Nistry of higher education,science and innovations of the republic of uzbekistan denau institute of entrepreneurship and pedagogy philology faculty

Collaborative practice

Tell students that they are going to work together in groups to make a drawing of an animal idiom's literal meaning and then act out its real, or figurative, meaning. They will see if the drawings and skits they make provide enough information for their classmates to figure out what the idiom really means. To begin, select a group of three students to demonstrate the activity. Tell this group that their idiom is "to let the cat out of the bag" and that this idiom means "to give away a secret."
Divide the group tasks as follows: One student will draw the idiom the way it would look if it meant literally what it said: by drawing a sketch of a cat leaping out of a paper bag. This student labels the drawing with the idiom, "to let the cat out of the bag." The other two students develop a brief skit about the figurative meaning of the idiom: "to give away a secret." For example, they could develop a simple scene where someone finds out about a surprise birthday party, because a brother or sister gives it away beforehand. The last line could be: "You let the cat out of the bag."
When the group is finished, have them show the idiom's literal meaning in the drawing, and then act out its figurative meaning in the skit. Have the group challenge their classmates to guess the idiom's figurative, or intended, meaning and then correctly use the idiom in a sentence: Nancy let the cat out of the bag when she told Nick about the surprise birthday party. When the whole class has understood how this activity works, assign a different animal idiom, with its figurative meaning, to other groups of students. Each group then works out its plan for making the drawing and acting out the skit. Have the groups take turns demonstrating their idioms to the class, so the class can guess the idiom's figurative meaning and use it in a sentence.

III.CONCLUSION.

In conclusion national clothes are important part of every tradition and every country.A traditional garment expresses an identity through costume, which is usually associated with a geographic area or a period of time in history. It can also indicate social, marital or religious status. If the costume is used to represent the culture or identity of a specific ethnic group, it is usually known as traditional ethnic garment. Such costumes often come in two forms: one for everyday occasions, the other for traditional festivals and formal wear. Dress is nothing in relation to learning of students. But, the outlook of teacher creates a learning impression into the minds of students at first look or first sight. The fact is evidential naturally when a teacher presents before the students in a new batch or a new class even in an old batch. The psychology works at student’s mind that by a smart outlook smart presentation is possible. Though irrelevant, the impression of good-looking dress might get admiration from the colleagues, subordinate staff, and even outsiders. An individual’s personality can be revealed through appearance depending on importance of clothing , and choice in clothing can communicate responsibility, status, power, and the ability to be successful . In students’ judgments, teachers’ formal dress represents competency and The dress allows the person's speaking to take more authorization of ideas . The teacher should dress professionally enough to establish authority and to maintain professionalism . Regardless of liberties, the teacher should focus on students so that they will have to make to their classroom learning friendly. Henceforth, how the dress usually influences the learning of students depending on students’ attitude is the prime concern of this study.
It is obvious from the analysis that dress creates a strong favorable image into the minds of students by assuming teachers’ family background, personality, choice, or product of preferences by viewing his or her clothing, values, and social status. The research study was conducted to find the impact of dress on students’ attitude and students’ learning among the university students in particular and higher education in general. Research indicates that both dress and students’ attitude are the important factors to increase weight on students’ learning. The research can be replicated in the same manner with a large sample size and more variety of variables affecting the learning of the students. Although SEM provides a good fit to the hypothesized model, future research could use a different design to examine causal relationships posited by theories, such as to explore other antecedents on students’ attitude in other academic institutions and other countries or different global regions.
For a child to learn to dress themselves, they must learn a series of complex steps, from selecting an outfit, to learning how to put it on. To do this, a child must develop a cognitive understanding of how to dress, as well as learn the steps to putting on their own clothes. Dressing requires a certain amount of dexterity and motor control as well. Teaching a child to dress takes time and patience, and even a typically developing child may take months or years to learn how to dress themselves and may need an adult to prompt them when required. A child with autism may need additional visual and physical prompting, as well as reinforcement to complete all of the steps of dressing themselves.