form of the verbs in brackets.
Like Facebook, Twitter is an online social network. On Facebook, your posts (1) __________________________ (read) by your friends but on Twitter, short messages or ‘Tweets’ (2) __________________________ (write) for your friends to read. More than 347,000 Tweets (3) __________________________ (send) every minute. Twitter (4) __________________________ (not own) by a big company like Microsoft or Google. Twitter (5) __________________________ (use) by millions to follow news, events or even famous people. For example, Katie Perry (6) __________________________ (follow) by more than 85 million people. However, ‘Tweets’ (7) __________________________ (not delete) from the system. American Tweets (8) __________________________ (save) by the Library of Congress in Washington DC.
Complete the second sentence so that it means the same as the first sentence. Use two or three words.
1. Most people check their smartphone around 110 times a day.
Smartphones ____________________ around 110 times a day.
2. Apple sells more iPhones than anything else.
More iPhones ____________________ by Apple than anything else.
3. They don’t allow the app Google Maps in China.
The app Google Maps ____________________ in China.
4. Do they make Samsung phones in South Korea?
____________________ Samsung phones ____________________ in South Korea?
5. They create 6,000 new viruses every month.
6,000 new viruses ____________________ every month.
6. Do students use tablets in your school?
____________________ tablets ____________________ in your school?
7. Students in my school do their homework online.
Homework ____________________ online in my school.
8. Teachers don’t send us emails.
We ____________________ emails by teachers.
Number of correct answers: _________ Mark: _______
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How Do the Four C’s Work Together?

Now you know what the four C's of 21st Century skills are and why
employers want new hires to have them.
So now you're probably wondering how to teach 21st
Century skills in your
daily middle and high school classes.
Click below to get your free guide on teaching critical thinking,
creativity,
collaboration, and communication!
Learn 21st century skills in English
Technology is changing our world. Routine knowledge and skills are being
automated, digitized and outsourced.
Universities, governments and businesses from around the world have worked
together to understand the skills that children will need to succeed in the 21st
century.
Collaboration
Learning how to work effectively and respectfully
with other people is an
important life skill. Collaborative activities are also excellent for English language
learners because they encourage speaking and listening skills.
Learning tip
Put books, chairs and other objects in places where people might bump into
them. Choose one family member to walk through the obstacle course while
blindfolded.
Ask another family member to guide them through the obstacle course, by
saying directions in English (e.g. left, right, stop, take one step back).
Responsibility
Responsibility is about encouraging children
to make a difference to the
world in which they live. Children learn that they can inspire and motivate others
when they lead by example.
Learning tip
Ask your child to be responsible for teaching another family member some
English. For example, this might involve teaching them three new English words a
day and testing them at the end of each week.
This is a great activity for language learners. Teaching someone else is one of
the best ways to learn.
A
Mark each statement as either true (T) or false (F) according to the

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A
Mark each statement as either true (T) or false (F) according to theBog'liq Reading1A
Mark each statement as either true (T) or false (F) according to the
reading.
1. ____ An obese person always looks very fat.
2. ____ The most popular way of determining body fat is by weight.
3. ____ BMI is not always a very reliable way to measure body fat.
4. ____ Only very skilled people can measure BMI.
B
Choose the best answer according to the reading.
1. What people would NOT show high BMIs?
a.
Obese
people
b. Very muscular people
c.
Elderly
people
d.
Average
people
2. What is the main advantage of using the BMI?
a. It is based on the individual’s body.
b. It is always reliable.
c. It does not require special equipment or skills.
d. It is of limited use.
3. Why is the BMI important to get?
a. We can plan a diet.
b. We can understand our body’s processes.
c. We know how healthy we are.
d. We can enjoy eating.
C
For the next two questions, look for the answers in the passage and
write them on the lines provided.
1. When do we consider a person obese?
______________________________________________________
______________________________________________________
2. Who do supporters of BMI think that this test should NOT be used for?
______________________________________________________
______________________________________________________
V
ocabulary Extension
S
ummary
33
Here are six words or phrases that are related to the topic but are not in
the reading. Fill in each blank with the best word or phrase from the list.
Use each word or phrase only once.
