Content: introduction main body using the case study method of teaching to promote student`s development The possibility of using «Case-study»

CONTENT:
INTRODUCTION…………………………………………………………...........3
MAIN BODY………………………………………………………….…………..6
1.Using the case study method of teaching to promote student`s development…...6
2.The possibility of using «Case-study» technology in professionally oriented training of students………………………………………………………………...9
3.Case-study method in teaching English for Specific Purposes………………....14
4.Case Study Method Advantages and Disadvantages in the development of communicative competence of academic lyceums students……………………...20
CONCLUSION………………………………………………………………….24
REFERENCES……………………………………………………………….…26


INTRODUCTION
The time has come to establish a new system for teaching foreign languages in our country, which will be a solid foundation for the future. Since we have set ourselves the goal of building a competitive country, from now on, graduates of schools, lyceums, colleges and universities must have a perfect knowledge of at least 2 foreign languages. This strict requirement should become the main criterion for the activity of the head of every educational institution, - said ShavkatMirziyoyev¹.
Nowadays the English language plays a great role in the modern era of globalization, so it is widely spread among the foreign languages taught in all the higher educational institutions of Uzbekistan, and students’ desire to learn this language is dramatically increasing day by day, because it is considered to be one of the leading means of communication worldwide. Thus, the degree «On further development of foreign language teaching and learning»focused on developing language skills and it is important to build communicative competence of learners.
Moreover, the new European level system CEFR has been set to pay attention learners’ communicative skills in (A1-C2) levels. According to the demands of CEFR, the students of academic lyceums should master the language competences of B1 level.²
One of the topical issues in teaching English to academic lyceum students is the choice of language material and the method of teaching. This issue has also been in the focus of different researchers such as Rogova G. V., Skalkin V. L., GezN. I., Passov E. I and Galskova N. D working on it. They suggested ways of enhancing communicative skills of students with the help of different methods of teaching. Teaching methods should encourage not only communicative skills, but also self-sufficiency, personal enrichment, and general scholastic skills development, as well as interest toward the subject and research materials. Interactive teaching method could be considered as one of the above mentioned.
The method involves the application of a problem-situation analysis, based on teaching a foreign language by solving specific problems – situations (cases). A case study includes an event or an issue that presents a certain problem. The learners are asked to detect the problem, identify where the problem began, provide details, explain the problem and find solutions. Besidesthosefactors, casestudymethodrequiressomestages:

1. 
   It should be close to real life;
   
2. 
   It is structured the way that could be able to set connections with life experience, as well with students future life situations;
   
3. 
   It provides interpretation opportunity from the participants’ point of view;
   
4. 
   It includes problems and conflicts;
   
5. 
   It allows different solving versions;
   

Here it is important to emphasize that the teacher has a huge responsibility for this method. The teacher should be well prepared for the case study classes with creating dynamic classroom activities that would stimulate thought and creativity and, at the same time, increase the students’ English language competence. Case studies help teachers teach a foreign language effectively through a combination of knowledge, experience, creativity and critical thinking and it is essential to select the skill the teacher would like to focus on and teach the specific language. For instance, for two teams a new topic «E-Mail» is announced by the teacher and one situation is given and focused on developing speaking skill: «You do not like your boss but you like the job very much. One day you typed a message on your computer to a reliable colleague (your best friend) complaining about your boss, using the words «stupid, lacking of feelings» and «cruel». You e-mailed this message to your friend. But a few seconds later you realized that you made a mistake. Instead of directing the message to your friend, you had sent it to your boss! - What is your next step? Students discuss it and give some possible solutionsrelying on their life experiences. It is obvious from example that the case study helps not only to develop students’ speaking skill but also raise their critical thinking and reflective learning from other learner; develop problem solving skills; improve the student’s organizational skills; enhance communication skills; and encourage collaborative learning and team-working skills in the language learner