nyuuzyou/kompy huggingface dataset:
O`quvchilarning konstruktorlik qidiruv faoliyatining

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ishlatiladigan mashina va qurilmalarga qo`llay olish bo`yicha
bilimlarini shakllantirish vositasi bo`lib xizmat qiladi.
Qishloq xo`jaligi yoki korxonada o`tkazilayotgan o`quvchilarning
texnik ijodkorligi amaliy faoliyatning maxsus shaklihisoblanadi.
Xarakteri bo`yicha - bu tajriba, yo`nalishi bo`yicha ishlab chiqarish
faoliyati, vazifasi bo`yicha ta’lim va tarbiya. Bunday turdagi texnik
ijodkorligi faoliyatini o`quv - ishlab chiqarish texnik tajribasi sinfiga
ajratish mumkin. Bu masalani ikki
tomonlama qarash maqsadga
muvofiq: Birinchi tomondan - bu metod ya’ni o`quvchilar ishlab
chiqarishda qo`llaniladigan yangi texnik ob’yektni yaratish yoki
tuzilishini o`zgartirish ishlarida ishtirok etadilar. Bunday tajriba o`quv
xarakteriga ega bo`lishiga qaramay
ishlab chiqarishning asosiy
vazifalari ya’ni uning tarkibiga kiradi (asosiysi bunda o`quvchilar bilim
tajriba o`tkazish ko`nikmasini hosil qiladilar).
Ikkinchi tomondan - bunday turdagi tajribalar o`quvchilarning
egallagan nazariy bilimlarini ishlab chiqarishga joriy qilish, ya’ni tabiiy
bilish qonunlarni o`zining harakatlari orqali bilish faoliyatini haqiqiy
ishlab chiqarish sharoitida texnikaga qo`llash yo`llarini ochib beradi.
O`quv - ishlab chiqarish texnik tajribalari o`quvchilar politexnik
ta’limining nazariya va amaliyot birligi natijasi hisoblanadi.
-rasm. Robot modeli - Texnik ijodkorlik va konstruksiyalash h. O. Uzoqov, H. O. Jo’rayev, sh. H. Quliyeva, A. R....

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2.jModelninglumumiykko’rinishikvakuzellariningkrasmlari,
3.kEksizkchizmalari.
4. Modelning uzellari va detallarining nomlari, soni, ular tayyorlanadigan
materiallar,kasbob-uskunalar.
Bu hujjatlar yordamida model yasashni o’quvchiga osongina tushintirish
mumkinkbo’ladi,
O’quvchi tomonidan yasab tugatilgan har bir model tekshirilishi va
sinovdan o’tkazilishi hamda baholanishi lozim.
Tekshirishkvaksinashktartibi;
1. Modelni tashqi ko’rinishi va ayrim uzellarining rasmlarga muvofiqligi;
2. Modelning yoki buyimning ayrim detallarining asosiy (gabarit) o’lchamlarini
tekshirishkvakchizmalardagiko’lchamlargaktaqqoslash;
3. Model yoki buyimning tashqi ko’rinishini pardozlashdan so’ng ko’zdan
kechirish;
4. Model yoki buyimning 81imilar8181 shakllarining to’g’riligini baholash
(egriligi,
qiyshiqligikvakh.Kema)
5. Texnikaviy talablarni bajarishini tekshirish (oson aylanishi, harakatlanishi va
burilishi, h. Kema)
Model yoki buyum yasash jarayonida quyidagi bilim va amaliy malakalar
egallaniladi:
1. Texnikaviy konstruksiyalash, model va buyum yasashdan maqsad nimalardan
iboratligi.
2.kTexnikaviyktopshiriq.
3.kModelkyokikbuyumningkasosiyko’lchamlari.
4.jChizmalarniko’qishkvakeskizlarkchizish.
5.kTexnaligikkxaritaktuzish.
6.kIshko’rniniktashkilketish.
7.kSifatlikdetalktayyorlashkuchunkyaxshikishkusullarinikqo’llash.
8.kTayyorlanmaktanlash.
9.kTayyorlangankdetallarnikchizmakbo’yichaktekshirish.
Talabalarning diqqat-e’tibori model yoki buyumni yig’ish tartibiga hamda
detallar va qismlarni biriktirish usullariga qaratiladi. Shundan so’ng model sinab
ko’riladi, kamchiliklarkbo’lsakrostlabkbartarafketiladi.
Ijodkorlik masalalarini hal qilishning

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miqdorini minimumga keltirish imkonini beruvchi kombinatsiya-
lashgan ishlov berish agregati uchun yangi texnik yechim talab etiladi.
Masalaning amaldagi holati - berilgan
shartlar bilan tavsiflanadi,
ya’ni bu [A, -] ko`rinishdagi to`liq bo`lmagan masala.
Muammo - bu murakkab, to`liq bo`lmagan masala, unda shartlar
aniqlanmagan, ya’ni [-, H]. Muammoni hal qilish uchun tadqiqot olib
borish talab etiladi.
2 - misol
.
Masalaning qo`yilishi: Ichki yonuv dvigateli yonilg`i
sarfini 10 foizga kamaytirish imkonini beruvchi
yangi texnik yechimni
topish talab etiladi.
Masalaning amaldagi holati - tahlil qilinishi va olingan
ma’lumotlar asosida xulosa chiqarilishi lozim, ya’ni [-,H].
Muammo- yonilg`ini tejash imkoniyatini
beruvchi mavjud
texnikaviy yechimlar tahlil qilinib, sarfni kamaytirish uchun olib
boriladigan tadqiqot yo`nalishi belgilanadi.
Modal verbs for deduction in the past

Modal verbs for deduction in the past: Must/m ustn’t is used from the speaker's point of view to express a strong likelihood in the past m u st/m ustn't + have + past participle
OR
m ust/m ustn't + have + been + past participle
The prim e m in iste r m u stn 't have kept his promise about increasing alternative energy form s,
as I've seen nothing in the news about it. (I thinkit was likely he didn’t keep his promise)
Note: M ustn'tcan be replaced by couldn’tfo r the same meaning.
Might/may/could is used to express possibility in the past m ight/m ay/could + have + past participle (Also m ight/m ay/could + have + been+ verb(-/7ig))
A curb on the use of fossil fuels m ight have curtailed the pollution problem , (it was possible)
Note: Modal verbs of deduction [m ust/could/m ight/m ay +be) can also be used in the present, but it
is unlikely that you w ill see this in an IELTS exam.
Modal verbs for past ability: Could is used:
1 To express ability I could swim 100 metres, but I can’t now.
2 To say that something was allowed People could travel w ithout a passport 200 years ago. (it was allowed)
Could not (couldn't)is used:
1 To express inability I couldn’t com plete my essay on global w arm ing.
2 To say that something was not allowed He couldn't go into the monkey enclosure, (it was not allowed)
Grammar for IELTS
Had to is used to express a strong objective obligation in the past Unit 13 People had to travel to A ustralia on a ship before a ir tra ve l was invented, (it was necessary)
First conditional - Fiona Aish & Jo Tomlinson

