https://nammti.

uz/

“TСО ТЦpШЫЭКЧМО ШП ЭЫКЧЬХКЭТШЧ ЬЭЮНТОЬ ТЧ ЭСО НОЯОХШpЦОЧЭ ШП аШЫХН

ЬМТОЧМОЬ” ЧШЦХТ бКХЪКЫШ РТН-tarjimonlar forumi.
Namangan-muhandislik texnologiya instituti rektori
prof. O.O. MКЦКЭФКЫТЦШЯЧТЧР ФТЫТЬС ЬШ„гТ
Hozirgi ФЮЧНК вЮЫЭТЦТгНК ШХТЛ ЛШЫТХКвШЭРК ТЬХШСШЭХКЫ ЛКЫМСК ЬШСКХКЫРК Ш‘г
ТУШЛТв ЭК‘ЬТЫТЧТ ФШ‗rsatmoqda. Xususan,“IЧЬШЧРК О‟ЭТЛШЫ ЯК ЬТПКЭХТ ЭК‟ХТЦ» yili
ҿКЯХКЭ НКЬЭЮЫТРК ЦЮЯШПТq, бШЫТУТв ЭТХХКЫЧТ Ш‗ЫРКЭТЬСНК ЭК‘ХТЦ sifatini tubdan
oshirish, sohaga malakali pedagoglarni jalb etish bugungi kunning dolzarb
ЦКЬКХКХКЫТНКЧ ЛТЫТРК КвХКЧТЛ ЛШЫЦШqНК, НОЬКФ ЦЮЛШХКР‘К ЛШ‘ХЦКвНТғ ҽЮ ЛШЫКНК
MЮСЭКЫКЦ вЮЫЭЛШЬСТЦТг ЭШЦШЧТНКЧ МСТqКЫТХРКЧ ―O„гЛОЛОФТЬЭШЧ RОЬpЮЛХТФКЬТНК
horijiy tillarni Ш‟ЫРКЧТЬСЧТ ШЦЦКХКЬСЭТЫТЬС ПКШХТвКЭТЧТ ЬТПКЭ УТСКЭНКЧ вКЧРТ
bosqichga olib chiqish chora-ЭКНЛТЫХКЫТ ЭШ‟Р‟ЫТЬТНК” qarorlari yoshlarga va
ФОХКУКФ КЯХШНРК ЛОЫТХКвШЭРКЧ ЮХФКЧ О‘ЭТЛШЫ ЧКЦЮЧКХКЫТНКЧ ЛТЫТНТЫғ MКгФЮЫ бКХqКЫШ
gid-tarjimon forumini ham aynan ushbu qarorning amaldagi ijrosi deb xisoblash
ЦЮЦФТЧ НОЛ Ш‘вХКвЦКЧғ
Bu sohadagi ishlarni izchil tus olganini institutimiz olimlari tomonidan
dunyoning hamda respublikaning bir qator yetakchi mutaxassislari bilan
hamkorlikda bugungiday forumlar tashkil qilinishi yosh gid-tarjimonlarning
ТЬСХКЫТЧТ вКЧКНК ЫТЯШУХКЧЭТЫТЬСНК, ЮХКЫРК ФШ‘ЦКФ ЛОЫТЬСНК ЦЮСТЦ ЛТЫ qКНКЦ ЛШ‘ХКНТ,
НОЛ Ш‘вХКвЦКЧғ SСЮ Ш‘ЫТЧНК ЭТХ, КНКЛТвШЭ ЯК ЭКЫУТЦК ЫТЯШУТНКРТ ЦЮСТЦ ЦКЬКХКХКЫ,
ЧШПТХШХШРТФ вШ‘ЧКХТЬСХКЫНК МСОЭ ЭТХТЧТ Ш‘qТЭТЬСЧТЧР ЬКЦКЫКНШЫХТРТЧТ ШЬСТЫТЬС вШ‘ХХКЫТ,
tarjimaning texnologiya, muhandislik va boshqa sohalardagi muhim vazifalari,
КФКНОЦТФ ХТЭЬОв, ЭОбЧТФЮЦ ЯК ЮЦЮЦЭК‘ХТЦ ЦКФЭКЛХКЫТНК МСОЭ ЭТХТЧТ Ш‘qТЭТЬСЧТЧР
Ш‘гТРК бШЬ УТСКЭХКЫТ ФКЛТ ЦКЬКХКХКЫЧТ ФШ‘ЫТЛ МСТqТХТЬСТ ЯК ПТФЫХКЫ КХЦКЬСТЧЮЯТ
bЮРЮЧРТ ФЮЧЧТЧР вЮЭЮР‘Т, НОЛ бТЬШЛХКвЦКЧғ