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A
Mark each statement as either true (T) or false (F) according to the

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A
Mark each statement as either true (T) or false (F) according to theBog'liq Reading1A
Mark each statement as either true (T) or false (F) according to the
reading.
1. ____ The first treatment for headaches was prescribed over 2,000 years ago.
2. ____ There are different types of headaches.
3. ____ Cluster headaches occur regularly.
4. ____ Migraine headaches are caused by stress.
B
Choose the best answer according to the reading.
1. What was the first treatment for headaches?
a. Powder from the outer part of a tree
b. Powder from tree roots
c.
Willow
bark
d.
Acetylsalicylic
acid
2. What is NOT a possible cause of a primary headache?
a. A reduced flow of blood
b.
Alcohol
c.
Stress
d. Catching the flu
3. What will doctors likely study to treat migraines in the future?
a. How aspirin stops migraines
b. How to make drugs less expensive
c. How the brain develops in childhood
d. How drugs can stop parts of the brain from reacting
C
For the next two questions, look for the answers in the passage and
write them on the lines provided.
1. Why are many scientists interested in finding out about headaches?
______________________________________________________
______________________________________________________
2. How is a secondary headache different from a primary headache?
______________________________________________________
______________________________________________________
V
ocabulary Extension
S
ummary
39
Here are six words that are related to the topic but are not in the reading.
Fill in each blank with the best word from the list. Use each word only
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once.
chronic throbbing placebo alleviate dehydration tablet
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upplemental Reading
A
spirin may work well
for fighting minor headaches, but it may not be the
best choice for dealing with migraines. Doctors have found that after
treating a migraine sufferer with aspirin, the next
migraine attack becomes
stronger. Therefore, doctors have searched for other ways to treat migraines.
From brain research, doctors have learned that certain cells in parts of the
brain release proteins during a migraine attack. By using
a drug which acts like
the natural chemical serotonin in the brain, the cells can be stopped from
releasing protein. This has the effect of blocking the migraine. Now drug
companies are producing even better products developed from this idea.
However, the most effective of these drugs must
be taken as liquid and put
directly into the bloodstream. The drug is not yet available as a pill.
The above example is only one kind of medicine doctors have found useful
in fighting migraines. It also turns out that drugs used to fight depression work
well to relieve migraines. And surprisingly, some migraine
sufferers claim Botox
has proven helpful for them. (Botox is a chemical injected into the face for the
purpose of removing wrinkles.)
Not all migraine sufferers are turning to medicine for help with
their problem. Some of them use alternative remedies to fight
migraines. For example, many people
use yoga or meditation to
relieve stress and reduce the number of migraines they suffer. And
in some cases, people know that certain foods or fluorescent lights
trigger their migraines. These people simply try to avoid things
that set off migraine attacks.
-MA’RUZA: SANOAT CHIQINDILARINI QO‘LLASH. MAXSUS

76
To’ldiruvchilarni fraksiyalash va boyitish. To’ldiruvchilarni fraksiyalash va
boyitish quyidagi texnologik jarayonlarni o‘z ichiga oladi:
- yuvish;
- zarraviy tarkibi bo‘yicha klassifikatsiyalash;
- zichligi bo‘yicha klassifikatsiyalash;
- mustahkamligi bo‘yicha klassifikatsiyalash.
Bu jarayonlar to’ldiruvchilarni ishlab chiqarishda qo‘shimcha sarflarga olib
keladi, biroq ular sement sarfini kamaytiradi, beton bir jinsligini va
mustahkamligini oshiradi.
Yuvilgan qum nafaqat beton sifatini oshiradi, balki sement sarfini kamaytiradi,
chunki changsimon va gilli zararli qo‘shimchalar beton sifatini kamaytiradi va
betonni talabdagi mustahkamligini olish uchun sement sarfini oshirishni talab
etadi.
Beton uchun sifatsiz to’ldiruvchi ishlatilganda sement sarfi oshadi. Misol
uchun beton qorishmasining kerakli yoyiluvchanligi va mustahkamligi bo‘yicha
betonni talabdagi markasini olish uchun qum-shag‘al aralashmalari ishlatilganda
sement sarfi 100 kg oshadi.
