teaching grammar

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lecture-1 teaching grammar lecture-1 teaching grammar plan 1. teaching foreign language grammar. 2. typology of grammar errors and interlanguage and intralanguage interference. 3. the essence of approaches based on foreign experiences to teaching grammar. grammar is one of the components of language together with the sound system and vocabulary. studying grammar teaches you how total and write correctly. teaching grammar of the pupils deals with the formation of grammar skills of the schoolchildren. that means the assimilation of word forms and combination of words in phrases and sentences, the study of how words and phrases are arranges in the expression of thoughts and ideas. this study (grammar) of the language is parallel to a biologist’s study of a plant or animal: what are the various organs in this organism? how far they work? what do they do? how do they interact with one another? the learner needs to know what …

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ords book and make). the pupil must look the word book up in a dictionary under v. in the second sentence the verb make is used in the meaning of «majbur qilmoq». the pupil can easily recognise it if he has learnt the infinitive construction. no speaking is possible without the knowledge of grammar, without the forming of a grammar mechanism. if a learner has acquired such a mechanism, he can produce correct sentences in a foreign language. a command of english as is envisaged by the school syllabus cannot be ensured without the study of grammar. pupils need grammar to be able to and, speak, read, and write in the target language. 1. comparative characteristics of the english grammar structure with that of mother tongue of the pupils (the most common difficulties pupils have in assimilating english grammar). the fact that english and uzbek belong to different families of …

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say. том ленага гул берди or ленага том гул берди without changing the meaning of the sentence. both in english and uzbek nouns have the category of case but there are 6 cases in uzbek while english nouns have only two (common and possessive). the english tense system also presents a lot of trouble to uzbek speaking pupils because of the difference which exists in these languages with regard to time and tense relations. for example, the pupil cannot at first understand why he must say i have seen him today and i saw him yesterday. for him, the action is completed in both sentences, and he does not associate it in any way with today or yesterday. the content of teaching grammar. the principles of selecting grammar material for teaching. «grammar», i.e., what is meant by «grammar»? this is the question to be answered before speaking about the selection …

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); structural grammar studies structures of various levels of the language (morpheme level) and syntactical level; transformational grammar studies basic structures and transformation rules. we need the simplest and shortest grammar that meets the requirements of the school syllabus in foreign languages. since graduates are expected to acquire language proficiency in aural comprehension, speaking and reading grammar material should be selected for the purpose. there exist the following principles of selecting grammar material both for teaching speaking knowledge (active minimum) and for teaching reading knowledge (passive minimum): 1) the principle of frequency, i.e. how frequently this or that grammar item occurs. 2) the principle of sampleness (принцип образцовости) 3) the absence of synonymical grammar phenomenon. 4) the principle of polysemia, for instance, is of great importance. according to the first principles grammar phenomenon which are widely used for speaking and which spread on a large vocabulary are selected to the …

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to the situation. how to teach grammar teaching grammar at school be based upon the following principles: conscious approach to the teaching grammar. this means that in sentence patterns teaching points are determined so that pupils can concentrate their attention on some elements of the pattern to be able to use them as orienting points when speaking or writing the target language. for example, i can see a book. i can see many books. the man asked_ for your telephone number. the man was asked for your telephone number. the teacher draws pupils’ attention to the new element in the sentence pattern. the teaching point may be presented in the form of a rule, a very short one. it is usually done in the mother tongue. this ensures a conscious approach to learning. they only help to attain the practical goal. conscious learning is also ensured when a grammar item …

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lecture-1 teaching grammar lecture-1 teaching grammar plan 1. teaching foreign language grammar. 2. typology of grammar errors and interlanguage and intralanguage interference. 3. the essence of approaches based on foreign experiences to teaching grammar. grammar is one of the components of language together with the sound system and vocabulary. studying grammar teaches you how total and write correctly. teaching grammar of the pupils deals with the formation of grammar skills of the schoolchildren. that means the assimilation of word forms and combination of words in phrases and sentences, the study of how words and phrases are arranges in the expression of thoughts and ideas. this study (grammar) of the language is parallel to a biologist’s study of a plant or …

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