Namangan davlat universiteti ingliz filologiyasi fakulteti amaliy ingliz tili kafedrasi

ORALIQ / YaKUNIY NAZORATNI BAHOLASh TEXNOLOGIYaSI::

№	Baholash shakli	Maksimal ball	5 baho (86-100%)	4 baho (71-85%)	3 baho (55-70%)	2 baho (0-54%)
1.	Orfografik xato uchun 5 baho	(8 ball)	(8-7 ball)	(7-6 ball)	(6-4 ball)	(5-0 ball)
2.	Grammatik xato uchun 5 baho	(7 ball)	(7-6 ball)	(6-5 ball)	(5-4 ball)	(4-0 ball)
3.	Mazmuniy xato uchun 5 baho	(15 ball)	(15-12.8 ball)	(12.5-10.3 ball)	(10-8.5 ball)	(7.2-0 ball)
	Jami: 5 baho	(30 ball)	(30-25.8 ball)	(25.5-21.3ball)	(21-16.5ball)	(16.2-0ball)

NAZORAT TURLARI BO‘YIChA BAHOLAShNING UMUMIY TEXNOLOGIK
JADVALI

Nazorat Turlari	Ajratilgan maksimal ball	5baho (86-100%)	4 baho (71-85%)	3 baho (55-70%)	2 baho (0-54%)
Oralik nazorat -1	5 baho (30 ball)	30-25.8 ball	25-21.2 ball	21-16.5 ball	16-0 ball
Oralik nazorat-2	5 baho (30 ball)	30-25.8 ball	25.5-21.3 ball	21-16.5 ball	16-0 ball
Yakuniy nazorat	5 baho (40 ball)	40-35.8 ball	35.5-30.3 ball	30-25.5 ball	24-0 ball

YaN kalendar tematik rejaga muvofiq dekanat tomonidan tuzilgan reyting nazorat jadvallari asosida o‘tkaziladi. YaN semestrning oxirgi 2 haftasi mobaynida o‘tkaziladi. JN nazoratlarda saralash balidan kam ball to‘plagan va uzrli sabablarga ko‘ra nazoratlarda qatnasha olmagan talabaga qayta topshirish uchun, navbatdagi shu nazorat turigacha, so‘nggi joriy va oraliq; nazoratlar uchun esa yakuniy nazoratgacha bo‘lgan muddat beriladi.
Talabaning semestrda JN bo‘yicha to‘plagan ballari ushbu nazorat turlari umumiy balining 55 foizidan kam bo‘lsa yoki semestr yakuniy joriy, oraliq va yakuniy nazorat turlari bo‘yicha to‘plagan ballari yig‘indisi 55 baldan kam bo‘lsa, u akademik qarzdor deb hisoblanadi.


Asosiy adabiyot
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.Иргашева, Я. Абдураимова, Б. Брювертон (2016). Being a Teacher. Tashkent.
14. К.Алимова, Н.Мухаммедова, Б.Брювертон (2016). Becoming a Teacher. Tashkent.


Qo’shimcha adabiyotlar
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 ukitish 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 Testin.RoutledgeFalmer: 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 saytlar
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

1. 
   Tarqatma materiallar
   

STUDENT A Read the text about a kind of motivation and learners.


Intrinsic motivation Intrinsic motivation is motivation that comes from inside the learner himself or herself. He or she may be motivated to learn something for the pure enjoyment of learning, for example people who are motivated to learn a language because they love the language and the experience of learning it. Now talk with other people in your group:
1) explain the kind of motivation you read about in your own words 2) think of another example of people with this kind of motivation 3) if you can, think of a time when YOU had this kind of motivation - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
STUDENT B Read the text about a kind of motivation and learners.


Extrinsic motivation Extrinsic motivation comes from an outside source to motivate the learner. This could be some kind of reward or a punishment. For example, people might be motivated to learn a language because they want good results in an exam, or because they will lose their job if they don’t. Now talk with other people in your group:
1) explain the kind of motivation you read about in your own words 2) think of another example of people with this kind of motivation 3) if you can, think of a time when YOU had this kind of motivation - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
STUDENT C Read the text about a kind of motivation and learners.


Integrative motivation Integrative motivation is the motivation to integrate or identify with a target community. If people are learning a language and has integrative motivation it is because they want to be a part of that community. If a person is learning English to go and live in an English-speaking country then he or she may have integrative motivation. Now talk with other people in your group:
1)explain the kind of motivation you read about in your own words 2) think of another example of people with this kind of motivation 3) if you can, think of a time when YOU had this kind of motivation