Types of activities for english lessons of higher medical institutes

Аннотация

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 200 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 w