title: “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
text: |
  “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning Pdf ko'rish
  |
  bet | 383/539 | 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
  419
  Reconstruct the Samples for Varied Meanings.
  As students begin to understand the
  building blocks of English, they can experiment in creating their own new
  sentences from the stacks of sentence parts they deconstructed from ads or TEFL
  grammar activities.
  As they reconstruct new sentence types, provide explanations and samples of
  other ways to say the same thing. For example, the original sentence of “Are you
  craving a fresh, fruity snack?” could be reassembled as “You are craving a fresh,
  fruity snack” in the simple sentence framework.
  Students can also be given access to additional words to embellish the
  sentence in slightly different ways. For example: “Could you be craving a fresh,
  fruity snack?” This provides the opportunity to explain the use of modals without
  sounding so technical. Discuss with students the difference in tone and meaning
  between the reconstructed sentence types.
  Reaffirm the Grammar Rule.
  After working through TEFL grammar lessons
  and handbook exercises, ask several students to restate the grammar rule for the
  day in their own words. Then ask them to write sample sentences of their own
  representing the rule usage for that lesson. You can have them work in pairs or
  small groups to help each other as some students may master the concept more
  quickly than others. Peer learning has been shown to improve learning rates in
  students who individually tend to be weaker in certain academic disciplines.
  Practice Grammar Activities.
  Add the current lesson to past grammar lessons to
  expand students’ learning foundation. Use activities created for grammar for
  English language teachers to combine the parts of speech exercises introduced thus
  far in the class to encourage students to practice with the elements already learned.
  An activity that reinforces this type of learning is to ask students to teach a
  grammar mini-lesson of about two or three minutes to the class demonstrating their
  knowledge of the principle.
  Teaching strengthens and externalizes through practice the material that has
  been absorbed by students to ensure it is correctly understood and can be applied
  effectively. True-and-false worksheets and homework exercises enable students to
  continue practicing newly-learned grammar skills to develop English language
  proficiency.
  The purpose for teaching grammar is not simply for you to be confident
  about correcting mistakes in children’s work, nor is it to pass on tricks and
  techniques to be replicated in a mechanistic way. This does not make children
  writers or lead to good writing.
  Teaching grammar effectively is about enabling children to control grammar
  |
  | |