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For A2 teen learners aged 14 to 15,  we believe articles should definitely be taught, but in a simplified and practical way. 

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For A2 teen learners aged 14 to 15,  we believe articles should definitely be taught, but in a simplified and practical way. 

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First, we would prioritize teaching “a” and “an” for singular countable nouns, especially for first mention. For example, “I saw a dog” or “She bought an apple.” This is concrete and easy to contextualize through pictures or short stories. It is important to emphasize pronunciation differences, such as “an apple” versus “a book.”

Second, we would teach “the” for specific or known reference. For example, “I saw a dog. The dog was friendly.” This helps learners understand the idea of shared knowledge and second mention in a simple way. Classroom objects also work well, such as “Close the door.”

Finally, we would introduce the zero article in basic contexts, such as plural general statements and uncountable couns

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Selected grammar topics (ordered):

1. Present simple vs. present continuous (functional review)

2. Modals for obligation (must, have to)

3. Polite requests (could, would)

4. Conditionals (real)

5. Comparatives & superlatives

6. Reported speech (statements only)

Why this order?

Immediate communicative payoff in workplace settings.

Modal verbs support high-frequency professional interaction.

Conditionals introduced only in real, functional contexts.

Reported speech delayed due to processing demands.

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Selected grammar topics (ordered):

1. Singular vs. plural nouns (regular)

2. Basic SVO word order

3. Present simple (affirmative only)

4. Simple negation with not

5. Yes/no questions with do

6. Basic prepositions of place (in, on, under)

Why this order?

Learners need basic sentence structure before tense contrasts.

Affirmative sentences come before negation and inversion because they require less processing.

Prepositions are meaning-rich and visually contextualizable.

Articles would be introduced later because they require abstract reference tracking.

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1. Verbs. 2. Question. 3.Negation. 4. Nouns& Articles. 5. Verb=Verb Particles. 6. Comparatives& Superlatives

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1. Verbs. 2. Question. 3.Negation. 4. Nouns& Articles. 5. Verb=Verb Particles. 6. Comparatives& Superlatives

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Activity 5-7 — Sequencing Grammar for an Assigned Learner Profile 

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Activity 5-7 — Sequencing Grammar for an Assigned Learner Profile 

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Instructions for students:

Your group has been assigned a specific learner profile.

For these learners:

1.      Choose six specific grammar topics from the provided list.

2.      Do not choose topics from Table 1 in Keßler & Lenzing.

3.      Put the topics in the order you would teach them.

4.      Be ready to explain why this order makes sense for your learners.

Focus on developmental readiness, learner needs, and instructional context.

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Group 6 — Business English Learners (B1–B2)

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Group 6 — Business English Learners (B1–B2)

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Group 6 — Business English Learners (B1–B2)

·         Working professionals

·         Time-limited instruction

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Group 5 — Academic EAP Learners (B1)

·         Preparing for university study

·         Strong reading, weak writing accuracy

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Group 4 — Adult ESL Learners (A2–B1)

·         Living in an English-speaking environment

·         High exposure, uneven accuracy

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Group 3 — Teen EFL Learners (A2)

·         Ages 14–15

·         Some prior grammar instruction

·         Mixed motivation

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Group 2 — Adult EFL Beginners (A1)

·         University students

·         Literacy in L1

·         Exam-oriented context

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Group 1 — Young EFL Beginners (A1)

·         Ages 9–10

·         Limited exposure outside class

·         Focus on basic communication and classroom language

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Farangiz, Hadija, Rustam, Dilnura, Zahriddin

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Farangiz, Hadija, Rustam, Dilnura, Zahriddin

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1. Present Simple

• Sara learns Spanish every day.

• She speaks a little Spanish at school.

• Her teacher explains new grammar rules carefully.

2. Present Continuous

• Sara is learning Spanish right now.

• She is practicing her pronunciation with a friend.

• Her classmates are studying along with her in the same lesson.

3. Present Perfect

• Sara has learned ten new words today.

• She has visited Spain twice.

• Her teacher has explained the lesson already.

4. Present Perfect Continuous

• Sara has been learning Spanish for two hours.

• She has been practicing speaking since morning.

• Her classmates have been studying together all week.

5. Past Simple

• Sara learned Spanish last year.

• She visited a Spanish-speaking country in summer.

• Her teacher gave her a new textbook yesterday.

6. Past Continuous

• Sara was learning Spanish when the phone rang.

• She was practicing pronunciation while listening to music.

• Her friend was helping her with homework at that time.

7. Past Perfect

• Sara had learned all the vocabulary before the test.

• She had visited Spain before joining the language club.

• Her teacher had explained the grammar rule earlier that week.

