Contents: introduction

1.2 The role of grammar in teaching a foreign language
Penny Ur [20] writes: “The role of grammar in foreign language learning is controversial. Most people agree that knowing a language is primarily knowledge of grammar, but this knowledge can be intuitive (if it is our native language) and it is not necessary to study its structure and forms at all "(Appendix 1 )
Penny Ur [20] believes that "... a student may find the necessary formulas more enjoyable in textbooks than in classroom discussions..." (Appendix 2).
Here the author says that it is better to study grammar individually and independently than to study it in a classroom. Interestingly, the author does not give reasons why learning grammar is better outside of the classroom.
Penny Ur [20]: “Undoubtedly, a new language is imprinted in the minds of students as a pattern of long communicative use, which foreign language teachers see as a two-way process of acquisition and learning. Seen as a journey of discovery in the patterns of language, grammar has lost its mark on the odd word. (Appendix 3)
Penny Ur [20] says, “Here the author tries to convince that grammar is useful for effective language learning. He also talks about how grammar can be interesting in its own right, as opposed to the traditional understanding of grammar, which is described as weird. Penny Ur agrees, although not all students find grammar such an interesting aspect of language learning" (Appendix 4).
In 1622, the pedagogue and author of many books, Joseph Webb [19] wrote, "No one can learn a language confined to grammatical constructions." He noted that grammar can be learned through simple communication - " Exercises in reading, writing and speaking, that is, all grammatical rules and constructions are memorized by us involuntarily." Joseph Webb was one of the first teachers to talk about the importance of grammar education, but certainly not the last. Indeed, no other subject has attracted so many theorists and practitioners as the question of grammar. The history of language teaching is essentially the history of the struggle for and against the teaching of grammar. Differences in attitudes toward the role of grammar are reinforced by differences in teaching methods, teachers, and students. There are a large number of opinions, and these opinions are often not violated. Here are some of them:
"There is no doubt that knowing the rules of grammar is necessary to master a language" (Penny Ur);
"The effect of teaching grammar is secondary and weak" (Stephen Krashen);
"For children who want to use English creatively, a thorough knowledge of grammar is essential" (Tom Hutchinson);
“Grammar is not that important. Many languages have very complex grammar. English, on the other hand, has little grammar and is therefore not very important to understand" (from London Language School Publications).
Scott Thornberry's monograph How to Teach Grammar (Longman, 1999) examines the arguments for prioritizing grammar in foreign language learning. Here are five of them:
Argument to make a statement. Learning language units, such as words and phrases, should be part of the language learning process. But there is a limit to the number of units that a person can store and reproduce in memory. Even a traveler's phrasebook is limited in its usefulness for a three-week vacation, and the question arises that we must learn certain patterns and rules to produce new suggestions. Thus, grammar provides and satisfies the student's need to form new sentences. The number of sentences is limited only by the vocabulary. Grammar is a way of making sentences.
semantic argument. The purpose of grammar is to understand the meaning of a certain phrase more clearly.
Argument for independent language learning. A highly motivated student, especially a gifted student in a language, can achieve the desired level of proficiency without any formal training. But often the skill develops only in the company of the student.
Research shows that unaccompanied language learners are often at a loss. This does not mean that formal lessons should be used at all - the student can, as a rule, learn the language on his own.
Argument of grammatical units. Scott Thornbury: "Language, viewed from the outside, looks like a huge, shapeless mass that is a big problem for students" [19]. Grammar is a huge block of rules. By organizing language and dividing it into categories (sometimes called grammar units), grammar makes language suitable for learners. A grammatical unit is any part of a grammatical system that narrowly defines the form and direction of a lesson or exercise, for example: Present Continuous, definite article, possessive pronouns, verbs or sentences. These units can be divided into subcategories.
Grammar is a system of learned rules. This gives it the ability to transmit knowledge in the form of rules and laws.
In universities and in classrooms with difficult children, the transfer of knowledge in the form of rules is very important.
From the above evidence, we can conclude that the process of learning and studying grammar is a very complex process.
In order to learn grammar effectively, first of all, it is necessary to develop grammatical skills.
