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TYPES OF ACTIVITIES FOR ENGLISH LESSONS OF HIGHER MEDICAL
INSTITUTES
Dastenova Firuza Andreyevna.
PhD student of Karakalpak State University
Abstract
. In order to develop medical students’ foreign language knowledge a teacher
should conduct lessons using the materials which include four aspects of the language: reading,
listening, speaking and writing. This article deals with several ways of holding such kind of
lessons.
Key words:
medical students, reading, listening, speaking, writing, hold lessons, the
English language, activities, tasks, authentic materials.
Today, great attention is paid to the educational process in our country. In particular, the
knowledge of a foreign language is becoming a component of our life. Nowadays, there are many
ways to improve not only the knowledge of a foreign language, but also the professional
competence of students in a foreign language. Starting from the 2021-2022 academic year, in order
to encourage the wide use of foreign literature by young personnel, scholarships for students of
medical higher education institutions who have an international certificate of knowledge of a
foreign language (English, German, French) (except for those who master the specialty subjects
for 3 grades) additional payment from the funds of the Student Incentive Fund is also part of the
President's measures to introduce a completely new system of training and continuous professional
development of personnel in the medical and sanitary field on" was reflected in the decision
/
[1].
That’s why modern English lessons must motivate medical students to learn English with
different tasks which can interest and engage them. Here are given several techniques for effective
teaching English.
Whether you teach English, ESL, social studies, language arts, or physical education, there
are always benefits to introducing a warm-up activity to your lesson plans. You’ll quickly discover
that starting a class in one of these fun ways won’t only get your learners excited about a new
201
topic, but it’ll get you in the mood too! [2]. For warm-up activity a teacher can use such questions
as “What’s news concerning medicine in our country?”, “How has medical service developed
recently in Uzbekistan?”, “What about medicine of foreign countries?”, “Do people of our country
lead healthy lifestyle?”, “What do you think about fitness clubs, sport centers in our city?” etc. As
a result, every student will try to be informed about recent news to answer the questions which
increase their listening and speaking skills.
The activity “Making up a title” plays an important role in developing students’ reading
comprehension [3, p.351]. Full texts or abstracts of a text which don’t have names are distributed
to students in pairs or sub groups. Time is set depending on the complexity of the task and students
read the given texts or abstracts and give titles which consist two or five words according to what
they understood. The teacher and other participants can correct and give their ideas. This activity
will not only reading comprehension, but also speaking since during performing the task students
have to prove their answers.
One of the best ways of improving medical students’ writing and speaking skills can be
chatting in English. A teacher of English is recommended to open a telegram group with students
where they will write or send voice messages only in English discussing their home assignments
of self-works and questions can be asked which were not understandable during the lesson.
The activity “Agree or disagree?” is considered to be profitable for enhancing students’
writing skill. A topic concerning medicine is given to students and they write their opinions
approving or disapproving it. For example: “Students of Higher medical institutes must learn
English or not?”, “Traditional medicine or Alternative medicine?” While fulfilling this task
students will learn to use the words which are not usually spoken. Beforehand the teacher should
prepare handouts including the necessary words or word combinations such as “In my opinion”,
“I think”, “I agree”, “I disagree”, “I don’t think”, “I approve”, “I disapprove” etc.
The questions about students’ past life are also motivating for a wish to write as personal
matters always attract our attention. For instance: 1. “Have you ever given advice to ill people?”,
“Who was that person?”, “What did you recommend?”, “What was the problem with that person?”,
“Were your advices effective?”.2. “When did you last go to doctor’s?”, “What were you ill with?”,
“Who did you go with?”, “What did the doctor say?”, “What kind of medicine did the doctor
prescribe?”. 3. “When did you last go to the chemist’s?”, “Why did you go there?”, “What did you
buy?”, “Could you find all medicine you needed there?”. 4. “Do you lead healthy lifestyle?”, “Do
you go in for sports?”, “Do you eat healthy food?”, “Do you go to fitness clubs?” etc.
The method “Categorizing” enlarges students’ vocabulary which is essential for all skills
[4, p.133]. Any medical texts prepared according to learners’ level are handed to students in pairs
and they are to divide the words into nouns, verbs, adjectives or medical instruments, words
belonging to a doctor or a patient and medical terms etc. Another way of improving vocabulary is
finding synonyms or antonyms to the underlined words of the text in advance by the teacher. By
carrying out such tasks students will not only enlarge their vocabulary, but also their reading
comprehension.
The most engaging way of motivating medical students to master the target language
professionally is applying authentic materials such as mass media, newspapers, magazines,
medical articles, TV, radio programs, literatures, medical histories in English, advertisements of
medicine or medical clinics etc. Real materials are always attracted by students which contribute
to the rise of their listening and reading skills.
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Language experience of students of higher medical institutes will most likely increase after
having had the English lessons with the above-mentioned activities which assist in interacting
and encouraging them to learn English.
REFERENCES:
1.
O‘zbekiston Respublikasi Prezidentining 2020-yil 7-apreldagi “Tibbiy-sanitariya sohasida
kadrlarni tayyorlash va uzluksiz kasbiy rivojlantirishning mutlaqo yangi tizimini joriy etish chora-
tadbirlari to‘g‘risida”gi PQ-4666-sonli Qarori
2.
https://www.kamiapp.com/blog/warm-up-high-school/
3.
Mamirbaeva D., Djumamuratova D. SOME FEATURES OF PROJECT-BASED LEARNING
//QUALITY OF TEACHER EDUCATION UNDER MODERN CHALLENGES. – 2023. – Т. 1.
– №. 1. – С. 350-353.
4.
Khodjaniyazova U. K. Challenges of writing process and the ways of overcoming them //Asian
Journal of Research in Social Sciences and Humanities. – 2021. – Т. 11. – №. 9. – С. 132-134.
TRANSITION FROM TRADITIONAL TO INNOVATIVE APPROACHES IN
LEARNING L2
Dauletbaeva Zamira Quanishbaevna
EFL teacher, Karakalpak State University named after Berdakh
Abstract:
The use of cutting-edge pedagogical and information technologies in foreign
language instruction is becoming more and more popular these days. This is partly because, unlike
traditional education, which taught students to acquire only pre-existing knowledge, modern
technology enables them to search for, independently study, analyze, and even draw conclusions
about their level of foreign language proficiency. During this process, the teacher serves as a
leader and a guide while also establishing the conditions necessary for the individual's growth,
formation, acquisition, and raising. In the process of learning, the learner takes center stage.
Because of this, the practice of instructing students in a contemporary manner using cutting-edge
techniques is spreading rapidly. Additionally, this article addresses cutting-edge techniques for
teaching foreign languages.
These days, everything is different, including the way English is taught. Actually, there is
a great deal of variation in the approaches taken by language learners while teaching other
languages. English language instruction will now take less time and be more student-centered. As
a result, we ought to teach foreign languages using current methodologies. Modern teaching
techniques support the development of a useful grasp of technology and basic science.
Contemporary teaching methodologies facilitate the construction or enhancement of a productive
comprehension of fundamental science and technology.
Natural approach.
As a teacher, I would use a natural approach to help my students achieve
their goals. This technique's major goal is to help students develop the skills needed for a basic
conversation with a native speaker of the target language. NA aims to help novices progress to
upper-intermediate levels. Terrell (1986) concluded that acquisition includes the ability to
comprehend and produce meaningful statements in the target language. By accessing and creating
the target language, learners continue the process of acquisition when given the opportunity to
participate in fruitful two-way conversations. The first step in learning is intelligible information,
