Content: Introduction Mainpart

3. Inductive and deductive approaches to teaching grammar .
The teacher plays different parts in the course of teaching. The teacher adopts a variety of roles according to the activity conducted in the classroom.
As a manager the teacher gives instructions for pupils. As a model the teacher asks pupils to repeat a sound, a sentence after her for pronunciation practice. The teacher goes round listening to the groups, to pairs practicing dialogues. Here she (he) is a monitor. She or he is a counselor when she advises pupils how best to approach a task. The teacher explains new language material and this is case she or he is an informant. The teacher provides material and guidance to enable pupils to work on their own. So, here, she or he is a facilitator.
A good teacher should be enthusiastic, creative, patient, and understanding towards the many pupils he or she deals with.
There are some activities, which may be included in the structure of the lessons in the primary school.Much time and energy are spent while working out rules with students. -The time taken to work out a rule may be at the expense of time spent in putting the rule to some sort of productive practice. -It can demand teachers to work on planning a lesson. They need to select and organize the data carefully so as to guide learners to an accurate formulation of the rule, while also ensuring the data is intelligible. -An inductive approach frustrates students who would prefer simply to be told the rule. Methodological experiment. Subjects of the Study: The sample of the study was chosen from secondary specialized school number 2 of Samarkand district. They were divided into four experimental groups (two groups in the 6th grade and, two groups in the 11th grade, total 58 pupils). All groups were taught grammar (deductive and inductive methods) in schools by English teachers.


Appendix

1. 
   Developing speaking skills:
   

a) Help Winnie the Pooh to guess what present is there in the box?

(Forms of work: pairwork, group work, individual work).

In this activity pupils practice vocabulary, grammar structure “Is there …?”, they may suggest their own version.
b) Help Winnie the Pooh. Say what he should take to the school.

c) Discussion. Look at the pictures and say what do you like or dislike.

children language lesson preparation

Pupils may colour the pictures.
d) Help Winnie the Pooh to colour the picture.

This activity may be used for developing listening skills.

2. 
   For practicing (ABC) letters a lot of activities may be used:
   

1. 
   letter recognition
   

Help the letter G to find its garage.

b) Help the little butterfly to fly its flower.

3. 
   For practicing letters and sounds such an activity mat be proposed.
   

Show the mice the way tom their houses.

4. 
   For developing listening skills and practicing colours such a game may to be used.
   

Game “Cat Tom”.
Pupil1 is “Cat Tom”.
The class in chorus asks him: “Cat Tom! Cat Tom! What colour do you want?”
Pupils says: “Mew-mew!” I want “red”. All the pupils have to touch the red card (or pencil). Who is wrong will be out of the game.
There are some ‘settle’ activities, which we may use in our lesson