Termiz davlat universiteti

Jami:
102
	8-semestr
	1		Classroom research stages		2
	2		Research planning		2
	3		Methodology of collecting correct data		2
	4		Data collection methods		2
	5		Selecting and developing a topic		2
	6		Analysis and planning of data collection		2
	7		Organization and creation of materials necessary for data collection		2
	8		Differentiation of negative and good aspects for data collection		2
	9		Course supervision (video recording or tracking of the course)		2
	10		Interviewing (structural, semi-structured, non-structural)		2
	11		Questionnaires for teachers and students		2
	12		Keeping diary		2
	13		Dealing with issues during data collection		2
	14		Taking notes		2
	15		Data collection: questionnaire		2
	16		The case study approach		2
	17		Proof of the work done by the student		2
	18		The need to collect data sources		2
	19		Course monitoring process		2
	20		Course observation stages (pre-observation, while-observation, post-observation)		2
	21		Verbal and written explanation of observation results		2
	22		Planning of research		2
	23		Collected data analysis		2
	24		Analyse differences and similarities in data collecting		2
	25		The origins and development of ESP		2
	26		English for Academic Purposes		2
	27		English for Occupational Purposes		2
	28		Study and analysis of language learning needs		2
	29		Setting goals for teaching a foreign language in a particular field or profession		2
	30		Defining teaching approaches in curriculum (based on the topic)		2
	31		Defining teaching approaches in curriculum (based on skills)		2
	32		Aims and objectives of ESP in colleges and lyceums in Uzbekistan		2
	33		The role of learning autonomously		2
	34		Teaching language skills in ESP (reading, writing)		2
	35		Teaching language skills in ESP(speaking, listening)		2
	36		Teaching aspects in ESP		2
	37		ESP: The syllabus		2
	38		ESP: Materials evaluation		2
	39		ESP: Materials design		2
	40		ESP: Methodology		2
	41		ESP: Evaluation		2
	42		Materials design model for learners of medical field		2
	43		Materials design model for law studies		2
	44		Materials design model for engineering		2
	45		Materials design model for architecture		2
	46		Materials design model for tourism		2
	47		Materials design model for learners of business and economics		2
	48		Materials design model for art studies		2
	49		Materials design model for sport		2
	50		The role of the ESP teacher		2
	51		The role of the ESP teacher		2
			Jami:__102'>Jami:		102

3. 
   Amaliy mashg’ulotlar bo’yicha ko’rsatma va tavsiyalar
   

Amaliy mashg’ulotlar zamonaviy multimedia vositalari bilan jixozlangan auditoriyada o’tkazilishi lozim. Mashg’ulotlar faol va interfaol usullar yerdamida o’tilishi,mos ravishda munosib pedagogik va axborot texnologiyalari qo’llanilishi maqsadga muvofiq.

• 
  amaliy vazifalar;
  
• 
  muhokama;
  

• 
  1 soatlik dars ishlanmasi (lesson plan)
  

• 
  matnlar/maqolalar/video materiallarni tanqidiy muhokama qilish
  
• 
  talabalarni mustaqi l o’rganishga da’vat etuvchi vazifalarga alohida e’tibor qaratiladi.
  

V. Mustaqil ta’lim va mustaqil ishlar.

Amaliy soatlar yuzasidan mustaqil ish soatlari

№	Mustaqil ta’lim mavzulari	Dars soatlari hajmi
7-semestr
1	Write a conclusion based on the study of the lesson		18
2	Study of ready-made materials and its adaptation to ESP courses		20
3	Materials design for ESP		20
4	Study the ready-made tests and write conclusions based on them		20
5	Development of evaluation criteria		20
6	Develop tests based on the four language learning skills		20
7	Approbation of tests		20
Jami:				138
8-semestr
1	Write a conclusion based on the study of the lesson		18
2	Study of ready-made materials and its adaptation to ESP courses		20
3	Materials design for ESP		20
4	Study the ready-made tests and write conclusions based on them		20
5	Development of evaluation criteria		20
6	Develop tests based on the four language learning skills		20
7	Approbation of tests		20
Jami:				138

Mustaqil ta’lim quyidagi topshiriqlarga asoslangan tarzda tashkil etiladi:

• 
  amaliy vazifa;
  

• 
  mustaqil o’qish;
  
• 
  micro teaching;
  
• 
  matnlar/maqolalar/video materiallarni tanqidiy muhokama qilish;
  
• 
  talaba portfoliosini tayyorlash ;
  
• 
  taqdimot
  

Xorijiy filologiya fakulteti 5111400-Xorijiy til va adabiyoti (ingliz tili) yo’nalishi 4-kurs uchun “Chet tillarni o’qitishning integrallashgan kursi” fanidan baholash mezonlari
J A D V A L
Fan uchun ishchi o’quv rejada belgilangan vaqt taqsimoti

