nyuuzyou/kompy huggingface dataset:
Efl prepare Teacher's Book Grade 8 - bet 18

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Efl prepare Teacher's Book Grade 8 Pdf ko'rish
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bet | 18/255 | Sana | 14.06.2024 | Hajmi | 18,95 Mb. | | #263803 |
Bog'liq {teacherscom library} EFL Grade 8 TB6
Remember that the longest
you have is
with yourself.
A
B
1
Friends are an important part of our lives. It’
s
sometimes diffi cult to make friends and it’s
not always easy to keep them. To have close
friends, it’s essential to be a good friend.
The big question is what can you do to be
a good friend and keep your friends?
3
Read the text quickly. Match sections 1–3
to photos A–C. Are you a good friend?
They listen carefully
They make me feel good
They are there for me
when I have problem
They help me do my best
They give me their opinion
They trust me
120 LIFE SKILLS
In small groups, choose problem A or B below.
Talk together and think of some advice and
write ideas in your notebook. Use expressions
from Exercise 7.
•
Draw a picture of the situation you chose.
•
Make a poster with your advice and a picture.
•
Present your poster to another group or to the
class.
A
I have no idea what to do. My best
friend always says bad things about
our friend Jack when he isn’t with us.
What should I do?
B
My friend Anna is very sad these days.
She spends her weekends alone and
doesn’t want to go out. I’m worried
about her. How can I help her?
PROJECT
A helpful
poster
5
Listen to Karl talking to Martha. What does Martha do?
a
She tells Karl her problems.
b
She listens to Karl and tries to help him.
c
She calls Alex.
6
Listen again and answer the questions.
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Tutuq belgisi (’) - N. B. Adizova, R. X. Jumayev, R. A. Qo‘ldoshev, S. R. Ismatov ona tili o‘qitish metodikasi

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bo‘g‘inlab o‘qitiladi, so‘zni bo‘g‘in-tovush tomondan tahlil qilishga, tovush-harf
tomondan analiz va sintez qilishga diqqat qaratiladi.
O‘qishni muvaffaqiyatli egallashlari uchun o‘quvchilarning idroki, xotirasi,
tafakkuri va nutqini o‘stirishga katta e’tibor berish kerak. Savod o‘rgatishda
fonematik eshitish qobiliyatlarini o‘stirishga, ya’ni tovushni aniq talaffuz
qilishga, boshqa tovushlardan farqlashga o‘rgatish, bo‘g‘in yoki so‘zdan o‘sha
tovushni ajrata olish ko‘nikmasini o‘stirish muhim sanaladi.
Fonematik eshitish imloviy malakani hosil qilishning muhim shartidir. Shu
bois savod o‘rgatish davrida eshitish idrokini o‘stirish uchun ham maxsus xilma-
xil mashqlar o‘tkazib borish maqsadga muvofiqdir.
Yozuv jarayonida o‘quvchilar ruchkani to‘g‘ri ushlashni, daftarni to‘g‘ri
qo‘yishni,
harfni
yozishda
yozuv
chiziqlari,
ular
bo‘ylab
qo‘lni
harakatlantirishni esda saqlashi, harfni harfga qanday ulash, qatorga sig‘ish-
sig‘masligini mo‘ljallashi lozim. Bu jarayon o‘quvchini aqliy va jismonan
charchatadi, ayniqsa, ularning barmoq va elka muskullari charchaydi. Shuning
uchun ham darsda ikki-uch marta daqiqali jismoniy mashqlar o‘tkazilishi
maqsadga muvofiqdir.
Yozuv jarayonida o‘quvchi ruchkani qog‘oz ustida sekin, ishonchsizlik
bilan qimirlatadi, bir harfni yozib to‘xtaydi va namuna bilan solishtiradi, ba’zan
chiziqdan chiqib ketadi, noto‘g‘rilarini bo‘yab, to‘g‘rilaydi. Bunda u
o‘qituvchiga har daqiqada murojaat qiladi, uning qo‘li va boshi yozishda
birgalikda harakat qiladi. Yozuv jarayoni o‘quvchilarning ongli harakat
qilishlarini ham talab etadi. Shu sababli bu jarayonga o‘qituvchi sabr-qanoat
bilan katta e’tibor qaratishi juda muhim. Yozuvning chiroyli va imloviy jihatdan
to‘g‘ri bo‘lishi savodxonlikning yuksak belgisidir.
Ona tili o‘qitish tamoyillari 5 ta

13
o‘zlashtiradi. Natijada kishida tilga sеzgirlik (til hodisalarini tushunish)
xususiyati shakllanadi : tilni egallash mumkin emas.
4. Nutqning ifodaliligiga baho bеrish tamoyili. Bu tamoyil til hodisalarini
tushunmay turib savodli yozish, nutq madannyati vositalarining xabar bеrish
funksiyasini tushunish bilan bir qatorda, uning ifodalilik (uslubga oid)
funksiyasini tushunishni, mazmuninigina emas, balki so‘z va nutq
oborotlarining, tilning boshqa badiiy-tasviriy vositalarining hissiy ottеnkalarini
ham tushunishni ko‘zda tutadi. Bu tamoyilga amal qilish uchun, birinchn
navbatda, badiiy adabiyotlardan, shuningdеk, tilning funktsional-stilistik
xususiyatlari aniq ifodalangan boshqa matnlardan foydalanish talab etiladi.
5. Og’zaki nutqni yozma nutqdan oldin o‘zlashtirish tamoyili. Bu tamoyil
ham kishi nutqining rivojlanishiga ta'sir etadi va til o‘qitish mеtodikasini
tuzishda xizmat qiladi.
Mеtodika tamoyillari, didaktika tamoyillari kabi o‘qituvchi bilan
o‘quvchining maqsadga muvofiq; faoliyatini bеlgilashga, ularning
birgalikdagi ishlarida qulay yo‘nalishini tanlashga yordam bеradi,
mеtodikaning fan sifatida nazariy asoslash elеmеntlaridan biri bo‘lib xizmat
qiladi.
Ta’lim vositalarini tasniflashda turli asoslarga ko‘ra yondashish mumkin

