Янги Ўзбекистонни қуриш ва ривожланишида ёшларнинг фаоллиги

 Янги Ўзбекистонни қуриш ва ривожланишида ёшларнинг фаоллиги 
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approval, disapproval, regret, apologies, requests, compliments, invitations, thanks, etc. 
to avoid misunderstandings, it is necessary to distinguish between words that are false 
friends of the translator, such as academic, artist, angina, accurate, etc. 
Thus, during the collective cognitive activity of students, the following is 
achieved:: 
1. awareness of the purpose of activities that require the joint efforts of all 
members of the student group; 
2. establishing a relationship of mutual responsibility and dependence between 
the members of the group in the course of their activities; 
3. students ' control over the performance of work, i.e. reflection - an analysis of 
activities that allows them to understand how to evaluate the results of individual and 
group participation in it;
4. communication, during which students acquire the ability to ask questions, 
listen to their opponents, analyze and interpret what they heard, and organize a 
discussion;
5. interaction through which students begin to realize that the success of their 
learning activities depends on the success of each member of the study group. 
The organization of reflection plays a special role in the activity of a teacher on 
tolerance education. Reflexive skills help students understand their uniqueness, 
individuality and purpose, which are manifested through the analysis of their subject 
activity. "If the physical sense organs are the source of external experience for a person, 
then reflection is the source of internal experience, a way of self-knowledge, a necessary 
tool of thinking" [5] 
The need to develop tolerance arises from the very first days of training, since 
students who entered the study come from different social groups, with different life 
experiences. Starting from the first year, it is important to train students to be critical of 
their own views, to accept others as significant and valuable, and to be tolerant of them. 
This contributes to the development of cooperation and harmonization of relations in 
the student group, which ultimately makes the learning process more fruitful. 
References: 
1. 
Lyudmila L. Teaching tolerance in the English language classroom. 
International Conference on communication in Multicultural Society, CMSC. 2015. p. 
277. 
2. 
Thanasoulas, D. The importance of teaching culture in the foreign language 
classroom. Radical pedagogy, ICAAP. 2001. p. 18 
3. 
Passov, E. I. the Concept of higher professional pedagogical education on the 
example of foreign language education, Lipetsk. 1998. p. 67. 
4. 
Valdes, J.M. Culture bound: bridging the cultural gap in language teaching. 
Cambridge: Cambridge University Press. 1986 
5. 
Khutorskoy, A. V. Activity as the content of education, Narodnoe 
obrazovanie. 2003. - No. 8, p. 107-114.