Concept of grammatical skill
According to EI Passov [9], grammatical competence is a synthesized action performed in skill parameters.
GVRogova in the book "Methodology of teaching English at the elementary level in secondary school" (Prosveshchenie publishing house, 1998) understands the grammatical skill of speech as the consistent correct and automatic, communicatively motivated use of grammatical phenomena in oral speech..
As in the case of the synthesized action, in the grammatical skill, its component can be distinguished more clearly:
- choosing the appropriate structure for the given situation;
- designing grammatical units that complete the structure in accordance with the given language standard and a certain time parameter;
- assessment of the correctness and adequacy of these actions.
distinguishes two sub-skills in grammatical skills :
a) small skill of choosing a structure ;
b) low qualification of construction design.
First consider the structure selection subcapability. Let's start with an example. If we are asked something and we want to refuse, it can be expressed in different ways:
I don't want to do it, or I don't do it, or ask someone else, etc.
EI Passov [9] emphasizes that the structures in our mind are related to certain communicative tasks: for each task - a functional nest of structures; these nests intersect. A speaker's choice of a particular structure is a functional aspect of skill.
Formatting is a formal aspect of the skill. Accuracy and speed of speech depend on the given language.
As noted by EI Passov [9], all educational systems are aimed at the consistent formation of the above-mentioned sub-skills, first designing (separated from speech), then selecting (often not dependent on the situation). The author of the book [7] also points out that it is very logical, but ineffective.
Formation of grammar skills
According to Yu.P.Shavel's article [7], the gradualness of the process of forming grammatical skills is of great importance for the effectiveness of learning. The more the sequence of learning activities corresponds to the stages of skill formation, the more successful the work will be.
EI Passov [10] and GV Rogova [14] unanimously distinguish the following stages of grammatical skill formation:
1. Perception of structure. It occurs during its presentation, that is, during the operation of the speech structure.
2. imitation. A necessary stage of any assimilation of speech. Imitative actions should be performed in speech conditions.
3. Exchange. This is where design sub-skills begin to form. Awareness is born from a generalized model of a speech pattern.
4. Transformation. Design sub-skills are being strengthened. The self-calling mechanism of the structure is born.
5. Intended isolated use. Here, the use of target calling and a single, automated structure based on reproduction is mastered.
6. Switching. At this stage, the selection mechanism is formed. Here, the ownership of the structure, the stability of the skill is checked.
All the above skills are implemented in the skill building phase.
In turn, SV Logunova [5] writes that it is necessary to involve children in educational activities in the process of forming grammatical skills. This is explained by the fact that the purpose of mastering the grammar of a foreign language is not only to master a set of grammatical structures at the level of imitation, but first of all to develop the ability to master the necessary content. the language being studied. That is, the child's activity in the process of assimilation does not consist of his passive attitude to the material being learned, but active assimilation of grammatical structures and their change.
According to the author [5], in the process of mastering grammatical structures, analytical work with linguistic material should be given a large place and this work should be controlled.
EA Maslyko in the book "Guide for a foreign language teacher" (published by "Higher School") considers a different structure of the formation of grammatical skills and defines three main stages:
1. Introduction and primary reinforcement. The goal is to create an indicative basis of grammatical action for later formation of skills in various situations. At this stage, it is necessary to reveal the meaning, formation and use of the grammatical structure, to ensure its understanding by the students and control of primary reinforcement.
2. Exercise. The formation of grammatical skills includes the development of skills to accurately repeat the studied phenomenon in situations specific to its activity.
3. Application. Real situations are used, which allows not only to use new grammatical structures, but also to repeat vocabulary.
The above allows us to say that learning grammar is impossible without mastering grammatical structures, learning grammatical meaning and forming grammatical skills of speech, which, in turn, is a very complex process.

CHAPTER II. CONTEMPORARY PROBLEMS IN TEACHING ENGLISH GRAMMAR

2.1 Problems of formation and development of grammatical skills and ways to solve them
Learning grammar is inevitable when learning a foreign language.
According to the author of the methodological article [15], the main problems that arise in the teaching of the grammatical aspect are related to the difference in the grammatical structure of English and Russian languages, and the insufficient theoretical knowledge of the students. the field of one's mother tongue.