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Fiona Aish & Jo TomlinsonBog'liq Grammar for IELTS - Collins English for ExamsFirst conditional is used to ta lk about future situations based on conditions.
jf the w orld continues to focus on inte rna tio n al trade, we w ill need to make our education
systems more global.
Second conditional is used to speculate on som ething th a t we th in k is impossible.
jf we didn’t have cheap transport, we w ou ld n ’t have global products.
Third conditional is used to speculate about past events. It is often used to express regret or to
imagine a different result of a past situation.
People would have exchanged ideas much e a rlie r jf the governm ent had changed the laws on
inform ation protection during the 1990s.
Mixed conditional is used to express the present result of a past situation or explain how a present
situation affected a past action. To do this we use a combination of second and third conditionals.
Transnational corporations w o u ld n ’t exist if
globalization hadn’t become the dom inant
form of trade in m odern society.
jf capitalism w asn’t so popular, globalization
may not have happened so quickly.
Other conditional structures/form s: There are other w ords and phrases which have a s im ila r
meaning to if and are used to express conditions. Some of these are suppose/supposing [that],
provided/providing (that], on condition (that), as/so long as, untess (meaning if not].
Providing technological progress continues at its
cu rren t speed, w e 'll be interacting w ith a much
w id e r range of nationalities in the near future.
Unless we control globalization, national
identity w ill decline sharply.
< ^S e e page 120/1 in the G ram m ar reference fo r more inform ation.
Grammar for IELTS
Unit 14
Practice exercises
Decide on the correct conditional form and finish the sentences using the verbs in
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Practice exercises - Fiona Aish & Jo Tomlinson

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Fiona Aish & Jo TomlinsonBog'liq Grammar for IELTS - Collins English for ExamsPractice exercises
For questions \-U rewrite the sentences using reported speech. For questions 5 -8
complete the sentence with the correct reporting verb structure. There may be more than
one correct answer.
I w ent to the opera yesterday and really enjoyed it.' She said th a t _____
The governm ent has to invest more money in the a rts .’ He argued that
This m useum hasn’t had any inte rna tio n ally recognized exhibitions fo r several years.’
The c ritic announced th a t ___________________
What does the theatre d ire cto r intend to do to increase ticke t sales?’ The re p orter
a s k e d ___________________
If the cinema does not receive funding, it w ill have to close down.’ The manager
___________________ if the cinema did not receive funding, it would have to close down.
8
There has been a rapid rise in the num ber of people engaging in c u ltu ra l activities over
the last decade.’ The p o litic ia n ___________________ there had been a rapid rise in the
n um ber of people engaging in c u ltu ra l activities over the previous decade.
'The decline in interest in a rt is not due to a lack of private investm ent in g a lle rie s .’ The
a r t is t ___________________ the decline in interest in a rt was due to a lack of private
investm ent in galleries.
'I th in k it w ould be a good idea to read An Introduction to Sociology to begin w ith .’ The
te a c h e r___________________ reading An Introduction to Sociology to begin w ith.
Culture and modern society
63
Answer the questions below using reported speech. Give yourself one minute to prepare,
then talk for one or two minutes.
: Describe a piece of advice that someone gave you. You should say:
j • Who gave you the advice
j • What the advice was
\ • If you followed the advice and what happened
! And say if it was advice you would give to someone else.
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are too strong (e.g - Fiona Aish & Jo Tomlinson

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Fiona Aish & Jo TomlinsonBog'liq Grammar for IELTS - Collins English for Examsare too strong (e.g. w ill) or incorrect. Decide on the correct modal form. There may be
more than one answer.
1
C rim inals who don't have a strong enough punishm ent w ill reoffend----------------------
2
People w on’t pay attention to the law if it is not s tric t enough----------------------
3
Euthanasia m ust be legalized in a ll countries----------------------
4 People who com m it crim e m ust go to prison so they can learn good behaviour.
3
Below is a response to an IELTS Speaking Part 3 question. There are mistakes in some
of the sentences, both in terms of modal choice and construction. Correct the mistakes,
then listen to the recording and check your answers. There are six mistakes.
Examiner: How can crim e be prevented?
Student:
Crime prevention musts sta rt from education. If people are not raised w ell,
then they w ill com m it crim es in the future. It’s the responsibility of both
parents and schools to educate children in the difference between righ t and
wrong. This could be done in special ethics classes in schools, and perhaps
parenting classes m ightn't be a good idea fo r parents who are unsure of
how to raise children with more m oral values. These classes shouldn’t
be com pulsory though as this m ight to be too expensive and unnecessary.
However, although a ll parents m ustn’t go, it could be useful fo r those who are
struggling. More inform ation w ill help these parents.
4
In Part 3 of the Speaking exam, you need to talk about your ideas. You can often do this
using modal verbs to give recommendations.
Look at the following questions and answers. How could you continue the answers using
modals? The first one is done for you.
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Examiner: Do you think crime is increasing nowadays ?
Student

Examiner: Do you think crime is increasing nowadays ? Student: / don't think so. I think we ju s t see more about crime on the TV and in newspapers. I think we shouldn’t be too worried about crime, otherwise people might be scared to do the things they normally do in case something happens. Grammar for IELTS
Examiner:What are the best ways to prevent crim es?
Student: I th in k a certain am ount of crim e could be prevented w ith education.
Examiner: Are any crim es acceptable?
Student: Yes, I th in k some crim es are more acceptable than others. For example we
can't compare m u rde r and driving too fast.
Examiner: Are there any crim es w hich you th in k sh o uld n ’t be crim es?
Student: Yes, I th in k some s m a ll crim es, sh o uld n 't be crim es.
Exam practice: Speaking Part 3 You w ill hear five questions. Answer them as fully as possible. In this exam practice, you w ill have 30 seconds between questions to give your answers. Speaking exam tip: In Speaking Part 3 you should try to develop your answers as much
as possible. Answ er the question directly in your firs t sentence and then move on to do
one or more of the follow ing:
- Give reasons fo r your answer
- Add more inform ation / develop your answ er
- Give examples of w hat you mean
Now listen to the model answers given by the student on Track 20 of the CD. How were they better than or different from your answers? Crime
13 The planet M odal v e rb s in th e past
Past m odal verbs d iffe r greatly in use from the present m odal verbs, even though they look
sim ilar.
Exam practice: Listening - completing a table

14 Globalization
C o n d itio n a ls
Conditional stru ctu re s are used to ta lk about conditions and results. The condition is som ething
that m ust happen firs t in order fo r som ething else to happen as a result o r consequence.
Gram mar tip: Conditional stru ctu re s are usually presented as types (zero, first, second,
third, mixed] using specific structures. It is im po rta n t to rem em ber th a t these specific
s tru ctu re s are a general guide and that different tenses can be used in the condition
clause. There are also alternatives to
w ill/w ould in the result clause.
Zero conditional is used to ta lk about factual or true inform ation. We can use /Tor
when to
introduce the condition.
Nowadays when we com m unicate across cultures, we usually use English.
Audio script - Fiona Aish & Jo Tomlinson

