Ноябрь 2020 7-қисм

Activity 7. “Who is faster?”. Students are given cards with words in English in the first 
column, their transcription in the second, and their translation in the third. The teacher pronounces 
the words in random order. Students must connect the word, its transcription and translation with 
a continuous line. The winner is the one who sets all the matches faster and better.
Thus, thanks to games, teachers have a chance to make the educational process more interesting 
and exciting. when using the game, the teacher pursues not only educational goals, but also 
developmental and educational ones and allows students to learn by playing.
References:
1. Makarova V. Funny Games and Activities for pronunciation and phonetics Classes at 
Universities. EDRS, 1997.
2. wright A., betteridge D., & buckby M. Games for language learning. Cambridge: 
Cambridge University press, 1984.

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Ноябрь 2020 7-қисм
Тошкент
KEY DIMENSIONS IN TEACHING ENGLISH LANGUAGE
Asqarov Azamat Komuljonovich
Teacher of school number 27 of Urgench district 
Phone: [phone]
[e-mail]
Masharipova Roza Kurbanbayevna
Teacher of school number 27 of Urgench district 
Phone: [phone]
[e-mail]
Annotation: This article provides information on the key dimensions of English language 
teaching.
Key words: The European CLIL, the Culture Dimension, the Environment Dimension, the 
Language Dimension, the Learning Dimension, Communicative
The European CLIL Compendium has presented the various reasons for implementing CLIL 
under five key dimensions involving culture, environment, language, content and learning. The 
schools can decide freely which dimensions will be given more emphasis than others and which 
learning and development outcomes their CLIL programmes focus on. The dimensions of CLIL 
are: 
The Culture Dimension: building intercultural knowledge and undestanding, developing 
intercultural communication skills, learning about specific countries, regions and/or minority 
groups, introducing the wider cultural context. 
The Environment Dimension: prepare for internationalization, access international certification, 
enhance school profile. 
The Language Dimension: improve overall target language competence, develop oral 
communication skills, deepen awareness of both mother tongue and the target language, develop 
plurilingual interests and attitudes, introduce a target language, allow learners more contact with 
the target language. The Content Dimension: provide opportunities to study content through 
different perspectives, access subject-specific target language terminology, prepare for future 
studies or working life.
The Learning Dimension: complement individual learning strategies, diversify methods and 
forms of classroom practice, increase learner motivation and confidence in both the language 
and the subject being taught. 
Immersion and CLIL: The Main Differences. Immersion education and CLIL have similar 
goals and methods, but they differ in three main respects. First, a pre - requisite for successful 
immersion is a society that enables the learners to become functional bilinguals and in which the 
first language of the learners has a strong position. basically, this applies to societies with two 
official or main languages. This is not a pre-requisite for CLIL. Second, in immersion education 
the learners learn to read and write in the immersion language, whereas in CLIL they learn to 
read and write in their first language. Third, in immersion classes approximately 50% of the 
teaching and learning discourse should take place in the immersion language while in CLIL 
the minimum requisite is only 25%. Moreover, immersion has well established methodological 
principles and goals whereas CLIL is an umbrella term for various educational models and goals, 
including immersion itself. 
These differences considered, the term that best describes the educational model followed by 
the informants of this study is CLIL: the foreign language content varies between 30—50% per 
day and the pupils learn basic literacy skills in Uzbek. 
The pupils do not need to speak or write English before commencing the programme, but 
their language aptitude is tested before they are admitted to the programme to ensure that they 
are able to undertake the programme. pupils are, thus, selected on the basis of their score in the 
language aptitude test. Involving both an underlying language learning capacity and the capacity 
to handle decontextualized language, language aptitude has been found to be one of the best 
predictors of L2 learning. Studying in both Finnish and English typically means much extra 
work and challenges for the pupil as well as requires ample support from parents. practically, all 

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