Navoi state pedagogical institute the faculty of english language and literature

CONCLUSION

In short, people have been using Microsoft PowerPoint tools in a wide area for many purposes for a long time. The effects of PowerPoint dictation on student achievement are positive. It is useful to increase the score of the whole exam. The influx into education is remarkable. Teaching through presentation has the potential to revolutionize the academic sector. It is a dynamic learning method. It offers more advantages than traditional blackboard and chalk learning. If you know how to use it correctly, Microsoft PowerPoint can work wonders for you. I hope by now you have understood the importance of Power Point presentations for students and others as well. Multi-channel communication is more efficient than single-channel communication. Multiple channels increase the likelihood that the entire message will be received. A matching image adds another channel. You can use diagrams, images, multimedia content, sound, etc. to represent and imagine or simulate a case. Teachers can motivate their audience (students) with the help of animated PowerPoint presentations and fun slides describing a topic or problem. Power Points can be shared with your students and support the learning process. Especially using PPT sharing platforms like Slide Online. You can separate different topics and chapters using sections and why not create different PowerPoint files so they can be shared separately. PowerPoint can motivate employees and students. You can use collaboration tools to show you what you're editing in PowerPoint in real time, and use a version control system, such as using Office Web Apps. Students can print Power Point documents.
REFERENCES
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2. Brown H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy, 2011. NY: Pearson Longman.
3. Larsen-Freeman D. Technique and Principles in Language Teaching (2nd Ed), 2000. New York, Oxford University Press.
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5. Peace Corps- Information Collection & Exchange M0041: TEFL/TESL: Teaching English as a Foreign or Second Language, 1989.
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8. Nunan , D. (1989). "Designing tasks for the communicative classroom." Cambridge, UK: Cambridge University Press.
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1^ Gebhard G. J. Teaching English as a Foreign or Second Language, (2nd Ed)- A Teacher Self-Development and Methodology Guide, 2013. University Of Michigan Press.

2^ Brown H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy, 2011. NY: Pearson Longman.

3^ Larsen-Freeman D. Technique and Principles in Language Teaching (2nd Ed), 2000. New York, Oxford University Press.

4^ Larsen-Freeman D and Michael H.L. An Introduction to Second Language Acquisition Research, 1991. Longman Inc. New York. Paper ID: SUB151296 983 International Journal of Science and Research

5^ Peace Corps- Information Collection & Exchange M0041: TEFL/TESL: Teaching English as a Foreign or Second Language, 1989.

6^ Zainuddin et al. Methods/Approaches of Teaching ESOL: A Historical Overview. From, “Fundamentals of Teaching English to Speakers of Other Languages in K12 Mainstream Classrooms,” 3rd ed, 2011.

7^ Chamot, A. U., & O'Malley, J.M. (1994). "The CALLA handbook: Implementing the cognitive-academic language learning approach." Reading: MA: Addison Wesley.

8^ Nunan , D. (1989). "Designing tasks for the communicative classroom." Cambridge, UK: Cambridge University Press.

9^ O'Malley, J.M., & Valdez Pierce, L. (1996)."Authentic assessment for English language learners: Practical approaches for teachers." New York: Addison Wesley.

10^ Peregoy, S.F., & Boyle, O.F. (2001). "Reading, writing, and learning in ESL."New York: Addison Wesley Longman.