Examiner:
Is crim e always linked to poverty?
Student:
Not always. Although I th in k th a t some crim e is because of poverty, there are other
factors w hich we ought to consider. For example, plain greed, laziness, m ental
illness and personal problem s could also contribute to some crim es. We
can look
at things like crim es of passion or fraud which are not always com m itted
due to
poverty as examples.
Unit 13 The planet
Track 21
Kelly:
Mark:
Louise:
Mark:
Kelly:
Mark:
Kelly:
Louise:
Track 22
Dave:
Abi:
Helen:
Abi:
Helen:
Dave:
Abi:
Dave:
Hi everyone. So, let’s get started on our essay. Mark, have you done the research from
last week?
Well, yes and no. I was trying to follow up on the suggestions from the lecture and I
searched the lib ra ry fo r books and jou rn a ls. But I couldn’t find anything relevant to
o u r topic.
Well, maybe you were too late. We got the essay title two weeks ago so other
students m ight have taken out a ll the books already.
Yes, I guess so.
It doesn’t sound likely to me. A ll the books couldn’t have been taken out - there's
lots of books about astronom y in the main library.
Well, there was one book but I couldn’t borrow it because it’s a reference only book.
Mm. We should have started this project earlier. What are we going to do now?
The other students m ust have been very keen to sta rt! Well, don’t worry. Why don’t
we ju s t reserve the books we want? I’ve found some articles we can sta rt reading
now and then w e 'll be more focused fo r when the other students return the books
we need.
So Abi, can Helen and I show you our presentation to see if you th in k it's okay?
Of course, no problem.
Thanks a lot. Okay firs t of all, w e're going to show the explorers’ route on the map
here and explain w hat happened on the expedition by highlighting some key events.
Right.
And we th in k it's im portant to m ention th a t the expedition started quite badly. You
see the original base camp had to be moved. The original plan was to sta rt from
the tree line at the bottom of the m ountain but the explorers couldn’t set up camp
there because of the rain so they moved higher up.
The idea is to highlight the im portance of planning in exploratory expeditions. The
Robertson team should have known that they couldn’t have started from the tree
line in the rainy season.
Yes, they really should have checked that!
In the end the camp was set up on the edge of the snow line. Okay, so moving on,
Joan Robertson and her team found several new plant species on the low er slopes
of the peak and when they were halfway up the mountain they came across some
fossils which they worked out were from dinosaurs.
Didn’t have to - Fiona Aish & Jo Tomlinson

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Fiona Aish & Jo TomlinsonBog'liq Grammar for IELTS - Collins English for ExamsDidn’t have to is used to express that something was not an obligation
I did n ’t have to go to w o rk when I was a child.
Note: Must cannot be used in the past to express an obligation or choice.
Modal Verbs used for past regrets:
Should is used to express a recommendation or regret in the past
should + have + past participle (Also should + have + been + verb(-/ng)l
We should have gone on that Eco tourism trip. I’m sorry that we didn’t, (we didn’t go and I regret it]
We shouldn't have gone on that Eco tourism trip. It was expensive and dull, (we went and I regret it)
Ought to is also used to express a recommendation o r regret in the past
ought to + have + past participle (Also ought to + have + been + verb(-/ng))
We ought to have thought more about the planet before using so much fuel.
This construction is less common in the negative.
Practice exercises
Decide on an appropriate past modal verb and the correct form of the verb in brackets to
finish the sentences. There may be more than one correct answer.
1
When fossil fuels were discovered, p e o p le ____________ [know] the negative effects
they w ould eventually cause as no research had been done on them .
2
In early civilisations, p e o p le ____________ [hunt] fo r th e ir own meat.
3
P eople_____________[take] more care of endangered species. Over a hundred species
have become extinct in the last 50 years and it’s a te rrib le shame.
U I t _____________ [be] d iffic u lt to survive in the days before m odern m edicine and
hygiene standards.
5 A new lizard has been discovered in the rainforests of Sum atra. Some experts say they
[inhabit] the deeper rainforests fo r up to a m illio n years.
6
P e o ple _____________[travel] across borders quite easily in the past. Nowadays there
are many more im m igration rules.
7
Before organised form s of rule such as kingdom s or governm ents, people
[pay] taxes.
8 Resentm ent among the c itiz e n s _____________ [develop] fo r a long tim e before the
overthrow of the Empire, because popular support fo r a revolt had been growing fo r
decades.
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Ta’rif - 1-mavzu: to‘plamlar va ular ustida amallar reja

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1-mavzu: to‘plamlar va ular ustida amallar reja
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bet | 8/12 | Sana | 13.05.2024 | Hajmi | 347,02 Kb. | | #228091 |
Bog'liq 1-mavzu to‘plamlar va ular ustida amallar rejaTa’rif. X to‘plam elementlari orasidagi munosabat yoki X to‘plamda munosabat deb, Dekart ko‘paytmasining har qanday qism to‘plamiga aytiladi.
Munosabat. R, S, Q va hokazo harflar bilan belgilanadi.
Misol. X={3,4,5,6,8}sonlar to‘plamini qaraylik. Bu to‘plamda quyidagi munosabatlar mavjud:
1. R: “x son y sondan katta”, ya’ni 8>6, 8>5, 8>4, 8>3, 6>5, 6>4, 6>3, 5>4, 5>3, 4>3.
Bu munosabat quyidagi juftliklar to‘plami bilan aniqlanadi: {(8,6), (8,7), (8,6), (8,5), (8,4), (8,3), (6,5), (6,4), (6,3), (5,4), (5,3), (4,3)}. Ko‘rinib turibdiki, bu juftliklar Dekart ko‘paytmasining qism to‘plami bo‘ladi. Buni to‘plam ma’nosida deb yozish mumkin. Endi X to‘plamda S: “Ikki marta kichik” munosabatni qaraymiz. Bu munosabat quyidagi juftliklar to‘plamidan iborat bo‘ladi: {(3,6), (4,8)}. Bu yerda ham bo‘ladi. X to‘plamda Q: “1 ta ko‘p” munosabatni ham qarash mumkin. Bu munosabat quyidagi juftliklar to‘plamidan iborat bo‘ladi: {(4,5), (3,4), (6,5)}. Ravshanki, Yuqorida qaralgan R, S, Q munosabatlarning har biri ham Dekart ko‘paytmaning qism to‘plamlaridan iborat.
X to‘plamdagi munosabatni ko‘rgazmali tasvirlash uchun nuqtalar strelkalar yordamida tutashtiriladi va chizma hosil qilinadi. Bunday chizma graf deb ataladi. Masalan, X={3,4,5,6,8}to‘plamda qaralgan R, S va Q munosabatlarning graflarini 1-, 2-, 3-chizmada tasvirlaymiz.
1-chizma 2-chizma 3-chizma
X={2,4,6,8,12} to‘plamda P: “x soni y sonining bo‘luvchisi” degan munosabatni qaraymiz va grafini chizamiz. X to‘plam elementlarini nuqtalar bilan tasvirlab, x dan y ga strelkalar chiqaramiz. Masalan, 2 dan 4 ga strelka chiqaramiz, chunki 2 soni 4 ning bo‘luvchisi. Lekin har bir son o‘zi o‘zining bo‘luvchisi. Shuning uchun har bir x nuqtadan chiqqan strelka yana o‘ziga qaytadi. Grafda boshi va oxiri ustma-ust tushgan strelkalar sirtmoqlar deyiladi (4-chizma).
X to‘plam to‘g‘ri chiziqlar to‘plamidan iborat bo‘lsin. Bu to‘plamda parallellik munosabatini qaraymiz (5-chizma). Ko‘rinib turibdiki, a ∕∕b, c ∕ ∕e, b ∕∕a, e ∕∕c, a ∕∕a, b ∕∕b, c ∕∕c, e ∕∕e, d ∕∕d. Bu munosabatning grafini G={(a,b), (b,a), (c,e), (e,c), (a,a), (b,b), (c,c), (e,e), (d,d)}to‘plamdan iborat. Uning grafi 6-chizmadagidek bo‘ladi.
4-chizma 5-chizma
6-chizma
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Savol va topshiqirlar - 1-mavzu: to‘plamlar va ular ustida amallar reja