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Ta’lim vositalarini tasniflashda turli asoslarga ko‘ra yondashish mumkin
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bet | 16/22 | Sana | 04.01.2024 | Hajmi | 69,71 Kb. | | #130234 |
Bog'liq pedagogika javoblarTa’lim vositalarini tasniflashda turli asoslarga ko‘ra yondashish mumkin:
Faoliyat subyektiga ko‘ra;
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Faoliyat obyektiga ko‘ra;
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O‘quv axborotiga munosabatiga ko‘ra;
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O‘quv jarayonidagi vazifasiga ko‘ra.
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Аниқ воситалар – машиналар, тракторлар, дастгоҳлар, жиҳозлар, тайёр маҳсулотлар
Техник воситалар – проектор, киноаппарат, видеомагнитофон, компьютер, видеофильмлар, мултимедиа, кодоскоп, электрон доска,доска-стенд
Ўқув материаллари – чоп этилган ўқув ва кўргазмали материаллар
26. Dars tipologiyasi va unga qo‘yiladigan didaktik talablar
Dars – (maktabdagi) o‘quv ishining asosiy tashkiliy shakli bo‘lib, unda o‘qituvchi aniq belgilangan dars doirasida o‘quvchilarning doimiy tarkibi bilan qat’iy jadval bo‘yicha shug‘ullanadi, jamoaviy bilish faoliyatiga rahbarlik qilib, o‘quv dasturiga o‘zi belgilaydigan didaktik va tarbiyaviy vazifalarga erishish uchun xilma-xil metodlardan foydalanadi Dars deb bevosita o‘qituvchining rahbarligida muayyan o‘quvchilar guruhi bilan olib boriladigan ta’lim mashg‘ulotiga aytiladi Dars – o‘quv ishlarining asosiy tashkiliy shaklidir. Dars – o‘quv ishlarining markaziy qismidir. Didaktika yoki ta’limviy talablarga har bir darsning ta’lim vazifalarini aniq belgilash, darsni axborotlar bilan boyitish, ijtimoiy va shaxsiy ehtiyojlarni hisobga olish bilan mazmunini optimallashtirish, idrok etish eng yangi texnologiyalarini kiritish, turli xildagi shakli, metodlari va ko‘rinishlaridan mos ravishda foydalanish, dars tuzilishini shakllantirishga ijodiy yondashish, jamoaviy faoliyat usullari bilan birga o‘quvchilar mustaqil faoliyatlarini turli shakllaridan birga foydalanish, operativ qayta aloqani ta’minlash, amaliy nazorat va boshharuvni amalga oshirish, ilmiy mo‘ljal va darsni mahorat bilan o‘tkazishni ta’minlash kabilar kiradi. Darsni tashkil etish va uni olib borishdan bosh maqsad – ta’lim jarayonining samaradorligini ta’minlashdir
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Scenario 2-3: Planning a Migration

Scenario 2-3: Planning a Migration
You are an IT consultant working with a mid-sized corporation to improve its network. Currently the company is running six Windows 2000 servers in three separate domains. The workstations run various versions of Microsoft Windows, including Windows 2000 Professional and Windows XP Professional. Several new Windows Vista Business machines are being used by management. The company has decided to migrate to Windows Server 2008 using Active Directory to take advantage of centralized administration and better security. To help you consult with your customer, answer the following questions.
1. What considerations should you make during the migration planning?
Operating system level of current servers and workstations in the existing Active Directory environment.
2. What recommendations will you make?
Perform a complete inventory of all existing domain controllers, and document scheduled plans to upgrade or replace domain controllers that are running legacy operating systems.
3. What functional level should be set initially?
Windows 2000 Native at the domain and forest functional levels
Scenario 2-4: DNS Naming
The same client discussed in Scenario 2-3 already has a DNS name registered with the Internet. The client uses it for the company's Web site, which allows customers to access the product database and place orders online. Your client would like to use the same name for its internal network, but you have been advised that using the internal network may affect network security. What options would you suggest they explore to allow some naming consistency while providing internal network security?
You can configure the internal domain name using the .local extension rather than .com, .net, or .org to separate your internal from your external namespace.
2-
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Globallashuv, uning ijobiy va salbiy oqibatlari

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Globallashuv, uning ijobiy va salbiy oqibatlari
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bet | 11/22 | Sana | 04.01.2024 | Hajmi | 69,71 Kb. | | #130234 |
Bog'liq pedagogika javoblar18. Globallashuv, uning ijobiy va salbiy oqibatlari.
Глобаллашув – бу турли мамлакатлар иқтисоди, маданияти, маънавияти, одамлар ўртасидаги ўзаро таъсир ва боғлиқликнинг кучайишидир Глобаллашув жараёнида 2 гуруҳ ажратилади: Глобалистлар- сиёсатдонлар, бизнесменлар, саноатчилар ва давлат арбоблари кўпроқ Аксилглобалистлар - сўл кучлар, касаба уюшмалари ва ёшлар ташкилотлари Биз ҳам оммавий маданият билан “оммавий маданият”нинг фарқига боришимиз ҳамда “оммавий маданият”нинг аянчли оқибатларининг олдини олиш учун курашишимиз лозим. Унинг аянчли оқибатлари эса маълум: ахлоқий бузуқлик ва зўравонлик, индивидуализм, эгоцентризм.
А) Ахлоқий бузуқлик
Аёллар(қизлар)нинг сигарета чекиши. Алкоголизм, айниқса, аёллар(қизлар)нинг спиртли ичимликлар ичишлари. Ҳаддан ташқари тор ва очиқ, бадани, айниқса, ҳатто аёллик белгилари ҳам кўриниб турадиган даражадаги кийимлар кийиб юриш. Ёш йигит-қизларнинг тўйдан олдин ўпишиб, қучоқлашиб туришлари (айрим ҳолларда жинсий муносабатга киришишганини ҳам эшитиб қоламиз). Аёлларнинг эркаклар айтадиган сўзларни айтиб сўкинишлари. Қўшхотинлик (айрим ҳолларда қўшэрликка ҳам дуч келмоқдамиз). Ота-она ва бошқа яқин кишиларига “Сиз” деб эмас, балки “сен” (“ты”) деб мурожаат қилиш ёки умуман катталарга нисбатан ҳурматсизлик. Жамоа (айниқса, фарзандлар) олдида ички кийим билан чўмилиш. Порнографик махсулотларни тарғиб қилиш, томоша қилиш ва тарқатиш. Старизм (субъэктив эҳтиросларга берилган ҳолда, эстрада артистлари, актёрлар, спортчилар, теледикторларни илоҳийлаштириш) Билимсизлик, ахлоқсизлик, маданиятсизлик, тартибсизлик ва ватанфурушликни қўллаб-қувватлаш. Баданига турли хил татуировкалар чизиш. Турмуш (оила) қурмасликни қасд қилиш. Бир хил жинсдаги кишиларнинг турмуш қуриши. Эркакларнинг аёллар кийимида юриши ва аёллар пардоз воситаларидан фойдаланган ҳолда ўзига оро бериши (кўзи, лаби, қоши ва сочларини бўяши).
Умуман, четдан кириб келаётган ёки ғарбона қарашлар натижаси ўлароқ ўзимизда пайдо бўлаётган ва кенг тус олаётган ахлоққа зид бўлган хатти-ҳаракатларнинг барчаси:
дабдабали тўйлар қилиш,
маҳобатли уйлар қуриш,
аёлларнинг тўйдан аввалги ва кейинги турли-туман янгича тадбирлари,
янги туғилган гўдакни туғруқхонадан олиб чиқиш,
тўй куни саноқсиз ва қимматбаҳо машиналар билан келин-куёвнинг сайрга чиқиши ва ҳоказо.
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Marshrutlash protokollari OSPF и BGP, STP