Yana bir misol keltiramiz, sun’iy g‘ovakli to’ldiruvchi to‘kma zichligi
400...600 kg/ m
3
. Seperator yordamida ularni yengil (400...500 kg/ m
3
) va
zichliroq (500...600 kg/ m
3
) ga ajratilsa, birinchisini tashqi devorlar uchun,
ikkinchisini orayopmalar uchun ishlatilsa, devoi qalinligini 5 sm ga kamaytirish,
orayopmaning 1 m
3
betonida 100 kg m
3
ga yaqin sementni tejash mumkin bo’ladi.
To ldiruvchilaming sifatini yaxshilash va turli vazifani bajaruvchi betonlarda
ratsional qo‘llash, beton va temir-beton konstruksiyalar tannarxini pasayashini va
sifatini oshirishni ta’minlaydi.
Complete the conversation with the correct form of

Complete the conversation with the correct form of be going to and the verbs in brackets.
A: I’m really looking forward to our trip to Paris. We (1) _______________________ (have) a lot of fun.
B: What (2) ____________ you _______________________ (do) there?
A: I (3) _______________________ (not go) shopping with my sister and mum, I (4) _______________________ (climb) the Eiffel Tower.
B: (5) ____________ you _______________________ (drive) there?
A: No, we aren’t. We (6) _______________________(travel) by train. Dad says it’s much more comfortable than the car.
B: When (7) ____________ you _______________________ (get) back?
A: We (8) _______________________ (not return) until next Wednesday.
Write complete sentences in the present continuous.
1. On Monday / I / play football. _________________________________________________
2. On Tuesday morning / my mum / fly / to Rome. ___________________________________
3. I / not go / to school on Wednesday. ___________________________________________
4. My friends / take part / in a photo competition on Thursday.
____________________________________________________________________________
5. My best friend / not meet / me on Friday afternoon. ________________________________
6. My parents / get together / with their friends on Saturday.
____________________________________________________________________________
7. My sister / go windsurfing / on Sunday. __________________________________________
8. I / study / for an exam on Sunday afternoon. ______________________________________
Number of correct answers: _________ Mark: _______
Date: _______________
EXAM 6
VOCABULARY
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Choose the correct words to complete the sentences

Choose the correct words to complete the sentences.
1. A _________ came into our house while we were on holiday and took our jewellery.
a) burglar b) shoplifter c) burglary
2. _________ is a problem on the buses in the city centre.
a) Burglary b) Pickpocketing c) Shoplifting
3. _________ found out all the online customers’ passwords.
a) Vandals b) Hackers c) Burglars
4. Please watch my bag for a minute. I don’t want anyone to _________ it.
a) thief b) rob c) steal
5. Someone who takes things without paying for them at a supermarket is a _________.
a) shoplifter b) burglar c) hacker
6. Someone _________ a bank in my town last week.
a) stole b) robbed c) theft
7. Some _________ threw paint on that statue yesterday.
a) pickpockets b) thieves c) vandals
8. Taking and keeping anything that doesn’t belong to you is _________.
a) theft b) burglary c) hacking
Choose the correct words to complete the sentences.
1. I’d like you to write a story about yourself / themselves.
2. My friends and I often help each other / ourselves with our homework.
3. My brother hurt herself / himself during the rugby match.
4. I love taking selfies – you know, photos of myself / themselves.
5. We all enjoyed each other / ourselves at the party. It was great fun.
6. After winning the match, my sister felt very proud of herself / himself.
7. When they finished all their exams, my classmates bought myself / themselves an ice cream.
8. Be careful! Don’t cut yourself / myself with that knife.
GRAMMAR
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A __________ measures your weight.
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I
t is important to understand that obesity is not just an uncomfortable
condition of the body. Obesity can cause serious health problems. Many
people are not aware of these problems, so they
do not try to prevent the
problems before they appear. This is unfortunate, since prevention is possible,
though difficult.
One of the worst health problems caused by obesity is Type 2 diabetes. One
study found that about 80 percent of people with Type 2 diabetes are obese.
People with diabetes do not have insulin in their bodies. Insulin helps the body
to absorb, or take in, sugar. If
the body cannot absorb sugar, several bad things
can happen. A person with diabetes can suffer from seizures (losing control of
the body) or fall into a coma.
