Ispankulova Kulaisha Atimkulovna
Mohamed Khaidar Taraz State University,Kazakhstan
Modern ways of Teaching English Grammar at the non language specialties

Introduction

If you ask any young teacher “What must we do to speak well in English?”. Of course the answer will be - “First of all we must know the words”. We don’t agree with it, if the student only write and read the word we think that he knows the word.

We use all words in native language in any time, in any situation. Do you think that he speaks English well, of course not. There are many differences between knowing and using the words.

Who do you think who knows 5000 words or who knows 2000 words and use them in situations knows English well. Of course who uses words in any situations and any cases.What does it mean to know the words. Ellis and Sinclair [4,17] give the criteria of knowing the words.-to understand the word in writing and speaking,to remember when you need, to use in right meaning,to use in grammatically well, to pronounce correct, to spell correct, to use in situation,to know when use and not to use

Methods of working with English grammar

Now I want to tell how I work effectively with non language specialties students.

We have English lesson only twice a week and two terms.

Most of our students are from provinces. Their degree of knowledge is so low..

When I have the first lesson with the first course students I have a discussion with them about their families, hobbies, why do they choose their specialties and remember the best and the worst day in their life. Most of them couldn’t have a talk and speak. I ask them not to pay attention to their mistakes. I ask them to speak in English as if they have mistakes. They have a lot of mistakes.

So I know their level of knowledge. The students know only the words, but can’t use them in speech. They don’t know grammar, especially word order.

Working on tables.

So, first of all I introduce them with English and Kazakh word order giving examples with translation and compare them. The main task of learning grammar we explain them that they have to know Pronouns, nouns, three forms of the verbs and adverbs of time or time expressions. They’ll know who is speaking, what is he or she is doing and when is he speaking. If they know them it will be easy to them to make sentences in English.

Table 1 English and Kazakh word order

English	translation	E.word order	Kazakh	translation	K.word order
I	Men	Subject	Men	I	Subject
drink	Ishemin	Predicate	Kunde	every day	Adv.Modifire
black	Kara	Adjective	Kara	black	Adjective
tea	Shai	Object	Shai	tea	Object
every day	kunde	Adv.Modifire	ishemin	drink	Predicate

When I introduce students with the verbs and explain that English verbs come in several forms, For example, the verb to sing can be: to sing, sing, sang, sung, singing or sings. This is a total of 6 forms. Not many, considering that some languages (French, for example) have more than 30 forms for an individual verb. English tenses may be quite complicated, but the forms that we use to make the tenses are actually very simple! With the exception of the verb to be, English main verbs have only 4, 5 or 6 forms. To be has 9 forms. Do not confuse verb forms with tenses. We use the different verb forms to make the tenses, but they are not the same thing.[4]

We divide verbs into two main groups: main verbs and helping verbs.

Main verbs have meaning on their own. They tell us something. Of course, there are thousands. One of the important thing is to teach the helping verbs as they are used frequently. Students always confuse their forming and using. Helping verbs have no meaning on their own. They are necessary for the grammatical structure of the sentence, but they do not tell us very much alone. We usually use helping verbs with main verbs. They "help" the main verb. There are only about 15 helping verb sin English. The following table helps students to use them in appropriate forms.

Table 2. Forming of the auxiliary verbs

Auxiliary verbs	Present Simple	Past Simple	Future Simple	Present Perfect	Past Perfect	Future Perfect
to be	am/is/are	was/were	will/shall be	have/has been	had been	will have been
to do	do/does	did	will do	have done	had done	will have done
to have	have/has	had	will have	have had	had had	will have had

Forming of the English tenses

Noun – N Verb - V

+ N+V1,-s, -es (3p.s)

? Do/does+N+V1

-N +do/does+not+V1

+ I drink tea every day. + Men kunde shai ishemin.

? Do I drink tea every day? ? Men kunde shai ishemin be?

Yes, I do. No, I do not (don’t). Ia. Jok.

- I do not drink tea every day. – Men kunde shai ishpeimin.

+ S(he) drinks tea every day. + Ol kunde shai ishedi.

? Does s(he) drink tea every day? ? Ol kunde shai ishedi me?

Yes, s(he) does. No, S(he) doesn’t Ia. Jok.

- S(he) does not drink tea every day. - Ol kunde shai ishpeidi.

He,she,it – Ol Do/does - pa, pe,ma, me?

Time expressions:every day (week,month,year,night,morning.summer),

usually,always.often, seldom, sometimes

When I introduce Tenses with the form of table. I use it to every tense. After many years experiences at school I came to decision to make up the following table because the students don’t know how to make up sentences and remember the key words. The table gave its great resulte,espesally the formula of tenses.

. Table 3 Forming of the Present Simple

Tenses	… is used	Forming	Kew words	Examples
Present Simple	to denote action which happens every day	+N+V1,-s,es-3p.s ?Do/does+N+V1 -N+do/does+ not+V1	every day(week month,year..),always, often, sometimes.	+I speak English every day . ? Do you speak English every day? -I don’t speak English every day.

This table is so useful to remember, to make up sentences and differentiate tenses. After passing each tense or group of tenses I offer students to fulfill this table as quiz.

Table 4 Testing sheet

Tenses	… is used	Forming	Kew words	Examples
Present Simple

They write down their own sentences using the irregular verbs. Here I and students know where they have made mistakes and learn by heart those parts. The table helps students to think and work themselves. They couldn’t copy from each other.

At school most of the teachers don’t work with three forms of the verbs.
It is so difficult and remember three forms of the verbs for non native speakers in English.So I divided verbs into several groups in order to learn by heart them quickly,

1.group. 2 group 3 group

put-put-put tell- told stand-stood

cost- cost-cost sell- sold understand- understood

4 group 5 group

bring-brought- brought grow- grew -grown

buy –bought- bought know- knew -known

Students are offered to make up their own sentences and situations with each verb to the three forms of the verbs..

They make up sentences and create plenty of situations in every day life situations using all the verbs in all tenses. Making up short situations students learn by heart pronouns, verbs and adverbs. I help students understand where they’ve made mistakes, when to use specific grammar forms, and the difference between written grammar and spoken grammar. Remember: Most people learn from learning, observation, and practice I don’t focus too much on error correction. We write quiz once a week either on English or any interesting topic. I introduce all grammar materials with the help of tables or formulas. Some my colleagues ask me to make up grammar reference book.

There are many factors and steps that can be taken in order to increase the level of education. I ask students to make up sentences and create plenty of situations in every day life situations using all the verbs in all tenses. Making up short situations students learn by heart pronouns, verbs and adverbs. I help students understand where they’ve made mistakes, when to use specific grammar forms, and the difference between written grammar and spoken grammar. Remember: Most people learn from learning, observation, and practice. I don’t focus too much on error correction. We write quiz once a week either on English or any interesting topic. When I give home work to think and write some thing in their own words. The students are expected to write a simple formula or an example showing the rule for the grammar section, new words and collocations for the vocabulary part, and lastly, decide on certain subjects.

References

1. Ellis and Sinclair, Working on Vocabulary,Forum,2.2003,Washington.

N.A.Nazarbaev,The message to the nation of Kazakhstan,Egemen

Kazakhstan. April 3.2008,Astana.

2. ZH.K.Tuimebaev Report Ministry of Education from the congress of teachers.

Astana, March 10-12. 2010, EgemenKazakhstan.March 11.

3. Alice Maclin,AReference Guide toEnglish,WashingtonD.C.20547

4. А.К.Дойл.Короткие рассказы, Москва ВАКО 2003