Student: Jurabekova Madinabonu

Some Aspects of British University Life

Of the full-time students now attending English Universities three quarters are men and one quarter women. Nearly half of them are engaged in the study of arts subjects such as history, languages, economics or law, the others are studying pure or applied sciences such as medicine, dentistry, technology, or agriculture.

The University of London, for instance, includes internal and external students, the latter coming to London only to sit for their examinations. Actually most external students at London University are living in London. The colleges in the University of London are essentially teaching institutions, providing instruction chiefly by means of lectures, which are attended mainly by day students. The colleges of Oxford and Cambridge, however, are essentially residential institutions and they mainly use a tutorial method which brings the tutor into close and personal contact with the student. These colleges, being residential, are necessarily far smaller than most of the colleges of the University of London.

Education of University standard is also given in other institutions such as colleges of technology and agricultural colleges, which prepare their students for degrees or diplomas in their own fields.

The three terms into which the British University year is divided are roughly eight to ten weeks. Each term is crowded with activity, and the vacations between the terms - a month at Christmas, a .month at Easter, and three or four months in summer - are mainly periods of intellectual digestion and private study.

A person studying for a degree at a British University is called a graduate.

B. A. or B. Sс. stands for Bachelor of Arts or of Science, the first degree. M. A. or M. Sс. denotes Master of Arts or of Science. One can become a B. A. after three years of hard study and an M. A. at the end of five years.

Conclusion:

As a result of the educational English activity "Schooling in Great Britain", the students learned a lot about the education system in Great Britain and were introduced to new vocabulary. All the tasks set at the beginning of the lesson were completed. The students listened to the prepared material with pleasure and actively asked questions. Overall, this was a very successful lesson.

1.4 English lesson plans

Topic: Professions

Objective: Improvement of oral skills, acquisition of new vocabulary, acquaintance with new grammatical material.

Objectives:

-to generalise and systematise the knowledge and skills of vocabulary related to professions;

-continued automation of the learnt language material;

-development of pronunciation skills;

-acquaintance and assimilation of new grammar rules of the English language;

-Development of students' cognitive interests;

-Forming a linguistic attitude towards words;

-Expansion of the pupils' outlook.

The form of the lesson is combined.

Equipment: textbooks Teen's English (students book), Teen's English (work book), additional materials on vocabulary connected with the theme of profession, photos and clippings from magazines.

Brief lesson plan

1. After that, pupils are familiarised with the purpose and course of the lesson and tasks are set.

2. Check pupils' homework, reinforce the material they have learned.

3. Presentation of new grammar material to pupils (Relative Clause). 4.

4. Exercises, sentence-writing, knowledge systematisation. 5.

5. Using Teen's English textbooks, introduction of new vocabulary, conversation about professions.

6. Identification of homework and instructions on how to complete it.

Conclusion: During the English lesson a variety of forms of work with pupils were involved. The goals and tasks set at the beginning of the lesson were achieved. Pupils worked actively and productively in the lesson. On the whole, we can say that the lesson was very successful.

Topic : Adverbs of frequency

Purpose: To introduce students to new grammatical material.

Objectives:

1. Formation of grammar skills.

2. Improvement of lexical, speaking and writing skills.

3. Increasing interest in the subject.

The form of the lesson is a combined lesson.

Equipment: textbooks Teen's English (students book), Teen's English (work book), table "Adverbs of frequency", hand-out cards.

Lesson content:

When we want to say how often something happens, it is common to use frequency adverbs. It is possible to use them when referring to the past, present or future:

We often went camping when we were children.

I usually go to the gym at lunchtime.

I will always love you.

The following list shows the most common adverbs of frequency, with the one that refers to things that happen most often at the top, and least often at the bottom:

Always

Usually

Frequently

Often

Sometimes

Occasionally

Rarely

Seldom

Hardly ever

Never

I always brush my teeth before I go to bed. (=every night)

I usually have toast for breakfast. (=happens most days)

I frequently watch the news before dinner. (=it's common)

I often go to the park with my dog. (=many times)

I sometimes see him down at the shops. (=at particular occasions but not all the time)

I occasionally visit the capital. (=not happening often or regularly)

I rarely smoke cigars. (=it is not common)

I seldom have a chance to go to the theatre. (=almost never)

I hardly ever travel abroad. (=almost never)

I never work on the weekend. (=not at any time or not on any occasion)

Adverbs of frequency can occupy different positions in the sentence. With most verbs, the normal position is between the subject and the verb. With the verb "to be", the adverb normally comes after the verb:

Pedro occasionally visits us on Sundays.

She is often ill in winter.

Conclusion: As a result of the lesson, the students successfully mastered the new grammatical material and learned to use Adverbs of frequency in sentences. Throughout the lesson they worked actively and participated in various exercises. All tasks of the lesson were fulfilled. The lesson can be counted as quite successful.

1.5 English lesson plans

Lesson 1. "USA".

Topic: The United States of America.

Objective: to improve oral language skills.

Objectives:

Generalization and systematization of factual material on country studies.

Further automation of the language material studied.

Development of pronunciation skills.

Formation of respect for the United States.

Development of cognitive interests of the students.

Formation of a linguistic attitude towards words.

Expansion of students' horizons.

Form of the lesson - role-play.

Roles of pupils in the lesson: a guide, two competing teams of experts on different aspects of knowledge of the USA (5-6 people in each team) and a group of fans-tourists.

