9th Grade Literature Synopsis

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1-9  Literature 9th grade
Course Title: NBRabguzi "The story of Rabguzi"
The purpose of the lesson: a) educational - to inform students about the work "Qisasi Rabguzi" and work on the text "Words of the death of the Prophet" from the work;
b) education of feelings of justice, truth, equality, faith;
d) to develop students' understanding and thinking on the religion of Islam, the creation of the universe and man, the great Prophets, the faith.
Type of lesson: new knowledge;
Course style: work on the text, analysis of the work, discussion;
Course equipment: "Qisasi Rabguzi", handouts, book "Oriental stories and narrations".
                                    Course Outline:
                                   Organizational work:
 a) greeting, duty information;
b) control of books and notebooks;
d) attract students' attention to the lesson.
          Past topic and homework request:
1. Questions and answers on the life and work of Nosiriddin Burhoniddin Rabguzi;
2. Tell about the creation of the work "The Story of Rabguzi" and the ideological world of the work.
         At the stage of understanding the essence of the lesson:
I. "Qisasi Rabgziy" was also known in Eastern literature as "Qisas ul-anbiyoyi turkiy". The author carefully studied the stories about the prophets, generalized and developed their achievements. Secondly, his predecessors Third, while the stories of the previous prophets were written in Arabic and Persian, the stories of Rabguzi were written in Turkish and became an invaluable spiritual property of the Turkic-speaking peoples.
Although the stories are different, they are united by the image of one person - the image of Muhammad (peace be upon him). This work is a great example and a source of solace and hope. In addition, in the beginning of some stories in the play are Uzbek and Arabic poems. This indicates that he was a fine poet.
II. Work on the text "Words of the death of the Prophet" from the work "Qisasi Rabguzi".
                     In the consolidation phase of the course:
Questions and Answers on the passage from I.Asar: 1. What did Ukasha demand from Muhammad (peace be upon him)? 2. What did Muhammad (peace be upon him) do in this situation? 3. What was Ukosha's original intention?
4. What descriptions and descriptions did the Companions give to Muhammad?
5. How is the mental state of the Prophet (peace and blessings of Allaah be upon him) at the time of his death, the suffering of his relatives and companions described in the play?
6. Explain the kindness of the Prophet to his ummah.
II. Work on the full edition of "Qisasi Rabguziy" and ideological and artistic analysis of the stories in it. III. Test:
1. Which character unites the stories "Qisasi Rabgziy"?
A.Musa B.Muhammad alayhissalom
C.Man Ato D.Momo air
2. Why were Adam and Eve expelled from paradise?
Because of the wheat dispute, they were tempted by Satan
C. Because they want to live in the world and make a name for themselves
D. Because it is written in their destiny
3. Why did Ukosha want to see Muhammad naked?
A. To hit with the Whip to see the seal of prophecy
C. Because everyone around him demanded it
4. Who are the Companions?
Relatives of A. Muhammad
People who had a conversation with the Prophet Muhammad and knew him intimately
C. People who do not know and do not know the Prophet
D.Had is collectors
5. What did Muhammad ask Azrael?
A. Showing kindness to the Ummah
B. To make it easy for John to give up
C. To see the relatives again
D. To take the souls of his ummah without severe pain and to burden him with the sufferings of the death of his ummah
ANSWERS: 1.B 2.A 3.A 4.C 5.D
Homework: Work on the text of the work "Qisasi rabg" uzuy "and read the full edition of the work
Assessment of students' knowledge.
1- 10  LITERATURE             9-CLASS
LESSON TOPIC"STORY RABG'UZIY "POEM ANALYSIS
LESSON PURPOSE:a)ideological and artistic analysis of the educational work "Qisasi Rabguziy", work on the text;
b) to inculcate in the minds of the reader the pure human feelings promoted in educational stories;
d) improving the thinking capacity of developmental learners.
Course type:strengthening;
Course style:work on the text, analysis of the work, discussion, comparison of stories;
Classroom: The work "Qisasi Rabguziy", handouts, textbook.
                                Course Outline:
                                Organizational work:
                      At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
                 Past topic and homework request:
1. "The story of Rabguzi" a discussion of the story "The words of the death of the Prophet" from his work;
2.Significance of the work today: analysis based on stories from the full edition of the work;
          At the stage of understanding the essence of the lesson: I.Ideological and artistic analysis of the text of the work on the basis of an excerpt from "Qisasi Rabguzi": "Today I have perfected and completed your religion for you, so that you may be a religion of blessings and guidance I call Islam to you. ”Islam purifies man mentally and spiritually. With these calls, Muhammad calls his ummah to purity and to understand the essence of Islam. The purpose of Islam is to purify the human heart.
II. Work on the full edition of the work. Reading stories, ideological and artistic analysis.
               At the consolidation stage of the course:
I. ”Qisasi Rabguzi"to read an article about a given piece, to express opinions on the work;
 "Religion has always been an integral part of human spirituality, a holistic system of ideas and views that embodies the highest ideals of mankind, the dream of truth and justice, fairness and justice, strengthening them in the form of stable rules." This opinion of our President, quoted in the book "High spirituality - an invincible force" is a general view of our work.
II. Work on questions and assignments.
Homework:
Assessment of students' knowledge.
1-11 Literature 9th grade
Course Title:Life and work of Alisher Navoi
The purpose of the lesson: a) educationalImproving knowledge about the life and work of Alisher Navoi;
b) educationalfostering a great sense of respect, esteem, and interest in literature, poetry, and the poet's work;
d) developer-enriching students ’worldview and thinking potential.
Type of Dats:unconventional;
Course style:debate, BBB, work on text, poetry bouquet;
Classroom:textbook, works of Alisher Navoi, image of the poet and handouts.
                                Course Outline:
                              Organizational work:
                     At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) to draw students' attention to the lesson.
                 Past topic and homework request:
1. Questions and answers on Lutfi's heritage and theoretical knowledge;
2. To ask for memorization from the vatuyuqs of Lutfi's ghazals;
           At the stage of understanding the essence of the lesson:
I. Nazm Gulshani: Memorizing the works of Alisher Navoi.
II. What can you say about the life and creative heritage of Alisher Navoi?
  III Alisher Navoi was born on February 1441, 9 in Herat, the capital of the Khorasan state. He loved Friediddin Attor's "Mantiq yt-tayr" from his school days. Due to political circumstances, their family moved to Mashhad.
From 1466 to 1469, the poet studied at the Samarkand madrasas. After his friend Herat took the throne in 1469, he returned to his homeland and worked in the palace for several years. Hussein Boykaro gave him the title of "Muqarrabi Shahiy" (the closest person to the king).
In 1483-1485, the famous work of the poet "Khamsa" was created. In the last ten years of his life he created many works of art, science, history. , ”Lison ut-tayr”…
The writer died on January 1501, 3 in Herat.
    In the consolidation phase of Dats:
Analysis of a given literary article about IANavoi.
II. Lyrical heritage of Alisher Navoi:
The first office of Navoi 1465-1466 -In 1472-1476, at the request of Hussein Boykaro, he composed Badoi 'ul-Bidoya. In 1486, he wrote Navadir un-Bihoya. In 493, he wrote the Persian Devon. (554 gazelles)
In 1491-1499, Khazayn ul-Maoniy (Chor Devon) formed the Turkish Devon:
1. "Strange cigars" - "Strange childhood"
2. "Navodir ush-shabob" - "Rareness of youth"
3. "Badoye 'ul-vasat" - "Middle age news"
4. "Favoyid ul-kibar" - "Benefits of old age"
There are 16 lyrical genres in the devon: 650 ghazals in each devon, a total of 2600 ghazals.
III.Test test:
1. A work memorized by Alisher Navoi in his youth
A. “lson ut-tayr” B. “Mantiq ut-tayr” C. “Gul va Navruz” D ”Gulistan”
2. How did Boykaro describe Navoi?
A, Muqarrabi king B.Mavlono C.Eshik agasi D.Ulug master
3. In what year was the epic "Khamsa" created?
A.1482-86y    B.1483-87y         C1483-85y     D.1484-88y
4.Devon written at the request of H.Boyqaro
A. "Badoyi 'ul-bidoya" B "Ilk Devon" C. "Navodir un- nihoya" D. "G'aoyib us-sig'ar"
5. Navoi's Persian office
A. “Chor devon” B. “Devoni Foniy” C. “Navodir ush-shabob” D. “Ilk Devon”
Answers: 1.B    2.A     3.C    4.A                5.B
Homework :Studying the lyrical heritage of Alisher Navoi and memorizing his works.
Assessment of students' knowledge. Viewed: 
                                                                               MO`IBDO`: M.Turdiyev
 
 
1-12 LITERATURE 9TH GRADE
TOPIC OF THE LESSON: Hamsa and the tradition of hamsa
THE OBJECTIVES OF THE LESSON: a) to provide students with knowledge, skills and understanding of the history of the creation of "Khamsa" and the tradition of Khamsa;
b) fostering a sense of respect for educational and national values ​​and traditions, high respect for great ancestors, appreciation of heritage;
d) Improving students' worldview and thinking skills.
Type of lesson: unconventional;
Course style: discussion, comparison, work on the text;
Classroom: Alisher Navoi, "Khamsa", scientific literature, handouts.
                                 Course Outline:
                                Organizational work:
                  At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) to draw students' attention to the lesson.
                  Past topic and homework request:
1. Questions and answers on the life and work of Alisher Navoi;
2. What can you say about the poet's works, theme, "Khamsa" and the tradition of Khamsa?
        At the stage of understanding the essence of the lesson:
I. The writing of "Khamsa" was started by the great Azerbaijani poet Nizami Ganjavi. In 1173-1201 "Panj ganj" was created. "Mahzan ul-asror", "Khusrav and Shirin", "Layli and Majnun", "Haft paykar", " Iskandarnoma ”epics,
One hundred years after Nizami, Khusrav Dehlavi, a descendant of the Turkic peoples of Shahrisabz, wrote the Hamsa in 1253-1325. This work consists of the epics “Matla ul-Anwar”, “Shirin and Khusrav”, “Majnun and Layli”, “Hasht Paradise”, and “Oynayi Iskandariy”.
There are the following conditions for the creation of "Khamsa": a) consists of five epics; b) the first epos, of course, educational, moral, philosophical in the spirit of exhortation d) the second epos e) The third epic should be about the love of Layli and Majnun; f) The fourth epic should be about King Bahrom and the fifth epic about Alexander.
II. To enrich students' knowledge and understanding by reading information about "Khamsa" and the tradition of Khamsa in textbooks and additional literature.
        In the consolidation phase of the course:
Comparison with I.Alisher Navoi's "Khamsa" and other epics:
Almost 200 years after Dehlavi, two great Khamnavis appeared. Abdurahman Jami and Alisher Navoi. Jami's "Khamsa" consists of 7 epics and is called "Haft Avrang". "Tuhfatul-ahror", "Sabhatul abror", "Yusuf and Zulaykho ”,“ Layli and Majnun ”,“ Hiradnomayi Iskandariy ”,“ Silsilat uz-zahab ”,“ Salomon and Absol ”
The significance of Alisher Navoi's work is that it is the first "Khamsa" written in Turkish. It consists of the epics "Hayrat ul-abror", "Farhod and Shirin", "Layli and Majnun", "Sab'ai Sayyar", "Saddi Iskandariy".
                 Snow points caught the world,
                 His noises caught the ins-u gender.
                Chun Persian was the point of interest,
                A little rdi andi Turkish pleasure, -
The poet writes the reason for writing "Hamsa".
II. Mastering the information given in the textbook about "Khamsa".
III.Test test:
1. For how many years did Nizami Ganjavi write his work?
A.25 B.28 C.30 D.18
2. What is the name of the first epic in Khusrav Dehlavi's "Khamsa"?
A. "Matla 'ui-anwar" B. "Mahzan ul-asror" C "Khusrav and sweet" D. "Hasht bihisht"
3. What is the name of Abdurahman Jami's "Khamsa"?
A. ”Hamsa” B. ”Haft avrang” C. ”Panj ganj” D. ”Haft paykar”
4. Snow points captured the universe,
The riots took place between men and women. - From which work of Navoi?
A. “Farhod and Shirin” B. “Layli and Majnun” C. “Saddi Iskandariy” D. “Sab'ai Sayyar”
5, The size of Alisher Navoi's "Khamsa"?
A.51 thousand misra B.64 thousand misra C.52 thousand misra D.50 thousand misra
Answers: 1.B 2.A 3.B 4.B 5.A
Homework: “Read the full edition of the epic“ Farhod and Shirin ”;
Assessment of students' knowledge.
   1-13 Literature 9th grade
Course Title:Work on the text of Alisher Navoi's epic "Farhod and Shirin"
Course Objectives: a) expansion of knowledge about the educational work, reading excerpts from the work, ideological and artistic analysis;
b) the love, knowledge and profession promoted in the educational work, the inculcation of pure divine feelings in the minds of students;
d) development-students' worldview, thinking ability, ability to work on the text.
Course type:unconventional;
Course style:discussion, work analysis, work on the text;
The storeroom of the lesson: textbook.distributions, the epic "Farhodva Shirin".
                                             Course Outline:
                                              Organizational work:
                                   At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) attracting students' attention to the lesson;
                          Past topic and homework request:
Mental attack:
1. Why does the poet call "Farhod and Shirin" "epic of passion"?
2. What is the difference between this work and other epics?
3. What analogies does the poet use to describe Farhod's birth?
4. What features of Farhod are expressed in the verses "The secret of love is written on the face, the pain is engraved on the inside"?
5. Explain the words related to the name Farhod.
6. Talk about Farhod's learning process.
            At the stage of understanding the essence of the lesson:
Work on the passage from the work, ideological and artistic analysis of the text:
Farhpd is the long-awaited son of Chin Hakan. His father is generous to his people in the way of this dream. When Allah gave him a son, he named him "Farhad" with good intentions:
                  … A state of self-sacrifice,
                Hamul tpdi ziynat from the shadow of the headlight, that is
 In the shadow of the "headlight" may he be blessed, blessed, and supported by the state.
                 Firoq-u rashk-u hajr-u oh ila dard
                A letter from the beginning sent aylabon fard, i.e. firoq.rashk, hajr, oh and pain.
II. Work on questions and assignments.
                      In the consolidation phase of the course:
Ideological and artistic analysis of the work on the basis of the full edition of the work, the provision of additional information and knowledge on the work based on the course of events.
Farhod reached the age of youth. But under the influence of innate love he was always sad. He could not explain the reason for this. His father built four towers for four seasons. In the meantime, he learned architecture from Bani, painting from Moni, and the Qur'an. But the pain did not go away:
 Someone cried so hard,
 It hurts to find a hand.
II.Test test:
1. The 4th destiny written in the case of Farhod
A.Hajr B.Oh C.Dard D.Rashk
2. From whom did Farhod learn painting?
A.Qoran B.Boniy C.Moniy D.Mulkoro
3. At what address does Farhod meet Socrates?
  1. First B. Fourth C. Second D. Third
4. Whom did the Qing dynasty appoint as administrator for the construction of the tower?
A.Mulkoro B.Boniy C.Moniy D.Qoran
5. At what address will Farhod defeat the giant Ahriman:
A.First B.Third C.Second D.Fourth
Answers: 1.B 2.C 3.B 4.A 5.C
Homework: Work on the text of the epic.
Assessment of students' knowledge.
1-14 Literature 9th grade
Course Title:Work on the text of Alisher Navoi's epic "Farhod and Shirin"
Course Objectives: a) expansion of knowledge about the educational work, reading excerpts from the work, ideological and artistic analysis;
b) the love, knowledge and profession promoted in the educational work, the inculcation of pure divine feelings in the minds of students;
d) development-students' worldview, thinking ability, ability to work on the text.
Course type:unconventional;
Course style:discussion, work analysis, work on the text;
The storeroom of the lesson: textbook.distributions, the epic "Farhodva Shirin".
                                             Course Outline:
                                              Organizational work:
                                   At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) attracting students' attention to the lesson;
                          Past topic and homework request:
Mental attack:
1. Why does the poet call "Farhod and Shirin" "epic of passion"?
2. What is the difference between this work and other epics?
3. What analogies does the poet use to describe Farhod's birth?
4. What features of Farhod are expressed in the verses "The secret of love is written on the face, the pain is engraved on the inside"?
5. Explain the words related to the name Farhod.
6. Talk about Farhod's learning process.
            At the stage of understanding the essence of the lesson:
Work on the passage from the work, ideological and artistic analysis of the text:
Farhpd is the long-awaited son of Chin Hakan. His father is generous to his people in the way of this dream. When Allah gave him a son, he named him "Farhad" with good intentions:
                  … A state of self-sacrifice,
                Hamul tpdi ziynat from the shadow of the headlight, that is
 In the shadow of the "headlight" may he be blessed, blessed, and supported by the state.
                 Firoq-u rashk-u hajr-u oh ila dard
                A letter from the beginning sent aylabon fard, i.e. firoq.rashk, hajr, oh and pain.
II. Work on questions and assignments.
                      In the consolidation phase of the course:
Ideological and artistic analysis of the work on the basis of the full edition of the work, the provision of additional information and knowledge on the work based on the course of events.
Farhod reached the age of youth. But under the influence of innate love he was always sad. He could not explain the reason for this. His father built four towers for four seasons. In the meantime, he learned architecture from Bani, painting from Moni, and the Qur'an. But the pain did not go away:
 Someone cried so hard,
 It hurts to find a hand.
Homework: Work on the text of the epic.
Assessment of students' knowledge.
 
 
1-15 LITERATURE 9TH GRADE
LESSON TOPIC:Artistic features of the epic "Farhod and Shirin"
The purpose of the lesson: a) educational - to work on the text of the epic "Farhod and Shirin", to give an idea of ​​the artistic features of the work;
b) fostering a sense of perfection, nobility, humanity, promoted in the educational work;
  1. d) increase students' worldview and thinking skills on the developmental work.
Type of lesson: strengthening;
The style of the lesson: discussion, work on the text of the work;
The storeroom of the lesson: handouts, the epic "Farhod and Shirin", thanks for the play.
                      Course Outline:
                     Organizational work:
                 At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) attracting students' attention to the lesson;
                      Past topic and homework request:
 1. Strengthening the previous season on the basis of distributions;
2. Work on the questions given in the textbook.
               At the stage of understanding the essence of the lesson:
I. Expressive reading of texts from the passages given in the textbook, ideological and artistic analysis of the work:
The epic "Farhod and Shirin" is both ideologically and artistically mature and perfect work, which clearly shows the poet's creativity, vocabulary and ability to use artistic means.
   Harimi iffat ichra shah ul ermish,
   Sipehri ismat uzra moh ul ermish.
Alisher Navoi, the king of the Haram of Chastity, the star of the clear sky, describes Shirin's vision, and with these descriptions he is referring to the divine, pure love in his heart.
II. Work on questions and assignments.
                          In the consolidation phase of the course:
I. To read and analyze the passage about "Khusrav and Farhod's dispute" given in the textbook:
He said, "Are you mad, you fool?"
He said, "Where does a madman know his homeland?"
He said, "What is the matter with you?"
He said, "Madness is always in love."
  In this part of the work, through Farhod's answers, Navoi gives a broad explanation of the concepts of divine love, purification of the human heart, the perfect man tash. also affects the change…
Work on the full edition of the work.
III.Test test:
1. Who will Farho meet at the fourth address?
A.Arastu B.Suqrot C.Shopur D.Mulkoro
2. What does Farhod see in the mysterious mirror?
A.Arman land B.Tour torment
C. People digging a ditch from the mountain, digging their own ditch and Shirinni
D. Khusrav's march to the Armenian land
3. Who says that Shirin is from Armenia?
A.Shopur B.Mulkoro C.Bahrom D.Qoran
Homework:Ideological and artistic analysis of the work
Assessment of students' knowledge. Viewed: 
                                                                               MO`IBDO`: Turdiyev M
 
   1-16LITERATURE 9TH GRADE
LESSON TOPIC:Artistic features of the epic "Farhod and Shirin"
The purpose of the lesson: a) educational - to work on the text of the epic "Farhod and Shirin", to give an idea of ​​the artistic features of the work;
b) fostering a sense of perfection, nobility, humanity, promoted in the educational work;
  1. d) increase students' worldview and thinking skills on the developmental work.
Type of lesson: strengthening;
The style of the lesson: discussion, work on the text of the work;
The storeroom of the lesson: handouts, the epic "Farhod and Shirin", thanks in the play
                     Course Outline:
                     Organizational work:
                 At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) attracting students' attention to the lesson;
                      Past topic and homework request:
 1. Strengthening the previous season on the basis of distributions;
2. Work on the questions given in the textbook.
               At the stage of understanding the essence of the lesson:
I. Expressive reading of texts from the passages given in the textbook, ideological and artistic analysis of the work:
The epic "Farhod and Shirin" is both ideologically and artistically mature and perfect work, which clearly shows the poet's creativity, vocabulary and ability to use artistic means.
   Harimi iffat ichra shah ul ermish,
   Sipehri ismat uzra moh ul ermish.
Alisher Navoi, the king of the Haram of Chastity, the star of the clear sky, describes Shirin's vision, and with these descriptions he is referring to the divine, pure love in his heart.
II. Work on questions and assignments.
                          In the consolidation phase of the course:
I. To read and analyze the passage about "Khusrav and Farhod's dispute" given in the textbook:
He said, "Are you mad, you fool?"
He said, "Where does a madman know his homeland?"
He said, "What is the matter with you?"
He said, "Madness is always in love."
  In this part of the work, through Farhod's answers, Navoi gives a broad explanation of the concepts of divine love, purification of the human heart, the perfect man tash. also affects the change…
Work on the full edition of the work.
III.Test test:
1. Who will Farho meet at the fourth address?
A.Arastu B.Suqrot C.Shopur D.Mulkoro
2. What does Farhod see in the mysterious mirror?
A.Arman land B.Tour torment
C. People digging bees from the mountain, digging their own ditch and Sweet
D. Khusrav's march to the Armenian land
3. Who says that Shirin is from Armenia?
A.Shopur B.Mulkoro C.Bahrom D.Qoran
4. From which ditch did the Armenian people open the waterway?
A.Ayn ul-hayat B.Bahr un-najot C.Yunon ariqI D.Ajam
5. In which cities did Khusrav Parviz rule?
AArman B.Chin C.Ajam and Arab D.Greece and Arab
Homework:Ideological and artistic analysis of the work
Assessment of students' knowledge.                  
 
1-17 Literature 9th grade
Course Title:   Farhod is the image of a perfect man
The purpose of the lesson: a) educationalAnalysis of the qualities of perfection in the person of Farhod based on the text of the work, the expansion of knowledge about the century;
b) educationalto inculcate in the mind of the reader the feelings of perfection promoted in the play;
d) developer-improving students' worldview, thinking ability.
Course type:strengthening;
Course style:debate, work analysis, description, comparison;
Classroom:textbook, epic "Farhod and Shirin". Distributions, thanks.
                            Course Outline:
                            Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students ’attention to the lesson.
                    Past topic and homework request:
1.Question and answer session on the basis of handouts;
2.Description of the heroes of the work (Shopur, Mehnbonu, Khusrav, Sheruya…)
                At the stage of understanding the essence of the lesson:
IDiscussion based on the full edition of the work:
1. How depressed was Shirin after Farhod's death?
2. How did Khusrav intend to reach Shirin?
3. Explain why Mehnbonu and Shirin agreed to Khusrav's proposal.
4. Explain the relationship between Sheruya and Khusraw… and Shirin.
5. What requirements does Shirin put on Sheruya?
6. How does the poet describe the death of Shirin?
7. Comment on the events at the end of the work. (Based on Bahrom and Sopur)           
II. Work on the text of the work:
Let him live his life knowing that he is standing,
Let the cold sigh
His mother also came to mind,
Two bloody ruds opened in his eyes.
When Farhod Shirin heard the "news" about his death, he sighed. After saying goodbye to everything in existence, he said goodbye to his relatives and parents. In Navoi, he expressed Farhod's peculiarities, but also the people closest to him. , first of all, that they are parents, in difficult situations, first of all, they will be remembered yod
                    In the consolidation phase of the course:
Work on the full edition of the work
In the epic "Farhod and Shirin" the poet tries to convey the content of the work, every thought in the shell of beautiful art. This can be seen in the example of Farhod. "… There is no new moon, love," - said Farhod. In describing the universe as the illuminating sun, the poet also refers to his qualities of perfection, describing the feelings of divine love both in his heart and in his face.
  Inside is a dugout of pain, -
In these verses, Farhad is born with love, and this love burns the whole being of man like fire.
After all,
I'm going to take it to the ground, -
Through these words of Farhod, the poet calls one of the secrets of perfection - diligence, and also calls the work "Labor". The love, fidelity, intelligence, diligence, patience, hard work in Farhod are the roots of perfection…
II, to describe the image of Farhod based on the text of the work.
III.Test test:
1. A new brother was born in Shabistan,
There is no new moon, my dear, what art was used?
A.Istiora B.Tazod C.Irsoli example D.Invitation
2. There was a fire in the garden…
Explain the word "vard" in the verse.
A.Bulbul B.Atirgul C.Gul D.G'uncha
3. The art of creating a unique allegory based on the letters of the Arabic alphabet
a.Istiora B.Tanosub C.Kitobat D.Tashbih
4. What is the 5th destiny written in Farhod's name?
  1. Oh B.Hajr C.Diydor D.Dard
5. How does Farhad answer Khusraw's question "Dilbaringning de sifotin"?
A. I am jealous of the language and do not hold a horse.
People like B.Sendek don’t deserve to be called by his name.
C. His name resonates in my heart
D. This name is the wish of my soul
Answers: 1.A 2.B 3.C 4.D 5.A
Homework: Description of Farhod's character.
Assessment of students' knowledge.
                                                                                 
 
1-18 Literature 9th grade
Course Title:  Farhod is the image of a perfect man
The purpose of the lesson: a) educationalAnalysis of the qualities of perfection in the person of Farhod based on the text of the work, the expansion of knowledge about the century;
b) educationalto inculcate in the mind of the reader the feelings of perfection promoted in the play;
d) developer-improving students' worldview, thinking ability.
Course type:strengthening;
Course style:debate, work analysis, description, comparison;
Classroom:textbook, epic "Farhod and Shirin". Distributions, thanks.
                            Course Outline:
                            Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;b)book control; d)to draw students ’attention to the lesson.
                    Past topic and homework request:
1.Question and answer session on the basis of handouts; 2.Description of the heroes of the work (Shopur, Mehnbonu, Khusrav, Sheruya…)
                At the stage of understanding the essence of the lesson:
IDiscussion based on the full edition of the work: 1. How depressed was Shirin after Farhod's death?
2. How did Khusrav intend to reach Shirin? 3. Explain why Mehnbonu and Shirin agreed to Khusrav's proposal. 4. Explain the relationship between Sheruya and Khusraw… and Shirin. 5. What requirements does Shirin put on Sheruya? 6. How does the poet describe the death of Shirin? 7. Comment on the events at the end of the work. (Based on Bahrom and Sopur)             
II. Work on the text of the work: Let him understand it and live his life, Let him remember the cold
                                                            His mother also came to mind,
                                                              Two bloody ruds opened in his eyes.
When Farhod Shirin heard the "news" about his death, he sighed. After saying goodbye to everything in existence, he said goodbye to his relatives and parents. In Navoi, he expressed Farhod's peculiarities, but also the people closest to him. , first of all, that they are parents, in difficult situations, first of all, they will be remembered yod
                    In the consolidation phase of the course:
Work on the full edition of the work
In the epic "Farhod and Shirin" the poet tries to convey the content of the work, every thought in the shell of beautiful art. This can be seen in the example of Farhod. "… There is no new moon, love," - said Farhod. In describing the universe as the illuminating sun, the poet also refers to his qualities of perfection, describing the feelings of divine love both in his heart and in his face.               Inside is a dugout of pain,-
In these verses, Farhad is born with love, and this love burns the whole being of man like fire.
I'll take care of the craft, I'll take the soil, I'll take it, -
Through these words of Farhod, the poet calls one of the secrets of perfection - diligence, and also calls the work "Labor". The love, fidelity, intelligence, diligence, patience, hard work in Farhod are the roots of innovation, perfection… II, Work to describe the symbol of farhod based on the text.
III.Test test: 1. A new moon was born in Shabistan, there is no new moon, mehri olamoroy, what kind of art was used?
A.Istiora B.Tazod C.Irsoli example D.Invitation
2. There was a fire in the garden… Explain the word "vard" in Egypt. A. Bulbul B. Atirgul C. Gul D. Guncha
3. The art of creating a unique tasbih based on the letters of the Arabic alphabet. Istiora B. Tanosub C. Kitobat D. Tasbih Answers: 1.A 2.B 3.C 4.D 5.A
Homework: Description of Farhod's character.
Assessment of students' knowledge.                             
 
1-19 Literature 9th grade
Course Title:Symbols of the epic "Farhod and Shirin", description of the heroes
Course Objectives:a) to analyze the symbols in the educational epic based on the text, to explain their characteristics, to describe the heroes;
b) to inculcate in the minds of students the human qualities, feelings of perfection, put forward in the educational epic;
d) development of students' thinking potential, positive qualities.
Course type:strengthening;
Course style:debate, work on the text;
Classroom:textbook, epic "Farhod and Shirin", handouts.
                                        Course Outline:
                                         Organizational work:
                          At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) to draw students' attention to the lesson.
            Past topic and homework request:
1. Work on questions and assignments based on the work;
2. Talk about the artistic and ideological world of the work.
         At the stage of understanding the essence of the lesson:
I. “Farhod and Shirin"The epic has a unique plot, a unique set of symbols. The contradictions between the symbols make the work more impressive, more educated. In this case, of course, Alisher Navoi's unique work or is the reason for its existence.
In the epic, positive characters such as Farhod, Shirin, Shopur, Mehnbonu fight with Khusrav, Shopur negative characters. In the story of Farhod and Khusrav, two different worlds and two worldviews of the two heroes appear.
… He said, "You have knowledge of this matter."
   He said, "Who cares about love?"
The word "love" is interpreted differently by both heroes. One is ready to suffer in this way, and the other is cunning in this way.
II. To reveal the qualities of the heroes on the basis of the textbook.
                     In the consolidation phase of the course:
I.Through the full edition of the work, Shopur's loyalty, true friendship, Mehnbonu's nobility, but Khusrav's deceitful helplessness, Shirin's loyalty, love, devotion, reveal the evils of Shopur and Khusrav.
II. Working on the full edition of the work and understanding its content, analysis of works on the work;
III.Test test:
1. By whose order Khusrav puts a suitor on Shirin?
A.Shopur B.Buzurg Ummid C.Bahrom D.Mulkoro
2. Harimi iffat ichra shoh il ermsh,
Sipehri ismat uzra moh ul ermish, -
Who did Alisher Navoi describe?
A.Shiringa B.Farhodga C.Mehnbonuga D.Shopurga
3… What does Farhpd mean by “anfos” in the verses “I died of a living anfos ...”?
A. To the beauty of sweet B. The breath of grass C. The face of the sun D. The sweetness of sweet
4. Comment on the word "mahro" in the verse "What can I do? Qayu mahro '."
  1. Moon face B. Sun-shining C. Mahram D. Beautiful
5. "I'm close, this bamani fasona,
What does Khusraw mean when he says, "Erur is an excuse"?
The courage of A.Farhod to dig a ditch in the mountains of B.Arman people
What Mehnbonu said about C. Shirin was that D. Farhod had defeated his army alone
Answers: 1.B 2.A 3.B 4.A 5.C
Homework: A description of the heroes of the epic.
Assessment of students' knowledge                         
 
1-20 Literature 9th grade
Course Title:The concept of the perfect man
The purpose of the lesson: a) educationalto provide students with theoretical information about the concept of the perfect man, to understand and analyze the essence of this concept through the work "Farhod and Shirin";
b) educationalfostering human qualities in the hearts of students;
d) developer-improving students ’worldview and thinking ability.
Course type:strengthening;
Course style:discussion, work analysis, theoretical information, work on the text;
Classroom:textbook, epic "Farhod and Shirin", handouts.
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Work on questions and assignments based on the work;
2. Minutes of discussion based on the full edition of the work.
            At the stage of understanding the essence of the lesson:
I. What do you mean by "perfect man"? What aspects does a perfect man cover? Explain with examples.
II.Theoretical information: The perfect man
Sufism is a great teaching based on Islam, which is widespread in the Muslim world and is known all over the world. The purpose of Sufism is to bring up a perfect person. A person who has achieved purity of heart, high spirituality, mental and physical development is a perfect person. It is narrated in the hadiths of Muhammad (peace and blessings of Allaah be upon him): If you do, you will be as good as I am. ” Rabguzi writes that seventy devils cannot do the work of one nafs….
              In the consolidation phase of the course:
I.Work on the literary article "About the perfect man".
  1. Interpretation of perfection in the epic "Farhod and Shirin".
In the epic "Farhod and Shirin", Aidaho, the giant, the iron man, who conquered Farhod, is not just a fantasy, a mythical image, but a symbol of lust and satanic aspirations in every human being. In the play, Boniy - built and taught the building of love to the heart piri kamil, a teacher who reveals the secrets of embroidering the love of Mani-Allah in the heart, a murshid who expresses the science of breaking down lustful desires that are harder than a stone in the heart
III.Test test           
1. The purpose of Sufism:
A. Educating a perfect person B. Overcoming lust
C. Nurturing love D. Understanding the secrets of humanity
2. The way to purify the soul:
A. To be spiritual B. To understand the secrets of love
C. Overcoming lust D. Achieving purity of heart
  1. "Whoever attains the status of a saint has attained such greatness not because he has prayed much, but because he has conquered his nafs."
AANavoiy BNRabguziy C.Muhammad alayhissalom D.Yassavi
4. The weapon of overcoming lust:
A.Isgq B.Sabr C.Humanity D.Perfection
5. The piri who built and taught the building of love to the heart is perfect:
A.Mulkoro B.Qoran C.Moniy D.Boniy
Answers: 1.A 2.C 3.C 4.A 5.D
Homework :Work on questions and assignments.
Assessment of students' knowledge.
 
