til aspekltari amaliyoti (diskurs tahlil) fanidan

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o’zbеkiston rеspublikasi oliy va o’rta maxsus ta'lim vazirligi andijon davlat universiteti ingliz tili fonetikasi kafedrasi til aspektlari amaliyoti (diskurs tahlil) fanidan 2 kurs o’quv-uslubiy majmua bilim sohasi: 100000 – gumanitar soha ta’lim sohasi: 110000 – pedagogika 120000 – gumanitar fanlar ta’lim yo’nalishi: 5111400 – хоrijiy til va adabiyoti (ingliz tili va adabiyoti) andijon – 2021 o’zbekiston respublikasi oliy va o’rta maxsus ta’lim vazirligining 2018 yil 27 iyundagi “6” sonli buyrug’i bilan fan dasuri ro’yxati tasdiqlangan fan dasturi asosida ishlab chiqilgan. tuzuvchilar: ingliz tili fonetikasi o’qituvchisi s.abdulazizova ingliz tili fonetikasi o’qituvchisi z.n.juraev taqrizchilar: ingliz tili fonetikasi kafedrasi mudiri, dotsent s.o.solijonov ingliz tili adabiyoti kafedrasi mudiri, dotsent v.vositov fanning ishchi o’quv uslubiy majmuasi andijon davlat universiteti kengashining 2021 yil “ “ avgustdagi “ “ son majlisida muhokama etildi va maqullandi. mundarija: 1. o’quv materiallari…………………………………………………… 2. mustaqil talim mashg’ulotlari………………………………………. 3. glossariy…………………………………………………………….. 4. ilovalar 5. fan dasturi………………………………………………………….. 6. ishchi fan dasturi……………………………………………………. 7. testlar………………………………………………………………. 8. …

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word “genre”, and asks questions: where in what sphere of life we use this word (students might mention about the genres of the music) e.g. jazz, classical, traditional encourage students to say what musical instrument are played in jazz (violin….) teacher focuses students’ attention on that genre is very important in language learning. students may complete the sentence genre is… or give their own definition to the word “genre” 1. students get information about the course syllabus of writing and assessment specifications and make notes about the course. main part of the lesson (50-min) 2.1. teacher introduces the theme: discourse analysis is not only concerned with the description and the analysis of spoken interaction. in addition to all verbal encounters we daily consume hundreds of written and printed words: newspaper articles, letters stories, recipes, instructions, notices, comics, billboards, leaflets pushed through the door and so on. we usually expect to …

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ulary) that texts belonging to the genre have in common. one way of doing this is to compare related texts. genre analysis doesn't simply describe how texts are structured, but tries to account for these structures in terms of the social and cultural forces that shaped them. it is not simply descriptive (as in text linguistics) or even interpretative (as in literary criticism), but explanatory. a text, such as a headstone, a text message, or an encyclopedia entry, takes the form it does, not through accident, but because its construction reflects its social purpose, specifically its particular configuration of the variables of field, tenor and mode. 2.1 students get information about the art of writing letters and different types of letters. 2.2 they answer the teachers questions. 2.3 choose one of the three subjects and write a letter to a teacher, a friend or family member 2.4 do the activities. …

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nal discourse are numerous: • it represents functional communication. we use dialogue to communicate much of what we want to express. an example of a conversation: a: did you get a new bird, the next day after she died? k: yeah. a: do you remember what store you went to? k: um, i went to the store called, uh, uh…. well they have first…. paul got a rabbit, a um, a um, a um, mouse. and then after that, tweety (original bird) just died. and then after that, um, my bird is, is, he’s a little baby. a: who is paul? k: my brother. and then, um, i got a, um, rabbit. no, i got a bird. and then um….. my bird just died. a: what did you name your new bird? k: tweety. and then tweety just died. but… and then, then, i was just like, holding he and …

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t it. we eat. and then sometimes we get like a little toy and in the...the in the bag. we play with the little toy. um then we go back to our house. and then and then and then i go play with my friends. this example presents child provided minimal information about the topic, omitting to mention any of the key events in a script for going to a fast-food restaurant. the child was unable to provide sufficient detail to describe this routine activity. narrative personal narrative personal narratives consist of past tense, first and/or third person, and usually temporal sequencing (depending on the cultural background of a speaker). they can be elicited with the conversational map procedure (mccabe & rollins, 1994; peterson & mccabe, 1983), in which verbal prompts consisting of a description of an event are given to a student. examples of topics for prompts are going …

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o’zbеkiston rеspublikasi oliy va o’rta maxsus ta'lim vazirligi andijon davlat universiteti ingliz tili fonetikasi kafedrasi til aspektlari amaliyoti (diskurs tahlil) fanidan 2 kurs o’quv-uslubiy majmua bilim sohasi: 100000 – gumanitar soha ta’lim sohasi: 110000 – pedagogika 120000 – gumanitar fanlar ta’lim yo’nalishi: 5111400 – хоrijiy til va adabiyoti (ingliz tili va adabiyoti) andijon – 2021 o’zbekiston respublikasi oliy va o’rta maxsus ta’lim vazirligining 2018 yil 27 iyundagi “6” sonli buyrug’i bilan fan dasuri ro’yxati tasdiqlangan fan dasturi asosida ishlab chiqilgan. tuzuvchilar: ingliz tili fonetikasi o’qituvchisi s.abdulazizova ingliz tili fonetikasi o’qituvchisi z.n.juraev taqrizchilar: ingliz tili fonetikasi kafedrasi mudiri, dotsent s.o.solijonov ingliz tili adabiyoti kafedrasi...

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