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1-mavzu: to‘plamlar va ular ustida amallar reja
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bet | 12/12 | Sana | 13.05.2024 | Hajmi | 347,02 Kb. | | #228091 |
Bog'liq 1-mavzu to‘plamlar va ular ustida amallar rejaSavol va topshiqirlar
1. Quyidagi to‘plamlardan qaysilari A={0,3,6,9,12,1}to‘plam elementlari orasidagi munosabat bo‘ladi:
1) G1={(6,3), (9,3), (12,3), (12,6), (15,3), (3,3), (6,6), (9,9), (12,12), (15,15)};
2) G2={(0, 3), (3, 6), (6, 9), (9, 12), (12, 15)};
3) G3={(3, 3), (3, 6), (3, 9), (3, 12), (3, 15), (6, 6), (9, 9), (12, 12), (15, 15)};
4) G4={(3, 6), (6, 12), (9, 18)}.
2. {0, 3, 5, 7} to‘plamda berilgan “kichik yoki teng” munosabati grafigini yasang.
3. X={1,2,4,8,12,16}to‘plamda “x sonning y sonning bo‘luvchisi” munosabati berilgan. Bu munosabat grafigini yasang va xossalarini aniqlang.
4. C={7, 14, 28, 25}to‘plamda aniqlang: “karrali” munosabati refleksivlik xossasiga egami? Bu munosabat uchun simmetriklik xossasi o‘rinlimi? Javobingizni asoslang.
5. Natural sonlar to‘plamida “x son bevosita y sonidan keyin keladi” munosabati o‘rnatilgan bo‘lsa, u tartib munosabati bo‘ladimi? Javobingizni asoslang.
6. Natural sonlar to‘plamida “5 ga bo‘lganda bir xil qoldiq chiqadi” munosabati o‘rnatilgan bo‘lsa, u ekvivalentlik munosabati bo‘ladimi? Javobingizni asoslang.
7. X tekislikdagi to‘g‘ri chiziqlar to‘p lami. Q o‘yidagi munosabatlardan qaysi shu to‘p lamdagi ekvivalentlik munosabati bo‘ladi^
1) “x y ga parallel”
2) “x y ga perpendikulyar”
3) “x y bilan kesishadi”
8. X = to‘p lamda “3ga bo‘lganda aynan bir xil qoldiqqa ega” munosabat berilgan. Berilgan munosabat ekvivalrntlik munosabati ekanligini ko‘rsating va X to‘p lam bo‘linadigan barcha ekvivalentlik sinflarni yozing, nechta shunday sinf hosil bo‘ladi?
9. “Aynan bir xil raqam bilan tu g‘aydi” munosabati N to‘p lamda nechta ekvivalentlik sinfini aniqlaydi? Har bir sinfning bittadan vakilini ayting?
10. X kesmalar to‘p lami. Q o‘yidagi munosabatlardan qaysilari bu to‘p lamda tartib munosabati bo‘ladi:
1) “x y ga teng”
2) “x y dan uzun”
3) “x y dan 2 sm qisqa”
4) “x y dan 3 marta uzun”
11. X = to‘p lamda “x y ning bo‘luvchisi” munosabati berilgan. Bu munosabat x to‘p lamni tartiblashtirishini ko‘rsating?
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1-mavzu: to‘plamlar va ular ustida amallar reja - bet 5

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1-mavzu: to‘plamlar va ular ustida amallar reja
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bet | 5/12 | Sana | 13.05.2024 | Hajmi | 347,02 Kb. | | #228091 |
Bog'liq 1-mavzu to‘plamlar va ular ustida amallar reja10. Har qanday A va B to‘plamlar uchun (kommutativlik xossa) o‘rinli.
20. Har qanday A, B, C to‘plamlar uchun (assotsiativlik xossa) o‘rinli.
2-xossaning isbotini Eyler-Venn diagrammalari yordamida ko‘rsatish mumkin (2-rasm).
2-rasm.
Ko‘rinib turibdiki, har ikkala rasmda ikki marta shtrixlangan sohalar bir xil.
30. Agar bo‘lsa, u holda bo‘ladi.
40. =,
Bu xossalarning isbotlari Eyler-Venn diagrammalari yordamida ko‘rgazmali tasvirlanadi.
2. To‘plamlarning birlashmasi. Ta’rif. A va B to‘plamlarning birlashmasi deb shunday to‘plamga aytiladiki, u faqat A yoki B to‘plamlarning birlashmasi kabi belgilanadi, bunda – to‘plamlarning birlashmasi belgisi.
A va B to‘plamlarning birlashmasi Eyler-Venn diagrammasi orqali 3-rasmdagi shtrixlangan soha bilan tasvirlanadi. Agar A va B to‘plamlar kesishmasa, ularning birlashmasi 4-rasmdagi kabi tasvirlanadi.
3-rasm 4-rasm
Ta’rifga ko‘ra: yoki
Misol. A={1,2,3,4,5}, B={3,4,5,6} to‘plamlarning birlashmasi bo‘ladi. Har ikkala to‘plamda ham qatnashgan elementlar bir marta olinadi.
To‘plamlar birlashmasi amali quyidagi xossalarga ega:
10. Har qanday A va B to‘plamlar uchun
(kommunikativlik xossa) o‘rinli.
20. Har qanday A, B, C to‘plamlar uchun
(assotsiativlik xossa) o‘rinli.
30. Agar bo‘lsa, u holda
40. Ixtiyoriy A to‘plam uchun
50. Har qanday A, B, C to‘plamlar uchun
a) b)
Bu xossalarning isbotlari Eyler-Venn diagrammalari yordamida ko‘rsatiladi. Masalan, 50 dagi a) tenglikning isbotini 3-rasmdan osongina anglab olish mumkin.
C
3-rasm.
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Munosabatlarning berilish usullari

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Munosabatlarning berilish usullari
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bet | 9/12 | Sana | 13.05.2024 | Hajmi | 347,02 Kb. | | #228091 |
Bog'liq 1-mavzu to‘plamlar va ular ustida amallar reja2. Munosabatlarning berilish usullari.Xto‘plam elementlari orasidagi R munosabat Dekart ko‘paytmaning har qanday qism to‘plami, ya’ni elementlari tartiblangan juftliklar to‘plami bo‘lganligi uchun munosabatlarning berilish usullari to‘plamlarning berilish usullari bilan bir xil bo‘ladi.
1. X to‘plamdan olingan va shu munosabat bilan bog‘langan barcha elementlar juftliklarini sanab ko‘rsatish bilan berish mumkin. Masalan, X={4,5,6,8}to‘plamdagi biror munosabatni quyidagi juftliklar to‘plamini yechish bilan berish mumkin: {(5,4), (6,5)}. Shu munosabatning o‘zini yana graflar bilan berish mumkin.
2. Ko‘pincha X to‘plamdagi R munosabat shu R munosabatda bo‘lgan barcha elementlar juftliklarining xarakteristik xossasini ko‘rsatish bilan beriladi. Masalan, “x soni y sonidan katta”, “x soni y sonidan 10 marta kichik” va h.k. Sonlar uchun “katta” munosabati x>y, x soni y sonidan 10 marta kichik munosabati y=10x ko‘rinishda, parallellik va perpendikulyarlik munosabatlari x ∕ ∕y, x y ko‘rinishda yoziladi.
Boshlang‘ich matematikada katta e’tibor sonlar orasidagi munosabatlarga qaratiladi. Ular turlicha beriladi: qisqa shaklga ega (“katta”, “…marta katta”, “…ta kam”) bo‘lgan ikki o‘zgaruvchili jumlalar yordamida beriladi.
3. Munosabatlarning xossalari. 1. Refleksivlik.Agar X to‘plamdagi ixtiyoriy element haqida u o‘z-o‘zi bilan R munosabatda deyish mumkin bo‘lsa, X to‘plamdagi munosabat refleksiv munosabat deyiladi va xRx ko‘rinishda yoziladi. Masalan, parallellik va tenglik munosabatli refleksivlik xossasiga ega: a ∕∕b bo‘lsa, b ∕∕a bo‘ladi, a=b bo‘lsa, b=a bo‘ladi. Ularning graflarida sirtmoqlar bo‘ladi.
2. Simmetriklik. Agar X to‘plamdagi x element y element bilan R munosabatda bo‘lishidan y elementning ham x element bilan R munosabatda bo‘lishi kelib chiqsa, x to‘plamdagi R munosabat simmetrik munosabat deyiladi. Buni qisqacha ko‘rinishda yoziladi. Masalan, parallellik, perpendikulyarlik va tenglik munosabatlari simmetriklik xossasiga ega simmetriklik munosabatning grafida x dan y ga boruvchi har bir strelka bilan birga, graf y dan x ga boruvchi strelkaga ham ega bo‘ladi.
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To‘plamlarning berilish usullari