1-21 Literature 9th grade
Course Title:Control work 2. Essay "Description of Farhod and Shirin"
The purpose of the lesson: a) educationalto make a plan on the basis of the given theme, to write an essay on the given theme, to test the knowledge received on the basis of the epic "Farhod and Shirin";
b) educationalfostering the human feelings promoted in the epic.
d) developer-improving students' written literacy and thinking skills.
Course type:written work;
Course style:debate, plan, write an essay;
Classroom:The epic "Frahod and Shirin", notebooks, minnows based on the work.
                                              Course Outline:
                                              Organizational work:
                                    At the call stage of the lesson:
a) greeting, duty information;
 b) distribution of control workbooks;
d) to draw students' attention to the lesson.
                   At the stage of understanding the essence of the lesson:
I.2-to express opinions on the subject of control work, to explain the content of the essay topic.
2. Make plans on the topic and review the plans made by students and give the necessary insights and corrections.
                       In the consolidation phase of the course:
I. Writing an essay for students: 
                      Farhod and Sdescription of hirin emblems
                                                            Plan:
1. Alisher Navoi's dream
2. The image of a perfect man
3.Harimi iffat ichra shah ul ermish…
   "Farhod and Shirin "This epic was interpreted as "Khusrav and Shirin" before Alisher Navoi. Alisher Navoi called this epic "Farhod and Shirin" in his dream of creating a perfect human figure. In the person of Farhod, Navoi, along with the qualities of perfection, realized his dream.
                     After all,
                      I'm going to take it to the ground.
Farhod is the image of a perfect man. He learns science and profession and reaches the level of perfection. He purifies the heart with love. It is no coincidence that this epic, which is glorified along with love and diligence, is also called "Labor", "Epic of Passion".
                      Harimi iffat ichra shah ul ermish,
                      Sipehri ismat ichra moh ul ermish.
In the interpretation of Alisher Navoi, Shirin is the king of the Haram of chastity, the fish of the clear sky. His face and soul are also purified with love…
II. Collection of control workbooks.
Homework:Strengthen the shots.       
                                                                
 
 
 1-22 Literature 9th grade
Course Title:Control case analysis
The purpose of the lesson: a) educationalanalysis of written works written by students, work on errors;
b) educationalfostering feelings of humanity, love and kindness;
d) developer-expanding students ’thinking potential, written literacy, and worldview.
 Course type:strengthening;
Course style:analysis, work on errors, creative work.
Classroom:textbook, epic "Farhod and Shirin"
Course Outline:
           Organizational work:
 At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) to draw students' attention to the lesson.
                     At the stage of understanding the essence of Dats:
I. Distribution of control workbooks and interpretation of students' assessments of control work;
II. Work on errors:
a) work on spelling errors; b) work on sign errors; d) work on methodological errors.
                     In the consolidation phase of the course:
I. Compose the text: Hunarni asrabon netgumdur akhir…
    After all,
   I'm going to take it to the ground.
These ideas, which Farhod said, have become a daily motto for our day, because the human child matures through profession and work. They try to find their place in life. Do today's young people consider this slogan as a fact of life for them? Let's express our thoughts and opinions about it…
   The aspirations and movements of today's youth can be assessed in two ways. The first group of young people is always looking for the secrets of science and profession, while the second group of young people is addicted to Internet games and wasting their youth. Of course, they rely on educated, professional young people, because these young people ensure the perfection of both themselves and the country.
  II. Analysis of creative texts.
Home task: Reading fiction, repeating and reinforcing the past.
Assessment of students' knowledge.                  
1-23 LITERATURE 9th grade
Course Title: Life and work of Zahiriddin Muhammad Babur.
The purpose of the lesson: a) educationalTo provide additional information about the life and work of Zahiriddin Muhammad Babur, to provide information about his creative heritage;
b) educationalto cultivate an interest in literature, to cultivate feelings of love, respect and esteem for the Motherland;
d) developer-improving students ’worldview and thinking ability.
Course type:unconventional;
Course style:debate, poetry bouquet, description, information;
Classroom:textbook, ZMBobur image, art ages.
                                   Course Outline:
                                   Organizational work:
                       At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students ’attention to the lesson.
                            Past topic and homework request:
1. Summarize knowledge about the life and work of Alisher Navoi;
2. Consolidation of knowledge about the epic "Farhod and Shirin" on the basis of handouts.
                 The stage of understanding the essence of the lesson:
What knowledge and understanding do you have about the life and work of IZMBobur?
II. Poetry bouquet: Memorize the works of ZM ZBobur.
  Tole 'or my life was a mess,
  It was a mistake to do everything.
  Leaving my homeland, I turned to India,
  O Lord, what a miserable destiny.
III. ZMBobur is a great statesman and cultural figure, a skilful commander, a wise historian, an intelligent scholar and translator. He was born in 1483 in Andijan, the capital of Fergana region. Nogorkhanimnong's father Yunuskhan Chongizkhan was the twelfth generation. At the age of 12, Bobur fell into a ravine with his father's pigeon house in Aksi fortress and died. He is survived by 3 sons and 5 daughters. He ascended the throne at the age of 12. In 1497, he conquered Samarkand. For Samarkand, he fought several times with his brothers Jahongir Mirzo and Shaibanikhan. After the betrayal, he traveled to Kabul and India, calling it the "Great Mongol Empire." In 1526, Babur was poisoned by his enemies (Ibrahim Lodhi) and died in Agra in 1530. He was later transferred to Kabul in accordance with his will.
                         In the consolidation phase of the course:
I.Work on a literary article about ZMBobur and master the information.
II.ZMBobur creative heritage:
"Chorgoh" - music, "Mubayyin al-zakat" (1521) - "Statement of Zakat", "Mukhtasar" (1523-1525) - a treatise, "War", "Science of Music", "Boburnoma", " Baburi's Behavior ”…
III. Work on questions and assignments.
IV.Test test:
1. How many generations to Amir Temur, the father of ZMBobur:
A.5 B.4 C.3 D.12
2. In which fortress does his father perish?
A.Axsi B.Urganch C.Khojand D.Quva
3.When did Babur conquer India?
A.1525 y B.1526 y C.1530 y D.1507 y
4. Which work of Babur Khoja Ahror was translated into Uzbek in a poetic way?
A. “Military work” B. “Hilaliya” C. “Vaqfiya” D. “Volidiya”
5.ZMBobur's work on musicology:
A. “Chorgoh” B. ”Mubayyin al-zakat” C. “Walidiya” D. “Khatti Bobur”
Answers: 1.B          2.A          3.B               4.D            5.A
Homework:To study the creative heritage and poetry of Zahiriddin Muhammad Babur.
Assessment of students' knowledge.
1-24 Literature 9th grade
Course Title:  Zahiriddin  Muhammad  Bobur's literary legacy
The purpose of the lesson: a) educationalZahiridin  To provide information about the literary heritage of Muhammad Babur and his place in our literature;
b) educational-cultivate interest in literature, instill in students the feelings of love, respect and esteem for the Motherland;
d) developer-to improve students' thinking potential, worldview.
Course type:unconventional;
Course style:debate, inform, work on text.
Classroom:textbook, Babur's image, handouts, additional literature.
                                                Course Outline:
                                                  Organizational work:
                                      At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) attract students' attention.
                        Past topic and homework request:
1.Questions and answers on the life and work of ZMBobur on the basis of handouts;
2. Memorize Babur's work and connect it with his biography.
             At the stage of understanding the essence of the lesson:
What can you say about the literary and creative heritage of I. Zahiriddin Muhammad Babur, his world of subject matter, art?
  1. Zahiriddin Muhammad Babur was able to show his talent and potential in his works such as "Science of Music", "Chorgoh", "Military Affairs", "Mubayyin al-Zakat", "Mukhtasar", "Khatti Baburi". Among these works, "Boburnoma" is a masterpiece, through which he was able to show many more aspects..Babur translated. Khoja Ahror's "Walidiya" was translated into Uzbek in a poetic way.
Babur was a brilliant poet who wrote in Persian and Turkish. He collected his poems in his native language and created devons in Kabul in 1519 and in India in 1528-1529. These devons are called "Kabul devon" and "Hind devon". According to experts, the number of surviving poems is more than 400, of which 119 are ghazals, 231 are rubais, and the rest are ostriches, fards, masnavi, continents, problems.
              In the consolidation phase of the course:
I.Assimilate the information given in the textbook about Zahiriddin Muhammad Babur and provide students with additional information from additional literature, work on the text and analyze.
Reading and analysis of poems about the works of II Babur:
 Is there any pain in the wheel that I haven't seen ?!
 I'm sick, I'm in pain, I'm in pain ?!
The ghazal "Is it left?" Was written in 1507 on the Herat-Kabul road. During this period, Babur left his native city, despairing, tired of fighting with Shaibanikhan, and did not receive any help from Temurids, and was left alone.
II.Test test:
1. Bobur's work on the weight of dreams
A. “Summary” B. ”Volidiya” C. “Risolai aruz” D. ”Chorgoh”
2. When was the Kabul office set up?
A.1528 –y B.1529-y C.1519-y D.1520-y
3. How many poems have come down to us from Bobur?
A.500 more B.400 more C.119 D.231
4. How many ghazals and rubais have come down to us from Babur?
A.119,231 B.231,119 C.400,118 D.119,400
5. “The leaves of the hazon turned yellow in the face of the new flower,
What kind of art is used in the verses "Have mercy, O lolarux, by my face"?
A.Tazod B.Tashbih C.Invitation D.Talmeh
   Answers:1.A               2.C            3.B            4.A                           5.B
Homework:Getting yd from Babur's poems.
Assessment of students' knowledge.                  
 
 
Fury:
Class: 9th grade
Course Title:Analysis of Ghazals of Zahiriddin Muhammad Babur                     Ideological and artistic analysis of the radifi ghazals “My heart…”, “Not found”.
Course Objectives:
a) educationalto provide students with knowledge about the ideological and artistic world of Babur's lyrics, to analyze the radifi ghazals "My heart…", "Not found";
b) educationallove, longing for the motherland, appreciation of the motherland, fostering the qualities of gratitude, expressed in the poems;
d) developer-improving students ’worldview and thinking ability.
Course type:strengthening;
Course style:discussion, expressive reading, analysis, theoretical information, work on the text;
Classroom:textbook, Bobur's image, handouts, "Boburnoma" work.
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Zahiruddin Muhammad Babur on the basis of handouts;
2. Nazm Gulshani: Analysis of poems based on poems memorized from Babur's works;
            At the stage of understanding the essence of the lesson:
I. What do you understand when you say Zahiriddin Muhammad Babur about the idea and art of ghazals?
II. “My heart…” expressive reading of g.azali, ideological and artistic analysis of ghazal ”
My heart is as blood as a flower bud,
If a hundred thousand springs die, how can it be opened?
In this poem, the poet expresses not only the longing for the motherland, but also the pain of love. The heart of the lover is as bloody as the bud of a flower, if the bud opens as a flower in one spring, and the heart of the lover is a hundred thousand springs. In this ghazal, Babur refers to the love of the Motherland through the image of Yor.
III. Work on questions and assignments.
                In the consolidation phase of the course:
1. Expressive reading of the radifi ghazal "Not found" and ideological ghazalartistic analysis.
I can't find you half a martyr,
I will not find you as loyal as I am.
The language of the ghazal is simple and straightforward.
In the ghazal, the poet tarse '("necklace lined with string" - the words in the verses are in tune, weight and rhyme - 1 byte), tasbih (simulation), tardi aks (words in one byte) substitute-1 byte), tazod (contrast), tajnis (use of figurative words), widely used in the art of metaphor…
Although it is difficult for you to be patient, my friend.
It's very difficult to climb with you…
"It's difficult"Radifi's ghazal is also one of the poet's romantic ghazals, in which the poet sings of divine love, he suffers in the pilgrimage, and sings it in a unique tone…
 
II. Work on questions and assignments.
III. ”Expressive reading, ideological and artistic analysis of Babur's poems in Boburnoma and another look at the life of Zahiriddin Muhammad Babur…
IV.Test.sinovi:
1. My heart is as blood as a flower bud,
What is possible if a hundred thousand springs die? What kind of art is used?
 A.Tazod, tashbih B.Talmeh C.Irsoli masal D.Tajnis
2. The meaning of the word "Tarse":
A. Confrontation B. Use of similar words
C. Similarity D. A necklace lined with string
3. I can't find a half-suffering like you,
What kind of art was used in Mendek's poems?
A.Tazod, talmeh B.Tazod.tashbih.tarse, tardi aks,
C.Irsoli example, tajnis D.Istiora, tanosub, tashbih
4. What is the art of confrontation called?
A.Tazod B.Tardi aks C.Tashbih D.Tanosub
5. There is no revelation in the eyes of the blind,
What kind of art is used to grieve and not to be found in the heart?
A.Tajnis B.Talmeh C.Irsoli example D.Tashbih
Answers:1.A         2.D            3.B                 4.A                  5.A
Homework :To memorize one of the poet's poems. 
Assessment of students' knowledge.                 
 
 
Fury:
Class: 9 “A” -class
Course Title:Zahiriddin Muhammad Babur's work "Boburnoma", image of Andijan.
Course Objectives:
a) educationalto teach students about Bobur's work "Boburnoma", its artistic value, its role in world development, the expression of the image of Andijan in the play;
b) educationalrespect for great ancestors, patriotism, love, nostalgia, appreciation of the motherland, fostering the qualities of gratitude;
d) developer-improving students ’worldview and thinking ability.
Course type:strengthening;
Course style:debate, expressive reading, analysis, work on text;
Classroom:textbook, Bobur's image, handouts, "Boburnoma" work.
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Zahiruddin Muhammad Babur on the basis of handouts;
2. Nazm Gulshani: Analysis of poems based on poems memorized from Babur's works;
            At the stage of understanding the essence of the lesson:
I. What do you know about Zahiriddin Muhammad Babur's work "Boburnoma", its development in the world and its role in our history and spirituality?
Bobur II's "Boburnoma" is a rare masterpiece not only of Uzbek literature, but also of world literature. In this memoir (memoir) he saw what Babur experienced from the time of his accession to the throne at the age of twelve to the end of his life. He analyzes his experiences with the eyes of a politician, statesman, scientist, traveler and poet. Therefore, this work can be a common source for history, ethnography, geography, linguistics, literature and other disciplines. This work is an important and well-founded source for the study of the history, geography of Movarounnahr, Khorasan, India in the XIV-XV centuries.
III.Andijon description:
"Fergana region has a fifth climate. It happened on the outskirts of the district. Andijan, one of the southern settlements, is the capital of Fergana region."
Zahiriddin Muhammad Babur writes about the borders of Andijan, its nature, the uniqueness of melons and hawks, castles, people, markets, skilled people, as well as the popularity of Alisher Navoi's works here.
             In the consolidation phase of the course:
I. Work on the text "Image of Andijan" given in the textbook, expressive reading and analysis of the text and comparison with the image and history of Andijan today;
II. Work on the full edition of the work "Boburnoma" and read excerpts from the work, poems and connect it with the life and history of Babur;
III.Test test:
1. What kind of work is "Boburnoma"?
A.Memuar B.History C.Sarguzasht D.Jangnoma
2. Which period of Babur's work begins with a description of the period?
A.Bobur's conquest of Samarkand for the first time.
Defeated by B. Shaibanikhan and headed to Kabul.
C. His accession to the throne after the death of his father.
The battle of D.Jahongir with Mirzo for Samarkand.
3. Which fruit of Andijan is “better ……. It will not happen, ”said Bobur
A.Behi B.Nok C.Olma C.Olcha
4. Which bird of Andijan can not be eaten by four people?
A.Mayna B.Qarga C.Qirgavul D.Gooz
5. What professions are popular among the people?
A. Artists B. Architects C. Poets D. Scientists
6. At this point, which artist describes the Turkish language through the popularity of the ages?
AANavoiy B.Lutfiy C.Binoiy D.Sakkokiy
  Answers:1.  A             2.C            3.B               4. C              5.A                6.A
Homework:"Boburnoma "work on the full text of the work, mastering the information given in the textbook.
Assessment of students' knowledge.    
 
                                                                                       
Fury:
Class: 9 “A” -class
Course Title:Zahiriddin Muhammad Babur's work "Boburnoma", image of Samarkand.
Course Objectives:
a) educationalto teach students about Bobur's work "Boburnoma", its artistic value, its role in world development, the expression of the image of Samarkand in the play;
b) educationalrespect for great ancestors, patriotism, love, nostalgia, appreciation of the Motherland, fostering the qualities of gratitude;
d) developer-improving students ’worldview and thinking capacity.
Course type:strengthening;
Course style:debate, expressive reading, analysis, work on text;
Classroom:textbook, image of Bobur, handouts, work "Boburnoma", image of Samarkand;
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Zahiriddin Muhammad Babur "Boburnoma" on the basis of handouts;
2. Discussion of the image of Andijan in the play;
            At the stage of understanding the essence of the lesson:
I. Bobur's work "Boburnoma" was called by different names in a short period of time. It contains valuable information on the history, ethnography, geography of the peoples of Central Asia, India, Iran and Afghanistan, and is a shining example of the Uzbek language and literature of that period… not only Uzbek literature, but also is also a rare gem of world literature.
II. Description of Samarkand:
" Rub'I maskunda The city of Samarkand is called Movarounnahr. The region is called Movarounnahr. It is called "baldayi mahfuza" because it is a place where no fat dahr and victory can be achieved.
Zahiriddin Muhammad Babur will give information about the borders, nature, great people and historical monuments of Samarkand. In particular, Amir Temur Vamirzo Ulugbek will give detailed information about the buildings they built. ”There are many buildings and gardens of Temurbek and Mirzo Ulugbek in Samarkand district. In the Samarkand arch Temurbek has built a great palace, a four-storey Kuksaroy, a season and a famous and very important place.
III. Expressive reading of "The image of Samarkand" and interpretation of the image of Samarkand on the basis of the text and comparison on the basis of the modern image of Samarkand.
             In the consolidation phase of the course:
I. Theoretical information:Memua asar
"Memoir" means "memory" in French. A memoir is a work based on real events that the author has participated in or witnessed. Oybek's "Childhood" and Abdulla Qahhor's "Fairy Tales from the Past" Memoirs are works of art. In Uzbek literature there are works of art memoirs and historical memoirs.
II. Work on the full edition of the work "Boburnoma" and read excerpts from the work, poems and connect it with the life and history of Babur;
III.Test test:
1. What is the name of the work "Boburnoma"?
A. ”Boburiya” B. “The Story of Boburiy” C. “The Story”, “Tuzuki Boburiy” DBjt
2. What did the Mongols and Turks call Samarkand?,writes Bobur?
A.Maroqand B.Semizkand C.Movarounnahr D.Sogdiyona
3. On the roof of which historical monument is the word “And iz yarfau Ibrahimu al-qawaida” (“and behold, Ibrahim raised the ashes of the house ..”) written?
A. “Koksaroy” B. ”Masjiddi Muqatta” C. “Gori Amir” D. “Bibikhanim”
4. Ulugbek's "high-rise building" located in "Kohak damanasi…"
A. Observatory B. “Kuksaroy” C. “Muqatta Mosque” D. “Chilsutun”
5. In what language is the word "memoir" derived, what does it mean?
A. French “Memory” B. French “Memory”
C. Greek “Memory” D. French “Adventure”
  Answers:1.  D             2.B            3.A               4.A          5.B
Homework:"Boburnoma "work on the full text of the work, mastering the information given in the textbook.
Assessment of students' knowledge.   
 
Fury:
Class: 9 “A” -class
Course Title:   Zahiriddin Muhammad Babur About "Boburnoma", theoretical information: Memoir
Course Objectives:
a) educationalto provide students with full information about Bobur's work "Boburnoma", its artistic value, its role in world development, the artistic value of the work and theoretical knowledge about the memoir;
b) educationalrespect for great ancestors, patriotism, love, nostalgia, appreciation of the Motherland, fostering the qualities of gratitude;
d) developer-improving students ’worldview and thinking capacity.
Course type:strengthening;
Course style:discussion, expressive reading, analysis, work on the text, theoretical information;
Classroom:textbook, Bobur's image, handouts, "Boburnoma", minnows based on the work.
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Zahiriddin Muhammad Babur "Boburnoma" on the basis of handouts;
2. Discussion of the image of Samarkand in the work;
            At the stage of understanding the essence of the lesson:
  1. I. Theoretical information: Memoir work
"Memoir" means "memory" in French. A memoir is a work based on real events that the author has participated in or witnessed. Oybek's "Childhood" and Abdulla Qahhor's "Fairy Tales from the Past" Memoirs are works. In Uzbek literature there are works of art and historical memoirs.
The main feature of the memoirs is that the author is at the center of the story, which is described as a participant or acquaintance (witness). "Boburnoma" consists of real stories reminiscent of autobiographical essays.
II. ”Memoir works"mastering literary information about.
                      In the consolidation phase of the course:
I.Work on the full edition of Zahiriddin Muhammad Bobur's work "Boburnoma" and learn more:
I saw strange pains in this world,
I have seen all kinds of oppression in the world.
Everyone knows this is a "story."i read,bilgaykim,
I saw no pain, no toil, no sorrow.
Zahiriddin Muhammad Babur is his  He says that for the first time he called "Boburnoma" "Vaqoye". This is also mentioned by his daughter Gulbadanbegim in "Humoyunnoma". This work is called by more than 20 names: ”,“ Event ”,“ Event ”,“ Biography of King Babur ”,“ Boburiya ”,“ Memoirs of Babur ”,“ Memoirs ”,“ History of Babur ”,“ Strange Biography ”,“ Comments ”,“ Ma "Murnoma", "Bobur's life", "Tuzuk", "Podshohnoma", "Babur's memory", "Bobur's writings", "Boburnoma in English"…
President of the Republic of Uzbekistan Islam Abduganievich Karimov: “We should be proud of the name of our ancestor Zahiriddin Muhammad Babur. The construction of the National Park named after Babur Mirzo, the symbolic mausoleum of the poet and the Museum of "Babur and World Culture" is a good news in the history of our people, a new era of freedom.
The people who gave birth to such classic people as Zairiddin Muhammad Babur will never be humiliated, they will inevitably achieve happiness.
Let such meritorious deeds of the ancient people of Andijan and be an example to other compatriots.
I sincerely thank all the people who helped to immortalize the image of our grandfather Babur Mirzo "(October 1994, 4 in the" Book of Remembrance ")
The work "Boburnoma" does not contain information about certain years. From the end of 908 (1500) to the end of 909 (1501), from 914 (1506) to the beginning of 925 (1517), 926 (1518), 931 (1521). ), 934 (1524-1525) April-September, 936-937 (1527-1528) are not included. English scholar Lucas Yate King draws information about Babur from other sources and creates a complete edition of the work. More than 4000 places, plant and animal terms have been interpreted and explained
II.Test test:
1. Zahiriddin Muhammad Babur renamed the "Boburnoma" for the first time?
A. ”Event” B. “Tuzuki Boburiy” C. “Event Boburiy” D. “Boburiya”
2. Who else has mentioned this in his work?
A.Muhammad Salih “Shayboniynoma” B.Gulbadanbegim “Humoyunnoma”
C.Mashrab “The story of Mashrab” D.Zebuniso “History of Baburis”
3. ”Boburnoma”How many titles were published?
A.30 more than B.20 more than C.20 more than D.! 5
4. “xalq The people who gave birth to such classic people as Zahiriddin Muhammad Babur will never be humiliated, they will inevitably be blessed…” To whom do these ideas belong?
AIAKarimov B.Javoharla'l Neru C.Porso Shamsiyev D.King
5. How many animals, plants and places are mentioned in the play?
A.4000 more than B.4000 C.3000 more than D.3500
Answers:1.A               2.  B                3. C                4. A                5.A
Homework:Mastering theoretical knowledge about the memoir.
Assessment of students' knowledge.
                                                                                                                         
Sana:
Class: 9 “A"-class
Subject: Ghazalkhan competition. Expressive reading exercise.
Darsning purpose:
  1. a) ta`limiy- Strengthening students' knowledge through repetition;
  2. b) educational-cultivate good human feelings in the hearts of students;
  3. d) developer: Improving students' ability to recite poetry, worldview and thinking skills.
Lesson turi: strengthening;
Lesson services: poetry, question and answer. competition;
Lesson jihozi : Works of Alisher Navoi and Zahiriddin Muhammad Babur
                                  Darsning go :
                                 Organizational work:
                     At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) to draw students' attention to the lesson.
                  Past topic and homework request:
1. Distributions on the work of Zahiriddin Muhammad Babur "Boburnoma" based on question and answer;
2. Discussion on the topic "Boburnoma" - a memoir.
           At the stage of understanding the essence of the lesson:
  1. Mushoira
Inter-row competition on ghazals of Alisher Navoi and Zahiriddin Muhammad Babur.
II.Bahr-u byte
There will be a line-by-line competition. Students will recite another ghazal with the letter ending in a ghazal byte.
For example;
There is no sultan of Yordin Ayru
I don't have a sultan, I don't have a body, I don't have a soulq.
Qtell me if it's dark, if it's dark in the eyes,
Tell me about everyone's pain and suffering ?!
                     At the advanced stage of the lesson:
  1. Expressive reading of Alisher Navoi's and Zahiriddin Muhammad Babur's ghazals, rubai, tuyuk, continents given in the textbook and in "Boburnoma" and their analysis on the basis of ideological, artistic and theoretical knowledge.
II.Test test:
1. What kind of ghazals are considered to be ghazals with a logical sequence?
A.Yakpora B.Parokanda C.Musalsal D.Voqeaband
2. What was the name of the first byte of Gaza?
A.Maqta 'B.Begona byte C.Matla' D.Bayt
3. The meaning of the word "continent" A.Piece, piece, part B.Bagishlov, praise C.Tortlik D.Love word, flattery to women
4. To hold on to the resurrection from the dead is equal to the manga
Now, if you are an executioner, what kind of art is used?
A.Tashbih B.Irsoli example C.Talmeh D.Tazod
5. The meaning of the word "Ghazal"
A.A flattery to a woman, a romantic word B.Piece.part
C. Praise, hymn D. Scattering of sunlight
Answers:    1. A 2. C           3.A               4. C             5.A
Home task: Memorizing ghazals and continents outside the textbook.
Assessment of students' knowledge
Fury:
Class: 9 “A” -class
Course Title:4. Supervision work.Essay
            "Boburnoma - a masterpiece of Uzbek literature"
Course Objectives:
a) educationalmake a plan based on the given topic, write an essay, test the knowledge acquired on the basis of the work "Boburnom";
b) educationalfostering a sense of human emotion, patriotism, respect for great ancestors, and great respect for our history, as promoted in the play.
d) developer-improving students' written literacy and thinking skills.
Course type:control;
Course style:debate, plan, write an essay;
Classroom:"Boburnoma", control workbooks, minnows based on the work.
                                              Course Outline:
                                              Organizational work:
                                    At the call stage of the lesson:
a) greeting, duty information;
 b) distribution of control workbooks;
d) to draw students' attention to the lesson.
                   At the stage of understanding the essence of the lesson:
I.2-to express opinions on the subject of control work, to explain the content of the essay topic.
2. Make plans on the topic and review the plans made by students and give the necessary insights and corrections.
                       In the consolidation phase of the course:
I. Writing an essay for students: 
                      "Boburnoma" is a rare masterpiece of Uzbek literature
                                                            Plan:
1.A rare gem of the East.
2.In the footsteps of Bobur.
3. "Boburnoma" and today.
                                   I saw strange pains in this world,
                                   I have seen all kinds of oppression in the world.
                                     Everyone is this "Vaqoye '"let me read
                                      I saw no pain, no toil, no sorrow.
                                                                    Zahiriddin Muhammad Bobur        
  "Boburnoma"-This work has a special place not only in oriental literature, but also in world literature. Because this work is an invaluable treasure trove of information about the history, spirituality, culture, geography of the XIV-XV centuries. This is why we call this work a memoir. perfectly reflected…
"Boburnoma" It is not only history, but also the most valuable source for studying the life and work of Babur. It contains clear and detailed information about the life and work of the poet, poetic passages (in Persian and Turkish), the history of their creation. There is also information.
That is why this work is valuable and valuable in every age.
Collection of control workbooks.
Homework:Strengthening the past
Fury:
Class: 9 “A” -class
Course Title:Control case analysis
The purpose of the lesson: a) educationalanalysis of written works written by students, work on errors;
b) educationalfostering feelings of humanity, love and kindness;
d) developer-expanding students ’thinking potential, written literacy, and worldview.
 Course type:strengthening;
Course style:analysis, work on errors, creative work.
Classroom:textbook, "Boburnoma" work
           Course Outline:
           Organizational work:
 At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) to draw students' attention to the lesson.
                     At the stage of understanding the essence of Dats:
I. Distribution of control workbooks and interpretation of students' assessments of control work;
II. Work on errors:
a) work on spelling errors;
b) work on sign errors;
d) work on methodological errors.
                     In the consolidation phase of the course:
Compose I. Text: Rare masterpieces of our literature…
Both our classical literature and the literature of today are rich in rare and precious treasures, that is, books. Whether these works are scientific, artistic, philosophical or memoir, they glorify the beauty and charm of our native language.
Rare works such as “Devonu lug'otit turk”, “Hibbat-ul haqoyiq”, “Qutadg'u bilig”, “Hamsa” are considered to be rare masterpieces of our classical literature, “Last days”, “Scorpion from the altar”, “Night and day ”As beautiful and unique works is a jewel treasure of contemporary literature.
These works are also a unique example of the song of feelings such as nationality and identity.
Not only prose, but also poetic and dramatic works in our literature were able to show the endless possibilities of our native language…
II. Analysis of creative work.
Home task: Memorizing poems outside the textbook
 Readerilar assessment of knowledge.
 
 
 
 
 
 
 
 
Fury:
Class: 9 “A” -class
Course Title:Life and work of Babarahim Mashrab                                                                         Course Objectives:
a) educationalto teach students about the life and work of Mashrab;
b) educationalfostering in the hearts of students pure human feelings, the qualities of faith;
d) developer-improving students ’worldview and thinking capacity.
Course type:impart new knowledge;
Course style:conversation, analysis, work on the text;
Classroom:textbook, image of Babarahim Mashrab, examples from Mashrab's works.
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Zahiriddin Muhammad Babur "Boburnoma" on the basis of handouts;
2. Lyrical retreat: from the works of Babur Na Nzvoi (based on extracurricular poems)
            At the stage of understanding the essence of the lesson:
  1. There are various legends about Baburahim Mashrab among our people. Mashrab is a symbol of honesty, truthfulness and love for the truth. His words, the verses he recited along the way, amazed his parents and those around him. He took off the new clothes that his parents had given him to the poor people he had met. He met Mullah Bazar Akhund, a great scholar in the region and the leader of the sect that led him to the path of truth. Afaq Hodja caught the rays of divine love in him and named him Mashrab (who drank the wine of love). Mahsrab was educated for seven years under Ofaq Hodja and became a saint close to the Truth. as predicted by the hoja, in 1653 he was executed in the city of Kunduz by order of the governor of Balkh, Mahmud Qatagan.
II. Work on the information given in the textbook on the life and work of Babarahim Mashrab, assimilate the information in the text.
                              Darsning strengthen stage:
I. Mahsrab did not compile his works and compose a devon, his poems have come down to us in the short stories "Devoni Mashrab", in various bayozs and collections. In 1958-1980, the poet's poems were collected several times. published.Literary enthusiast Jaloliddin It was republished in 1990 under the title "My dear, where are you?" , religious and moral works.
II. Work on questions and assignments.
III.Test test.
I. What is the symbol of Mashrab?
A. Integrity B. Honesty C.Falling in love with the truth                         DBjt
     2. In what family was he born?
A.Kosib B.Dehqon C.Savdogar D.Temirchi
3. What is the meaning of the name Mashrab?
A.Ashiq B.Drinking the wine of love C.Telba ashiq D.Jinun
4. From whom did Mashrab learn the secrets of divine love?
A.Mulla Bazar Akhund B.Ofaq khoja C.vaysiy D.Mahmud Qatagan
5. Mashrab's collection of poems published in 1990?
A. “Mashrab qissasi” B. ”Mehribonim.qaydasan” C. ”Kimyo” D. ”Mabdai nur”
Answers:1.  D                  2.A      3. B           4. B     5.B
Home task: to study the lyrical heritage of Mashrab.
Assessment of students' knowledge.
 