A number of other problems related to obesity have also been found.
Obesity can cause heart disease. Heart disease happens when the vessels that
deliver blood to the heart become blocked. This makes it more likely that such
people
will suffer from heart attacks, which take place
when the heart loses blood supply and cannot pump
properly. Furthermore, obesity
causes problems with
breathing, especially when sleeping. Obese people are
at high risk for arthritis as well as certain kinds of
cancers.
All of these problems, and others, can be prevented. Of course, losing
weight is very difficult. Changing a lifestyle is hard and often painful. Even so,
the results of obesity are much worse.
Critical thinking - “Uzluksiz kasbiy rivojlantirish – 2022” loyihasi

Learning tip
Find a funny short story. Cut it up and ask your child to use sticky tape to
stick it back together again. You can make it more difficult by having a couple of
cards that don’t match so the task isn’t completed by luck towards the end.
Initiative and self-direction
Self-direction is about having the motivation to achieve and the discipline to
complete tasks to a deadline. Research has found that
initiative is even more
important for academic success than intelligence.
Learning tip
Let your child take part in choosing what to do. For example, choose English
books together at the library. This will help with motivation,
as they can pick
topics/characters they are interested in.
ICT and information literacy
Children today have access to so many different technologies and so much
information. It’s important to teach them how to make the most of it.
Learning tip
Check out our digital learning tips in our article:
Practising English using
digital technology.
-o‘yin. “Bir so‘z bilan javob top”

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-o‘yin. “Bir so‘z bilan javob top”
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bet | 29/63 | Sana | 13.05.2024 | Hajmi | 1,43 Mb. | | #228404 |
Bog'liq Majmua 4-k Ona tili va o`qish sav.2023 (1)1-o‘yin. “Bir so‘z bilan javob top” o‘yini
Bеshik tеbratib aytiladigan qo‘shiq ... – alla.
Daraxtni bo‘laklarga ajratadigan asbob ...- arra.
Ko‘paytirish jadvali ... – karra.
Bolalar qogʻozdan yasab uchiradigan narsa ...- varrak.
Kuch so‘zining shеrigi ... – quvvat.
Rasm chizuvchi kasb egasi ... – rassom.
Don hosili ... – gʻalla.
Chollar tayanadigan tayoq ... – hassa.
2-o‘yin. “So‘zlarni guruhlarga ajratish” o‘yini.
1-variant. (ogʻzaki ravishda)
O‘qituvchi so‘zlarni navbat bilan aytib turadi, o‘quvchilar nima? so‘rogʻiga javob bo‘lgan so‘zlarni eshitganda sariq varaqani, kim? so‘rogʻiga javob bo‘lgan so‘zlarni eshitganda ko‘k varaqani ko‘taradilar.
2-variant. (yozma ravishda)
So‘zlar yozilgan varaqalar alohida stolga aralashtirilgan holda ochiq qilib qo‘yiladi. O‘quvchilardan tuzilgan ikki guruhning biri nima? so‘rogʻiga javob bo‘lgan so‘zlarni, ikkinchisi kim? so‘rogʻiga javob bo‘lgan so‘zlarni “Kim oldin yozish” sharti bilan doskaga yozib boradilar.
Mavzu: Narsa va shaxs harakatini bildirgan so‘zlar
“Tеskari so‘zni top!” o‘yini.
1-variant. (ogʻzaki ravishda)
O‘yin uchun so‘zlar:
Suv: oqadi – to‘xtaydi.
Kun: isiydi – soviydi.
Qush: uchadi – qo‘nadi.
Daraxt: ko‘karadi – quriydi.
Bola: uxlaydi – uygʻonadi.
Oy: ko‘rinadi – bеkinadi.
Mavzu: Narsa va shaxs bеlgisini bildirgan so‘zlar
“Noto‘gʻri bеlgini top!” o‘yini.
Qizil taom (shirin)
Oq qargʻa (qora)
Shirin gul (qizil)
Mavzu: Ot – so‘z turkumi.
“So‘z zanjiri” o‘yini.
