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The grammar material of the English language is classified into the following groups:
1) the group phenomena which do not require any explanation since there are similar phenomena in the mother tongue ( the word order in sentences- Birds fly.
Tom goes home ; the place of adjectives before nouns – This is a beautiful place; the forming of plural by adding suffixes - a pen – pens, but here are some difficulties with exceptions a man – men, a foot – feet).
2) The group phenomena which require corrections (money is the family are, the moon – she, the sun – he, a ship – she)
3) The group phenomena which are strange (чужие) for R-speaking pupils. They require explanations because new habits should be formed in pupils: (articles, tense and time, modal verbs).
I’ve selected the third group to begin with. I teach grammar in groups of the 10th formers. The length of my course is two years, once a week in 12–15 pupil’s groups. We can not afford an intensive course because school curriculum includes a lot of essential subjects and English grammar is one of many which should be taught.
In conclusion it should be said that the achievement of practical aims in grammar teaching leave much more be desired. More lessons are desired. Pupils in our school want to know E. 100 per cent of our pupils name E. a favorite subject.
Teaching grammar should be based upon the following principles:
1. Conscious approach to the teaching of grammar. This means teaching points are determined so that pupils can concentrate their attention on some elements to be able to use them while speaking or writing. The teaching point may be presented in the form of the rule, a very short one. For example: Use the auxiliary verb with not in negative sentences (does not, did not). The rule helps the learner to understand ant to assimilate the structural meanings of the elements. It ensures a conscious approach of learning. However it doesn’t mean that the teacher should ask pupils to say this or that rule. Rules do not ensure the mastery of the language. They only help the attain the practical goal.
Conscious learning is ensured when a grammar is contrasted then a native grammar item. For example:
I like soup (more than any other food)
I like the soup (you have cooked) The zero article is contrasted with the definite article.
Here I follow the rule: think of the shortest and simplest way for presentation of the new grammar item. The more of explain the less the less time is left for practice (and the less pupils understand what I’m trying to explain).
2. Practical approach to assimilation of grammar. It means that pupils learn those grammar items which they need for immediate use. For example, pupils need Sequence of Tenses mainly for reading to be able understand such sentences as “He said he had written the letter”. Pupils master grammar through performing various exercises is using this grammar item. Here I follow the rule: teach pupils correct grammar usage and not grammar knowledge.
3. Structural approach to the teaching of grammar, i. e. grammar items are introduce and drilled in structures or sentence patterns. Pupils are taught to understand E. when spoken to and to speak it from the very beginning.
4. Situational approach to the teaching of grammar. Pupils learn a grammar item used in situations. For example, Complex Object “I want somebody to do something” may be presented in classroom situations:
Pete, I want you to give me your book.
Lena, I want you to translate this text.
The situation should be selected for particular grammar item.
5. Different approach to the teaching grammar of active grammar for conversation and passive grammar for reading there, grammar items pupils need for conversation are taught by oral and written approach: Pupils and them, write perform oral exercises, see them written and finally write sentence.
Types of exercises are various. I use the following exercises.
1. Recognition exercises – the easiest type for pupils. – Auditory and visual memory is at work.
2. Drill exercises are more complicated as they require reproduction on the part of the pupils. The pupils 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. These exercises should be a) repetitive drill ( after a teacher or a tape-recorder) b) substitution (Dogs are playing in the yard ( in the park, in the garden…) c) completion (complete the sentence) d) answering the teachers questions.
3. Creative exercises (speech exercises). They may be a) making statements (on pictures, on the objects). b) asking questions with a given grammar item. c) speaking about the situation offered by the teacher. d) speaking on a suggested topic e)making dialogues using the grammar item covered. f) dramatizing the text read g)commenting on a film h) telling the story i) translating into English j) participating in free conversation in which pupils are not to use the grammar item they have learned.
4. Grammar tests of different kinds: a) auditing b) speaking c) reading d) tests. Tests allow the teacher to evaluate pupils’ achievements in grammar. Tests in grammar may involve: filling in the blanks; opening the brackets; transformation (make it negative, put questions); extension; completion; making statements on the pictures given; translation.
In conclusion I should say that in teaching grammar the teacher organizes pupils’ learning and pupils are involved in the process of learning, i.e. in 1) the acquisition of information about grammar items (a lecture); 2) drill and transformation to form grammar habits and 3) the making use of the habits acquired in language skills (hearing, speaking, reading, writing).
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