Part theoretical backgrounds of using case studies for developing critical thinking of school learners

Conclusion
The case study technique allows students to investigate real-life events in a nonthreatening classroom setting. The approach is student-centered and active, rather than teacher-led and passive. As a result, students acquire a critical thinking process that they can readily use in the actual world of practice. Case-based learning is seen as an important method for enhancing students' critical thinking and decision-making abilities. Case studies have a big impact on teaching and learning.
Case studies are one type of teaching strategy that may be used to engage students, improve learning results, and make the classroom more inclusive. The use of case studies in teaching has the advantage of transmitting information and concepts while also increasing the retention of situational interest, which promotes critical thinking.
Case studies, when intelligently prepared and delivered, may enhance inclusiveness by bringing relatable experiences into the classroom, allowing all students to find connections based on past experience and current knowledge.
Case studies are useful methods for getting pupils to apply their abilities and knowledge of learnt information in a real-world setting. They are especially beneficial in circumstances when the answers are unknown. They can be used as the starting point for a class discussion or as a task for a single person or a small group of people. Several groups may be given the same situation, and each group may provide a different set of solutions. Case studies bridge the gap between a more teacher-centered lecture method and pure problem-based learning

PART II. METHODOLOGY OF DEVELOPING CRITICAL THINKING USING CASE STUDIES FOR SCHOOL LEARNERS.
2.1 ANALYSIS OF THE NATIONAL STANDARDS OF EDUCATION, TEXTBOOKS FOR 1-6 GRADES.

Uzbekistan has started an entirely new era of English instruction that will enable pupils to gain the knowledge and skills required for success in the twenty-first century. To accomplish this objective, a number of Cambridge University Press textbooks were adopted and modified by the Ministry of Public Education of the Republic of Uzbekistan in collaboration with the educational initiative of the US Agency for International Development, "Uzbekistan for Excellence." Uzbek and foreign authorities in English language instruction have thoroughly reviewed and chosen these works. Additionally, these book editions are created especially for Uzbek teachers and pupils.

This chapter is dedicated for analyzing textbooks Guess What for 1-6 grades by Cambridge University Press. The textbooks offer exploring the world with colorful photography and engaging topics.
The textbook to be studied Guess What 1 is designed for primary school 1st grade students who learn English vocabulary, grammar, textbook also includes story lessons, pronunciation practicing, and special CLIL (Content and Language Integrated Learning) lessons.
The goal of the textbook is to answer pupils’ curious questions with the help of modern methods of teaching.
The examination of the textbook shows that the textbook mostly provides practical exercises such as listen and match, listen and say, sing the song, listen and act and etc. The most important it consists of high quality eye-catching pictures that makes learning process more wonderful.
There will not be enough time to complete all the lessons so teachers should give preference to CLIL lessons, because students will get much more benefit in those type of lessons rather than traditional ones. CLIL lessons include - transitions from and to the previous class and the following one, it will engage students in a warm-up to the day's lesson, it will present new material and recycle familiar material, it will include some ways to assess progress during the class, and it will be adaptable enough to account for classes that go slower or faster than you had anticipated. However, in order to fully benefit from a CLIL approach, it's crucial that you take care to include both subject area material and language points in your lesson plans. If you attempt to wing it, you risk focusing on one aspect at the expense of the other. Guess
Guess What! Level 1 has nine teaching units, each divided into eight lessons. In addition, there are four review spreads of two lessons each. As well as offering further practice, the Workbook provides a picture dictionary.
The topic of the unit is introduced with a highly engaging double-page photograph, chosen to stimulate children’s imaginations and to encourage them to relate the topic to the wider world.
Lesson 1. Presentation of vocabulary. New vocabulary is presented in the context of a colorful illustration featuring the Guess What! characters. This is accompanied by a short and lively dialog on the Audio CD. Students will listen and repeat the vocabulary, and from Unit 3 on, they will also read the vocabulary labels on the page. Students then listen and identify the new vocabulary in contextual sentences.
Lesson 2 Practice of vocabulary. Students practice the new vocabulary further with an engaging chant, followed by an activity that encourages them to use a particular thinking skill, such as spotting differences, working out sequences, and finding mistakes. Both activities practice vocabulary while also recycling language from previous units. The Workbook provides further practice, including ma sticker feature. Students are also directed to the Picture dictionary at the end of this lesson.
Lesson 3 Presentation and practice of grammar 1. The two grammar points of the unit are presented either in a lively song that also reuses the unit vocabulary or in a short dialog usually illustrated by photographs of children using English in real and engaging contexts. The position of the song or contextual dialog varies between Lesson 3 and Lesson 4. The activities on the page follow a clear and enjoyable path from presentation through practice to production. Students are supported in their learning with example speech bubbles on the page, and the new grammar point is summarized at the bottom of the page for the teacher. The Workbook provides a variety of activities and puzzles, designed to reinforce the target grammar while providing support with early reading and writing.
Lesson 4 Presentation and practice of grammar 2. The second new grammar point is presented with either a song or a short contextual dialog (depending on the format used in Lesson 3). There is clear progression from this context to active production. Students are supported in their learning with example speech bubbles on the page, and the new grammar point is summarized at the bottom of the page for the teacher. The Workbook provides a variety of reinforcement activities and puzzles, which support early reading and writing. There is also an About Me activity, which encourages students to use the new grammar to talk about the unit topic.
Lesson 5 Story and value. Students reinforce and extend their learning further with a dynamic cartoon strip story featuring the Guess What! Characters. Each story introduces a social value in a lighthearted way, as well as a functional dialog, which students practice more fully in Lesson 6. The Workbook provides story sequencing and comprehension activities.
Lesson 6 Talk time and Animal sounds. Students practice a functional dialog, first introduced in the story and then applied in this lesson to real-world contexts. Students therefore learn how the function can be used in different contexts of their own lives. Students will also focus on and practice a specific English sound in the engaging context of a humorous sentence about an animal.
Lesson 7 CLIL (Content and Language Integrated Learning). Students explore a fascinating topic selected from primary school subjects across the curriculum. Students use the stimulating introductory photograph to engage with the topic and share any knowledge they already have. They then learn some new vocabulary and watch a short dynamic video that is provided on the DVD with theTeacher’s Book. Instructions for using the video and the video script are provided on pages TB124–TB128. The Workbook provides further activities exploring the CLIL topic.
Lesson 8 CLIL project and evaluation. Students work together to do a simple project activity linked to the CLIL topic. The project types vary from unit to unit and include drawings, craft activities, a food poster, picture sums, and a research project about animals. Students then complete the Evaluation in the Workbook.
Review lessons (after every second unit). Language is reinforced through vocabulary puzzles and a task-based listening activity based on real children. There is also a full-page board game with clearly marked linguistic aims.
The analysis of the book shows that the book has many activities which are designed focusing on interactive and learner-centered methodology.

