Kokand state pedagogical institute named after mukimi faculty of foreign languages course paper the theme: Peculiarities and role of passive and active grammar material in teaching English Supervisor

Conclusion
Learning a foreign language is impossible without mastering the grammar of this language. It is necessary to start teaching grammar already at the junior level of education. The assimilation of the grammar of a foreign language is successfully carried out even at the junior stage of education. At an early stage of teaching students a foreign language, one of the main tasks of the teacher is to make this subject interesting and loved. At a younger age, students are very emotional and mobile, their attention is characterized by involuntary and unstable. It is important to take into account the psychological characteristics of children of this age in the learning process. As a rule, younger students pay attention first of all to what arouses their interest. The main goal of teaching grammar in technical universities is to develop students' grammatical skills as one of the most important components of speech skills in speaking, listening, reading and writing. As we have already noted, at present, none of the methods is used in its pure form. The study of traditional approaches and methods of teaching grammar allows us to conclude that each approach has its own specific place in the process of learning a foreign language. At the initial stage of training, it will be most effective to use an implicit approach, at the middle and senior - an explicit one. At the same time, it should be noted that no matter what approach we take, the methods contained in them should be alternated, taking into account the abilities of students, the content of the grammatical material and the complexity of its assimilation by students, as well as the learning conditions. In our opinion, the alternation of methods motivates students to learn a foreign language and makes the educational process more interesting and easier.
One of the basic conditions for memorizing this unit is to perceive it through the senses of hearing and sight. At this point, the language unit goes through a training phase. Through practice, the language phenomena studied are strengthened and a dynamic stereotype is formed about them. This dynamic stereotype is triggered in the operational status of the speech process.
The third step is to use language material for practical communication. During the application period, information exchange (ie skills development) exercises are performed.
The tasks that students learn, practice, and apply are called teaching methods in the language of methodology. They are also called "teaching methods".
In connection with reading at the senior stage of simple original texts of various functional styles - popular science, socio-political and artistic - students must master the passive vocabulary, i.e. they must develop receptive lexical skills - to recognize a word by some supports in its graphics and on the basis of syntactic form and synchronously correlate with the meaning. All exercises of a training nature should be adequate to reading as a process and contribute to the development of some kind of reading mechanism. In order for verbal stereotypes to arise and the auditory-sound-motor image of the word to be firmly imprinted, which facilitates its automatic recognition when reading, these exercises are performed aloud (loud reading and subsequent translation of the new word in various syntagmas and sentences. When performing this exercise, the meaning of this word is enriched.