8. Past Perfect Continuous

• Sara had been learning Spanish for two months before she took the test.

• She had been practicing her speaking every day.

• Her classmates had been studying together for a long time.

9. Future Simple

• Sara will learn new Spanish words tomorrow.

• She will visit Spain next summer.

• Her teacher will explain the next lesson on Friday.

10. Future Continuous

• Sara will be learning Spanish at 5 PM tomorrow.

• She will be practicing pronunciation in class.

• Her classmates will be studying at the same time.

11. Future Perfect

• Sara will have learned all the vocabulary by next week.

• She will have visited three Spanish cities by summer.

• Her teacher will have explained the lesson before the test.

12. Future Perfect Continuous

• Sara will have been learning Spanish for six months by December.

• She will have been practicing pronunciation for two hours by tonight.

• Her classmates will have been studying together all morning.

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Hadija, Rustam, Farangiz, Dilnura, Zahriddin

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Hadija, Rustam, Farangiz, Dilnura, Zahriddin

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1. Present Simple

• Sara learns Spanish every day.

• She speaks a little Spanish at school.

• Her teacher explains new grammar rules carefully.

2. Present Continuous

• Sara is learning Spanish right now.

• She is practicing her pronunciation with a friend.

• Her classmates are studying along with her in the same lesson.

3. Present Perfect

• Sara has learned ten new words today.

• She has visited Spain twice.

• Her teacher has explained the lesson already.

4. Present Perfect Continuous

• Sara has been learning Spanish for two hours.

• She has been practicing speaking since morning.

• Her classmates have been studying together all week.

5. Past Simple

• Sara learned Spanish last year.

• She visited a Spanish-speaking country in summer.

• Her teacher gave her a new textbook yesterday.

6. Past Continuous

• Sara was learning Spanish when the phone rang.

• She was practicing pronunciation while listening to music.

• Her friend was helping her with homework at that time.

7. Past Perfect

• Sara had learned all the vocabulary before the test.

• She had visited Spain before joining the language club.

• Her teacher had explained the grammar rule earlier that week.

8. Past Perfect Continuous

• Sara had been learning Spanish for two months before she took the test.

• She had been practicing her speaking every day.

• Her classmates had been studying together for a long time.

9. Future Simple

• Sara will learn new Spanish words tomorrow.

• She will visit Spain next summer.

• Her teacher will explain the next lesson on Friday.

10. Future Continuous

• Sara will be learning Spanish at 5 PM tomorrow.

• She will be practicing pronunciation in class.

• Her classmates will be studying at the same time.

11. Future Perfect

• Sara will have learned all the vocabulary by next week.

• She will have visited three Spanish cities by summer.

• Her teacher will have explained the lesson before the test.

12. Future Perfect Continuous

• Sara will have been learning Spanish for six months by December.

• She will have been practicing pronunciation for two hours by tonight.

• Her classmates will have been studying together all morning.

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1) Present Simple

a. The students play games every morning.

b. Our teacher checks homework on Mondays.

c. I usually study English after dinner.

2) Present Continuous (Present Progressive)

a.The students are working quietly right now.

b.I am explaining the new grammar point now.

c. We are practising pronunciation at the moment.

3) Present Perfect

a. The students have finished the quiz.

b. I have taught this unit before.

c. We have learned three new words today.

4) Present Perfect Continuous (Present Perfect Progressive)

a. The students have been studying for twenty minutes.

b. I have been correcting essays since 2 p.m.

c. We have been practising speaking all week.

5) Past Simple

a. The students watched a video yesterday.

b. I gave homework last lesson.

c. We visited the library last week.

6) Past Continuous (Past Progressive)

a. The students were writing when the bell rang.

b. I was helping a learner while others worked in pairs.

c. We were listening to an audio clip at 10 a.m.

7) Past Perfect

a. The students had completed the task before class ended.

b. I had prepared the slides before the lesson started.

c. We had learned the rule, but we still made mistakes.

8) Past Perfect Continuous (Past Perfect Progressive)

a. The students had been working for an hour before the break.

b. I had been teaching for five years before I started this program.

c. We had been practising speaking, so we felt more confident.

9) Future Simple (will)

a. The teacher will explain the instructions again.

b. The students will take a short quiz tomorrow.

c. I will send the feedback this evening.

10) Future Continuous (Future Progressive)

a. The students will be working in groups at 10 o’clock.

b. I will be meeting my class online tomorrow morning.

c. We will be practising speaking during the next lesson.

11) Future Perfect

a. The students will have finished the test by 11 o’clock.

b. I will have graded all papers by Friday.

c. We will have completed Unit 5 by the end of the month.