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Marshrutlash protokollari OSPF и BGP, STP
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bet | 4/5 | Sana | 14.05.2024 | Hajmi | 1,05 Mb. | | #231912 |
Bog'liq Dinamik marshrutlash protokollari(Sagdiyev Ziyodulla) Marshrutlash protokollari OSPF и BGP, STP
OSPF ta'rifi
The Avval qisqa yo'lni oching ichki shlyuz protokoli. Interior Gateway Protocol (IGP) ishchi guruhi Internet Protocol tarmoqlarida foydalanish uchun eng qisqa yo'l (SPF) algoritmi asosida IGPni loyihalashtirish uchun tuzildi. Bunda havola holati marshrutizatsiyasi qo'llaniladi. OSPF RIPning cheklanganligi sababli yaratilgan; RIP protokoli katta heterojen internet tarmoqlariga xizmat ko'rsatish imkoniyatini cheklangan edi. OSPF - bu ierarxiya ichida ishlashi mumkin bo'lgan bog'lanish holati yo'nalishi. Ierarxiyaning eng yuqori darajasi va eng katta sub'ekti avtonom tizimdir. OSPF ierarxik sohadagi yo'riqchilarga havola holatidagi reklamalarni yuborish uchun qo'ng'iroq qiladi.
OSPF har xil autentifikatsiya sxemalariga imkon beradi va yo'riqnoma ichidagi har qanday almashinuvni tasdiqlash kerak. Autentifikatsiya qilishning maqsadi marshrutlash bo'yicha ma'lumotni reklama qilish uchun faqat vakolatli yo'riqchilarga ruxsat berishdir. Alohida marshrutlar har bir xizmat turi uchun HOP soni va yuqori o'tkazuvchanligi asosida bitta manzilga hisoblab chiqiladi. Belgilangan joyga bir qator teng narxlardagi marshrutlar mavjud bo'lganda, trafik teng taqsimlangan joyda yuklarni balanslashni amalga oshiradi.
BGP ta'rifi
The Chegara shlyuzi protokoli (BGP) - Internet uchun marshrutlash ma'lumotlarini almashish uchun ishlab chiqilgan tashqi shlyuz protokoli. O'zboshimchalik bilan topologiyadan foydalangan holda, BGP avtonom tizimlarning har qanday Internet-tarmoqlarini ulashi mumkin. Buning uchun har bir avtonom tizimda kamida bitta marshrutizator bo'lishi kerak, u kamida bitta avtonom tizimning BGP yo'riqchisiga ulanishi kerak bo'lgan BGP-ni boshqarish qobiliyatiga ega.
Avtonom tizim ichida amalga oshiriladigan marshrutlash operatsiyalari quyidagicha tanilgan intradomain routing yoki ichki shlyuzni yo'naltirish va marshrutlash ikkita avtonom tizim o'rtasida amalga oshirilganda, u deb nomlanadi domenlararo yo'naltirish yoki tashqi shlyuzni yo'naltirish. An avtonom tizim yagona ma'muriyat tomonidan boshqariladigan tarmoq va yo'riqnoma birikmasi.
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Didaktikaning predmeti, vazifalari va asosiy kategoriyalari

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Didaktikaning predmeti, vazifalari va asosiy kategoriyalari
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bet | 13/22 | Sana | 04.01.2024 | Hajmi | 69,71 Kb. | | #130234 |
Bog'liq pedagogika javoblar21. Didaktikaning predmeti, vazifalari va asosiy kategoriyalari . Дидактика (таълим назарияси: юнонча «didaktikos» “ўргатувчи, «didasko» эса – “ўрганувчи маъносини билдиради) таълимнинг назарий жихатлари (таълим жараёнининг мохияти, тамойиллари, конуниятлари, ўкитувчи ва ўкувчи фаолияти мазмуни, таълим максади, шакл, метод, воситалари, натижаси, таълим жараёнини такомиллаштириш йўллари ва хоказо муаммолар)ни ўрганувчи фан. Бу сўз 1613 йили Германияда немис педагоги Вольфганг Ратке (1571-1635 йиллар) томонидан киритилди. Бу тушунчани шунга ўхшаш усулда буюк чех педагоги Ян Амос Коменский (1592-1670 йиллар) “Буюк дидактика” номли машхур асарида тилга олади. Лекин Коменский “дидактика” бу факат таълимгина эмас, балки тарбиялаш хам, деб таъкидлайди. Дидактиканинг вазифалари куйидагилардан иборат: - таълим жараёнлари ва уларни амалга ошириш шартларини таърифлаш ва тушунтириш;- таълим жараёнини янада мукаммал ташкил этиш, яъни, таълим тизимлари ва технологияларини ишлаб чикиш; - таълим жараёни учун хос бўлган умумий конуниятларни аниклаш, омилларини тахлил килиш ва таърифлаш. Дидактиканинг асосий категориялари ва дидактик тушунчалар тизими 1. Таълим - ўкувчиларга назарий билимларни бериш асосида уларда амалий кўникма ва малакаларни шакллантириш, уларнинг билиш кобилиятларини ўстириш ва дунёкарашларини тарбиялашга йўналтирилган жараён; 2. Дарс – бевосита ўкитувчи рахбарлигида муайян ўкувчилар гурухи билан олиб бориладиган таълим жараёнининг асосий шакли; 3. Билим олиш – идрок этиш, ўрганиш, машк килиш ва муайян тажриба асосида хулк-атвор хамда фаолият кўникма, малакаларининг мустахкамланиб, мавжуд билимларнинг такомиллашиб, бойиб бориш жараёни; 4. Таълим жараёни – ўкитувчи ва ўкувчилар ўртасида ташкил этилувчи хамда илмий билимларни ўзлаштиришга йўналтирилган педагогик жараён. 5. Ўкув фани – таълим муассасаларида ўкитилиши йўлга кўйилган хамда ўзида муайян фан сохаси бўйича умумий ёки мутахассислик билим асосларини жамлаган манба. 6. Таълим мазмуни – давлат таълим стандартлари асосида белгилаб берилган хамда маълум шароитда муайян фанлар бўйича ўзлаштирилиши назарда тутилган илмий билимлар мохияти. Дидактикада “идрок этиш, “ўзлаштириши, “махорат, “ривожланиш ва бошкалар (психология) хамда “бошкариш, “кайта алока (кибернетика) каби турдош фанларга хос бўлган тушунчалар хам кўлланилади.
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Scenario 2-2: Configuring Access Across Networks

Scenario 2-2: Configuring Access Across Networks
The management of Margie's Travel has just released the names of several vendors that you must allow access to network resources. These vendors have Microsoft Windows 2000, Windows Server 2003, or Windows Server 2008 domains. You have established a domain that holds all the information that vendors will need to access within your forest. The vendors want to be able to gain access to these resources without permitting access for your company to their network. What do you need to do to make this happen?
Functional level is Windows 2000. Configure external trusts (one-way, nontransitive) between margiestravel.com and the partner organizations to ensure that data access only flows in one direction.
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Read what Nicky thinks and complete the sentences

136 UNIT 11
AROUND
THE WORLD
In lots
of countries around the
world street food is very popular. In India,
you can get different kinds of
curry
made with meat
or
with vegetables and lots of
chilli
. On the streets
of Thailand, you can get fish soup,
omelettes
,
rice or
noodles
and
grilled meat
. For dessert, you can have
fried bananas, fresh fruit
pancakes
or Thai
sweets
.
Mexico is famous for its
wonderful tacos served with
salsa made of green onions, cucumber and tomatoes.
In Germany and Denmark, you can have meat served
with
bread and
fried onions
, and in France they serve
lovely pancakes called crêpes. At the seaside in many
countries, people eat
chips
,
ice cream or
seafood
.
In many ways, street food is better than
restaurant food. It’s much cheaper, and you know
it’s fresh because you watch
the chef prepare and cook
it in front of you. It’s also more fun to eat – you can
use your hands and not worry about what the waiter
thinks of you! People often buy and eat food outside
at music festivals and at
sports events like football
matches. There are also street food festivals in many
cities. People can try new food from around the world
at these festivals.
STREET FOOD
FOOD
1
2
1
Look at the title of the article and the photos. Where do you
think the food in the photos comes from? Read the article
86 - Efl prepare Teacher's Book Grade 8