The problem of lack of analogies. [15] Often, children are introduced to the grammatical phenomena of English before they learn similar phenomena in their native language course, such as verb tenses, number categories, affiliation, clauses, and parts of speech.
One of the principles of working with young children who, due to their age, cannot yet understand complex grammatical events, the author of [15] considers simplification. In the early stages of learning, it is very useful to use children's figurative thinking, game elements. A grammatical event takes a name, image, story like a myth and begins to live in the child's speech. The picture should be close and understandable to the child, lifelike and even consonant in two languages - English and Russian. The mobile name of the studied grammatical phenomenon simplifies its understanding, and its figurative image helps the teacher and the student to communicate with symbols. The image can be "animated" with the help of gestures, sounds, drawings, which saves time to explain incomprehensible grammatical terms to the child, corrects mistakes during training and helps not to resort to the Russian language.
Communication direction problem. Passov EI emphasizes that education is aimed at forming a person as an ideal of society [8]. Passov EI writes [10] that communicative teaching of a foreign language has a positive effect on the development of all mental functions of a person. The development of thinking in communicative education occurs due to solving more and more complex speech thinking tasks. Thus, the cognitive and communicative function of thinking is actively developing.
The author [15] also emphasizes that the communicative approach is built in such a way that the activities of students, their experience, worldview, educational and extracurricular interests and inclinations, feelings do not remain outside the threshold of the school, on the contrary., is taken into account in the organization of communication in the classroom. Education is more and more based on discussion of problems in the life of our society, rather than passing certain topics. Thanks to this, students will have the opportunity to discuss their actions and actions, current events in the life of the class, school, city, country, express their reaction to the happenings, justify and defend their opinion. they learn
Passov EI states that one of the indispensable conditions for real communicative teaching of a foreign language is to create a comfortable psychological environment in the classroom [10]. In addition, classes based on respect for each student's personality, taking place in an atmosphere of benevolence and emancipation help to reveal different sides of the student's personality. It is known from the experience of communicative teaching of a foreign language that the organization of the educational process based on interpersonal communication not only helps to rapidly form the practical skills of mastering a foreign language, but also helps to form learning. being a team, it helps to form the individual in and through the team.
Grammatical minimum problem. According to the author of the methodological website [22], there is no real opportunity to master all the grammatical events of a foreign language in high school, because of its breadth and difficulty in forming grammatical skills. Therefore, it is necessary to strengthen the distinction between active and passive grammatical minimum in the selection of material, to present complex grammatical events in a simplified form. In this case, it is recommended to use supports, visualization, diagrams. And when you master the simplified version, give more complex designs.
According to the author of the methodological site [23], it is appropriate to build grammar education based on the principle of not from term to meaning, but from examples of grammatical forms in sentences to their meaning.
Grammar is an object of constant debate in the methodology. There are various approaches to solving the question of the role and place of grammar in teaching a foreign language. Grammar was the starting point and goal of learning with the grammar-translation method. Learning any language was carried out through grammar, usually built on the model and likeness of Latin. Grammar was studied as a special subject and an end in itself. On the one hand, a more objective approach to assessing the meaning and place of grammar in teaching a foreign language has now been outlined: now it is not a goal, but one of the important means of teaching a foreign language. On the other hand, students most of all do not like to study grammar in the lessons of a foreign language. Objectively, there is such a situation that a person always speaks according to the rules, that is, in accordance with certain laws of the language, which are objectified in the rules. Speakers do not always recognize these rules: literate and illiterate speak the same way by the rules, although with varying degrees of literacy. According to L.V. Shcherba, one cannot convey thought with the help of a set of lexical units, since they only name an object or phenomenon. [5, p. 26]. Grammar organizes vocabulary; it permeates the entire language. This is the skeleton on which all words, speech utterances, texts are held. With the help of grammatical structures, it becomes possible to convey the subtle nuances of thought. Grammar is a circulatory system that nourishes a living tongue; the foundation on which a building called "Foreign Language" is being erected. The importance of studying the grammar of a foreign language lies in the fact that it helps us better understand the grammatical structure of our native language, the development of logical thinking, observation, the ability to analyze and communicate, that is, in the process of studying it, developing, educational and educational goals of learning are realized. Grammar "is not an end in itself, it