367
necessary to communicate clearly and accurately with their colleagues, reducing the risk of
miscommunication and improving patient safety. [4]
In conclusion, we can note that professionally oriented English language training for medical
students is an important factor in developing their careers and ensuring readiness for successful
interaction in the international medical environment. Modern methods and approaches to learning,
the use of authentic materials and technologies contribute to the formation of professional
competencies and communication skills in English. However, as we can state, the methods described
above, except for distance learning, are not being implemented everywhere. Obviously, in addition
to the need to improve the methods of knowledge transfer, it is also necessary to improve the methods
of knowledge control. Assessment of learning outcomes today most often includes summative
assessment, however, it is promising to expand the practice of using formative assessment, and
expand the practice of applying to standardized tests that allow you to monitor the progress of students
and ensure their preparation for international medical practice. The importance of learning English
by medical students is undeniable, as it opens up opportunities for professional growth, participation
in scientific research and international cooperation. Investing in English language training will be
useful for future medical professionals, helping them achieve success in their careers and contribute
to the development of world medicine. Therefore, the active implementation of the above-mentioned
methods of professionally oriented English language teaching will allow in the future to solve the
most difficult tasks that medical professionals will face.
REFERENCES:
1.
Bashirova H.A., Magomedova M.A., Ragimova V.M. The role of a foreign language
in the formation of professional competence of medical students // Mir nauki, kultury, obrazovaniya.
2022. No. 1(92). pp. 219-222.
2.
Belova Yu.K., Medvedeva M.A., Peshikov O.V. English as a tool for professional
improvement of a medical student // Bulletin of the Council of Young Scientists and Specialists of
the Chelyabinsk. 2018. Vol. 1. No.4 (23). pp.13-16.
3.
Miskhodzheva F.A. Features of teaching a foreign (English) language for medical
purposes in higher education // Bulletin of Science and Education. 2018. No.10(46). pp. 52-55.
4.
Savignon, S.J. (1997). «Communicative competence: Theory and classroom practice»
(2nd ed.) New York: McGraw-Hill. The Practice of English Language Teaching J. Harmer First
Edition Longman, 2001.
EFFECTIVE STRATEGIES OF DESIGNING TEACHING MATERIALS IN
TEACHING THE ENGLISH LANGUAGE
Oringalieva D – assistant teacher
Nukus State Pedagogical Institute Named after Ajiniyaz,
Republic of Karakalpakstan
It is commonly known that, teachers use various tools and strategies in terms of designing
teaching materials. One of the main tasks facing modern education is to educate learner with a high
cultural level, the ability to navigate in the modern world. In this thesis, there are everything need to
know about designing teaching materials and more.
Professional teachers attribute of good teaching learning materials with TLMs should be
appealing to the students. Size, shading (multicolor or splendid or engaging shading blend),
development (likewise moving tools) and in a few cases the smell or\and taste or sounds are a portion
of the materials that allure students. The whole system of teaching is based on the following
principles: integration of learning, different types of speech activities, the principles of consciousness,
activity, visibility, individuality and accessibility, consideration of mother tongue and foreign
language. “For a teacher to create their own materials it will be time-consuming and will overload
him/her. They would need to personalize them to suit their learners’ needs so as to enable them to
develop until they are working at high levels of cognitive and linguistic challenge. Anyway, the lack
of materials could be a problem but I do not know to what extent because as we have seen, books or
368
materials are only a help but not the whole course could be based on them” [6;5]. According to the
principles, we apply effective strategies in designing teaching materials, one of which is applying the
instructional materials to simplify their teaching as well as stimulate students to learning. We include
visual and audio – visual aids or could either concrete or non-concrete. The principal point is that
finding or creating materials, developing games which is related to develop critical thinking, being
aware of learners need, evaluating learner’s knowledge are one of the main aspects of designing or
creating new materials. [1; 9]
In order to accomplish certain principal points, we can count numerous tools which is useful
to designing materials such as story books – it makes learnersbetter to learn language as they expose
scholars to a variety of words and sentence structures which helps them develop their own language
skills; samples of students writing is an effective teaching method to assess how well the students
acquired the material as well as it helps to improve students ability to recall information, make
concentration between different concepts, synthesize information in different ways; videos provide a
comprehensive stimulus for education by providing both an aural and visual model of the target
language which can help improve students speaking skills and enhancing students learning experience
synchronously and asynchronously also they promote inclusivity, interactivity and active learning;
games are helpful for developing language acquisition especially motivational and interactional
games acquire students’ knowledge faster and more effectively than other means; instructional media