12) Future Perfect Continuous (Future Perfect Progressive)

a. The students will have been studying for two hours by noon.

b. I will have been teaching at this school for ten years next spring.

c/.We will have been practising this topic for a week by next Monday.

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• The teacher explains grammar clearly.

• Students practice English every day.

• She works at a language school.

⸻

Present Continuous (Present Progressive)

• The teacher is explaining a new rule now.

• The students are practicing in pairs.

• She is working with Group A at the moment.

⸻

Present Perfect

• The students have learned this tense already.

• We have practiced verbs this week.

• She has taught English for many years.

⸻

Present Perfect Continuous (Present Perfect Progressive)

• The students have been studying grammar all morning.

• We have been practicing verb tenses recently.

• She has been teaching since 9 a.m.

⸻

Past Simple

• The teacher explained the rule yesterday.

• The students finished the exercise last lesson.

• We studied verbs in class.

⸻

Past Continuous (Past Progressive)

• The teacher was explaining the tense when the bell rang.

• The students were working in groups.

• I was listening carefully during the lesson.

⸻

Past Perfect

• The students had learned the rule before the test.

• The teacher had explained the tense earlier.

• We had finished the task before class ended.

⸻

Past Perfect Continuous (Past Perfect Progressive)

• The students had been practicing for an hour before the test.

• The teacher had been teaching all morning.

• We had been working on verbs before the break.

⸻

Future Simple

• The teacher will explain the next tense tomorrow.

• The students will practice more examples.

• We will study verbs next week.

⸻

Future Continuous (Future Progressive)

• The students will be practicing grammar at this time tomorrow.

• The teacher will be explaining a new topic then.

• We will be working in groups.

⸻

Future Perfect

• The students will have learned all tenses by the end of the course.

• The teacher will have explained the topic by noon.

• We will have finished the activity soon.

⸻

Future Perfect Continuous (Future Perfect Progressive)

• The students will have been studying grammar for two hours by noon.

• The teacher will have been teaching all day.

• We will have been practicing verbs for weeks.

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1. Present Simple

The students play games every morning.

She reads a book after school.

We study English on Mondays and Wednesdays.

2. Present Continuous (Progressive)

The students are playing games outside right now.

She is reading a story at the moment.

We are studying English in the classroom now.

3. Present Perfect

The students have played this game before.

She has finished her homework already.

We have visited the library three times this week.

4. Present Perfect Continuous

The students have been playing games for two hours.

She has been reading that book all morning.

We have been studying English since 9 a.m.

5. Past Simple

The students played games yesterday.

She read a book last night.

We studied English last week.

6. Past Continuous

The students were playing games when the teacher arrived.

She was reading a story while I was talking.

We were studying English at 4 p.m. yesterday.

7. Past Perfect

The students had played the game before the teacher came.

She had finished her homework before dinner.

We had visited the library twice before the exam.

8. Past Perfect Continuous

The students had been playing games for an hour before it started raining.

She had been reading for two hours before I called her.

We had been studying English for a month before the test.

9. Future Simple

The students will play games tomorrow.

She will read a book after school.

We will study English next Monday.

10. Future Continuous

The students will be playing games at 3 p.m. tomorrow.

She will be reading a story while we are writing.

We will be studying English at 10 a.m. next Monday.

11. Future Perfect

The students will have played the game by the time the teacher arrives.

She will have finished her homework before dinner.

We will have studied all the chapters by next week.

12. Future Perfect Continuous

The students will have been playing games for two hours by 5 p.m.

She will have been reading that book for three hours by dinner.

We will have been studying English for six months by the time of the exam.

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I want you to do one more thing.

Each group will briefly show their sentences to another group.

Your job is to check:
– Is the tense labeled correctly?
– Does the sentence actually express the intended meaning?

This is exactly what teachers do in real life: we sanity-check our own materials.

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Early Stages

(Require minimal internal restructuring)

Nouns (singular/plural)

Basic adjectives

Comparatives and superlatives (-er / more)

Basic negation (no / not)

Root words and basic lexical patterns

Reasoning:

These structures mainly involve adding endings or simple modifications without major changes in sentence structure. Learners can produce them while keeping basic word order intact.

Middle Stages

(Require movement or auxiliary support)

Questions (especially inversion)

Articles (a/an/the)

Pronouns (subject/object distinction)

Verb tense forms and modals

Negation with auxiliaries (do-support)

Reasoning:

These structures involve internal reorganization, such as inversion, agreement marking, or auxiliary insertion. They require more structural awareness than simple additions.

Later Stages

(Require embedding, clause linking, or abstract restructuring)

Passive voice

Relative clauses

Conditionals

Connectors (complex clause linking)

Discourse features

Verb + particles (phrasal verbs)

Reasoning:

These structures demand clause embedding, tense shifting, abstraction, or more complex manipulation of sentence structure. They reflect higher levels of syntactic and conceptual development.

