title: “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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  “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning Pdf ko'rish
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  Bog'liq Maqola 3 (207-211-bet)“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
  amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
  423
  When teaching grammar, there are several factors we need to take into
  consideration and the following are some of the questions we should ask ourselves:
  How useful and relevant is the language?
  What other language do my students need to know in order to learn the new
  structure effectively?
  What problems might my students face when learning the new language?
  How can I make the lesson fun, meaningful and memorable?
  Although I try to only use English when teaching a grammar lesson, it is
  sometimes beneficial to the students to make a comparison to L1 in the
  presentation stage. This is particularly true in the case of more problematic
  grammatical structures which students are not able to transfer to their own
  language.
  It is also important to note that using the PPP model does not necessarily exclude
  using a more inductive approach since some form of learner-centred guided
  discovery could be built into the presentation stage. When presenting the 2nd
  conditional I sometimes present the language in context and then give the students
  a worksheet with a series of analysis questions to do in pairs.PPP is one model for
  planning a lesson. Other models include TTT (Test, Teach, Test), ARC (Authentic
  use, Restricted use, Clarification and focus) and ESA (Engage, Study, Activate).
  All models have their advantages and disadvantages and I, like many other
  teachers I know, use different models depending on the lesson, class, level and
  learner styles.
  There are three golden rules for successful grammar teaching. Unfortunately,
  nobody knows what they are. So instead, let me offer a few personal opinions. I'll
  try to be brief: I've spent the last three years writing a practical grammar course
  that's moving towards publication, and I've got so much in my head that it's hard to
  sum it all up.
  Theory
  There's a lot of theory around, much of it contradictory. It can be valuable, but I
  sometimes feel, to quote Mark Twain, that "the researches of many commentators
  have already thrown much darkness on this subject, and it is probable that, if they
  continue, we shall soon know nothing at all about it". My rather unhelpful view is
  that it all depends. Learners vary greatly in their response to grammar teaching:
  some get a lot out of it, some very little. Learning contexts and purposes also vary
  greatly. And 'grammar' means so many different things that it's extremely difficult
  to generalise about how to teach it.
  Explanations
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