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7CREATIVE FEATURES OF NON-TRADITIONAL ENGLISH LESSONS IN THE SPHERE OF HIGHER EDUCATION
Jumaeva Sevara Dusmuratovna1-
National In&itute of Fine Arts and Design named after Kamoliddin Bekhzod,
senior lecturer
Annotation: Fir& of all, this article deals with the organizing of non-traditional lessons in English in higher education in&itutions, its specific, innovative features, and the correct conduct of open lessons, taking into account &udents' intere&s. Proper allocation of time for the task and the issues of individual approach to each of them, based on the intellectual characteri&ics of &udents with different areas of knowledge during the lesson. There are also examples of available classes for &udents, knowledge, skills and experiences.
Keywords: non-traditional, individual approach, self-&udy, communication, education, innovative features, method, role play, specific topic, language, IT technologies
Introduction:
We begin this article with the following &atement of the President of the Republic of Uzbeki&an, Sh.M. Mirziyoyev, about the education sy&em: "It is time to introduce a new sy&em of foreign language teaching in our country, which will be a solid foundation for the future. As long as we set ourselves the goal of building a competitive &ate, from now on, graduates of schools, high schools, colleges and universities mu& be fluent in at lea& two foreign languages. That fact mu& be taken into account" [1].
Today's fa^-paced time, the period of globalization full of I.T. technologies requires each of us to carefully &udy foreign languages and create a healthy environment for communication, indeed. From this perspective, learning any foreign language requires a &rong mind and a severe attitude to the &udent. At the same time, it is essential to properly create an environment for learning foreign languages, especially English. "It should be added that the moS important thing for a foreign language teacher is to acquire a speech culture. The teacher's speech should become more and more exemplary for &udents and help to form their speech culture" [2-7]. I should mention that today's modern age encourages each of us to think fa& and contemporary. There is also a requirement for speed and creativity in learning languages. Every language learner sets a goal to ma&er the language, and the role of the teacher is excellent in achieving this goal. The correct and quality organization of the lesson and its conduct depend on the teacher's skill. It is safe to say that English lessons are interactive and unusual, which ensures the quality of the class. Suppose it is not organized unilaterally, that is, taking into account the intere&s of &udents. In that case, it will lead to a decline in the quality of lessons and the inability of many &udents to ma&er the subject. In each class, especially in a non-traditional
1. Jumaeva Sevara Dusmuratovna - Senior Teacher, National In&itute of Art and Design named after Kamoliddin Bekhzod, Tashkent, Uzbeki&an, E-mail: jdsevarakhon@gmail.com
address, the teacher mu& fir& answer que&ions such as what topic &udents are intere&ed in and what topic they prefer to give presentations [8].
Now let's move directly to effectively organizing non-traditional lessons in English and their innovative features. Here a reasonable que&ion arises [9]:
In what ways should an non-traditional lesson can differ from the usual daily activities?
Fir& of all, it should reflect the following essential aspects:
1. In contra^ to the usual lessons, a topic that is intere&ing and informative for everyone, i.e. &udents and gue&s, teachers, should be choosen;
2. The level of knowledge of &udents should be different;
3. The lesson is organized at a high level, based on visual aids, modern methods;
4. Invite parents and teachers to the lesson;
5. 30 minutes in the central part of the lesson, the &udent conducts the lesson as a teacher;
6. Conducting a lesson on the holiday occasion;
7. Organization of lessons based on debates.
Discussions
Let's look at these aspects in more detail.
The topic of the open lesson should be such that it is enjoyable for everyone, but it does not cause problems for &udents and teachers to find information on the topic; in general, to work on the matter should be given—the more comprehensive the point, the more ways to work. For example, the topic of "Global problems and their solutions" is essential and exciting today. Students can prepare videos, role cards, various cards on this topic. At the same time, since moS of today's global problems are related to ecology and the environment, we invite an expert in this field to an open lesson, using the direct que&ion-and-answer method to make the address more effective [9].
On the other hand, it should be taken into account that only the &udent with excellent grades will be involved in the lesson, and the &udent with the weake& ma&ering will not be left out. We try to sub&antiate our opinion that if only a &udent with excellent grades is involved in an open lesson, low-achieving &udents will lose intere& in learning a foreign language, making the &udent lose intere& in science may cause. On the contrary, if both types of &udents are involved in the lesson, depending on the excellent &udents, the good and aspiration of other &udents to science will increase, and self-confidence and abilities will be formed [9-15].