is one of the most important means of mastering the language, an integral component of all types of speech activity." The first to draw this conclusion was A.A. Lyubarskaya, who wrote back in 1934: “At no stage of secondary school is the study of grammar considered an end in itself. However, everywhere her knowledge is the same essential foundation, without which it is unthinkable to understand the text, to have a lively conversational speech. She should be given the proper place in the processing of oral speech, reading and writing” [4, p. 145]. The word grammar is ambiguous. On the one hand, the word grammar is used in the meaning of “grammatical structure”, that is, the structure of the word and sentence inherent in this language, which the native speaker speaks intuitively and which he comprehends and realizes in the process of schooling. On the other hand, grammar is a theory of a given language, a section of linguistics, a generalization of our knowledge about the structure of a language. In the process of working with grammatical material, students gradually accumulate language knowledge and grammar skills begin to form. The main objective of the training is for students to master a certain range of skills before automatism. Skill is generally understood as an automated link in conscious activity. Automation of actions is the main attribute of a skill [3, p. 27]. The purpose of consolidating grammatical knowledge is the development of appropriate skills, which through subsequent automation pass into skills [1, p. 9]. Grammar skill is the ability of the speaker to choose a model that is adequate to the speech task, and design it according to the norms of the given language (all this is instantaneous). The problem of skills in methodology and pedagogy is still controversial and requires further research. So, I.L. Bim, considering the problem of learning the grammatical side of speech, does not speak about the formation of grammatical skills, but about actions for the grammatical design ofspeech: morphological and syntactic [1, p. 63]. S.F. Shatilov divides grammar skills into morphological, morphological-syntactic and syntactic [5, p. 16]. R.P. Milrud distinguishes the speech skills necessary for solving speech-cognitive tasks in the process of communication, and the language service of speech-cognitive activity [2, p.8]. Morphological speech skills - grammatical skills that ensure the correct and automated shaping and shaping of words in oral speech. These include the skills of the correct use in oral speech of case endings of nouns, etc. Syntactic speech skills. Speech grammatical skills that ensure a consistently correct and automated word arrangement (word order) in all types of sentences in analytical (English) and inflectiveanalytical languages (German, French) in spoken language, in accordance with language directions. Those skills in mastering the basic syntactic schemes (stereotypes) of sentences. A productive grammar skill is the ability of the speaker to choose a model that is adequate to the speech task and design it according to the norms of the given language. The speech task is always the communicative intention to communicate something, to convince something, etc. Since this or that grammatical form serves the fulfillment of tasks, therefore E.I. Passov emphasizes that the grammatical form and speech task should be associated with each other. Grammatical productive skill must be automated, sustainable, flexible, and «conscious." A receptive grammatical skill is the ability of the reader (listener) to recognize the grammatical forms of the language being studied and correlate with their meaning. The process of forming grammar skills can be organized in terms of various methodological approaches. Currently, the following approaches can be distinguished in the methodology of teaching foreign languages: an explicit approach, an implicit approach, a differentiated approach. Within the framework of an explicit approach to the formation of grammatical skills and abilities, two methods can be distinguished: deductive and inductive. The name deductive method comes from the word "deduction", which means the conclusion from the general to the particular. In the deductive method, the first stage in the formation of skills and abilities - familiarization - is realized in the process of getting to know the rule and examples, the second stage - training - includes practicing isolated formal operations, the third stage - speech practice - is organized on the basis of translation exercises. Another method of explicit approach is the inductive method. The inductive method proceeds from such a form of inference as induction, which envisages a transition from single facts to general propositions. The inductive method provides an opportunity for students themselves to formulate a rule based on the phenomena that they encounter when learning a foreign language. With the inductive method, students find unfamiliar grammatical forms in the text and try to understand their meaning through the context. Further analysis of the new phenomenon occurs by comparing a foreign text with its translation into the native language, after which the rule is formulated. In this case, if necessary, the tips of the teacher or textbook are used. This is followed by a series of exercises on identification and explanation of a new grammatical phenomenon on the actualization of its forms. An implicit approach to the formation of grammatical skills includes two methods with various modifications, namely, structural and communicative. Structural methods include a number of methods for the formation of grammatical skills developed by various authors in the framework of the methods that they called oral, active, structural and functional, etc. Structural models are also called linguistic or speech models or, if they are expressed not by symbols, but by lexical units, speech patterns, type phrases.