ҼЧУЮЦКЧ ЭКЬСФТХТв ЪШ‟ЦТЭКЬТұ

ғ ғMКЦЭФКЫТЦШЯ NamMTI rektori, f-m.f.d., professor;

ғ ғEЫРКЬСОЯ NКЦMTI ТХЦТв ЯК ТЧЧШЯКЭЬТвКХКЫ ЛШ‘вТМСК ЩЫШЫОФЭШЫТ,

k.f.d.,dotsent;
D.M.Xoshimova NamMTI ―CСОЭ ЭТllКr‖ kКПОНrКsТ mЮНТrТ П.П.Н.,
professor;
B.M. Xolmirzayev NamMTI ―CСОЭ ЭТllКr‖ kКПОНrКsТ НoЭsОnЭТ П.П.n.

S.M.Ҽ‟гКЦШЯ NamMTI ―Chet tillar‖ kКПОНrКsТ kКЭЭК o‘qТЭЮЯМСТsТ,

PhD
Xalqaro vakillar:
Islam Jemeni Al-FШЫШЛТв ЧШЦТНКРТ QШгШР‘ТЬЭШЧ MТХХТв ЮЧТЯОЫЬТЭОЭТ
professori, f.f.d.
Baterxan Baltabek Al-FШЫШЛТв ЧШЦТНКРТ QШгШР‘ТЬЭШЧ MТХХТв ЮЧТЯОЫЬТЭОЭТ
dotsenti, f.f.n.

TEXNIK MUHARRIR: SғҿғMШ„ЦТЧШЯ

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The causes of these errors can be different (same- the desire to demonstrate
their knowledge, thoughts, focus on content, personal problems etc.). If the work
performed by a student wears communicative nature and focus. The focus is on
content only errors that prevent understanding. Duplicate errors are necessary. I
must fix it.
When working on grammar material, as well as when working on the formation
of writing skills, attention- strong and weak should be given mistakes, including
oversights.
— Who should correct the mistakes? Of course, the initiator of the process is
the teacher, without its directing influence this process is impossible. At each
lesson, the feeder is confronted with student errors that he must qualify for the
reasons for the occurrence, quality, and in a matter of seconds organize the
activities of the error correction team. Theoretical research and the experience of
practitioners provide teachers with information for reflection, but, alas, there are
very few recipes. The most recognized error correction methods:
self-correction (student self-correction of his mistakes); peer-correction
(correction of errors by members of the group); teacher correction.
Having studied this problem, we can formulate the following conclusions:
Errors — an integral element of the cognition process, an indicator of the
assimilation of program material by students. Failure to correct mistakes prevents
progress in learning a foreign language.
Trainees' mistakes — material for understanding and planning corrective work.
The intervention of the teacher in correcting mistakes should be reasonable, tactful
and sufficient, contribute to the formation of positive motivation and increase self-
esteem of students.

References:
1. Doff, A. (1993): Teach English. Cambridge: Cambridge University Press.
2.Edje, J (1989). Mistakes and Correction. London: Longman.
3.James, C. (1998). Errors in language Learning and Use: Exploring Error
Analysis. London: Longman.
4. Lynch. C. L., Wolcott, S.K., and Huber. G.E. (2001). Steps for better
thinking: A guide for students.

