Andijon davlat chet tillar instituti

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 present 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 sequence of tenses is another difficult point of English grammar for Uzbek - speaking pupils because there is no such phenomenon in their mother tongue. Why should he say She said she was busy when She is busy?
The use of modal verbs in various types of sentences is very difficult for the learner.
For example, - May I go home? - No, you mustn’t. - May I take your pen? - Yes, you may. - Must I do it? - No, you needn’t.
Pupils find some specific yes of infinitive, participle and gerund constructions difficult. E.g. I saw him run (running). I want you to go there. There were seen to arrive. After finishing their work they went home.
The most difficult point of English grammar is the article because it is completely strange to Uzbek pupils. Preposition of English also cause great difficulties.
On the syntactical level there are some similarities and differences between the two languages.
The word order in the English sentence presents one more difficulty. The word order in English is more strict but in Uzbek it is free.
E.g. The hunter caught the hare.
It is impossible to change the word order in English. The hare caught the hunter. Caught the hunter the hare.
One cannot find such English sentence constructions as «there is/are»: I had my haircut in Uzbek.
Such structural types of Uzbek sentences. (It is cold. It is summer.) cannot be find in English.
In teaching grammar, therefore, the teacher should approach to the material differently depending on the difficulties pupils encounter in the assimilating of a grammar phenomenon. He should choose the most effective methods and techniques for developing grammar skills of the children.
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 of grammar material. By grammar one can mean adequate comprehension and correct usage of words in the act of communication. Such knowledge is acquired by a child in the mother tongue before he goes to school, he has no idea of the system of the language; he simply uses the system. The child learns to speak the language, and to use all the word-endings for singular and plural, for tense, and all other grammar rules without special grammar lessons only due to the abundance of auditing and speaking.
His young mind grasps the facts and «makes» simple grammar rules for arranging the words to expresses various thoughts and feelings. Sometimes little children make mistakes. But mistakes are corrected as the child grows older and learns more of his language. By «grammar» we also mean the system of the language, the discovery and description of the nature of language itself. It is not a natural grammar, but a constructed one. There are several constructed grammars: traditional, structural and transformational grammars.
Traditional grammar studies the forms of words (morphology) and how they are put together in sentences (syntax); 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 active minimum. For instance, the Past Perfect in English is not used in oral speaking, but frequently used in writing (books). So it is included into Passive minimum. According to the third principle the modal verb «must» is included into Active but its equivalent «to have to + infinitive» included into Passive minimum.
Passive minimum is selected according to the following principles:
1)the principle of frequency of usage in bookish style.
2)the principle of polysemia.
Although the content of grammar teaching is disputable among teachers and methodologists, and there are various approaches to the problem, pupils should, whatever the content of the course, assimilate the ways of fitting words together to form sentences and be able to easily recognise grammar forms and structures, while hearing and reading, to reproduce. Phrases and sentences stored up in their memory and say or write sentences of their own, using grammar items appropriate to the situation.