Республика илмий-амалий масофавий онлайн конференцияси

Confidence as a reader
Belief in yourself is more closely linked to achievement than any other motivation throughout school. The reason is that confidence, which refers to belief in your
capacity, is tied intimately to success. This link occurs for simple, daily reading tasks. A student who reads one page fluently thinks he can read the next page in
the same book proficiently. The link is also forged for reading in general. A student who reads fluently and understands well is also sure of himself as a reader. In and out of school, people like the things they do well. Conversely, students who struggle begin to doubt their abilities. They expect to do poorly in reading,
writing, and talking about text. The real dilemma is that lower-achieving students often exaggerate their limitations. Believing they are worse than they really are, they stop trying completely. Retreating from all text interactions, they reduce their own opportunity to do what they want to do more than anything—to be a good reader. Their low confidence undermines them even further in a cycle of doubt and failure. By middle school, breaking this cycle is a formidable challenge for teachers.
Professional development
Teaching to the second side of reading, the will to read, like teaching to the first side, is a matter of teacher expertise. There is no formula or off-the-shelf program for motivating students. The good news is that teachers can rapidly learn to be more effective at encouraging engagement. With a short amount of professional development, teachers can learn to give choices that lend students a sense of empowerment. In a slightly longer, but realistic amount of time, teachers can gain a grip on implementing all the teaching practices for elementary school mentioned here. For secondary level, a book and guide for self-reflection about engagement is available.

USING VOCABULARY GAMES IN ENGLISH LESSONS

Egamberdiyeva Gulasal
English teacher of secondary school No57 in
Pop district, Namangan region
Basically, games are not purely lexical or purely grammatical in nature. Lexical games can become grammar, spelling, etc. The very fact that the lexical game arouses the interest and activity of children and gives them the opportunity to prove themselves in activities that are fascinating for them, contributes to faster and more durable memorization of foreign words and sentences. The fact that knowledge of lexical material is a prerequisite for active participation in the game, and sometimes a prerequisite for winning, also serves the same purpose. The game provides an opportunity not only to improve, but also to acquire new knowledge, as the desire to win makes you think, remember what has already been done and remember everything new.
Lexical games are used in English lessons.They should be aimed at:
to train students in the use of vocabulary in situations close to the natural environment; to intensify the speech-cognitive activity of students;
to develop students' speech response.
Thus, among the lexical games, the most popular are games: “Chamomile” and “What is this?”.