such as flashcards tend to teach students vocabulary as it makes them excited and acquire the English
vocabulary as well as they give clear concepts of information which is given to them. [2;272]
Moreover, there are another main three strategies to follow designing teaching materials to
stimulate students learning: using visual hierarchy. It is about font size and color to focus student’s
attention on the most important part of the information. Instead of using so many colors together use
contrasting colors for background to make sure everything is legible. Simple annotations like arrows
or circles also engender important visual cues; clear the clutter. It means that if someone de-cluttered
their space, probably feel calmer, more organized and even invigorated. Bringing the same sensation
to your learning materials also provide learners such kind of feelings. If in the text so manytexts on
the same shrift and shape, clutter them using bullet points or lists. Do not be afraid empty space as it
gives students to focus on important information; the next strategies to designing materials is to be
consistent. Most students are navigating through mountain of materials. It saves the time if they know
the layout of the tasks is familiar, so they know where to find the necessary tasks. It means that they
can put the tasks to right order with completing any kind of tables with the schedule of tasks but
regularly changing the order of the task is normal however organizing them is the same way. It is
beneficial to reduce the cognitive load on students trying to get started. For example, if the chef cook
the meal with familiar kitchen, when they know the all tools and ingredients are, he makes a beautiful
meal faster and successfully.
According to Brown’s opinion, lesson plan offers the system of different classroom activities
used by teachers and learners in the learning process. While designing a lesson plan every teacher
should know how to teach, what to teach, whom to teach and why to teach any activity included in
the material. An effective lesson plan should include all language skills (Reading, Writing, Listening,
Speaking), interaction patterns (whole class activities, pair work, group work and individual), set
clear goals and objectives to each step (what’s the purpose of completing of an each task or an
activity), certain time limit to every task or activity carefully according to the level of the learners’,
the procedure of the activities (teacher should describe distinctly what todo in each step). Moreover,
in designing process it is important for the teachers to take into account the level of their learners,
their interests, attentions and background knowledge. Another important point is to plan their lessons
from easy to more complex. In addition to this we should avoid of much identity, for instance, a lot
of writing or reading tasks may seem boring for the students. For this reason, the teachers should
integrate some audio-visual components, speaking activities or any role-plays in their material
design[4].
A good language teaching material should:
meet the learners’ needs;
369
have certain goals and objectives;
present correct assessment, e.g. formative assessment;
focus on an authentic texts and functional language in context;
help to develop all language skills;
demand learner-centered activities;
provide task-based activities;
build learners’ communicative competence;
include necessary learning style
However, even if including all these criteria may not guarantee a good result or outcome.
Because a certain lesson plan that works well in one class, may not be so effective in another one.
The reason can be different: less motivation, inappropriate approach to teaching, having no
preparation or other reasons for failure. To avoid of this, every teacher should design his/her own
lesson plan, have clear idea of implementing it into teaching process, be able to select appropriate
materials from useful sources adequate to their level, interest and even paying attention the learners’
intercultural competences. If we don’t take these points into account our students may ignore our
attempts to teach them.
There are the following steps in material designing:
1. Adopting Selecting useful materials Set objectives;
2. Developing Designing your own lesson plan Derive content
from objectives Establish a sequence for content;
3. Adapting Selecting and making adjustments to materials
Define techniques and exercises for each content Decide on your materials
for accomplishing your objectives and developing your content.
Harmer (2001) explains: “Good coursebooks are carefully prepared to offer a
coherent syllabus, satisfactory language control, motivating texts, tapes and other
assessories such as videotapes, CD-ROMs, extra resource material, and useful web
links”[5].
To conclude, the consequence of using such kind of strategies for designing materials or
resources is to improve learners’ knowledge, abilities, skills as well as critical thinking. In addition
to, monitor their assimilation of information, contribute to their overall development and upbringing.
Another important dimensions to pay attention is using them appropriately in terms of teaching and
learning. There are less effectiveness if they do not know how to use the well designed materials
perspectively in influence of the quality of the lesson. In educational institutions, the development of
designing teaching materials is regarded as one of the major aspects that would promote students
learning and beneficial for their achievements in terms of academic goals and objectives. Designing
appropriative materials with given strategies undoubtedly contributes to better learning and
consolidation of foreign language knowledge.