Fury:
Class: 9 “A” -class
Course Title:Boborahim Mashrab lyrics
Course Objectives:
a) educationalto provide students with knowledge and skills about the lyrics of Boborahim Mashrab, his creative heritage, expressive reading of the ghazal "Ottum", ideological and artistic analysis;
b) educationalrespect for great ancestors, faith and education in the spirit of pure human feelings; v
d) developer-improving students ’worldview and thinking capacity.
Course type:strengthening;
Course style:debate, expressive reading, analysis, work on text;
Classroom:textbook, Boborahim Mashrab's image, handouts, samples from Mashrab's poems.
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Baburahim Mashrab on the basis of handouts;
2. What information did you learn about Mashrab's lyrics? Discussion based on the information in the textbook;
            At the stage of understanding the essence of the lesson:
I. Mashrab is a well-known representative of mystical literature. Like all Sufi poets, he strives to elevate the soul, purify the soul, to overcome the passions of the transient world by overcoming lust, and approaches man on the basis of his material and spiritual qualities. .
Sufi poets are called singers of divine love. But in the singing of love, each poet has his own way, his own uniqueness. Mashrab turns it into a poem as the fire of love in the heart.
He expresses his love for Allah openly. That is why the reader who reads his poems clearly feels the madness and impatience in the heart of the poet in love. The poet also wrote about other topics.
I put my foot on the throne,
I have a place in Lomakondin, what can I do in this place?
II, Mastering the information given in the textbook about Mashrab poetry and working on the text.
                                In the consolidation phase of the course:
I. Expressive reading of the radical ghazal "Ottum" and ideological-artistic analysis of the ghazal.
I wandered through the valley of love one night,
I planted a fire in the flower of Monandi Nayistan.
It's amazing that I walked across the horizon for a moment,
I passed Mina's brother…
This ghazal is dedicated to the description and description of the Sufi poet's state of love, his deeds on the path of purification. In the first verse of the poem, he fell in love with the Creator and, as a result, lost his physical self. In the verse, love is like a valley. This valley is not walked with the body on foot, but with the heart and the soul is lost (lost in identity).
II. On questions and assignments performance.
III.Test test.
1. What works are "Chemistry", "Ideological Light"?
A. Artistic-philosophical, religious-moral B.Historical, scientific
C. Divine love D. Didactic
2. In what direction did Mashrab create?
A. Yassavi B. Sufism C. Naqshbandi D. Landscape
3. I put my foot on the throne,
                               Explain the word Lomakon.
In addition to A.Makon B.BogI eram
C.Jannat D.Makon case
4. One night in the Valley of Love I wandered,
I planted a fire in the flower of Monandi Nayistan.
A. The pain of love B. A heart full of divine love
C. The pain of a lover's heart D. The transience of this world
5. The world came to me in disguise,
"Go away!" I shouted. What art was used in the byte?
A.Tazod B.Tashbih C. Animation D.Irsoli example
Answers:1.A                   2.B                      3.A                  4.B                   5.C
Homework: Ghazal analysis and memorization.
Assessment of students' knowledge                          
 
 
Fury:
Class: 9 “A” -class
Course Title:Boborahim Mashrab "Orthar" radical ghazal analysis. Theoretical information: terms of mysticism and mysticism
The purpose of the lesson: a) educationalto improve students' knowledge and skills about the lyrics of Boborahim Mashrab, his creative heritage, expressive reading of the radical ghazal "Ortar", ideological and artistic analysis, theoretical knowledge of the terms of mysticism and mysticism;
b) educationalrespect for great ancestors, faith and education in the spirit of pure human feelings;
d) developer-improving students' worldview and thinking skills, theoretical knowledge.
Course type:strengthening;
Course style:discussion, expressive reading, analysis, work on the text, theoretical information;
Classroom:textbook, Boborahim Mashrab's image, handouts, samples from Mashrab's poems.
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Baburahim Mashrab on the basis of handouts;
2. What information did you learn about Mashrab's lyrics? Discussion based on the information in the textbook;
            At the stage of understanding the essence of the lesson:
I.Expressive reading of Mashrab's radial ghazal "Ortar" and ideological and artistic analysis of the ghazal:
If I tell you my love, the world will burn,
If I tell you the secret of this love, it will be a lady.
This ghazal is one of the most popular ghazals of the poet.
In it, the lover explains the pain of divine love as follows: "If the sin of love is mentioned, the soul itself will burn, what happened to one soul, but the whole being, the whole world will burn."
In the following verses, the poet explains the secrets of this pain of love one by one. The pain of love grows stronger and stronger…
II. Work on the analysis of the ghazal "Ortar" given in the textbook and the analysis of questions and assignments.
                             In the consolidation phase of the course:
I.Theoretical information: Sufism and mystical tastes
 The purpose of mystical teaching is to bring up a perfect person. In it, a person must go through the stages called Shari'ah, Tariqah, and Truth. The Shari'ah is the path of purification.
Tariqat means "way". A person who enters the path is called a Sufi, a tax collector, a murshid, a dervish. In the Sufi order, he gives his hand to the pir (murshid).
Love is a central concept in mystical literature…
II. Mastering the theoretical information about the terms of mysticism and mysticism in the textbook and working on questions.
III. Reflection of mystical and mystical terms in Mashrab ghazals: Interpretation based on Mashrab ghazals…
IV.Test test:
1. In which Uzbek film is the ghazal song "Ortar" i?jro?
A. ”Scorpion from the altar”B."Last days"
C. “Duv-duv gap in the neighborhood” D."I'm fascinated"
2.The purpose of mysticism:
A. Educating a perfect person B. Promoting divine love
C. Purification of the heart D. Studying the sciences of Sharia
3. The meaning of the word sect. A.Love B.Perfection C.Way D.Truth
4. The central concept in the literature of Sufism:
A.Ishq            B. Theology C. Perfection D. Truth
5.If love reaches a particle of fire, it will be giryon,
He is impatient and restless, his heart is burning.
What art was used in the byte?
A.Talmeh B.Tazod C.Irsoli example D.Tanosub
Answers:1.B                  2.A                      3.C                  4.A                   5.D
Homework: Ghazal analysis and memorization.
Assessment of students' knowledge                          
Fury:
Class: 9 “A” -class
Course Title:Life and work of Muhammad Reza Ogahi
Course Objectives:
a) educationalto provide students with detailed information about the life and work of Muhammad Reza Ogahi;
b) educationalfostering a sense of respect for great ancestors and an interest in literature and poetry;
d) developer-improving students' worldview and thinking skills, theoretical knowledge.
Course type:strengthening;
Course style:debate, expressive reading, analysis, work on text;
Classroom:textbook, image of Muhammad Reza Ogahi, handouts;
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Baburahim Mashrab on the basis of handouts;
2. What information did you learn about Mashrab's lyrics? Discussion based on the information in the textbook. Interpretation of mystical and mystical terms. Asking for memorization of poetry;
            At the stage of understanding the essence of the lesson:
I.Shoir, translator, historian, statesman and public figure Muhammad Rizo Ogahi was born on December 1809, 17 in the village of Qiyot near Khiva in the family of Erniyozbek Mirab. As a young man, he studied Arabic and Persian languages ​​and history. After Munis' death, in 1829, the ruler Allakulikhan appointed him mirab to replace Munis. He worked as a palace historian.
He completed the work "Firdavs ul-Iqbal" ("Iqbal Garden"), which Munis began in 1839.
In 1845, the poet accidentally injured his leg and was bedridden. In 1857, he resigned. However, he did not stop writing. He died in 1874.
II.Assimilate the information given in the textbook on the poet's life
                               In the consolidation phase of the course:
IU completed Firdavs ul-Iqbal (Iqbal Garden) in 1839, which Munis had begun.
Historical works:
"Riyaz ud-davla" (Gardens of Happiness) -1944
"Zubdat ut-tavorix" (Region of History) - 1946
“Jome ul-waqoti sultani” (Summary of the Sultanate) -1847-1855
"Gulshani Davlat" - in the 60s
"Shahidi Iqbal" (Witness of Iqbal) - in the 60s
Translations:
"Nightmare" - Kaikovus
"Haft payfkar" - Nizami Ganjavi
"Gulistan" - Saadi Sherozi
"King and Gado" - Badriddin Hilali
"Yusuf and Zulayho" - Abdurahmon Jami
II.Learn the information given in the textbook and work on questions.
II.Test test:
1. Who is the stepfather?
A.Shoir, translator B.Tarixnavis C.Government and public figure DBjt
2. In what family was he born?
A.Mirob B. Historian C.Shoir D.Kosib
3.Which century did Munis last?
A. “Gulistan” B. “Firdavs ul-iqbal”
C. "Riyaz ud-davla" D. "Haft paykar"
4.Which work of Kaikovus did he translate?
A. “Qobusnoma” B. “Guliston”
C. “Payta of the week” D. “Shah and gado”
5. Historical works written in the last years of his life
A. “Firdavs ul-iqbal” B. “Riyaz ud-davla”, “Zubdat ut-tavorix”
C. “Jome ul-voqeoti sultoniy” D. “Gulshani davat”, “Shahidi iqbol”
Answers:1. D              2.A          3. B          4. A      5.D
Homework: To study the lyrical heritage of Muhammad Riza Ogahi
Assessment of students' knowledge.
                                                                                
 
 
Fury:
Class: 9 “A” -class
Course Title:Lyrics by Muhammad Reza Ogahi
The purpose of the lesson: a) educationalto improve students' knowledge and skills of Muhammad Riza Ogahi's lyrics, creative heritage, expressive reading of the radical ghazal "Ustina", ideological and artistic analysis;
b) educationalto inculcate in the mind of the reader the noble human feelings expressed in the poems;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:debate, expressive reading, analysis, work on text;
Classroom:textbook, Muhammad Riza Ogahi's image, handouts, samples of Ogahi's poems.
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Muhammad Riza Agahi on the basis of handouts;
2. What information did you learn about Ogahi's lyrics.
            At the stage of understanding the essence of the lesson:
I. Ogahi's lyrical heritage is written mainly in the native language and is concentrated in the "Tawiz ul-ashiqin" divan. Compiled at the suggestion and request of Muhammad Rahimkhan Soni (second). The Devon contains the poet's lyrical heritage of more than twenty thousand genres of lyric poetry. More than 1300 of them are in Persian. are located.
         It's funny
         Opened
   hat-u
permission
         Opened
          Rayohinda
  face
gulnori
         Letter
          Yuzi
   impatient decision
man man
        Ruxsori
          Gulnori
    man man
  dawn
  The poem written by the poet in the form of musaviyattarafayn (two-sided equal, the same) in this poem is one of the rare events in our literature.
II. Analysis of Ogahi's ghazal "Navruz"
  Balance stems to the sun, Navruz
  Raised the shadow of the earth Navruz…
This poem is a beautiful example of nature's lyricism. It glorifies the spring holiday on the basis of the art of diagnosis.
                      In the consolidation phase of the course:
Expressive reading and ideological and artistic analysis of I. Ogahi's radical ghazal "Ustina":
Mushkin's eyebrows were raised above the executioner's,
Brings “nas” for my murder “nun” eltibon “sod” ustina…
This ghazal of the poet is considered to be one of the most famous ghazals. It describes the infinite beauty of the lyre. It describes the lyrical hero's love affair. The praise describes the eyebrows and eyes of the lyre. zi represents both blackness and fragrance. Blackness of eyebrows and eyes is described as executioner…
II. Work on the questions given on the basis of the radical ghazal "Ustina", a discussion of the specifics of the use of ghazal art;
III.Test test
1.Shoirninh lyric devoni
A, “Firdavs ul-iqbal” B. “Tawiz ul-ashiqin”
C. “Gulshani Davlat” D. “Shahidi Iqbol”
2. How many Persian verses are from Devon?
More than A.1300 lines Close to B.1300 lines
C.20 thousand more than D.1400 lines
3. At whose request and suggestion was the Devon formed?
A.Nasrulloxon B.Olloqulixon
C.Muhammad Rahimxon D.Olimxon
4. On the basis of which art is the ghazal "Navruz"?
A.Tazod B.Irsoli example
C.Tashxis D.Talmeh
  1. Mushkin's eyebrows were raised above the executioner's,
What kind of art was used in the Egyptian verses "nun" eltibon "sod" ustina?
A.Tashbih B.Tashxis
C.Talmeh D.Irsoli example
Answers:1.B                 2.A                     3.C                  4.C                   5.A
Homework: Ghazal analysis and memorization.
Assessment of students' knowledge                           
 
Fury:
Class: 9 “A” -class
Course Title:   Lyrics by Muhammad Riza Ogahi. Translator, ostriches
Course Objectives:
a) educationalto improve students' knowledge and skills of Muhammad Riza Ogahi's lyrics, creative heritage, expressive growth and ideological-artistic analysis of the poet's poems, translations, poems;
b) educationalto inculcate in the mind of the reader the noble human feelings expressed in the poems;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:debate, expressive reading, analysis, work on text;
Classroom:textbook, Muhammad Riza Ogahi's image, handouts, samples of Ogahi's poems.
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Muhammad Riza Agahi on the basis of handouts;
2. Memorization of Agahi's lyrics and analysis of poems.
            At the stage of understanding the essence of the lesson:
I. Expressive reading of the radical ghazal "Aylansun" and ideological and artistic analysis of the ghazal:
  Let your face be open, let the sun shine, let your head spin,
  Let the new moon show its humility and turn your eyebrows…
In this ghazal of the poet, as well as in other ghazals, a beautiful description of the land is given, and the image of the land is compared to beautiful things.
II.Tarji'band
  Dahr's house is built on water, not solid,
  The hand that entered it was not a moment of anxiety.
  The constant legacy of destruction is its archonidine,
   It is known to the whole world, it is not unknown ham
The poet likens the world to a deposit built on water. In it, liars and hypocrites call it a deposit for many. Everyone who comes to this world will surely pass its tests.
The world is as beautiful as women, but on the one hand, there is a special meaning and content in the simulation of women as cunning, kind and unfaithful.
                       In the consolidation phase of the course:
Expressive reading and poetic-artistic analysis of I.Shoir's feelings
The burden of grief did not bother me,
The sky did not light up.
He did not pity the mango, except himself,
I don’t know if he did or didn’t.
Chicken,we know,It is based on the art of tajnis. In this poem, the poet writes about the socio-political life of that time, the cruelty of this life and the difficulties of society. The meaning of the words is explained as follows:
Or did not bend (or refer to the form of the Arabic alphabet) -1 stanza;
Unburned-unburned-2nd line;
Either did-or didn't-line 4;
II. Work on questions and assignments.
III.Test test
1. You have hidden the secrets of the eye,
Let the fat be turned into a fashingdin with a pregnant pinhon
What art was used in the byte?
A.Talmeh B.Tashbih
C.Tazod D.Irsoli example
2. The idea of ​​the poet's translator
A. The world is full of worries and hardships
B. Appreciate time, make a good name in life
C. This world is a transitory world
D. The flaws of that time were exposed
3. In Tarji'band, what kind of person does the poet write "free from the bondage of grief"?
A. He endured hardships and overcame them
B.Mehr, a faithful man
C. Always moving towards the goal
D. The man who made the ruin prosperous and survived it
4. What art is used to create a chicken?
 A.Tajnis B.Talmeh C.Tashxis D.Irsoli example
5. In what direction was Agahi's poem "Qasidai nasihat" written?
A. Political-didactic lyrics B. Socio-philosophical lyrics
C.Ishqiy D.Philosophical-didactic lyrics
Answers:1.C                2.A                     3.D                  4.A                   5.A
Homework: Memorize and analyze one of the chickens
Assessment of students' knowledge
 
 
 
Fury:
Class: 9 “A” -class
Course Title:    Muhammad Riza Ogahi's lyrics "Ogohnoma".
Theoretical information about the diagnosis
Course Objectives:
a) educationalto improve students' knowledge and skills of Muhammad Riza Ogahi's lyrics, creative heritage, expressive reading of the poet's poetic age "Ogohnoma", ideological and artistic analysis, theoretical information about the diagnosis;
b) educationalto inculcate in the mind of the reader the noble human feelings expressed in the poems;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:discussion, expressive reading, analysis, work on the text, theoretical information;
Classroom:textbook, Muhammad Riza Ogahi's image, handouts, samples of Ogahi's poems.
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Muhammad Riza Agahi on the basis of handouts;
2. Memorization of Ogahi's lyrics and analysis of gazelles, hens.
            At the stage of understanding the essence of the lesson:
I.Expressive reading and ideological-artistic analysis of the poet's poem "Ogohnoma":
Blessed Sango,
Madadkor Tangri taborak sango.
Rejoice in your patience,
Free yourself from trouble and sorrow.
"Ogohnoma" is written in the genre of qasida, which is written on the occasion of the accession of the king and poet Muhammad Rahimkhan. The poet congratulates the khan on his accession to the throne. Allah tells him that he helps him in this work. 'rin holds.
Today, king, sanga kingdom,
God bless you…
Through these verses, the poet addresses the khan and enumerates his qualities…
II. Work on questions and assignments.
                    In the consolidation phase of the course:
I. Theoretical information about the diagnosis
Diagnosis is one of the most widely used artistic tools in our classical literature. "Diagnosis" is an Arabic word derived from the root "person" and means personalization. Diagnosis is a physical and mental condition unique to man. it is the art of translating situations into natural landscapes, living things, objects in unity, and concepts in life.
Tarab tiflin gave birth to dahr zoli,
Ongo boldi magarkim doya navruz…
Meaning: When the old woman of the world gave birth to a happy baby, Navruz fed her…
II. Assimilation of information about the diagnosis given in the textbook and work on the text, work on questions;
III. Reading excerpts from the poems of the poet and analysis on the basis of the acquired knowledge of the places where the art of diagnosis is given.
IV.Test test
1. In what genre is "Notice" written?
A.Qasida B.Ballada C.Tarji'band D.history
2. The meaning of the word "diagnosis"
A.Person B.Copy C.Personalization D.Definition
3. Diagnosis - what kind of art?
A. The use of contradictory words in the verses
B. Transferring human qualities to things in existence
C. The use of figurative words in verses
D. The art of simulation
4. Navruz stems high in the sun,
Raised the shadow of the earth Navruz
What art was used in the byte?
A.Tazod B.Talmeh C.Irsolu parable D.Invitation
5. How many qualities of the khan do the poet show in the "Notice"?
A.22 B.23 C.40 D.30
Answers:1.A               2.C                     3.B                  4.D                   5.A
Homework: Work on questions and assignments
Assessment of students' knowledge
             
Fury:
Class: 9 “A” -class
Course Title:    Life and work of Zokirjon Kholmuhammad oglu Furkat
             provide information about
Course Objectives:
a) educationalto inform students about Zokirjon Kholmuhammad oglu Furkat;
b) educationalto cultivate in students a sense of enlightenment, nostalgia, passion for literature;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:debate, expressive reading, analysis, work on text;
Classroom:textbook, Furkat image, additional fiction, handouts.
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Muhammad Riza Agahi on the basis of handouts;
2. Memorization of Ogahi's lyrics and analysis of gazelles, hens.
            At the stage of understanding the essence of the lesson:
I.Zokirjon Kholmuhammad oglu Furkat enriched the treasury of our literature with lyrical poems, one of the masters of enlightenment literature. The poet was born in 1859 in Kokand in a merchant family. His father Mulla Kholmuhammad was interested in poetry and art. He first studied at the local school, then read Haftiyak and Chor Kitab. At the age of eight, he memorized Farididdin Attor's epic Mantiq ut-tayr. He read Navoi. At the age of 14 he became a student of a madrasah. Later he went to his uncle in Margilan to work as a clerk, calligrapher, and merchant. He returned to Qoqan in 1880 and continued his creative work. He collected his poems and published them. He lived in Tashkent in 21-22, ”Turkis Since 1890 he has worked in Samarkand, Bukhara, Merv, Ashgabat, Baku, Botum, Istanbul, Alexandria, Egypt, Syria, Mecca,
He traveled to Medina, Bombay, Kashmir, Tibet, Khotan, and Yorkent and lived in Yorkent for the rest of his life. However, until 1906, Turkestan did not lose contact with the newspaper. His works included: 1) lyric; 2) journalism, prose works; 3) translations; 4) scientific works. Furkat's translations have not reached us. There are scientific works "Description of wedding", "Description of speech", "Description of mourning", "Rules of scientific poetry". His biographical articles are called "Furkatnoma" and sometimes "Sarguzashtnoma" in literature.
II. Assimilation of the information given in the textbook about Zakirjon Kholmuhammad oglu Furkat and work on the text.
                    In the consolidation phase of the course:
I. ”Fasli Navbahor died."expressive reading and ideological-artistic analysis of the ghazal:
 Fasli navbahor dead ketibon winters,
 Friends, it's a trophy, go to Gulistan.
This poem is a beautiful example of nature's lyrics. It reflects the feelings of the poet, who carefully observed the beautiful changes taking place in nature with the advent of spring. The poet told his friends that spring has come and winter has passed. loot invites you to walk in gulistan at this time…
II. Mastering the information given in the textbook about Ghazal.
III.Test test:
1. In what family was Furkat born?
A.Kosib B.Savdogar C.Dehqon D.Temirchi
2. A profession that he has mastered since his youth
A.Hattotlock B.Mirzalik C.Savdogarchilik D.Temirchilik
3. What work does the writer who returned to Kokand create? (1880s)
A. ”Noah's Land” B. “The Adventure”
C. “Bathroom fantasy” D. “Wedding description”
  1. What are Furkat's works, such as "Wedding description", "Speech description", "Mourning description"?
A. Publicist B. Scientific C. Fiction D. Prose
5.Kolomindin to enjoy
  The mouth is thin, the tongue is thin, the lips are thin, the mouth is thin
What artistic imaging tool was used in the byte?
A.Tazod B.Talmeh C.Invitation D.Explanation
 
Answers:1.B               2.A                    3.C                  4.B                  5.D
Homework: Assimilation of information about the poet's lyrical heritage and analysis of poems
Assessment of students' knowledge
                                                                                
 
Fury:
Class: 9 “A” -class
Course Title: Lyrics by Zokirjon Kholmuhammad oglu Furqat,
                                    ideological-artistic analysis of gazelles
Course Objectives:
 a) educationalto inform students about the lyrics of Zokirjon Kholmuhammad oglu Furkat, expressive reading of poems and analysis of ideological and artistic features;
b) educationalto cultivate in students a sense of enlightenment, nostalgia, passion for literature;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:debate, expressive reading, analysis, work on text;
Classroom:textbook, Furkat image, additional fiction, handouts.
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Zokirjon Kholmuhammad oglu Furkat on the basis of distributions;
2. What knowledge and understanding did you gain about Furqat's lyrics?
            At the stage of understanding the essence of the lesson:
I.Furkat's lyrics consist of genres such as ghazal, masnavi, muhammas, musaddas, mustazad. A significant part of his poems consists of ghazals, the number of which is about 200.
On the stage of Chaman, they say, cypress and jasmine are delicate,
It's weird, the flower pirahan in front of your body is thin…
In doing so, the poet describes the beauty of a friend with very delicate qualities.
As a reference to Fuzuli's ghazal, he sings about the image of a lover, love and devotion in the ghazal "Surmadin kozlar kara" and in the ghazals "Muncha zolim bul ul kunrez kara kozlarin".
In Furkat's oeuvre, the sufferings of the homeland and separation are predominant. ”The poem“ Sabogha khitob ”, the poem“ Manam shorida bulbul ”and various poems are written in this melody
I am lost in my homeland, I am mad at Furqat,
Every ruin is a ruin, speak from the house of Ehzand ..
II. "That black eye ..." ghazal analysis
He's a black-eyed bejo,
Maybe the hand of the andin dahr is too noisy
This ghazal, like other ghazals, is devoted to the description of the mistress, and this ghazal hurts the heart of the companion…
                           In the consolidation phase of the course:
I.Ghazal analysis of "Surmadin eyes are black"
Surmadin's eyes are black, his hands are purple,
Gozadin's face is hot and his eyebrows are tight.
In this ghazal, the lover is described with ghazal descriptions. In addition, these verses are considered to be one of the most famous verses of the poet. He was able to draw his own identity, nationality, image…
II. "We are the people of Istiqno"
We will not go to the place of heat, to the place where we will not cry,
If Chandiki Hirman turns, we won't go to the world…
The melodies, words and ideas in this poem are unique. The ghazal sings of enlightenment, self-awareness and purity…
III.Test test
1. Explain the meaning of the nickname Furqat, which is synonymous with the fate of the poet.
A.Azob, nostalgia B.Ayriliq, firoq
C.Farz, duty D.Dard, suffering
2. The number of poems by Furqat's lyrics
Around A.200, B.189 is closer to D.200 than C.300
3. Whose ghazal is written as a reference to the ghazal "Surmadin eyes are black"?
A.Navoiy B.Bobur C.Atoiy D.Fuzuli
4. "Sabogha khitob", "Manam shorida bulbul" poems
A. Love, the pain of love B. The image of nature
C. Nostalgia, pain of separation D. Description of the lover
5. What does Yusuf know that he is proud of his beauty,
  Zulayho pulls the pain of love
What art was used in the byte?
A.Talmeh B.Irsoli example C.Tazod D.Invitation
Answers:1.B              2.A                    3.D                  4.C                  5.A
Homework: Memorize one of the poet's poems
Assessment of students' knowledge                                                                                 
 
 
 
Fury:
Class: 9 “A” -class
Course Title:  Zokirjon Kholmuhammad oglu Furkat muhammasi, theoretical information about ghazal
The purpose of the lesson: a) educational Expressive reading, analysis, work on questions and assignments, theoretical information about the ghazal by Zokirjon Kholmuhammad oglu Furkat;
b) educationalto cultivate in students a sense of enlightenment, nostalgia, passion for literature;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:discussion, expressive reading, analysis, work on the text, theoretical information;
Classroom:textbook, Furkat image, additional fiction, handouts.
                                  Course Outline:
                                 Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Zokirjon Kholmuhammad oglu Furkat on the basis of distributions;
2. Memorization and analysis of Furqat's poems.
            At the stage of understanding the essence of the lesson:
I.Expressive reading of the muhammad given by Zokirjon Kholmuhammad oglu Furkat in the textbook and ideological-artistic analysis of the muhammad:
I am lost in the kindness of a man who does not know my condition,
I am distracted by my homeland, I have lost my friend,
I am homeless, I am lost in space,
I'm lost in a strange mountain,
Wow, I'm a wild owl.
In this muhammad, the inner feelings of a person who has lost his homeland, who has suffered from the pain of separation, who longs for his loved ones, who is longing for her, are sung.
II. Work on questions and assignments
                       In the consolidation phase of the course:
I. Work on the text of the poem of the poet given in the textbook:
If you are a traveler, like me,
Take the domain, as poor as I am,
As long as I don't bother to find my own wound,
Iqboli nigun, happiness is as black as mine,
Hijran read that his body was very wounded, like me,
Burnt liver-liver sadpora ekan mendek…
This poetic work, like Muhammas, is characterized by the pain of separation, the pain of longing. In this, the poet resembles the hunter himself, because the hunter is in the hands of the hunter, in captivity. He sings of the pain of separation through his inner experiences, likening his destiny to his own, and to allow him to walk freely, in his own corner.
Theoretical information about Gazal II:
Ghazal is an Arabic word that means love, flattery to women. Ghazal first appeared in Arabic literature. The first ghazal in Turkish literature was "The Story of Rabguzi", "Love Letter". The byte means "home" in Arabic. The first byte of the ghazal is matla '(beginning), the last byte is praise' (completion). Rhyming-aa, ba, ca… Gazal is observed to be from 3 to 19 bytes…
II. Mastering the theoretical information about the ghazal given in the textbook and working on the text.
III.Test test
1. What is Muhammas?
A. A poetic genre consisting of 5 lines per byte
B. A poetic genre consisting of 6 verses per byte
C. A poetic genre consisting of 7 verses per byte
D. A poetic genre consisting of 8 verses per paragraph
2. A poetic genre consisting of 6 lines per byte
A.Muxammas B.Mustazod D.Murabba 'D.Musabba'
A.Piece, piece, section
B.A flattery to a woman, a romantic word
C. Scattering of sunlight
D. Praise, description
4. What is the name of a form consisting of two lines in classical literature?
A.Band B.Bayt C.Matla 'D.Maqta'
5. In Musaddas, with which bird does the poet compare his destiny?
A.Kakku B.Bulbul C.Ohu D.Oqqush
Answers:1.A             2.B                   3.B                  4.B                  5.C
Homework: Poet muhammas, mustazadi analysis and mastering theoretical information.
Assessment of students' knowledge                      
 
Fury:
Class: 9 “A” -class
Topic: 5th control work .Essay     "I'm a ghazal martyr"
Course Objectives:
  1. a) ta`limiy- To control the knowledge of students on the basis of the passed subjects;
  2. b) educational-Education of human feelings in the hearts of students, expressed in the poems;
  3. d) developer: development of oral and written speech.
Lesson turi: control;
Control turi: Insho
Lesson services: conversation, planning, essay writing;
Darsning jihozi: textbooks, control workbooks.
                                     Darsning to go:
                                     Organizational works:
                       Darsning call stage:
a) greeting, duty information;
b) distribution of student workbooks;
d) to draw students' attention to the lesson.
                      At the stage of understanding the essence of the lesson:
I. Conversation on the topic of control work, collection of short ideas;
I1. Make a plan on the topic
             Darsning strengthen stage:
I. Writing an essay on the basis of plans on the topic:
  1. Nodira is the queen of Uzbek classical literature.
  2. The ghazal with the radish "Eshit" is my favorite ghazal.
3. Expression of feelings of oriental women in the ghazal.
4. Fine arts used in ghazal.
5. Nodira, who has fascinated for centuries, lives forever.
Nodira is one of the brightest representatives of Uzbek classical literature. She is a symbol of fidelity, devotion, patience in our literature. The melodies in her works are in harmony with the melodies in Zulfiya's works. very close to one.
I have come, O salotin, hear my master,
Sen shah-u, I am poor, please listen to my cry…
In this ghazal, like other ghazals of the poet, the sufferings of separation, the sufferings of love find an artistic, moving expression if
In the ghazal, the feelings of fidelity, devotion, endurance, which are characteristic of Eastern women, are sung. The whole work of the poet is decorated with these beautiful feelings. That is why Nodira is mentioned as a bright symbol of the Uzbek woman.
The poet beautifully expresses the anguish of the heart, the experience of love in the language of soda, on the basis of vivid art.
Nodirabegim lives forever, even after centuries. Because every line of his work is full of eternal and living themes…
II.Control work collecting notebooks.
Home task: Repetition
Fury:
Class: 9 “A” -class
Course Title:  Supervision case analysis
The purpose of the lesson:
a} educationalanalysis of control works written by students, interpretation of the marks received from the control work, work on errors;
b) educationalfostering feelings of love and humanity in the hearts of students;
d) developer-improving students' written literacy and thinking skills.
Course type:strengthening;
Course style:analysis, poetic minutes, creative work.
Classroom:control workbooks, poems and proverbs.
                                      Course Outline:
                                      Organizational work:
                           At the call stage of the lesson:
a) greeting, duty information;
b) control of books;
d) to draw students' attention to the lesson.
                           Darsning essence comprehension stage:
I. Distribute control workbooks to students and interpret their grades from control work 5;
II. Work on errors:
a) work on spelling errors;
b) work on sign errors;
d) work on methodological errors.
                         In the consolidation phase of Dats:
I. Nazm gulshani. On the basis of memorized poems outside the textbook;
II.Creative work: A thousand meanings in one verse (Free expression of ideas based on one poem)
Mother! This is my heart's desire.
I dedicate to you, mother to you.
No, no, not my word, but myself
I dedicate it to you, O great man!
Yes, when a person comes into this world, first of all, he wants to fulfill his duty to his parents, because this is our first duty as a child. you will not be able to fulfill your duty to them, says the poet.
In Uzbek poetry, each line has a thousand meaningsi These words are like a fire in the heart, mani It encourages thinking, thinking, because the word is the basis of both education and spirituality…
II. Analysis of creative work.
III. Reading poetic passages from books of poetry and finding and analyzing the means of artistic expression in poems;
… Singing and moaning,
Where does it come from, oh, fartod.
Who is Navioymikan,
And the patch singer Hayyommikin dod…
In these verses, Abdulla Aripov uses the art of animation, comparing the sad melodies of the following to a human groan.
Homework: Review.
Assessment of students' knowledge.                                                                                                                                                                                                                                             
 
