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Гость_1744: He knew I was a sex worker. It says so, right within my Bumble profile: retired media whore, current actual whore.
He'd even commented onto it, using the language every woman longs to hear from the romantic interest:'Haha, nice ;) '. And yet I watched as his face contorted in to an expression of disgust, his upper lip curling as the truth of my profession came crashing down around him such as for instance a tonne of bricks.


"That is a lot," he explained, and he then rolled on to his back and stared at the ceiling. I didn't hear from him again.

It sometimes surprises people to listen to that sex workers do a variety of normal people activities, like working other jobs, studying, taking the bins out. We exist in actuality after our shifts end and the red light is flicked off; we've dinner with this families and shop at K-Mart and wait on hold with this internet service providers for what feels like hours.


It's not common that the physical and emotional experiences we've at the office could be enough to replace a possible not enough intimate connection inside our lives beyond work; so most of us also date, with varied levels of success.

A few months ago, I ended a relationship with a man I had been seeing for almost two years. In private, he was a huge supporter of me working, but around his colleagues and friends his tune seemed to change. He would introduce me, but hesitate in describing our relationship; when he explained, "This really is Kate..." the silence that hung in the area where, "...my girlfriend," should have been weighed a tonne.



I don't believe he personally had a trouble with me being a sex worker, but I actually do think that the likelihood of others judging me – and then judging him if you are with me – was enough to make him want to keep me a secret.

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June 2019
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Dars jarayonidan lavha
Maktabda tashkil etilgan to'garaklar
Maktab honalari
Bilimlar bellashuvi
Ingliz tili bizning hayotimizda
Namangan viloyati Norin tuman Xalq ta'limi bo'limiga qarashli 40-umumiy o'rta ta'lim maktabining web sayti

    MO’MINOVA  DILFUZA. 3-SINF  MATEMATIKA.

 

     O’ZBEKISTON  RESPUBLIKASI

XALQ  TA’LIMI  VAZIRLIGI

Namangan  viloyati   

Norin  tumani  xalq ta’limi bo’limiga 

qarashli 40-sonli  umumiy  o’rta  ta’lim

maktabi  boshlang’ich sinf  o`qituvchisi

MO’MINOVA  DILFUZANING   

Ikki xonali sonlarni xonadan o‘tib ayirish.

mavzusida matematika fanidan

  bir  soatlik

DARS  ISHLANMASI.

 

 

    Mavzu:   Ikki xonali sonlarni xonadan o‘tib ayirish.

                9-16- MISOL VA MASALA

Tayanch tushunchalar: Ikki xonali sonlarni xonadan o‘tib, bo‘laklab va ustun shaklida ayirish usullari.

Soatlar soni: 1 soat.

Mavzuning qisqacha mazmuni: Ikki xonali sonlarni xonadan o‘tib ayirishning ikki usuli – bo’laklab va ustun shaklida ayirish usullarini takrorlash, unga doir misol va masalalarni, kesmani o’lchash va taqqoslashga doir mashqni yechish.

Metodlar: Suhbat, «Kim tez topadi?» interfaol metodi, mustaqil ish.

Jihozlar: Darslik, tarqatma materiallar, mavzuga doir plakatlar.

Nazorat: Og‘zaki so‘rov, doskada va mustaqil ravishda misol, masalalarni yechish.

Baholash: Doskada yoki mustaqil ravishda misol, masalalarni yechishlariga qarab o‘quvchilar baholanadi.

Darsning maqsadi: a)O‘quvchilarning ikki xonali sonlarni xonadan o‘tib ayirish bo‘yicha 2-sinfda olgan bilim va ko‘nikmalarini, kesmani o’lchash va taqqoslashga oid malakalarini mustah-kamlash.    b) komil insonni tarbiyalash    d) o’quvchilarning hisob kitob malakalarini rivojlantirish

Kutilayotgan natijalar: Bo’laklab va ustun shaklida ayirish usullaridan foydalanib, ikki xonali sonlarni xonadan o‘tib ayirishga doir misollarni yecha oladilar, kesma uzunhgini o’lchash va ularni taqqoslay oladilar.

I.Tashkiliy qism:

Salomlashish;

Davomatni tekshirish

Darsning maqsadini aytish.

II.O’tgan mavzuni so’rash va mustahkamlash.

Uyga vazifa tekshirib chiqiladi. Og’zaki savol –javob o’tkazaman.

 

 

 

     III.Yangi mavzu bayoni:

                                                  Darsning borishi:

O‘qituvchi quyidagi ifodalar yozilgan kartochkalarni ko‘rsatadi:

14 - □ = 10                    43      -□= 40         72-□= 70

28 - □ = 20                    59      -□= 60         96-□= 90

Kvadrat o‘mida qanday son bo‘lishi kerakligini o‘quvchilar navbatma-navbat aytishadi.

9-misolni o‘quvchilar mustaqil yechadilar. Misolni o‘quvchilar navbatma-navbat doskada ham yechishlari mumkin 

 

10-topshiriqdagi rasm asosida quyidagicha masala tuzish mumkin: Ikki tup olmadan 78 kg olma terildi. Bir tupdan 42 kg olma terilgan bo‘lsa, ikkinchisidan necha kilogramm olma terilgan?

 

Yechilishi: Ikkinchi tupdan terilgan olma: 93 - 56 = 37 (kg).

 

11-topshiriqda chizg‘ich yordamida AB va CD kesmalarning uzunligi o‘lchanadi hamda ularning farqi aniqlanadi: AB-51 mm,

 

CD = 84 mm, 84 - 57 = 27 (sm).

 

IV. Mustahkamlash.

 

12-topshiriqdagi boshqotirma bo‘yicha soat sirti quyidagicha bo‘linganda har bir bo‘lakdagi sonlar yig‘indisi bir xil, ya’ni 13 ga teng bo‘ladi:

 

Bu boshqotirma yechimini topishni o‘yin shaklida tashkil etish mumkin. Buning uchun o‘quvchilar 3 gumhga bo‘linib, har bir guruh o‘quvchilari oq qog‘ozga soat chizib, uning sirtini 6 bo‘lakka bo’ladilar va sonlar yig‘indisi bir xilligi topiladi. Sardorlar o‘z ishlarini doskada namoyish etib, nechta o‘quvchi to‘g‘ri bajarganligini aytadilar. Bu o‘yin «Kim tez topadi?» deb nomlanib, birinchi bajargan guruh rag‘batlantiriladi.

 

V. Uyga vazifa:

 

Uyga berilgan 15-misol va 16-masalani yechish bo‘yicha tegishli ko‘rsatmalar beriladi.

 

16-masalaning yechilishi:

 

1) ikkinchi do‘konga keltirildi - 56 - 12 = 44 (kg);

 

2) hammasi bo’ib keltirildi - 56 + 44 = 100 (kg).

 

Darsdagi faolligiga qarab o‘quvchilar baholanadi.

 

Uyga qo‘shimcha topshiriq: Ikki xonali sonlarni xonadan o‘tib ayirish usullarini takrorlash va puxta o‘zlashtirib kelish.

 

VI. Dars yakuni. O’quvchilar bilimini baholash va rag’batlantirish

 

.