The ministry of higher and secondary specialised education of uzbekistan

Practice:
Series of exercises are done both in the classroom and as home tasks.
The learners understand the grammatical items thoroughly.
Evaluation:
Tests are given to assess the understanding level of the grammatical items.
It serves as a feedback both for the teacher and the student.
Illustration:
Storytelling, developing creativity and question answer skill.
I was walking.
Where are you walking?
I was walking in a garden.
What was in the garden? etc.
Comprehension: Answering -questions by reading a passage. Passages with pictures will induce the students to take part actively.
Grammatical Minimums
Active grammatical minimum includes grammar rules which are necessary for speaking skills.
Passive grammatical minimum involves grammar rules which are common for writing skills.
Principles of selecting AGM
Wide spreading in oral speech - speaking (Present Ind. - Active/Past Ind. - passive).
Modeling – may become a model for creating analogical form (kind-kindly).
Avoiding synonymic grammar features – including only one feature from synonymic row (must/have to).
Principles of selecting PGM
Wide spreading in book and written style
Poly - semantic
Grammar features
Interference: inter-language/inside language
Translation
Techniques to teach grammar:
The teacher must induce, attract and persuade students to make a joyful learning of grammatical items. The following techniques would help the teacher as well as the students to learn grammar in an interesting way. They are:
Tasks, Games, Activities, Story-telling, Cloze exercises, Dramatization and role play, Pictures, Dialogues, Situations, Demonstrations, Description/ narration, Drills.
Activities: Expanding texts: Forming grammatical sentences by adding words or phrases.

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  Eg: go
  
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  I go
  
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  I go to school.
  
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  My neighbor’s cat.
  
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  Review of adjectives,
  
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  Adding adjectives or in a sentence or framing new sentences.
  
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  I have a white cat. I have a small, while cat etc.
  

Tasks:
Tasks like language-based (yes/no questions) and non-linguistic (guessing) will get the learners engaged to the grammar item. The objectives are clear (grammar item) and there is provision for repeated practice.
Eg: Making a cup of tea - using imperative form.
Describing a picture by using “there is / there are”
Games:
Game like situation will help the learners feel, think, act and produce the grammar item as expected by the teacher.
Game -1: identify the real time by arranging a circle of twelve chairs and two volunteers inside the circle to represent time.
Game -2: challenge Word endings and suffixes are done by the learners. F r e e , W a l k e d , -s, -ed, ing, etc.