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Activity 5-6 — Grammar Focus: Verbs (Teacher Metalanguage)

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Activity 5-6 — Grammar Focus: Verbs (Teacher Metalanguage)

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Instructions for students:

In your group, work with the 12 verb tenses and aspects provided.

Verb tense and aspect (terms from Larsen-Freeman et al. (2016)):

Present Simple

Present Continuous (or Present Progressive)

Present Perfect

Present Perfect Continuous (Present Perfect Progressive)

Past Simple

Past Continuous (Past Progressive)

Past Perfect

Past Perfect Continuous (Past Perfect Progressive)

Future Simple

Future Continuous (Future Progressive)

Future Perfect

Future Perfect Continuous (Future Perfect Progressive)

For each tense/aspect, create at least three example sentences.

Your sentences must:

·         be complete and grammatical

·         be appropriate for an English classroom

·         clearly show the target tense/aspect (use bold, underline, or color)

·         be correctly labeled

Example:

Present Simple: The students play games every morning.

Present Continuous: The students are playing games outside right now.

Present Perfect: The students have played this game before.

You may reuse and modify the same sentence across tenses if it still makes sense.

Before finishing, check another group’s work for accuracy.

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In contrast, affixes are more characteristic of later stages. The use of prefixes and suffixes requires learners to analyze and manipulate internal word structure, such as marking grammatical meaning or changing word class. This involves more advanced morphological awareness and processing ability, which typically develops after basic sentence structure has been established.

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In contrast, affixes are more characteristic of later stages. The use of prefixes and suffixes requires learners to analyze and manipulate internal word structure, such as marking grammatical meaning or changing word class. This involves more advanced morphological awareness and processing ability, which typically develops after basic sentence structure has been established.

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We choose Nouns and affixes, firstly, nouns are most likely associated with the early stages of L2 development. At the beginning, learners rely heavily on single lexical items and simple formulaic expressions, many of which are nouns. As they start forming basic subject–verb–object sentences, nouns continue to function as essential elements of sentence structure. Thus, nouns form part of the foundational resources available at early stages

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We choose Nouns and affixes, firstly, nouns are most likely associated with the early stages of L2 development. At the beginning, learners rely heavily on single lexical items and simple formulaic expressions, many of which are nouns. As they start forming basic subject–verb–object sentences, nouns continue to function as essential elements of sentence structure. Thus, nouns form part of the foundational resources available at early stages

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Two grammar topics not included in Table 1 are articles (a/an/the) and phrasal verbs.

Articles would fit between Stage 2 and Stage 3 on the teachability chart. At this stage, learners can already produce basic SVO sentences (e.g., The mouse play volleyball), but their use of articles is still inconsistent. Articles require learners to understand abstract concepts such as definiteness and countability, which develop gradually. Because learners are not fully ready to use articles accurately at early stages, teaching them is more effective once basic sentence structure is established.

Phrasal verbs would fit at a later stage (around Stage 5 or 6). Although phrasal verbs often look simple (e.g., give up, take out), they are developmentally complex because their meanings are often idiomatic and not predictable from individual words. They also require control of verb–particle order, especially with objects. Learners need a solid foundation in verb forms and sentence structure before they can use phrasal verbs accurately.

Overall, these examples show that grammar instruction is most effective when it aligns with learners’ developmental readiness, rather than being taught too early.

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Hadija; Rustam; Dilnur; Zahriddin; Farangiz 5-5 2-part

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Hadija; Rustam; Dilnur; Zahriddin; Farangiz 5-5 2-part

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For this task, we chose conditionals (if-clauses) and relative clauses as our two grammar topics.

First, we think conditionals (especially second and third conditionals) should be placed in a later stage on the teachability chart. The reason is that they are more complex in both form and meaning. Students need to understand verb tenses well before learning unreal or hypothetical situations. For example, “If I had studied, I would have passed.” This structure requires knowledge of past perfect and modal verbs. So we believe it fits at a higher developmental stage.

Second, we chose relative clauses (who, which, that). We think basic relative clauses (e.g., “The girl who is sitting there is my friend”) can be taught at a middle stage. Students need to know simple sentence structure first. After they can produce clear basic sentences, they can combine ideas into one sentence using relative clauses. It is more complex than simple sentences but not as abstract as advanced conditionals.

We understand that there is no single correct answer, but we placed these topics based on complexity, required prior knowledge, and how students usually develop sentence structure over time.

