Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

Seventh, games can be a good strategy when teaching various subjects because they are very likely to spark interest amongst students. They can be used with students of all ages.
Finally, using games in the classroom is important because many children do not get enough opportunity to play during their free time.
There are many advantages of using games in the classroom:
- Games are a welcome break from the usual routine of the language class.
- They are motivating and challenging.
- Learning a language requires a great deal of effort, games help students to make and sustain the effort of learning.
- Games provide language practice in the various skill-speaking, writing, listening and reading.
- They encourage students to interact and communicate.
- They create a meaningful context for language use.
There are a great number of language games. So teachers have a variety of choices. However, in deciding which game to use in a particular class and which games will be most appropriate and most successful with their students, teachers must take many factors into account.
According to Carrier teachers should first consider the level of the game to fit their students' language level. They should choose the game that fits the purposes of that class or the content.
Games are effective because they provide motivation, lower students' stress, and give them the opportunity for real communication.
The term ‘Critical Thinking' first started emerging in academic circles and literature in the mid­ twentieth century. In 1941, the academic Edward M. Glaser stressed that critical thinking referred to the search for evidence to support a belief or argument.
So, at a very basic level, critical thinking is about finding out whether something is true, partly true or not true at all. In order to deal with these more complex areas, we need a variety of sub-skills and abilities in order to think critically.
Communicative language tasks require critical thinking
You can teach languages without giving any thought to including elements of critical thinking. For example, rote learning with its ‘listen-and-repeat' patterns requires no critical thinking and at beginner levels the focus can only be on acquiring a basic vocabulary on which to build. However, as soon as students enter in any task using the target language which contains elements such as personalisation, investigation and problem solving then they must think critically. In modern language methodology these kinds of communicative task are commonplace because they engage the student in authentic communication. Success in such tasks - as in life - requires effective use of language along with some measure of critical thinking.
Paul (1985) also defines critical thinking as “learning how to ask and answer questions of analysis, synthesis, and evaluation”
Pithers and Soden (2000) agree that critical thinking involves a number of abilities such as identifying a problem and the assumptions on which it is based, focusing the problem, analyzing, understanding and making use of inferences, inductive and deductive logic, and judging the validity and reliability of assumptions and sources of data.
Critical thinkers have following features:
- have a strong intention to recognize the importance of good thinking;
- identify problems and focus on relevant topics and issues;
- distinguish between valid and invalid inferences;
- suspend judgments and decisions in the absence of sufficient evidence;
- understand the difference between logical reasoning and rationalizing;
- be aware of the fact that one’s understanding is limited and that there are degrees of belief;
- watch out for authoritarian influences and specious arguments;
- anticipate the consequences of alternative actions;
- accurately explain their decisions;
- consider alternative explanations for any state of affairs;
- curb their emotional reactions to others’ arguments;
- determine the truth or falsity of assumptions;
- develop and present reasoned and persuasive arguments;
- distinguish between primary and secondary sources of information;
- distinguish credible from non-credible sources of information;
- differentiate evidence from opinion, common sense, anecdotes, and appeals to authority;
- distinguish opinions from facts;
- draw inferences;
- formulate and ask appropriate questions;
- gather data from multiple sources relevant to a problem to be solved or a decision to be made;
- identify their preconceptions about important issues;
- understand the use and abuses of mathematical and statistical information in decision.
It needs to be emphasize that critical thinkers can also be characterized as enjoying the following features:
- they can listen attentively to others and provide them with appropriate feedback;
- they can assess and evaluate statements;
- they have a keen sense of curiosity;
- they are open to criticisms;
- they can self-assess themselves
Such practical techniques as debates, problem-solving tasks, self-­assessment and peer-assessment can also be helpful. Finally, teachers’ own in-class application of critical thinking skills and attitudes, and providing explicit explanations of the importance of critical thinking could also help students enhance critical thinking.
In this modern era of information and technology, due to rise in Globalization and Commercialization, English language teaching (ELT) has become an integral part of our educational scenario and occupies a pivotal position. ICT has become an essential part in our daily life because technology has brought in several changes. In the recent years English language teaching has undergone drastic changes with the advent of latest methodologies and techniques .As language teachers it is important to understand and adopt the various methods and techniques and also apply them in classrooms. Language teachers should keep themselves abreast of the current trends to create inquisitiveness among the student community and prepare them for the challenges of the future.
Use of technology in English language teaching
In this age of Information and Technology, the use of Internet has brought many changes in teaching English. It is a highly useful tool which benefits both the learner and the teacher using it for many activities related to teaching and learning. Modern technology is developing at a faster pace, the learners and teachers have to upgrade themselves from time to time of these latest developments.
ICT has the potential to cater to the needs of students by providing opportunities to learn creatively. Integration of Technology projects a paradigm shift in language teaching.