O’zbekiston respublikasi oliy va o’rta maxsus ta’lim vazirligi guliston davlat universiteti hamdamov U. E ingliz tili fanidan o’quv-uslubiy majmua Guliston -2017 Annotation

Activity 4
Underline the correct word.

1 Hurry up! Our bus leaves on/in an hour.

2 In this picture Jerry is sitting among/between Alex and Ted.
3 The postman is in /at the door. He’s got some letters for us.
4 Dad goes to work in/by car every morning.
5 I’m meeting Peter for coffee on/at Tuesday afternoon.
6 The flowers are on/in the vase.
7 Be careful as you walk across/along the street.
8 Susie goes to school on/by foot every day.
9 Grandpa always wakes up at/on dawn.
10 The train is going from /through the tunnel now.
11 The cat is sitting behind/in front of the fireplace.
12 It’s better to stay at home on/in a rainy night.
The 20^th practical activity
The theme: How to Learn Wide world of Information
Grammar: Degrees of Comparison


Objectives:
Strengthening students listening and reading skills.
Practicing through grammar exercise.
To explain the use of Degrees of Comparison


Vocabulary: wide world, spare, dormitory, resource, opportunity, to manage, flexible, description, tended, literal, initial, profit, multiple, conflicting


Visuals: handouts, cards, crosswords, videoprojector .
Summary of the lesson.

If you want to learn wide world of information in your spare time you can stay at university dormitory and you can use library and information resource center every time whenever you want. This means you get the freedom and opportunity to meet new people and to study as much as you want. In our republic most students choose to work in information resource center. They like to manage all information and work on it. They are very flexible to work on library and information center too. They like to collect all information in sources and then to revise it and do conclusion. Which is very important in studying? Some educators (Ravitch, 1990) have suggested that students use multiple source documents to study history. If students were asked for a description, they tended to stay close to the text. If asked for an opinion, however, they tended to ignore the information in the texts they read, even though they may have taken copious notes. Examining students notes, we found that they tended to take literal notes, regardless of the final task. This suggests that they were using the initial readings to garner the facts about the incident or the resolution. Our observations suggest that high school students may not be able to profit from multiple texts, especially those presenting conflicting opinions, without some additional instruction.