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I chose phrasal verbs and articles from the list. I think phrasal verbs (like give up, look after) are more difficult and would fit at a later stage of development because learners need to understand verbs and particles separately before combining them. They are tricky because the meaning is often not literal, and learners need a lot of practice to use them correctly. Articles (a, an, the) are easier in comparison, so they might fit at an earlier stage. Learners can start using a and the in simple sentences once they can make basic SVO sentences, and then gradually learn more rules like count vs. noncount nouns. Both topics need practice with real examples, but phrasal verbs require more advanced understanding and readiness than articles.

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Activity 5-5 — Teachability & Developmental Stages (Keßler & Lenzing)

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Activity 5-5 — Teachability & Developmental Stages (Keßler & Lenzing)

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Part 2: Applying Teachability

Instructions for students:

From the provided list of grammar topics, choose two topics that are not included in Table 1.

Decide where you think these topics might fit on the teachability chart and why.

There is no single correct answer — focus on clear reasoning, not labels.

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At the first stage, learners usually produce single words, like yes, no, dog, spinach. They also use memorized or formulaic expressions, for example What’s your name? or How are you?. These are easy to produce because the learner does not need to process complex grammar yet.

At the second stage, learners start making simple sentences with subject–verb–object order, like I eat apples or She likes music. This shows that their processor is developing, and they can handle simple grammar structures.

In the later stages, learners can use more complex forms, like negatives, for example I do not like spinach, or questions, like Do you like music?. They can also start forming compound sentences with more than one idea.

Interestingly, some structures that seem simple, like plural -s (cats) or third-person -s (he runs), appear later. This is because even though they are short or easy-looking, they require a more developed language processor. So, it’s not just about how easy a structure looks; it’s about whether the learner is ready to handle it mentally.

So, in summary, learners develop step by step. Teachers need to understand what learners can produce at each stage. If we try to teach something too early, learners may get confused. But if we teach what they are ready for, learning becomes much more effective. Understanding these stages helps teachers plan lessons better and focus on what learners are ready to produce, rather than what seems simple or complicated at first glance.”

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Activity 5-5 — Teachability & Developmental Stages (Keßler & Lenzing)

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Activity 5-5 — Teachability & Developmental Stages (Keßler & Lenzing)

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Part 1: Understanding the Stages

Instructions for students:

Look at Table 1 in Keßler & Lenzing.

As a group, try to understand the logic of the developmental stages, not to memorize them.

Discuss:

·         What learners can produce at early stages

·         What kinds of structures appear later

Which “simple-looking” structures may actually be developmentally complex

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In Ur’s chapter, the five practice activities (A–E) can be placed on an accuracy-focused → meaning-focused continuum because they gradually move from controlled form practice to real communication. In Activity A, learners mainly pay attention to correct comparative form (using the given adjective and “than”), so the focus is strongly on accuracy. In Activity B, learners still focus on form, but they also check truth/real-world meaning because the sentences must be true, so meaning increases slightly. In Activity C, learners use comparatives to express personal opinions, so they pay attention to both correctness and what they actually think. In Activity D, learners have more freedom and create different comparisons for each pair, so their attention is more on choosing ideas/messages, with grammar supporting the message. Finally, in Activity E, learners write a longer compare-and-contrast text about two characters, so the main focus becomes content and communication, and the grammar is used more naturally in context.

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Activity 1 – Accuracy-focused (Passive Voice Transformation)

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Activity 1 – Accuracy-focused (Passive Voice Transformation)

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Process

The teacher gives a short reminder about active and passive voice.

The teacher shows model examples.

The teacher distributes a worksheet with active sentences.

Students individually transform the sentences into passive voice.

Students check their answers in pairs.

The teacher checks answers with the whole class.

The teacher explains common mistakes.

Students write corrected sentences in their notebooks.

Activity 2 – Mid-point (Process Description Using Passive Voice)

Process

The teacher shows pictures or a diagram of a process.

The teacher provides model sentences using passive voice.

The teacher explains the activity instructions.

Students work in small groups.

Students describe the process using passive voice.

Students discuss their sentences within their groups.

Each group presents their answers to the class.

The teacher provides feedback on grammar and meaning.

Activity 3 – Meaning-focused (News Report / Real-life Event)

Process

The teacher shows an example of a news report or real-life event.

The teacher explains how passive voice is used in real communication.

The teacher explains the task instructions.

Students work in pairs or small groups to create an event or news story.

Students prepare a short report.

Students present their reports orally or in writing.

The class asks questions or discusses the reports.

The teacher provides overall feedback on communication and grammar.

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One connection and one insight from Larsen-Freeman et. al

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One connection and one insight from Larsen-Freeman et. al

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When we looked at Larsen-Freeman’s section titles, one connection I noticed was between development and assessment.