139
EATING OUT
PRONUNCIATION
/ʌ/
and
/ɒ/
2
Listen to the words in the box and
repeat them. Listen to the sound of the
underlined letters. Then put the words in
the correct columns – /
ʌ
/ or /
ɒ
/.
coffee cup horrible
lovely much mushroom
omelette one onion
want what
/ʌ/
/ɒ/
cup
coffee
Listen and check. Then repeat.
83
84
1
Listen to a boy speaking to his friend Nadia.
What does he want Nadia to do?
LISTENING
85
1
Listen to a girl talking to a food seller at the street
food festival. What does she order?
2
Complete the conversation from Exercise 1.
Girl:
Excuse me, what are you selling?
Seller:
It’s called paella. It’s from
1
. It’s
made with seafood,
2
, vegetables
and
3
.
Girl:
Oh. What’s it like?
Seller:
It’s
4
! Would you like to try some?
Girl:
Yes, please. How
5
is it?
Seller:
It’s £4.50 for a small plate or
6
£
for a large plate.
Girl:
I’ll have a small plate, please.
Seller:
That’s £4.50, please.
Girl:
Here you
7
.
Seller:
Thanks. I hope you
8
it!
Listen again and check. Then in pairs, practise
the conversation.
3
Work in pairs. Imagine you are at the street food
festival. Student A, ask about and order the food
in photos A–C. Student B, answer Student A’s
questions. Then swap roles and ask and answer
about the food in photos D–F. Student A see
page 126. Student B see page 125.
SPEAKING
86
86
2
In pairs, practise saying these dates, prices,
numbers and times. Write some more and test
your partner.
3rd July 28th June £8.50 £2.50
74 89 2 o’clock 11.30 am
3
Listen again and complete the notes.
85
A
C
E
B
D
F
Barbecue
Aloo Tikki
Shish kebab
Yakisoba
Zapiekanka
Ponchiki
STREET FOOD
FESTIVAL
6
How to get there: Bus number
or
3
Ticket prices: Adults: £10. Under 16s: £
5
Address:
Market Square on
Avenue
2
WEBSITE: WWW.
.COM
4
Times:
am to midnight
1
Date: 28th and 29th
.
71
EATING OUT
140 UNIT 12
AND
Technology
1
Match the photos A–L to the words in the box.
e-reader fitness tracker
games console
headphones keyboard laptop mouse
printer screen
smartphone speaker tablet
Listen and check. Then repeat.
2
In small groups, ask and answer these questions.
1
How many things with screens are there in your home?
Efl prepare Teacher's Book Grade 8 - bet 24

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Bog'liq {teacherscom library} EFL Grade 8 TB4
Point out that there is one mistake with the comparative
form of the adjective or
as … as
in each sentence.
Answers
1 The tickets for adults cost £25, but the tickets for students
are cheaper
.
2 The concert is very
big
and has lots of famous singers.
3 This bag is not
as
big as my last one.
4 It’s cold here so bring some
warm
clothes.
5 I
was
luckier than my friends.
6 My drink was not
as
expensive as yours.
5
As a class, brainstorm some things for each category first
and encourage the students to choose two for each and
write them down. Then, ask the students to write some
comparative sentences. Encourage them to check that
they have spelled the comparative form correctly by
looking at the table in their notebook (see Exercise 3). In
groups they check each other’s sentences.
FAST FINISHERS
For this exercise fast finishers work together in a group.
When they have checked each other’s sentences, they
choose three or four of their sentences and discuss
whether they agree or disagree with each one.
Answers
Students’ own answers
GRAMMAR WORKSHEET UNIT 11
COOLER
Put the students into small groups. Tell them that they
are going to organise an end of term party for the class
and that some of them want to go to Pizza Palace and
the others want to go to Easy Burgers. Encourage them
to have a discussion using comparative sentences where
possible. Begin as a class, e.g.:
Teacher:
I think we should go to Easy Burger because it is
healthier.
Student:
I disagree because Pizza Palace is cheaper and
we don’t have a lot of money.
Teacher:
Yes, but the menu is longer and …
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148 - Efl prepare Teacher's Book Grade 8

xviii
UNIT
VOCABULARY
GRAMMAR
READING
LISTENING
SPEAKING
WRITING
VIDEO
11 EATING OUT
page 68
Food (1)
Food (2)
/
ʌ
/ and /
ɒ
/
as … as
Comparative adjectives
Menus
Street food around the world
A conversation about a street
food festival
Ordering food
Street foods
12 THE LATEST
TECHNOLOGY
page 72
Technology
Computers and the
internet
Superlative adjectives
Stress in superlatives
Did you know …?
The history of computers
A conversation about a new
computer
An email to a friend
Technology
Life Skills
ICT literacy: Writing a blog page 76
Review 3
Units 9–12 page 78
13 HEALTHY BODIES
page 80
Illness
Health
should
/
shouldn’t
Silent consonants
What is so great about
running?
Conversations about health
problems
A conversation about a race
Giving advice
Health problems
14 GETTING AROUND
TOWN
page 84
Places in town
Compound nouns
Compound nouns
Prepositions
A description of a town
A trip to Edinburgh
A conversation about a visit to
Edinburgh
An article about a city
Culture
Scotland page 88
A view of Scotland
15 MYSTERIES IN
NATURE
page 90
Geographical features
The weather
Past continuous
Rising and falling
intonation
Is the story real?
Loch Ness
A story about looking for the
Loch Ness monster
A story about a strange
animal
16 AMAZING ANIMALS
page 94
Animals
Phrasal verbs
/
uː
/ and /
ʊ
/
Past simple and past
continuous
Bear to the rescue
Our animal friends
An interview about looking
after pets
A story
Animals
Life Skills
Social responsibility: Protecting animals page 98
Review 4
Units 13–16 page 100
17 WHAT ARE YOU
WATCHING?
page 102
Television
Entertainment
Future with
going to
Going to
Talent shows
A conversation about watching
a football match
A conversation about a talent
show
Talking about TV
programmes
18 MAGAZINES AND
BOOKS
page 106
Magazines
as
,
because
,
so
and
when
Making suggestions
Intonation
Read and Review
A conversation about a school
magazine
A review of a film
A review of a film, play
or book
Books we like
Culture
British TV around the world page 110
The world of British TV
19 SCHOOL CAN BE
FUN!
page 112
Trip activities
School collocations
have to
/
don’t have to
have to
/
has to
The flipped classroom –
what’s it all about?
A talk about a school trip
A description of a boarding
school
Giving a presentation
about your perfect
school
School life
20 FAMILIES
page 116
Family
Adverbs of degree
Adverbs of manner
The letter
i
What’s it like to grow up in
a big family?
A talk about a family tree
Descriptions of families
A description of your
family
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Bog'liq {teacherscom library} EFL Grade 8 TB1
How do you know where Karl and Martha are?
2
Why is Karl feeling sad?
3
What did Karl do immediately after the argument?
4
According to Martha, what do good friends do?
5
Does Martha think Karl should call Alex that day?
6
When does Martha tell Karl to send a message?
TALKING POINTS
Who do you talk to when you need help and
support? A friend? A family member? A teacher?
7
Now listen again and match the two halves of the
sentences.
USEFUL LANGUAGE
1
Why don’t you …
a
wait until tomorrow.
2
I think you should …
b
worry.
3
You shouldn’t …
c
to wait.
4
It’s a good idea …
d
send him a message?
149
149
149
It’s important to have friends to help you, but
it’s also necessary to know how to be alone
and to be sure of yourself. Don’t forget, the
longest friendship in your life is with yourself!
C
3
Good friends usually share interests and like
doing the same things. They have fun together
but they help each other in diffi cult times,
too. For example, when someone gets a bad
mark in an exam, does not get on the football
team or feels sad or alone, a good friend tries
to understand the situation and offers help.
Your friend is sad and you don’t know what
to do. Maybe you can call them, visit them or
make them a card. When a friend is worried
about an exam, you can help them study. If
your friend doesn’t get on the football team,
you can practise together after school.
Remember, a good friend listens carefully and
gives advice when possible. So, listening to
people and putting yourself in their shoes
helps make, and keep, friends.
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Zamonaviy taraqqiyotda ilm-fan va madaniyatning o‘rni 7-son