Fury:
Class: 9 “A” -class
Course Title:To give information about the life and work of Abdullah Qadiri
Course Objectives:
a) educational To provide students with theoretical information about the life and work of Abdullah Qadiri;
b) educationalfostering in students a sense of freedom, liberty, enlightenment, interest in literature;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:debate, work on the text;
Classroom:textbooks, portraits of Abdullah Qadiri, additional fiction, handouts, novels;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Zokirjon Kholmuhammad oglu Furkat on the basis of distributions;
2. Memorization and analysis of Furqat's poems.
            At the stage of understanding the essence of the lesson:
I. ”… I have been unjustifiably slandered with all kinds of slanders, personalities and lies. … ”(From Qadiri's speech in court on June 1926, 15)
Abdulla Qodiri was born on April 1894, 10 in Tashkent in a family of gardeners. He was one of the most educated people of his time. Due to the hardships of the time, he worked hard and learned Russian. During this period, he studied at the Abulkasim Madrasah. He studied Sharia, Islamic philosophy, Arabic and Persian languages. In 1914 he began to write articles in the newspapers "Oina", "Sadoyi Turkiston", "Samarkand". "Sadoyi Turkiston" April 1913, 1914 The article "Yandi mosque and school" was published under the signature of Abdullah Qadiri. Shortly afterwards, the poems "To my nation", "Our condition", the drama "Unhappy groom", the story "Juvonboz" were published. He also wrote dozens of journalistic articles and short stories. In addition, Qadiri wanted to write novels such as "Horror", "Amir Umarkhan's Maid", and "Prayer Thief". However, the Soviet government did not allow it.
As early as 1926, he was arrested in the third issue of Mushtum magazine for the article "Summary" on charges of "discrediting Soviet leaders in the press for counter-revolutionary purposes." I'm not the guy who said "dog"… ", he justified his name. On New Year's Eve 1937, the writer was arrested for the second time. On October 1938, 4, the writer was shot as an" enemy of the people ", although the verdict was issued on October 5. was.
II. Assimilation of information about Abdullah Qadiri given in the textbook and work on the text
                      In the consolidation phase of the course:
I. Work on questions and assignments.
Assimilation of information about II.Abdulla Qodiri in additional literature and discussion on the topic "Fidoys of Independence"
III.Test test
1. In what family was Abdullah Qadiri born?
A. Farmer B. Gardener C. Blacksmith D. Trader
2. In which press was the article "New mosque and school" published?
A. ”Sadoyi Turkiston” B. “Oina”
C. "Samarkand" D. "Mushtum"
3. What genre is "The Unhappy Groom"?
A.Story B.She'r C.Roman D.Drama
4. For which article was Abdullah Qadiri first arrested?
A. “Summary” B. “Our situation”
C. “New school and mosque” D. “To my nation”
5. The author's work on the occasion of collective farms
A. “Scorpion from the altar” B. “Unhappy groom”
C. “Obid ketmon” D. “Juvonboz”
Answers:1.B             2.A                  3.D                  4.A                  5.C
Homework: to read the whole novel "Last Days"
                                                                               
Fury:
Class: 9 “A” -class
Course Title:6 control work .Test test
Course Objectives:
a) educational-II quarter to test students' knowledge on the topics covered through a test and to assess the knowledge acquired by students;
b) educationalincrease students' interest in learning;
d) developer-Improving the knowledge acquired in the II quarter and improving the thinking capacity of students.
Course type:written work;
Course style:interview, test, analysis;
Classroom:control workbooks, test handouts.
                                             Course Outline:
                                             Organizational issues:
                      At the end of the lesson:
a) greeting, duty information;
b) distribution of control workbooks;
d) to draw students' attention to the lesson.
                    At the stage of understanding the essence of the lesson:
I.6 Interview based on the content of the control case:
Control work 4 - Test test. On the basis of the topics covered in the II quarter, students' knowledge is tested and knowledge, skills, abilities are analyzed, the test consists of 20 questions, each test has 4 answers, A, B, C, D - only bits are required to determine the correct answer.
II.Distribution of test handouts.
             In the consolidation phase of the course:
I. Carrying out of test and observation of written control work of pupils, giving the necessary understanding, indicators.
II. Collecting control workbooks and checking and evaluating the tests performed by students
III.Explain the test results and analyze the shortcomings and compare with the correct answers.
Vacation Tasks: 1.Repetition of topics covered in the II quarter;
2. Memorize poems.
3. Reading works of art
Fury:
Class: 9 “A” -class
Topic: Repetition
Course Objectives:
a) educational: review and consolidation of knowledge on the topics covered;
b) educational: education in the hearts of students, interest in literature, reading works of art, fostering feelings of love for the motherland;
d) developer: to improve the knowledge acquired by students.
Course type: repetition
Course style: competition, poetry bouquet, creative work.
Classroom: literature textbook, handouts, works of art, poems.
   Course Outline:
                                  Organizational work:
                    At the call stage of the lesson:
a) greeting, duty information;
                  b) checkbooks;
d) attracting students' attention to the lesson;
                Interview on vacation assignments:
1. Conversation based on memorized poems in addition to the textbook memorized during the holidays;
2. Discussion of works of art read outside the textbook.
                  At the stage of understanding the essence of the lesson:
Questions and answers on the basis of the handouts on the life of poets and poetesses in the II quarter. (Zahiriddin Muhammad Babur, Boborahim Mashrab, Muhammad Riza Ogahi, Furkat, Abdulla Qodiri)
II. Inter-row competition: on the basis of poems memorized in the II quarter: on the basis of ghazals of Zahiriddin Muhammad Babur, Boborahim Mashrab, Muhammad Riza Ogahi, Furkat
                 In the consolidation phase of the course:
I.Creative work: Lines close to the heart
 
Seasonal navbahor dead ketibon winters,
Friends, it's a trophy, go to Gulistan.
Dew fell in the morning, the vegetables were happy,
Flowers are rare, rainy clouds…
Each time these famous verses of Furqat sound like a melody, the joy of living, the desire to live in the heart becomes more and more vivid. The brilliance of the words is colorful and shines like a rainbow. It encourages you to move faster, to conquer the highest peaks… II. Ghazalkhan competition.
Home task: Preparation of tests, handouts based on the topics covered.
Students knowledge evaluation.
                                                                                
 
2-47  Literature 9th grade
 
Fury:
Course Title:Abdullah Qadiri's novel "Last Days"
The purpose of the lesson: a) educational To give information about Abdullah Qadiri's novel "Last Days" and to read and analyze the work;
b) educationalfostering in students the feelings of national identity and humanity, promoted in the play;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:discussion, work on the text, analysis of the work;
Classroom:textbook, the image of Abdullah Qadiri, additional fiction, handouts, novels, novels "Last Days";
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Abdullah Qadiri on the basis of handouts;
2. What do you know about the novel "Last Days"?
            Darsning At the stage of understanding the essence:
I.Abdulla Qodiri's work "Last Days" is the first and perfect example of Uzbek novelism, as well as Uzbek cinema based on this novel has a special place in Uzbek cinema. in which the writer is able to paint a real-life scene, in which both the reader and the viewer can live with his characters and feel the emotions in them.
As in any work, the writer, who is very well prepared for writing his works, from 1917 to 1918 began to collect material for his main work, the novel "Last Days". The writer began writing the novel in 1919. In 1922, the first chapters of the first Uzbek novel were published in the magazine "Revolution". In 1925, the chapters of the novel were published in three separate books, and in 1926, "Last Days" as a whole.
II. Assimilation of information about the work "Last Days" in the textbook and additional fiction.
                        In the consolidation phase of the course:
I.Work on the passage from the textbook "Last Days" and analyze the work:
In the chapter "If the rent is like that", Abdullah Qadiri gives beautiful and accurate information about the buildings that are in line with our national identity and craftsmanship, and connects this information with the inner world of the heroes (Mirzakarim kutidor). The appearance of the protagonists is in harmony with their age and inner world (Mother of the Sun, Aisha, Aunt Toybeka, Silver).
Work on the full edition of the work II and discuss based on the description of events
III.Test test:
1. When did the writer start writing the novel "Last Days"?
A.1919 B.1917-1918 C.1922 D.1920
2. In which press was the work published in full?
A. “Mirror” B. ”Revolution” C. “Samarkand” D. “Sadoyi Turkiston”
3.1926…
The first chapters of A.Asar were published
B.Asar has been published in three books.
C.Asar began to be written.
D. "Last Days" was published as a whole.
4. What was the first thing from the "conspicuous excesses" in the house of my lord the savior?
A. Needed buildings B. Networks
C. Koshinkon and patterned awning    D.Tancha
5 ”… .Who was the woman wearing a satin shirt inside, a khan satin guppy over it, and a white hat on her head?
A. Mother of the sun B. Aisha bibi C. Silver D. Toybeka
Answers:1.A          2.B              3. D               4.C                5.A
Homework: to read the whole novel "Last Days"
                                                                                 Viewed: 
                                                                               MO`IBDO`: Norova N
 
2-48  Literature 9th grade
 
Fury:
Course Title:Abdullah Qadiri's novel "Last Days"
The purpose of the lesson: a) educational To give information about Abdullah Qadiri's novel "Last Days" and to read and analyze the work;
b) educationalfostering in students the feelings of national identity and humanity, promoted in the play;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:discussion, work on the text, analysis of the work;
Classroom:textbook, the image of Abdullah Qadiri, additional fiction, handouts, novels, novels "Last Days";
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Abdullah Qadiri on the basis of handouts;
2. What do you know about the novel "Last Days"?
            Darsning At the stage of understanding the essence:
I.Abdulla Qodiri's work "Last Days" is the first and perfect example of Uzbek novelism, as well as Uzbek cinema based on this novel has a special place in Uzbek cinema. in which the writer is able to paint a real-life scene, in which both the reader and the viewer can live with his characters and feel the emotions in them.
As in any work, the writer, who is very well prepared for writing his works, from 1917 to 1918 began to collect material for his main work, the novel "Last Days". The writer began writing the novel in 1919. In 1922, the first chapters of the first Uzbek novel were published in the magazine "Revolution". In 1925, the chapters of the novel were published in three separate books, and in 1926, "Last Days" as a whole.
II. Assimilation of information about the work "Last Days" in the textbook and additional fiction.
                        In the consolidation phase of the course:
I.Work on the passage from the textbook "Last Days" and analyze the work:
In the chapter "If the rent is like that", Abdullah Qadiri gives beautiful and accurate information about the buildings that are in line with our national identity and craftsmanship, and connects this information with the inner world of the heroes (Mirzakarim kutidor). The appearance of the protagonists is in harmony with their age and inner world (Mother of the Sun, Aisha, Aunt Toybeka, Silver).
Work on the full edition of the work II and discuss based on the description of events
III.Test test:
1. When did the writer start writing the novel "Last Days"?
A.1919 B.1917-1918 C.1922 D.1920
2. In which press was the work published in full?
A. “Mirror” B. ”Revolution” C. “Samarkand” D. “Sadoyi Turkiston”
3.1926…
The first chapters of A.Asar were published
B.Asar has been published in three books.
C.Asar began to be written.
D. "Last Days" was published as a whole.
4. What was the first thing from the "conspicuous excesses" in the house of my lord the savior?
A. Needed buildings B. Networks
C. Koshinkon and patterned awning    D.Tancha
5 ”… .Who was the woman wearing a satin shirt inside, a khan satin guppy over it, and a white hat on her head?
A. Mother of the sun B. Aisha bibi C. Silver D. Toybeka
Answers:1.A          2.B              3. D               4.C                5.A
Homework: to read the whole novel "Last Days"
                                                                                 Viewed: 
                                                                               MO`IBDO`: Norova N
 
 
 
 
 
                        2-49  Literature 9th grade                                          
Fury:
Course Title:Abdulla Qodiri's novel "Last Days". Discussion: "Otabek, Silver and the youth of our time"
The purpose of the lesson: a) educational Expressive reading of the novel "Last Days" by Abdulla Qodiri, questions and answers on the content of the work, art, work on the text, organizing a discussion on the work and connecting it with modern life;
b) educationalfostering the feelings of love, affection and loyalty, trust, national pride, self-remembering promoted in the play;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:discussion, work on the text, comparison;
Classroom:textbook, the image of Abdullah Qadiri, additional fiction, handouts, the novel "Last Days";
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Abdullah Qadiri on the basis of handouts;
2. Work on questions based on the novel "Last Days".
            At the stage of understanding the essence of the lesson:
I. Expressive reading of a literary article about the novel "Last Days" and questions and answers on the basis of the article:
"Last Days" is the main work of Abdullah Qadiri. The author did not take the subject of the work from the past days in vain. Because every nation that wants to be strong today and the future must know the past well. ”Tries to show the original spiritual image of the people.
The author reflects in the play that even in the most ugly times of history, there were bright personalities and bright aspects in the life of the nation…
II. Discussion: "Otabek, the youth of our Silver Time"
The novel "Last Days" is valuable and important for all time, because it teaches us not only to remember history, but also our own national traditions, love and devotion, contentment and love. Especially today. It is safe to say that the views of our youth on love can serve as a model for others.
                              In the consolidation phase of the course:
Work on the text of the full edition of the novel and discuss the course of events at the end of the work, the outcome and the solution. Analysis and comparison of the relationship between Otabek, Kumush and Zaynab.
II. Debate: "Can we blame Zaynab?"
Zaynab! For many years, the slogan "Silver and Otabekka" was used as a symbol of love in the way of love? However, she was also a woman, and she had the right to love and be loved. The fate of the day attracted her along with Silver. The dream of parents, the envy of Khushroybibi put an end to the fate of these two munisa women. They agreed to live together with the love of Otabek. jealousy and envy filled his heart…
III.Test test:
1. Silver writes in his letter, "I decided to chase"?
A. To chase someone B. To be friends with Zaynab
C. To be a faithful companion D. To forget the vagrants for two years
2. What does silver say "I'm so scared"?
A. Uzbek Mother does not accept it
From the jerks and curses of B. Zaynab
C. From the suffering of her mother Sun Mother
D. From remembering the past days
3. What is Otabek afraid of?
A. From how his mother received Silver
From the relationship between B.Zaynab and Kumush
C. From a meeting after a two-year separation
D.Mirzakarim from looking into the eyes of the savior
4. To which days are the "dirtiest, darkest days" described by the writer in the play referred to?
AI to the period of World War B. To the period of Revolution
To the Soviet government to the Khanate
5. The novel "Last Days"
A.Historical novel B.Sarguzasht novel
C.Love novel D.Dilogic novel
Answers:1.A            2.B               3.A                  4.D                  5.A
Homework: Creative work based on the novel "Last Days": "Otabek, Silver and the youth of our time"
Assessment of students' knowledge. 
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                                                                               MO`IBDO`: Norova N
 
                                                         
 3-52   Literature 9th grade
 
Date:.
Course Title:Work on the text of the novel "Last Days" by Abdullah Qadiri, analysis of the work
The purpose of the lesson: a) educational Expressive reading of the novel "Last Days" by Abdulla Qodiri, questions and answers on the content of the work, art, work on the text;
b) educationalto cultivate the feelings of love, trust in love and devotion, national pride, self-remembering, which are promoted in the play;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:debate, work on the text;
Classroom:textbook, the image of Abdullah Qadiri, additional fiction, handouts, the novel "Last Days";
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Abdullah Qadiri on the basis of handouts;
2. Work on questions based on the novel "Last Days".
            At the stage of understanding the essence of the lesson:
I. In the section "Unexpected Happiness" Abdullah Qadiri expresses the love and affection of the Uzbek people, love and care for the family. There is a reason why Silver does not immediately agree to marriage. A family built on love, loyalty and trust is strong. But when the eyes collide, Silver's "Are You?"
These words seemed to answer all the questions, to overcome the sufferings. These were warm words from the heart, spoken with kindness, modesty, modesty. In these moments, the writer, along with the modesty, modesty and delicacy of Uzbek girls, became national. ziga also expresses its originality beautifully z
II. Work on the text "Unexpected Happiness" and a discussion on the depiction of the state of the heroes and the expression of artistic expressions.
                       In the consolidation phase of the course:
I. ”Ota-ona dream"work on the text of the section and discuss the specifics of this section:
 This section is one of the chapters of the work. Because it vividly expresses the national spirit of the Uzbek people. , the child's attitude to his parents is reflected in the national spirit. In addition, Otabek's attitude to his parents, Yusufbak Haji's son, is evident in his words…
"-My son, whether you have heard of it or not, we are one above you ish so we put...
...What wise men do to their sons is not acceptable."
Discussion based on the ideas and opinions in Section IIdiscussion
III. Questions and answers on the basis of the full edition of the work.
III.Test test:
1. Where does Otabek see Silver for the first time?
In A.Kutidor's house B.Soy
C. In the footwear market D. Arik paint
2. “Who was the fifty-five-year-old who was famous for his light-skinned, stocky nature and sharpness to the ground?
A. Toybeka B. Uzbek mother C. Sun mother D. Oybodoq
3. An interesting nature of Yusufbek Haji
A. He does not have long conversations with his family on any issue.
B. Discusses any issue extensively with his family.
C. Only discusses with Hasanali.
D.Ogli favors Otabek in any matter.
4. What does the Uzbek mother call the bride from Margilan?
A.Loli B.Kalvak C.Andi D.Kumushbibi
5. Who does Otabek mean by "knowingly oppressing and betraying a poor person"?
A.Silver B.Zaynab C.Uzbek mother D.Hasanali
Answers:1.D             2.B                 3.A                  4.C                  5.B
Homework: Work on the text of the novel "Last Days".
Assess students' knowledgelash          Viewed: 
                                                                               MO`IBDO`: Norova N
 
 
 
 
                        
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
                                                                                                               
    Date: Class: 9th grade
Course Title:Work on the text of the novel "Last Days" by Abdullah Qadiri, analysis of the work
The purpose of the lesson: a) educational Expressive reading of the novel "Last Days" by Abdulla Qodiri, questions and answers on the content of the work, art, work on the text;
b) educationalto cultivate the feelings of love, trust in love and devotion, national pride, self-remembering, which are promoted in the play;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:debate, work on the text;
Classroom:textbook, the image of Abdullah Qadiri, additional fiction, handouts, the novel "Last Days";
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Abdullah Qadiri on the basis of handouts;
2. Work on questions based on the novel "Last Days".
            At the stage of understanding the essence of the lesson:
I. In the section "Unexpected Happiness" Abdullah Qadiri expresses the love and affection of the Uzbek people, love and care for the family. There is a reason why Silver does not immediately agree to marriage. A family built on love, loyalty and trust is strong. But when the eyes collide, Silver's "Are You?"
These words seemed to answer all the questions, to overcome the sufferings. These were warm words from the heart, spoken with kindness, modesty, modesty. In these moments, the writer, along with the modesty, modesty and delicacy of Uzbek girls, became national. ziga also expresses its originality beautifully z
II. Work on the text "Unexpected Happiness" and a discussion on the depiction of the state of the heroes and the expression of artistic expressions.
                       In the consolidation phase of the course:
I. ”Ota-ona dream"Discussion of the text of the section and the originality of this section: This section is one of the chapters of the work itself, because it clearly reflects the national spirit of the Uzbek people. The problem of "solving" the fate of children due to his dream is deeply reflected in it. This is clearly seen in
"-My son, whether you have heard of it or not, we are one above you ish so we put...
...What wise men do to their sons is not acceptable."
Discussion based on the ideas and opinions in Section IIdiscussion
III. Questions and answers on the basis of the full edition of the work.
III.Test test:
1. Where does Otabek see Silver for the first time?
In A.Kutidor's house B.Soy
C. In the footwear market D. Arik paint
2. “Who was the fifty-five-year-old who was famous for his light-skinned, stocky nature and sharpness to the ground?
A. Toybeka B. Uzbek mother C. Sun mother D. Oybodoq
3. An interesting nature of Yusufbek Haji
A. He does not have long conversations with his family on any issue.
B. Discusses any issue extensively with his family.
C. Only discusses with Hasanali.
D.Ogli favors Otabek in any matter.
4. What does the Uzbek mother call the bride from Margilan?
A.Loli B.Kalvak C.Andi D.Kumushbibi
5. Who does Otabek mean by "knowingly oppressing and betraying a poor person"?
A.Silver B.Zaynab C.Uzbek mother D.Hasanali
Answers:1.D             2.B                 3.A                  4.C                  5.B
Homework: Work on the text of the novel "Last Days".
Assessment of students' knowledge                                                                                                                                                                           
Class: 9th grade Date:
Course Title:Abdullah Qadiri's novel "Last Days". Theoretical information on the expression of the national spirit in the work of art;
The purpose of the lesson: a) educational Expressive reading of the novel "Last Days" by Abdulla Qodiri, questions and answers on the content of the work, art, work on the text; providing theoretical information on the expression of the national spirit in the work of art and strengthening on the basis of the novel "Last Days";
b) educationalfostering the feelings of love, affection and loyalty, trust, national pride, self-remembering promoted in the play;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:discussion, work on the text, theoretical information, comparison.
Classroom:textbook, the image of Abdullah Qadiri, additional fiction, handouts, the novel "Last Days";
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Abdullah Qadiri on the basis of handouts;
2. Work on questions based on the novel "Last Days".
            At the stage of understanding the essence of the lesson:
I. A moment of questions and answers and discussion on the basis of the full edition of the novel "Last Days" and the course of events;
II. Work on the passages from the novel "Last Days" and work on the text:
In the section "The moon does not cover with a skirt" we again encounter a painful conversation between a father and a son. Now Yusufbek Haji comforts his son. Mirzakarim, who is aware of what he did in Margilan, wrote Through the letter, his heart began to shine with the rays of love again. Because Silver went to Tashkent, Mirzakarim Kutidor forgave him…. Visol was close…
II. Expressive reading of the "Letter" written by Silver and discussion on the basis of the letter:
"From the name of Zulaykha, who was unstable in Yusuf's trade, from the horse of Layli, who cried in Majnun's love, to the hairs on my head. Silver, who "blamed" Otabek for himself, wisely observes every event and says, "Sooner or later I will see the way, it looks like a lifetime .. ”, also points to the bitterness of the pain of separation…
                               In the consolidation phase of the course:
I. Theoretical information:The expression of the national spirit in fiction
The nationality of the work of art is the reflection of the spiritual and spiritual features of the same nation in the literature. The nationality in the depiction of the feelings, thoughts of the heroes, along with the characteristics of the people, national landscapes, national traditions. The novel "Last Days" is also distinguished by the fact that it reflects the national spirit.
II. Debate on the basis of the places where the expression of the national spirit is reflected in the novel "Last Days";
III. Work on the text of the full edition of the novel.
III.Test test:
1.Otabek Yusufbek tells Haji what kind of "… among the people ..." he was killing?
A. Among the coerced and raped B. John among the people
C. Among the liars and swindlers D. Among the humiliated
2. From whom does Yusufbek Haji hear this news in Margilan?
A.Zaynab B.Uzbek mother C.Mirzakarim kutidor D.Hasanali
3. “When something happens to a person, it is immediate. and …… asks, ”what does Yusufbek Haji mean?
A. Advice and assistance B. Advice and assistance
C. Salvation and satisfaction D. Help and advice
4. What did Yusufbek Haji be afraid of?
From A. Zaynab's harassment of Silver
B. The fact that my Uzbek mother does not give light to the bride of Mrgilan
C. Otabek's suffering from the effects of two loves
From the humiliation of his son by D.Mirzakarim aka
5. What do you mean by the expression of the national spirit in fiction?
Creation of A.Asar in Uzbek language
B. Demonstration of the people, landscapes of national life, national traditions, characteristics of the nation
C. Reflecting the thoughts and experiences of the heroes
D.All answers are correct
Answers:1.A            2.C                3.B                 4.D                 5.D
Homework: work on questions based on the novel "Last Days"; find places in the work that express the national spirit.
Assessment of students' knowledge.                                   
                                                                                                                                                                                                                                               Date: 9th grade                Date: Course Title: Analysis of Abdullah Qadiri's novel "Last Days", work on questions.
The purpose of the lesson: a) educational Expressive reading of the novel "Last Days" by Abdulla Qodiri, questions and answers on the content of the work, art, work on the text;
b) educationalfostering the feelings of love, affection and loyalty, trust, national pride, self-remembering promoted in the play;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:debate, work on the text;
Classroom:textbook, the image of Abdullah Qadiri, additional fiction, handouts, the novel "Last Days";
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Abdullah Qadiri on the basis of handouts;
2. Work on questions based on the novel "Last Days".
            At the stage of understanding the essence of the lesson:
I. Questions and answers on the full edition of the novel "Last Days", listening to students' independent opinions on the course of events in the novel and analysis of the work;
II. Expressive reading of the section "Monday night" and on the basis of the section to reveal the peculiarities of Otabek, Homid, Mutal and Sodiq. "Tonight was a dark night in which Otabek and Homid embraced the issues of life and death, and which of them was as dark as that dark night?" Abdullah Qadiri said, "It was a dark night." He also tries to express the fate of the heroes behind his darkness and creates a knot in the reader's interest in the fate of the hero, which the reader tries to untie. Otabek, aware of the evil intentions of Hamid, Sadiq and Mutal, He tries to protect his love and pride and fights alone with three evil men and defeats the evil ones.
II. Work on the questions given at the end of the section.
                               In the consolidation phase of the course:
I. Expressive reading of the following sections of the textbook and discussion on the basis of the text:
The novel "Last Days" is a historical novel, which, along with the true love of Silver and Otabek, vividly depicts the socio-political life of Margilan and Tashkent in the late XIX and early XX centuries, the state of the people, history. It is as if the events of the uprising of the oppressed people take us back to that period. In these events, the connection between Yusufbek Haji and Otabek is vividly described by Qodiri. In addition, these events are frequent between father and son. However, Yusufbek Haji's actions in the interests of the people are a sign of nationalism and take part in the uprisings against the khan.
Work on the text of the full edition of the novel II.
III.Test test:
1. "This is a tagged building ..." Whose house was it?
A.Mirzakarim The house of the savior B.The house of Silver
C.Homid's own house D.The hotel where they stayed
2. Who was Otabek's first prey?
A.Homid B.Sodiq C.Mutal D.Hasanali
3. Which khan's khanate period is reflected in the novel?
A.Khudoyorkhon B.Olloqulikhon
C.Normuhammad D.Musulmonqul
4. What does Otabek think about his father's involvement and is he upset?
A. That the Kipchaks were brutally exterminated
When he advised B.Khudoyorkhan on paying taxes to the people
C. When he led the uprising
D. In the disagreement between Silver and Zaynab
5. To whom does Khudoyorkhan hate and destroy the Kipchaks?
A.Normuhammad B.Ollloqulixon
C.Nasrulloxon D.Musulmonqul
In A.Kutidor's house B.Soy
Answers:1.B            2.C                3.A                  4.A                  5.D
Homework: Work on questions based on the novel "Last Days".
Assessment of students' knowledge.          
                            
Date: 9th grade                            Date:.
Course Title:Life and work of Cholpon, son of Abdulhamid Sulaymon
The purpose of the lesson: a) educational To develop knowledge and skills on the life and work of Abdulhamid Sulaymon oglu Cholpon;
b) educationalfostering in students a sense of kindness, modesty, appreciation and interest in literature;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:debate, work on text, expressive reading;
Classroom:textbook, the image of Abdulhamid Sulaymon oglu Cholpon, additional fiction, handouts, the novel "Night and Day";
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Abdullah Qadiri on the basis of handouts;
2. Work on questions and assignments based on the novel "Last Days" and analysis of creative works on "Otabek, Silver and the youth of our time."
            At the stage of understanding the essence of the lesson:
I. In the seventh grade you had information about the life and work of Cholpon. Tell me, what do you know about the poet?
II. Poetry minute based on the poet's poems:
In the dark night, staring at the blue,
I ask you of the brightest star.
The star was ashamed and bowed her head.
He says I see him in a dream.
I see in my dreams, so beautiful,
More beautiful than the moon, more beautiful than the day…
III. Poet, playwright Abdulhamid Sulaymon oglu Cholpon was born in Andijan in 1897. Although his father was engaged in trade, he also wrote poems. He studied Turkish, Persian and Arabic languages ​​and literature. He published his correspondence under the pseudonyms "Kalandar", "Mirza Qalandar", "Q", "Andojonlik", "Cholpon" in "Sadoyi Turkiston", "Sadoyi Fergana", "Turkistan viloyat Gazeti". In 1918, the newspaper "Sadoyi Turkiston" published a poem "To my Turkestan relatives", then the story "The victim of ignorance", the article "What is literature?", The story "Doctor Muhammadiyor". and fight for freedom.
Cholpon's creative and literary heritage is also significant. "Uzbek young poets", "Beautiful writers", "Pieces of literature" collections and collections, "Awakening", "Springs", "Morning secrets" He created plays such as "Bright", "Halil Farang", "The Maid's Rebellion", "I'm Getting Married Again", "Comrade Karshibaev", "Attack". He translated Gogol's "The Investigator", I. Franco's "Feruza", L. Andreev's "The Story of the Hanging Seven People" into Uzbek, the novel "Night and Day" and the collection of poems "Word". period. The poet was first accused of being a “nationalist and pessimistic poet” in 1932, and was arrested a second time on July 1926, 1937 as an “enemy of the people,” and shot on October 14, 1938.
                                      In the consolidation phase of the course:
I.Mastering the information given in the textbook on the life and work of Abdulhamid Sulaymon oglu Cholpon and working on the text.
II. Assimilation of additional information about the poet from additional fiction.
III.Test test:
1.Which of the following nicknames is not specific to Cholpon ??
A.Qalandar, Q B.Andijonlik, Cholpon
C.Mirza Qalandar D.Julqunboy
2.1918. Which work will be published in the newspaper "Sadoyi Turkiston" on April 18, XNUMX?
A. The poem "To the Turkestan relatives" B. The article "What is literature"
C. The story of the "victim of ignorance" D. The story of "Doctor Muhammadiyar"
3.1921-22 Which newspaper does the poet run?
A. “Revolution” B. “Bukhara news” C. “Sadoyi Fergana” D. “Mirror”
4. Which work of I. Franco did he translate into Uzbek?
A. “Investigator” B. “Feruza”
C “The Story of the Seven Hanging People” D. “The Word”
5. On what slander was the poet arrested in 1926?
A. Enemy of the people B. Nationalist poet
C. A nationalist and a pessimistic poet, D.Shora rebelled against the government.
Answers:1.D           2.A                3.B                  4.B                  5.C
Homework: Assimilation of information on the poetry of Cholpon and analysis of poems
Assessment of students' knowledge.         
Date: 9th grade                                              Fury:
Course Title:Poetry of Abdulhamid Suleiman oglu. Social and intimate lyrics.
Course Objectives:
a) educational Expressive reading of poems of Abdulhamid Sulaymon oglu Cholpon and ideological and artistic analysis of poems, formation of knowledge and skills about social and intimate lyricism;
b) educationalfostering in students a sense of kindness, freedom, appreciation and interest in literature;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:debate, text work, expressive reading, theoretical knowledge;
Classroom:textbook, the image of Abdulhamid Sulaymon oglu Cholpon, additional fiction, handouts, the novel "Night and Day";
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Cholpon on the basis of handouts;
2. To ask for memorization of Cholpon's poems and to discuss the art and ideas in them;
At the stage of understanding the essence of the lesson:
I. In the seventh grade you had information about the life and work of Cholpon. Tell me, what idea was put forward in the poems of the poet?
II. In his poems, his inspiration always boiled like a spring. His fiery heart, impressionable heart, rebellious nature are clearly visible. He was a creator whose poetry was one with his personality.
I lost my way when the palace of love was closed.
I've been stuck on this dangerous road for centuries.
In this poem, the poet sings along with the heartaches of the fiery and painful world of love.
II. Analysis of poems "Heart", "Fire":
Sorry, why are you munch
Did you make friends with the rings?
Na faryoding, na doding bor,
Why are you so slow?
The poet knows that slavery does not begin with the shackles of the body, but with the chains of the soul, for the free man cannot be enslaved.
Why night and day in my ears
The croaking sound of owls screaming?
Why every game in my presence
And every laugh scatters poison, burns grass?
In this poem, too, the poet vividly reflects the situation in Turkestan and the people of that time.
                                          In the consolidation phase of the course:
I. Expressive reading and analysis of the poem "Freedom of Conscience":
Moon captives, moon oppressed,
Moon tormented, poor hands,
The moon is hopeless, the moon is drawn
White hearts to Dor!
This poem describes the plight of a people oppressed by freedom and colonial oppression and urges every oppressed nation to fight for freedom…
II. Work on the text of a literary article about the poems of Cholpon.
III.Theoretical information: Social and intimate lyrics
"Intimate" is a Latin word meaning "inner" and "secret". In an intimate poem, the poet directly reflects the feelings, emotions and situations that belong to him. Her husband was born in this spirit. Works created as a result of disturbing the author's feelings of social events, unbalancing them, are examples of social lyricism. It reflects the events of life, interpersonal relationships. "Soul", "To the broken country", "Fire"…
IV.Test test: 1. A collection of poems written by the poet at the end of his life
A. “Dawn” B. “Springs” C. “Word” D. “Awakening”
2. What kind of lyrical product is the poem "Kalandar ishqi"?
A.Intimate B.Social C.Landscape D.Philosophical
3. I saw the sea of ​​Karashma, there is no wave of tenderness,
I didn't know it was going to be a catastrophe. What kind of art was used?
A.Tashbih B.Invitation C.Tazod D.Irsoli example
4. The meaning of the word "intimacy"
A. The most secret, inner B. Synchronized with the events of life
C. Heartache D. Love songs
5. What are the lyrical products of the poems "Freedom of Conscience", "Heart", "To the Broken Land", "Fire"?
A.Intimate B.Education C.Social D.Landscape
Answers: 1. C 2. A 3.B 4. A 5.C
Homework:Memorization of poetic poems.
Assessment of students' knowledge
 
