non-traditional methods of teaching future tense verbs

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the ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages course work theme: non-traditional methods of teaching future tense verbs scientific supervisor: giyasova d. done by: rabbimova s. group: 320 samarqand – 2023 content introduction chapter 1. theoretical aspects and learning characteristics of future tense verbs learning in primary grades 1.1 future tense verbs as a part of speech in linguistic literature 1.2 features of learning future tense verbs in elementary grades chapter 2. analysis of studying the features of future tense verbs in various primary school programs and non-traditional work methods. 2.1 analysis of learning the characteristics of future tense verbs in different elementary school programs 2.2 non-traditional work methods for studying semantic and grammatical features of future tense verbs in primary school. conclusion literature introduction the future tense verbs in the modern morphological system of the english language is …

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ion between sections, the amount of program material, the methods and means of studying it in each class are determined by the tasks of studying this part of speech, its linguistic features and cognitive abilities of younger students. the linguistic features of the future tense verbs are quite complex, therefore, in the elementary grades, students get acquainted only with some categories that are characteristic of this part of speech. when selecting material, the degree of its need for a conscious solution of speech and orthographic tasks is taken into account. in the process of studying the topic “future tense verbs”, younger students may make mistakes in the formation of tense forms of the future tense verbs, in determining conjugation, etc. thus, in teaching the future tense verbs in the primary grades, there are a number of difficulties. all of the above predetermined the choice of the topic of our study …

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lly, the verb is changed according to die categories of person and number, u-n.se, aspect, voice and mood. besides, each verb has a specific set of non-finite forms (the infinitive, die gerund, participles i and ii) formally, the verb is characterized by a set of specific word-building affixes, e.g.: to activate, to widen, to classify, to synchronize, to overestimate, toreread. on the upper level, all the verbs according to their semantic (nominative) value fall into two big sub-classes: the sub-class of notional verbs and the sub-class of functional and semi-functional verbs. notional verbs have full nominative value and are independent in the expression of the process, e.g.: to work, to build, to lie, to love, etc.; these verbs comprise the bulk of the class and constitute an open group of words. functional and semi-functional (or, semi-notional) verbs make a closed group of verbs of partial nominative value. they are dependent …

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sentences - only imperative ones. the speaker expresses inducement: go home! open the door!; keep quiet, please. the subjunctive mood expresses variousattitudes of the speaker: desire, consideration (supposition, suggestion, hypothesis), inducement (recommendation, request, command, order), the problem is very complicated because: 1. together with old, synthetic (be, were) analytic fomts with the same meaning (should, would +inf) are used; 2. one and the same form may have different meanings, e.g knew; 3. the usage of the forms of subjunctive moods can be defined by the structure of the sentence where they are used, i wish + past plural (were), 4. to express unreal actions (hypothctical, desirable, possible) the forms, coinciding with the indicative mood. time is an unlimited duration in which things arc considered as happening in the past, present or future. time stands for a concept with which all mankind is familiar. time is independent of language. tense, which …

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through the paradigmatic opposition of continuous (progressive) forms of the verb; this category can be called the category ot developmentthe marked member of the opposition, the continuous, is lomied by means of the auxiliary verb to be and participle i of the notional verb, e.g.: i am working. the meaning of the continuous is purely aspective - "action in progress, developing action". the weak member of the opposition, the indefinite, stresses the mere fact of the perfonnancc of the action. the second aspective category is formed by the opposition of perfect and the non-perfect forms of aspect – a gram.category which characterizes the way in which the action expressed by the verb is carries out. • lexically aspect is expressed by the lex.character of the v. the verb falls into 2 groups: 1) terminative: apply a limit beyond which the action can’t continue (to break, to open); 2) non-terminative: the …

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the ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages course work theme: non-traditional methods of teaching future tense verbs scientific supervisor: giyasova d. done by: rabbimova s. group: 320 samarqand – 2023 content introduction chapter 1. theoretical aspects and learning characteristics of future tense verbs learning in primary grades 1.1 future tense verbs as a part of speech in linguistic literature 1.2 features of learning future tense verbs in elementary grades chapter 2. analysis of studying the features of future tense verbs in various primary school programs and non-traditional work methods. 2.1 analysis of learning the characteristics of future tense verbs in different elementary school programs 2.2...

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