ZAMONAVIY TARAQQIYOTDA ILM-FAN VA MADANIYATNING O‘RNI 7-SON
18-son
www.academics.uz
18.06.2022
240
NEYRON TARMOQLARI- INSON MIYASI KABI.
Murodova Zarina Rashidovna
Buxoro Muhandislik texnologiya instituti “Axborot kommunikatsiya
texnologiyalari” kafedrasi dotsenti
E-mail: zarina_muradova_2015@mail.ru
Saidov Usmon Bahron o’g’li
“Axborot kommunikatsiya texnologiyalari” kafedrasi stajor o’qituvchisi
E-mail:
statham.9494@ gmail.com
Annotatsiya:
Ushbu maqolada men siz bilan neyron tarmoqlarni o'rganish va
natijada ularni Java dasturlash tili orqali Android platformasida amalga oshirish
bo'yicha tajribam bilan bo'lishishni istayman. Neyron tarmoqlari bilan tanishishim
prisma ilovasi paydo bo'lganda yuz berdi. U har qanday fotosuratni neyron
tarmoqlar orqali qayta ishlaydi va tanlangan uslubdan foydalanib uni noldan
yaratadi.
Kalit so‘zlar: axborot texnologiyalari, neyron tarmoqlari, virtual
laboratoriya, seminar, modellashtirish paketlari, innovatsiya, axborot, o'quv-
uslubiy material, o'quv vositalari, multimedia.
Abstract.
In this article, I want to share with you my experience in learning
neural networks and ultimately implementing them on the Android platform through
the Java programming language. My acquaintance with neural networks occurred
when the prisma application appeared. It processes any photo through neural
networks and creates it from scratch using the chosen style.
Key words:
information technology, neural networks, virtual laboratory,
workshop, modeling packages,
innovation, information, educational and methodical
material, learning tools, multimedia.
Ushbu maqolada men siz bilan neyron tarmoqlarni o'rganish va natijada ularni
Java dasturlash tili orqali Android platformasida amalga oshirish bo'yicha tajribam
bilan bo'lishishni istayman. Neyron tarmoqlari bilan tanishishim prisma ilovasi
Case Scenarios - Chapter 2 Implementing Active Directory Fill in the Blank

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Chapter 2 Implementing Active Directory Fill in the Blank
|
bet | 3/5 | Sana | 21.03.2017 | Hajmi | 37,8 Kb. | | #823 |
Case Scenarios
Scenario 2-1: Designing Active Directory
Margie's Travel has decided to install a Windows Server 2003 network. They plan to use the name margiestravel.com as their DNS name, because it is already registered with the InterNic. The corporate headquarters is located in Detroit and branches are located in Chicago, Dallas, and Phoenix. Margie's Travel wants to maintain a separate child domain in the forest representing each of the branches for ease of management. Create a pen and paper drawing of how you would design this forest structure. Be sure to include the recommended domain names within the forest.
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Jayden: 
What do they need?
Alice

|
Jayden:
What do they need?
Alice Pdf ko'rish
|
bet | 243/255 | Sana | 14.06.2024 | Hajmi | 18,95 Mb. | | #263803 |
Bog'liq {teacherscom library} EFL Grade 8 TBJayden:
What do they need?
Alice:
Well, they need people to give food and water to
the animals and to clean their cages.
Jayden:
That sounds interesting – there’s only one
problem.
Alice:
What?
Jayden:
I can’t volunteer on Saturdays, I have guitar
lessons.
Alice:
Well, you can help in different ways on other
days. People can donate money or things for
the animals, too. There’s a list of things they
need here. Look, here’s another option. This
centre protects dogs and cats, and it’s in our
neighbourhood. They organise events on
Sundays, and they sometimes need volunteers.
Jayden:
That sounds perfect! I love animals and I want to
help protect them.
Alice:
Me too! I’m going to call for more information.
Jayden:
Great. Thanks Alice!
Review 4: Units 13-16, Student’s Book page 101
Listen to Tessa talking to her father about her friends. What
problem does each person have?
Dad:
What time is Eva’s party, Tessa?
Tessa:
The party’s not happening, Dad. Eva’s got a
temperature, and our other friends aren’t well
either.
Dad:
Oh no! What’s wrong with Leon? Is he OK? I
know he hurt his leg skiing last month.
Tessa:
Yes – but that’s all better now. At the moment,
he’s got toothache. He needs to see the dentist
on Monday.
Dad:
And what about Nat?
Tessa:
He ate something bad yesterday and feels
really sick. It’s the same problem Maddie had a
few days ago.
Dad:
So what’s wrong with Maddie now?
Tessa:
She’s got a terrible cold. She stayed in bed all
day yesterday and most of today, but she still
feels ill.
Dad:
Oh dear – I hope you don’t get it.
|
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Ella:
Would I like to? I’d love to! That’s fantastic! 
Why didn’t you say so before?
Charlie

Ella: Would I like to? I’d love to! That’s fantastic! Why didn’t you say so before? Charlie
{teacherscom library} EFL Grade 8 TB
|
Bosh sahifa
Aloqalar Bosh sahifa Ella: Would I like to? I’d love to! That’s fantastic! Why didn’t you say so before? Charlie
|
Tessa - Efl prepare Teacher's Book Grade 8