In the earlier reading, development was presented as staged and gradual — learners can’t skip levels. But Larsen-Freeman extends this idea into testing. She indirectly questions something we rarely challenge: if grammar develops over time, why do we still assess it as simply right or wrong?

That felt slightly uncomfortable to me. We say grammar is developmental, yet our grading often ignores that development. So theory accepts growth, but assessment freezes it.

The newer insight for me was her view of variability. Instead of treating inconsistency as failure, she frames it as part of restructuring. If a learner sometimes uses third-person -s correctly and sometimes not, that may not be carelessness — it may signal a system still stabilizing.

So instead of asking, “Why did they get it wrong again?” I might start asking, “What stage of control are they moving through?”

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A → Only grammar form (comparatives). Meaning is not important.B → Grammar is still main, but sentences must be true.C → Form + personal opinion (balance of accuracy and meaning).D → More focus on ideas when comparing real things. Grammar is a tool.E → Mostly meaning. Students express ideas and interpretation about characters.

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A → Only grammar form (comparatives). Meaning is not important.B → Grammar is still main, but sentences must be true.C → Form + personal opinion (balance of accuracy and meaning).D → More focus on ideas when comparing real things. Grammar is a tool.E → Mostly meaning. Students express ideas and interpretation about characters.

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While doing these activities, learners focus on different things depending on the task type.

In Activity A, learners mainly pay attention to grammar form. They focus on forming correct comparative adjectives and following grammatical rules. Accuracy is their main concern.

In Activity B, learners still focus on grammar accuracy, but they also pay attention to logical meaning. They must choose adjectives that make sentences true and realistic.

In Activity C, learners start paying attention to personal meaning. They express opinions, so they think about ideas and content while still using correct grammar.

In Activity D, learners mainly focus on expressing comparisons clearly and meaningfully. Grammar is important, but communication and idea development become more central.

In Activity E, learners pay most attention to interpretation and communication of ideas. They analyse characters and express deeper meanings, and grammar becomes a supporting tool rather than the main focus.

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First, Activity A is strongly accuracy-focused. In this task, students simply write correct comparative forms using given adjectives. The answers are fixed, and learners mainly focus on grammatical form and correctness. They do not need to think about meaning or personal ideas.

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First, Activity A is strongly accuracy-focused. In this task, students simply write correct comparative forms using given adjectives. The answers are fixed, and learners mainly focus on grammatical form and correctness. They do not need to think about meaning or personal ideas.

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Second, Activity B is still mostly accuracy-focused but slightly closer to meaning. Students must choose the correct adjective and make true sentences. Learners still focus on grammatical accuracy, but they also need to think about real-world meaning and logical correctness.

Third, Activity C moves toward the middle of the continuum. In this activity, students express their own opinions using comparative adjectives. There are many possible answers, so learners focus both on grammar form and personal meaning. This activity allows more creativity and communication.

Fourth, Activity D is more meaning-focused. Students compare different things and create two sentences for each item. Learners need to think about ideas and content while still using correct grammar. The main attention is on expressing comparisons meaningfully rather than simply following a model.

Finally, Activity E is strongly meaning-focused. Students compare characters from a literary text. This requires interpretation, analysis, and extended language use. Learners focus mainly on communicating ideas and understanding characters, while grammar is used as a tool to express meaning.

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Activity 5-4 — Grammar Practice: Accuracy vs. Meaning (Ur)

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Activity 5-4 — Grammar Practice: Accuracy vs. Meaning (Ur)

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Study the five grammar practice activities (A–E) in Ur’s chapter.

In your group:

1.      Decide where each activity falls on the accuracy-focused ↔ meaning-focused continuum.

2.      For each activity, discuss what learners are mainly paying attention to while doing it.

3.      Choose a different grammar topic and outline three activities that represent different points on this continuum.

Be ready to explain your reasoning.

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In earlier readings, we learned that simply teaching rules or only focusing on communication is not enough. Similarly, Larsen-Freeman emphasizes that grammar is not just correct forms, but the dynamic relationship between form, meaning, and use

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Connection to earlier readings (Week 3):
Larsen-Freeman’s idea of form–meaning–use connects strongly to earlier readings about communicative competence and meaning-focused instruction. Like in CLT and Focus on Form approaches, grammar is not treated as isolated rules, but as something that helps learners communicate meaningfully in real contexts. This reflects the idea that language learning involves both structure and communication.

New / clearer insight from Larsen-Freeman:
A new and clearer idea is the view of grammar as a dynamic and developing system, not a fixed set of rules. Grammar is seen as something that emerges through use and interaction, not only through instruction. This helped us understand grammar as a process of development rather than just knowledge to be taught and tested.

