Amaliy xorijiy til
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magistr AMALIY XORIJIY TIL tayyor
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O‘ZBEKISTON RESPUBLIKASI OLIY VA O‘RTA MAXSUS TA‘LIM VAZIRLIGI TOSHKENT VILOYATI CHIRCHIQ DAVLAT PEDAGOGIKA INSTITUTI TARIX VA TILLAR FAKULTETI “Xorijiy tillar ” kafedrasi 
“AMALIY XORIJIY TIL” fani bo‘yicha 
MAGISTRATURA CHIRCHIQ - 2019 O‘ZBEKISTON RESPUBLIKASI OLIY VA O‘RTA MAXSUS TA‘LIM VAZIRLIGI TOSHKENT VILOYATI CHIRCHIQ DAVLAT PEDAGOGIKA INSTITUTI “Tasdiqlayman” O’quv ishlar bo’yicha prorektor ______________I.Q.Xaydarov “__” ______________2019 yil AMALIY XORIJIY TIL (MAGISTRATURA) FANI BO‘YICHA O’QUV-USLUBIY MAJMUA
CHIRCHIQ - 2019 Ushbu o’quv-uslubiy majmua O’zbekiston Respublikasi Oliy va O;rta maxsus ta’lim vazirligining 201__ yil ___________dagi ____-sonli buyrug’i bilan tasdiqlangan. „Amaliy xorijiy til” fani dasturi asosida tayyorlangan. Mazkur o’quv-uslubiy majmua barcha magistratura ta’lim yo’nalishlari talabalari uchun mo’ljallangan.
O’quv-uslubiy majmua „Tarix va tillar “ fakultetining „Xorijiy tillar“ kafedrasi majlisida ( 2019 yil 24-avgust 1-sonli bayonnma ) muhokama etildi va fakultetning o’quv –uslubiy kengashiga tavsiya etildi. „ Xorijiy tillar“ kafedrasi mudiri ____________ M.A.Yusupova „ Xorijiy tillar“ kafedrasi kotibasi ____________ F.O.Djabbarova
1 Theme: What makes someone a hero Course-book “Skills for success” Theme: What makes someone a hero Model of teaching technology of the lesson
Technological map of the lesson
What makes someone a hero. Topic: 1. Many writers, artists, and other people who create the stories of superheroes believe that these characters embody our deepest hopes and fears. They feel that superheroes represent our highest ambitions and help us deal with our worst nightmares. Superheroes face questions we will all have to face in the future, and they shed new light on 1 our present condition. In addition, they do all this in away that gives us a new sense of direction and resolve in our own lives. Defining a Superhero 2. Let’s start with a simple question. What is a superhero? What sets a superhero apart from a normal person? Well, first of all, they tend to look a bit different. Some wear capes. . . Some of them have cool gadgets. . . They wear a lot of tight clothes . . . As a rule, superheroes have powers and abilities far beyond ordinary human abilities. But most importantly, every one of them pursues justice, helps people who cannot help themselves, and fights evil with the force of good. Superheroes are extraordinarily powerful people who have both strengths and weaknesses. They typically have superpowers — the ability to fly or to leap over tall buildings — or at least normal human abilities that they have developed to a super human level. But while the “super” parts are certainly impressive, we can never forget the “hero” element as well. There are limits to how writers and artists may portray them. A superhero must possess a noble character that guides him or her in to worthy achievements. Superheroes may have dark thoughts, just like any human being, but that darkness must be constrained by their desire to do the right thing or the story is not super heroic. So, not every costumed crime fighter is necessarily a hero, and not every character that has super powers is necessarily a superhero. The image of the superhero is both inspirational and aspirational. When they are portrayed well in stories and movies, superheroes present us with something that we can all aspire to. Plato, the Greek philosopher, believed that good is inherently attractive. What is good will pull us in its direction as long as we are not blocked from seeing it and appreciating it. That’s why the superheroes in our favorite stories are depicted as moral forces, or forces for what is good and right. From childhood and on into adulthood, superheroes can remind us of the importance of self-discipline, self-sacrifice, and using our lives for something good and noble. They can do this while also entertaining us. 5 Of course, most superhero stories are not written to teach us a lesson. Usually, they are just for fun. But they have probably been around for so long and have continued to be so popular, in part because they speak to our hopes. We all aspire to make a difference, to have a positive impact on the world, and to be acknowledged for that impact. Superheroes can keep that flame alive in our hearts 2 when we read about their missions 3. But their stories also speak to our fears in equally important ways. Hope and the Superhero The image of a superhero like Batman can inspire us to use our lives for something good and noble and courage over adversity, and so they show us that we can also confront and overcome all these dangers and fears. When we con front adversity in our lives, we are often inclined to just give up and find an easier path. But superheroes show us that nothing worth doing is easy. They don’t accept defeat, and they won’t ever give up. They believe in them selves and their causes, and they go all out 4 to achieve their goals. By showing us that even very powerful people have to fight and struggle, they help us deal with the fears that we all face. So, it will be tough. So what? We can do it. We all fear harm. That’s just part of being human. In addition, we are often fascinated and worried about the unknown future. By portraying the many different kinds of harm that can enter our lives, superhero stories address those fears. Superheroes display the power of character. The Example of the Superhero 8. Superheroes are obviously very gifted individuals. This is true of Superman and many others. But all of us are gifted in some way. All of us have unique talents and powers. If we can follow the superhero’s example, we can find the courage to develop and use those gifts in our lives, despite any challenges. 9. Superheroes are moral examples. Superman can inspire us. Batman can keep us going even when the going is very tough. Spider-Man can show us the importance of listening to our conscience5 rather than the voices around us. Daredevil can remind us that our limitations do not need to hold us back, and that we all have hidden strengths. 10. The heroic path is sometimes lonely, but it is always right. If we keep an image of the superheroes in mind—their strength, courage, and resolve—we may find it easier to stay true to that path in the end. What would Superman do? Go do your version of it. The world always needs one more hero.