Date: Grade 9 Date: Course Title:Abdulhamid Sulaymon oglu's novel "Night and Day"                                                      The purpose of the lesson: a) educational To inform students about the novel "Night and Day" by Abdulhamid Sulaymon oglu Cholpon and to read and analyze the text of the work;                                 b) educationalfostering human feelings in students;                                                                    d) developer-to increase students' worldview and thinking ability, the ability to read a work of art.                                                                                                                                                           Course type:strengthening;
Course style:debate, work on text, expressive reading, analysis;
Classroom:textbook, the image of Abdulhamid Sulaymon oglu Cholpon, additional fiction, handouts, the novel "Night and Day";
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Cholpon on the basis of handouts;
2. To ask for memorization of Cholpon's poems and to discuss the art and ideas in them;
            At the stage of understanding the essence of the lesson:
I. Dear readers, What historical novels do you know?
In 1934, Cholpon II wrote the novel Night and Day, showing his great talent. The book was supposed to consist of two books, "Night" and "Day". The chapter was published in 1935 in the journal "Soviet Literature". The novel was published in its entirety in 1936. Some of Cholpon's contemporaries say in their memoirs that the second book was completed. Unfortunately, the second book was not found. It is possible that the manuscript was destroyed during the poet's repression. However, the first book of the work went down in history as one of the most advanced Uzbek novels.
                           In the consolidation phase of the course
         I. Work on the text of the novel "Night and Day" given in the textbook.
II. Work on the full edition of the novel "Night and Day";
III.Test test:
1. What kind of novels is "Night and Day"?
A.Adventure B.Historical
C.Ishqiy D.Falsafiy
2. When did the work start to be written?
A.1936-y B.1934-y C.1935-y D.1938-y
3. In which magazine was the work published?
A. "Soviet literature"                B. "Revolution"
C. “Oriental literature” D. “Sadoyi Turkiston”
4. When was the work published in full?
A.1936-y B.1935-y C.1934-y D.19937-y
5.Who replaced Zebi?
A.Poshshaxon B.Sultonxon
C.Hadicha D.Nodirmohbegim
Answers: 1.B 2.B 3.A 4.A 5.B
Homework: Read the work in full
Assessment of students' knowledge.
Date: 9th grade Date:
Course Title:Working on the text of the novel "Night and Day" by Abdulhamid Sulaymon oglu.
The purpose of the lesson: a) educational To inform students about the novel "Night and Day" by Abdulhamid Sulaymon oglu Cholpon and to read and analyze the text of the work;
b) educationalfostering human feelings in students;
d) developer-to increase students' worldview and thinking ability, the ability to read a work of art.
Course type:strengthening;
Course style:debate, work on text, expressive reading, analysis;
Classroom:textbook, the image of Abdulhamid Sulaymon oglu Cholpon, additional fiction, handouts, the novel "Night and Day";
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Cholpon on the basis of handouts;
2. To ask for memorization of Cholpon's poems and to discuss the art and ideas in them;
            At the stage of understanding the essence of the lesson:
I. Mental attack:
1. How is the image of everyday life expressed in the play?
2. What angered Pashtunsakhon?
3. What kind of water was in the kettle?
4. What kind of water did Pasha Khan replace with water?
5. How is Zebi described in the play? In what places are its peculiarities?
6. What did Naib Tora and Akbarali talk about?
II. In the novel "Night and Day" Cholpon looks at the world with amazement, a simple, sincere Zebi, Kurvanbibi, whose life passes between four walls, who begs neither for life nor for the earth, only the word of Eshan to the world is true Many characters are depicted realistically and vividly, such as the ignorant Sufi, the dumb and illiterate Akbarali commander, the cunning nobleman, his cunning and shameless wife. Cholpon's skill is that even small episodic characters are portrayed in the play. describes in a very detailed and unique way…
In the consolidation phase of the course:
I. Expressive reading and ideological-artistic analysis of the passage from the textbook from the novel "Night and Day". "- The lady said: I will talk to the governor's wife myself, the work is dangerous, will something come out? I can't tell you in advance. I need a thousand, a half thousand, anyway. ”Cholpon said that he and his wife were cunning, that Akbarali was illiterate, and that he wanted a career, even with money. Cholpon gives impressive expressions.
Work on the full edition of the work.
III.Test test:
1. What irritated Pasha Khan…
The zeal of A.Zebi is the indifference of B.Siltonkhan
The negligence of the commander C.Akbarali is the deceit of the deputy Tora
2. To whom was the poisonous water in the kettle named?
A.Zebiga B.Akbarali to the commander
C.Poshshahonga D.Khadichaga
3. "The two rich men wrote a petition to the best lawyer and handed it over to the governor." Who was this petition about?
A.Akbarali commander B.Hoib tora
C.Musulmanqul D.Maschit about those who raised their fists against two rich men
4. According to the viceroy, what is the source of prestige?
A. With the state B. With labor
3. Hypocrisy and D. Wealth will find you
5. How does the writer describe Pasha Khan?
 A. Targeted two rabbits with one bullet
B. The bullet did not hit the target
C. He regretted his work
D. Watermelon fell from his armpit
Answers: 1.B 2.A 3.D 4.A 5.B
Homework: Analysis of the work
Assessment of students' knowledge.         
Class: 9th Grade Date:
Course Title:About the novel "Night and Day" by Abdulhamid Sulaymon oglu. Analysis of the work.
The purpose of the lesson: a) educational To inform students about the novel "Night and Day" by Abdulhamid Sulaymon oglu Cholpon and to read and analyze the text of the work;
b) educationalfostering human feelings in students;
d) developer-to increase students' worldview and thinking ability, the ability to read a work of art.
Course type:strengthening;
Course style:debate, work on text, expressive reading, analysis;
Classroom:textbook, the image of Abdulhamid Sulaymon oglu Cholpon, additional fiction, handouts, the novel "Night and Day";
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Cholpon on the basis of handouts;
2. Work on questions and assignments based on the novel "Night and Day".
            At the stage of understanding the essence of the lesson:
Expressive reading of the text of the work, role-playing and interpretation of the characteristics of the heroes:
“… -Did you know what kind of water is inside?
-I knew.
- What kind of water?
-Irim water.
- Who is it for?
-Me ..
- Why did you make a big deal?
"To have a child."
Through this conversation, Cholpon reveals not only the simplicity, sincerity, confidence, but also the feelings of freedom of the girls of that time. This simplicity justifies the purity of Zebi's heart.
In the second part of the novel, a lot of space is given to the description of the events with Zebi's participation. 'lpon makes the girl conform to the logic of her own nature.
Zebi is the image of an Uzbek woman. She is as beautiful and helpless as Hurkak Ohu. She doesn't even think about influencing the situation, resisting the unhealthy life…
                         In the consolidation phase of the course:
I.Sikhism on the full edition of the work.
II. Analysis of the literary article about the novel "Night and Day".
III. Work on questions and assignments.
IV.Test test:
1. What does Cholpon Akbarali call the death of the commander?
A. Victim of a loyal politician
B. The time of this sacrifice, which is not worth four children
C. Victim of lust D. Victim of women's rebellion
2. What does the prosecutor call Zebi?
A. “Simple” and “innocent” sart woman B. Innocent guilty
C. A sheep that does not print from its mouth C. Hiding its guilt, cunning
3. What was Zebi afraid of?
A. From not being able to find his home B. From the execution of the sentence
C. From the wrath of his parents D. From the loneliness of his mother Qurvanibibi
4. Where will Zebi be exiled for how many years?
A. 5 years in Siberia B. 7 years in Siberia
7 years for C. Kamchanka D. 7 years for the Caucasus
5. From whom does Razzaq Sufi ask for help to protect Zebi?
A.Tilmoch B.Prosecution C.Eshon D.Noib Tora
Answers: 1.B 2.A 3.A 4.B 5.C
Homework: Analysis of the work. Description of the heroes.
Assessment of students' knowledge.
                                                                    
 
Date: Class: 9th grade
Course Title:7 Preparation for control work.
Essay 1. "Description of the image of Otabek and Silver" (based on the novel "Last Days");
2. "Description of the image of Zebi" (based on the novel "Scorpion from the altar").
The purpose of the lesson: a) educational Supervision of students' knowledge and preparation for the essay on the basis of the novel "Night and Day" by Abdulhamid Sulaymon oglu Cholpon and the novel "Last Days" by Abdullah Qadiri.
b) educationalto cultivate human feelings in students, to inculcate in the minds of students the noble feelings reflected in the novels;
d) developer-to increase students' worldview and thinking ability, the ability to read a work of art.
Course type:strengthening;
Course style:discussion, work analysis, comparison, work on the text, planning;
Classroom:textbook, the image of Abdulhamid Sulaymon oglu Cholpon, additional fiction, handouts, the novel "Night and Day";
The image of Abdullah Qadiri, the novel "Last Days"
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Cholpon on the basis of handouts;
2. Work on questions and assignments based on the novel "Night and Day".
            At the stage of understanding the essence of the lesson:
I.Bahs:Based on impressions from Abdullah Qadiri's novel "Last Days" and Cholpon's novel "Night and Day": "Impressions from the novel"
II. Expressive reading of the texts of the work and a conversation about the idea and art put forward in the work. On the basis of the idea in the text to reveal the qualities of the heroes.
                        In the consolidation phase of the course:
I.Plan according to the given essay topics and choose the appropriate epigraph:
  1. Essay
            Description of Otabek and Silver emblems
                     Plan:
           1. A young man worthy of a khan's daughter.
           2. The dream of parents.
           3. The bitter part of everyday life. It is good to work according to Mazi. (Abdullah Qadiri)
  1. Essay
             Description of the Zebi emblem
                     Plan:
1. Happy ending.
2. The bitter poison of jealousy.
3. The image of a beautiful Uzbek woman.
I was born with a dutar,
                                       I'm an old madman.
                                       He was born,
                                       I am always on fire.
                                                                  (Cholpon)
II. To see, analyze the plans made by students and listen to their statements.
III. Interview of students on the relevance of the selected epigraphs to the essay topics.
Homework: Write an essay on one of the two topics given on the basis of the plans (1) "Description of the symbols of Otabek and Silver"; 2) "Description of the symbol of Zaynab".
Assessment of students' knowledge
Date: Class: 9th grade
Course Title:7 control work
Essay 1. "Description of the image of Otabek and Silver" (based on the novel "Last Days");
2. "Description of the image of Zebi" (based on the novel "Scorpion from the altar").
The purpose of the lesson: a) educational To control the knowledge of students on the basis of the novel "Night and Day" by Abdulhamid Sulaymon oglu Cholpon and the novel "Last Days" by Abdullah Qodiri and to write an essay by choosing one of the given topics;
b) educationalto cultivate human feelings in students, to inculcate in the minds of students the noble feelings reflected in the novels;
d) developer-to increase students' worldview and thinking ability, the ability to read a work of art.
store:textbook, the image of Abdulhamid Sulaymon oglu Cholpon, additional fiction, handouts, the novel "Night and Day";
The image of Abdullah Qadiri, the novel "Last Days", notebooks.
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)distribution of control workbooks;
d)to draw students' attention to the lesson;
                       At the stage of understanding the essence of the lesson:
I.Conversation on essay topics and summarizing students' opinions based on Abdullah Qadiri's novels "Last Days" and Cholpon's "Night and Day".
II. To see the students' plans and essays written at home and prepare to write an essay with the necessary comments based on the shortcomings.
                         In the consolidation phase of the course:
I.Assignment to students' control workbooks:
  1. Essay
            Description of Otabek and Silver emblems
                     Plan:
           1. A young man worthy of a khan's daughter.
           2. The dream of parents.
           3. The bitter part of everyday life.
                    It is good to work according to Mazi. (Abdullah Qadiri)
Abdulla Qodiri's novel "Last Days" is the first Uzbek novel, a historical novel. It reflects the historical environment of that time along with the sincere and sincere love of Kumush and Otabek in bright colors. The work is also valuable in this respect. Abdulla Qodiri "It's good to look at Mazi," he said.
Qodiri describes Otabek as "a young man worthy of a khan's daughter". This definition applies not only to Otabek, but also to Kumush. Both Otabek and Kumush have national qualities. Loyalty, devotion, contentment, not to oppose parents….
Otabek marries Zaynab with the dream of his parents. But Zaynab also had the right to love and be loved. But Otabek had stained his heart with the love of Silver…
 Silver was the victim of the bitter poison of jealousy. But his love and devotion will still brighten hearts for years to come.
  1. Essay
             Description of the Zebi emblem
                     Plan:
1. Happy ending.
2. The bitter poison of jealousy.
3. The image of a beautiful Uzbek woman.
                        I was born with a dutar,
                                       I'm an old madman.
                                       He was born,
                                       I am always on fire.
                                                                  (Cholpon)
Zebi ohu is as naughty, simple, sincere, trustworthy, and immaculate as a dew. But these qualities made her a part of her life. the bitter poison ruined him as well.
Zebi, who is accused of killing Akbarali, is not afraid of the verdict, but of how to find his home. This fate was destined for most of the girls of that time. Zebi's image encourages every Uzbek woman to breathe the joy of freedom.
II. Collection of student workbooks.
Homework: Reading independent works of art outside the textbook.
Date: Class: 9th grade
 Subject: 7 - control analysis
           Essay: 1. Description of Silver and Otabek emblems;
                      2.Description of Zebi's image.
Darsning purpose:
  1. a) ta`limiy- Assessment of knowledge, skills and abilities of students on the topics covered and work on errors;
  2. b) educational- Educate students in the spirit of love for the motherland, respect and reverence for great ancestors;
  3. d) developer- Improving the ability of students to read fiction, oral and written speech.
Course type:strengthening;
Course style:analysis, work on mistakes, poetry, creative work;
Classroom:control workbooks, images of great ancestors, images and works of Alisher Navoi and Zahiriddin Muhammad Babur;
                                          Darsning go:
                                           Organizational works:
                             At the call stage of the lesson:
a) greeting, duty information;
b) distribution of control workbooks;
d) to draw students' attention to the lesson.
                       At the stage of understanding the essence of the lesson:
I. Interpretation and analysis of students' assessments from the 7th control work;
II. Work on errors:
a) work on spelling errors; b) work on methodological errors; d) work on sign errors.
                     In the consolidation phase of the course:
I.Poetry flower: memorization of the works of Alisher Navoi and Zahiriddin Muhammad Babur (lyrical retreat dedicated to the 574th birthday of Alisher Navoi and 532nd birthday of Zahiriddin Muhammad Babur and listening to students' opinions about poets).
II.Creative work: 1.Sultan of word property
                      2. A poet who is passionate about his homeland
              The Sultan of Word Property
In Turkish poetry,
I turned the country upside down.
These verses of Alisher Navoi are a golden bridge that unites all his works. With the pen of the poet, he united not only the Turkic peoples, but also the Turkic lands. He is the sultan. ”
Zahiriddin Muhammad Babur describes Alisherbek as "a man who did not have a minister.
Not easy to stand in this area,
Claw on Nizami's paw.
Poetry battle in front of the lion,
If the poem does not die, the tiger is a poet who burns in the love of the Motherland
Zahiriddin Muhammad Babur considered Alisher Navoi as his mentor and enriched the treasury of our Uzbek literature like Navoi with his rare and unique ghazals, the great work “Boburnoma”. taught ..
Tole 'or my life was a mess,
It was a mistake to do everything.
Leaving my land, I turned to the Indian sari,
Oh my God, what a tragedy!
Jawahirlal Nehru describes him as "a charming person" because Babur built various cultural monuments in India, made a great contribution to the spiritual and cultural development, carried out great creative work, and planted various gardens. Here he realizes his dreams that he did not realize in his homeland. But the longing for his homeland torments him forever.
Did Charkh suffer what I had never seen before?
Is the patient in pain that I did not feel?
II. Analysis of creative work.
Homework: Memorize the poems of Alisher Navoi and Zahiriddin Muhammad.
Assessment of students' knowledge
Date: Class: 9th grade
Course Title:The life of Musa Tashmuhammad oglu Oybek
Course Objectives:
a) educational To develop knowledge and skills about the life and work of Musa Tashmuhammad oglu Oybek;
b) educationalfostering in students a sense of kindness, freedom, appreciation and interest in literature;
d) developer-increase students ’worldview and thinking capacity.
Course type:imparting new knowledge;
Course style:debate, text work, expressive reading, theoretical knowledge;
Classroom:textbook, the image of Musa Tashmuhammad oglu Oybek, additional fiction, works of art;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;b)book control;d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Abdullah Qodiri and Cholpon on the basis of handouts;
2. Memorization of the works of Alisher Navoi and Babur, discussion on the art and idea of ​​poetry;
                At the stage of understanding the essence of the lesson:
I. What do you know about Musa Tashmuhammad oglu?
II.Musa Tashmuhammad oglu Oybek was born on January 1905, 10 in Gavkush mahalla of Tashkent, in the family of a craftsman weaver. At the age of 16 he entered the Navoi educational technical school. During this period he became acquainted with Russian literature. She studied at the Central Asian State University and the Plekhanov Institute of National Economy in St. Petersburg. She wrote "Dilbar-davir qizi", "Och", "Bakhtigul va Sog'indik". He wrote dozens of epics, such as Navoi, in the 3rd year and tried his hand at storytelling.
The repression of 1937 did not bypass him. He was expelled from the Institute, the Writers' Union.
The novel "Navoi" 1942. The drama "Mahmud Torobi" 1942, "Winds from the Golden Valley "In 1949, in the last years of his life, he wrote the novels "In Search of Light", "Childhood", "Child Alisher", "In Search of Light", "The Sun Does Not Darken".
Oybek died on July 1968, 1 at the age of 63. Zulfiya saidnosiriva writes: “On July 1968, 1, Oybek died at the age of sixty-three. I lost a great man who was the only meaning of my life. … ”
                                      In the consolidation phase of the course:
I. Assimilation of information about Oybek given in the textbook.
II. Additional fiction Assimilation of information about Oybek from Zarifa Saidnosirova's work "Oybegim mening";
III.Test test:
1.In what family was Oybek born? A.Ziyoli B.Kosib C. Handicraft weaver D.Temirchi
2. What was his original profession? A.Engineer B.Doctor C.Architektor                   D. Weaver
3. In which press were his first poems published?
4. In what genre are "Dilbar-davar qizi", "Och", "Bakhtigul va Sogindik" written?
A.Story B.She'r C.Doston D.Ballada
5. Works written during the repression: A. “Revenge” B. “Navoi” C. “Kutlugkon” D. “The Great Way”
Answers: 1.C 2.A 3.A 4.C 5.D
Homework:Analyzing the poems of the poet.
Assessment of students' knowledge
 Fury:
Course Title: Information about Oybek's lyrics, poems "Namatak" and "Mountain tour"
Course Objectives:
a) educational To provide knowledge about the artistic and ideological world of the poetry of Musa Tashmuhammad oglu and expressive reading of the poems "Namatak" and "Mountain Tour" and the ideological and artistic analysis of the poems;
b) educationalto preserve in students native nature, to enjoy its beauty, to cultivate a sense of interest in poetry and literature;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:discussion, work on the text, expressive reading, analysis of poems, theoretical information;
Classroom:textbook, Oybek's image, additional fiction, nature images;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;b)book control;d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Oybek on the basis of handouts;
2. What information did you get about the poetry of Musa Tashmuhammad oglu Oybek, his ideological and artistic world?
            At the stage of understanding the essence of the lesson:
Expressive reading of I. Oybek's poem "Namatak" Ideological and artistic analysis of the poem:
A graceful sway,
On the swing of the high wind.
A basket of white flowers in the sun,
On the lips of a rock resembling Viqor
A bunch of graceful shakes…
Namatak is a white flower that grows on the highest peak of the mountain. The poet gives a beautiful description and allusions to the namatak that grows alone at this height.
It embodies the feelings of humanity. No matter how high the blessing, he never tires of giving beauty to people. The blessing is a symbol of humility…
                      In the consolidation phase of the course:
I. Expressive reading of the poem "Mountain trip" and ideological and artistic analysis of the poem: 
When I found twelve springs,
Twelve poems suddenly burst into my heart.
Everyone whispers as you are honored, united,
Twelve springs ran in my chest…
  The poet sings about twelve springs, one of the great wonders of nature. In it, allusions and animations give a unique charm to the image of the spring.
II. Work on questions and assignments;
1. Who said, "I'm not ready to write about Oybek's death now, my hands are shaking and I'm out of breath"?
A.Zulfiya B.Zarifa Saidnosirova C.Ghafur Gulom D.Hamid Olimjon
2. What idea is glorified in the poem "Namatak"?
A. Humility B. Beauty C. Conservation of nature D. Against arrogance
3. Crying silver snow on his feet,
What kind of art is used in a primitive sway of graceful sway?
1 A.Mubolaga B.Tazod C.Tashbih, animation D.Irsoli example
4. What art is used in the following verses?
Everybody whispers glory, unity, twelve springs of truth have run in my chest.
A.Tashbih, animation B.Tardi aks C.Tazod D.Talmeh
5. What does the poet mean in the verses "Joy is in hot, shining pure silver"?
A. The radiance of water in sunlight B. The clarity and purity of water
 C. The snowdrifts around the spring D.The eyes of the twelve springs  
Answers: 1. B 2. A 3.C 4. A 5.B
Homework:Memorization of poetic poems.
Assessment of students' knowledge
 
Fury:                                  Class: 9 class
Course Title:The novel "Kutlug 'kan" by Musa Tashmuhammad oglu Oybek
The purpose of the lesson: a) educational To give information about the novel "Blessed Blood" by Musa Tashmuhammad oglu Oybek and read excerpts from the work, ideological and artistic analysis of the work;
b) educationalfostering in students a sense of love, the fight against ignorance, courage;
d) developer-increase students ’worldview and thinking capacity.
Course type:imparting new knowledge;
Course style:discussion, text work, expressive reading, work analysis;
Classroom:textbook, Oybek's image, additional fiction, the novel "Blood of Remembrance";
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;b)book control; d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Oybek on the basis of handouts;
2. What information did you get about the poetry of Musa Tashmuhammad oglu Oybek, his ideological and artistic world? Memorization of poems.
            At the stage of understanding the essence of the lesson:
What can you say about the historical events of I.1916 and their consequences?
II. Oybek's novel "Kutlug 'qan" was written in 1938 during the repression of Oybek. Zarifa Saidnosirova writes about it: "… Oybek worked all summer without leaving the garden. Oybek had a great will. In the most dangerous and tragic days, in the life of a foreigner, he created a beautiful and immortal work like "Blessed Blood".
Literary critic Homil Yakubov writes: "Oybek wrote with such enthusiasm that in six months he wrote" Kutlug Kan ", a highly artistic work depicting the enlightenment of the working people in the national liberation movement." The uprising of 1916 in Tashkent lies…
                      In the consolidation phase of the course:
I. Reading excerpts from the work "Memorial Blood" and discussing the characteristics of the heroes, the art, the idea of ​​the work on the basis of the text:
"...The passenger gritted his teeth and stood up without saying a word. He took Unsin's hand and held him.
"Honey," he said, "come in and get ready. If you call me out, we'll go." He said, "I can't stand the pain inside me." He gritted his teeth and went outside.
It is a vivid portrayal of the Wanderer, who is ready to defend the virginity of his sister, who is not angry with her humiliation, and who is angry. This anger provoked Yulchi to fight with Mirzakarimboy, Salimboyvachcha and provoked conflicts…
Work on the full edition of the work.
III.Test test:
1. "Oybek wrote with such enthusiasm that in the course of six months he wrote" Kutlug Kan ", a highly artistic work depicting the enlightenment of the working people in the national liberation movement ..." - describes Oybek?
AZSaidnosirova BG Gulom CHYoqubov D.Cholpon
2. What historical event underlies the events of the work?
A. Jizzakh uprising -1916.y B. Tashkent uprising-1916
C. The First World War D. Tsarist Russia of Turkestan. capture
3. What was Unsin Mirzakarimboy afraid of at home?
A. From housework B. From Gulnor's humiliation
From the suffering of D.S.Akim from the touch of C.Salimboyvachcha
4. What does the traveler call Mirzakarimboy? A.Black crow  B.Greedy boy  C.Free throat D.Old chicken
5. To whom was the phrase “He is not a spotless young man” addressed?
A. To the traveler B. To Hakimboyvachcha To C.Salimboyvachcha To D.Yormat
Answers: 1. C 2. B 3.C 4. D 5.A
Homework:Full reading of the novel "Commemorative Blood".
Assessment of students' knowledge.                                      
Fury:                                                Class: 9 class
Course Title: Analysis of Oybek's novel "Kutlug 'kan". Theoretical information: Novel
The purpose of the lesson: a) educational Ideological and artistic analysis of the novel "Blessed Blood" by Musa Tashmuhammad oglu Oybek, theoretical information about the novel;
b) educationalto preserve in students the freedom of the motherland, to instill in them a sense of courage, bravery, struggle against injustice and ignorance;
d) developer-increase students' worldview and thinking skills, expand theoretical knowledge;
Course type:strengthening;
Course style:debate, work on the text, expressive reading, analysis of the work, description of the protagonists;
Classroom:textbook, Oybek's image, handouts, novel "Kutlug 'kan".
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;b)book control;d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Oybek, the novel "Kutlug Kan" on the basis of handouts;
2. Work on questions and assignments based on the work "Kutlug 'kan";
            At the stage of understanding the essence of the lesson:
I. Ideological and artistic analysis of excerpts from the work "Kutlug Kan":
"The force that was squeezing the passenger's whole being burned like fire in an instant," he said
The man became much thicker, the shouts, the curses, the weeping of the woman intensified.
"Gentlemen, get ready, raid, raid!"
In this passage, the image of the uprising is vividly and vividly depicted, as well as the struggle of others, such as Yulchi, against injustice. In the play, the writer describes the fate of such people as Yulchi, Gulnor, Shakir ota, Mirzakarimboy, Yormat, tantiboyvachcha honest, brave, kind-hearted young man. Fights against oppression and injustice. Blood is shed in this way. That is why the work is called "Memorial Blood".
II. Reading a literary article about the novel "Blessed Blood";
                           In the consolidation phase of the course:
Work on the full edition of the work.
II.Theoretical information: Novel
The word novel is derived from a French word meaning prose works. A large-scale work is a novel dedicated to showing the unique features of the characters on the basis of an important event. It can be written in literary and prose forms, on domestic, historical, philosophical, political, biographical, fantastic, detective topics. They can consist of several books: dilogoya-two; trilogy-three, tetralogy-four, pentalology-five. novels consisting of books;
III.Test test:
1. Who did the passenger Mirzakarimboy work after leaving home?
A.Hammol B.Dehqon C.Temirchi D.Ishchi
2. "The blood of a traveler does not go in vain, it does not go in vain. This is the blood of wisdom, the blood of remembrance. There are many secrets in it." To whom does this thought belong? A.Yormat B.Shokir ota C.Qoratoy D.Uroz
3. From what language is the word "novel" derived? A.Latin B.Green C.French D.English
4.Dilogy… A.Three B.Four C.Five D. Novels consisting of two books
5. What are the names of five-volume novels?
A.Dilogy B.Tetralogy C.Pentalology D.Epopeya
Answers: 1. A 2. B 3.C 4. D 5.C
Homework:Write a description of the heroes.
Assessment of students' knowledge
 
 
 
 
 
 
 
 
Fury:                                               Class: 9 B class
Course Title:Life and work of Odil Yakubov.
Course Objectives:
a) educational Formation of knowledge and skills on the life and work of Odil Yakubov;
b) educationalfostering in students good human feelings and interest in literature;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:discussion, text work, conversation;
Classroom:textbook, Odil Yakubov's image, works of art;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information; b)book control;d)to draw students' attention to the lesson;
           Past topic and homework request:
1. To test the knowledge of Oybek's novel "Kutlug 'kan" on the basis of handouts;
2.Description of the heroes of the work and a conversation about the significance of the work today
            At the stage of understanding the essence of the lesson:
What do you know about I. Odil Yakubov, what story did you read in the lower grades?
Odil Yakubov was born on October 1926, 20 in the village of Karnok near Turkestan, South Kazakhstan region. His father was imprisoned in 1937 due to repression and did not return. The writer graduated from high school in 1944 and served in World War II. Serves in the struggle against the East and Japan.
From 1951 to 56 he studied at the Faculty of Philology of SAGU. He worked in the Writers' Union, "Literaturnaya Gazeta", "Uzbekfilm" film studio, "Literature and Art of Uzbekistan". The writer died on December 2009, 21 in Tashkent. His first work "Peers" was published in the magazine "Eastern Star" in 1951. "True love", "If I say my tongue burns, if I do not say my heart", "My heart must burn",
Dramatic works such as "When the Apple Blossoms", prose works such as "Two Loves", "Sacred", "A Story of a Feuilleton", "Gold Ring", "Shake"…, "When the Earth Works", "Religion", Author of the novels "Swans, White Birds", "Address of Justice", "Like a rebellious slave"
                             In the consolidation phase of the course:
I.Assimilate the information in the textbook about the author and work on additional fiction.
II.Test test:
1. The first work of the author: A. "Holy" B. "Peers" C. "Religion" D. "Shake"
2. In which magazine was the author's first work published?
A. “Star of the East” B. “Gulkhan” C. ”Language and Literature” D. “Literature”
3. What is the name of the author's collection of prose works?
A. ”Gold ring“ B. ”Heart should burn” C. “Two loves” D. “Matluba”
4. Where did the writer serve in 1970-82? A. In the Writers' Union B. In the Literaturnaya Gazeta C. In the Uzbekfilm D. In the Star of the East
5. "True love", "Heart must burn", "When the apple blossoms" are among the works?
A. Prose works B. Novels C. Stories D. Dramatic works
Answers: 1. B 2. A 3.C 4. C 5.D
Homework:Reading the novel "Treasure of Ulugbek"
Assessment of students' knowledge.                                      
  
Fury:                                                       Class: 9 B class
Course Title:Odil Yakubov's novel "The Treasure of Ulugbek"
The purpose of the lesson: a) educational Expanding knowledge about the life and work of Odil Yakubov and giving a detailed understanding of the novel "The Treasure of Ulugbek";
b) educationalfostering in students a sense of noble human feelings and interest in literature, respect for great ancestors;
d) developer-increase students ’worldview and thinking capacity.
Course type:strengthening;
Course style:discussion, text work, conversation;
Classroom:textbook, works of art, "Treasure of Ulugbek", the image of Mirzo Ulugbek;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information; b)book control;d)to draw students' attention to the lesson;
           Past topic and homework request:
1. To test the knowledge gained on the life and work of Odil Yakubov on the basis of handouts;
2. What can you say about Odil Yakubov's "Treasure of Ulugbek"? (Interview)
 
 
 
