Robinson Crusoe, as a young and impulsive wanderer, defied his parents and went to sea


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CONCLUSION
In conclusion, it should be noted that the use of case studies should be methodical, informational, organizational and pedagogically substantiated and secure. The case study method is a tool for applying theoretical knowledge to solve real problems. This method encourages students' critical thinking, the ability to hear and consider alternative points of view in order to express their point of view. With the help of this method, students can demonstrate and improve their analytical and evaluation skills and have the opportunity to work in teams to find the most efficient solutions to problems.
Although CMT is still not considered as a popular organizational training method, the advantages of CMT may encourage organizational instructors to further apply it. Improving the long-term memory, enhancing the quality of decision making and understanding the individual differences of individuals are the advantages of CMT,
Being a complex and effective teaching method, the case method is universal and applies particularly well in conjunction with other methods of teaching foreign languages.
Thus, the case-study method facilitates the development of the ability to analyze a situation, evaluate the alternatives, and choose the best option to make a plan for its implementation. If this method is applied repeatedly, students develop stable skills to solve practical problems.
Undoubtedly, the function field of cases provides a lot of possibilities and complements the traditional classical methods of teaching English.


REREFERENCES
1) President Shavkat Mirziyoyev, a video conference on measures to improve the system of teaching foreign languages was held on 6 May-3p
2)Bonney, K. M. 2015. Case study teaching method improves student performance and perceptions of learning gains. Journal of Microbiology & Biology Education .https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4416499/ -21-28p
3)BU Center for Teaching & Learning. n.d. Using case studies to teach. https://www.bu.edu/ctl/teaching-resources/using-case-studiesto-teach/-45p
4) Centre for Materials Education. http://www.materials.ac.uk/guides/casestudies.asp -
5) Council of Europe. 2018. Common European Framework of Reference for Languages— 87-88-89p
6) Davis, C., and E. Wilcock. 2003. Teaching materials using case studies. University of Liverpool: UK -121p
7) Dunne, D. and Brooks, K. (2004) Teaching with Cases Ellis, R. 2003. Task-based language learning and teaching. Oxford: Oxford University Press-139p
8).Ellis 2003, 12p
9) J.Jalolov. Methodology of the English language Teaching -T .: 2015-76p
10) Case-Study Method as a Universal Method of Professional Foreign Language Teaching in the International Relations Sphere / A. A. Luzganova, L. I. Korneeva-69p
11)Khoshimov O., Yakubov I. Methodology of the English language Teaching -T .: 2003-138p
12) Little, David. (2006). The Common European Framework of Reference for Languages: content, purpose, origin, reception and impact. Language Teaching 2 language
13) Strasbourg: Councilof Europe. https://rm.coe.int/cefr-companionvolume-with-new-descriptors-2018/1680787989



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