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147TEACHING ENGLISH GRAMMAR WITH INTERACTIVE
METHODS 1 "2 Rajapova M. , Maxmanazarova F.
1Rajapova Mahliyo -Member;
Maxmanazarova Feruza (scientific supervisor) - Member, DEPARTMENT OF THE THEORETICAL ASPECTS OF THE ENGLISH LANGUAGES, ENGLISH LANGUAGES FACULTY 3,
UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: currently, many teachers think that teaching grammar at any language is the most difficult one. By investigating any points of the grammar rules the main easy ways have been clarified. In this article there is given several ways as well as advice about teaching grammar effectively. In general the given methods on this article can be used at any levels of learners while teaching English grammar.
Keywords: English grammar, grammar teaching, method, magic bus stop, memory game, gumption, labyrinth, story making.
Nowadays, English language is becoming one of the most popular languages among young generations. It is considered as the language of the world. Because, about 75% of the world population can know or study English as the national language or second language. However, not all the users of English language know its grammar. Since the teaching of grammar has always been the most visual and biggest defect of all. Few teachers have understood the grammar fully, while others consider it one of the most difficult parts of the language. Some linguists emphasize that by teaching grammar teachers can explain the structural rules of sentences, word patterns, phrases as well as more common parts of the language.
As Makhmanazarova Feruza emphasizes on her article "Learning a foreign language is very important for personal and social development. At present, new approaches are created for effective language teaching and modern tasks are used in the
classroom to develop students' communicative language use. Because nowadays of speaking in a foreign language is considered as the initial demand of language learning. But oral skills have not always been viewed as a central issue in second or foreign language pedagogy. For that reason, it was intended to carry out a research on this issue. " [2]
The first station questions should be depending on the grammar rule; the second's is aboutthe sentence structure; the third one is about the key words or making sentences; the last one should be about using grammar rules orally with different topics. Then one student comes to the blackboard and chooses one of the questions from first bus stop. Then if he or she answers to the question, the question card can be put into the bus like a passenger, otherwise, the card will be left in its place. So the game continuous till the last station and at the end of the game the results will be counted. This game takes about 10 minutes. Also, the aim of this method is to revise the grammar rules and improve pupils speaking skill with playing games.
Hundreds of teachers can explain the same topic, whereas, their conducting the lesson can differ from each other owing to their methods.
1. Memory game. This method is suitable for primary school learners. For this game teacher should prepare a little pieces of paper and write them some grammatical terms. Then put them on the desk. Students come to the desk and choose one of the cards and explain it to the others with making sentences. The main purpose of this method is to check learners' knowledge without warning at any time and even explain the theme again if it needs. It takes about 5-6 minutes to use this method. Furthermore, there is no need any special preparation.
2. Gumption. In order to use this method teacher should prepare a round shape and on the center of the paper put a stick that can round when it is touched. To the border of the educator should put cards with either tasks or questions about the learnt grammar rules. It can take approximately 5-10 minutes to use this method. The main purpose of the method is to revise the learners' knowledge.
3. Labyrinth. For using this method pedagogue should prepare a labyrinth and write questions with numbers wherever the teacher wants, also, brings a dice for throwing it.Pupils should come to the blackboard, throw the dice and according to the number that is expressed on the surface move according to the instruction. There also will be some signs like ?, !, -,+. These signs mean: ? - extra question, !-mental question, - -moves back for 2 squares, + - moves forward to 2 squares. It takes about 10 minutes. The aim of this method is to consolidate the learnt materials.
4. Story making. Before beginning this method teacher asks students to take a sheet of paper and write no more than 5 words that they want. Then teacher takes the paper back and mixes them. After mixing educator distributes the papers again as well explains the situation. According to the situation learners should make a story one by one by using the written words in order. So teacher controls the pupils' speech a nd using grammar rules. Also at the end of the game the pedagogue can give any further information and advice if it needs. Moreover, she can give feedback but in a mild way. It takes about 15 minutes for using this method.
5. Discussion. One of the nonidentical ways of teaching grammar is discussion.
References
1. Biber D., & Reppen R. (2002) "What does frequency have to do with grammar teaching?" studies in second language acquisition 24/2 199-208
2. Makhmanazarova F. "Effective tasks for developing spoken production" page 52-53.
