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«Case» – a specific scenario, occurrence,
«Study» – to study, to analyze.
Divide the game «Pantomime» into three groups is one of the most interesting techniques. A
representative from each group is called to the «board». They are given a list of various words.
They explain to the rest of the group using words and motions without saying anything.
Exercising to warm up
«Pantomime» – This approach is used in a session where very tough themes need to be discussed
or written exercises can be utilized when students are fatigued;
A chain story method is used to build students' oral abilities helps;
Acting characters are the complete lesson types.
«Thinkers meeting» W. Shakespeare, Poets and writers such as A. Navoi and R. Burns can be
«invited»
Such young people are ideal candidates for using the words of wisdom they share in class to help
educate others;
«When pictures speak» technique is more practical students' quiz cards
Depending on the number of cards distributed and the number of students in attendance at the
same time.
As we've seen, each breakthrough technology has its own set of benefits. Collaboration between
teacher and student is active in the student's learning process movement in all of these strategies.
In short, the use of
innovative methods
in English lessons
results in students developing logical thinking skills,
speech develops the ability to respond quickly and accurately, and
arouses a passion for knowledge in the student.
The student must be well prepared for the lessons' goals. Students become active participants in
the learning process as a result of this.
As a task, the education system aims to raise a free-thinking, well-rounded, mature person; in the
future, we will be innovative teachers developing more efficient ways to use technology, and we will be
able to contribute as we go out.
REFERENCES:
1. Bekmuratova U.B. Ingliz tilini o‗qitishda innovatsion texnologiyalardan foydalanish. Referat.
Toshkent. 2012.
2. Jamol Jalolov. Chet til oqitish metodikasi. Oqituvchi nashriyot-matbaa ijodiy uyi. Toshkent. 2012.
3. Отабоева М.Р. Chet tilini o‗qitishda zamonaviy innоvatsion texnologiyalaridan foydalanish va uning
samaradorligi // М.Р. Отабоева. Молодой ученый. № 4.2 (138.2). 2017. сс. 36-37.
4. Xatamova N.Q., Mirzayeva M.N. Ingliz tili darslarida qo‗llaniladigan interfaol usullar. Uslubiy
qo‗llanma. Navoiy. 2006. 40 b.
5. Xoldorova M., Fayziyeva N., Rixsittilayeva F. Chet tilini o‗qitishda yordamchi vositalardan
foydalanish. Toshkent: Nizomiy nomidagi TDPU. 2005.
HOW TO TEACH VOCABULARY TO ADULTS
Avezova G.M.
Teacher, KarSU named after Berdakh, Nukus, Uzbekistan
Abstract:
Vocabulary knowledge is critical to reading comprehension, it is important that those working
with young readers help foster their development of a large word bank‖ and effective vocabulary learning
strategies. There are several effective explicit (intentional, planned instruction) and implicit (spontaneous
instruction as a child comes to new words in a text) strategies that adults can employ with readers of any
age. One of the most effective methods of helping children learn new vocabulary words is to teach
unfamiliar words used in a text prior to the reading experience.
Keywords:
Vocabulary, reading comprehension, unfamiliar words, reading experience
Vocabulary knowledge is critical to reading comprehension, it is important that those working
with young readers help foster their development of a large word bank‖ and effective vocabulary learning
strategies. There are several effective explicit (intentional, planned instruction) and implicit (spontaneous
instruction as a child comes to new words in a text) strategies that adults can employ with readers of any
age. One of the most effective methods of helping children learn new vocabulary words is to teach
unfamiliar words used in a text prior to the reading experience. Adults (either alone or with the child
185
should preview reading materials to determine which words are unfamiliar. Then these words should be
defined and discussed. It is important for the adult to not only tell the child what the word means, but also
to discuss its meaning. This allows the child to develop an understanding of the word‗s connotations as
well as its denotation. Also, discussion provides the adult with feedback about how well the child
understands the word. After pre-teaching vocabulary words, the child should read the text. It may seem
common sense that the more times we are exposed to a word, the stronger our understanding becomes.
However, repeated exposure to new vocabulary words is often ignored.
Adults often forget a person (especially a child) needs to hear and use a word several times before
it truly becomes a part of her vocabulary. Providing multiple opportunities to use a new word in its
written and spoken form helps children solidify their understanding of it. Like pre-teaching, the keyword
method occurs before a child reads a particular text. In this method, unfamiliar words are introduced prior
to reading. The idea behind the keyword method is to create an easy cognitive link to the word‗s meaning
that the reader can access efficiently during a reading experience. The word map is an excellent method
for scaffolding a child‘s vocabulary learning.
Like the other explicit instructional methods, the adult (either alone or with the child should
preview reading materials to determine which words are unfamiliar. For each of these new vocabulary
words the child (with the support of the adult) creates a graphic organizer for the word. At the top or
center of the organizer is the vocabulary word. Branching off of the word are three categories:
classification (what class or group does the word belong to), qualities (what is the word like) and
examples. Using prior knowledge the child fills in each of these three categories. Word maps help readers
develop complete understandings of words. This strategy is best used with children in grades. While root
analysis is taught explicitly, the ultimate goal is for readers to use this strategy independently. Many of
the words in the English language are derived from Latin or Greek roots. They either contain a ―core‖
root (the primary component of the word) or use prefixes or suffixes that hold meaning. Adults should
focus on teaching children the most commonly occurring roots, prefixes and suffixes. As each is taught
examples of its use in common word should be shared and examined. The reader should see how the root
helps her understand the word‗s definition. Children should then be given practice analyzing words to
determine their roots and definitions. When a reader is able to break down unfamiliar words into their
prefixes, suffixes and roots they can begin to determine their meanings. This strategy is particularly
effective for helping struggling readers improve their vocabularies. Sometimes grade level materials are
inaccessible to readers because there are too many unfamiliar words in them. Adults can restructure the
materials in several different ways to help readers comprehend them more easily. A portion of the
difficult words can be replaced with ―easier‖ synonyms to help the reader understand the overall text.
Texts are full of ―clues about the meanings of words. Other words in a sentence or paragraph,
captions, illustrations and titles provide readers with information about the text that they can use to
determine the meanings of unfamiliar words. These features are often referred to as ―context clues‖
because they are contained within the context of the piece of writing rather than outside it. Young readers
should be taught to find and use context clues for learning new vocabulary words. Adult modeling and
practice are key for helping children develop this important reading skill.
REFERENCES
:
1.
Solidjonov, D.Z. (2021). The impact of the development of internet technologies on education at
pandemic time in Uzbekistan. In Студент года 2021 (pp. 108-110).
2.
Solidjonov, D. Z. (2021). The impact of social media on education: advantage and
disadvantage. Экономика и социум, (3-1), 284-288.
3.
Solidjonov, D. (2021). Modern education and useful methods for teaching. Scienceweb academic
papers collection.
CHET TILI DARSLARIDA VIDEO MATERIALLARDAN FOYDALANISH USULLARI
Dehqonov I.
o‘qituvchi, FarDU, Farg‘ona, Uzbekiston
Abdullayeva F.
o‗qituvchi, Berdaq nomidagi QDU, Nukus, O‗zbekiston
firdavsxonabdullayeva92@gmail.com
tel: +99893 771 1666
Atrofimizni o‗rab olgan kundalik tasvirlarning mavjudligi til o‗rganishda, o‗quvchi uchun
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