Read the sentences. Number the main ideas in the order they are developed in the excerpt. (Use the subheadings in the excerpt to help you) a. By confronting dangers and adversity, superheroes teach us to face our fears and never give up. b. The example of the superhero leads us to develop our own talents and find strength in ourselves. c. A superhero is a powerful being with abilities beyond ordinary humans and the desire help others and fight evil. d. The image of the superhero is entertaining, but it also inspires us to use our lives for something good. e. A character that has superpowers is not necessarily a superhero. The character must also have the desire to do the right thing.
Answer these questions. What do superheroes represent and help us deal with according to the writers and artists who create them? ______________________________________________________________ Do all superheroes have superpowers? If not, what powers do they have? ______________________________________________________________ What did Plato believe about “good”? ______________________________________________________________ Why have superhero stories been popular for so long? ______________________________________________________________ 5. What are we inclined to do when we face adversity? ______________________________________________________________ What specific lesson can the character Batman teach us? 2 Theme: English – speaking countries. The UK of Great Britain. Geography, political and educational systems. Model of teaching technology of the lesson
Technological map of the lesson
Article of the first year undergraduate student of the Faculty of Russian Language and Literature of Tashkent State Pedagogical University named after Nizami for the discipline of English language on the subject of Ireland Israilova Kamilla Ireland, also known as the Republic of Ireland, is a sovereign state in north-western Europe occupying 26 of 32 counties of the island of Ireland. The capital and largest city is Dublin, which is located on the eastern part of the island, and whose metropolitan area is home to around a third of the country's 4.8 million inhabitants. The state shares its only land border with Northern Ireland, a part of the United Kingdom. It is otherwise surrounded by the Atlantic Ocean, with the Celtic Sea to the south, Saint George's Channel to the south-east, and the Irish Sea to the east. It is a unitary, parliamentary republic. The state extends over an area of about five-sixths of the island of Ireland with Northern Ireland constituting the remainder. The island is bounded to the north and west by the Atlantic Ocean and to the northeast by the North Channel. To the east, the Irish Sea connects to the Atlantic Ocean via St George's Channel and the Celtic Sea to the southwest. The western landscape mostly consists of rugged cliffs, hills and mountains. The central lowlands are extensively covered with glacial deposits of clay and sand, as well as significant areas of bogland and several lakes. The highest point is Carrauntoohil, located in the Macgillycuddy's Reeks mountain range in the southwest. River Shannon, which traverses the central lowlands, is the longest river in Ireland at 386 kilometres or 240 miles in length. The west coast is more rugged than the east, with numerous islands, peninsulas, headlands and bays. Ireland is a constitutional republic with a parliamentary system of government. The Oireachtas is the bicameral national parliament composed of the President of Ireland and the two Houses of the Oireachtas: Seanad Éireann (Senate) and Dáil Éireann (House of Representatives). Áras an Uachtaráin is the official residence of the President of Ireland, while the houses of the Oireachtas meet at Leinster House in Dublin. The President serves as head of state, and is elected for a seven-year term and may be re-elected once. The President is primarily a figurehead, but is entrusted with certain constitutional powers with the advice of the Council of State. The office has absolute discretion in some areas, such as referring a bill to the Supreme Court for a judgment on its constitutionality. Michael D. Higgins became the ninth President of Ireland on 11 November 2011. Ireland has three levels of education: primary, secondary and higher education. The education systems are largely under the direction of the Government via the Minister for Education and Skills. Recognised primary and secondary schools must adhere to the curriculum established by the relevant authorities. Education is compulsory between the ages of six and fifteen years, and all children up to the age of eighteen must complete the first three years of secondary, including one sitting of the Junior Certificate examination. There are approximately 3,300 primary schools in Ireland. The vast majority (92%) are under the patronage of the Catholic Church. Schools run by religious organisations, but receiving public money and recognition, cannot discriminate against pupils based upon religion or lack thereof. A sanctioned system of preference does exist, where students of a particular religion may be accepted before those who do not share the ethos of the school, in a case where a school's quota has already been reached. The Leaving Certificate, which is taken after two years of study, is the final examination in the secondary school system. Those intending to pursue higher education normally take this examination, with access to third-level courses generally depending on results obtained from the best six subjects taken, on a competitive basis. Third-level education awards are conferred by at least 38 Higher Education Institutions - this includes the constituent or linked colleges of seven universities, plus other designated institutions of the Higher Education and Training Awards Council. In addition, 37 percent of Ireland's population has a university or college degree, which is among the highest percentages in the world. 3 Theme: Internet material English – speaking countries. Model of teaching technology of the lesson