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I found that felt clearer in this chapter is the three- model of form, meaning and use. While we have previously discussed comminicative compotence.

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I found that felt clearer in this chapter is the three- model of form, meaning and use. While we have previously discussed comminicative compotence.

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Grammar is a dynamic system, not a fixed set of rules.

Introduces the concept of “grammaring.”

Grammar includes three dimensions:

Form

Meaning

Use

Grammar is part of communicative competence.

Cowan (2008)

Grammar is a system of rules and patterns of English.

Focuses on helping teachers understand:

Sentence structure

Parts of speech

Clause relationships

Emphasizes clear explanations of grammatical structures.

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Activity 3

Key titles

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1. How did you personally understand grammar before starting the TESOL program?

Before starting the TESOL program, I understood grammar as the skeleton of a language. I believed grammar was the most important part because it gives structure and order to sentences. In my mind, if I learned all the rules correctly, my English would automatically become accurate and strong. I focused mostly on forms, tenses, and sentence patterns, thinking that grammar was the foundation of everything.

2. Which parts of that understanding do you still recognize in yourself today?

I still see grammar as the skeleton of language, but now my understanding is more balanced. If grammar is the skeleton, vocabulary is the muscles. The skeleton gives structure, but muscles give strength, flexibility, and movement. In the same way, grammar organizes language, but vocabulary brings meaning and expression.

Now I understand that communication is like a living body — it needs structure, strength, coordination, and movement. Grammar alone is not enough, but without it, everything collapses. So I still value grammar deeply, but I no longer see it as the whole body — only as the framework that supports real communication

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Activity 5-3 — Connecting Larsen-Freeman to Earlier Readings

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Activity 5-3 — Connecting Larsen-Freeman to Earlier Readings

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Look at the section titles and main ideas in Larsen-Freeman’s chapter.

As a group:

·         Identify ideas that connect to earlier readings in this course (especially Week 3).

·         Note which ideas feel new or more clearly explained in this chapter.

Focus on concepts (e.g., form–meaning–use, development, use, assessment), not grammar topics like verbs or articles.

Be ready to share one connection and one insight with the class.

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Before starting TESOl program, I used to teach only set of grammar rules and isolated grammar tasks. I took very long time to learn something new in grammar it is very effective. I emphasized on grammar structures, long complicated sentences and clauses in Lea grammar. After taking TESOL program, I come to realise that grammar should be taught in context. Grammar should be tool for real life communication. Students should use grammar in context and usage of them. But I still value explicit explanations

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Before starting TESOL (My previous understanding of grammar)

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Before starting TESOL (My previous understanding of grammar)

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Grammar = set of language rules

Memorizing structures and tenses

Strong focus on accuracy

Teacher explains rules → students practice

Common activities:

Fill in the blanks

Sentence transformation

Grammar taught separately from skills

Belief: students must learn grammar first before speaking

What I still recognize today

Grammar accuracy is still important

Sometimes explain grammar rules

Use controlled grammar exercises

Pay attention to correct sentence structure

Believe grammar helps students feel confident

How my understanding has changed after TESOL

Grammar should not be taught in isolation

Grammar integrated into speaking and writing

Focus on meaning + form together

Use real-life context and communicative tasks

Encourage student interaction

Help students notice grammar during communication

More balanced and communicative view of grammar

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Activity 5-2 — What Is Grammar? (Your Pre-TESOL View)

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Activity 5-2 — What Is Grammar? (Your Pre-TESOL View)

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In your group, discuss the following:

1.      How did you personally understand grammar before starting the TESOL program?

2.      Which parts of that understanding do you still recognize in yourself today?

Use keywords, short phrases, or examples. There are no right or wrong answers.

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How Grammar Was Understood

How Grammar Was Taught

Period / Approach

Key Shift

Grammar–Translation Method (19th–early 20th c.)

Grammar as a fixed system of rules

Explicit rule explanation, memorization, translation

Focus on accuracy and written language

Structural / Audiolingual Approach (1940s–1960s)

Grammar as sentence patterns and structures

Drills, repetition, habit formation

Grammar learned through practice, not explanation

Cognitive / Rule-Based Approaches (1960s–1970s)

Grammar as mental rules

Explicit explanation + controlled practice

Learners actively understand rules

Communicative Language Teaching (CLT) (1970s–1980s)

Grammar as part of communication

Focus on meaning; grammar often implicit

Fluency prioritized over accuracy

Focus on Form (1990s)

Grammar noticed during communication

Attention to form when problems arise

Balance between form and meaning

Task-Based & Discourse-Based Approaches (2000s–present)

Grammar as part of discourse and use

Grammar taught through tasks and context

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The Development of Grammar Teaching (Timeline)