O‘yin tartibi: 5 – 6 ta o‘quvchi doska oldiga tiziladi. Boshlovchi o‘yin shartini tushuntiradi va narsa nomini bildirgan so‘zni aytadi, navbatdagi o‘quvchi bu so‘zing oxirgi tovushi bilan boshlanadigan otni aytadi. To‘xtalib qolgan o‘quvchi o‘yindan chiqadi. Namuna: Ayiq – qargʻa – asal – lola – ariq – qalam – maktab – bola – alla – arra – alam – mashina – adolat – tandir – ruchka – ayoz….
“So‘z tarkibi” ga oid mavzularni mustahkamlashda ham ta’limiy o‘yinlar samarador bo‘ladi. Xususan, “O‘zak va o‘zakdosh so‘zlar” mavzusini o‘rganishda “O‘zakni top” o‘yini qo‘llanilsa, dars samaradorligi yanada ortadi.
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Interfaol ta’limdagi suhbat ishtirokchilari

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Interfaol ta’limdagi suhbat ishtirokchilari
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bet | 33/63 | Sana | 13.05.2024 | Hajmi | 1,43 Mb. | | #228404 |
Bog'liq Majmua 4-k Ona tili va o`qish sav.2023 (1)Interfaol ta’limdagi suhbat ishtirokchilari
O‘quvchi – o‘quvchi (juftlikda ishlash)
O‘quvchi – o‘quvchi guruhi (guruh yoki kichik guruhda ishlash)
O‘quvchi – o‘quvchi jamoasi (sinf, guruh jamoasida ishlash)
O‘quvchi – axborot-kommunikatsion texnologiyalar
Interfaol ta’lim texnologiyalari mohiyatiga koʻra suhbatning “o‘quvchi – axborot-
kommunikatsion texnologiyalar” shaklida tashkil etilishi o‘quvchilar tomonidan mustaqil ravishda yoki oʻqituvchi rahbarligida axborot texnologiyalari yordamida bilim, koʻnikma, malakalarning oʻzlashtirilishini anglatadi.
O‘qituvchi interfaol ta’lim yordamida o‘quvchilarning qobiliyatlarini rivojlantirish, mustaqillik, oʻz-oʻzini nazorat, oʻz-oʻzini boshqarish, samarali suhbat olib borish, tengdoshlari bilan ishlash, ularning fikrlarini tinglash va tushunish, mustaqil, ijodiy, tanqidiy fikrlash, muqobil takliflarni ilgari surish, fikr-mulohazalarini erkin bayon qilish, oʻz nuqtayi nazarlarini himoya qilish, muammoning yechimini topishga intilish, murakkab vaziyatlardan chiqa olish kabi sifatlarni shakllantirishga muvaffaq boʻladi. Eng muhimi, interfaol ta’lim texnologiyalarini qoʻllash orqali oʻqituvchi talabalarning aniq ta’limiy maqsadga erishish yoʻlida
oʻzaro hamkorlikka asoslangan harakatlarini tashkil etish, yoʻnaltirish, boshqarish, nazorat va tahlil qilish orqali xolis baholash imkoniyatini qoʻlga kiritadi.
O‘quv jarayonining interfaol ta’lim texnologiyalariga asoslanishi bir qarashda nihoyatda oddiy, sodda, hatto “bolalar oʻyini” kabi taassurot uygʻotadi. Biroq bunda oʻqituvchining ma’lum darajada quyidagi omillarga ega boʻlishi talab qilinadi:
Asosiy omillar
Ish tajribasi --- Metodik malaka
Tayanch pedagogik-psixologik bilimlar --- Tashkilotchilik qobiliyati
Didaktik vositalar (axborot, tarqatma materiallar, dars jihozlari)ga ega boʻlish --- Talaba va talabalar guruhi oʻrtasidagi oʻzaro munosabatlarning ishonch va hurmatga asoslanishi
Talaba va talabalar guruhining oʻzaro hamkorlikka erisha olishi --- Ta’lim jarayonida demokratik gʻoyalarning ustuvor oʻrin tutishi
Axborotlarni taqdim etishda xilma-xil metod, vositalarning samarali, oʻrinli, maqsadga muvofiq va oʻzaro moslikda qoʻllashga erishish.