Fan nomi	Jami	Jami aud.	Amaliy mashgulot	Mustakil ta’lim	Semestr
“Chet tillarni o’qitishning integrallashgan kursi”	240	102	102	138	7
	240	102	102	138	8

Nazoratlar grafigi:7-semestr

№	Nazorat/shakli, maksimal baho	ON	YaN	Baholar yig’indisi
1.	Maksimal baho	5	5	5
2.	Shakli: (amaliy)	Amaliy	A

Nazoratlar grafigi: 8-semestr

№	Nazorat/shakli, maksimal baho	ON	YaN	Baholar yig’indisi
1.	Maksimal baho	5	5	5
2.	Shakli: (amaliy)	Amaliy	A

TALABALAR BILIMINI BAHOLASH MEZONLARI

Oraliq baholash mezonlari

№	Ajratilgan baho (har bir aspektga)	Baholash mezoni
1	5 baho	modullar yakunida berilgan taqdimot tayyorlash topshiriqlarini aniq va batafsil yoritib bergan va oraliq savollarini ijobiy yechgan talabaga.
2	4 baho	modullar yakunida berilgan taqdimot tayyorlash topshiriqlarini to’g’ri yoritib bergan va oraliq savollarini qoniqarli yechgan talabaga.
3	3 baho	modullar yakunida berilgan taqdimot tayyorlash topshiriqlarini to’laligicha yoritib bera olmagan va oraliq savollarini qisman yecha olgan talabaga.
4	0- 2 baho	modullar yakunida berilgan taqdimot tayyorlash topshiriqlarini yuzaki bajargan va oraliq savollarini yecha olmagan talabaga.

Yakuniy baholash mezoni

№	Ajratilgan baho (har bir javobga)	Baholash mezoni
1	5 baho	Talaba fanning mohiyatini, o’tilgan materiallarni chuqur tushunadi, savolga aniq va to’liq javob beradi. Har bir savolga mustaqil fikrlab javob beradi, mavzuga ijodiy yondashadi, mohiyatni tushunib, o’z fikrini amalda qo’llay oladi, imlo, uslubiy xatolarga kam yo’l qo’yadi, berilgan tahlillarni to’g’ri bajarib, to’g’ri xulosa chiqara oladi.
2	4 baho	Talaba mavzu mohiyatini tushunadi, biroq mustaqil xulosalar chiqara olmaydi. O’z fikrini yaxshi bayon qila olmaydi. Imlo, uslubiy xatolarga yo’l qo’yadi, xulosalarida naoniqliklar uchraydi.
3	3 baho	Talaba mavzu haqida qisman tasavvurga ega bo’ladi. Berilgan savollarga to’liq va aniq javob bera olmaydi, amaliy ishlar bajarilmaydi, imlo, uslubiy xatolarga yo’l qo’yiladi.
4	1-2 baho	Talaba mavzu haqida aniq tasavvurga ega bo’lmaydi, ko’chirmachilikka yo’l qo’yadi. O’z fikrini boshqa mavzular bilan bog’lab tushuntirib bera olmaydi, nutqi u qadar ravon bo’lmaydi. Amaliy ishlarni to’liq bajara olmaydi.

Oraliq nazorati fanning muayyan bir bo'limi tugagandan so'ng o'tkaziladi. Oraliq va yakuniy nazoratlari quyida keltirilgan baholash mezonlari va qoidalar asosida baholanadi.

2. Baholash mezonlari:
Fan bo'yicha nazoratlar quyidagicha o'tkaziladi.
Oraliq nazorat amaliy va test shaklida o'tkaziladi.
Yakuniy nazorat - amaliy ish shaklida o'tkaziladi. Bunda variantlar 5 ta savoldan iborat bo'lib, har bir to'g'ri javob 5 baho bilan baholanadi.
Nazoratlarni baholash jarayonida quyidagi qoidalarga rioya etiladi:
a) 5 (a'lo) baho uchun talabaning bilim darajasi quyidagilarga javob berishi lozim
• xulosa va qaror qabul qilish
• ijodiy fikrlay olish
• mustaqil mushohada yurita olish;
• mohiyatini va mazmunini tushunish
• bilish va aytib berish
• olgan bilimini amalda qo'llay olish;
• tasavvurga ega bo'lish.
b) 4 (yaxshi) baho uchun talabaning bilim darajasi quyidagilarga javob berishi lozim
• mustaqil mushohada yurita olish
• olgan bilimini amalda qo'llay olish
• mohiyatini va mazmunini tushunish
• bilish va aytib berish
• tasavvurga ega bo'lish.
v) 3 (qoniqarli) baho uchun talabaning bilim darajasi quyidagilarga javob berishi lozim
• mohiyatini va mazmunini tushunish
• bilish va aytib berish
• olgan bilimini amalda qo'llay olish;
• tasavvurga ega bo'lish.
g) quyidagi hollarda talabaning bilim darajasi 2 (qoniqarsiz) baho bilan baholanishi
mumkin
• mavzu haqida tasavvurga ega bo'lmasa,
• bilmaslik
• ijodiy yondoshuvning mavjud emasligi
• xulosalarda qaltis xatolarning yo'l qo'yilga