Thus, when choosing a grammatical term, the author [2] suggests following the following criteria:
a) the term should not contradict the scientific nature of the description of the grammatical phenomenon;
b) the term should not cause false associations among students;
c) preference should be given to the term that reflects the semantic and functional characteristics of the event.
Physical exercise availability problem. According to the author [22], the main factor that determines the success of teaching speaking activity and forming grammatical skills is exercises, because in the training, exemplary activities, speaking skills and competences are formed, developed and improved.
Work on a foreign language stimulates activity when it gives concrete practical results in the learning process. [12]
As the methodologist Salistra ID [12] noted, optimal teaching and educational results are achieved only when students are sure that the acquired knowledge can be applied in practical life, and when the studied material is connected with real speech situations. Therefore, grammar exercises should be based on life situations more than the rules given in the lesson: their task is to show how the studied phenomenon is used in speech, in what typical situations, and then by repeating the terms of speech. try, get the student to repeat it.25]
All these components are used to build grammatical skills, master grammatical forms and increase efficiency in their consolidation.
2.2 Difficulties in learning English grammar
As mentioned above, the volume of English grammar is one of the main difficulties in learning English. But in addition to this, there are other serious problems.
Jeremy Harmer in his book "How to teach English" (Longman. -1998). identifies the main problems [16]. One of them is that students use the Russian language a lot in class to complete assignments. This may be due to the fact that they want to express their thoughts as fully as possible and do not have enough vocabulary to express their thoughts in English. It may also be due to students' reluctance to use another language, and they are not interested in learning English, which means they lack motivation. Lack of motivation is one of the main problems of the modern school. Its absence or presence may depend on many factors. For example, English is not an important point for them to achieve certain life goals (not useful in life); insufficient level of responsibility;
The same author points out the following problem [16]. Difficulties may arise if some students do not cooperate with the teacher or with other students in the lesson. Reluctance to cooperate can manifest itself in several ways: constant off-topic conversations, refusal to listen to the teacher, failure to prepare homework, refusal to complete certain tasks, tardiness, rudeness.
It can also be difficult for students who don't want to talk. This may depend on the student's personality, whether they are quiet by nature or lack sufficient vocabulary and confidence. For example, in some cultures, girls are not expected to be verbal and express their opinions. This is a cross-cultural issue that should be addressed in lessons. This may be due to the fact that there are those who excel in any class, while others prefer not to attend class. Some are afraid of making mistakes and losing their reputation in front of their classmates and teachers. In such situations, students should not be pressured, as they may become more self-absorbed.
An equally serious problem is that the classes are too large. Supervising and communicating with students is very difficult. It is very difficult to organize the educational process and get income from each student. Most importantly, it can be difficult for teachers with insufficient experience.
Another problem is that some students or groups of students finish the assignment much earlier than others. Task, for example, in speed ( who is first), this is not a problem. And if this is not a task for speed, the teacher is faced with a choice: either start checking and do not let the rest of the students finish, or let everyone finish, and the students who finished earlier will get bored and, perhaps, break the discipline.
The different level of language in the classroom is one of the challenges in learning English. Some students have a high level of language proficiency, others have an average level, and others have a minimal level.
2.3 Ways to solve difficulties arising in English grammar class
In the same book "How to teach English English" (Longman. -1998), Jeremy Harmer [16] suggests ways to solve the problems described above. They are very diverse and depend on the ingenuity and professionalism of the teacher. Let's look at possible solutions to the problems described in the previous chapter.
To reduce the use of the Russian language in class, you can use the following methods:
Discuss the possible outcomes: The teacher should discuss with the student that using Russian in the lesson will reduce the student's chances of mastering English.
