Teaching grammar has undoubtedly been one of the most controversial issues in the history of English language teaching, strongly influenced by different approaches which have dominated the area of foreign language teaching (FLT) in different periods. With the emergence of communicative language teaching (CLT) in the 1970s, grammar was first marginalised as the focus shifted from accuracy to fluency. Language acquisition theory rejected the explicit teaching of grammar on the grounds that language and grammar can be acquired subconsciously. However, the effectiveness of this theory was later questioned as reports of low writing proficiency and poor grammar came through.

Cameron, L. Teaching Languages to Young Learners. Cambridge: Cambridge University Press. 2001. P. 34-36

Hadfield J. A collection of grammar games and activities for intermediate students of English. -Longman publishing house., 2013. P. 4-5

Scrivener J. Learning Teaching, Macmillan,.2003, p. 56

Susannah Reed, Kay Bentley “Guess what” student’s book, grade 5, Cambridge University Press 2021, p.27

Mustafakulova Maftuna. (2020). Lingua-Pragmatic and Translational Analysis of the Synonymic-Line of the Verbs “To Look” and “Қарамоқ ” in the English and Uzbek Languages. International Journal of Advanced Science and Technology, Vol. 29, No. 7, (2020), pp. 8749-8751

Mustofakulova, M. (2022). THE CHALLENGES AND DIFFICULTIES IN TEACHING WRITING: THE CHALLENGES AND DIFFICULTIES IN TEACHING WRITING. Журнал иностранных языков и лингвистики, 4(1).

Maftuna MUSTOFAKULOVA.(2022). THE POSITIVE, NEUTRAL AND NEGATIVE CONNOTATIVE SENSES OF THE ADJECTIVE “SLY” IN TRANSLATING FROM ENGLISH INTO UZBEK. O‘ZBEKISTON MILLIY UNIVERSITETI XABARLARI, 244-246.

MUSTOFAQULOVA M.A MAFTUNA ALLABERDIYEVNA. (2022). ТАРЖИМА ЖАРАЁНИДА СЎЗЛАРНИНГ ДЕНОТАТИВ ВА КОННОТАТИВ ХУСУСИЯТЛАРИНИНГ АҲАМИЯТИ. ISBN 978-955-3605-86-4,263-265