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The Development of Grammar Teaching (Timeline)

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1. Traditional Period (1800s–Early 1900s)

Method: Grammar-Translation
👉 Grammar = rules & memorization

Focus: rules, translation, reading/writing

No speaking or communication
Shift: Language = rule system

2. Structural Period (1940s–1960s)

Method: Audio-Lingual
👉 Grammar = sentence patterns

Drills, repetition, habit formation

Focus on listening & speaking
Shift: Rules → patterns

3. Communicative Shift (1970s–1980s)

Method: CLT
👉 Grammar supports communication

Pair work, role plays, fluency

Meaning over accuracy
Shift: Accuracy → fluency

4. Natural Approach (1980s)

Theory: Krashen
👉 Grammar develops naturally

Comprehensible input

Little explicit grammar
Shift: Teaching grammar → acquiring language

5. Form-Focused Instruction (1990s–2000s)

Approach: Focus on Form
👉 Balance form + meaning

Grammar inside communication
Shift: Communication + grammar together

6. Modern View (2000s–Now)

Approach: TBLT / Context-based
👉 Grammar in real context

Tasks, texts, discourse
Shift: Isolated grammar → contextual grammar

Major Shifts (Summary Slide)

Rules → Patterns → Communication

Accuracy → Fluency → Meaning

Teaching grammar → Acquiring grammar

Isolated sentences → Real-life context

Teacher-centered → Learner-centered

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https://docs.google.com/document/d/1keeWV_JWpYIEyj1Ps3i39emVVil8ez34FzaiGlknqWc/edit?usp=sharing

MEMBERS

Rayhona

Madina

Raxima

Maftuna

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Dilfuza

Dilafruz

Marjona

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Old Teaching Style	New Teaching Style	Simple Explanation

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Old Teaching Style	New Teaching Style	Simple Explanation

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Babayeva Maftuna

Madina Xatammirzaeva

Rayhona Qilichboyeva

Rakhima Yusupova

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1. Grammar-Translation (1800s–early 1900s)

Students learned grammar rules by heart.

They translated texts.

Focus: reading and writing.

2. Audio-Lingual Method (1940s–1960s)

Students repeated sentences many times.

They practiced patterns.

Focus: correct sentences.

3. Communicative Approach (1970s–1980s)

Focus changed to speaking and real communication.

Grammar was not very important.

Fluency was more important than accuracy.

4. Focus on Form (1990s–2000s)

Grammar was taught during communication.

Students learned grammar in real situations.

5. Today

Grammar is important for speaking and writing well.

It is taught with meaning and real use.

Main Change:

From learning rules → to communication → to using grammar in real life.

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1. Grammar-Translation (1800s–early 1900s)

Students learned grammar rules by heart.

They translated texts.

Focus: reading and writing.

2. Audio-Lingual Method (1940s–1960s)

Students repeated sentences many times.

They practiced patterns.

Focus: correct sentences.

3. Communicative Approach (1970s–1980s)

Focus changed to speaking and real communication.

Grammar was not very important.

Fluency was more important than accuracy.

4. Focus on Form (1990s–2000s)

Grammar was taught during communication.

Students learned grammar in real situations.

5. Today

Grammar is important for speaking and writing well.

It is taught with meaning and real use.

Main Change:

From learning rules → to communication → to using grammar in real life.

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Members: Nozima, Saodat, Sevarakhon, Moxinur 

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Members: Nozima, Saodat, Sevarakhon, Moxinur 

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Sarvarbek

Dildora

Gulshoda

Munavvar

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Activity 5-1 — History of Grammar Teaching

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Activity 5-1 — History of Grammar Teaching

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In your group, create a timeline, table, or chart that shows how grammar teaching has changed over time based on the reading by Hinkel & Fotos.

Focus on major shifts in how grammar was understood or taught, not on listing every method.

As you work, try to connect these ideas to approaches or concepts you have encountered in other TESOL courses.

Be ready to share new points only during class discussion (do not repeat what other groups say).

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1. Present Simple

The students play games every morning.

2. Present Continuous (Present Progressive)

The students are playing games outside right now.

3. Present Perfect

The students have played this game before.

4. Present Perfect Continuous

The students have been playing games for an hour.

5. Past Simple

The students played games yesterday.

6. Past Continuous

The students were playing games when the teacher arrived.

7. Past Perfect

The students had played the game before the class started.

8. Past Perfect Continuous

The students had been playing for an hour before lunch.

9. Future Simple

The students will play games tomorrow.

10. Future Continuous

The students will be playing games at 3 PM tomorrow.

11. Future Perfect

The students will have played the game by tomorrow.

12. Future Perfect Continuous

The students will have been playing games for two hours by 5 PM.