The Internet was basically an American development, and it naturally spread most rapidly among the other countries of the English-speaking world. Right now, for example, there are roughly as many Internet users in Australia as in either France or Italy, and the English-speaking world as a whole accounts for over 80 percent of top-level Internet hosts and generates close to 80 percent of Internet traffic. It isn't surprising, then, that the Web is dominated by English. Two years ago my colleague Hinrich Schütze and I used an automatic language identification procedure to survey about 2.5 million Web pages and found that about 85 percent of the text was in English. The overall proportion of English may have diminished since then--a 1999 survey of several hundred million pages done at ExciteHome showed English with 72 percent, followed by Japanese with 7 percent and German with 5 percent, and then by French, Chinese, and Spanish, all with between 1 and 2 percent. Figures like these are invariably inexact. But there's no question that the proportion of English will remain disproportionately high for some time to come, if only because use of the Web is still growing faster in the English-speaking world than in most other language communities--in the past two years, the number of Internet hosts in English-speaking countries has increased by about 450 percent, against 420 percent in Japan, 375 percent in the French-speaking world, and 250 percent in the German-speaking world. To a lot of observers, all of this suggests that the Internet is just one more route along which English will march on an ineluctable course of world conquest. The Sunday New York Times ran a story a while ago with the headline "World, Wide, Web: 3 English Words," and the editor of a magazine called The Futurist predicts that, thanks to new technologies, English will become the native language of a majority of the world by some time in the next century. Indeed, one linguist has suggested in all earnestness that the United Nations should simply declare English the official world language, but rename it Globalese, so as not to imply that it belongs to any one speech community anymore. You may have the feeling that this maneuver would not allay the anxieties of speakers of other languages, who not surprisingly view the prospect of an English-dominated Web with a certain alarm. The director of a Russian Internet service provider recently described the Web as "the ultimate act of intellectual colonialism." And French President Jacques Chirac was even more apocalyptic, describing the prevalence of English on the Internet as a "major risk for humanity," which threatens to impose linguistic and cultural uniformity on the world--a perception that led the French government to mandate that all Web sites in France must provide their content in French. On the face of things, the concern is understandable. It isn't just that English is statistically predominant on the Web. There is also the heightened impression of English dominance that's created by the ubiquitous accessibility of Web documents. If you do an AltaVista search on "Roland Barthes," for example, you'll find about nine times as many documents in English as in French. That may or may not be wildly disproportionate to the rate of print publication about Barthes, but it's bound to be disconcerting to a Parisian who is used to browsing the reassuringly Francophone shelves of bookstores and libraries. Then too, it isn't just Anglophones who are using English on the Web. A lot of the English-language Web sites are based in non-English-speaking countries. Sometimes English is an obvious practical choice, for example in nations like Egypt, Latvia, and Turkey, where few speakers of the local language are online and the Internet is still thought of chiefly as a tool for international communication. But the tendency to use English doesn't disappear even when a lot of speakers of the local language have Internet access. Since the Web turns every document into a potentially "international" publication, there's often an incentive for publishing Web sites in English that wouldn't exist with print documents that don't ordinarily circulate outside national borders. And this in turn has made the use of English on the Web a status symbol in many nations, since it implies that you have something to say that might merit international attention. It isn't easy to measure how many sites in nations like France, Germany, or Sweden are posting content in English, partly because it isn't clear what things to count and partly because large numbers of users in these places have accounts with addresses that can't be identified by nationality. (America Online alone has more than a million subscribers in Germany.) But the use of English is clearly extensive, if not quite as overwhelming as people sometimes believe. In our study, Schütze and I found that the proportion of English tends to be highest where the local language has a relatively small number of speakers and where competence in English is high. In Holland and Scandinavia, for example, English pages run as high as 30 percent of the total; in France and Germany, they account for around 15-20 percent; and in Latin America, they account for 10 percent or less. It isn't easy to measure how many sites in nations like France, Germany, or Sweden are posting content in English, partly because it isn't clear what things to count and partly because large numbers of users in these places have accounts with addresses that can't be identified by nationality. (America Online alone has more than a million subscribers in Germany.) But the use of English is clearly extensive, if not quite as overwhelming as people sometimes believe. In our study, Schütze and I found that the proportion of English tends to be highest where the local language has a relatively small number of speakers and where competence in English is high. In Holland and Scandinavia, for example, English pages run as high as 30 percent of the total; in France and Germany, they account for around 15-20 percent; and in Latin America, they account for 10 percent or less. 4 Theme The United nations Organization The technological schedule of the practical lesson
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