creating ecological slant in upper english language lessons

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ministry of higher and secondary specialized education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of english language and literature course work subject: methodology topic: creating ecological slant in upper english language lessons submitted by: student of 310rd group tojiboyeva gulasalxon scientific adviser: nazarova g kokand 2022 contents introduction chapter i ecologic issues in upper english lessons 1.1 alternative approaches of ecological slant to foreign language teaching. 1.2 methodology for such lessons and their types. chapter ii practical application of ecological slant in english lessons 2.1 advantages of ecology related lessons of english language. 2.2 the use of ecology related lessons. conclusion list of used literature introduction as the increase of the level of general preparation of the pupils in many aspects depends on the rational organization of the methods of teaching and the further improvement of the process of education, …

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n different situations of real life which means that the final goal of the educational process at school is the development of the pupil’s ability to have an unprepared talk in english both monologue and dialogue. today there have been developed a great variety of non-traditional lessons which give full answers to the questions raised above. these are the following new types of lessons: the club of merry and cute, lesson excursion, lesson revue, linguistic express, the round table, integrated lessons, music lessons and many others. non-traditional forms of the lessons attract the attention of the pupils, raise their interest in learning english and as a result they motivate their better adoption of the material learnt. the theme of our research paper is "creating ecological slant in upper english language lessons". the aims of investigation are to investigate and analyze the non-traditional lesson types which could be more effective in …

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importance [7]. so, first we will dig into the inquiry-based learning. because the word inquiry itself is defined as a seeking for truth, information or knowledge - seeking information by questioning. individuals carry on the process of inquiry from the time they are born until they die. this is true even though they might not reflect upon the process. infants begin to make sense of the world by inquiring. from birth, babies observe faces that come near, they grasp objects, they put things in their mouths, and they turn toward voices. children create a mental representation of language and do it at an age when they have difficulty grasping abstract concepts, yet language is probably the most abstract piece of knowledge they will ever possess[footnoteref:1] [2; 9p.]. [1: conversation inspirations, 3rd edition, 2011.] the process of inquiring begins with gathering information and data through applying the human senses - seeing, …

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ntury that the subject of science was considered a respectable academic body of knowledge [9; 11p.]. up until the 1900s the study of science within education had a primary focus on memorizing and organizing facts. unfortunately, there is still evidence that some students are still receiving this type of science instruction today[footnoteref:2]. [2: conversation inspirations, 3rd edition, 2011.] a complex process is involved when individuals attempt to convert information and data into useful knowledge [9; 12p.]. useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions. specific learning processes that people engage in during inquiry-learning include: · creating questions of their own · obtaining supporting evidence to answer the question (s) · explaining the evidence collected · connecting the explanation to the knowledge obtained from the investigative process · creating an argument and justification for …

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y learning[footnoteref:4] [10; 5p.]. [4: sally sugarman, if kids could vote: children, democracy and the media, lexington books, 2007.] no one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives. for modern education, the skills and the ability to continue learning should be the most important outcomes. an effective and well-rounded education gives individuals very different but interrelated views of the world. all disciplines have important relationships that provide a natural and effective framework for the organization of the school curriculum [11]. there are several different inquiry-based learning models, but most have several general elements in common: learning focuses around a meaningful, ill-structured problem that demands consideration of diverse perspectives; academic content-learning occurs as a natural part of the process as students work towards finding solutions; learners, working collaboratively, assume an …

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ministry of higher and secondary specialized education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of english language and literature course work subject: methodology topic: creating ecological slant in upper english language lessons submitted by: student of 310rd group tojiboyeva gulasalxon scientific adviser: nazarova g kokand 2022 contents introduction chapter i ecologic issues in upper english lessons 1.1 alternative approaches of ecological slant to foreign language teaching. 1.2 methodology for such lessons and their types. chapter ii practical application of ecological slant in english lessons 2.1 advantages of ecology related lessons of english language. 2.2 the use of ecology related lessons. conclusio...

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