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To‘plamlarning berilish usullari
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bet | 2/12 | Sana | 13.05.2024 | Hajmi | 347,02 Kb. | | #228091 |
Bog'liq 1-mavzu to‘plamlar va ular ustida amallar reja2. To‘plamlarning berilish usullari.Agar biror ob’yektning to‘plamga tegishli yoki tegishli emasligi haqida gapirish mumkin bo‘lsa to‘plam berilgan deb hisoblanadi.
1. To‘plamni uning elementlarini sanab ko‘rsatish orqali berish mumkin. Masalan, A to‘plamning elementlari a,b,c,d ob’yektlardan tashkil topgan bo‘lsa, uni A={a,b,c,d}ko‘rinishda yoziladi.Bu usul to‘plam elementlari soni chekli bo‘lgan yoki uncha ko‘p bo‘lmagan hollarda qo‘llaniladi.
2. To‘plam elementlarining xarakteristik xossalarini ko‘rsatish orqali ham to‘plamni berish mumkin. Masalan, 100 dan kichik natural sonlar to‘plamini quyidagicha berish mumkin:
Bu aytilgan usulda elementlari soni cheksiz ko‘p to‘plamlarni ham berish mumkin. Masalan, [0, 1] kesmadagi haqiqiy sonlar to‘plamini quyidagicha berish mumkin:
Natural sonlar to‘plamini ko‘rinishda berish mumkin.
3. To‘plamlar orasidagi munosabatlar.Ikkita A va B to‘plamlar berilgan bo‘lsin. Agar biror ob’yekt(lar) A ga ham B ga ham tegishli bo‘lsa, bu to‘plam uchun u(lar) umumiy element(lar) hisoblanadi. A va B lar o‘zaro kesishuvchi to‘plamlar deyiladi. Masalan, A={1,2,3,4}, B={3,4,5,6}to‘plamlar uchun 3 va 4 lar umumiy elementlar bo‘ladi.
Umumiy elementlarga ega bo‘lmagan to‘plamlar o‘zaro kesishmaydigan to‘plamlar deyiladi.
Ta’rif. Agar B to‘plamning har bir elementi A to‘plamning ham elementi bo‘lsa, B to‘plam A to‘plamning qism to‘plami deyiladi va bu holat simvol bilan yoziladi.
Bo‘sh to‘plam har qanday to‘plamning qism to‘plami bo‘ladi: Har qanday A to‘plam o‘z-o‘zining qism to‘plami bo‘ladi: A to‘plamning o‘zi A va to‘plamlar A ning xosmas qism to‘plamlari deyiladi, qolgan qism to‘plamlari (agar ular bor bo‘lsa) A ning xos qism to‘plamlari deyiladi. Masalan, A={m,n,p} to‘plam 6 ta xos qism to‘plamlarga, ya’ni {m}, {n}, {p}, {m,n}, {m,p}, {n,p} va 2 ta , {m,n,p} xosmas qism to‘plamlarga ega.
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Qism to‘plamning to‘ldiruvchisi. To‘plamlar ayirmasi

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Qism to‘plamning to‘ldiruvchisi. To‘plamlar ayirmasi
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bet | 6/12 | Sana | 13.05.2024 | Hajmi | 347,02 Kb. | | #228091 |
Bog'liq 1-mavzu to‘plamlar va ular ustida amallar rejaQism to‘plamning to‘ldiruvchisi. To‘plamlar ayirmasi.
Ta’rif. bo‘lsin A to‘plamning B to‘plamga tegishli bo‘lmagan elementlarinigina o‘z ichiga olgan to‘plam B to‘plamning A to‘plamgacha to‘ldiruvchisi deyiladi va deb belgilanadi.
4-rasm.
B to‘plamni universal to‘plamgacha to‘ldiruvchi to‘plam B' deb belgilanadi.
Ixtiyoriy A va B va universal to‘plam I uchun quyidagi tengliklar o‘rinli:
a) b)
Haqiqatdan a) yoki yoki yoki
Bu esa a) tenglikning to‘g‘riligini tasdiqlaydi.
Ta’rif. bo‘lsin. A to‘plamning B to‘plamda yotmagan elementlaridan tashkil topgan to‘plam A va B to‘plamlarning ayirmasi deyiladi va kabi belgilanadi.
Misol. to‘plamlar berilgan. bo‘ladi. Bu yerda ko‘rinadiki,
To‘plamlar ayirmasi ta’rifini va ko‘rinishda yozish mumkin.
To‘plamlar birlashmasi, kesishmasi va ayirmasi amallari quyidagi xossalarga ega:
Bu tengliklarni mustaqil isbotlashga qoldiramiz.
Savol va topshiriqlar
1. Quyidagi to‘plamlarning xarakteristik xossasini toping: a) barcha musbat butun sonlar to‘plami; b) barcha manfiy butun sonlar to‘plami.
2. 20; 3; 0; –20; 45; 7/8; –2 sonlari berilgan. Ulardan qaysilari: a) butun sonlar; b) manfiy butun sonlar; d) ratsional sonlar; e) haqiqiy sonlar to‘plamiga tegishli.
3. Agar A={a,o,e,u,i,o‘}, B={11,22,33,44,55,66,77,88,99}, C={1,3,5,7,9}to‘plamlar berilgan bo‘lsa, ular elementlarining xarakteristik xossasini aniqlang.
4. Koordinata to‘g‘ri chizig‘ida quyidagi to‘plamlarni ko‘rsating: a) 3 dan kichik sonlar; b) 3 dan katta bo‘lmagan sonlar; d) 3 dan katta bo‘lgan sonlar; e) 3 dan kichik bo‘lmagan sonlar.
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Ushbu to‘plamlarni turlicha usullar bilan o‘qing: 1)  ; 2)  
3

