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130- the student is offered a list of foreign words and a list of definitions of these words. From the student it is required to connect each word with its corresponding definition (picture);
- exercises "Find an error", in which it is proposed to correct this or that word in accordance with this situation [3, p. 85].
These lessons mimic the press conferences held in life: when groups of public figures or scientists talk with the press, aimed at finding out the most important issues and problems with a view to popularization and propaganda. Lessons of this type contribute to the development of students' skills of working with additional literature; educate curiosity, the ability to do business in a team, comradely mutual assistance.
References
1. Role games in teaching foreign languages // IYASh. № 4, 1989.
2. Some methods of developing the skills of unprepared speech // № 7, 2004.
3. Work on the project for teaching English // IYASH.
IMPLEMENTATION OF SOME TECHNIQUES IN DEVELOPING READING SKILLS IN ENGLISH CLASSES Saidova Z.Kh.
Saidova Zulfizar Khudoyberdievna - Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article deals with implementation of some techniques in developing reading skills in English classes. The using of methods and techniques in developing reading skills are illustrated. Here is described the effectiveness of questionnaire, PRES-formula, mind-mapping techniques for reading comprehension.
Keywords: PRES-formula, mind-mapping, reading skills, key concept.
Reading is a skill many people take for granted, but the act of reading and properly comprehending a text is a complex and interactive process. It requires several different brain functions to work together and most often requires one to puzzle through multiple layers of context and meaning. Because reading comprehension is so complicated, we can often find ourselves understanding the most basic interpretation of a text, but missing the emotional core or the "big picture." Or we might just find our brains spinning with no clue at all as to what a text is attempting to convey [1, p. 19]. The development of cognitive competence is one of the most important aims of modern education and the significant part of professional competence. Cinquain and PRES-formula as the basic methods of the interactive approach play a very important part in it. They are effective techniques for reflection, synthesis and generalization [2, p. 122]. The usage of interactive methods is very important nowadays because a lot of students have difficulties with enlarging of their vocabulary and they don't try to find cause-and-effect relations.
There are not so many methods aimed at creative application of accumulated knowledge, which would be technological and effective. That's why they are very important for teachers in their every day practice. Such methods are interactive ones. They give an opportunity to involve human feelings, emotions and volitional powers besides people's consciousness. The most useful techniques to optimize reading comprehension are: questionnaire, mind-mapping, a two-parts diary, a three-parts diary techniques, PRES-formula and etc. In our article we are going to describe the effectiveness of questionnaire, PRES-formula, mind-mapping techniques for reading comprehension.
Being useful in helping people with legal problems, questioning is one of the most powerful resources available for assisting Learners in learning. Learning occurs when an individual combines new facts, skills, and beliefs with his/her existing knowledge and value systems. Good questions make Learners think about how the subject matter they are discussing relates to things they already know or have experienced. To do this, the questions need to be sufficiently open-ended so that they make the Learners think about how the new information they are learning can combine with information they already know. Questions should encourage discussion and not only one or two word answers to be
useful for Learners to learn. The level of a question is also very important. If the answer to a question is too obvious, many bright Learners will not take the question very seriously and they may not volunteer a response. In this case, the Educator frequently ends up answering his/her own question in order to move along. Questions that are too difficult may also make it difficult for Learner's to respond. With practice, Educators will become increasingly better at questioning. The perfect questions are those that cause many of the Learners to demonstrate a clear understanding. Those are probably the most rewarding moments in a training as the Learners clearly show that they are learning.
PRES-formula is an interactive device aimed at reflecting students, created by Professor of Law David Mac-Koyd-Mason from South Africa. In English it is called PRES-formula (Position-Reason-Explanation (or Example) -Summary) .A short statement in accordance with the PRES-formula consists of four elements, presupposing certain introductory phrases.
A mind-map is a non-linear diagram that makes it easy to capture key thoughts and connections between ideas in a graphical / visual format [3, p. 32]. Starting with an idea, concept, or question in the center, you capture information by connecting key concepts and thoughts to the central idea. More detailed information related to these thoughts is then captured in branches that radiate out from the key concepts, away from the central idea.
Mind-mapping is a useful technique to use while reading, since the non-linear format allows you to view the entirety of your notes at a glance, then easily place new information in the appropriate branch or make connections between ideas. It's also a useful technique when solving problems or planning projects: start with a question or project description, then capture all ideas or necessary tasks in the appropriate branches. We can create mind-maps manually (with paper and pens or markers) or use software to create documents to share or archive.
References
1. Canadian Bar Association, 2006. Teaching Lawyer Skills Training Workshop: Training Methodology Material. July 31 - August 4, 2006. Vientiane. Lao PDR: Canadian Bar Association - International Development Committee.
2. McQuoid-Mason David, 2007. Interactive Teaching Methods in David McQuoid-Mason and Robin Palmer African Law Clinicians Manual. Chapter 13.
3. McQuoid-Mason David, 2004. Street Law South Africa: Practical law for South Africans. (2 Ed.) Durban.
QUESTIONING TECHNIQUES IN TEACHING ENGLISH
Saidova Z.Kh.
Saidova Zulfizar Khudoyberdievna - Teacher, ENGLISH LANGUAGE DEPARTMENT,
BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses types of teaching in learning foreign languages. It deals with questioning technique which helps to increase learners' critical thinking. Here is illustrated the importance of the level of question.
Keywords: question, method, technique, learning, interactive, teaching, strategy.
There are many methods and techniques which can be effectively used by community legal advisors when teaching about the law to untrained people. The most effective are interactive Learner-centered teaching techniques rather than the lecture method. One of the best ways for community legal advisors to understand the law and how to use it is to teach it to others. It is important though to teach in a proper way to make sure that the Learners learn as much as they can and remember as much as they can. This means that the community legal advisors will often have to teach in a way they have never taught before, and may have never been taught to before.
This type of teaching is called interactive teaching. There is a reason why community legal advisors should use this type of teaching. Community legal advisors are encouraged not to use only the traditional lecture approach to teaching. The traditional teaching approach is the least effective method of passing on knowledge to Learners. There have been many studies and experiments which have shown that what is remembered by Learners depends on the teaching methods used. The amount of
