Kilicheva Mehriniso Rajabovna Ataboyev Nozimjon Bobojon o’g’li

What a student may need to know about an item?
•
 What it implies:
It is critical to effectively communicate the 
item's significance and to use checking questions to ensure that 
your students have grasped the concept. 
•
The form: 
To be able to utilize it successfully, students must first 
determine whether it is a verb, a noun, or an adjective. 
•
The way it's pronounced: 
This is especially difficult for English 
learners because there is frequently no clear relationship between 
how a word is written and how it is pronounced. In such 
circumstances, it is critical to employ the phonemic script so that 
the sts have a written record of the pronunciation. Don't forget to 
drill terms that you think your kids will have trouble pronouncing, 
and emphasize the word stresses. 
•
How it's spelled: For the reasons stated above, this is always 
problematic in English. Before displaying the textual form, make 
sure to clarify the pronunciation. 
•
The word's relationship to other words: 
Synonyms, antonyms, 
and lexical sets, for example. 
•
Ways to present vocabulary: 
A lexical item's meaning can be 
conveyed in a variety of ways. 

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• Illustration 
This is especially good for visual learners and more specific words 
(dog, rain, tall). However, it has limitations; not all items can be 
drawn. 
• Mime 
This works particularly well with action verbs and can be entertaining 
and memorable. 
• Gradeable items/synonyms/antonyms 
Getting meaning over to a kid might be as simple as using language he 
or she already knows. 
• Definition 
Make sure it's easy to understand (maybe check in a learner dictionary 
before the lesson if you are not confident). Remember to ask questions 
to make sure they've grasped what you're saying.