Гос экзамен саволлари методикадан

7. Cue the "ABCs"
Have students use each letter of the alphabet to begin a word that relates to a specific topic. For example, if the topic is weather, students may choose the word “arid” for the letter A, the word “barometer” for letter B, and so forth.
8. Use Nonsense Words
Use nonsense words to assess students' knowledge of the alphabetic principle.
9. Employ the 3-2-1 Strategy Use the 3-2-1 strategy to measure student engagement. After students read a passage, have them write 3 things they learned, 2 things that are interesting, and 1 question they may have about what they read.
10. Inference
To teach inference, gather a suitcase full of objects, and have students describe what the owner of the suitcase must be like based on inferences made from the items in the suitcase. Relate the activity to clues that the author gives in a story or passage from which students can draw inferences.
20. Interactive Methods
Interactive teaching allows such kind of teaching in which students show active involvement in the learning process to absorb the maximum amount of information and knowledge from their teachers. Teachers use different ways to involve students in the interactive teaching methods and mostly it’s from.Best Blogs & Insights From Digital Class E-Learning Marketplace
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Interactive teaching methods
Interactive teaching methods
Interactive teaching allows such kind of teaching in which students show active involvement in the learning process to absorb the maximum amount of information and knowledge from their teachers. Teachers use different ways to involve students in the interactive teaching methods and mostly it’s from.
Interaction between teacher-student
Interaction between student-student
By the use of audio, visuals, and video
By showing hands-on demonstrations and exercises
Teachers carry the responsibility to encourage the students to actively participate in the activity of the classroom, apply their brains, motivate themselves to think to have long-term memory retention. With these ways, students’ knowledge will be improved, alongwith their sense of interest, strength, team spirit and freedom of expression will aid raise.
21.Communicative Competence
The term communicative competence refers to both the tacit knowledge of a language and the ability to use it effectively. It's also called communication competence, and it's the key to social acceptance. Communicative competence refers to a learner's ability to use language to communicate successfully. Canale and Swain (1980) defined it as composing competence in four areas:

Words and rules

Appropriacy
Cohesion and coherence
Use of communication strategies

Example
The aim of communicative language teaching and the communicative approach is communicative competence.

In the classroom

Testing communicative competence is challenging. Formats teachers can use to evaluate their learners' competence include information gap and role-play activities for speaking, letters for writing, and note-taking and summarising, which combines listening and writing competencies.
22.Vocabulary Games
Games can be excellent tools to supplement and support vocabulary instruction. Using vocabulary games in your classroom allows students to practice vocabulary in fun but also impactful ways. Students love games because they are engaging and exciting, and teachers love games because they help students remember and use their words in new contexts.

Vocabulary games are social. Games engage students as they interact with each other and are challenged to use newly acquired vocabulary words. When you use vocabulary games in the classroom, students not only learn from and with one another, but also become more excited about and engaged in learning. Whether they are collaborating or competing, students must think creatively about vocabulary to play and win.

Using games to reinforce new vocabulary words and skills gives students the opportunity to practice these words in a variety of ways, which is super important to vocabulary! Familiar games can be varied and revisited for new sets of words, making games powerful practice tools in your classroom.

Roughly sixty studies done by Robert J. Marzano showed that, on average, the use of academic games in the classroom is associated with a 20 percentile point gain (Haystead & Marzano, 2009).

Games engage students at a high level and have a powerful effect on students' recall of meanings. Games not only add a bit of fun to the teaching and learning process, but also provide an opportunity to build word meaning in a nonthreatening way. After the class has played a vocabulary game, the teacher should invite students to identify difficult words and go over the different aspects of them such as word parts, roots, synonyms, and antonyms in a whole-class discussion.

According to researcher William Nagy, there are three things you need for great vocabulary instruction every day: integration of vocabulary into different aspects of the day, reiteration to make words understood through repetition, and relevance to help students understand the connections among and the importance of words. Check out why they are important.

23.Sociolinguistic Competence
Sociolinguistic competence means knowing how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. Sociolinguistic competence asks: Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect)? When I need to? How do I know what attitude another person is expressing?
Sociolinguistic competence is the knowledge of, and ability to use, language appropriate to the social dimension of language use.At Breakthrough level, while learners do not yet command a range of synonymous expressions to understand or express differences of a purely sociolinguistic character, they CAN use greetings and some address forms appropriately, introduce themselves and others and take their leave.

Sociolinguistic competence is hard to acquire due to the multitude of differences in language use.

Sociolinguistic competence Understanding the sociolinguistic side of language helps students know what feedback or comments are appropriate, how to ask question during interaction, and how to response non-verbally according to the purpose of the talk.

Sociolinguistic competence: it is the knowledge of the sociocultural rules of language and the ability of L2 learners to use language appropriately in various social contexts.

Sociolinguistic competence is one of the components of communicative competence that entails cultural differences, appropriateness of form and meaning.

Sociolinguistic competence is most obvious to us when theconventions governing language use are somehow violated, as for example when a child innocently uses a "bad" word or when the expectations present in one culture are unsuccessfully translated for another.(www.

Sociolinguistic competence refers to ‘the extent to which utterances are produced and understood appropriately in different sociolinguistic contexts depending on contextual factors such a status of participants, purposes of the interaction and norms or conventions of interaction’ (Canale 1983:7).

Sociolinguistic competence: knowledge about different types of texts and their usual structure and contentb.

Sociolinguistic competence is the ability to use language appropriately in different contexts.

Sociolinguistic competence is one of the components, which include grammatical competence, discourse competence and strategic competence.

24.Grammar Games
games have the advantage of allowing the students to “practice and internalise vocabulary, grammar and structures extensively.” They can do this because students are often more motivated to play games than they are to do desk work. Plus, during the game, the students are focused on the activity and end up absorbing the language subconsciously. One can also add that fun learning games usually contain repetition, which allows the language to stick.
While games are motivating for the students, probably the best reason, according to Saricoban and Metin, to use games is that “the use of such activities both increases the cooperation and competition in the classroom.” One can use games to add excitement through competition or games which create bonding among students and teacher.The theory of intrinsic motivation also gives some insight as to why teaching grammar through games actually works. Intrinsic motivation refers to the internal factors that encourage us to do something. Most young learners will not internally decide that they want to learn grammar. They don’t yet understand the concepts of why it’s important to know proper grammar, so these external factors won’t affect them much either. Instead, intrinsic motivation can lead encourage them to play games. If these games are good then they will be learning while they are playing.

Using some movement is crucial because movement helps activate the students’ mental capacities and stimulate neural networks, thus promoting learning and retention. If you have a large class with no space you still have options. Children can stand up, sit down, move various body parts and pass things around to each other. Movement does not only mean children tearing around the playground.

25.Sociocultural Competence