Kilicheva Mehriniso Rajabovna Ataboyev Nozimjon Bobojon o’g’li

going to
and 
present 
continuous
to describe plans and intentions, rather than will, the 
position of adjectives before the 
noun, the use of articles, 
comparative 
and 
superlative 
constructions: 
as...as...etc, 
conditional structures -
which are constructed and used somewhat 
differently in Italian, and, of course, 
verbs with irregular past forms
. 

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28 
These problems are universal, but as I say they often present particular 
difficulties for Italian speakers at the intermediate level, (and above) 
Use your imagination! 
Writing these kinds of passages can be good fun and an 
opportunity for the teacher to exercise her/his creative writing talents. 
Use your imagination: write about yourself, Britain, your country, 
someone you know, customise what you write to fit the needs and 
personal characteristics of the student, but remember to keep it 
relatively simple: it's a grammar test, not ‘Middlemarch'. Keep the 
subject matter familiar and close to home, and the vocabulary 
straightforward - if the student is struggling to understand the sense of 
the text, the obstacle is probably one of general comprehension, not 
grammar. If you don't feel confident enough to write your own 
materials, why not try setting your students a composition for 
homework, compiling their most frequent mistakes and then creating a 
template from work they have produced for you. 
Range and appropriateness 
It should go without saying that it's necessary to keep the 
grammar within the appropriate range: don't ‘invent' grammar 
mistakes which are totally out of keeping with the mistakes students 
usually make in the normal run of things. Also, it's probably not a 
good idea to introduce an erroneous