At the stage of understanding the essence of the lesson:
What works do you know about I. Mirzo Ulugbek?
Odil Yakubov's "Treasure of Ulugbek" was written in 1974 and is one of the historical novels. In the work, Mirzo Ulugbek is interpreted as a great scientist, just and people's ruler, a real teacher to his students. These contradictions arise mainly on the basis of the throne between Mirzo Ulugbek and Abdulatif Mirzo, ie father and son. Mirzo Ulugbek cares about the people's grief, peace and prosperity. Like the emperors around Abdulatif, such as Amir Jondor and Abbas, Abdulatif's desire for the throne will increase. The conflict between father and son will intensify. This, of course, will affect the common people. Mirzo Ulugbek is worried about this, the people of science, the fate of his students, the observatory, his books. In life, as in the play, Mirzo Ulugbek is more than his sons, thanks to the generosity of his closest student Ali Kushchi. and a lot of support He called Ali Qushchi "my translator".
                            In the consolidation phase of the course:
I. Reading a passage from the textbook and working on the text, ideological and artistic analysis of the work; "… Mirzo Ulugbek took his eyes off the letter and looked at his son Sheikhulislam. He had just seen a group of palace mahrams standing near the palace." ”
In the play, Odil Yakubov vividly and vividly depicts the image of Mirzo Ulugbek, as well as images of the life of Ulugbek, who faced contradictions with Abdulatif and burned in the grief of the people.
II.Test test:
1. When was the work "Ulugbek's treasure" created? A.1978 B.1974 C.1976 D.1975
2. What is the work "Treasure of Ulugbek"? A. Scientific B. Adventure C. Historical D. Memorial
3. What was written in the letter? A.Abdulatif Mirzo's attack on Ulugbek Mirzo's heart troops B.Samarkand's gates closed C.Mirzo's betrayal of Ulugbek's emirs
The approach of D. Lahskar to Samarkand
4. Who sent the letter? A.Amir Jondor B.Abdulatif C.Bobo Husayn D.Iskandar barlos
5. Which event makes Ulugbek even angrier?
A.Amir Jondor's betrayal B.Amir Jondor's betrayal
C. Closing the gates for ulaar D.Abdulatif's conditions
Answers: 1. B 2. C 3.A 4. C 5.D
Homework:Read the novel "Treasure of Ulugbek" in full.    Assessment of students' knowledge
 Fury:                                            Class: 9 class
Course Title:Analysis of Odil Yakubov's novel "The Treasure of Ulugbek", the world of heroes.
Course Objectives:
a) educational Expanding knowledge about the life and work of Odil Yakubov and giving a detailed understanding of the novel "Treasure of Ulugbek", based on the events of the work, to describe the heroes;
b) educationalto inculcate in students an interest in noble human feelings and literature, to cultivate a sense of respect for great ancestors, to fight for justice, truth, ignorance, nationalism and the preservation of ancestral heritage;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:strengthening;
Course style:discussion, text work, conversation;
Classroom:textbook, Odil Yakubov's image, works, "Ulugbek's treasure", Mirzo Ulugbek's image;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information; b)book control;d)to draw students' attention to the lesson;
           Past topic and homework request:
1. To test the knowledge gained on the life and work of Odil Yakubov on the basis of handouts;
2. Minutes of discussion on the work of Odil Yakubov "Treasure of Ulugbek" on the basis of questions and answers; (orally)
            At the stage of understanding the essence of the lesson:
I. Expressive reading of excerpts from the work "Treasure of Ulugbek" and ideological and artistic analysis of the work on the basis of the text: "yo'q - There is no logic in your words, Kalandar, you say I came looking for the truth, but not the truth, gold are you looking for "The reason is that this gold will reach your head and dry your pillow, Mawlana."
In fact, the wealth that Kalandar Karnakiy said was not gold and gold, in fact, it was the great treasure of MorZo Ulugbek, his books. Kalandar Karnakiy advises to take these books out of the observatory and store them somewhere else…
Work on the full edition of the work.
                            In the consolidation phase of the course:
Describe the heroes of the work on the basis of a passage from the work:
Mirzo Ulugbek, Ali Kushchi, Qalandar Karnakiy, Temur Samarkandi are portrayed in the play with positive qualities. Mirzo Ulugbek is concerned about the people's condition and science, Ali Kushchi considers himself a partner in Ulugbek's pain. 'The prince's vast treasure, the books in the observatory, and the incredible scientific discoveries are zealous for the preservation of the way.
Due to the oppression of people like Andulatif, Amir Jondor, ordinary people, scientists, as well as the heritage of ancestors will suffer.
II.Test test:
1. Who was the "cursed man who left the army" who did not open the gate to Mirzo Ulugbek?
A.Bobo Husayn B.Amir Jondor C.Shahzoda Abdulaziz D.Abu Said Mirzo
2. Who will help Ali Kushchi to preserve Mirzo Ulugbek's treasures?
A. Kalandar Karnokiy, Temur Samarkandiy B. Ibrahim Polat oglu
C.Abu Said Mirzo D.Shahzoda Abdulaziz
3. What was the "Treasure of Ulugbek"?
A. Books in the observatory, unique manuscripts
B.Amir Temur's jewels and gold
C. "Ziji Koragoniy" Treasure in the reign of D. Ulugbek
4. Who knew the way of Lahim?
A.Mirzo Uligbek and Abdulatif B.Abdulaziz and Mirzo Ulugbek
C.Kalandar Qanoqi and Ali Kushchi D.Ali Qushchi and Mirzo Ulugbek
5. Where did Ali Kushchi think of hiding the treasure?
To the cave where A.Temur lived in Samarkand
To the cave that B. Mirzo saw while hunting with Ulugbek
C. To the well D. To the edge of the jar
Answers: 1. B 2. A 3.A 4. D 5.B
Homework:Reading the novel "Treasure of Ulugbek"
Assessment of students' knowledge
Fury:                                Class: 9 class
Course Title:Analysis of Odil Yakubov's novel "The Treasure of Ulugbek", work on questions and assignments. Theoretical information: Analysis of psyche in fiction.
The purpose of the lesson: a) educational Expanding knowledge about the life and work of Odil Yakubov and giving a detailed understanding of the novel "The Treasure of Ulugbek", providing theoretical information on the analysis of psyche in fiction;
b) educationalto inculcate in students an interest in noble human feelings and literature, to cultivate a sense of respect for great ancestors, to fight for justice, truth, ignorance, nationalism and the preservation of ancestral heritage;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:strengthening;
Course style:discussion, text work, conversation, theoretical information;
Classroom:textbook, Odil Yakubov's image, works of art, "Ulugbek's treasure", Mirzo Ulugbek's image;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information; b)book control;d)to draw students' attention to the lesson;
           Past topic and homework request:
1. To test the knowledge gained on the work "Treasure of Ulugbek" on the basis of handouts;
2.Description of the heroes in Odil Yakubov's "Treasure of Ulugbek";
            At the stage of understanding the essence of the lesson:
I. Expressive reading of excerpts from the work "Treasure of Ulugbek" and ideological and artistic analysis of the work on the basis of the text:
“… Mirzo Ulugbek choked on the painful smoke that engulfed his heart and stopped in the middle of the room. He said that it was just dark in the room, a handful of light from the hole in the ceiling went out and a palm flickered in the sky. milt saw the stars burning .. "
It describes Mirzo Ulugbek's captivity in a remote room in the Kuksaroy. Ulugbek finds out about what is happening with the help of his people. He mourns for the people. At that moment, too, he wants to hide from the stars. He doesn't notice how time passes behind these sorrows…
II.Bahs ”Padarkush, crown and throne, six months…
He did not know whether he had read these two verses to the end. But the words "Padarkush, the crown, the throne, six months" were engraved with hot iron. his brain was burning with jazz, and his eyes were shining brightly. ”
Six-century-old Abdulatif is known in history as "Padarkush". He was hated not only by the king and his father, who were burnt by the grief of the people, but also by the people. After the death of his father, he was betrayed by those around him. oppression and violence, injustice and injustice, oppression of the people, fell into its own pit…
                            In the consolidation phase of the course:
I. Theoretical information: Psychological analysis in a work of art
No matter what period is expressed in each work, the writer must express the events in accordance with the spirit of the protagonist. that is, the image of the psyche is impressive and convincing. That is, the writer can clearly show what kind of psyche they experienced through their experiences. The effectiveness of this work further enhances the harmony with that period…
Test II: 1. Where was Mirzo Ulugbek imprisoned?
A. In Koksaroy B. In Oqsaroy
C. In the observatory D. in the cave
2.He wanted to ask the prince why he would allow it?
Not to prevent A. from leaving Samarkand
B. Dedicating the rest of his life to science and enlightenment
C. Not to oppress the people
D. He wanted to call for honesty and justice
3. Where did Ulugbek find the letter?
A. Among the books under B. Barkash
C. From inside the teapot D. From between the flats
4. What does Mirzo Ulugbek call Abdulatif after saying, "I won the throne by my own strength"?
A.Crow.Black crow B.Eagle.Black eagle
C.Mal'un D.Shazodai juvonbaxt
5. What does the prince see in his dream?
A. Bloody head B. Deer head
C. His father's head D. Amir Jondor's sword
6. “Padarkush, crown and throne, six months…” From whose work does Abdulatif read these words?
A. Nizami Ganjavi B. Khusrav Dehlavi
C.Khorezmi D.Anmad Yassavi
Answers: 1. A 2. B 3.D 4. B 5.A 6.A
Homework: Work on questions and assignments
Assessment of students' knowledge
Sana:
Subject: 8 Preparation for control work.
Essay. Topic: "Mirzo Ulugbek - king and scientist"
Course Objectives:
  1. a) educational: control of students on the basis of acquired knowledge and skills;
  2. b) educational: fostering in the hearts of students love, justice, truth, high respect for great ancestors, respect for parents;
  3. d) developmental: development of oral and written speech.
Course type: control;
Course style: discussion, analysis of works, work on questions and assignments, planning;
Classroom: textbook, "Ulugbek's treasure", Ulugbek's image, historical and artistic works.
                                        Course Outline:
                                         Organizational work:
                                      At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) attracting students' attention to the lesson;
                          The past subject va home function to ask:
1. Question and answer on the work on the basis of handouts;
2. Description of the heroes of the work.
                                Darsning essence comprehension stage:
I. Reading excerpts from the novel "The Treasure of Ulugbek", ideologicalbadiiy  analysis, discussion of students' conclusions on the work;
I put my devotion to enlightenment,
It was a difficult task for me.
I have been among the sultans, the wise,
I was considered the sultan at the top of the sages.
Guide the Enlightenment to the government,
I liked the stars in this country too
Mirzo Ulugbek points out that the state activity is based on enlightenment. The name of Ulugbek, who made the country prosperous due to enlightenment, is still mentioned together with the names of justice and truth, science and enlightenment.
II. Work on questions and assignments.
                               Darsning strengthen stage:
I. Discussion on the topic of the essay:
"Mirzo Ulugbek - King and scientist"
II..Making a plan on the topic
2. Collection of short ideas
                           Mirzo Ulugbek is a patron of science and enlightenment
                                                           Plan :
I. Introduction:
1. Odil Yakubov is a master of historical novels.
2. An immortal work of the writer about the great history.
Part II:
  1. "Temurbek naslidin Mirzo Ulugbek…".
2. A rare treasure of Mirzo Ulugbek.
  1. Relations between Ulugbek Mirzo and Abdulatif Mirzo.
III.Conclusion:
  1. The play reflects the relationship between father and child
2. Mirzo Ulugbek's intellect is eternal, alive.
II.Discussion: The basis of the contradictions between father and son
In the play, Odil Yakubov focuses on the conflict between father and son, Abdulatif Mirzo and Mirzo Ulugbek, and the consequences of these conflicts in history. Mirzo Ulugbek wants to advise Abdulatif on justice, truth, fairness and religion. He tried to ask him to allow him to study, but, unfortunately, he preferred the throne to his father's love and advice, and did not abdicate, saying, "I have taken this throne by my own power." The father did not call him in vain: "Eagle. Black eagle"…
Home task: Writing a draft of the essay on "Mirzo Ulugbek - the king and the scientist."
Assessment of students' knowledge.
Sana:
Subject: 8 control work
Essay. Topic: "Mirzo Ulugbek - king and scientist"
Course Objectives:
  1. a) control of educational institutions on the basis of knowledge and skills acquired by students;
  2. b) fostering in the hearts of students love, justice, truth, high respect for great ancestors, respect for parents;
  3. d) development of oral and written speech.
Course type: control;
Course style: discussion, work analysis, planning, essay writing;
Classroom: textbook, "Ulugbek's treasure", Ulugbek's image, historical and artistic works, notebooks;
                                        Course Outline:
                                         Organizational work:
                                      At the call stage of the lesson:
a) greeting, duty information;
b) distribution of control workbooks;
d) attracting students' attention to the lesson;
                          At the stage of understanding the essence of the lesson:
I. To see the plans made by students, to give necessary explanations and concepts and to prepare for writing an essay;
II. Supervision of students' essay writing process;
                                   In the consolidation phase of the course;
  1. Mirzo Ulugbek is a king and a scientist
                                                           Plan :
I. Introduction:
1. Odil Yakubov is a master of historical novels.
  1. An immortal work of the author about the great history.
Part II:
  1. "Temurbek naslidin Mirzo Ulugbek…"
2. A rare treasure of Mirzo Ulugbek
  1. Relations between Ulugbek Mirzo and Abdulatif Mirzo.
III.Conclusion: 1. The play reflects the relationship between father and child
2. Mirzo Ulugbek's intellect is eternal, alive.
                                                  I talked about my ancestors, but
                                                  There is a word at the beginning of the word.
                                                  For the first time celestial science was born,
                                                  In the tables of the Qur'an.
                                                  The murderer's hand is drunk,
                                                  The sun flew like gold.
                                                  Friends are not stars in the sky,
                                                  He is the tears in Ulugbek's eyes.
                                                  The rest of my body is mine,
                                                  Uzbekistan, my homeland.
                                                                     Abdulla Oripov
Odil Yakubov is a master of historical novels. His novels such as "Religion", "Old World", "Treasure of Ulugbek" are not only historical novels, but also a masterpiece about great figures. In particular, his novel "Treasure of Ulugbek" It is close to history and truth. Mirzo Ulugbek is a great and just king, a people's ruler, a scholar and a caretaker of the spiritual heritage, a great scientist. He is a beloved grandson of Mirzo Ulugbek-Amir Temur. He thinks that he will not be faithful to the great master, Abdulatif Mirza, when he does not be faithful to him, and seeks an opportunity to engage in knowledge and enlightenment.
When he handed over his throne to Abdulatif, he asked the people, the people of knowledge, to do justice, not to harm the great heritage, the honor of the women. Together with Ali Kushchi, Kalandar Karnakiy and Temur Samarkandi's ideas about Ulugbek's treasure, that is, a unique manuscript, how to preserve books, and his efforts in this direction are vividly and convincingly reflected. The work is also valuable in this respect.
 In the play, Odil Yakubov focuses on the conflict between father and son, Abdulatif Mirzo and Mirzo Ulugbek, and the consequences of these conflicts in history. Mirzo Ulugbek wants to advise Abdulatif on justice, truth, fairness and religion. He tried to ask him to allow him to study, but, unfortunately, he preferred the throne to his father's love and advice, and did not abdicate, saying, "I have taken this throne by my own power." The father did not call him in vain: "Eagle. Black eagle"…
Home task: reading works of art about historical figures and memorizing poems
The author also gives a wide space to the relationship between father and child in the playdi
Sana:
 Course Title: 8 Analysis of control work
Essay. Topic: "Mirzo Ulugbek - king and scientist"
Course Objectives:
  1. a) educational - analysis of knowledge and skills acquired by students, essays written on the basis of this knowledge and skills;
  2. b) fostering in the hearts of students love, justice, truth, high respect for great ancestors, respect for parents;
  3. d) development of oral and written speech.
Course type: strengthening;
Course style: analysis, creative work;
Classroom: textbook, "Ulugbek's treasure", the image of Ulugbek, historical and artistic works, the image of historical figures;
                                        Course Outline:
                                         Organizational work:
                                      At the call stage of the lesson:
a) greeting, duty information;
b) distribution of control workbooks;
d) attracting students' attention to the lesson;
                          At the stage of understanding the essence of the lesson:
I. Interpretation and analysis of students' assessments from the 8th control work;
II. Work on errors:
 a) work on spelling errors;
b) work on sign errors;
d) work on methodological errors.
                      In the consolidation phase of the course:
I. Creative work
                                 Great emblems of our history
Plan:
1. The heritage of ancestors is sacred.
2. I am a child of a great country.
3. In the footsteps of great ancestors.
          We are the generation of brave, courageous, wise and wise ancestors, such as Amir Temur, Mirzo Ulugbek, Jaloliddin Manguberdi, Tomaris, Alisher Navoi, Zahiriddin Muhammad Babur, Abu Ali ibn Sino, Beruni, Khorezmi, Farobi…. They have inherited great spiritual treasures along with the great kingdom, justice and truth, and these great treasures still amaze the people of the world. The secrets of knowledge they have created have become a guide for the world's scientists.
I am proud to be a child of such a great country. This pride motivates me to preserve their heritage, to follow in their footsteps, because it is permissible to be a child worthy of our ancestors.
Following in the footsteps of great ancestors, spreading the name of the country to the world, striving for heights with the joy of freedom, preserving the spirit of freedom is both a duty and a duty for every child of the country. May the spirit of great ancestors always support us.
II. Conversation on poems and works of art about great ancestors…
                                                  I talked about my ancestors, but
                                                  There is a word at the beginning of the word.
                                                  For the first time celestial science was born,
                                                  In the tables of the Qur'an.
                                                  The murderer's hand is drunk,
                                                  The sun flew like gold.
                                                  Friends are not stars in the sky,
                                                  He is the tears in Ulugbek's eyes.
                                                  The rest of my body is mine,
                                                  Uzbekistan, my homeland
III. Analysis of creative work.
Homework: Memorize poems about historical figures and read historical and artistic works.
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3-76 Literature 9th grade           
Fury:
Course Title:Life and work of Abdulla Aripov
The purpose of the lesson: a) educational to provide students with knowledge and information about the life and work of Abdulla Aripov;
b) educationalto inculcate in students an interest in noble human feelings and literature, to cultivate a sense of respect for great ancestors, to fight for justice, truth, ignorance, nationalism and the preservation of ancestral heritage;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on the text, poetry bouquet;
Classroom:textbook, works of Abdulla Aripov;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. To test the knowledge gained on the work "Treasure of Ulugbek" on the basis of handouts;
2.Description of the heroes in Odil Yakubov's "Treasure of Ulugbek";
            At the stage of understanding the essence of the lesson:
I. What information do you have about the life and work of Abdulla Pripov?
Nazm gulshani: Based on the poems of Abdulla Aripov
Where ayt your goal something is yours
Why are you breaking my heart?
Why did you need my tears,
Why do you need rubab, why are you so sad?
II.Abdulla Oripov was born on March 1941, 21 in the village of Nekoz, Kasan district, Kashkadarya region. His childhood was spent in the foothills. This beauty made him a poet. 1958-1963 He studied at the Department of Journalism, Faculty of Uzbek Philology, Tashkent State University. He worked as an editor at the publishing house "Yosh Gvardiya". In 1967-74 he headed the poetry department of the magazine "Sharq Yulduzi". He worked in various associations and organizations, publishing houses. He was awarded the title of "People's Poet of Uzbekistan" in 1974, Alisher Navoi State University in 76. He was awarded the title of "Hero of Uzbekistan" in 1983.
The first poem "Bird" - in the student period; the first collection of poems - "Little Star" - 1965
Dozens of collections, such as "My eyes are on the way", "Mother", "My soul", "Uzbekistan", "Qasida", "Memories" .
Abdulla Oripov translated Dante's "Divine Comedy", Ukrainko, Shevchenko, Nekrasov, Guliyev, Khamzatov into Uzbek.
                                   In the consolidation phase of the course:
I.Work on the information given in additional literature about the life and work of Abdulla Aripov.
Expressive reading from the extracurricular poems of II.Abdulla Aripov and ideological-artistic analysis of the poem:
The word nightingale for thousands of years,
The whole does not change.
But the condition of the salty parrot,
Imitation of others is always…
The poet's poem "Ona tilim" is spread in the form of a beautiful melody and melody on every language holiday, because it describes the beauties of our native language in a unique way.
III.Test test.
1. In what region was Abdulla Aripov born?
A.Bukhara B.Kashkadarya C.Ferghana D.Andijon
2. What is the name of the first poem of the poet?
A. "Bird" B. "Little star" C. "Harmony of the years" D. "Poem"
3. What is the name of the first collection of poems of the poet?
A. “My eyes are on your way” B. “Fortress of salvation”
C. "Little Star" D. "Bird"
4. In which publishing house does the writer first work?
A. "Gulkhan" B. "Star of the East" C. Ghafur Ghulam D. "Young Guard"
5. Which of Dante's works does the writer translate into Uzbek?
A. “Divine Comedy” B. “King Lear”
C. "Garden Fountain" D. "Anna Karenina"
Answers: 1.B 2.A 3.C 4.D 5.A
Homework: Study the lyrical heritage of Abdulla Aripov and read and analyze his poems.
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3-77 Literature 9th grade           
Fury:
Course Title:Poetry of Abdulla Aripov. Poems "Sarob" and "Bahor"
The purpose of the lesson: a) educational to expand students' knowledge of Abdulla Aripov's lyrical heritage and ideological and artistic analysis of the poems "Sarob" and "Bahor";
b) educationalfostering in students a sense of love for nature, humanity and beauty, which is promoted in poetry;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on the text, poetry bouquet;
Classroom:textbook, works of Abdulla Aripov;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. To test the knowledge gained on the life and work of Abdulla Aripov on the basis of handouts;
2. Debate based on the poems of Abdulla Aripov.
            At the stage of understanding the essence of the lesson:
I. Expressive reading of the poem "Sarob" and ideological and artistic analysis of the poem:
I'm six months old, I don't write poetry, my heart hurts,
Six months, good luck to others.
At six months old, my friends are also sheltered
It's a prophecy that my talent will run out.
In this poem, the poet writes about his distant childhood, his innocent feelings, and wants to go back to those moments, even if only for a moment, because at that time he knew what was wrong, what was bad, what was bad, what people were capable of evil. But years later, growing up among the people and seeing their evil with his own eyes, the poet, who was able to feel his duty to his mother and homeland, could not accept such actions of mankind…
II. Work on questions and assignments.
                                   In the consolidation phase of the course:
I.Expressive reading and ideological and artistic analysis of the poem "Spring":
Spring has come again. In the world again
An amazing beauty, an amazing bayot.
I congratulate you on this great moment,
My great shoulder is a triumphant life!
Do not look for tasbih in this poem,
What is the real need for a loan in cash?
Obviously a characteristic border,
It's time to wake you up.
Inspired by spring, its beauty and elegance, the poet describes its nature with beautiful metaphors. It beautifully reflects the peculiarities of the Renaissance…
II. Work on questions and assignments.
III.Test test:
1. Collection of the poet, published in 1983:
A. “Qasida” B. “Harmony of the years” C. “Uzbekistan” D. “Book of Hajj”
2. When were the "bearmon days" when the poet wanted to return completely?
A. Childhood moments B. Adolescence C. School years D. Kindergarten period
3. Between the dim fog, the coals flicker,
My days of chasing and chasing news.
How was the art used?
A. Tazod B. Animation C. Tashbih D. Exaggeration
4. Yes, in a world without eternal destruction,
To suyin socharkan shelter naysons… -Explain the highlighted word:
A. Rain B. Flowers C. Tulips D. Spring
5.Find the line where the art of animation is used:
A.Hovliqma jilgalar chopar beega…
B. What about today, when in your grassy blood ..
C. He was a lion cub.
D.Only you will live forever in the world…
Answers: 1.B 2.A 3.C 4.D 5.A
Homework: Study the lyrical heritage of Abdulla Aripov and read and analyze his poems.
Assessment of students' knowledge.
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3-78 Literature 9th grade           
Fury:
Course Title:Poetry of Abdulla Aripov. Poems "Autumn air in spring days", "Autumn landscapes" and "Genetics"
The purpose of the lesson: a) educational to expand students' knowledge of Abdulla Aripov's lyrical heritage and ideological and artistic analysis of the poems "Autumn air in the spring days", "Autumn landscapes" and "Genetics";
b) educationalto instill in students a love for nature, humanity and beauty, and a sense of belonging to their ancestors, as expressed in the poems;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on the text, poetry bouquet;
Classroom:textbook, works of Abdulla Aripov;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. To test the knowledge gained on the life and work of Abdulla Aripov on the basis of handouts;
2. Debate based on the poems of Abdulla Aripov.
            At the stage of understanding the essence of the lesson:
I Expressive reading of the poem "Autumn air in the days of spring" and ideological and artistic analysis of the poem:
Autumn weather on spring days.
The evening wind that blew my body.
Why are you so sad?
Why is the heart full of pain and exhaustion?
The autumn landscape of spring breaks the poet's heart. At that time, some sad memory crushes his heart. The nature of spring, in fact, should give beauty to the hearts, but today's spring nature gives a feeling of sadness…
II. Expressive reading of the poem "Genetics" and ideological and artistic analysis of the poem:
I also live in my time,
I have come a long way since my time.
And but I didn’t know, in my blood
Which of my grandfather’s traits is more…
As the poet rejoices in the spirit of the great ancestors, he appeals to every student to become a worthy child of the ancestors…
                                   In the consolidation phase of the course:
I.Expressive reading and ideological and artistic analysis of the poem "Autumn Landscapes":
Lust begins again in the fields,
In the gardens, the hazons are burning.
My friends, these are not autumn leaves,
A fire pouring from my heart.
By depicting autumn landscapes, the poet captures his love, which was crushed in his youth.
II. "On the poems of Abdulla Aripov", "Lyrical hero" literary works: through the lyrics of Abdulla Aripov in Uzbek poetry depictions of heartache, scenes of mental anguish, the imprint of dreams on the human senses came in ..
The lyrical hero is the image of a person whose emotions and thoughts are depicted in a lyrical work. He often represents the poet himself, because the main character involved in the lyrical work is the poet himself, his thoughts, feelings, emotions in the poem. They are in a good mood.
The concept of a lyrical hero can be called a lyrical hero. The concept of a lyrical hero was introduced in 1921 by the Russian scientist YNTinyanov.
Test III: 1. To what does the poet compare the bending of the ends of the poplar?
Greetings to A.Kelinchak and to B.Majnuntol
C. To the spear of the defeated hero D. To the heartbroken baby
2. In which poem does the poet encourage the next generation to be worthy of great ancestors? A. Genetics B. Autumn landscapes
C. “Autumn weather in spring days” D. “Spring”
3. What does the poet describe in the poem "Autumn Landscapes" through the image of autumn?
A. The moments of youth B. The time spent in vain
C. The beauty of nature D. The love left in a distant youth
4. “The spear of the defeated hero is an example
Disappointed bent poplar tips… ”What art was used?
A.Tashbih B.Invitation C.Tazod D.Explanation
5. Who first used the term "lyrical hero"? When?
A.1926 Abdurauf Fitrat B.1954 Ozod Sharafiddinov
C.1921 YNTinyanov D.1921 Turgenev
Answers: 1.C 2.A 3.D 4.A 5.C
Homework: Study the lyrical heritage of Abdulla Aripov and read and analyze his poems.
Assessment of students' knowledge.
                                                                                Viewed: 
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3-79 Literature 9th grade           
Fury:
Course Title:Abdulla Oripov's dramatic epic "Sahibqiron"
The purpose of the lesson: a) educational to inform students about the dramatic epic "Sahibkiron", expressive reading of the epic, artistic and ideological analysis;
b) educationalto instill in students the qualities of courage, bravery and humanity, to be worthy children of great ancestors;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on the text, poetry bouquet;
Classroom:textbook, works of Abdulla Aripov;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. To test the knowledge gained on the life and work of Abdulla Aripov on the basis of handouts;
2. Debate based on the poems of Abdulla Aripov. Memorization of poems and artistic-ideological analysis;
            At the stage of understanding the essence of the lesson:
I. ”Sahibqiron"In the drama Amir Temur is reflected not in battles, but in a whirlpool of thoughts. He defines the pillars that hold the state together: "Abundant treasure, one king, invincible army." "The ruler must keep the people in love, in hope and in fear," he said.
II. ”Sahibqiron  "expressive reading of the drama and ideological-artistic analysis of the work:
Temur:
My children,remember,in public affairs
Any job also has its place border.
Thousands serve us, for example,
But they didn't know each other…
With every word, Amir Temur urges those around him to be vigilant. He urges everyone to think carefully about their actions and plans. Amir Temur interprets the insults in the letter written by Boyazid differently. He shows his way and defeats his enemy. Even then, he respects the sultan. He shows the qualities of a true Sahibkiran.
                                   In the consolidation phase of the course: 
I. Work on questions and assignments.
II. Work on the text of the literary article about the dramatic epic "Sahibkiran".
III.Test test:
1.Which war of Amir Temur is depicted in the drama "Sahibqiron"?
A.Three years of war B.Five years of war
War with C.Sultan Boyazid D.War with the Mongols
2. Where is Sultan Boyazid the ruler?
A.Rum B.Farang C.Turkey d.Eron
3. How did Amir Temur fight?
With B.Hila, who played A.Shatranj and fought
C. Surrounding his enemies, D. First studied the state of the army
4. What does Amir Temur liken to playing chess?
A. To the battlefield B. To the enemy's fortress
C. To the art of war D. To the invincible hero
5. What great words of Amir Temur are remembered in the drama?
A. Power - in unity
B. We, the property of Turan, the Emir of Turkestan.
C. One for all, one for all.
D. Power is in justice.
Answers: 1.C 2.C 3.A 4.C 5.B
Homework: Drama analysis, work on question assignments.
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3-80
Literature 9th grade
Fury:
Course Title:9 control work .Test test
The purpose of the lesson: a) educational-III quarter to test students' knowledge on the topics covered through a test and to assess the knowledge acquired by students;
b) educationalincrease students' interest in learning;
d) developer-Improving the knowledge acquired in the III quarter and improving the thinking capacity of students.
Course type:written work;
Course style:interview, test, analysis;
Classroom:control workbooks, test handouts.
                                             Course Outline:
                                             Organizational issues:
                      At the end of the lesson:
a) greeting, duty information;
b) distribution of control workbooks;
d) to draw students' attention to the lesson.
                    At the stage of understanding the essence of the lesson:
I.9 Interview based on the content of the control case:
Control work 9 - Test. On the basis of the topics covered in the III quarter, students' knowledge is tested and knowledge, skills, abilities are analyzed, the test consists of 20 questions, each test has 4 answers, A, B, C, D - only bits are required to determine the correct answer.
II.Distribution of test handouts.
             In the consolidation phase of the course:
I. Carrying out of test and observation of written control work of pupils, giving the necessary understanding, indicators.
II. Collecting control workbooks and checking and evaluating the tests performed by students
III.Explain the test results and analyze the shortcomings and compare with the correct answers.
Vacation Tasks: 1.Repetition of topics covered in the third quarter;
2. Memorize poems.
3. Reading works of art.
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3-81 Literature 9th grade
Fury:
Topic: Repetition on previous topics
Course Objectives:
a) educational: repetition and consolidation of the acquired knowledge on the passed subjects;
b) educational: education in the hearts of students, interest in literature, reading works of art, fostering feelings of love for the motherland;
d) developer: to improve the knowledge acquired by students.
Course type: repetition
Course style: competition, poetry bouquet, creative work.
Classroom: literature textbook, handouts, works of art, poems.
                                 Course Outline:
                                  Organizational work:
                    At the call stage of the lesson:
a) greeting, duty information;
b) checkbooks;
d) attracting students' attention to the lesson;
                Interview on vacation assignments:
1. Conversation based on memorized poems in addition to the textbook memorized during the holidays;
2. Discussion of works of art read outside the textbook.
                  At the stage of understanding the essence of the lesson:
Question and answer on the basis of handouts on the life and work of poets and poetesses in the I.III quarter.
II. Inter-row competition: on the basis of poems memorized in the III quarter: on the basis of poems by Abdulhamid Sulaymon oglu Cholpon, Musa Tashmuhammad oglu Oybek, Abdulla Oripov
                 In the consolidation phase of the course:
I. Creative work:
      A poem I like
A bunch of graceful shakes,
On the swing of the high wind,
A basket of white flowers in the sun,
On the lips of a rock resembling dignity,
A bunch of graceful shakes…
These verses of Oybek are close to the heart, in which the feelings of humanity, humility and beauty are sung. No matter how high the blessing, he never tires of giving his beauty to those around him. But this beauty He is not proud at all, but in a humble spirit gives warm feelings to others.
Discussion II: My favorite literary hero
   I was especially impressed by the symbols of Silver and Zebi, because these symbols reflect the feelings of sincerity, simplicity, humility, love, which are now disappearing among Uzbek girls in a special spirit. Zebi and Silver are the source of patience, devotion to love… is a model school for every girl…
Home task: Preparation of tests, handouts based on the topics covered.
Students knowledge evaluation                Viewed: 
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Literature 9th grade
Fury:
Course Title: Poetry competition based on the poems of Abdulla Aripov
Course Objectives:
  1. a) educational - the qualities of poetry and poetry in students
   formation;
  1. b) fostering in the hearts of students the love for the motherland and the human feelings expressed in the poems;
  2. d) development of oral and written speech.
Course type: repetition;
Course style: debate, competition, poetry, creative thinking;
Classroom: textbook, collections of poems by Abdulla Aripov, handouts;
                                  Course Outline:
                                  Organizational work:
                  At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) to draw students' attention to the lesson.
                    At the stage of understanding the essence of the lesson:
Inter-row competition based on the poems of I.Abdulla Aripov in the textbook:
                     Spring
Spring has come again, in the universe again
An amazing beauty, an amazing bayot.
I congratulate you on this great moment,
My great shoulder, victorious life!
II. Competition on the basis of memorized poems of the poet:
                             Listening to the prayer
Tell me something is yours,
Why do you break my heart?
Why did you need my tears,
Why do you need rubab, why are you so sad?
                          In the consolidation phase of the course:
I.Creative thought: Poems of the poet that I like:
… The spear of a sad hero is an example
Disappointed bent poplar tips,
It is difficult to play in the shade of eagles
Awakened dreams of a sleeping girl.
In these verses, the poet not only expresses his experiences through beautiful allegories, but also dwells on the immortal memories of history, the living image of nature
I. Poetry under the theme "Zulfiya-tong kuychisi"
(Dedicated to the 100th anniversary of Zulfiya Khanum)
Almond blossom in cool mornings,
Purple lip, spring on the ground.
The flight of birds, the gentleness of the winds,
Spring in velvet valleys, hills…
I have not regretted my past life,
I have never seen anyone like me in my life.
I loved,
Erkalandim,
I lost,
I burned.
What did Izzat know,
This is a living…
II.Bahr-byte competition:
  Dear moments of our dear century,
 Dear people ask
 Opportunity is a trophy with royal lines
 It is time to decorate the book of lifen
 NSome of them are sad
 Both bent this inflexible head
 Tears well up in my eyes
 My mother is crying
 The rest are lying and crying.
Homework: Memorize Abdulla Aripov's extracurricular poems.
Assessment of students' knowledge.
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4-82 Literature 9th grade           
Fury:
Course Title:The life and work of William Shakespeare
The purpose of the lesson: a) educational to provide students with knowledge and information about the life and work of William Shakespeare, his place in world literature;
b) educationalto cultivate in students an interest in world literature, to cultivate human feelings;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on the text, poetry bouquet;
Classroom:textbook, William Shakespeare, works;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. To test the knowledge gained on the life and work of Abdulla Aripov on the basis of handouts;
2. Debate based on the poems of Abdulla Aripov. Memorization of poems and artistic-ideological analysis;
            At the stage of understanding the essence of the lesson:
I. What are your thoughts and ideas about William Shakespeare, his famous works "Othello", "Hamlet"? Shakespeare's place in world literature.
II.English poet, playwright, actor William Shakespeare was born on April 1564, 23 in Stralford, Yorkshire. His father, John Shakespeare, held various positions in the city administration.
It is believed that Shakespeare went to London in 1592 and acted in the theater. No work was published until 1593. In 1593 he published the epic Venus and Adonis. In 1594 he published the epic Lucrecia. The Comedy of Mistakes will be performed at the Grace Inn on December 28.
In 1598, the Berbegi brothers rebuilt the Globe Theater on the south bank of the River Thames. Shakespeare was both a contributor and an actor. In 1603, King James James took over the Shakespeare Troupe.
Shakespeare On April 1616, 23, Shakespeare died.
In Shakespeare's Hamlet, the ghost played the roles of Adam in "Do You Like It?", And in Johnson's "Until He Got Self" and "Seyan."
Shakespeare wrote thirty-six plays, 154 sonnets, and several epics.
Tragedies such as "King Lear", "Romeo and Juliet", "Hamlet", "Othello", "Macbeth", "Summer Night's Dream", "Venetian Merchant", "Twelfth Night" are among the rare masterpieces of world literature.
                                   In the consolidation phase of the course: 
Mastering the information given in the textbook about the life and work of William Shakespeare, working on the text;
II. Work on questions and assignments.
III.Test test:
1.William Shakespeare's first published work
A. ”Lucresia” B. “Othello”
C. Venus and Adonis D. Hamlet
2. In which theater will the play "Comedy of Mistakes" be performed?
A. Blackfraers B. at the Royal Theater C. Grace Inn D. Globe
3. What role did Shakespeare play in Hamlet?
A.Arvoh B.Hamlet C.Odam D.Teatr actor
4. In what direction were "King Lear", "Hamlet", "Othello", "Romeo and Juliet" written?
A.Doston B.Drama C.Tragedia D.Comedy
5.Find the line where the writer's epics are given.
A. Macbeth, Othello B. Venus and Adonis, Lucretius
C. "Comedy of Errors", "Twelfth Night" D. "Othello", "Venetian Merchant"
Answers: 1.C 2.C 3.A 4.C 5.B
Homework: Read Shakespeare's Othello in full.
 
