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19DIFFERENT METHODS FOR LESSONS IN ENGLISH
MEDICINE
1 "2 Madumarova Z.Sh. , Nazarova G.U.
1Madumarova Zarnigor Shuhratbekovna - Teacher, DEPARTMENT OF MEDICAL RADIOLOGY AND ONCOLOGY;
Nazarova Gulchehra Usmanovna - Head of Department, EDUCATIONAL DEPARTMENT, ANDIJAN STATE MEDICAL INSTITUTE, ANDIJAN, REPUBLIC OF UZBEKISTAN
Abstract: the article discusses different methods in english medicine and solving difficulties with modern technologies of teaching. Organizing an interesting lesson in the group with the helpful structures for interactive increasing students possibilities. And also to help encourage students critical, creative thinking, feel confident in their own learning.
Keywords: role play, time-money, aerobatic, unilateral behavior, interlocutor.
Special popularity is gained by an intensive method of training English. It helps all for whom phrases "time - money" and "money - time" is equivalent. High degree of set expressions -this language consists of a cliché for 25%. Allows studying English intensively.
Remembering and fulfilling a certain circle of "set expressions", you in the principle you will be able to speak and understand the interlocutor. Certainly, chosen the crash course won't be possible to enjoy Byron's reading in original, but after all and purposes of this course absolutely others. Intensive method is directed on formation of "expressive speech behavior" and therefore often has language character [1, 5].
As for terms, it is difficult to learn English even at the simplest level "in two weeks" and in a fantastic dream, and here in 2-3 months - is already more real. "What there is our course? - Game, game... They are united under the general word by the nonconventional. Actually any of techniques isn't system, impenetrable for external influences[3,4]. Tests are subdivided on
levels, and the technique of preparation depends, first of all, on the knowledge base of the student. It is necessary to take into account that test doesn't give any additional knowledge, it only checks already available "baggage". Therefore test techniques don't serve for language studying: they help the student to present better than on examination, induce it to repeating of sections of grammar, lexics, focus on concrete forms of work. As partly we already adopted this productive experience, placement test - the introductory test at selection in to the groups, defining your level of knowing language, many domestic courses may be offered to you. Besides, within any technique of training English can to be applied the current control tests - progress tests [2].They are subdivided into the tests supervising understanding of read (Reading Comprehension), freedom of communication (Communicative Competence) and culturological knowledge. In addition, the teacher is free to offer any other test - for example, oncheck of lexics of a lesson which is called often by quiz.
During the lesson one of the most important method is role play. In learning English role playing has spread on many and varied forms of education from the primary levels of the elementary school to the higher school. Role playing as a teaching methodology is the conscious acting out and discussion of the role in a group. In the classroom a problem situation is briefly acted out so that the individual student can identify with the characters [1]. Role playing give the students possibility to make mistakes in a non-threatening environment. They can test several solutions to very realistic problems, and the application is immediate. It also fulfils some of the very basic principles of the teaching-learning process such as learner involvement and intrinsic motivation. A positive psychological climate during the lesson always results in situation when one can see himself as others see him [1, 2, 5].
The relationship of the people in the group is a crucial factor in the success of role playing. At times it may emerge as a negative factor. For example, previous interpersonal difficulties experienced by group members may arise in group to corrupt the role playing situation. Also, if the group has people of different
status, they may be reluctant to become involved for fear of being humiliated before the members of the class who are smarter or more popular. These difficulties with the method are formidable. The potential benefits of the method quickly overbalance the difficulties which seem so apparent in the initial preparation stages [3, 5]. Any role play can be divided into two stages. One helpful structure for role playing follows:
Stage 1. Preparation may include the following steps: defining the problem, creating the readiness for the role, establishing the situation, casting the characters, briefing and warming up, considering the training.
Stage 2. Playing may include the following steps: acting, stopping, involving the audience, analyzing the discussion, evaluating.
It is important to note that all of them are focused on group experience rather than on unilateral behavior of the teacher. The group should share in the defining problem, carrying out the role playing situation, discussing the results and evaluating the whole experience [1, 4]. The teacher must identify the situation clearly so that both the characters and the audience understand the problem at hand. In casting the characters, the wise teacher will try to accept volunteers rather than assign roles. Students must realize that acting ability is not at stake here but rather the spontaneous discharge of how one thinks the character of his role would react in the defined situation.
Discussion and the analysis of the role playing situation depends upon how well we involve the audience. Key questions may be asked by the leader. All members of the group (actors and audience) should participate, and the reaction of the actors may be profitably compared to those of the audience [2, 3].
Throughout the entire process it will be necessary to deal with certain problems, which may be raised in role playing situations. The backward, silent member must be encouraged to contribute. Create the atmosphere in which he is unafraid to share ideas, confident that no one will laugh at his contributions or harshly criticize his conclusions. The effective use of role plays can add variety to the kinds of activities students are asked to perform. It
encourages thinking and creativity, allows the students develop and practice new language and behavior skills in relatively safe settings, and can create the motivation and involvement necessary for real learning to occur [1, 5].
Before asking the students to perform a role play we prepare them by reviewing key vocabulary and asking questions.
References
1. Hudson T., 1982. The effects of induced schemata on the "short circuit" in L2 reading. P. 1-31.
2. Johnson P., 1982. Effects on reading comprehension of building background fluency. P. 503-516.
3. Carrell P. & Eisterhold J., 1983. Schema theory and ESL reading pedagogy. P. 553-574.
4. Madden J.F., 1980. Developing pupil's vocabulary-learning skills. P. 111-117.
5. Nation I.S.P., 2001. Learning vocabulary in another language.
