Rustamova shaxnoza ilxomovna shaping creative and critical thinking skills through the english literature

Phase 8. Evaluation stage. The teacher gives a short lecture about what was covered during the discussion. This is important the teacher notes important points from the lecture blackboard for students to take notes. Do this by asking students to write a summary defines and explains important critical thinking terms: evidence, hypothetical, relative and adjective words. Part of the lesson can be done in small groups so that students can help each other. Students will encounter these concepts again and again throughout school new concepts should become part of their working vocabulary. Also, ask students to write about how Maupassant is portrayed in the end, he was able to surprise the student. Must be students they are encouraged to mention other stories they have read and similar techniques. In this way, students can reveal what they already know they increase their knowledge in the process. Finally, the teacher can ask the students to role play explain the author of the story and the character of Madame Loisel. In this way, students can reveal what they have learned character. Alternatively, students can be taught to write character description using Madame Loisel as a theme. This lesson tries to use a modern cognitive scheme theory by introducing students to the methods used by the author creating both character and surprise in the story. There will be students aware of characterization because the "proof" is developed in the story allows the reader to draw conclusions about characters. Finally, students learn how to save an author the reader is "in the dark" by narrating the story from the third person. The dialogue teaching model allows for serious development writing technique rather than a possible mechanical exercise consider the same elements when writing a story. Further research what the activities given after the interview will reinforce discussed. Observing how a writer creates character and surprise. It can be a model for ending with a story like "Necklace" to understand future readings that use writing and the like techniques. When the reader observes a number of such techniques stories, this familiarity can bring such a greater appreciation craftsmanship. In this lesson, dialogue is also used to increase students' knowledge and awareness of one's thinking and development of consciousness types of thinking used by other individuals through the teacher actions aimed at defining, clarifying and clarifying judgments during the conversation.
Through class discussion, students usually develop naturally, giving assumptions and discuss the sufficiency argument, question cause and effect and comment on relevance information. Teachers can promote attentive listening through modeling and encourages expression. Paraphrasing can also help students find good ways to express you too. For example, when students are angry with the teacher or someone, a summary of the statements of others often find themselves revise what they say to clarify their position. In this way, students clarify their ideas both in their minds and in their minds the minds of their listeners. This chapter has so far tried to describe the main point eight-step dialogue teaching model and some of its advantages. This point is important to note that not every eight-step lesson will work exactly the same way. There will be response and evaluation stages. It differs depending on the purpose of the lesson. Each response step gives students a task that should prompt them to discuss a topic an open question based on some important aspect of the story or poem. Below are three types of responses that can be used: The next predictive answer. The lesson on "Necklace" was used continuous prediction in the response phase of the model. Students predicted the behavior of the character in the story. The lesson of "Necklace" is the sequel-prophecy answer can become an in-depth discussion of characterization [37].