Международный научно-образовательный электронный журнал

Conclusion
As a result, audio-visual tools enhance our pupils with verbalization. However, the 
majority of professors at our universities do not employ these educational aids. These 

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are not ordinary materials; rather, they are instructional resources. Students benefit 
from direct sensory experiences provided by audiovisual tools. 
References: 
1.
KarnadGirish. The Fire and the Rain. New Delhi; Oxford University Press; 
2004.
2.
Lal.D.K. Myth and Mythical concept.New Delhi; Atlantic publishers, 1992. 
3.
Feder,Lillian.Ancient Myth in Modern Poetry. Princeton; University Press,1977 

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ФИО автора:
 Kurbonova Mukhlisa 
Student of Samarkand state institute of foreign languages
Название публикации:
«INNOVATIVE WAYS IN TEACHING ENGLISH TO 
SECONDARY SCHOOL» 
Abstract:
The article is devoted to the explanation of novel ways for teaching adults. 
Innovative teaching approaches and technology are gaining traction nowadays, as are 
new prospects related with the formation of human engagement. The author is 
concerned with technique selection. Which should alter depending on the aim, age 
group, and level of mental development. The author discusses the current teaching 
process and its outcomes. Some examples of common learning features of adult 
language and literacy learners, as well as four pedagogical guiding principles. The page 
includes information about adult foreign languages. In accordance with the features 
chosen. Given guiding concepts, the author believes it is vital to employ some novel 
approaches for adult education 
Key words:
innovation, method, adults, secondary school, teaching English
Teaching approaches and ideas abound in modern methodology. Each has benefits and 
weaknesses, virtues and flaws, but none is flawless. As a result, it is critical to 
determine the precise manner of instruction in each circumstance. We agree with Chen 
Jiamy that the optimal strategy is one that produces a specific result in a specific setting. 
Methods should be chosen based on the aim, age group, and stage of mental 
development, among other factors (Chen Jiamu, 1997). Today, the transitions that are 
taking place in our country have increased people's desire to study other languages. 
Most of them are looking forward to reaching this degree of language knowledge when 
he or she has certain fundamental abilities in a foreign language and possesses all of 
the attributes required for self-perfection of knowledge in it. Some of them use foreign 
languages to communicate in everyday life, while others require them to be effective 
in their professions and related fields. 

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As a consequence, the outcomes of their foreign language acquisition will include 
factually learned information and competences, personal growth, self-reliance, and 
creative exploration, as well as the potential to continue learning the language at a 
higher level. 
To accomplish this mission, it is required to structure the educational process in such 
a manner that it aids in the successful fulfillment of people's learning goals.