title: “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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  “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning Pdf ko'rish
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  bet | 385/539 | Sana | 27.06.2024 | Hajmi | 6,55 Mb. | | #265996 |
  Bog'liq Maqola 3 (207-211-bet)“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
  amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
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  Practice
  Production
  Conclusion
  Which approach?
  There are two main approaches to teaching grammar. These are the deductive and
  the inductive approach.
  A deductive approach is when the rule is presented and the language is produced
  based on the rule. (The teacher gives the rule.)
  An inductive approach is when the rule is inferred through some form of guided
  discovery. (The teacher gives the students a means to discover the rule for
  themselves.)
  In other words, the former is more teacher centred and the latter more learner
  centred. Both approaches have their advantages and disadvantages. In my own
  experience, the deductive approach is undoubtedly time saving and allows more
  time for practising the language items thus making it an effective approach with
  lower level students. The inductive approach, on the other hand, is often more
  beneficial to students who already have a base in the language as it encourages
  them to work things out for themselves based on their existing knowledge.
  Presentation, practice and production (PPP). A deductive approach often fits into a
  lesson structure known as PPP (Presentation, Practice, Production). The teacher
  presents the target language and then gives students the opportunity to practise it
  through very controlled activities. The final stage of the lesson gives the students
  the opportunity to practise the target language in freer activities which bring in
  other language elements.
  In a 60-minute lesson each stage would last approximately 20 minutes. This model
  works well as it can be used for most isolated grammatical items. It also allows the
  teacher to time each stage of the lesson fairly accurately and to anticipate and be
  prepared for the problems students may encounter. It is less workable at higher
  levels when students need to compare and contrast several grammatical items at
  the same time and when their linguistic abilities are far less uniform. Presentation
  In this stage the teacher presents the new language in a meaningful context. I find
  that building up stories on the board, using realia or flashcards and miming are fun
  ways to present the language.
  For example, when presenting the 2nd conditional, I often draw a picture of myself
  with thought bubbles of lots of money, a sports car, a big house and a world map.
  I ask my students what I'm thinking about and then introduce the target language.
  "If I had a lot of money, I would buy a sports car and a big house."
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