Thirdly, it is one of the moS critical aspects of the lesson. As mentioned above, today requires to organize the class based on modern pedagogical technologies, methods, and in the organization of open lectures, these requirements should be twice as &rong. It is known that contemporary youth are the cultural representatives of their time; visual images more influence them. In other words, they can learn fa&er and more efficiently through audiovisual means rather than through material and traditional methods will be adjured [16-19]. For example, a foreign-speaking country topic is taught traditionally, using a text consi&ing of several pictures. This method has not always yielded the expected
results. Power Point presentations, films, slide shows, virtual tours, and websites help solve this problem in modern teaching methods. It will be more effective to show a video in a foreign language during the lesson using the means of the act. Students watch with pleasure and complete assignments with intere&. As a result, watching movies in their original language will make learning the language more accessible [12-19].
Interactive methods and visual aids are used during the lesson; An exciting way to develop &udents' creative abilities, games are especially effective in non-traditional tasks. For example, ask &udents, "How would you save your life?" will be given an assignment on the topic. According to him, fir&, the &udents are asked to draw a picture of the fir& thing that comes to mind on a blank piece of paper, and when they have finished drawing, they move on to the second part of the game. In it, the teacher asks the &udents: "Imagine that you landed on an island where there is no one. This que&ion will be unexpected for the &udents, and now they will use their imaginary worlds to answer this que&ion.
Throughout our review, we can say that role-plays are also crucial in non-traditional lessons.
- So, what are the peculiarities of role-playing games?
- What is the purpose of using this method?
In answering these que&ions, let us fir& focus on the objective aspects:
1. Role plays, fir& of all, serve to increase the language learner's intere& in the language he is learning
2. Develops &udents' teamwork skills
3. Ensures that &udents are in an entire English language environment.
4. Helps to keep the mood of &udents in balance
5. Strengthens the &udent's self-confidence
6. Ensures that the answer is alert
7. The &udent develops the ability to speak fluently in English.
Now I want to add here several vital purposes of role plays that can help:
- To convey -share information
- To elaborate specific skills
- To develop a situation for analysis
- To boom under&anding of points of view of others
- To increase insight into a typical way of dealing with an issue
- Provides an opportunity for social interaction among members;
- To develop communication skills
- To involve everybody to work cooperatively for a common goal
- To try new behaviours in the presence of co-learners
- To encourage thinking as well as creativity
- To create motivation (more important purpose)
Role-play helps to boo& all domains of learning, cognitive, psychomotor and affective skills. I should mention that roleplays are extremely useful for booming interpersonal, creative skills. What's more, the roleplay method elaborates a greater under&anding of the complexity of professional practice. Role-playing games are a necessary resource
for &udents to express their grammatical tenses in English. For example, in The present continuous Tense, the next roleplaying games can be organized: Students are asked que&ions:
-What are they doing?
Students enter the role and demon&rate the task without making a sound, using the movements of body parts, and the answers can be as follows:
Jane is dancing at the party.
My mother is cooking my favourite national cook.
In this case, the role play continues in the following situation and Parting from these processes, &udents' intere& in this method increases.
What are not they doing?
They are not playing football at the moment
Students will be introduced to the keywords in advance and will use them during this game. Thus, it is clear from these examples that through this method, &udents simultaneously learn about the con&ruction of the Present continuous tense, the &ructural fracture of keywords, verbs, interrogative, negative forms, and they try to underhand time through visual actions.
In another example, &udents are given short Tories in text, which they read well. After reading, they perform the characters in the &ory through roleplaying, under&anding the situation. What an effective method! As a result, fir& of all, learners:
- They are in a natural language environment
- Because they imagine themselves as the protagoni& of the work, they are responsible for the task in any way.
- It gives them pleasure
- They are in a friendly atmosphere
- A culture of public behaviour is formed
The next crucial thing I can mention is that role-plays can help &udents explore emotive culprits like smoking, engaging in mobile phones, or other cultural issues by showing their attitude and making the available lesson more effective.
In the fourth aspect, the attendance of parents will have the opportunity to get acquainted with the kind of teacher who teaches their child and his level of knowledge of English. Parents rarely attend classes, but if they participate in non-traditional courses and see their children's language learning skills with their own eyes, they will be more attentive to them. They will be better able to prepare lessons for their children at home. Conditions. Another vital aspect of parents' participation in available &udies is that the &udent tries to actively participate in the open lesson, showing all his creative qualities so as not to be ashamed of his parents' visit. As a result, the &udent's language learning is actively supported by parents, and the presence of parents in open classes provides real motivation for &udents. "At the end of the day, the mo& overwhelming key to a child's success is the positive involvement of parents", said D. Hull. [9-12]
The fifth aspect also plays a crucial role in the effectiveness of the available lesson, forming the &udent's ability to work on themselves. Today's demand requires &udents to work more on themselves. From this point of view, if the &udent spends at lea& 30
minutes of the lesson, the following pluses are achieved:
1. Booking of self-e&eem
2. The &udent searches for the topic and develops the ability to memorize information on a given topic during the research.
