Buxoro davlat universiteti xorijiy tillar fakulteti "tasdiqlayman"

opinion as a teacher, the essence of a lesson? There is, of course, no 'right' 
answer, but your choice will reflect your own conception. If you can find no 
metaphor here which suits you, invent your own. 
 
Notes. (1)Metaphors 
a) 
A variety show
is essentially pleasing and involves mixed, stimulating 
components; if you chose it you see variety and enjoyment as key factors in a 
lesson. You probably see the learners as an audience to be motivated and 
stimulated rather than made to work. 
b) 
Climbing a mountain
is essentially a challenge. The corresponding lesson 
involves, therefore, an investment of effort on the part of learners and teacher, may 
not be particularly pleasurable while in process, but provides rewards in the form 
of successful achievement of the aim. However, there is the corresponding danger 
of failure and disappointment if this aim is not attained. 

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c) 
Eating a meal
is like a lesson if the latter is seen basically as the performance of 
some important or necessary function, combined with some feelings of satisfaction 
and pleasure. Learning is perhaps seen as essentially receptive, a matter of intake 
rather than of effort and initiative. 
d) 
A wedding
is a largely ritual, though meaningful, event. The corresponding 
lesson is therefore to some extent structured, with certain set routines and 
conventions; the roles and relationship are also predetermined and fairly rigid. It is 
to a large extent the adequate performance of these routines and maintenance of 
roles which determines its success. 
e) 
A menu
, in contrast, involves choice and flexibility; it is not, however, 
concerned with outcomes. If you chose this one, you are more interested in 
possibilities, options and process than in the final product in terms of successful 
learning. 
f) If you chose 
conversation
, you probably see the lesson as a rather informal 
social event, where what is important is communication, and the formation and 
maintenance of good relationships between participants. The teacher would be seen 
as the facilitator of interaction, and much of the initiative would be taken by the 
learners. 
g)