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Efl prepare Teacher's Book Grade 8 Pdf ko'rish
|
bet | 244/255 | Sana | 14.06.2024 | Hajmi | 18,95 Mb. | | #263803 |
Bog'liq {teacherscom library} EFL Grade 8 TBTessa:
Me too. I’m OK at the moment. Not like Ilsa.
She phoned me earlier to say her head hurts
and she doesn’t want to go out.
Dad:
Poor Ilsa! And what about Greg? His broken
arm’s better, isn’t it?
Yes, but now he’s hurt his foot. He plays too
much rugby!
Dad:
I agree! Well, I hope they all feel better soon!
Tessa:
That’s nice of you, Dad!
Unit 17, Student’s Book page 102
Charlie:_Ella,_are_you_free_on_Saturday_evening_Would_you_like_to_…_Ella'>Charlie:
Hi, Ella.
Ella:
Oh, hi, Charlie.
Charlie:
Great to see you!
124
126
Ella:
Yeah, good to see you too.
Charlie:
Ella, are you free on Saturday evening? Would you
like to …
Ella:
Sorry, Charlie, I can’t. It’s an important European
League game and I’m going to watch it live. I’m a
big football fan.
Charlie:
I know! Me too. Look, how about coming …
Ella:
I can’t remember which channel it’s on – is it
Channel 6? Anyway, I’m not going to stream it
on my laptop – the screen’s much too small for
something like that! I’m going to watch it on TV at
home because our TV screen’s really big.
Charlie:
Yes, I agree. The thing is, we’ve just got …
Ella:
I’m going to watch it live because I hate it when
my friends text me to say what’s happening and
I’m not watching it. Most of the time I watch TV
on demand, so I can watch when I want – but not
sport! I always watch that live.
Charlie:
Ella! Stop talking a minute!
Ella:
Oh, dear … am I talking a lot? Sorry!
Charlie:
The thing is, we’ve got a home cinema – my mum
and dad bought it last week. It’s like being at the
cinema but at home, and the TV screen is
huge
and the sound’s great too. Would you like to come
round to mine to watch it? Several other friends
are coming.
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Adsp-bf561 iste'molchi multimedia ilovalariga mo'ljallangan Blackfin protsessorlari oilasiga kiradi

|
Adsp-bf561 iste'molchi multimedia ilovalariga mo'ljallangan Blackfin protsessorlari oilasiga kiradi
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Bog'liq ADSP
ADSP-BF561 iste'molchi multimedia ilovalariga mo'ljallangan Blackfin protsessorlari oilasiga kiradi. Ushbu qurilmaning markazida ikkita mustaqil takomillashtirilgan Blackfin protsessor yadrolari mavjud bo'lib, ular yuqori unumdorlik va kam quvvat sarfini ta'minlaydi, shu bilan birga foydalanish qulayligi va kodga muvofiqlik afzalliklarini saqlab qoladi. Yadro arxitekturasi ikkita MAC signalni qayta ishlash mexanizmini, mikroprotsessorli ko'rsatmalar to'plami kabi ortogonal RISCni, moslashuvchan bir ko'rsatmalarli ko'p ma'lumotlar (SIMD) imkoniyatlarini va multimedia xususiyatlarini bitta ko'rsatmalar to'plami arxitekturasiga birlashtiradi.
Umumiy maqsadli kiritish-chiqarish va taymerlardan tashqari barcha tashqi qurilmalar moslashuvchan DMA tuzilmasi, jumladan ikkita DMA kontrollerlari (DMA1 va DMA2) va ichki xotira DMA kontrolleri (IMDMA) tomonidan quvvatlanadi. DMA1 va DMA2 ning har birida o'n ikkita dasturlashtiriladigan periferik DMA kanallari va tashqi SDRAM va asinxron xotirani o'z ichiga olgan DSP xotira bo'shliqlari o'rtasida ma'lumotlarni uzatishga bag'ishlangan ikkita alohida xotira DMA oqimlari mavjud. Chipdagi bir nechta avtobuslar protsessor yadrosining ishlashini ta'minlash uchun barcha chip va tashqi tashqi qurilmalarda faollik mavjud bo'lganda ham etarli tarmoqli kengligini ta'minlaydi.
VisualDSP++® dasturiy ta'minoti samarali loyihalarni boshqarishni ta'minlaydi, bu dasturchilarga bitta interfeys ichida tahrirlash, qurish va disk raskadrovka o'rtasida osongina harakat qilish imkonini beradi. Asosiy xususiyatlarga optimallashtiruvchi C/C++ kompilyatori, ilg'or chizma vositalari, o'rnatilgan OS qo'llab-quvvatlashi (VDK), mukofotga sazovor bo'lgan statistik profillash, TCP/IP va USB-ni qo'llab-quvvatlash, dasturiy ta'minotni bepul yangilash va texnik yordam kiradi.
Analog Devices keng ko'lamli sinovdan o'tgan va optimallashtirilgan dasturiy ta'minot modullariga ega, jumladan Blackfin va SHARC protsessorlari oilalari uchun multimedia funktsiyalarini ta'minlovchi dekoderlar, kodlovchilar, kodeklar va boshqa algoritmlar. Dasturiy ta'minot modullari muhandislarga ushbu funktsiyalarni tez va oson o'z ichiga olish imkonini beradi, bu esa yakuniy mahsulotga tezroq rivojlanish yo'lini ta'minlaydi. Bundan tashqari, yuqori darajada optimallashtirilgan dasturiy ta'minot modullari bir nechta funktsiyalarning tez rivojlanishini ta'minlash uchun izchil API va ramkaga ega. Qo'shimcha ma'lumot uchun www.analog.com/software saytiga tashrif buyuring.
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Parallel kompyuterlarning arxitekturasi va dasturlash

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Parallel kompyuterlarning arxitekturasi va dasturlash
|
Sana | 15.01.2024 | Hajmi | 312,14 Kb. | | #137983 |
Bog'liq Komiljonov Otajon 1
O'ZBEKISTON RESPUBLIKASI RAQAMLI TEXNOLOGIYALAR VAZIRLIGI
MUHAMMAD AL-XORAZMIY NOMIDAGI TOSHKENT AXBOROT TEXNOLOGIYALARI UNIVERSITETI
Parallel kompyuterlarning arxitekturasi va dasturlash Amaliy ish 1
Guruh: 020-19
Bajardi: Komiljonov Otajon
Toshkent 2023
import numpy as num
import matplotlib.pyplot as plt
# Sinusoidal signal generatsiyasi
fs = 2500 #signallar soni (Hz)
f = 12 #signalning chastotasi (Hz)
t = num.arange(0, 1, 2/fs) #Vaqt o'lchamini yaratish
signal = num.sin(2 * num.pi * f * t)
# signalni ko'rsatish
plt.figure(figsize=(7, 6))
plt.plot(t, signal)
plt.title('Signal')
plt.xlabel('Vaqt')
plt.ylabel('Amplituda')
# plt.show()
# Qayta ishlash
processed_signal = num.fft.ifft(num.fft.fft(signal))
#Qayta ishlangan signalni ko'rsatish
plt.figure(figsize=(7, 6))
plt.plot(t, processed_signal.real)
plt.title('Qayta ishlangan Signal')
plt.xlabel('Vaqt')
plt.ylabel('Amplituda')
plt.show()
Natija:
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“Kreativlik” va “pedagogik kreativlik” tushunchalari. Kreativlik sifatlari