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Ushbu to‘plamlarni turlicha usullar bilan o‘qing: 1) ; 2)
3
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bet | 4/12 | Sana | 13.05.2024 | Hajmi | 347,02 Kb. | | #228091 |
Bog'liq 1-mavzu to‘plamlar va ular ustida amallar reja2. Ushbu to‘plamlarni turlicha usullar bilan o‘qing: 1) ; 2)
3. Quyidagi fikrlarni o‘qing va ular orasidan rostlarini ko‘rsating:
1) 2) 3) 4) 5) 6)
7) 8) 9)
4.D – butun manfiy sonlar to‘plami. Shu to‘plamga tegishli bo‘lgan beshta son ayting. ekani to‘g‘rimi?
5. 3, 25; 0; –17; –3,8; 7 sonlari berilgan. Bu sonlardan qaysilari: 1) natural sonlar to‘plamiga; 2) butun sonlar to‘plamiga; 3) ratsional; 4) haqiqiy sonlar to‘plamiga tegishli bo‘lishini aniqlang.
6.a={a, b, c, d}, B={k, l, m} bo‘lsa, AB ni toping va uni jadval ko‘rinishida tasvirlang.
7.A to‘plamda 8 ta element bor. Agar AB da: 1) 56 ta; 2) 8 ta; 3) 0 ta; 4) 24 ta element bo‘lsa, B to‘plamda nechta element bor?
8. Natural sonlar to‘plamini qanday sinflarga ajratish mumkin? Misollar keltiring.
9. Universitet kutubxonasidagi kitoblar to‘plamini qanday sinflarga ajratish mumkin?
To‘plamlar kesishmasi amali va uning xossalari. Ikki va undan ortiq to‘plam elementlaridan yangi to‘plamlar tuzish to‘plamlar ustida amallar deyiladi.
Ta’rif. A va B to‘plamlarning kesishmasi deb shunday to‘plamga aytiladiki, u faqat A va B to‘plamga tegishli elementlarnigina o‘z ichiga oladi.
A va B to‘plamlarning kesishmasi kabi yoziladi, bunda to‘plamlar kesishmasi belgisi. Eyler-Venn diagrammalari yordamida A va B to‘plamlar kesishmasi 1-rasmdagi shtrixlangan soha kabi tasvirlanadi.
Ta’rifga ko‘ra, va A va B to‘plamlar umumiy elementlarga ega bo‘lmasa, ularning kesishmasi bo‘sh to‘plam bo‘ladi va kabi yoziladi.
Misol.A={a, b, c, d}, B={d, b, c, e} to‘plamlarning kesishmasi bo‘ladi.
To‘plamlar kesishmasi quyidagi xossalarga ega:
1-rasm.
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Quyidagilardan rostini ko‘rsating:
a)  b)  d)  
e)  f)  g)  
h)  
6

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Quyidagilardan rostini ko‘rsating:
a) b) d)
e) f) g)
h)
6
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bet | 7/12 | Sana | 13.05.2024 | Hajmi | 347,02 Kb. | | #228091 |
Bog'liq 1-mavzu to‘plamlar va ular ustida amallar reja5. Quyidagilardan rostini ko‘rsating:
a) b) d)
e) f) g)
h)
6. Agar A={27,32,36,54,232,108,324}bo‘lsa, A to‘plamning quyidagi sonlardan tuzilgan qism to‘plamlarni toping: a) 4 ga bo‘linadi; b) 9 ga bo‘linadi; d) 5 ga bo‘linadi; e) 10 ga bo‘linadi.
7.B={a,b,c,d}to‘plamlarning barcha qism to‘plamini yozing va ular sonini aniqlang.
8. Agar bo‘lsa, shu to‘plamning a) 6 ga karrali; b) 2 ga karrali; d) 5 ga karrali bo‘lmagan; e) 2 ga va 3 ga karrali sonlardan tuzilgan qism to‘plamlarini aniqlang.
9. Agar bo‘lsa, to‘plamlar kesishmasi va birlashmasini aniqlang.
10. “Mustaqillik” va “Istiqlol” so‘zlarini tashkil qilgan harflar to‘plamining birlashmasi va kesishmasini toping.
11. Agar C – ikki xonali juft sonlar to‘plami; B – 10 ga karrali ikki xonali sonlar to‘plami bo‘lsa, ularning kesishmasi va birlashmasini toping.
12. Agar A=]–2;4], B=[–3;6[, C=[–3;+ [bo‘lsa, a) va larni koordinata o‘qida tasvirlang.
13. Har qanday A va B to‘plamlar uchun ekanligini isbotlang.
14. O‘zbek alifbosidagi harflar to‘plamini qanday sinflarga ajratish mumkin?
15. Universitet kutubxonasidagi kitoblar to‘plamini qanday sinflarga ajratish mumkin?
16. Natural sonlar to‘plamini qanday sinflarga ajratish mumkin. misollar keltiring.
BINAR MUNOSABATLAR
Reja:
1. Munosabat tushunchasi. Graflar.
2. Munosabatlarning berilish usullari.
3. Munosabatlarning xossalari.
4. Ekvivalentlik munosabati.
5. To‘p lamlarni juft-jufti bilan sinflarga ajratish.
6. Tartib munosabati.
1. Binar munosabat tushunchasi. Graflar.Ma’lumki, to‘plam tushunchasi matematika fanining asosiy tusunchalaridan biri bo‘lib, bu fan taraqqiyotida muhim o‘rin egallaydi. Natural sonlar to‘plamini o‘rganish boshlang‘ich sinflardanoq boshlanadi. Bu ish sonlar orasidagi turli-tuman o‘zaro bog‘lanishlarni o‘rganish bilan amalga oshiriladi. Masalan, 10 soni 7 sonidan katta (ortiq), 8 soni 5 sonidan 3 ta ko‘p, 6 soni 5 sonidan keyin keladi.
Natural sonlar to‘plami elementlari orasida yana ko‘plab munosabatlarni o‘rganish mumkin. To‘g‘ri chiziqlar to‘plamida “parallel bo‘lishlik”, “perpendikulyar bo‘lishlik”, “o‘zaro kesishish” va h.k.
Endi ixtiyoriy X to‘plam elementlari orasidagi munosabat tushunchasini keltiramiz.
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Ta’rif - 1-mavzu: to‘plamlar va ular ustida amallar reja

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1-mavzu: to‘plamlar va ular ustida amallar reja
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bet | 3/12 | Sana | 13.05.2024 | Hajmi | 347,02 Kb. | | #228091 |
Bog'liq 1-mavzu to‘plamlar va ular ustida amallar rejaTa’rif. Agar va bo‘lsa, A va B to‘plamlar teng deyiladi va A=B deb yoziladi.
Masalan, A={a,b,c,d}, B={b,d,a,c} lar o‘zaro teng, chunki ular kesishadi va A ning har bir elementi B ning ham elementi va aksincha. Xuddi shuningdek, A={12, 22, 32, 42} va B={ } to‘plamlar ham o‘zaro teng. Oxirgi ta’rifdan to‘plamlar tengligini isbotlashning usullaridan biri kelib chiqadi. 1-rasm
Eyler-Venn diagrammalari deb ataluvchi doiralar, ovallar yoki biror boshqa eometric figuralar ko‘rinishida tasvirlanadi. Bunda to‘plamlar qancha elementga ega bo‘lishining ahamiyati bo‘lmaydi. Masalan, BA munosabat, A va B lar kesishadi hamda A va B lar kesishmaydi kabi munosabatlar 1-rasmda tasvirlangan.
Quyidagi tasdiq o‘rinli: agar AB, BA o‘rinli bo‘lsa, bulardan AC ekanligi kelib chiqadi (2-rasm).
2-rasm 3-rasm
Ko‘p hollarda bitta I to‘plamning qism to‘plamlarini qarashga to‘g‘ri keladi. Bunday I to‘plam universal to‘plam deyiladi. I to‘plam kvadrat ko‘rinishida, uning qism to‘plamlari doira ko‘rinishida tasvirlanadi (3-rasm).
To‘plam va qism to‘plam tushunchalari matematikaning ko‘pgina tusunchalarini ta’riflashda foydalaniladi. Masalan, nuqtalarning har qanday to‘plami eometric figura deyiladi. Demak, kesma, nur, to‘g‘ri chiziq, shar, kub va b.q. eometric figuralardir. Agar F1figura F2 figuraning xos qism to‘plami bo‘lsa, F1figura F2 ning qismi deyiladi. Masalan, AB kesma AB to‘g‘ri chiziqning qismi bo‘ladi.
Savol va topshiriqlar
1. Ushbu to‘plamlarning uchta elementini toping: 1) Pedagogika bilim yurtida o‘rganiladigan fanlar to‘plami; 2) O‘zbek alfavitidagi jarangli undosh tovushlar to‘plami;
3) Natural sonlar to‘plami.
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Audio script - Fiona Aish & Jo Tomlinson

