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.

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

1 Rogova, G.V., “Methods of teaching English”; М.,1970

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

5 Bennett, William Arthur., ”Aspects of Language and language teaching.”; London-New York., Cambridge univ. press, 1968

6 Lado Robert and Fries Charles C., “English pattern practices. Establishing the patterns as habits.”; The univ. of Michigan press, 1970

7 F.L Billows., “The Techniques of Language Teaching.”; Longman, 1962

8 Fries, Charles Carpenter., “Teaching and Learning English as a foreign language.”; The univ. of Michigan press, 1964

9 Jack C. Richards and Theodore S. Rogers., “ Approaches and Methods in Language Teaching.”; Cambridge univ. press, 1986

10 Elaine Tarone and George Yule., “Focus on Language Learner.”; Oxford univ., 1991

11 Michael H. Long, Jack C. Richards., “Methology in Tesol: A book of Readings.”; USA., 1987

12 Pooley, Robert., “teaching English grammar.”; N.Y., Appleton – Century – Crofts, 1957

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