/AK-yuh-ruh-see/

Tilni shakl jihatidan xatosiz ishlatish.

Controlled practice builds accuracy before fluency.

/eym/

Dars oxirida o'quvchi nimani qila olishi kerakligi.

The main aim was to practise asking for directions.

/an-TIS-uh-pey-tid/

O'qituvchi oldindan kutadigan va yechimini rejalashtiradigan qiyinchiliklar.

Her plan listed anticipated problems with the past simple.

/aw-THEN-tik/

Til o'rganuvchilar uchun emas, haqiqiy foydalanish uchun yozilgan material.

She brought a real train timetable as authentic material.

/klil/

Fanni ingliz tilida o'qitish — mazmun va til birga o'rganiladi.

In CLIL, a science lesson is taught in English.

/kol-uh-KEY-shuhn/

Doimiy birga keladigan so'zlar, masalan make a decision.

Learners often say do a mistake instead of the correct collocation.

/KON-sept CHEK-ing/

Yangi til birligi ma'nosi tushunilganini tekshiradigan savol.

To check "used to", she asked: Does he still smoke?

/kuh-NEK-tid speech/

Tabiiy nutqda tovushlarning o'zgarib, bir-biriga ulanib ketishi.

In connected speech, want to often sounds like wanna.

/kuhn-TROHLD/

Javoblari aniq bo'lgan, bitta tuzilmaga qaratilgan nazoratli mashq.

Gap-fill exercises are typical controlled practice.

/dahy-uhg-NOS-tik/

O'quvchilarning nimani bilishi va qayerda yordam kerakligini aniqlaydigan test.

A diagnostic test in week one shaped the whole course.

/dif-uh-ren-shee-EY-shuhn/

Darsni turli darajadagi o'quvchilar qatnasha oladigan qilib moslashtirish.

Extra questions for fast finishers is one form of differentiation.

/DRIL-ing/

So'z yoki tuzilmani takrorlatib mashq qildirish.

After presenting the phrase, the teacher drilled it three times.

/i-LIS-i-ting/

Javobni aytib bermay, o'quvchining o'zidan chiqartirish.

Instead of explaining the word, she elicited it by showing a picture.

/FEED-bak/

O'quvchiga qanday ishlagani va nimani yaxshilash kerakligini aytish.

She gave feedback on content before grammar.

/IN-tuhr-feer-uhns/

Ona tilidagi tuzilmani ingliz tiliga ko'chirishdan kelib chiqadigan xato.

I have 20 years is first-language interference.

/FLASH-kahrd/

Lug'at mashqi uchun tez ko'rsatiladigan rasmli yoki so'zli kartochka.

She revised the animals with flashcards.

/FLOO-uhn-see/

Tez-tez to'xtamay, ravon gapirish yoki yozish.

Group discussion is a good way to develop fluency.

/FOR-muh-tiv/

Kurs davomida o'tkaziladigan, keyingi darsni rejalashtirishga xizmat qiladigan baholash.

Weekly quizzes served as formative assessment.

/FREE-uhr/

O'quvchi o'z fikrini o'zi tanlagan til bilan ifodalaydigan erkin mashq.

The role-play was freer practice after the drill.

/jist/

Matn yoki nutqning tafsilotsiz umumiy mazmuni.

Read the article quickly and tell me the gist.

/HOM-uh-fohn/

Talaffuzi bir xil, lekin yozilishi va ma'nosi boshqa so'z.

Sea and see are homophones.

/LEED-in/

Mavzuga olib kiruvchi va qiziqish uyg'otuvchi qisqa boshlanish bosqichi.

She used two photos as a lead-in to the reading.

/LUR-nuhr aw-TON-uh-mee/

O'quvchining o'z ta'limi uchun javobgarlikni o'z zimmasiga olishi.

Keeping a vocabulary notebook builds learner autonomy.

/MING-gling/

O'quvchilar sinf bo'ylab yurib, bir necha kishi bilan gaplashadigan mashq.

The survey was done as a mingling activity.

/MIN-uh-muhl pair/

Faqat bitta tovush bilan farq qiladigan ikki so'z, masalan ship va sheep.

She used minimal pairs to practise the short and long i.

/MON-i-ter-ing/

O'quvchilar ishlayotganda aralashmay kuzatib yurish.

She monitored the pairs and noted errors for later feedback.

/PEER kuh-REK-shuhn/

Xatoni o'qituvchi emas, sinfdoshlar tuzatishi.

He wrote the sentence on the board for peer correction.

/FREY-zuhl vurb/

Fe'l va partikldan tuzilib, yangi ma'no beradigan birikma, masalan turn off.

Turn off the light is a phrasal verb.

/PREE-fiks/

So'z boshiga qo'shilib ma'nosini o'zgartiradigan qism.

Adding un- to happy gives unhappy.

/pruh-DUK-tiv/

Gapirish va yozish — tilni o'zi ishlab chiqarish ko'nikmalari.

Freer practice usually develops productive skills.

/ree-AH-lee-uh/

Darsga olib kelinadigan haqiqiy buyumlar.

He used realia, a menu, to teach food vocabulary.

/ri-SEP-tiv/

O'qish va tinglash — tilni qabul qilish ko'nikmalari.

The first half of the lesson focused on receptive skills.

/SKAF-uhl-ding/

O'quvchi mustaqil ishlay olguncha beriladigan vaqtinchalik yordam.

He scaffolded the writing task with a model text and a word bank.

/SKAN-ing/

Bitta aniq ma'lumotni topish uchun matnni tez ko'zdan kechirish.

Scan the timetable and find the departure time.

/self kuh-REK-shuhn/

O'quvchining o'z xatosini o'zi payqab tuzatishi.

A raised eyebrow was enough to prompt self-correction.

/SKIM-ing/

Umumiy fikrni olish uchun matnni tez o'qish.

Skim the first paragraph and decide what the text is about.

/SUF-iks/

So'z oxiriga qo'shiladigan, ko'pincha so'z turkumini o'zgartiradigan qism.

Happy becomes happiness with the suffix -ness.

/SUM-uh-tiv/

Kurs oxirida o'zlashtirilganini o'lchaydigan baholash.

The final exam was a summative assessment.

/tee pee ar/

Total Physical Response: o'quvchi tushunganini gapirib emas, harakat bilan ko'rsatadi.

TPR works well with young learners and action verbs.

/wurd stres/

So'z ichida boshqalaridan kuchliroq aytiladigan bo'g'in.

The word stress in photographer falls on the second syllable.