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4-83 Literature 9th grade           
Fury:
Topic of the lesson: William Shakespeare's tragedy "Othello"
The purpose of the course: a) to provide students with knowledge and information about the tragedy of William Shakespeare "Othello", the role of the work in world literature;
b) fostering students' interest in world literature, fostering human feelings;
d) increase the development of students' worldview and thinking skills, increase their interest in fiction and reading;
Course type: non-traditional;
Course style: discussion, work on the text, analysis of the work;
Classroom: textbook, portrait of William Shakespeare, works;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) attracting students' attention to the lesson;
           Past topic and homework request:
1. Question-answer on the basis of the knowledge gained on the life and work of William Shakespeare on the basis of handouts;
2. What knowledge and understanding did you gain about the Othello tragedy?
            At the stage of understanding the essence of the lesson:
I. Questions and assignments on the tragedy "Othello":
1.Who is Othello?
2. What can you say about Othello and Desdemonna’s first relationship?
3. Why did Othello keep Cassio away from him?
4. What are Cassio and Desdemona talking about?
5. How does Othello express his experiences in his monologue?
II The tragedy of Othello was written in 1604. It depicts the subtleties of the human mind in a highly artistic way. The drama combines the good and evil, betrayal and loyalty, crime that have plagued mankind since its inception. and the struggle between qualities such as trust, nobility, and inferiority. Like all humanists of the time, Shakespeare wanted to see man as mature in all respects, flawless, worthy of the noble name of man. interest, the points of mutual agreement of the fate of those who have committed atrocities in the way of gaining power.
Selfishness and jealousy are so vile that it is impossible for anyone to harm them or others. General Othello's official, the hypocrite and jealous Yago, appointed him as his deputy. No, the brave Cassio takes revenge on both his master and the lieutenant for being chosen.
                                   In the consolidation phase of the course:
Reading a passage from William Shakespeare's Othello, mastering its content, working on the text;
There is a reason, there is a reason, a reason, my dear,
But there is a strong reason. I will not shed blood.
It is whiter than snow, smoother than the marble in the tomb
I do not scratch or injure a body.
If he survives, he will deceive others again,
So he absolutely must die…
The doubts and suspicions in Othello's heart scratch his heart. The words he uttered above Desdemona reflect his anguish, his feelings. others do not want to be the victim of this “accusation”….
II. Work on questions and assignments.
III.Test test:
1. When was Othello written?
A.1604 B.1606
C.1594 to D.1605
2. Why does Yago seek revenge on Othello?
A. Desdemona for rejecting his love and acknowledging Othello
For taking Othello Cassio as his lieutenant
To expose Desdemona's relationship with Cassio
D. For insulting his wife Emilia Desdemona
3. What does Cassio ask Desdemona?
A. To expose the deeds of Yago
B. To reconcile with her husband
C. that he is not to blame for the loss of the handkerchief
D. Listening to Emilia's thoughts about her husband
4. What does Desdemona know is her sin?
A. Failure to keep the handkerchief is a love for B. Othello
C. Confidence and love D.Cassio had a friendly conversation
5. What does Emilia call Othello?
A. Black devil B. Killer C. Mal'un D. Hypocrite
Answers: 1.A 2. B 3.B 4.B 5.A
Homework: Read Shakespeare's Othello in full. Work on the text.
Works analysis
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4-84 Literature 9th grade           
Fury:
Course Title:William Shakespeare's tragedy "Othello". Work on the text.
The purpose of the lesson: a) educational to provide students with knowledge and information about the tragedy of William Shakespeare's "Othello", the role of the work in world literature, based on the text of the work, its artistic and ideological analysis;
b) educationalto cultivate in students an interest in world literature, to cultivate human feelings, to fight against the ignorance promoted in the play,
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:discussion, work on the text, analysis of the work;
Classroom:textbook, William Shakespeare, works;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Question-answer on the basis of the knowledge gained on the life and work of William Shakespeare on the basis of handouts;
2. What knowledge and understanding did you gain about the Othello tragedy?
            At the stage of understanding the essence of the lesson:
I. Expressive, role-playing and ideological-artistic analysis of the passage from the work "Othello":
Oh, disgust! That's what I think,
I can smell the stench ra
I thought so… I found myself
Shame on you for killing me from this grief, humiliation!
As Emilia utters these words to those around her, she feels the frustration that comes through this razor and reveals her direct hatred to her participants.
The depravity in II is caused by the actions of Yago and Rodrigo. Unable to gain their own interests, Yago tries to take revenge on Rodrigo Desdemna, who is in agony, unable to win his love. Othello, Cassio , Desdemona, is impressively represented by the emblems of Emilia.
Othello is brave, straightforward and open-minded. He does not expect betrayal from Desdemona, so he does not forgive her. These trustworthy people are surrounded by petty selfish people, who become victims of their nets…
                                   In the consolidation phase of the course: 
I. "Promise me…"
Who or what do you blame for the tragedies in the works?
II. Work on questions and assignments.
III.Test test:
1.Who found the handkerchief?
A.Yago B.Dezdemona C.Kassio D.Rodrigo
2. What does Emilia sing about?
A.Love B.Majnuntol C.Hate D.Life
3. Another weapon of Othello:
A. Love B. Heartache C. Spanish sword D. Loyalty to the country
4. How does Othello judge himself?
A. apologizes to Desdemona
B. Hands himself over to Graziano
C. asks them to kill him
D. asks them to bathe in the fires of Hell.
5. Othello says, "No matter how you push your chest, it will tremble."
A. With hand B. With reed C. With one word D. With one look
Answers: 1.B 2. B 3.C 4.D 5.B
Homework: Working on the text of Shakespeare's Othello.
Works analysis.
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Literature 9th grade           
Fury:
Course Title:William Shakespeare's tragedy "Othello". Analysis of the work
Theoretical: Tragic images and the reality of life
The purpose of the lesson: a) educational to provide students with theoretical information about the tragedy of William Shakespeare's "Othello", the ideological and artistic analysis of the work, tragic images and the realities of life;
b) educationalto inculcate in students the qualities of interest in world literature, the development of human feelings, the struggle against the ignorance put forward in the play;
d) developer-increase students' worldview and thinking skills, interest in fiction and reading, improve theoretical knowledge;
Course type:unconventional;
Course style:discussion, work on the text, analysis of the work, theoretical information;
Classroom:textbook, William Shakespeare, works;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Question-answer on the basis of the knowledge gained on the life and work of William Shakespeare on the basis of handouts;
2. What knowledge and understanding did you gain about the Othello tragedy?
            At the stage of understanding the essence of the lesson:
I. Expressive, role-playing and ideological-artistic analysis of the passage from the work "Othello":
Othello:I no longer have the slightest courage,
           The nail boy who takes my sword.
          It is an honor to live this cruel life,
          Let it all perish, let it disappear…
Emilia:Which song did you like, Nozani?
               Are you listening? My dear, A? Desdemona?
               Singing after playing like a swan,
               I turn a blind eye to this world…
In the process, after Shakespeare's despair of Desdemona, Othello realizes his guilt, and Othello and Emilia sing of their inner anguish and pain. He is deeply saddened by his death, and sings his favorite song and wants to leave this world with him, because the injustices of this world, the oppression of Yago, have tormented him too.
If the death of so many good people in the play is a tragedy, the fact that they perished in the name of petty interests of a trivial person increases the level of tragedy fo.
 II. Work on the text of a literary article about the tragedy "Othello".
                         In the consolidation phase of the course:
I.Theoretical information: Tragic images and realities of life
In tragedies, the logic of life may not be fully followed in the depiction of emblems. As the scale of the injustices faced by tragic emblems is so great, the tragedy caused by the destruction of such images is also terrible.
III.Test test:
1. "Where is the serpent? Bring this cursed one! ”Who says these words about Yago?
A.Otello B.Lodoviko C.Kassio D.Rodrigo
2. According to Lodokivo, whose trick does Othello fly?
A.Past slave B.Hasadgoy C.Manfaatparast D.Mal'un
3. Why does Othello do these things?
A.Muhabbati B.Nomusi C.Rashki D.Gururi
4. What was the letter found in Rodrigo's pocket about?
Accusing A. Desdemona of treason
Revenge on B. Cassio
C. The advice to kill Cassion
D. About throwing the handkerchief at Cassio's house
5. What does Othello call his love?
A.Pure feeling B.Sure love C.Dur D.Marvarid
Answers: 1.B 2. A 3.B 4.C 5.D
Homework: Working on the text of Shakespeare's Othello.
Works analysis.
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4-85 Literature 9th grade                                                                                       
Sana:
Subject: 10 Preparation for control work.
Essay. Topic: "Description of the image of Othello"
Course Objectives:
  1. a) educational: control of students on the basis of acquired knowledge and skills;
  2. b) educational: the struggle of love, justice, truth, deceit and ignorance in the hearts of students, fostering a sense of interest in world literature;
  3. d) developmental: development of oral and written speech.
Course type: control;
Course style: discussion, analysis of works, work on questions and assignments, planning;
Classroom: textbook, Othello, Shakespeare and others.
                                        Course Outline:
                                         Organizational work:
                                      At the call stage of the lesson:
a) greeting, duty information;
b) control of books and notebooks;
d) attracting students' attention to the lesson;
                          The past subject va home function to ask:
1. Question and answer on the work on the basis of handouts;
2. Description of the heroes of the work.
                                Darsning essence comprehension stage:
I. Reading excerpts from the tragedy "Othello" and ideologicalbadiiy  analysis, discussion of students' conclusions on the work;
Othello:Don't exaggerate and say,
            He loved the silly, but very strong
            Not too prone to jealousy, however
           It exploded and hit the border.
At the end of his speech, Othello expresses his pure and pure feelings of love. He loved Desdemona with all his heart. He was not jealous of her.
                                Darsning strengthen stage:
I. Discussion on the topic of the essay:
"Description of the image of Othello"
II..Making a plan on the topic.
II. Collection of short ideas
  Example:
                   Description of the image of Othello
                               Plan :
1. The position of Shakespeare's tragedies in world literature.
2. The reflection of selfishness and jealousy in the tragedy "Othello"
3. Pure love.
4. Trust, love and jealousy…
III. Oral statement of the main ideas on the basis of the developed plans and filling in the ideas in the plans on the basis of students' opinions and directing students to write an essay, giving the necessary information and comments.
Home task: Write a draft of an essay on "Description of the image of Othello."
Assessment of students' knowledge.
                                                  
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4-86 Literature 9th grade                                                                                       
Sana:
Subject: 10 control work
Essay. Topic: "Description of the image of Othello"
The purpose of the lesson: a) educational: control of students on the basis of acquired knowledge and skills;
  1. b) educational: the struggle of love, justice, truth, deceit and ignorance in the hearts of students, fostering a sense of interest in world literature;
  2. d) developmental: development of oral and written speech, thinking capacity and worldview;
Course type: control;
Course style: planning, essay writing;
Classroom: notebooks, "Othello".
                                        Course Outline:
                                         Organizational work:
                                      At the call stage of the lesson:
a) greeting, duty information;
b) distribution of office work books;
d) attracting students' attention to the lesson;
                                           Darsning essence comprehension stage:
I. Review of plans and essays on "Description of Othello";
I. Prepare to write an essay, giving the necessary information and recommendations on the basis of essays and plans.
                                Darsning strengthen stage:
I. Writing an essay in the notebooks:
                   Description of the image of Othello
                               Plan :
1. The position of Shakespeare's tragedies in world literature.
2. The reflection of selfishness and jealousy in the tragedy "Othello".
3. Pure love.
4. Trust, love and jealousy…
The Othello tragedy 1604. The play depicts the subtle, intricate aspects of the human mind and emotions with great artistry. The drama features such qualities as goodness and evil, betrayal and loyalty, crime and trust, nobility and inferiority that have been side by side since the dawn of humanity. Like all humanists of the time, Shakespeare wanted to see man as perfect in every way, free from imperfections, worthy of the noble name of man. the mutually agreed points of destiny of those who did so are described.
Selfishness and jealousy are so vile that it is impossible for anyone to harm them or others. General Othello's official, the hypocrite and jealous Yago, appointed him as his deputy. No, the brave Cassio is seeking revenge on both his master and the lieutenant for being chosen.n goes out of the way...
There is a reason, there is a reason, a reason, my dear,
But there is a strong reason. I will not shed blood.
It is whiter than snow, smoother than the marble in the tomb
I do not scratch or injure a body.
If he survives, he will deceive others again,
So he absolutely must die…
The doubts and suspicions in Othello's heart scratch his heart. The words he uttered above Desdemona reflect his anguish, his feelings. others do not want to be the victim of this “accusation”….
Othello:I no longer have the slightest courage,
           The nail boy who takes my sword.
          It is an honor to live this cruel life,
          Let it all perish, let it disappear…
Emilia:Which song did you like, Nozani?
               Are you listening? My dear, A? Desdemona?
               Singing after playing like a swan,
               I turn a blind eye to this world…
In the process, after Shakespeare's despair of Desdemona, Othello realizes his guilt, and Othello and Emilia sing of their inner anguish and pain. He is deeply saddened by his death, and sings his favorite song and wants to leave this world with him, because the injustices of this world, the oppression of Yago, have tormented him too.
If the death of so many good people in the play is a tragedy, the fact that they perished in the name of petty interests of a trivial person increases the level of tragedy fo.
II. Collection of control workbooks.
Homework: Reading from other works by Shakespeare;
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4-87 Literature 9th grade
Sana:
 Course Title: 10 Analysis of control work
Essay. Topic: "Description of the image of Othello"
Course Objectives:
  1. a) educational - analysis of knowledge and skills acquired by students, essays written on the basis of this knowledge and skills;
  2. b) fostering in the hearts of students love, justice, truth, high respect for great ancestors, respect for parents;
  3. d) development of oral and written speech.
Course type: strengthening;
Course style: analysis, creative work;
Classroom: textbook, Othello Shakespeare, historical and artistic works, historical figures;
                                        Course Outline:
                                         Organizational work:
                                      At the call stage of the lesson:
a) greeting, duty information;
b) distribution of control workbooks;
d) attracting students' attention to the lesson;
                          At the stage of understanding the essence of the lesson:
I. Interpretation and analysis of students' assessments from the 10th control work;
II. Work on errors:
 a) work on spelling errors;
b) work on sign errors;
d) work on methodological errors.
                      In the consolidation phase of the course:
Discussion of other works of Shakespeare:
I. Creative work
                        Interview with Amir Temur
      Amir Temur has left such a mark in the history of Uzbekistan that this name still amazes the people of the world. His name, great struggles, deeds for the sake of statehood are proudly mentioned. Amir Temur is our strength, glory and honor…
As Amir Temur said: "If you are skeptical of our power, look at the buildings we have built." Yes, more than six centuries have passed, and the buildings built by Amir Temur are still in the eyes of the world. , attracts visitors from all over the world with its beauty.
Amir Temur's greatest achievement in history was the establishment of a centralized state. He united all the Turkic peoples under one state. But after his death, Timur's kingdom fell into disrepair. Temurid princes divided Timur's kingdom into small parts and ruled. .
“We, the property of Turan, the Emir of Turkestan,
We are the oldest and greatest of nations
Our main link of the tour ”…
These thoughts of Amir Temur are not in vain in Abdulla Aripov's drama "Sahibkiron". By quoting these thoughts of Amir Temur, the poet once again calls on the people to unite, to fight for the freedom of the people. Encourages to give thanks for these days…
Let's be worthy children of our ancestors…
Homework: Memorize poems about historical figures and read historical and artistic works
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4-88 Literature 9th grade Date:
Course Title:Life and work of Heinrich Hayne
The purpose of the lesson: a) educational to provide students with knowledge and information about the life and work of Heinrich Hayne, his role in world literature;
b) educationalto cultivate in students an interest in world literature, to cultivate human feelings;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on text, provide information;
Classroom:textbook, image of Heinrich Hayne, works;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. To test the knowledge gained on the life and work of William Shakespeare on the basis of handouts;
2. Discussion on the basis of William Shakespeare's Othello. Description of the protagonists and conclusions from the work;
            At the stage of understanding the essence of the lesson:
I. Do you know any poets who have a place in world poetry, are recognized by the world, have contributed to the development of poetry? Can you memorize their poems?
II.Heinrich Hayne is a great representative of German literature, a true poet who skillfully combined political satire in sincere poetry. He was born on December 1797, 13, in Düsseldorf, Germany, to a merchant Jewish family. his mother Betty's examples of folklore were the basis of his upbringing. His father and mother dreamed of him becoming a merchant. But he was a fan of poetry and wrote poems.
Heinrich Hayne has been studying at the universities of Bonn, Hettingen and Berlin since 1819. He listened to lectures from the famous Hegel and increased his knowledge. Although he studied law, he never worked in this field.
In 1827, a collection of poems "Book of Songs" was published in Hamburg. In 1830, the book "Travelogues" was published. This book consists of travel essays. Heine's way was German in that period. The rulers did not like him, so in 1830 he came to France and took an active part in the political and literary life of Paris. The poet's poem "Weavers of Silesia", the epic "Germany. Winter's Tale", the ballad "Slave Ship" In 1832 he wrote The French Works, in 1842 the epic Atta Troll, in 1854 Lutetia, in 1851 Romansero, and in 1854 the Confession. He wrote in his book "Germany. Winter's Tale": "I love my homeland no less than you. Because of this love I was persecuted for thirteen years, because of this love without sighing, without frowning in pain, I will be returned to the place of persecution for the rest of my life. ”He was accused of being unkind to the nation. The poet died on February 1856, 17 in Paris. His poems are translated into Uzbek by Cholpon, Oybek, Mirtemir, Abdulla Sher. Khayriddin Sultan.
                                   In the consolidation phase of the course: 
Mastering the information given in the textbook about the life and work of I. Heinrich Hayne, work on the text;
II. Expressive reading of the poem "Empty dreams are far away" Ideological and artistic analysis of the poem:
Empty dreams are far away,
Another breath of love in the heart.
Feeling more delicate, kind,
Simiraman spring breath.
The poet travels in the bosom of spring and describes the state, inner experiences and pains of a mad lover with beautiful words and metaphors. Heart experiences are combined with the beauties of nature tabiat
III.Test test:1.Heinrich Heine's first published work
A. "Germany. Winter fairy tale" B. "Book of songs"
C. “Romansero” D. “Road signs”
2.Which work consists of road essays?
A. "Germany. Winter fairy tale" B. "Book of songs"
C. “Romansero” D. “Road signs”
3. What does the poet write about in the poem “Weavers of Silesia”?
A. Bitter life truth B. Justice
C. French political life D. Compatriots are ridiculed
4. What is the poet accused of?
A. Nationalist poet B. Aggressive to politics
C. Unloving to the selfish poet D.Millat
5. What art was used?
Crazy laughing in love,
More birds singing in the garden.
A. Animation B. Tashbih C. Tazod D. Talmeh
Answers: 1.B 2.D 3.A 4.D 5.A
Homework: Exploring the poet's lyrical heritage.
                                                                       Viewed: 
                                                                               MO`IBDO`: Norova N
 
 
 
 
 
4- 89 Literature 9th grade                                
Fury:
Course Title:Heinrich Hayne's lyrics. Analysis of poems.
The purpose of the lesson: a) educational to provide students with knowledge and information about the life and work of Heinrich Hayne, his role in world literature, expressive reading of poems, ideological and artistic analysis;
b) educationalto cultivate in students an interest in world literature, to inculcate in the minds of readers the noble feelings expressed in the poems;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, expressive reading, analysis of poems;
Classroom:textbook, image of Heinrich Hayne, works;
                                  Course Outline:
                                Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. To test the knowledge gained on the life and work of Heinrich Hayne on the basis of handouts;
2. What ideas and comments can you make based on the poems of Heinrich Hayne;
            At the stage of understanding the essence of the lesson:
I. Expressive reading and ideological and artistic analysis of the poem "Prosper day and night":
Good day and good night
Noisy spring sabo.
These sounds catch my tongue
The poet's heart is enriched by the breath of spring, its freshness, beautiful nature. It awakens good feelings in his heart. Through these wonderful feelings, he compares himself to a nightingale and sings about his love.
II. Expressive reading and ideological-artistic analysis of the poem "Oh, do not be afraid, do not worry":
Oh, don't worry, don't be afraid
If I do the secret of the tongue, it is obvious.
And it is a metaphor for you
I'll forgive you a thousand times!
As the poet reveals the secret of his heart, he gives unique allusions to the poem. Through these allusions, he sings the sufferings of the heart and reflects the sparks of love in the poem.
                                   In the consolidation phase of the course: 
I. Expressive reading and ideological and artistic analysis of the poem "Slowly get out of the water":
Slowly pull your head out of the water
The lily feeds on flowers innocently.
In the flames of burning love
The moon makes him smile
The poet depicts the image of night nature through the art of animation with beautiful allegories. The lotus flower is depicted as a symbol of innocence. This beauty enchants the moon, this martyrdom torments her.
II. Ideological and artistic analysis of the poem "If your eyes are sharp":
If your eyes are sharp,
Take a look at my tunes.
She has a wonderful charm,
More beautiful than oats.
The poet sings in his poem about the water that lives in his poems. The magic in this poem binds every soul to itself…
III. Expressive reading of the poem "My mother von Heldern B. Haynega" Ideological and artistic analysis of the poem:
I hold my head always proud,
My stubborn intellect that will never be defeated.
Even standing before the king,
I can't take my eyes off the ground.
In the poem, the poet describes the infinity of the mother's love and feels a sense of indebtedness to her.
IV. Work on the literary article "On the poems of Heinrich Heine".
V.Test test:
1. What does the poet liken to a lover in the poem "Obod etar tun-u kunimni"?
A.Mayna B.Toti C.Bulbul D.Sho'x bulbul
2. What does the poet mean when he says, "It will melt among the flowers"?
A.Yor's beauty B.Yorga's metaphors and metaphors
C. The secrets of the heart D. The sparks of the flame
Which work consists of road essays?
3. What is the symbol of the lily flower?
A.Ibo, modesty, innocence B.Oshiq
C. Beauty D. Purity
4. Who lives in poetic melodies?
A.Suluvlardan ha suluv B.Ajoyib dilbar
C. Delicate taste D. Beautiful charming
5. What is the light that illuminates the poet's heart?
A. Mother's love B. Childhood happiness
C. The mother bowed before him D. The mother forgave him
Answers: 1.D 2.B 3.A 4.B 5.C
Homework: To memorize one of the poet's poems.
                                                                               Viewed: 
                                                                               MO`IBDO`: Norova N
 
  4-90 Literature 9th grade Date:
Course Title:Life and work of Alexander Sergeyevich Pushkin
The purpose of the lesson: a) educational to provide students with knowledge and information about the life and work of Alexander Sergeyevich Pushkin, his place in world literature;
b) educationalto cultivate in students an interest in world literature, to instill a love for Pushkin's work;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on text, provide information;
Classroom:textbook, image of ASPushkin, works;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Heinrich Hayne on the basis of handouts;
2. Poetry flower: Based on the poems of Heinrich Hayne.
            At the stage of understanding the essence of the lesson:
I. Do you know any poets who have a place in world poetry, are recognized by the world, have contributed to the development of poetry? Can you memorize their poems? What can you say about Pushkin's role in this?
II.Alexander Sergeyevich Pushkin was born on June 1799, 6, in the family of Sergei Pushkin, a retired major of the ancient nobility living on German Street in Moscow. The influence of his nurse Arina Radionovna Yakovleva was strong in his development as a poet.
Pushkin was admitted to the Sarskoye Selo Imperial Lyceum near St. Petersburg, Russia, on October 1811, 19. He was fast, stubborn, and honorable. Therefore, he did not have many friends. The poet's first poem was published in the lyceum. Derzhavin predicted that he would become a great poet.
The poet graduated from high school in 1817 and worked in the Ministry of Foreign Affairs. He expressed his progressive views. However, he was not a member of any of the societies organized because he was a creative person. He liked to live in freedom.
Poem "Freedom" in 1817, epics "Ruslan and Lyudmila", "Copper Horseman" in 1820, "Story of Belkin", "Mrs. Toppon", "Dubrovsky" in the 30s. After reading the manuscript of Ruslan and Ludmila, Zhukovsky presented Pushkin with a portrait of himself with the inscription: "From a victorious student to a defeated teacher."
The poet was persecuted in the south of the empire in the 1820s as a result of provocations and slander. The persecution lasts 4 years.
In 1824-26 he was dismissed from public service and exiled to the village of Mikhailovskoye, where the father belonged. Here the people study the oral art in depth.
In 1826, the Russian ruler Nikolai approached the first and in 1827 asked permission to live in the capital. But he was again slandered by the envious. They caused a quarrel between Dantes, the son of the Dutch ambassador, and Pushkin. On January 1837, Pushkin wrote an insulting letter to Dante, inviting him to a duel. On January 25, the poet was severely wounded in a duel. The poet died on January 27, 1837.
Pushkin's poems have been translated by Cholpon, Erkin Vahidov, G. Gulom, Oybek, Abdulla Aripov, Muhammad Ali, A. Suyun, H. Khudoiberdiyeva, U.Azim, M. Kenjabek.  
                                   In the consolidation phase of the course: 
Mastering the information given in the textbook about the life and work of Alexander Pushkin, work on the text;
II. Work on information about the poet outside the textbook;
III.Test test:1.In which magazine was Pushkin's first poem published?
A. “Russian literature” B. “Literaturnaya gazeta”
C. “European Literature” D. “European News”
A famous poem written in 2.1817?
A. "Freedom" B. "Ruslan and Ludmila"
C. “Captain girl” D. “Copper rider”
3. Who predicted that Pushkin would become a great poet?
A.Jukovskiy B.Derjavin C.Lermontov D.Gogol
4. For which work did Zhukovsky present a portrait to the poet with the inscription "From the teacher who defeated the student to the winner"?
A. "Captain's daughter" B. "Freedom"
C. "Ruslan and Ludmila" D. "Copper rider"
A famous work completed in 5.1836?
A. "Captain's daughter" B. "Freedom"
C. "Ruslan and Ludmila" D. "Copper rider"
Answers: 1.D 2.A 3.B 4.C 5.A
Homework: Reading the poet's poetic novel "Eugene Onegin".
Assessment of students' knowledge.
                                                                 Viewed: 
                                                                               MO`IBDO`: Norova N
4-91 Literature 9th grade                             
Fury:
Course Title:Alexander Sergeyevich Pushkin's poetic novel "Eugene Onegin"
The purpose of the lesson: a) educational to inform students about the poetic novel "Eugene Onegin" by Alexander Sergeyevich Pushkin, expressive reading of the work, ideological and artistic analysis;
b) educationalto cultivate in students an interest in world literature, to instill a love for Pushkin's work;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on text, provide information;
Classroom:textbook, image of ASPushkin, works;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Alexander Pushkin on the basis of handouts;
2. What knowledge and understanding did you gain about the poetic novel Eugene Onegin?
            At the stage of understanding the essence of the lesson:
Questions about the poetic novel "Eugene Onegin":
1. In what genre was "Eugene Onegin" written?
2. Who is Eugene? What is the purpose of his visit to the village?
3. What does Tatiana decide?
4. How does Tatiana express her feelings in her letter?
5. What freezes his heart?
II. Reading excerpts from the poetic novel "Eugene Onegin" and ideological and artistic analysis:
“… It's over! I'm reading again - horror…
Honor, fear, ice in the tongue…
Your faith is my guarantee,
I give myself up dad ”
As Tatiana writes these words at the end of her letter, she also expresses the pain, experience, suffering and difficulties in her heart. She also expresses the fear in her heart, because there is a feeling of honor. , surrenders his whole heart to her…
These beautiful translations belong to the pen of Mirza Kenjabek.
                       In the consolidation phase of the course: 
Discussion based on the events of I. Asar:
Sometimes she cries, sometimes she cries,
Trembling letter in hand.
The envelope is sealed, dried,
On the inflamed dry tongue.
Such events, the sufferings in the hearts of the protagonists, the struggles between the emotions become more and more intense byte by byte.
III.Test test:
1.Who translated Pushkin's poetic novel Eugene Onegin?
A.Cholpon B.Mirza Kenjabek
C.Abdulla Oripov D.Erkin Vohidov
2. For what purpose does Onegin come to the village?
To own the property of A.Amakisi
B. To purchase property
C. To perform public service
DOZ was back to his hometown.
3. What makes Tatiana's heart "freeze"?
A. Honesty and fear of not accepting love
From the departure of C. Onegin from the absence of D. Onegin
4. With whom does Tatiana send the letter?
A. Enough with his mother
C. With the maid D. With the neighbor
5. Why does onegin reject Tatiana's love?
AO feels that he is not spiritually worthy of the girl.
B. For his arrogance he does not consider himself worthy.
C. For inconsistency of moral views.
D.Since he was far from sincere feelings.
Answers: 1.B 2.A 3.B 4.C 5.A
Homework: Reading the poet's poetic novel "Eugene Onegin".
Works analysis.
Assessment of students' knowledge.
 
