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Test and its analysis
Textbook: p. 79
GoalThe test on simple-sentence syntax and its analysis.
New words
test · nazorat ishierror analysis · xato tahlilispelling error · imloviy xatopunctuation error · ishoraviy xato
Explanation
In the test, tasks are done on kinds of predicate, the dash rule, the subject, subjectless sentences, naming sentences, word-sentences and unextended and extended sentences. In the checked work errors are sorted into three types: spelling (writing a word wrongly), punctuation (a mistake in punctuation such as the dash) and stylistic (misuse of a word). For each error the correct form is written, the rule repeated and new examples made. A pupil who keeps an error list does not repeat those errors in the next work.
Worked examples
Error type: “Havo — issiq” (an extra dash with an adjective predicate) — punctuation error; correct: “Havo issiq”.
Stylistic error: “Juda ko‘p kuchli bola” → “Juda kuchli bola.”
Class activity
Working on errors: three groups compile spelling, punctuation and stylistic error lists and present the corrected forms.
Practice
1
Into what types are errors divided?
Spelling, punctuation and stylistic.
2
Is a dash needed in “Opam a’lochi”? Justify.
Yes, write “Opam — a’lochi”: the predicate is a noun with neither a predicative suffix nor a copula. No dash is used, for example, when “ham” comes or when the predicate is an adjective.
3
Make a new sentence for your own error and correct it.
The answer depends on the pupil’s error: error — corrected form — rule.
4
Why is keeping an error list useful?
Because seeing one’s errors helps avoid repeating them.