Teaching grammar for communication

THE MINISTRY OF HIGHER AND SECONDARY SPECIAL
EDUCATION OF THE REPUBLIC OF UZBEKISTAN
TERMIZ STATE UNIVERSITY
THE FACULTY OF FOREIGN PHILOLOGY
THE DEPARTMENT OF FOREIGN LANGUAGE TEACHING METHODOLOGY
COURSE WORK

“TEACHING GRAMMAR FOR COMMUNICATION”

SCIENTIFIC SUPERVISOR: URAKOVA SH
STUDENT: RASHIDOVA SABOXAT

TERMEZ– 2022
CONTENT
I.INTRODUCTION……………………………………………………………3

II.MAIN PART:………………………………………………………………..7

1.English grammar and ways to teach…………………………………………..7

2.Planning grammar lesson……………………………………………………...9

3.Several types of grammar exercises used for learners……………….………13

4.Different grammar activities for learners…………….………………………17
III.CONCLUSION……………………………………………………………27
IV.REFERENCES……………………………………………………………29


INTRODUCTION
‘Function’ is a term we use from the time the Notional/Functional syllabus was born and it continued to be used in Communicative Language Teaching. When we say something, we say it to communicate that particular thought to the listener. Every single sentence, and sometimes single words, has a function (i.e. meaning that the speaker is trying to convey). Even the word “yes” with falling intonation expresses detachment, non-involvement. Or, a word like ‘Tea?’ with rising intonation may mean an offering.Why do we need to understand the concept of functions and exponents as English teachers? Well, when we teach grammar communicatively, we teach our students how to express what they want to say, and how to combine words to express those intentions.When we understand that language is used to communicate, and that to communicate we need to use a specific combination of words, we realize that this concept can even be introduced on the first day of a beginner class.
The important part of Communicative Language Teaching is that we can teach our students to communicate right from the beginning by presenting the target language through context. We do not need to teach English using the students’ mother tongue (as in the Grammar-Translation method) and get the students to memorize sentences as other grammatical oriented methods do.
The role of the learner as an active subject of the learning process has been one of the basic directions in teaching foreign language communicative competence, and the central concepts were the notions of “autonomy” and “autonomous learner”. There are various definitions of the term “autonomy”, however, as a rule, autonomy is understood as “the ability of students to take responsibility for their own learning. In national foreign language teaching methodology the concept of autonomy, in our opinion, is most fully expressed in the definition of Koryakovtseva N.F. as «the ability of the individual to carry out their educational activitieson their own, actively and consciously control it, carrying out a reflection and correction of learning activities and accumulating personal experience responsibly and independently make informed decisions with respect to the actual teaching in various educational contexts with a certain degree of separateness / independence from the teacher and making on its functions».Independent learner is largely motivated and the development of autonomy implies better results in mastering foreign language communicative competence.For the development of autonomy, according to Zh.S. Anikina, it is necessary to create the following pedagogical conditions: