Of the republic of uzbekistan tashkent state pedagogical university named after nizami

Stage 5 – Grammar structure

More houses or flats should __ ___ in your town.	Children shouldn’t __ ___ any pocket money.	Students should _ if they don’t do their homework
Cooking should _ at school.	Doctors and nurses should _ more than footballers.	Only healthy food should __ ___ in schools.
Shops should __ ___ open as normal on Sundays.	Public transport should __ ___ for free.	Smoking should _ in public spaces
The police should __ ___ to use handguns.	Reality shows shouldn’t __ ___ on TV.	Teachers should _ to take exams every year

Students go back to their original places and turn their handout face down. Working in pairs, students are given the second part of the handout which has the same statements but with the grammar structure removed. Students work together to remember what they can before checking their own answers.

My classes found this extremely useful and were more engaged than other speaking activity. The combination of extra thinking time, as well as being given opportunities to incorporate other students’ opinions into their own conversations, helped students develop arguments and express themselves more clearly than they could in a less structured discussion activity.


3.3. Results obtained in the process of the experiment
The analyses of the results of the experiment. During my practice at school, I conducted an experiment with the students of the class assigned to me. The main purpose of the experiment was to determine how students prefer to express agreement and disagreement, and with the help of innovative methods, they were able to express their thoughts easily and freely with the help of new expressions.
Experiment was conducted with students of class 11B and 11D. At first, I gave them ideas on how to express agreement and disagreement. I taught them new phrases. In the first exercise, I found out how students prefer to express their thoughts and put them in the chart below`
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In this diagram, students' verbal expression of agreement and disagreement is shown in blue, and nonverbal expression of agreement and disagreement is shown in orange. Here students' verbal expression of agreement and disagreement is shown in blue, and nonverbal expression of agreement and disagreement is shown in orange. According to the results of exercise 1, 20% of 11B graders expressed agreement and disagreement with words and various phrases, 80% with gestures without words. 27% of 11D students expressed through words and 73% without words. Based on the results of the first exercise, I found out that most students have difficulty in using different expressions and special words to express agreement and disagreement, so I made the following exercises to teach them verbal expressions of agreement and disagreement.
Activity 2 “Strong and weak agreement and disagreement matching”
Activity 3 Agree/Disagree Line
Activity 4 “Scaffolding discussions for quiet students
Students did all the tasks as one by one described in the 2^nd plan of the chapter and results described below


Here different colors denote the following exercises: first column is expressing agreement and disagreement verbally second column is expressing non-verbally. The results show that during exercise 2, 40% of 11B students used phrases and words to express agreement and disagreement, while 35% of 11D students used words and phrases. During the 3rd exercise, these indicators changed again: 65% of 11B and 68% of 11D students expressed agreement and disagreement with special phrases and sentences. In exercise 4, these indicators changed radically. Most of the students expressed their thoughts verbally during the exercise, preferring special expressions. 86% of 11B students and 88% of 11D students used special expressions. With the help of exercises all phrases were successfully acquired by students of both classes.