Shu bilan birga interfaol ta’lim texnologiyalarini qoʻllash samaradorligi quyidagi ikkilamchi omillarga ham bogʻliq bo‘ladi.
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Tanqidiy fikrlashni o‘stiruvchi faol metodlar

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Tanqidiy fikrlashni o‘stiruvchi faol metodlar
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bet | 48/63 | Sana | 13.05.2024 | Hajmi | 1,43 Mb. | | #228404 |
Bog'liq Majmua 4-k Ona tili va o`qish sav.2023 (1)Tanqidiy fikrlashni o‘stiruvchi faol metodlar. “Tanqidiy fikrlash metodi”ning mohiyati jamoa hamkorligi asosida, axborotlarni qabul qilish, ularga o‘z munosabatini bildirish, xatolik va nomunofiqlarni izlash, o‘z mulohazalarida nuqsonlarga yo‘l qo‘ymaslikka intilish, o‘z tushunmovchiliklarini anglash, farqlash, aniq xulosalar chikarishga yo‘llashdan iborat.
«Tanqidiy fikrlash» - ongli mustaqil tahliliy fikrlash jarayoni bo‘lib, bunda - o‘quvchi o‘ziga taklif etilgan ma’lumotlar, axborotlar, nuqtayinazar va axloq kodekslari to‘g‘risida sog‘lom fikr yuritish imkoniyatini beradigan metoddir. «Insonning sharoitlar va tajriba natijalariga nisbatan tanqidiy fikrlashgina shaxs istagi va qiziqishlarini to‘g‘ri yo‘lga sola oladi». Shuningdek, «Tanqidiy fikrlash» - o‘qitishning oxirgi bosqichi bo‘lmasdan, axborotlarni oddiy tarzda tushunish, boshlang‘ich uzatish bo‘lgani sababli, xir bir ishtirokchini ongli, tahliliy fikrlashga o‘rgatadi.
Natijada ishtirokchi vazminlik bilan mantiqli, maqsadli fikrlash qobiliyatini o‘zida tarbiyalashga harakat qiladi. Demokratik jamiyatda bunday shaxsni tarbiyalash muhimdir, shuning uchun ham bu metod ahamiyatlidir.
Shunday qilib, tanqidiy fikrlash, axborotlarni qabul qilishdan boshlanib, karor qabul qilish bilan tugaydigan fikrlash, uylash jarayoni ekan, bu jarayonda ta’lim oluvchilar bahsli muammolarni yechish vaqtida tinglash, muloqotga kirishish madaniyatini o‘rganadilar, turlicha nuqtayi nazarlarni taqqoslaydilar, xulosalar chiqaradilar, o‘zgalar fikriga befarq qaramaydigan, analitik fikrlash qobiliyatlarini rivojlantirishga intiladigan insonlar bo‘lishga harakat qiladilar. Shuning uchun ham bu metod faoldir.
«O‘qitish va yozish» uchun tanqidiy fikrlashni rivojlantirish dasturining asoschilari o‘qitishning tayanch modelini uch bosqichga ajratadilar - chaqiruv, mazmunni anglash, fikrlash.
Tajribaning ko‘rsatishicha bu bosqichlarda o‘qituvchi o‘qitishning interfaol metodlarini aniq tanlasa va qo‘llasa, dars samaradorligi oshadi, o‘quvchilarda tanqidiy fikrlash rivojlanadi.
Chaqiruv bosqichida, o‘qituvchi o‘quvchi talablarining yangi mavzuga oid dastlabki tushunchalarini aniqlaydi. Bunda u albatta o‘quvchilarning boshlang‘ich, oldingi bilimlariga tayanish va ular hisobga olish lozim. Agar o‘quvchi yangi bilimlarni, oldingi egallangan bilimlarga tayanib, ular bilan bog‘lab olib bormasa, axborotlar o‘z kuchini yo‘qotadi va faoliyat samarasiz bo‘ladi. Aynan, shu bosqichda tushunmovchiliklar, bilim olishdagi xatoliklar aniqlanadi, bu esa o‘z navbatida tanqidiy fikrlash uchun harakatlanuvchi kuch bo‘ladi.
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