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The use of modal verbs in various types of sentences is very difficult for the learner. For example, he should differentiate the use of can and may while in Russian the verb may covers them both. Then he should remember which verb must be used in answers to the questions with modal verbs. For instance, May I go home? No, you mustn’t. May I take your pen? Yes, you may. Must I do it? No, you needn’t.

The most difficult point of English grammar is the article because it is completely strange to Russian-speaking pupils. The use of the articles and other determiners comes first in the list of the most frequent errors. Pupils are careless in the use of “these tiny words” and consider them unimportant for expressing their thoughts when speaking English.

English grammar must begin, therefore, with pupils’ learning the meaning of these structural words, and with practice in their correct use. For example: This is a pen. The pen is red. This is my pen and that is his pen.

PART 4 TYPES OF EXERCISES FOR THE ASSIMILATION OF GRAMMAR

1.1 Recognition exercises

These exercises are the easiest type of exercises for pupils to perform. They observe the grammar item in structures (sentence patterns) when hearing or reading. Since pupils only observe the new grammar item the situations should be natural and communicative. For example:

• Listen to the sentences and raise your hands whenever you hear the verbs in the Past Simple.

Mike lives in Pushkin Street. I lived there last year. Ann gets up at 7 o’clock in the morning. She got up at half past seven yesterday. Etc.

It is desirable that sentences formed should concern real situations and facts.

Pupils listen to the teacher and raise their hands when they hear a verb in the Past Simple. The teacher can see whether each of his pupils has grasped the sentence.

• Read the sentences and choose the correct form of the verb. The following sentences may be suggested:

I (go, went) to school yesterday.

Tom (takes, took) a bus when he goes to school.

She (got, gets, gets) up at 7 o’ clock every day.

Pupils should read the sentences and find the signals for the correct choice of the form. Since the necessary form is suggested in each sentence they should only recognize the one they need for a given context.

Recognition exercises are indispensable as pupils retain the grammar material through auditory and visual perception. Auditory and visual memory is at work.

1.2 Drill exercises

They are more completed as they require reproduction on the part of the pupils. In learning a foreign language drill exercises are indispensable. The learners cannot assimilate the material if they only hear and see it. They must reproduce it both in outer and inner speech. The more often they say it the better they assimilate the material. Though drill exercises are those in which pupils have only one difficulty to overcome, they should also be graded:

• Repetitive drill. Pupils pronounce the sentence pattern after the teacher, in imitation of the teacher, both individually and in unison. For example:

Teacher: They are dancing in the park.

Class: They are dancing in the park.

Individuals: They are dancing in the park.

Or pupils listen to the dialogue and say it after the speaker.

-Is Ann dancing now?

-No, she isn’t.

-What is she doing?

-She is watching television.

Attention is drawn to the correct pronunciation of the sentence pattern as a sense unit, as a statement (sounds, stress, and melody).

• Substitution. Pupils substitute the words or phrases in a sentence pattern. For example:

The children are dancing in the park.

The children are dancing in the garden.

The children are dancing in the street.

The children are dancing in the yard.

The children are dancing in the hall.

The children are dancing after classes.

The children are dancing at the party.

A pupil substitutes a phrase, the rest may say it in unison. Then they are invited to replace the word dancing with other words.

They are singing in the park.

They are working in the park.

They are walking in the park.

They are playing in the park.

They are running in the park.

They are talking in the park.

They are watering flowers in the park.

They are planting trees in the park.

They are helping the workers in the park.

The use of a particular verb is stimulated with pictures (or a Russian word). Quick revision is achieved with a small expenditure of effort. In this way they review many words and phrases. As pupils have only one difficulty to overcome the work does not take much time. Or pupils are invited to replace the words in the dialogue with those given in columns (see the dialogue above).

There is one more advantage in performing this type of exercises—pupils consolidate the grammar item without thinking about it. They think of the words, phrases, but not of the form itself, therefore, involuntary memory is at work.

• Completion

Pupils complete the sentences the teacher utters looking at the pictures he shows. For example:

Teacher: Look at the picture.

Mike is ... ... .

Pupil: Mike is getting up.

Class: Mike is getting up.

Teacher: Mike is ... ... .

Pupil: Mike is dressing.

Class: Mike is dressing.

Attention should be given to the use of is in this exercise. The teacher should pronounce Mike is ... to prevent the typical mistake of the pupils (Mike dressing). This is essential structural element of the tense form of the Present Continuous; Russian-speaking pupils, however, do not feel any necessity to use it.

• Answering the teacher's questions

For example:

Teacher: Is Mike getting up?

Pupil: Yes, he is.

Teacher: Who is getting up?

Pupil: Mike is.

Teacher: What is Mike doing?

Pupil: He is getting up.

Drill exercises may be done both orally and in written form. Pupils perform oral exercises during the lesson and written ones at home. For example, they ate told to write five or seven sentences on the model given.

During the next lesson the work done at home is checked orally. In this way pupils have practice in pronunciation while reading their own examples, and in auding while listen­ing to their classmates.

1.3 Creative exercises (speech exercises)

This is the most difficult type of exercises as it requires creative work on the part of the learners. These may be:

• Making statements either on the picture the teacher shows, or on objects. For example, the teacher hangs up a pic­ture and asks his pupils to say or write three or five statements in the Present Continuous.