Unit 14 Globalization
Track
2U
3 Does globalization represent a change in the way people view the w orld?
U Should globalization be controlled by governm ents?
5
Most global companies are from the West - is this a good or a bad thing?
6
Do you th in k th a t globalization helps us to understand different people and cultures?
Track 25
Examiner:
Student:
Examiner:
Student:
Examiner:
Student:
Examiner:
Student:
Track 26
Examiner:
Student:
Examiner:
Student:
Examiner:
Student:
How do you th in k globalization m ight change the w orld in the future?
I th in k that if globalization continues to develop, young people of the future w ill
have a different understanding of things like nationality and culture.
Has globalization caused young people to care less about th e ir countries?
I don't th in k so. If globalization had caused young people to care less about th e ir
countries, we w ou ld n't see so much national pride in sporting com petitions like
the Olympics or the World Cup.
What would you say to someone who th in ks that globalization is ruining the w orld?
I would say that they should be more positive. If globalization d idn't exist, we
w o u ld n 't have so many opportunities fo r w o rk or travel and we w ou ld n ’t be able to
buy so many different products.
Can globalization make the w orld a more equal place?
I th in k this depends on w hat you mean by equal. If people in a country have the
same opportunities in life, then globalization is good and can help the w orld but
th is is not always w hat happens.
What are the main disadvantages of globalization?
In my opinion the main disadvantages are fo r cultures which aren't p a rticula rly
strong. I th in k globalization could in fact destroy some sm all, local cultures. When
my parents were young, the local dialect in our town was spoken a ll the tim e, but
now more and more people in the town are from other countries and our dialect
isn 't spoken so much. If globalization hadn't transform ed the way people move
around the w orld, our town w ou ld n't have changed so much, and we m ight s till be
using our local dialect!
Do you th in k globalization has made the w orld a better place?
Well, in many ways yes. I thin k in general people have more knowledge about the
w orld due to globalization. For example, if I hadn’t studied in A ustralia, I w o u ld n ’t
speak English as w e ll as I do and I w o u ld n ’t have lots of friends from around the
w orld.
How has globalization changed the way we travel and com m unicate?
I th in k it has changed things greatly. The w orld is a much sm a lle r place than it
was, say, 50 years ago. If I wanted to go to the o ther side of the w orld, I could get
there in a day! T hat’s incredible!... And not only is it easier to travel, we can now
com m unicate w ith people on the other side of the w orld instantly through things
like v irtu a l messaging and webcams. If we didn’t have this kind of progress in travel
J: U. Nosirning “Oq yuvib, oq tarab” she’ri

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J: U. Nosirning “Oq yuvib, oq tarab” she’ri
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bet | 43/99 | Sana | 23.05.2024 | Hajmi | 0,97 Mb. | | #251177 |
Bog'liq til va adabiyot [uzsmart.uz]J: U. Nosirning “Oq yuvib, oq tarab” she’ri.
13. Tabiatni go‘yo ona anglab, o‘zini esa shu ona bag‘riga doimiy talpinuvchi farzand sanagan shoir kim? J: U. Nosir.
14. Qaysi shoir she’rlarida har bir fasl, yer, osmon, quyosh, yulduz va oy, daraxtlar va chechaklar, qushlar va hayvonlar badiiy umumlashma, obraz daraja-siga o‘sib chiqadi? J: U. Nosir.
15. U. Nosirning qaysi she’ri 4 misradan iborat? J: “Bolaligimga”.
16. “Sarg‘ayib yerga tushgani
Bir ko‘m-ko‘k yaproqning.
Qon, yoshlar-la to‘lganda
U ko‘zlaring seni
Tuproqqa yuz tutganda
Umring bahori”. Ushbu parcha U. Nosirning qaysi sh’eridan olingan? J: “Oq yuvib, oq tarab” she’riy maktubi.
17. U. Nosirning ustozlari? J: Cho‘lpon, Fitrat, A. Qodiriy.
18. U. Nosir necha yoshida Sibirga surgun qilindi? J: 24 yoshida.
19.Usmon Nosir haqida “Usmon Nosirning so‘nggi tushi” she’rini kim yozgan? J: Usmon Azim.
“BOLALIGIMGA” SHE’RI
1. “Bolaligimga” she’rining boshlanishi? J: “Kapalakning gul emganin ko‘r-dim, Eslab ketdim seni malagim…”.
2. “Bolaligimga” she’rining tugallanishi? J: “Sen berdingmi, shuncha shirin she’rni Ey, barglari ko‘m-ko‘k palagim”.
3. “Bolaligimga” she’rining hajmi? J: 4 misra.
4. “Bolaligimga” she’rida bolalik nimaga o‘xshatilgan? J: Yashnoq gulga, barglari ko‘m-ko‘k palakka, go‘zal malakka.
5. “Bolaligimga” she’rida shoir o‘zini nimaga o‘xshatadi? J: Gul hidiga oshiq kapalakka.
U. NOSIRNING OY TO‘G‘RISIDAGI SHE’RI
1. U. Nosir qaysi she’rida oy va uning nurlari, bahor chog‘i gullagan bodomning oydin kechadagi suratini chizadi?
J: Oydin kecha-
Sutdek oppoq
Har yer
Har bir joy,
Doirai kamondan
Boqar kumush oy.
2. “Oy nurini
Deraza
Taqib suv oqar
Jimirlab
Oy aksi yotar” she’ri kimning qalamiga mansub? J: Usmon Nosir.
3. U. Nosirning oy to‘g‘risidagi she’ri qanday yakunlanadi?
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J: Oyisi, akasi va opasiga

