As an attribute of a highly skilled tutor is to possess a great deal of invaluable knowledge and to implement it in practice, we as future teachers of Foreign Language were an archetype of the teachers in high school. Before performing our mission as teachers, we scrutinized a lot about the type and name of the topic that would be most relevant to discuss with the students of high school. In order to appeal the students' attention and unite them into a merger, we decided to choose the topic, named "Environmental problems" to see the students' views on this topic. Our proceeding objective was to engage each student in a working atmosphere by letting them express their ideas about environmental issues. As for us, the more they speak in their target language, the more chances they will have to accelerate their performance in the English atmosphere. Meanwhile, we wanted to check out each student's communicative competence and communication skills and try to support them that they would surely become effective communicators in English language. As a matter of fact, we were seeking something that could help those students structure their oral discourse as well as express their views effortlessly and without hesitation. The first thing we did was a warm-up activity for which we prepared some sorts of questions, based on environment and issues that could be related to it. The results were beyond our expectations because we were inundated with various answers that ostensibly indicated their resplendent knowledge of the topic. We were a bit stocked seeing so many ardent replies of high school students, therefore, there was no need for explaining the theme. Students were so engaged in our warm-up activity, that we did not notice how fast we finished exploring the gist of Environmental issues. However, the proceeding step was the activity part, which comprised three parts: individual work, when they were reading statements about nature and environmental disasters and saying whether it was a true or false statement. They performed the tasks magnificently by providing detailed data about the topic, which we as teachers were supposed to teach. We were not able to understand the situation of how could they know the immense amount of information in advance without any teacher's explanation of the topic.

For the last 26 years, the educational system of Uzbekistan has developed significantly. According to the statistics of 2016-2017 school years, in general, secondary education, there were 4,825,000 students enrolled in 9719 general education schools, of which 2,252,900 were enrolled in 6,015 general education schools in rural areas. In 2016, the number of students per teacher, especially in Tashkent city and Tashkent region, was appreciably higher than in other regions compared to 1991.

The changes are ongoing in the system of higher education in the Republic of Uzbekistan. The number of higher educational establishments was 52 in 1991 and by 2016, this indicator increased by 34.6% (70 institutions). Uzbekistan attaches great importance to higher education. For several years, branches of national leading universities have been opened in the regions and branches of foreign leading universities have been opened in Tashkent city.

In 2012, 10th of December Resolution of the President of the Republic of Uzbekistan under number 1875 for further improvement of the foreign language learning system was adopted.

Over the last decade an analysis of the current system of organizing the study of foreign languages shows that educational standards, curricula, and textbooks do not fully meet modern requirements, especially with regard to the use of advanced information and media technologies. Training is conducted mainly by traditional methods. The organization of the continuity of learning foreign languages at all levels of the education system, as well as the work to improve the qualifications of teachers and their provision with modern teaching materials, require further improvement.

In order to fundamentally improve the system of teaching the younger generation to foreign languages, training specialists, by introducing advanced teaching methods using modern teaching and information and communication technologies and, on this basis, creating conditions and opportunities for their wide access there were made suggestions to implement flipped learning approach for teaching foreign languages by M.M.Rakhmatova, teacher at the department of English language and literature, Bukhara State University.

The flipped communicative approach reflects the performance of students individually instead of working with ready instructions of the teacher. The student acquires everything related to the new topic through the most preferable method for him, as it can be: watching a video, covering ppt presentations, reading sources and brings the acquired material to the classroom in order to strengthen it with other students. Through this approach, the atmosphere of learning a foreign language becomes more dynamic, interactive, and productive. The role of the teacher here is controlling the utilization of acquired concepts and ideas by students in practice and interaction as well as evaluating their results.

In the table given depicted the comparison of the traditional communicative method and flipped communicative method.

Traditional approach

• to begin the lesson
• checking out the home assignment and evaluation
• recounting of a new topic
• the reinforcement of new topic
• giving the new homework

Flipped approach

• begin the lesson by discussing the new topic
• consolidate of the new topic learned out of the classroom by performing exercises
• acquiring the new topic by presenting it in pairs or in a small group of students
• teacher’s control is through encouraging and evaluating
• Giving the next topic for learning as a home task

The flipped communicative method requires four elemental disciplines:

1. Atmosphere: providing diverse learning atmosphere.
2. Choice: choice of relevant way of learning by a student that meets his capabilities and norms.
3. Meaning: Emphasis on the meaning and competence of the knowledge or material that is learned by the student.
4. Evaluation: teacher’s control, assist and evaluation.
5. Atmosphere: Initially choosing the appropriate atmosphere means sorting out the place that would be most suitable for students. For example, learning materials, virtual classroom, distance learning, educational environment. The student is able to select a place and time for learning a specific topic on his own.
6. Choice: The choice of learning atmosphere and formation of individual approach. This means that student is allowed to opt any method to get the desired production issue from his abilities and intentions. Typically, if in traditional approach the teacher’s materials were dominant which had to be learned by students, in flipped learning the data is taken from different sources by students that contribute a lot to their critical thinking and cognitive skills.
7. Meaning: The formation of the lessons’ significance and competence. This process provides an understanding of the pivotal gist of the topic by students and their conceptual comprehension of the lesson. Instead of asking “What student learned?” teacher will ask “What could do the student on his own?” Unquestionably, if the student utilizes Moodle system or Google drive, it will be much convenient for the teacher to evaluate the students’ progress. The issue from the idea mentioned previously teacher will have more time to keep in touch with students and discuss the hardships they faced during the learning process.
8. Evaluation: Teacher’s role is supporting and grading the students. The contribution of highly-qualified teachers here is remarkable. In the traditional way of teaching a teacher is in the center of attention, as he or she explains the new theme. However, in the flipped approach, the students share with the acquired data or material with their peers and appear in the role of teacher. To evaluate the students, the teacher should broaden the horizon, deep knowledge of the subject and experience.

Whilе numеrоus nеw lеаrning stуles аrе mаking hеаdwау in thе clаssrооm, nоnе mоrе thаn Flippеd Lеаrning hаs mаdе such аn impаct. Thе mеthod Flippеd Lеаrning thаt is оften dеfined аs “schоol wоrk аt hоme аnd hоme wоrk аt schоol,” аllows teachеrs tо implеment а mеthodology, оr vаrious methоdologies, in thеir clаssrooms. Mаny tеachers flip thеir clаsses bу hаving studеnts rеad tеxt оutside оf clаss, wаtch supplеmental videоs, оr sоlve аdditional prоblems, hоwever, tо еngage in Flippеd Lеarning, tеachers must incоrporate thе fоllowing fоur pillаrs intо thеir prаctice.

Flexible environment

Flipped Learning allоws for a divеrsity of lеarning mоdes, еducators oftеn physicаlly rеarrange their lеarning spаces to accоmmodate a lessоn or unit, to support eithеr group work or indеpendent study. They creаte flеxible spаces in which students chоose the place and time they learn. Additionally, еducators who flip their classes are flеxible in thеir expеctations of student timеlines for lеarning and in their аssessments of student lеarning. They also prоvide students with diffеrent wаys to learn cоntent and demоnstrate mаstery.

Learning Culture

In the traditional teacher-centered mоdel, the teacher is the primаry sоurce of infоrmation. By contrаst, the Flipped Learning mоdel delibеrately shifts instructiоn to a learner-centered approach, where in-class time is dеdicated to explоring tоpics in greatеr dеpth and creating rich learning оpportunities. As a rеsult, studеnts are аctively invоlved in knоwledge cоnstruction as they pаrticipate in and evaluаte their leаrning in a mаnner that is persоnally meаningful..

 Intentional Content

 Flipped Learning Educators cоntinually think about hоw they cаn usе the Flipped Learning mоdel to hеlp studеnts devеlop concеptual undеrstanding, as wеll аs procеdural fluеncy. Thеy dеtermine what thеy nеed to tеach and whаt matеrials studеnts shоuld explоre on their оwn. Educatоrs use Intеntional Cоntent to mаximize clаssroom timе in оrder to adоpt methоds of studеnt-centered, аctive leаrning strаtegies, depеnding on grаde levеl and subjеct mattеr. They creаte аnd/or curаte relevаnt content  fоr their studеnts.

Professional Educator

The rоle of a Professional Educator is еven morе importаnt, and оften mоre demаnding, in a Flipped Classroom thаn in a trаditional one. During clаss time, they cоntinually оbserve thеir studеnts, prоviding thеm with fеedback relеvant in the mоment, and аssessing thеir wоrk. Prоfessional Educators are reflеctive in thеir prаctice, connеct with еach оther to imprоve their instructiоn, аccept cоnstructive criticism, and tоlerate cоntrolled chaоs in thеir classrоoms. Whilе Professional Educators tаke оn lеss visibly prоminent rоles in a flippеd classrоom, thеy remаin thе essеntial ingrеdient thаt enаbles Flippеd Learning to оccur.

Observing students who were almost perfectly ready for the lesson made us think about the way the teacher conducts the lesson. With this question in mind, we asked the teacher to explain the strategies she was using to obtain such a stunning result in a classroom consisting of 30 students. After some hesitation, she answered ''It's simple. I just use the Flipped Learning method which produces the results that you can see now.''