|
“Kreativlik” va “pedagogik kreativlik” tushunchalari. Kreativlik sifatlari
|
bet | 21/22 | Sana | 04.01.2024 | Hajmi | 69,71 Kb. | | #130234 |
Bog'liq pedagogika javoblar35. “Kreativlik” va “pedagogik kreativlik” tushunchalari. Kreativlik sifatlari. “Kreativlik” tushunchasini quyidagicha sharhlash mumkin: Kreativlik (lot., ing. “create ” – yaratish, “creative” – yaratuvchi, ijodkor) – individning yangi g‘oyalarni ishlab chiqarishga tayyorlikni tavsiflovchi va mustaqil omil sifatida iqtidorlilikning tarkibiga kiruvchi ijodiy qobiliyati. Kreativlik ta’lim jarayonini tashkillashtirishni o‘zida mujassamlashtirib, kreativ ta’lim jarayonini qurish, ta’lim texnologiyalaridan ijodiy salohiyatni rivojlantirish, turli uslublar, bilim va ko‘nikmalar muvozanatini rivojlantirishni o‘z ichiga oladi. Kreativlikning mohiyati - intellekt insonning aqliy salohiyati bo‘lsa, kreativlik ana shu aqliy salohiyatni maqsadga yo‘naltirilgan tarzda erkin ishlata olish qobiliyati hisoblanadi. Kreativlik atamasi Angliya-Amerika psixologiyasida 60-yillarda paydo bo‘ldi. U individning yangi tushuncha yaratishi va yangi ko‘nikmalar hosil qilish qobiliyati, xislatini bildiradi. J. Gilford kreativlikni tavsiflaydigan qator individual qobiliyatlarni ko‘rsatadi: – fikrni maqsadga muvofiq yo‘llay olish; – o‘ziga xoslik (originallik); – qiziquvchanlik; – farazlar yaratish qobiliyati; – xayol qila olish (fantaziya).. Hozirgi zamon psixologiya va pedagogika lug‘atlariga asoslanib, o‘qituvchining kreativligi deb, uning fikrlaridagi, sezgilaridagi, muloqotdagi, alohida faoliyat turidagi, ijodiy yondashish, bilish darajasi deb ta’riflash mumkin. O‘qituvchining kreativligi, bu uning qat’iy, chegaralangan yoki sust chegaralangan sharoitlarda har xil original g‘oyalarni izlab topish layoqatidir. Ilmiy adabiyotlarni tahlil qilish quyidagi o‘zaro bir-biriga bog‘liq kreativlik tarkibiy komponentlarini ajratish imkoni beradi: 1. Intellektual (aqliy). 2. Axloqiy (o‘z-o‘zini boshqarish). 3. Motivatsion (maqsadli). 4. Emotsional (his-hayajonli). Kreativ layoqat quyidagi o‘zaro bir-biriga bog‘liq bo‘lgan qismlardan iborat bo‘ladi: 1. Kreativ maqsad. 2. Ijodiy intilish. 3. Kreativ (ustanovka) qurish. 4. Kreativ yo‘nalish. 5. Kreativ ifodali akt. 6. Kreativ o‘z-o‘zini boshqarish. 7. Kreativ faollik. 8. Kreativ intilishlar darajasi.
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Phoebe: 
Hello, Mike.
Mike

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Phoebe:
Hello, Mike.
Mike Pdf ko'rish
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bet | 246/255 | Sana | 14.06.2024 | Hajmi | 18,95 Mb. | | #263803 |
Bog'liq {teacherscom library} EFL Grade 8 TBPhoebe:
Hello, Mike.
Mike:
So let’s hear your review.
Phoebe.
Thanks, Mike. Well, it’s about a guitar player
called Dewey Finn. He leaves his band because
the band members don’t want him to play with
them anymore. But then he doesn’t have any
money, so he looks for a job. When he gets a job
as a teacher in a school, the students really like
him. They think he’s funny and a little bit mad!
Mike:_OK_Phoebe,_so_this_guy_is_a_teacher_now._But_he_was_a_musician_in_a_band._Is_that_right_Phoebe'>Mike:
OK Phoebe, so this guy is a teacher now. But he
was a musician in a band. Is that right?
Phoebe:
Yes – and then Dewey, the teacher who was a
musician, decides to start a rock band as there
are lots of good musicians in his class at the
school. They call the band ‘The School of Rock’.
The band enters a competition called ‘Battle
of the Bands’ and well, then it all gets a bit
complicated.
Mike:
But do they win the competition?
Phoebe:
No, actually The School of Rock don’t win. Dewey
was in a different band at the beginning. His old
band wins!
Mike:
Oh no! That’s not a very good ending.
Phoebe
: Oh, but it’s OK because everyone in the audience
likes The School of Rock and wants them to keep
playing.
Mike:
OK. Is it a new film Phoebe? Oh, and what’s it
called?
Phoebe:
Sorry, It’s called
School of Rock
. No, it’s an old
film but it was on TV last week, so I watched it. I
really loved it. Make sure you see it one day! It’s
great. And now it’s a musical too, on the stage.
Mike:
Thanks for the review of
School of Rock
, Phoebe.
Now for some more music.
Culture: British TV around the world, Student’s Book
page 111
Amber:
Hi John. You look serious. What are you working
on?
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II. O‘quv fanining maqsadi va vazifasi

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II. O‘quv fanining maqsadi va vazifasi
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bet | 75/81 | Sana | 02.06.2024 | Hajmi | 0,66 Mb. | | #259249 |
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 AII. O‘quv fanining maqsadi va vazifasi
Fanni o‘qitishdan maqsad- talabalarga shaxs rivojlanishning turli davrlarida yuzaga keladigan psixologik, fiziologik o‘zgarishlar, qonuniyatlar hamda yoshga bog‘liq holda ta’lim va tarbiyani tashkil qilishning psixologik mexanizmlari borasida bilimlarni hosil qilish va amaliyotga tatbiq qilish ko‘nikmasini tarkib toptirishdan iborat.
Ushbu maqsadga erishish uchun fan talabalarni nazariy bilimlar, amaliy ko‘nikmalar psixologik hodisa va jarayonlarga uslubiy yondashuv hamda ilmiy dunyoqarashini shakllantirish vazifalarni bajaradi.
Fan bo‘yicha talabalarning bilim, ko‘nikma va malakalariga quyidagi talabalar qo‘yiladi. Talaba:
-rivojlanish psixologiyasi, pedagogik psixologiya, shaxs rivojlanishining psixologik qonuniyatlari to‘g‘risida tasavvurga ega bo‘lishi;
-rivojlanish psixologiyasining asosiy muammolari, shaxs rivojlanishining turli davrlaridagi psixologik o‘zgarishlar, qonuniyatlar, mexanizmlar, tamoyillarni, ta’lim-tarbiyani tashkil qilishning xususiyatlarini bilishi va ulardan foydalana olishi;
-talaba shaxs rivojlanishi borasidagi psixologik hodisa va jarayonlarni tahlil qilish usullarini qo‘llash, shaxs kamoloti borasidagi muammolar bo‘yicha yechimlar qabul qilish ko‘nikmalariga ega bo‘lishi kerak.
2.1. Fanning boshqa fanlar bilan aloqasi.
Rivojlanish psixologiyasi. Pedagogik psixologiya fani umumiy kasbiy fan hisoblanib, 2-semestrda o’qitiladi. Dasturni amalga oshirish o’quv rejasida rejalashtirilgan gumanitar va ijtimoiy- iqtisodiy, matematika va tabiiy- ilmiy, umumkasbiy, ihtisoslik fanlaridan etarli bilim va ko’nikmalarga ega bo’lishlikni talab etadi.
Fanni o’qitishda pedagogik va axborot texnologiyalaridan
foydalanish
Talabalarning fanni o’zlashtirishlari uchun o’qitishning ilg’or usullaridan foydalanish, yangi informatsion-pedagogik texnologiyalarni tadbiq qilish muhim ahamiyatga egadir. Fanning o’zlashtirishda darslik, o’quv va uslubiy qo’llanmalar, ma’ruza matnlari, tarqatma materiallar, elektron materiallar, virtual stendlar, ta’lim vositalari jadvallardan foydalaniladi.
Dasturda berilgan mavzular, ma’ruza, seminar shaklda olib boriladi. Shuningdek, fanning dolzarb masalalari, mustaqil ish sifatida talabalarga o’zlashtirish uchun beriladi. Fan zamonaviy pedagogik texnologiyaning “Bumerang”, FSMU, Klaster, Insert, Aqliy hujum, Ajurli arra, suhbat, ma’ruza hikoya, ko’rgazmalilik, an’anaviy, halq pedagogikasi va boshqa interfaol usullaridan hamda taqdimotlardan foydalaniladi.
“Rivojlanish psixologiyasi. Pedagogik psixologiya” fanidan ajratilgan soatlarning taqsimoti
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Fanning bo’limi va mavzusi, ma’ruza mazmuni