After analyzing Guess What! Level 1 it can be concluded that the number of tasks were given to develop speaking skills: look and say, look, point, say!, Ask and answer. Listen and find task can develop children’s cognitive and thinking abilities, also the textbook is designed in a very eye-catching way so the tasks are guaranteed to be engaging and effective. Also there were enough listening and video materials, game playing.

Guess What! For the 2nd grade has 9 teaching units, each divided into 8 lessons. The structure of the book is almost the same, I think that is because the level of the students has not changed a lot. There is Review after every second unit, also the list of songs, and word cards, extra activities and video scripts are given in the end of the book. The majority of the tasks are from the previous book (level 1), with the exception of some tasks: Look and match. Then listen and answer; Find mistakes and say; Make sentences, and say yes or no. As you can see these tasks are a little bit complex, the pupils are required to think, analyze in order to find any mistake or in order to formulate their answers. I can say, this will encourage children to think critically, and do it effortlessly as they are required to do this from their early ages.
Guess What! Level 3 textbooks are designed with colouful pictures as the previous ones. The major difference is that pupils now are asked to read. In the 2nd and 3rd classes students were not required to read there were mainly Listen and say, Listen and act, Listen and match activities. Now tasks leveled up, and became harder. For example, other than reading activities, there are: Describe and guess who; Match the questions to the answers; Read again and answer the questions. To conclude, the textbook now designed to improve reading skills and actively encourages to speak. Tasks in this textbook not just ask to listen and then repeat, rather expressing their own opinion. I think it will help to think critically too, because critical thinking is all about analyzing and problem solving.
Guess What! Level 4. Textbook has single tasks and exercises that makes the pupils to multitask, for example: Listen and match. Then sing the song; Make a map of your town. Then ask and answer; Go to page 02. Listen and repeat the chant; Read and listen. Then match. Those multitasking activities will help student to analyze better because they can understand what they are asked to do. Those extra instructions used to be in the teachers’ book, because it would be overwhelming to ask pupils directly, especially when they are not trained to read that much, seeing a lot of text would be too much. Textbook helps students to express their opinion about various topics: review and learn to talk about physical appearance. asking about and describing hairstyle, hair color, and eye color talking about the height of people and objects in meters and centimeters; learn to talk about skills, saying what they and others are good at / not good at asking what someone else is good at and responding to questions; to talk about where things are in a town, naming features of a town asking where something is and describing locations asking for and giving directions to a place. After analyzing this textbook I can say that it mainly focuses on enchasing speaking abilities, has some reading exercises, and gradually develops learners multitasking abilities that is going to develop learners critical thinking step by step.
Guess What! Level 5. Textbook has 8 units, basic grammar activities, and tasks for developing reading and writing skills. The textbook teaches some beginner level grammar rules in an understanding way, as learners have learned so far how to speak correctly. Main focus is on developing speaking skills. Learners can now compare two separate things it means it is possible for them to differentiate things, which contributes to thinking critically, but it is not all about thinking critically. In this textbook students are asked some questions that take time, consequently it makes them to think and formulate their answers. This book has skill sections, which is new. There are listening and speaking; Reading and writing section in each unit.
Guess What! Level 6. The last textbook from guess what series of books. Textbook has skills page in every unit: Listening and speaking: My favorite season; Talk time Planning a trip; Reading and writing: The Sonoran Desert; Listening and speaking: Wild camping; Talk time Planning a camping trip; Reading and writing: Camping on ice; Listening and speaking: Street entertainment; Talk time Planning a street entertainment show; Reading and writing: Poetry competition; Listening and speaking: Cooking competition; Talk time Planning a cooking competition; Reading and writing: Sweet ambition; Listening and speaking: A history of communication technology; Talk time Discussing forms of communication; Reading and writing: Virtual learning. The themes are much more broader and the tasks are more engaging. Students can communicate freely, know general grammar and speak without big mistakes.