REFERENCES
1.
AbbasovaN.K The importance of techniques in developing critical abilities of the
learners of the teaching English proverbs and sayings // MirovayaNauka” №9 (Electronic resource).
URL: https://science-j.com/domains_data/files/30/Abbasova.pdf/
2.
Solova E.N Method of teaching foreign languages: advanced course. Moscow: AST:
Astrel, 2010 p272-275
3.
Joselyn Howard Guidelines for Designing Effective English Language Teaching
Materials
4.
Brown, J.D. (1995) The Elements of Language Curriculum: A Systematic Approach
to Program Development.
5.
Harmer, J. (2001) The Practice of English Language Teaching. ThirdEdition, London:
Longman
6.
Oringalieva, D., & Tajieva, A. (2023). CONTENT AND LANGUAGE
INTEGRATED LEARNING IN TEACHING ENGLISH TO KARAKALPAK HISTORY
370
LEARNERS.
QUALITY OF TEACHER EDUCATION UNDER MODERN CHALLENGES
,
1
(1),
737-741.
TYPES OF AUTHENTIC RESOURCES APPROPRIATE FOR TEACHING
READING
D.L.Raiymbekova- Master of Foreign Languages
M.KH. Dulaty Taraz Regional University, Taraz
Teaching materials are the resources that a teacher uses to provide teaching to students.
Teaching materials are an important component of most language programs. It aids and enhances the
process of teaching and learning. Whether teacher utilizes a textbook, institutionally produced
materials, or his or her own materials, the majority of the language input learners receive and the
language practice that occurs in the classroom is based on the instructor’s resources.
It is crucial to use real materials in the classroom. This is due to the fact that real resources have
an impact on both teachers and students. Authentic resources are used in the classroom for a number
of reasons [4; 253]: They serve four purposes:
1) to suit the demands of learners;
2) to expose students to genuine language;
3) to provide information about the culture of the target language; and
4) to encourage a more innovative method of instruction.
Numerous studies have also previously established the value of using real content while
teaching English. According to some research, using authentic materials in English lessons can help
students write better, increase their vocabulary in listening comprehension, and improve their writing
skills. The study's findings demonstrate that real content might be an effective medium for enhancing
language proficiency. Whether or not the authentic material in writing and listening skills is
appropriate and effective can be thoroughly examined by the researchers. It would be ideal if further
studies in the same field with varying linguistic proficiency were conducted. In the meantime,
combining real content with a variety of media also has a beneficial effect on the growth of language
acquisition. It has been demonstrated that using auditory authentic content in listening lessons is a
successful teaching strategy. According to other researchers can inspire and generate value in
language acquisition. These materials are designed to help students become better listeners.
Researchers can verify some real content, like CALL tools like Zaption, EDpuzzle, and videonot.es,
that can help students become better writers and listeners.
The term "authentic material" refers to texts that are "real-life texts, not written for pedagogical
purposes" [6; 61]. Tomlinson supports this definition by stating that "authentic text is texts not written
especially for language teaching" [5; 6]. Authentic material also refers to the use of texts, images,
videos, and other resources that are not prepared for pedagogical purposes [30; p.252]. On other
occasions, Tomlinson defines an authentic text as "one which is produced in order to communicate
rather than to teach" [5; 19]. According to Peacock in Berardo “Authentic material is materials that
have been produced to fulfill some social purpose in the language community [3; 61]”. This statement
is consistent with the other one. According to the second expert, an authentic task is one in which the
learners communicate with one another in order to accomplish a goal rather than just to practice the
language [5;19]. We can conclude that authentic content is informational and user-focused content
that is not created with teaching or learning objectives in mind.
Kind of Authentic Material
Material such as picture books, newspapers, magazines, short videos, songs, and stories can all
be considered authentic. To make it easy for him to use the right material when instructing, the
instructor must classify those resources. Three criteria can be used to group authentic content:
1) Authentic audio-visual materials: these include things like TV ads, quiz shows, cartoons,
news segments, comedies, movies, operas, short videos, music videos, documentaries, and sales
pitches where students can see images and hear audio.