                                                        Viewed: 
                                                                               MO`IBDO`: Norova N
 
 
 
4-92 Literature 9th grade                             
Fury:
Course Title:Alexander Sergeyevich Pushkin's poetic novel "Eugene Onegin"
The purpose of the lesson: a) educational to inform students about the poetic novel "Eugene Onegin" by Alexander Sergeyevich Pushkin, expressive reading of the work, ideological and artistic analysis;
b) educationalto cultivate in students an interest in world literature, to instill a love for Pushkin's work;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on text, provide information;
Classroom:textbook, image of ASPushkin, works;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Alexander Pushkin on the basis of handouts;
2. What knowledge and understanding did you gain about the poetic novel Eugene Onegin?
            At the stage of understanding the essence of the lesson:
Questions about the poetic novel "Eugene Onegin":
1. In what genre was "Eugene Onegin" written?
2. Who is Eugene? What is the purpose of his visit to the village?
3. What does Tatiana decide?
4. How does Tatiana express her feelings in her letter?
5. What freezes his heart?
II. Reading excerpts from the poetic novel "Eugene Onegin" and ideological and artistic analysis:
“… It's over! I'm reading again - horror…
Honor, fear, ice in the tongue…
Your faith is my guarantee,
I give myself up dad ”
As Tatiana writes these words at the end of her letter, she also expresses the pain, experience, suffering and difficulties in her heart. She also expresses the fear in her heart, because there is a feeling of honor. , surrenders his whole heart to her…
These beautiful translations belong to the pen of Mirza Kenjabek.
                       In the consolidation phase of the course: 
Discussion based on the events of I. Asar:
Sometimes she cries, sometimes she cries,
Trembling letter in hand.
The envelope is sealed, dried,
On the inflamed dry tongue.
Such events, the sufferings in the hearts of the protagonists, the struggles between the emotions become more and more intense byte by byte.
III.Test test:
1.Who translated Pushkin's poetic novel Eugene Onegin?
A.Cholpon B.Mirza Kenjabek
C.Abdulla Oripov D.Erkin Vohidov
2. For what purpose does Onegin come to the village?
To own the property of A.Amakisi
B. To purchase property
C. To perform public service
DOZ was back to his hometown.
3. What makes Tatiana's heart "freeze"?
A. Honesty and fear of not accepting love
From the departure of C. Onegin from the absence of D. Onegin
4. With whom does Tatiana send the letter?
A. Enough with his mother
C. With the maid D. With the neighbor
5. Why does onegin reject Tatiana's love?
AO feels that he is not spiritually worthy of the girl.
B. For his arrogance he does not consider himself worthy.
C. For inconsistency of moral views.
D.Since he was far from sincere feelings.
Answers: 1.B 2.A 3.B 4.C 5.A
Homework: Reading the poet's poetic novel "Eugene Onegin".
Works analysis.
Assessment of students' knowledge.
                                                                                     
                                                                                 Viewed: 
                                                                               MO`IBDO`: Norova N
 
 4-93 Literature 9th grade Date:
Course Title:Chingiz Aitmatov  life and work
The purpose of the lesson: a) educational Chingiz Aitmatov to students  to provide knowledge and information about his life and work, his place in world literature;
b) educationalfostering students' interest in world literature, Aitmatov  to create love for creativity;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on text, provide information;
Classroom:textbook, Chingiz Aitmatov  image, works;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Questions and answers on the life and work of Alexander Pushkin on the basis of handouts;
2. Poem wreath: Based on poems by Alexander Sergeyevich Pushkin.
            At the stage of understanding the essence of the lesson:
I. Do you know any poets whose works have a place in world literature, who are recognized by the world, who have contributed to the development of the novel? Can you tell from their works? What can you say about the role of Chingiz Aitmatov?
  1. Chingiz Aitmatov was born on December 1928, 12, in the village of Shakar in the Talas Valley of Kyrgyzstan, where he experienced the hardships of childhood. His grandfather Aitmat was a flower craftsman and a great craftsman. His father, Turakul Aitmatov, was educated in a Russian-style school and was a man of sound mind. He held high positions in the republic and worked hard to eradicate illiteracy in Kyrgyzstan and bring modern culture to the country. Many tragedies befell the writer's family. The mother of the future writer Naima Aitmatova is also said to be an educated, highly cultured and intelligent woman.
            At the age of 14 he was appointed secretary of the village council as a literate man. Then he worked as a tax collector, an accountant in the tractor brigade. After graduating from high school, he entered the veterinary school in 1945 and graduated in 1948. Then he entered the Agricultural Institute, which he graduated in 1953. He also worked as a zootechnician on an experimental farm. From an early age he wanted to write.
            Due to his passion for literature, he was forced to change his profession. From 1956 to 1958 he studied at the Higher Literature Course in Moscow. Here he was confronted with a real literary process.If I hadn't read here, I wouldn't have been able to write my own stories”He says. In 1957 he published "Yuzma-yuz" and in 1958 "Jamila".
            Chingiz Aitmatov  In 1958-1960 he published the book “Literary Kyrgyzstan" In 1961 he worked as a special correspondent for Pravda in Central Asia and Kyrgyzstan. From 1991 he was the Ambassador of Kyrgyzstan and the Russian Federation to Luxembourg and Belgium. He died on June 2008, 10 at the age of 80 from a serious illness.
            His works such as "The First Teacher", "Face to Face", "Jamila", "Goodbye Gulsara", "White Ship" made his name known to the world. The author's novels "Day of the Century", "Resurrection", "Cassandra's seal", "When the mountains fall (Eternal Bride)" reflect the spiritual and moral problems of not only one nation and country, but all mankind. Chingiz Aitmatov's works have been translated into 165 languages ​​and published in 67.2 million copies.
                                   In the consolidation phase of the course: 
  1. Assimilation of information about the life and work of Chingiz Aitmatov in the textbook, work on the text;
II. Work on information about the poet outside the textbook;
III.Test test: 1. Who was Chingiz Aitmatov's grandfather?
  1. kobizchi B. etikdoz
  2. doctor D. Konchi
2. At what age was he appointed secretary of the village council?
A.13 years old B.14 years old
C.15 years old D.16 years old
3. Which writer says about himself: "If I had not read here, I would not have been able to write my own stories"?
  1. Ch. Aytmatov B.Derjavin C.Lermontov D.Gogol
  2. Ch. What is Aitmatov's most famous story and in what year was it written?
A. "Captain's Daughter" 1967 B. "Freedom" 1987
C. “Jamila” 1958 y. “Face to Face” 1957 y
  1. Ch. Find a series of novels by Aitmatov.
A. "Day of the Century", "Doomsday" B. "When the mountains fall", "Jamila"
C. "Cassandra's mark", "Face to face" D. "White ship", "Doomsday"
Answers: 1.A 2.B 3.A 4.C 5.A
Homework: Reading the author's novel "Asrga tatiguli kun".
Assessment of students' knowledge.
                                                                 Viewed: 
                                                                               MO`IBDO`: Norova N
 
 
4-94 Literature 9th grade                             
Fury:
Course Title:Chingiz Aitmatov's novel "Day of the Century"
The purpose of the lesson: a) educational to inform students about Chingiz Aitmatov's novel "Asrga tatigulik kun", expressive reading of the work, ideological and artistic analysis;
b) educationalfostering students ’interest in world literature, Ch. Creating love for Aitmatov's work;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on text, provide information;
Classroom:textbook, Ch. Aitmatov's image, works;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. On the basis of distributions Ch. Questions and answers on the life and work of Aitmatov;
2. What knowledge and understanding did you gain about the novel "Day of the Century"?
            At the stage of understanding the essence of the lesson:
I " Questions about the poetic novel "Day of the Century":
  1. In what genre was "Asrga Tatigulik Kun" written?
2. Who is Edigey?
3. Why does Edigey call himself a fool to Sobitjon?
4. What does Sabitjon ignore the will?
5. What do you think is the reason for trying to bury Edigey's body in the tomb of mother Bayit?
II. ” Ideological and artistic analysis of excerpts from the novel "Day of the Century":
  Ch. Aitmatov's novel was written in 1980. With the publication of the work, readers around the world were shocked by the fact that the main indicators that define the human image are: self-awareness, understanding of others, knowledge of historical roots, pride in it, and the loss of these concepts. ra humanity was artistically expressed in the example of the destiny of concrete people. However, such a feature was alien to Soviet literature.
            The novel, which expresses the best feelings in the depths of the writer's heart, is based on the book "Tragedy" by the tenth-century Armenian writer Grigor Narikatsin.This book is my body and my fig,
                                                 This word is my soul and my world ”Has a deep meaning in the epigraph of lines. Ch. For Aitmatov, too, the novel was the "soul and the world". The work really appears as a description of the sighs and pains of the world-famous writer, the pains and sorrows of his life. depriving oneself of one's roots, one's tongue, one's people, one's pride is a more horrible crime than suicide, which is reflected in the image of the unparalleled tragedy of the poor Naiman mother.
In the consolidation phase of the course: 
Discussion based on the events of I. Asar:
On both sides of the railway lies a savage monster - Sariozak, a middle-aged man.
It takes at least thirty miles by rail from the Storm Station to the ancestral cemetery in Naiman to Mother Bayt. The same distance when crossing the Sariozak steppe. If you don't want to get lost in the desert, it's better to go by rail, you still have to walk a long way to the cemetery. In this case, it is necessary to go around the Kishiksay gorge and to Mother Bayit. There was no other way. So, even when walking on the nearest road, it would take 60 kilometers to get there….
III.Test test:
1. How long did it take to write the novel "Day of the Century"?
A.4 oymobayinda B. 6 oymobayinda
C.5 oymobayinda. D. In the 7th month
2.Which work Ch. For Aitmatov, it was "the soul of the world"?
A. "Doomsday" B. "Face to face"
  1. "Century Day" D. "When the mountains fall"
  2. Ch. Aitmatov says which of the characters in the novel "Day of the Century" I tried to describe by focusing on the problems of our time?
A.Edigey Bo`ron B.Sobitjon
C.Jo`lomon D.Edilboy daroz
  1. Who translated the novel "Asrga tatigulik kun" into Uzbek?
A.Sharof Rashidov B.Cholpon
C.Asil Rashidov DG`afur Gulom
  1. Where are the events of the novel "Day of the Century"?
A.Sariozak at B.Boronli station in the desert
C. Mother in Bayit Cemetery D. A and B
Answers: 1.B 2.C 3.A 4.C 5.D
Homework: Reading the poet's poetic novel "Asrga tatigulik kun".
Works analysis.
Assessment of students' knowledge.
                                                                                  
                                                                                 Viewed:
                                                                               MO`IBDO`: Norova N
 
 
 
 
                                                                                                                                           4-95 Literature 9th grade Date:
Course Title:Work on the text of Chingiz Aitmatov's novel "Asrga tatigulik kun"
The purpose of the lesson: a) educational to inform students about Chingiz Aitmatov's novel "Asrga tatigulik kun", expressive reading of the work, ideological and artistic analysis;
b) educationalfostering students ’interest in world literature, Ch. Creating love for Aitmatov's work;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on text, provide information;
Classroom:textbook, Ch. Aitmatov's image, works;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. On the basis of distributions Ch. Questions and answers on the life and work of Aitmatov;
2. What knowledge and understanding did you gain about the novel "Day of the Century"?
            At the stage of understanding the essence of the lesson:
I " Questions about the poetic novel "Day of the Century":
  1. In what genre was "Asrga Tatigulik Kun" written?
2. Explain why Sabitjon tried to bury his father's body here. What do you think is his indifference to the will of the deceased?
3. Read and comment on the conversation between Edilboy and Sobitjon. Evaluate the morale of the interlocutors.
4. Why do you think Sobitjon is not ashamed of the absence of his wife and children at the funeral?
5. What do you think is the reason for trying to bury Edigey's body in the tomb of mother Bayit?
II. ” Ideological and artistic analysis of excerpts from the novel "Day of the Century":
            This happened at a time when the Jungjans were waging a relentless war with the indigenous peoples in order to conquer the Sariozak steppes and enslave the population. Indigenous tribes, who did not want to lose their lands, were constantly fighting, and there were moments of peace between large and small battles. The Naiman mother tragedy begins on one of these days….
In the consolidation phase of the course: 
Discussion based on the events of I. Asar:
Naiman's mother's son goes to war to avenge his father, who was killed by the Jungjans a year ago, and is wounded in a brutal fight in Sariozak. Frightened by the battle, the young man on horseback drags himself into the wilderness. No one notices this because the battle is so intense… After the battle, the Naymans look for him for days. Although the warrior was dead, he should not have been left in the hands of the enemy.
III.Test test:
  1. Ch. Through which heroes in the novel "Day of the Century" Aitmatov reveals the image of people who are no different from the mangroves, who do not remember the past, who are not proud of the traditions of their ancestors?
A.Edigey Bo`ron B.Sobitjon, Jo`lomon
C.Jo`lomon D.Edilboy daroz
2. How far was it to get to and from Mother Bayit Cemetery on the nearest road from the Storm Station?
A.60 miles B.50 miles
  1. 40 miles D. 30 miles
  2. Where did Sobitjon go to boarding school?
A.Sario`zakda B.Jungjangda
C.Qumbelda D.Kazangapda
  1. "He was rougher and more curious by nature - that's why he's called Storm." Which character definition is this?
A.Edigey Bo`ron B.Sobitjon, Jo`lomon
C.Jo`lomon D.Edilboy daroz
  1. What does Edigey saddle to follow his friend Storm on his last journey?
A.Karnak horse B.Semiztak donkey
C. Black camel D. Straw camel
Answers: 1.B 2.A 3.C 4.A 5.C
Homework: Reading the poet's poetic novel "Asrga tatigulik kun".
Works analysis.
Assessment of students' knowledge.
                                                                                  
                                                                                 Viewed:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
                                                                               MO`IBDO`: Norova N
 
 
    4-96 Literature 9th grade Date:
Course Title:Description of the characters of Chingiz Aitmatov's novel "Asrga tatigulik kun"
The purpose of the lesson: a) educational to inform students about Chingiz Aitmatov's novel "Asrga tatigulik kun", expressive reading of the work, ideological and artistic analysis;
b) educationalfostering students ’interest in world literature, Ch. Creating love for Aitmatov's work;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on text, provide information;
Classroom:textbook, Ch. Aitmatov's image, works;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. On the basis of distributions Ch. Questions and answers on the life and work of Aitmatov;
2. What knowledge and understanding did you gain about the novel "Day of the Century"?
            At the stage of understanding the essence of the lesson:
I " Questions about the poetic novel "Day of the Century":
  1. In what genre was "Asrga Tatigulik Kun" written?
2. Explain why Sabitjon tried to bury his father's body here. What do you think is his indifference to the will of the deceased?
3. Read and comment on the conversation between Edilboy and Sobitjon. Evaluate the morale of the interlocutors.
4. Why do you think Sobitjon is not ashamed of the absence of his wife and children at the funeral?
5. What do you think is the reason for trying to bury Edigey's body in the tomb of mother Bayit?
II. ” Ideological and artistic analysis of excerpts from the novel "Day of the Century":
            Ch. Aitmatov's great writing is such that he convincingly portrayed the fate of Edigey in the Storm as a humble man who was completely out of politics, living thousands of miles away from where such problems could be solved. Edigey is a true man who has not forgotten the past, who lives according to the high traditions of his ancestors and can find strength in himself.
In the consolidation phase of the course: 
Discussion based on the events of I. Asar:
It is also very impressive that Sobitjon Mankurt is a modern and dangerous copy of the noble man, devoid of human feelings, who does not feel the human heart, ignores the customs of his ancestors, and considers himself an intellectual who understands its laws.
During the burial of Kazangap, in the moments of farewell to the deceased, the image of the place where he prayed to God showed the high human qualities of Edigey's nature. In short, this novel is an immortal century full of pain about the basic values ​​that ensure human humanity.
III.Test test:
  1. Kazangap's daughter's name…
A.Xonzoda B.Gulzoda
C.Oyzoda D.Iroda
  1. From whom does Naiman's mother hear that a young and young mankurt fat man is tending a herd of camels in the Sariozak steppe?
A. from neighbors B. from bandits
  1. from traders D. from shepherds
  2. What would the Jungjangs turn into slaves?
A.to the enemy B.to the enemy
C.manqurtga Truthfulness
  1. Who reprimanded Sabitjon, saying, "Father is yours, but you are no longer like yourself."
A.Edigey Bo`ron B.Sobitjon, Jo`lomon
C.Jo`lomon D.Edilboy daroz
  1. After Manqurt Naiman kills his mother, what makes her fly like a bird?
A.heart B.hair
C. white scarf D. chase on the foot
Answers: 1.C 2.C 3.C 4.D 5.C
Homework: Writing an essay on "Impressions from the masterpieces of world literature."
Works analysis.
Assessment of students' knowledge.
                                                                                  
                                                                                 Viewed:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
                                                                               MO`IBDO`: Norova N
 
4-97 Literature 9th grade Date:
The subject of the lesson:Impressions from the masterpieces of world literature
The purpose of the lesson: a) educational to inform students about rare works of world literature, ideological and artistic analysis;
b) educationalto cultivate in students an interest in world literature, to instill a love for the works of poets;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on text, provide information;
Classroom:textbook, several figures of world literature;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Question and answer session on the life of the representatives of world literature
2. Review of the essay "Impressions from the masterpieces of world literature"
            At the stage of understanding the essence of the lesson:
Questions and answers on the works of I World Literature:
1. "Where is the serpent? Bring this cursed one! ”Who says these words about Yago?
2. Explain why Sabitjon tried to bury his father's body here. What do you think is his indifference to the will of the deceased?
3. In which magazine was Pushkin's first poem published?
4. For what purpose does Onegin come to the village?
5.H. Henry is depicted as a symbol of the lily flower?
  1. Who lives in the melodies of H. Henry?
II. Reading excerpts from examples of world literature, ideological and artistic analysis:
            1-group. Ch. Aitmatov's great writing is such that he convincingly portrayed the fate of Edigey in the Storm as a humble man who was completely out of politics, living thousands of miles away from where such problems could be solved. Edigey is a true man who has not forgotten the past, who lives according to the high traditions of his ancestors and can find strength in himself. 2-group. There is a reason, there is a reason, a reason, my dear,
But there is a strong reason. I will not shed blood.
It is whiter than snow, smoother than the marble in the tomb
I do not scratch or injure a body.
If he survives, he will deceive others again,
So he absolutely must die…
The doubts and suspicions in Othello's heart scratch his heart. The words he uttered above Desdemona reflect his anguish, his feelings. others do not want to be the victim of this “accusation”….
3-group. Slowly pull your head out of the water
The lily feeds on flowers innocently.
In the flames of burning love
The moon makes him smile
The poet depicts the image of night nature through the art of animation with beautiful allegories. The lotus flower is depicted as a symbol of innocence. This beauty enchants the moon, this martyrdom torments her.
In the consolidation phase of the course: 
Discussion based on the events of I. Asar:
3 groups will express their opinions on each other's selected works
III.Test test:
1. When was Othello written?
A.1604 B.1606
C.1594 to D.1605
  1. From whom does Naiman's mother hear that a young and young mankurt fat man is tending a herd of camels in the Sariozak steppe?
A. from neighbors B. from bandits
  1. from traders D. from shepherds
3. What does H. Henry write about in the poem “Weavers of Silesia”?
A. Bitter life truth B. Justice
C. French political life D. Compatriots are ridiculed
4. Who translated Pushkin's poetic novel "Eugene Onegin"?
A.Cholpon B.Mirza Kenjabek
C.Abdulla Oripov D.Erkin Vohidov
5.Ch. At the age of Aitmatov was appointed secretary of the village council?
A.13 years old B.14 years old
C.15 years old D. 16 years old
Answers: 1.A 2.C 3.A 4.B 5.B
Homework: Performance of tests on the basis of N. Rasulova tests
Assessment of students' knowledge.
                                                                                  
                                                                                 Viewed:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
                                                                               MO`IBDO`: Norova N
 
 
 
 
 
 
 
4-98 Literature 9th grade Date:
Course Title:Independence period literature.
The purpose of the lesson: a) educational to inform students about the rare works of literature of the independence period, ideological and artistic analysis;
b) educationalto cultivate in students an interest in world literature, to instill a love for the works of poets;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on text, provide information;
Classroom:textbook, several figures of representatives of the literature of the independence period;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Question and answer session on the life of the representatives of world literature
2. Checking homework given on the basis of N. Rasulova's Tests
            At the stage of understanding the essence of the lesson:
Questions and answers on the literature of the I Independence period:
  1. Indicate the peculiarities of the modern literary process.
2. Do you know any writers who entered the literature of the independence period?
3. Give examples from the works of writers.
II. Ideological and artistic analysis of excerpts from the literature of the independence period:
            Since the 90s of the last century, the Uzbek people have entered a completely new stage of its history. The literature of the independence period is a logical continuation of centuries-old national literature.
            The literature of the independence period is the product of a radically changed national consciousness and a completely renewed aesthetic thinking. Thanks to independence, the Uzbek people have had the opportunity to get acquainted with the Holy Quran, one of the foundations of their spirituality. The translation of this holy book into Uzbek has revolutionized the nation's beliefs, worldview and spirituality.
In the consolidation phase of the course: 
I. Discussion on the basis of the events of the literature of the independence period:
            Five features became the basis of the literature of the independence period.Poetry.Centuries-old Uzbek poetry still leads in reflecting the spirit of the time, the feelings of contemporaries. It is still the leading type of our national literature. In the poems of such poets as A. Aripov, R. Parfi, O. Matjon, H. Khudoiberdiyeva, Farida Afroz, Zebo Mirzo, the poetic vision of world events and human states has reached a new level.
            Reading poetry is no longer a way to relax and have fun.
III.Test test:
1. When was Othello written?
A.1604 B.1606
C.1594 to D.1605
  1. From whom does Naiman's mother hear that a young and young mankurt fat man is tending a herd of camels in the Sariozak steppe?
A. from neighbors B. from bandits
  1. from traders D. from shepherds
3. What does H. Henry write about in the poem “Weavers of Silesia”?
A. Bitter life truth B. Justice
C. French political life D. Compatriots are ridiculed
4. Who translated Pushkin's poetic novel "Eugene Onegin"?
A.Cholpon B.Mirza Kenjabek
C.Abdulla Oripov D.Erkin Vohidov
5.Ch. At the age of Aitmatov was appointed secretary of the village council?
A.13 years old B.14 years old
C.15 years old D. 16 years old
Answers: 1.A 2.C 3.A 4.B 5.B
Homework: Performance of tests on the basis of N. Rasulova tests
Assessment of students' knowledge.
                                                                                  
                                                                                 Viewed:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
                                                                               MO`IBDO`: Norova N
4-99 Literature 9th grade Date:
Course Title:Independence period literature.
The purpose of the lesson: a) educational to inform students about the rare works of literature of the independence period, ideological and artistic analysis;
b) educationalto cultivate in students an interest in world literature, to instill a love for the works of poets;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on text, provide information;
Classroom:textbook, several figures of representatives of the literature of the independence period;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Question and answer session on the life of the representatives of world literature
2. Checking homework given on the basis of N. Rasulova's Tests
            At the stage of understanding the essence of the lesson:
Questions and answers on the literature of the I Independence period:
  1. Indicate the peculiarities of the modern literary process.
2. Do you know any writers who entered the literature of the independence period?
3. Give examples from the works of writers.
II. Ideological and artistic analysis of excerpts from the literature of the independence period:                             
            Prose of the independence period  is also a weighty and weighty type of today's literary process. In the current literary process, Sh. Kholmirzayev, O`. The unique works of such artists as Hoshimov, O. Mukhtor, Muhammad Ali, T. Malik, T. Murod, N. Norkobilov, N. Eshonqul and others ensure the development of national prose.
            The artists of this period created the following works: "A Thousand and One Images", "The Man in the Mirror", "Ffu", "Alisher Navoi and the Artist Abulkhair" by O. Mukhtor in completely new ways of expression; N. Eshankul is the author of such works as "Black Book", "Coffin City", "Kultoy", which can create pure national images based on the best practices of world prose.
In the consolidation phase of the course: 
I. Discussion on the basis of the events of the literature of the independence period:
            Five features became the basis of the literature of the independence period. one was missing. Dramaturgy of the independence period  . Renewals in the system of Uzbek national thinking and aesthetic views have had a significant impact on the development of modern drama. O. Yakubov's "Secrets of a Home", U. Azim's "One Step Way" were among the achievements of modern Uzbek drama.
            Thus, the literature of the independence period is developing on the basis of sound principles. Serious attention is paid to the discovery of the most influential ways of depicting the psyche of contemporaries in the works of various genres that are currently being created.
III.Test test:
1. What genre of literature of the independence period is a cause for justification and serious concern?
A.poetry B. Nasr
C. pharmacology D. comedy
  1. What images are immortalized in the prose of the literature of the independence period?
A.Ulton, Gulsara B.Ulash, Lola
 CO`sar, Zuhra D. All the answers are correct
3. Identify the author of the story "People left from the council."
  1. Sh. Botayev BN Eshonqul
CZ Qurolboy DU Azim
4. What does Paphos mean?
A.passion B.feel
C. distress D. all the answers are correct
5. Identify playwrights of the independence period.
AO Yakubov BA A'zam
  1. Sh. Botayev D. A and B
Answers: 1.D 2.D 3.A 4.D 5.D
Homework: Write your thoughts on the topic "The book leads to perfection."
Assessment of students' knowledge.
                                                                                  
                                                                                 Viewed:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
                                                                               MO`IBDO`: Norova N
 
4-100 Literature 9th grade Date:
The subject of the lesson:Reading a book leads to perfection"  conversation on the subject.
The purpose of the lesson: a) educational strengthening the knowledge of students, ideological and artistic analysis;
b) educationalto cultivate students' interest in reading books, to create love for the works of poets;
d) developer-increase students' worldview and thinking skills, increase their interest in fiction and reading;
Course type:unconventional;
Course style:debate, work on text, provide information;
Classroom:textbook, several figures of representatives of the literature of the independence period;
                                  Course Outline:
                                  Organizational work:
                     At the call stage of the lesson:
a)greeting, duty information;
b)book control;
d)to draw students' attention to the lesson;
           Past topic and homework request:
1. Question and answer on the topics covered
2. Check homework
            At the stage of understanding the essence of the lesson:
Questions and answers on the literature of the I Independence period:
  1. Indicate the peculiarities of the modern literary process.
2. Do you know any writers who entered the literature of the independence period?
3. Give examples from the works of writers.
II. Ideological and artistic analysis of excerpts from the literature of the independence period:                             
            We will divide the class into two groups, and each group will tell the story of the works they have read independently. Then students' opinions are listened to on the basis of problematic questions.
In the consolidation phase of the course: 
I. Discussion on the topic "Reading a book - leads to perfection":
 The competition will be held under the theme "Who has read a lot of books." In this case, the students, ie one student from each group, and the one who writes the most titles in one minute, the group wins.
III.Test test:
1. What genre of literature of the independence period is a cause for justification and serious concern?
A.poetry B. Nasr
C. pharmacy D. comedy
  1. What images are immortalized in the prose of the literature of the independence period?
A.Ulton, Gulsara B.Ulash, Lola
 CO`sar, Zuhra D. All the answers are correct
3. Identify the author of the story "People left from the council."
  1. Sh. Botayev BN Eshonqul
CZ Qurolboy DU Azim
4. What does Paphos mean?
A.passion B.feel
C. distress D. all the answers are correct
5. Identify playwrights of the independence period.
AO Yakubov BA A'zam
  1. Sh. Botayev D. A and B
Answers: 1.D 2.D 3.A 4.D 5.D
Homework: Write your thoughts on the topic "The book leads to perfection."
Assessment of students' knowledge.
                                                                               Viewed:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
                                                                               MO`IBDO`: Norova N
4-101
Literature 9th grade Date: Course Title:9 control work .Test test
The purpose of the lesson: a) educationalTesting students 'knowledge on the topics covered in the IV quarter through a test and assessment of students' knowledge;   b) educationalincrease students' interest in learning; d) developer-Improving the knowledge acquired in the III quarter and improving the thinking capacity of students.                                                                        Course type:written work;                                                                                                    Course style:interview, test, analysis;                                                                             Classroom:control workbooks, test handouts.                                                                                                       Course Outline: Organizational work: At the call stage of the course:a) greeting, duty information; b) distribution of control workbooks; d) drawing students' attention to the lesson.
                    At the stage of understanding the essence of the lesson:
I.9 Interview based on the content of the control case:
Control work 9 - Test. On the basis of the topics covered in the III quarter, students' knowledge is tested and knowledge, skills, abilities are analyzed, the test consists of 20 questions, each test has 4 answers, A, B, C, D - only bits are required to determine the correct answer.
II.Distribution of test handouts.
             In the consolidation phase of the course:
I. Carrying out of test and observation of written control work of pupils, giving the necessary understanding, indicators.
II. Collecting control workbooks and checking and evaluating the tests performed by students
III.Explain the test results and analyze the shortcomings and compare with the correct answers.
Vacation Tasks: 1.Repetition of topics covered in the third quarter; 2. Memorization of poems. 3. Reading works of art.
                                                                               Viewed: 
                                                                               MO`IBDO`: Norova N
 
4-102 Literature 9th grade Date:
Topic: Final lesson
The purpose of the lesson: a) educational: review and consolidation of knowledge on the topics covered; b) educational: in the hearts of students to acquire knowledge, interest in literature, reading works of art, to cultivate feelings of love for the motherland; d) developer: improving the knowledge acquired by students.
Course type: repetition Course style: competition, poetry contest, creative work. Classroom: literature textbook, handouts, works of art, poems.
                                 Course Outline: Organizational work: At the call stage of the course:
a) greeting, duty information; b) checking notebooks; d) drawing students' attention to the lesson;                 Interview on vacation assignments:
1. Conversation on the basis of memorized poems in addition to the textbook memorized on vacation; 2. Discussion of works of art read outside the textbook.
                  At the stage of understanding the essence of the lesson:                                                                                          Question and answer on the basis of handouts on the life and work of poets and poetesses in the I.III quarter.   II. Inter-row competition: on the basis of poems memorized in the III quarter: Abdulhamid Sulaymon oglu Cholpon, Musa Tashmuhammad oglu Oybek, Abdulla Aripov On the stage of consolidation of the lesson: I. Creative work : "My favorite poem"
A bunch of graceful shakes, On the swing of the high wind, A basket of white flowers lifted to the sun, On the lips of a rock resembling Viqor, A bunch of graceful shakes… These verses of Oybek are close to the heart, in which humanity , humility and beauty are sung. No matter how high the blessing, he never tires of giving his beauty to those around him. But he is not proud of this beauty. i, on the contrary, in a humble spirit gives warm feelings to others .. II. Discussion: My favorite literary heroI was especially impressed by the symbols of Silver and Zebi, because these symbols reflect the feelings of sincerity, simplicity, humility, love, which are now disappearing among Uzbek girls in a special spirit. Zebi and Silver are the source of patience, devotion to love… is a model school for every girl…      Home task: Preparation of tests, handouts based on the topics covered.
Students knowledge evaluation                Viewed: 
                                                                               MO`IBDO`: Norova N

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