Use of games in teaching English

Namangan Institute of
Engineering and Technology
Teacher of English language
Mamadaliyeva Burayma Sabitaliyevna

ANNOTATION
This article is about using didactic games in teaching English. This article
looks at the benefits of games and gives advice on performance skills.

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Key words: game, special, activities, children, believe, effective, interest in,
language communication, create, speech, educational, didactic.
A foreign language within the framework of a comprehensive school has
firmly taken the place of the subject of compulsory study, the teaching of which
begins with the first grade for all students. Teaching a foreign language at the
initial stage encounters many difficulties on its way, since in most cases children
are not yet familiar with the realities being studied in their native language.
Therefore, the task of the teacher in such a situation is to interest children in
ХОКЫЧТЧР К ПШЫОТРЧ ХКЧРЮКРО КЧН ЦКФО ЭСО ХОЬЬШЧ ЭСО ЦШЬЭ ―ОКЬТХв НТРОЬЭТЛХО‖ ПШЫ
the child. The most optimal form of organizing a training lesson in primary school
children is the game, since at this stage of development, the game is the main
activity of the child.
A game is a special activity that blooms in childhood and accompanies a
person throughout his life. A properly organized game can be not only a form of
organizing the life and activities of children, but also a means of education and
training. Many teachers believe that at the early stage of mastering a foreign
language, it is the game that is the most effective form of training. With the help of
the game, schoolchildren develop an interest in foreign language communication,
carry out international, aesthetic education, create a foreign language information
ЛКЬО (НТМЭТШЧКЫв, ЬЩООМС МХТМСцЬ, ЩСЫКЬОЬ), КЧН ЬЩООМС ЦОМСКЧТЬЦЬ КЫО ПШЫЦОНғ
The advantage of game methods and teaching methods lies in the fact that
they cause increased interest in children, positive emotions, help to focus on the
educational task, which becomes not a foreign imposed, but a desired, personal
goal. They allow you to solve educational problems in an atmosphere of ease,
interest and activity of children. Games created by adults and used during classes
for the purpose of training and education are called educational or didactic.
Didactic games are games that arise on the initiative of an adult. There are
several classifications of didactic games. The authors of the first of them are
Freidrich Froebell and Dr. Maria Montessori. Their system included didactic
games with different toys and materials, arranged strictly sequentially according to
the principle of increasing complexity. According to this classification, five types
of educational games are distinguished:
Autodidactic-subject (that is, games with objects or toys); subject-didactic;
desktop-printed; verbal; movable.
Each type of game implies the use of different game actions, that is, ways
ШП ЦКЧТПОЬЭТЧР ЭСО МСТХН‘Ь КМЭТЯТЭв ПШЫ РКЦО ЩЮЫЩШЬОЬғ TСО МСШТМО ШП РКЦО КМЭТШЧЬ
depends primarily on the age of the children.
Autodidactic-subject and subject-didactic games: Didactic games with
objects are very diverse in terms of game materials, content, organization of the
event. As didactic materials used toys, real objects (household items, tools, works
of decorative art, etc.), objects of nature (vegetables, fruits). Games with objects
make it possible to solve various educational problems: expand and refine
children's knowledge, develop mental operations (analysis, synthesis, comparison,
discrimination, generalization, classification), improve speech (ability to name

