Сборник тезисов «Ипак ва зираворлар»

Foydalanilgan adabiyotlar ro’yxati 
1. Цацулина Ирина Аркадьевна Общество: политика, экономика, право. - 2011. 
- №4. 
2. Зализняк Елена Алексеевна Вестник Волгоградского государственного 
университета. Серия 3: Экономика. Экология. - 2011. - №2(19). - С.70-76. 
3. Кирьянова Л. Г. Брендинг туристских дестинаций. Учебное пособие. - 
Томский политехнический университет, 2011. —264 с. —ISBN 978-5-98298-
957-4. 
4. 
http://tourlib.net/books_tourism/bogolubov4.htm 
5. 
http://www.unwto.org/states/index.php
 
6. 
http://www.mta.com.mt/tourismzones
 
Rziyeva D.S., 
Bukhara State University 
SOME OF TRADITIONS “UZBEK DANCE MOVEMENT” 
 
Teacher shows some Uzbek dance moves on the screen and on the poster with the 
sample of Uzbek dance, which is cheerful, lyrical, and dramatic with its regional 
differences. According to the instructions the participants will perform “Lazgi” 
dance, using Imperative Mood. Students do a pair work activity, where they age 

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given 2 different cards with the instruction of two different types of dances. Student 
A reads his card to Student B, whereas Student B follows his instructions and dances 
accordingly. The task is done in the same way with the second card. This activity for 
the students can be about different styles of dancing throughout the world. Each and 
every student is more or less aware of dance styles throughout the world. And there is 
no person in the world that cannot perform their own culture's dance movements. 
Even though s/he can't actually dance in a brilliant way, s/he can somehow perform it 
in a way that any person could recognize the hidden meaning from particular actions. 
In order to perform this activity, the students are given the separate cards with the 
pictures where various dance styles are described. The task for the students will be to 
give the definition to the dance. Another task for this activity can be to tell the steps, 
i.e. how to perform the dance on their cards. Variation for this activity can be the 
cards with the name of the dance will be given to the students, and their task will be 
to show (mime) the movements of the dance without telling it orally. The other 
students must guess which type of dance has been performed. Then a student can tell 
how it can be performed. (Using verbs describing actions, adverbs-how it’s done and 
adjectives-movement styles). [2] 
They can also make a project work in the form of video presentation or 
produce a dance book split into four chapters, where they include history of the 
dance, clothes and accessories related to the dance, steps of dance, the list of the 
songs and links to this particular style of dance and group photos taken while 
performing the dance. In my case students performed dances from 5 different regions 
(Surkhandarya, Bukhara, Kharezm, Andijan and Karakalpak). Teaching English 
through dance is both effective and rewarding. There exist different motivational 
activities connected with dance in order to use with different levels of students 
adapting the activities from elementary to advanced.
 

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Although Uzbekistan has a beautiful history of dancing, representative of its 
historical era, struggles, technology, and sense of growth, dancing is still widely 
perceived as having mostly entertainment value and not as much pedagogical value, 
especially in language teaching. [3] In my teaching practice, we have the subject 
Integrated Skills in the Year 1 and 2 in the PRESETT curriculum. This lesson is once 
a week and each month the students are required to do final project work. I decided to 
implement Dance into my lesson finding the closest topic in the curriculum. In year 2 
we have the topic Cross-cultural communication which is very close to Dance topic. I 
wanted to design a lesson combining dance content so that my students enable to do 
the following: 

to extend students communicative competence by developing their ability to 
converse about dance 

to use four skills of the language in an integrated way transferable to dance 
context 

to develop students’ creativity and imagination 

to develop students’ cultural competence 

to enable students to use grammar and vocabulary related to dance [1] 
Above mentioned activities can help teenagers in opening doors to discovery of 
unrealized talents and interests, supporting problem-solving, collaboration, and other 
communication skills in a fresh and provocative way. Being an insider to Uzbek 
culture, I have grown up with Lazgi as part of my life, just as watching television or 
doing my homework. The steps leading up to dancing helps the student become more 
aware of himself or herself and they become unconsciously creative. Through the 
process of learning about the culture and learning to dance, students become more 
confident in their ability to overcome challenges such as self-consciousness and non-
identification with a new culture. Although I focused mainly on Lazgi dance, the 
insights and suggestions in this article are intended for any language teacher who 
would like to combine language and culture in a manner that appeals to many 
learning styles.