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Fanning bo’limi va mavzusi, ma’ruza mazmuni
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bet | 76/81 | Sana | 02.06.2024 | Hajmi | 0,66 Mb. | | #259249 |
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 AFanning bo’limi va mavzusi, ma’ruza mazmuni
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SOATLAR
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Jami
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Ma’ruza
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Seminar
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TMI
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1
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Rivojlanish psixologiyasi fanining predmeti va vazifalari
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12
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6
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2
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8
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2
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Rivojlanish psixologiyasining shakllanish tarixi
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12
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4
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4
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8
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3
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Intellektual rivojlanish nazariyasi
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12
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6
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2
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8
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4
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Shaxsiy rivojlanish nazariyasi
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12
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6
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2
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8
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5
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Ijtimoiy rivojlanish nazariyasi
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12
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4
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4
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5
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6
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Bixeviorizm nazariyasi. Ijtimoiy o‘rganish nazariyasi.
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12
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4
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4
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8
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7
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L.S.Vigotskiyning tarixiy-madaniy rivojlanish nazariyasi, D.B. Elkonin va rivojlanishni harakatga keltiruvchi kuchlari. Yosh rivojlanishini davrlashtirish
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12
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6
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2
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8
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Jami
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109
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36
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20
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53
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III.Asosiy nazariy qism (ma’ruza mashg‘ulotlari)
1-Modul. Shaxs psixik rivojlanishining asosiy davrlari
2-Modul. Rivojlanish psixologiyasiga kirish
1-mavzu. Rivojlanish psixologiyasi fanining predmeti va vazifalari (6 soat )
Rivojlanish psixologiyasi fanining predmeti, vazifalari. Rivojlanish psixologiyasining asosiy tushunchalari va muammolari. Rivojlanish psixologiyasining tadqiqot metodlari. Bolalar bilan ishlashning amaliy metodlari: art-terapiya, o‘yin terapiya, qum terapiya. [A2.112-182; A3.83-133; Q3.81–121]
2-mavzu. Rivojlanish psixologiyasining shakllanish tarixi (4 soat )
Rivojlanish psixologiyasining dastlabki nazariyalari. S.Xollning rekapitulyatsiya nazariyasi. K.Getchinsonning davrlashtirishi. J.Lokkning Envayronmentalizmi va Russoning romantik naturalizmi. Gazellning kamolga yetish nazariyasi. Rivojlanish tamoyillari. A.Binening intellektual rivojlanish testi. Byullerning rivojlanishni uch darajasi nazariyasi. [A2.143-165; A7.12-16; Q5.25-31;Q8.12-16].
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-Modul. Shaxs rivojlanishi borasidagi psixologik nazariyalar

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-Modul. Shaxs rivojlanishi borasidagi psixologik nazariyalar
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bet | 77/81 | Sana | 02.06.2024 | Hajmi | 0,66 Mb. | | #259249 |
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-Modul. Shaxs rivojlanishi borasidagi psixologik nazariyalar
3-mavzu. Intellektual rivojlanish nazariyasi (6 soat )
Intellektual rivojlanishning zamonaviy nazariyalari. Piaje konsepsiyasi: sensomotor bosqich, operatsiyalardan oldingi bosqich va aniq operatsiyalar, formal operatsiyalar davri. J.Piaje nazariyasidagi asosiy holatlarga tanqidiy yondashuv. [A1.155-200; A7.111-133; Q1.108-157; Q13.88-96].
4-mavzu. Shaxsiy rivojlanish nazariyasi (6 soat )
E.Eriksonning ega-psixologiyasi, E.Erikson ishlarining tadqiqot metodlari, E.Erikson nazariyasining asosiy tushunchalari, shaxs rivojlanishini psixoijtimoiy bosqichlari. O‘zini o‘zi anglashni rivojlanishi va “Men” konsepsiyasi. A.Tomas va S.Chesslarning bola temperamenti va konsepsiyasi. Bolalik giperaktivligi muammosi. [A1.35-52; A7.12-16; Q5.25-31].
5-mavzu. Ijtimoiy rivojlanish nazariyasi (4 soat )
Ota-ona munosabatlari va muloqot. Xarlo tadqiqotlari. Boulbi bo‘yicha yaqinlik tuyg‘usi nazariyasi. Eysvortning tajribalari. Kattalarga yaqinlik tuyg‘usi. Ota-onalik tarbiyasining uslublari. Pedagog bilan muloqot va o‘zaro harakatlar. [A1.67-71; A5.189-202; A7.34-38; Q10.100-112].
6-mavzu. Bixeviorizm nazariyasi. Ijtimoiy o‘rganish nazariyasi. (4 soat )
Bixeviorizm nazariyasi: tarixi va rivojlanishi. Dj.Uotsonning bexevioristik nazariyasi, Operant o‘rganish, B.Skinnerning radikal bixeviorzmi. Ijtimoiylashuv ijtimoiy o‘rganish kontseptsiyasining markaziy muammosi sifatida, ijtimoiy o‘rganishning evolyutsion nazariyasi, bola rivojlanishini o‘rganishning didaktik tamoyillari, bola shaxsini psixologik tabiati haqidagi qarashlarning o‘zgarishi, ijtimoiy madaniy yo‘nalish. [A1.85-90; A5.338-371; A7.44-46; Q1.285-322; Q3.234-243].
7-mavzu. L.S.Vigotskiyning tarixiy-madaniy rivojlanish nazariyasi, D.B. Elkonin va rivojlanishni harakatga keltiruvchi kuchlari. Yosh rivojlanishini davrlashtirish
(6 soat )
Oliy psixik funktsiyalarni namoyon bo‘lishi va rivojlanishi, inson psixik rivojlanishining o‘ziga xos muammolari, shaxs psixik rivojlanishini tadqiq qilishning adekvat metodlari muammosi, “ta`lim” va “rivojlanish” muammosi, psixik rivojlanishni tadqiq qilishning ikki paradigmasi. Yosh bosqichlarini namoyon bo‘lishining tarixiy muammosi, bolalik tarixiy-madaniy fenomen sifatida L.S.Vigotskiy ishlarida bola rivojlanishini davrlashtirish muammosi va “psixologik yosh kategoriyasi”, D.B.Elkonin bo‘yicha rivojlanishini davrlashtirish va yosh dinamikasi haqidagi tasavvurlar, psixik rivojlanishni davrlashtirish muammosini hal qilishning hozirgi zamon an`analari. [A6.268-274; Q6.5-24; Q9.70-79; Q7.4].
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