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objects, actions with them, their qualities, purpose ; describe objects, compose and
guess riddles about them; correctly pronounce the sounds of speech), educate
arbitrary behavior, memory, attention.
Board, print, word and outdoor games: Board and print games are diverse
in content, training tasks, design. They help to clarify and expand children's ideas
about the world, systematize knowledge, and develop thought processes. Among
didactic games, such as lotto, dominoes, puzzles, drags, dictionary squares, etc.
predominate.
Word games are distinguished by the fact that the process of solving a
learning problem is carried out only in a mental plan, on the basis of ideas and
without reliance on clarity. Word games include riddle games, poems and rhymes,
Snowball. They help maintain the health of children, develop their coordination. In
addition, together with performing any movements (exercises), children quickly
and qualitatively master not only lexical, but also grammatical material. This is due
to the fact that in outdoor games in the English lesson, a kind of memory is
ЭЫТРРОЫОН, аСТМС ТЬ МШЧЯОЧЭТШЧКХХв МКХХОН ―ЦЮЬМХО ЦОЦШЫв‖ғ
All of the above proves that the game is really an effective way to learn
English at the initial stage. The skillful combination of games of different types
makes the English lesson interesting, allows students to be active throughout the
lesson, so that the motivation to study the subject does not fade and students
achieve high learning outcomes.
References:
1. Malone, M. L., & Camp, C. J. (2007). Montessori-based dementia
programming: Providing tools for engagement.
2. Montessori Approach to Teaching/Learning and Use of Didactic Materials
Presented at the University of Manitoba Education Graduate Symposium on
March 4, 2011 by Katarina Schilling
3. Froebel, F. (2003). Pedagogics of the kindergarten. Hawaii: University Press of
the Pacific

ABOUT DIFFERENT METHODS OF TEACHING ENGLISH

Idrisalieva Lyubov Suyunbaevna

teacher of Namangan Institute of
Engineering and Technology
Nematullaev Anvarbek
student of Namangan Institute
of Engineering and Technology
Abstract: the article talks about the importance of using interactive teaching
methods in the educational process. It emphasizes the need for the teacher to use
methodological innovations in the educational process. The author considers a
number of interactive methods, the introduction of which will contribute to the

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qШ‘ХХКЧТХТЬСТ. ...................................................................................................... 259

Yunusova Nilufar. Productivity of machine translation. .................................. 261
Yunusova Nilufar. The style transformation while translating into the target
language. ........................................................................................................... 263
Yunusova Nilufar. The culture of technical translation. .................................. 265
ғ ғ ғ ғ
« - »ғ ғғғғғғғғғғғғғғғғғғғғ 268
Axunbabayeva Nargiza. Machine translation effectiveness. ............................ 275
Axunbabayeva Nargiza. Technical translation consistent terminology. ........... 277
Tursunova Dilfuza. ―ҽШЛЮЫЧШЦК‖ ‫ ش‬is one of the best pieces the literary
beauty of poetry in world literature. ................................................................. 279
Mamadaliyeva Burayma. The use of languages among the world languages.
............................................................................................................................ 284
ғ ғ . ......... 288
ғ ғ ( )
ў ғ .................................................. 292
ғ ғ
ў . ..................................................................................... 296
ғ ғЎ ў . ................. 299
ғ . The problem of filling up blanks (gaps; Lacuna) in
ГғMғҽКЛКЫ‘Ь ―ҽКЛЮЫ-NКЦК‖. ............................................................................ 304
Ibragimov Shexrozbek. Roman Tarjimasida Tasviriy Vositalar Ifodasi.
............................................................................................................................ 311

Yunusova Nilufar. Modern information technology in english classrooms.

............................................................................................................................ 313
Yunusova Nilufar. Ability to develop english grammar in students. ............ 316
Abdullayeva Shahnoza. English pronunciation and spelling: problems and
difficulties. ........................................................................................................ 320
Abdullayeva Shahnoza. Qualities of being the best teacher. How to be a good
teacher. .............................................................................................................. 323
Abdullayeva Shahnoza. Pronunciation problems:a case study on english
pronunciation errors of low proficient students. ............................................... 328
Mamadaliyeva Burayma. How to correct mistakes in teaching english........... 330
Mamadaliyeva Burayma. Use of games in teaching English. ................... 332
Idrisalieva Lyubov. About different methods of teaching english. .................. 334
Idrisalieva Lyubov.
……………………………………………… 338
.
. ......................................................................................... 343
Otabayev Muzaffar. Principles of adult learning theory and implications for
learning and teaching. ....................................................................................... 348
Mamadaliyeva Burayma. OЩЭТЦКХ ЯКЫТКЧЭЬ ШП КМqЮТЬТЭТШЧ ЬЭЮНОЧЭЬ‘ 350
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