4
YANGI O'ZBEKISTON ILMIY
TADQIQOTLAR JURNALI
www.in-academy.uz
2-JILD, 1-SON (YOʻITJ)
METHODS AND EXERCISES FOR TEACHING GRAMMAR AT
A1 AND A2 LEVELS
Istamova O`g`iloy Ikromovna
SamSIFL Narpay Faculty of Foreign Languages
Pre-School and Primary Education (English)
3nd stage student of group 22.03
Scientific supervisor:
Akhmedova Dilora Abduvaliyevna
marvaridhxjskbsnam@gmail.com
(+998) 931239111
ARTICLE INFO
ABSTRACT
Qabul qilindi: 3-yanvar 2025 yil
Ma’qullandi: 5-yanvar 2025 yil
Nashr qilindi: 6-yanvar 2025 yil
Grammar instruction at A1 (Beginner) and A2
(Elementary) levels plays a foundational role in
helping students build their language skills. At
these levels, learners are introduced to basic
grammar structures, enabling them to form
simple sentences and understand everyday
conversations.
Approach, verbs, tenses, mistakes.
exercises, aids, prepositions, crucial,
modal.
Introduction
This article explores effective methods and exercises for teaching grammar to A1 and A2
learners.
Understanding A1 and A2 Grammar Needs
Before diving into teaching methods, it's crucial to understand what A1 and A2 grammar
entails:
A1 Level: Learners are introduced to basic sentence structures like the use of "to be,"
present simple tense, articles, pronouns, and basic prepositions.
A2 Level: At this stage, students expand their understanding to include past simple tense,
present continuous tense, modal verbs, comparatives, and basic conjunctions.
Teaching at these levels requires a balance of simplicity, repetition, and interactive exercises
to ensure retention and practical application. Teaching grammar at A1 and A2 levels
(beginner and elementary levels) involves introducing basic structures and rules in a simple,
engaging, and practical way. The focus is on helping learners understand and use grammar
in real-life communication. Below are methods and exercises tailored for teaching grammar
at these levels. Teaching grammar at A1 and A2 levels (beginner and elementary levels)
requires simple, engaging, and practical methods that focus on helping learners understand
and use grammar in real-life communication. At these levels, learners are introduced to basic
grammatical structures such as the present simple, past simple, articles, prepositions, and
modal verbs. Below is an outline of effective methods and exercises for teaching grammar at
these levels.
Methods for Teaching Grammar
1. Inductive Approach
5
YANGI O'ZBEKISTON ILMIY
TADQIQOTLAR JURNALI
www.in-academy.uz
2-JILD, 1-SON (YOʻITJ)
In the inductive method, learners are encouraged to discover grammar rules themselves
through examples and context. For instance, showing a series of sentences with regular and
irregular verbs can help students deduce past tense patterns. This approach keeps lessons
engaging and develops analytical thinking.
Example: Provide a dialogue with highlighted verbs in the past tense. Ask students, "What
do you notice about these words?"
2. Deductive Approach
This method involves explicitly explaining grammar rules and then providing examples. It is
particularly effective for teaching straightforward concepts like the use of articles or subject-
verb agreement.
Example: Begin by explaining how "a" and "an" are used. Then, give students a list of nouns
to categorize under the correct article.
3. Task-Based Learning (TBL)
TBL emphasizes using grammar as a tool for completing meaningful tasks. For A1 and A2
learners, tasks might include writing a short email, describing a picture, or ordering food in a
restaurant role-play.
Example: Ask students to plan a weekend trip using the future tense ("We will go to the
park," "We will eat lunch").
4. Communicative Language Teaching (CLT)
CLT focuses on using grammar for communication. At A1 and A2 levels, activities like pair
work, group discussions, and role-plays help students practice grammar in context.
Example: Role-play a conversation between a shop assistant and a customer, emphasizing
the use of question forms and polite requests.
5. Grammar Games
Grammar games are excellent for maintaining motivation and reinforcing concepts. They can
range from board games to digital quizzes.
Example: Play "Bingo" with irregular past tense verbs. Each student has a card filled with
verbs, and the teacher calls out sentences in the past tense.
Exercises for A1 and A2 Grammar
1. Fill-in-the-Blank Exercises
These exercises help reinforce specific grammar rules. For example:
A1: "She ___ (to be) my friend."
A2: "I ___ (buy)a car yesterday."
2. Sentence Jumbles
Provide students with words in a scrambled order to form correct sentences.
A1: "is / book / this / my."
A2: "to / went / she / yesterday / the park."
3. Error Correction
6
YANGI O'ZBEKISTON ILMIY
TADQIQOTLAR JURNALI
www.in-academy.uz
2-JILD, 1-SON (YOʻITJ)
Give students sentences with deliberate mistakes and ask them to identify and correct the
errors.