• Asking questions with a given grammar item. For example, pupils are invited to ask and answer questions in the Past Indefinite.

• Speaking about the situation offered by the teacher. For example, one pupil gives commands to perform this or that action, the other comments on the action (actions) his classmate performs.

Pupil 1: Go to the door, Sasha.

Pupil 2: Sasha is going to the door.

Pupil 3: Open the door.

Pupil 4: Sasha is opening the door.

• Speaking on a suggested topic. For example, a pupil tells the class what he did yesterday.

• Making dialogues using the grammar item covered.

• Telling the story (read, heard).

• Translating into English.

Participating in free conversation in which pupils are to use the grammar item they have learned. E. g., pupils have learned sentence patterns with the impersonal it.

Through these questions pupils are stimulated to speak about the weather and use the grammar item they have learnt.

All the exercises of the creative type are designed for con­solidating grammar material pupils need for hearing and speaking.

All the exercises mentioned above are designed:

• to develop pupils' skills in recognizing grammar forms while auding and reading English texts;

• to accumulate correct sentence patterns in the pupils' memory which they can reproduce whenever they need these patterns for speaking or writing;

• to help the pupils to produce sentences of their own using grammar items necessary for speaking about a situation or a topic offered, or writing an essay on the text heard or an annotation on the text read.

1.4 Grammar tests

A check on the assimilation of grammar material is carried out through:

• auding (if a pupil understands what he auds, he knows grammar);

• speaking (if a pupil uses the grammar item correctly, he has assimilated it);

• reading (if a learner understands what he reads, he knows grammar);

• tests.

Tests allow the teacher to evaluate pupils' achievement in grammar, that is, how each of them has mastered forms, meaning, and usage. Tests in grammar may involve: filling in the blanks; opening the brackets; transformation (e. g., make it negative, change into plural, etc.); extension (e. g., / like to read books — I like to raid English bocks in our li­brary); completion (e. g., When I came home ...); making state­ments on the pictures given; translation.

CONCLUSION

In order to understand a language and express oneself correctly one must assimilate the grammar mechanism of a language. Indeed, one may know all the words in a sentence and yet fail to understand it, if one does not see the relationship between the words in the given sentence. And vice versa, a sentence may contain one, two, and more unknown words but if one has a good knowledge of the structure of the language one can easily guess the meanings of these words or at least find them in a dictionary, No speaking is possible without the knowledge of grammar, without the forming of a grammar mechanism. Children need grammar to be able to speak, and write in the target language.

Our aim is to form grammar skills and prevent children from making grammar mistakes in their speech. The aim of foreign languages in primary schools is to develop pupils’ skills in order to understand speech and participate in conversation.

The method and techniques the teacher should use in teaching children of primary school is the direct method and various techniques which can develop pupils’ listening comprehension and speaking.

We have examined two kinds of grammar skills: the reproductive and receptive grammar skills. The reproductive grammar skills give pupils an opportunity to make up their own sentences in oral and written forms in other words to communicate and the receptive grammar skills give them an opportunity to read texts or aud and understand it.

To master the reproductive grammar skills one should study the basic sentences or models (grammar is presented as itself in the basic sentences), to master the receptive grammar skills one should identify and analyze the grammar item. We teach children to read by means of grammar. It reveals the relationship between the words in the given sentence.

We have such a conclusion that the forming of grammar skills depends on training. Training is of great importance to realize the grammar item. We must use a lot of training exercises for the assimilation of grammar. We should provide the motivation of learn English, encourage children to communicate and remember that the correction of errors in the early stages of a language course may foster the following negative aspects:

• children lose confidence when they have fear of making grammar mistakes

• children become reluctant to take risks: they only the say the information they know they can say

We should realize the importance of training exercises and the role of the individual approach to teaching the children. Besides, the teacher must have a clear idea of the grammar of the language, its structure and usage; everything he teaches must be based on it; he should always be conscious of introducing or practicing some point of grammar.

LITERATURE

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2. Harmer, Jeremy, “the practice English language teaching”; London-New York; Longman,1991

3. Синявская, Е.В. и др., «Вопросы методики обучения иностранным языком за рубежом.» /сост.: Е.В.Синявская, М.М. Васильева, С.В.Калинина/; М., Просвещение,1978

4. Handschin, Charles H., “Methods of teaching modern languages.”; N.Y.,World Book Co.,1926

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13. F.Genesee., “Educating second language children: the whole child, the whole curriculum, the whole community.” Cambridge, 1994

14. Griffith,S. “Teaching English Abroad”; Oxford,1991

15. Rivers, Wilga M., “Speaking in many tongues: Essays in foreign-language teaching.”; 3rd ed., Cambridge, 1983

16. Rixon, Shelagh., “How to use games in language teaching.”; London, The Macmillan press,1981

17. Applegate, Maurel., “Easy in English. An imaginative approach to the teaching of language arts.”; N.Y.,1960

18. Geoffrey Broughton, Christopher Brumfit, Roger Flavel, “Teaching English as a foreign language.”; London, 1981

19. Swan M., Smith B., “Learner English. A teacher’s guide to interference and other problems.”; Cambridge, 1987

20. Brown C. And Jule., “Teaching the spoken language.”; Cambridge, 1983

21. www.teachingenglish.org.uk

22. www.englishclub.narod.ru

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