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J: Oyisi, akasi va opasiga
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bet | 42/99 | Sana | 23.05.2024 | Hajmi | 0,97 Mb. | | #251177 |
Bog'liq til va adabiyot [uzsmart.uz]J: Oyisi, akasi va opasiga.
27. Hikoya nima bilan yakunlanadi? J: Buvisi va onasiga bozorga borgan bobosining bozorning g‘ovur-g‘uviridan shikoyati bilan.
28. Oybekning qaysi hikoyasi XX asrning boshlaridagi ko‘hna Toshkentning
g‘ala-g‘ovur ko‘chalarini eslatadi? J: “Bolaning ko‘ngli podsho”.
29. “Bolaning ko‘ngli podsho” hikoyasidagi ikki qariya suhbatidagi Qo‘qon xonligidagi ahvol haqida yana qaysi asarda hikoya qilinadi? J: Abdulla Qodi-riyning “O‘tkan kunlar”.
30. “Bolaning ko‘ngli podsho” hikoyasidagi yosh Musoning eng sevimli mash-g‘uloti nima edi? J: Loydan “poq-poq” o‘ynash.
31. Hikoyada qaysi personaj muloyim, shirin so‘zli, sersoqol keksa kishi deb ta’riflanadi? J: Sobir baqqol.
QO‘SHIMCHA SAVOLLAR
1. Oybekning tarjimalari? J: Pushkinning “Yevgeniy Onegin” she’riy romani, Lermontovning “Maskarad” asari, arman xalq eposi “Sosunli Dovud” dostoni.
2. Oybek qachon O‘zbekiston Fanlar akademiyasining a’zosi etib saylangan? J: 1943-yil.
3. Oybek xotirasiga bag‘ishlab qachon va qayerda haykali o‘rnatildi? J: 2010-yil Alisher Navoiy nomidagi Milliy bog‘da.
4. “Bolaning ko‘ngli podsho” hikoyasida Dadaqo‘zi ota ishlatadigan iboralar? J: “Bolaning ko‘ngli podsho”, “Bolaning ko‘ngli tilla”.
USMON NOSIR
1. Umri va ijodi xuddi qorong‘i osmonni birdan yoritib yuborgan chaqmoqqa o‘xshaydigan shoir kim? J: Usmon Nosir.
2. Qaysi adiblar juda kam umr ko‘rgan bo‘lsalarda, ular yozib qoldirgan asarlarining ahamiyati asrlarga tatigulik? J: Rus shoiri Lermontov, tatar ijodkori Abdulla To‘qay, o‘zbek shoiri Usmon Nosir.
3. Usmon Nosir necha yil yashagan? J: 32 yil.
4. U. Nosir necha yil erkin ijod qilgan? J: 6-7 yil.
5. U. Nosir qachon va qayerda tug‘ilgan? J: 1912-yil 13-noyabr Namangan shahri hunarmand oilasida.
6. U. Nosir otasidan qachon ajraladi? J: Go‘dakligidayoq.
7. U. Nosirning onasi nima uchun Qo‘qonga ko‘chib keladi? J: Onasi Xolam-bibi o‘g‘li 4 yoshligida Nosir hoji degan kishiga turmushga chiqqani uchun.
8. U. Nosir qayerlarda o‘qiydi? J: Qo‘qondagi internatda, 1931-yilda Samar-qanddagi O‘zbekiston dorilfununida (hozirgi Samarqand Davlat Univer-sitetida).
9. U. Nosir qanday bilimlarni chanqoqlik bilan o‘zlashtiradi? J: Adabiyotni, dunyo tarixini, falsafani, san’atni.
10. U. Nosirning Samarqanddan onasiga yozgan she’riy maktubi? J: “Oq yu-vib, oq tarab” she’ri.
11. Shoir qaysi she’rida bolaligida ko‘rgan sargardonliklarni tabiat manzaralari-ga uyg‘un holda qayta jonlantiradi va o‘quvchini o‘z xotiralariga oshno etadi? J: “Oq yuvib, oq tarab” she’rida.
12. “Esingdami, g‘arib ona,
U qishlarning zahri” misralari kimning qaysi she’ridan olingan?
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J: “Po‘latjon yuz tup ko - 5-sinf Adabiyot

J: Eng serqatnov yerga. Yuzta ko ‘chat ekmoqchi!J: Abdulla Qahhor tomonidan O ‘tkir Hoshimovning “Cho ‘l havosi” qissasiga. 3. O‘.Hoshimovning ijodi qachon boshlangan J: 5-sinfdan, oJ: Xat tashuvchi, musahhih, muxbir, gazetada bo ‘-lim mudiri, nashriyotda va jurnalda bosh muharrir, Oliy majlisda qo ‘mita raisi.J: “Odamlar nima derkin”, “Shamollar esaveradi”, “Ikki karra ikki besh”, “Bahor qaytmaydi”, “Dunyoning ish-lari”. |
5-sinf Adabiyot
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Bog'liq til va adabiyot [uzsmart.uz]Bu sahifa navigatsiya:
- J: Eng serqatnov yerga. Yuzta ko ‘chat ekmoqchi!
- J: Abdulla Qahhor tomonidan O ‘tkir Hoshimovning “Cho ‘l havosi” qissasiga. 3. O‘.Hoshimovning ijodi qachon boshlangan J: 5-sinfdan, o
- J: Xat tashuvchi, musahhih, muxbir, gazetada bo ‘-lim mudiri, nashriyotda va jurnalda bosh muharrir, Oliy majlisda qo ‘mita raisi.
- J: “Odamlar nima derkin”, “Shamollar esaveradi”, “Ikki karra ikki besh”, “Bahor qaytmaydi”, “Dunyoning ish-lari”.
J: “Po‘latjon yuz tup ko‘chat ekmoqchi” she’rida.
8. Po‘latjonning otasi nimalar yasaydi? J: Mashinalar.
9. Po‘latjonga kim ahillik orqali el-yurt rivojlanishi, ravnaq topishi haqida so‘zlab beradi? J: Onasi.
10. Po‘latjoning rejasi nima? J: Qor erigandan keyin do‘stlari bilan eng ser-qatnov bir yerga 100 tup ko‘chat ekish.
11. Tugallanishi? J: Eng serqatnov yerga.
Yuzta ko‘chat ekmoqchi!
12. Asqad Muxtorning qaysi she’riga nisbatan donishmand ota-bobolarimizning “Boylik, boylik emas, ahillik boylik”, “Ahil ishlasang, ish unar, har mushkul oson bo‘lar” maqollarini qo‘llash mumkin? J: “Po‘latjon yuz tup ko‘chat ekmoqchi”.
O‘TKIR HOSHIMOV
1. Qachon va qayerda tug‘ilgan? J: 1941-yil, Toshkent, Do‘mbirobod mahallasi.
2. “Sof, samimiy, tabiiy, iliq, rohat qilib o‘qiladigan asar” deya ta’riflangan asar qaysi va muallifi kim? Bu ta’rif kim tomonidan berilgan? J: Abdulla Qahhor tomonidan O‘tkir Hoshimovning “Cho‘l havosi” qissasiga.
3. O‘.Hoshimovning ijodi qachon boshlangan? J: 5-sinfdan, o‘quvchilik davrida “Oltin tugmacha” she’ri.
4. Dastlabki kitobi qachon chop etilgan? J: Talabalik yillarida “Po‘lat chavandoz” ocherki (1962 -y).
5. Adibning ish faoliyati? J: Xat tashuvchi, musahhih, muxbir, gazetada bo‘-lim mudiri, nashriyotda va jurnalda bosh muharrir, Oliy majlisda qo‘mita raisi.
6. O‘tkir Hoshimov hikoyalari? J: “Urushning so‘nggi qurboni”, “Muhab-bat”.
7. O‘tkir Hoshimov qissalari? J: “Odamlar nima derkin”, “Shamollar esaveradi”, “Ikki karra ikki besh”, “Bahor qaytmaydi”, “Dunyoning ish-lari”.
8. O‘tkir Hoshimovning romanlari? Qaysi romani uchun 1986-yilda Hamza nomidagi mukofot olgan? J: “Tushda kechgan umrlar”, “Nur borki, soya bor”. “Ikki eshik orasi” romani uchun mukofotlanadi.
9. O‘tkir Hoshimov dramalari? Qaysilari sahnalashtirilgan? J: “Qatag‘on”, “Inson sadoqati”, “To‘ylar muborak”, “Birovning tashvishi”, “Sizdan ugi-na, bizdan bugina”.
10. O‘tkir Hoshimovning birinchi badiiy asari? J: “To‘rt maktub” hikoyasi (1963).
11. O‘tkir Hoshimovning “To‘rt maktub” hikoyasi asosida yozilgan qissasi?
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