3. Develops the ability to speak in public, to behave freely.
4. His intere& in English is growing.
5. The whole lesson is in a language environment.
6. The ability to work in a group is formed.
Teachers encourage &udent-centred learning by allowing &udents to share in decisions, believe in their capacity to lead, and remember how learning feels. Believe in Students' Capacity to Lead
Give &udents the chance to take charge of activities, even when they may not have all the content skills.
Reduce direct teacher in&ruction by increasing &udent-led learning activities. Some approaches include:
• Intere^-based choices
• Intere& centres (also applies to middle and high school &udents)
• Genius Hour
Another advantage of the lesson is that the teacher can observe the address, analyze and evaluate the situation. It is important to note that new information technologies are being intensively introduced into the educational process. In education, emphasis is placed today on the &udent's activity in the search, awareness, and processing of new knowledge. The teacher should act as the organizer of the learning process, the head of &udents' initiative, providing them with the necessary help and support. Today, we can already say that Internet technologies are part of the general information culture of teachers and &udents [2-6].
The sixth aspect is also unique in that if a non-traditional lesson is held on the holiday occasion:
-Fir&, the fe&ive gives the participants a high mood
-Secondly, &udents will have the opportunity to play a role-play related to the date of the holiday
-Third, if the holiday is one of the country's national holidays, it allows you to prepare national dishes and organize a small exhibition in the classroom.
-Fourth, the lesson's quality and more exciting organization in inviting a gue&, such as a military or medical worker, on the holiday occasion. For example, in Uzbeki&an, January 14 is celebrated annually as a Day of Defenders of Homeland. Suppose the available lesson is held on the eve of this holiday. In that case, gue&s from the military, such as officers and colonels, are invited. Various que&ions are created in the form of cards from their field. Students answer these que&ions themselves, and role-play games are performed. The gue&s will also observe and share their experiences and opinions at the end of the lesson.
Regarding the seventh aspect, it should be noted that, unlike in-class discussion, debates are based on a formal &yle and a que&ion that generally does not have a right
or wrong answer. Debates incorporate topics where a marginal opinion could prove particularly valuable.
In-class debate empowers &udents allowing them to become intimately involved in researching, teaching and recognizing alternative points of view. It promotes autonomy, decreases biases and encourages &udents to challenge and analyze their way of thinking. This learning &rategy can be precious when attempting to recreate a hi&orical debate to deepen &udents' knowledge of the debated issues.
Conclusion
Non-traditional lessons are practical for both the &udent and the teacher, especially for forming their ability to work on themselves.
To keep lessons intere&ing, probably, non-traditional, the teacher should:
1. Incorporate my&ery into lessons.
2. Don't repeat classroom material.
3. Create classroom games.
4. Give &udents choices.
5. Use Technology.
6. Don't take teaching so seriously.
7. Make lessons Interactive.
8. Relate material to &udents' lives.
9. Be patient as well as kind
10. Be friendly and ordinary
We want to conclude with the words of Albert Ein&ein: "Education is not the learning of facts, but the training of the mind to think". If we read something, learn, and &udy, our worldview develops, and the unusual organization of lessons opens and discovers new aspects of the &udent's language learning. Ensures the completeness of the &udent's language environment and expands the scope of his thinking.
REFERENCES:
1. Jumaeva. S.D., "Role and meaning of the roleplaying method in English Teaching", An international multidisciplinary research journal, 2021, pages 30-31
2. Djumabayeva J. Teaching methods of special subjects, Tashkent 2019, p.22
3. Role Play - Gillian Porte Ladousse (Oxford 1987), The Practice of English Language Teaching-JeremyHarmer(Longman1989) .
4. Khoshimov U. Method of teaching English, Tashkent 2003, p.58
5. Kouvava S., Antonopoulou K., Zioga S., Karali C.. (2011). The influence of musical games and roleplay activities upon primary school children's self-concept and peer relationships. Procedia-Social and Behavioral Science, 29, 1160-1167.
6. Salaberry M.R., Scholes J. (2011). Strategic roleplays in a paired-teeing format: putting a language lab into a rational pedagogical use. Texas Papers in Foreign Language Education.
7.https://www.edutopia.org/blog/&udent-centered-learning-&arts-with-teacher-john-mccarthy