Equipment: A map of the USA; pictures of places of interest; objects (models or pictures) created in the USA.

Lesson progress

Teacher: Good afternoon, everyone. Today we are travelling through the United States of America. We have two teams of experts who will help us during our journey and at the end we'll see which team is the best. The people in this team are not experts so we will call them tourists. Here we have our judges. They are pupils of the eleventh form, so they are worthy of respect. And here is our guide.

Guide: Ladies and gentlemen! Welcome to the United States of America. I'm pleased to meet you. The weather is wonderful, and I hope that our journey will be too. Let me introduce myself. My name is… I am your guide and group leader. I shall accompany you everywhere. I'll show you everything. You'll travel through the country. You'll visit cities and historical places, museums and theatres. There are a lot of interesting things to see. You'll get to know the country and its capital. You'll meet people and make friends. I hope that we'll become friends.

Teacher: Before our journey let's listen to our experts. They are authorities in their fields of Geography and Economics.

Представители команд делают сообщения, используя карту США.

Team 1: The USA is situated in the central part of the North American continent. Its western coast is washed by the Pacific Ocean and its eastern coast by the Atlantic Ocean. The area of the USA is over nine million square kilometres. The continental part of the USA consists of two highland regions and two lowland regions. The highland regions are the Appalachian Mountains in the east, and the Cordillera and the Rocky Mountains in the west. The highest peak in the Appalachian Mountains is 2,037 metres high. The highest peak of the Cordillera in the USA is 4,418 metres. Between the Rocky Mountains and the Appalachian Mountains are the central lowlands, which are called the prairie and the eastern lowlands, called the Mississippi valley. The five Great Lakes, between the USA and Canada, are joined together by short rivers or canals, and the Saint Lawrence River joins then to the Atlantic Ocean. In the west of the USA there is another lake called the Great Salt Lake. The main rivers of the USA are Mississippi, which flows into the Gulf of Mexico, the Colorado and the Columbia which flow into the Pacific Ocean, the Saint Lawrence River and the Hudson River, which flow into the Atlantic Ocean. The USA is very large country, so it has several different climatic regions. The coldest regions are in the north and north-east where much snow falls in winder. The south has a subtropical climate. Hot winds blowing from the Gulf of Mexico often bring typhoons. The climate along the Pacific coast is much warmer than that of the Atlantic coast. The region around the Great Lakes is known for its changeable weather.

2.2 Analysis of group corrective and preventive work

Anti-smoking for a healthy lifestyle" training

11-E class

The training in grade 11-E was successful. The set goals and tasks were achieved. Exercises and tasks used corresponded to them.

Class 11-E consists of 29 persons. The pupils were fascinated by the topic and it was not very difficult to find contact with them.

I offered the rules of the training group to the students for discussion, and only upon their consent was it accepted. All of the rules were accepted, and everyone tried to follow them during the session. The attitude of the children was positive and respectful.

The Symposium exercise was partially completed. Only one girl prepared a report, although the whole class had been warned and made aware of the task in advance. This is a disadvantage of this training (the presence of homework) as children are very overloaded with activities at school and at home.

The most effective exercise was the "Health Model". After the model had been destroyed, everyone could not understand for a long time how it had happened and why we had done so, as we had prepared it with joint efforts and knowledge. The moment that what had been destroyed could not be restored to its original form was etched in the pupils' minds.

In analysing the problems of the situation, all the participants in the training replied categorically "no" to smoking. One guy said that everything in life has to be tried and this too, but he is not going to continue smoking. Some wrote down "no-strategies" for themselves. All the guys thanked for the interesting session and said that the material had been compelling.

3.3 Characteristics of 11thgrade student Sardor Mahmadjanov based on a diagnostic study

The following results were obtained according to projective technique:

Inherent egocentrism, interest in "self" information;

Importance of others' opinion about themselves, sensuality;

The attitude towards own "I" is neutral;

There is a demonstration of emotional immaturity;

Lack of creativity.

After our diagnostics of frustration reactions, the following results were obtained:

Highly conflictual, we can say that the child is poorly adapted to his social environment;

Also presumably, the child makes high demands on the environment and this may be a sign of inadequate self-esteem;

A sign of an appropriate response, an indicator of the extent to which the child can deal with frustrated situations.

After performing a diagnostic test to examine the child's attitudes towards different individuals and problems, the following indicators were obtained:

Attitude towards family - neutral;

Towards school - negative (anxious);

Towards people in general - neutral;

The tendency to overestimation of self-esteem.

Recommendations

Development of the child's skills in overcoming conflicts in communication, teaching effective ways of behaving and reacting in conflict situations; inclusion of the child in group psychologically corrective work;

Individual psychological correction.

The exercise takes place in the form of a game. So, the children have made a snow mammoth in the yard. Ask the child to represent it. At night, a cold, cold wind blew and our baba began to freeze. First her head (ask your child to strain her head and neck), then her shoulders (the child strains her cries), then her torso. Now the wind is blowing even harder and wants to destroy the snowball. The wind does not manage to break the snowball with its legs (a child tenses his legs). The sun began to shine and our baba began to melt. First the head, then cries, arms, torso, legs (one by one the child relaxes the body parts). The child sits down first and then lies down on the floor, the sun warms up, the snow woman melts and turns into a puddle, spreading out on the ground.