A1: "He don’t like juice"
A2: "He is work in a hotel."
4. Dialogues and Role-Plays
Encourage students to create dialogues based on prompts. For instance:
A1: Ordering food at a restaurant using "Can I have..."
A2: Planning a holiday with "We will..." and "We want to..."
5. Picture Descriptions
Use images to prompt sentences.
A1: Describe what people are doing in a picture using the present continuous tense.
A2: Compare two pictures using comparatives ("The first picture is bigger than the second").
6. Story Writing
Students write short stories based on given prompts, practicing tenses and sentence
structures.
A1: "Write about your daily routine."
A2: "Write a story about what you did last weekend."
7. Listening and Gap-Fill
Play audio clips with dialogues or stories and provide transcripts with missing words.
A1: Focus on simple sentences like "He ___ (goes) to school every day."
A2: Include slightly more complex structures like "They ___ (decided) to visit their
grandmother."
Technology in Grammar Teaching
1. Language Apps
Apps like Duolingo and Quizlet provide interactive exercises tailored for A1 and A2 learners.
2. Online Grammar Games
Websites such as Kahoot or Liveworksheets make grammar practice fun and engaging.
3. Video Lessons
Platforms like YouTube offer grammar lessons with visuals and examples, ideal for self-
paced learning.
Tips for Effective Grammar Teaching
1. Keep It Contextual
7
YANGI O'ZBEKISTON ILMIY
TADQIQOTLAR JURNALI
www.in-academy.uz
2-JILD, 1-SON (YOʻITJ)
Teach grammar within the context of real-life scenarios. For instance, teach the present
continuous tense through discussions about current activities.
2. Use Visual Aids
Pictures, charts, and timelines help simplify abstract grammar rules.
3. Encourage Repetition
Repetition is key to mastering grammar. Use drills, quizzes, and reviews regularly.
4. Personalize Learning
Tailor exercises to include students’ interests and experiences.
Teaching grammar to A1 and A2 learners requires creativity, patience, and a mix of methods
to cater to different learning styles. By incorporating engaging exercises, contextual
examples, and technology, teachers can ensure students develop a solid grammatical
foundation that supports their language journey. Teaching grammar at A1 and A2 levels is
most effective when methods and exercises are engaging, contextually relevant, and varied.
By combining inductive and deductive approaches, integrating grammar into real-life
scenarios, and using interactive activities, teachers can help learners build a strong
grammatical foundation while keeping lessons enjoyable and meaningful. The goal is to
equip students with the skills to communicate confidently and accurately in everyday
situations.
Activities
Comprehension
1. Of what value is the study of second language acquisition to language teachers, according
to the text?
2. It was said in this chapter that the perspective shift which occurred towards the end of
the 1960s brought about a new focus on the learner. What does this mean?
3. Why do you think Seliger says it is impossible to describe all the variables in SLA?
Application
• 4. A number of ways that people come into contact with second languages were suggested
in this article.
• 5. Can you think of any reasons for why one should study SLA research in addition to the
ones proposed here?
• 6. Find out if your country has a national language policy. If it does, are there any officially
recognized second languages? How are these dealt with in the educational context?
• 7. Make a list of questions you have about the SLA process. Although we do not promise
answers for all, or even any, of them, making a list will help you to identify gaps in your
knowledge and will provide you with an initial framework from which to organize what you
encounter in subsequent chapters. As you continue to read, this framework, no doubt, will
have to be refined.
8
YANGI O'ZBEKISTON ILMIY
TADQIQOTLAR JURNALI
www.in-academy.uz
2-JILD, 1-SON (YOʻITJ)
List of Used Literature:
1.
Bailey, R and Gorlach, M (eds.) 1984 English as a world language. Cambridge
University Press
2.
Beebe, L (ed.) 1988 Issues in second language acquisition: multiple perspectives.
Newbury House/Harper and Row, New York 49
3.
Cummins, J and Swain, M 1986 Bilingualism in education. Longman
4.
Genesee, F 1983 Bilingual education of majority-language children: the immersion
experiments in review. Applied Psycholinguistics 4: 1-46
5.
Genesee, F 1987 Learning through two languages. Newbury House Publishers, Inc.,
Rowley, Mass.
6.
Kachru, B (ed.) 1982 The other tongue: English across cultures. University of Illinois
Press, Urbana, 111.
7.
Strevens, P (1980) Teaching English as an international language. Pergamon Press
8.
Strong, M (ed.) 1988 Language learning and deafness. Cambridge University Press
9.
Swain, M and Lapkin, S 1982 Evaluating bilingual education: a Canadian case study.
Multilingual Matters Ltd.
