English philology department turgunova Nozima Abdulaziz qizi

Vocabulary
Many of my new students don’t have a system to record and review the new vocabulary we cover in class. As part of their learner training, I present the app Quizlet which allows learners to create sets of digital flashcards. It’s free. Students who choose to try it can decide what to write on the back of a card – a translation or a personalised example sentence containing a new word. The app automatically creates games such as matching exercises and Pelmanism, which some learners enjoy. I am a big fan of graphic organisers and have long encouraged students to use mind-maps. Having free versions such as Mindomo is beneficial in helping store words in concept groups and in reviewing new language.
Reading
There are many benefits of extensive reading and I encourage students to choose a graded reader to work on outside classes. One feature of some e-book versions is that the text is simultaneously highlighted while the text is read aloud. This feature appeals to some students – I would have loved it when I was learning Spanish!
Writing
The online noticeboard called Padlet is one of my favourite tools. Students are encouraged to collaborate by leaving comments on one another's posts. A globe serves as one backdrop. I invite the children to drop a pin at a place that is significant to them. Then give a justification, such as a wonderful vacation, where they studied abroad, etc. The contributions are instructive as well as intriguing. They provide me the opportunity to remark on language correctness in addition to assisting learners in getting to know one another and discovering things they have in common. Similar to that, I can annotate a.pdf with formative input using the iAnnotate software.
Pronunciation
I visit an online learner's dictionary and click on the symbol to play the word instead of modelling a word that is challenging for children to pronounce. Students are inspired to follow suit while they are studying on their own.
I note any words that pupils have trouble pronouncing in class. Then I design a simple task for couples in which Student A speaks a word (such as "live" or "leave") and Student B indicates which they heard. After that, the students look to see if they marked the same word. Students can view the chart online as a follow-up and practise more on the challenging sounds.