VI. Asosiy va qo’shimcha o’quv adabiyotlar hamda axborot manbalari

Asosiy adabiyotlar

1. Woodward, T. (2001). Planning Lessons and Courses. Cambridge, CUP

2. Lightbrown , P.M, Spada N (2006) How language are learned, Oxford, UK: Oxford University Press.
3. Tomlinson, B. (Ed.) (2010). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
4. Nunan, D. (2009). Task-based Language Teaching. Cambridge: Cambridge University Press. McDonough, J., & Shaw, C. (2003). Materials and Methods in ELT (2nd edition). Oxford: Blackwell.
5. McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh University Press.
6. Spratt, M (1994) English for the Teacher, Cambridge University Press, ISBN 0 521 42676 6 Spratt. M, Pulverness, A, Williams, M. (2005) The TKT Course, Cambridge University Press, ISBN 978 0 521 60992 0
7. Wainryb, R. (1992) Classroom Observation Tasks, Cambridge University Press, ISBN 0 521 40722 2
8. James, P. (2001). Teachers in Action. Cambridge and New York: Cambridge University Press.
9. Hughes, A. (2003) Testing for Language Teaching. Cambridge: Cambridge University Press.
10. Harding, K. (2007) English for Specific Purposes (Resource books for teachers). Oxford: Oxford University Press,.
11. Jordan, R. R. (2005) English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge: Cambridge University Press.
12. Ur, P.A (2010) Course in Language Teaching: Practice and Theory. Cambridge: CUPUK.
13. C.Irgasheva, Ya. Abduraimova, B. Bryuverton (2016). Being a Teacher. Tashkent.
14. K.Alimova, N.Muxammedova, B.Bryuverton (2016). Becoming a Teacher. Tashkent

Qo’shimcha adabiyotlar

1. Mirziyoev Sh.M. Erkin va farovon demokratik O’zbekiston davlatini birgalikda barpo etamiz. Toshkent, “O’zbekiston” NMIU, 2017. – 29 b.

2. Mirziyoev Sh.M. Qonun ustuvorligi va inson manfaatlarini ta’minlash yurt taraqqiyoti va xalq farovonligining garovi. “O’zbekiston” NMIU, 2017. – 47 b.
3. Mirziyoev Sh.M. Buyuk kelajagimizni mard va olijanob xalqimiz bilan birga quramiz. “O’zbekiston” NMIU, 2017. – 485 b.
4. O’zbekiston Respublikasi Prezidentining 2017 yil 7 fevraldagi “O’zbekiston Respublikasini yanada rivojlantirish bo’yicha harakatlar strategiyasi to’g’risida” gi PF-4947-sonli Farmoni. O’zbekiston Respublikasi qonun hujjatlari to’plami, 2017 y., 6-son, 70-modda
5. Mirziyoev Sh.M. Tanqidiy tahlil, qat’iy tartib-intizom va shaxsiy javobgarlik – har bir rahbar faoliyatining kundalik qoidasi bo’lishi kerak. O’zbekiston Respublikasi Vazirlar Mahkamasining 2016 yil yakunlari va 2017 yil istiqbollariga bag’ishlangan majlisidagi O’zbekiston Respublikasi Prezidentining nutqi. // Xalq so’zi gazetasi. 2017 yil 16 yanvar, №11.

Ingliz tili

1. Wallace, M.J. (1998). Action Research for Language Teachers. Cambridge and New York: CUP

2. Thornbury, S. (2002) How to teach vocabulary. Longman Pearson.
3. Khoshimov, U, I. Yokubov, (2003) “Ingliz tili o’qitish metodikasi” Tashkent: Sharq
4. Bolitho, R. & B. Tomlinson (2005) Discover English. Oxford: Macmillan
5. Paul, J.Black (1998) Testing: Friend or Foe? The Theory and Practice of Assessment and Testing. Routledge Falmer: London and NY Tylor and Francis Group.
6. Brinton, D & P. Master (1998) New Ways in English for Specific Purposes Alexandria, VA: TESOL
7. Dudley-Evans, T. & M-J. St John (1998) Developments in English for Specific Purposes. Cambridge: Cambridge University Press.

Internet saytlari

1. http://www.pbs.org/newshour/extra/teachers/lessonplans/media/podcasting.

2. http://esl.about.eom/od/engIishlistening/a/intro_podcasts.htm
3. www.teachingenglish.org.uk
4. www.onestopenglish.com
5. www.tesol.org
6. www.tefl.com
7. www.teachertrainingvideos.com
8. www.learnenglish.org.uk
9. www.macmillanenglish.com/readers
10. www.tersu.uz