Encourage them to use English when appropriate : the teacher should explain to the student that the use of Russian is not strictly prohibited, it depends on the situation. For example, when reading a text, it is quite possible to use Russian, but when speaking, it is unacceptable.
React only when speaking in English: the teacher can show by his behavior that the use of the Russian language is inappropriate.
Create an English environment: The teacher himself should use English most of the time and also use video and audio materials in the language being studied.
Remind students to walk during the Peer Speaking activity. Be careful and offer your help if needed.
Let's discuss what a teacher can do if a student doesn't communicate:
One-on-one communication: A teacher can talk to a student individually outside of the classroom. You can discuss why this problem occurs and what can be done about it.
Use tasks: agree with students that favorite tasks will only be done when the whole class is active. If not, then the lesson will be more formal.
Get help: The teacher does not have to solve this problem himself. He can ask more experienced colleagues for help, ask them to participate in the lesson, so that he can help him look at the situation in the classroom objectively.
There are several effective ways to combat the problem of reluctance to speak:
Use pair work: Working in pairs or groups can help students talk quietly because they don't feel pressured.
Let the student, for starters, speak according to a known, pre-prepared pattern: do not demand fluency, but allow the use of pre-prepared patterns.
dramatization and reading aloud.
Use role play.
Use audio recordings of students: ask them to record their speech outside the classroom, then listen and spot the mistakes.
To solve the problem of large classes, you can use the following methods:
Use worksheets.
group and pair work.
Use group leaders: the teacher can choose assistants to help distribute copies, check that everyone understands the task, etc.
Make sure all students can see and hear clearly, as classes are mostly large.
Use the advantages of large classes: for example, students feel free and confident, and the atmosphere in such classes is warmer. To solve the language problem of different levels among students, you can use the following methods:
Perform different tasks using the same materials: By using different tasks, the student performs different tasks using his level of language proficiency.
Ignore the problem: perhaps in a multi-level group, the student will find his level. For example, he will have well-developed listening and writing skills.
Ask classmates for help: Many teachers use this strategy when stronger students help weaker ones. They can work in groups, where stronger students are shown examples of different structures. However, this should be done very carefully, as vulnerable students may feel the pressure and withdraw even more.
Most teachers, faced with various problems, use not just one, but several methods to achieve the best results.
Increase motivation to learn grammar
As stated by Penny Ur [20], the term "motivation" is a rather complex concept. Student motivation makes the learning process more interesting and allows to make it effective. It is necessary to constantly increase students' interest in language learning using various techniques.
In this case, questions arise: how to increase students' interest in learning such a complex part of the language as grammar? How to optimize the learning process?
First of all, you need to set clear goals for yourself, that is, for the teacher. Students need to know and understand why they do this or that task or learn certain rules. For example: Guessing game - can have the purpose of educational questions as well as the meaningful purpose of guessing the answers.
The next thing to consider is the variety of tasks. All assignments given to students should be carefully and carefully selected by the teacher. Completing the same type of tasks quickly tires students and they lose interest in doing them.
Appearance is equally important in grammar. Children should have a clear example or a rule that quickly fits the student's mind.
Games should also be in the classroom. So-called game tasks help children relax, and at the same time, each such task can have a specific purpose.
also necessary to think about the lesson itself, that is, its first and main part - Presentation. Only a well-thought-out presentation of new material does not alienate the child, on the contrary, it attracts him to the further study of grammar.
all a teacher has to do in an English class is to provide examples for students to understand and apply, says Jim Scrivener [17 ].
Game techniques for teaching grammar
According to Penny Ur [20], the goal of grammar practice is for students to learn a structure so carefully that they will later repeat the structure without thinking.
Having read the articles of Russian methodologists [1, 4, 13], we can conclude that, along with traditional teaching methods, game methods of grammar teaching are also widespread.
Using situational pictures in English lessons is one such method. The authors of the articles are IV Alekseev [1] and M. Yu. Kurbatov [4] reviews this technique in detail.
Check out the situational pictures. IV Alekseeva [1] writes that at first glance, these two pictures are almost identical, but in the process of conversation, she understands that there are 4-5 or more differences between them, and then tells about them.
In such a situation, it is important that students listen to each other, speak, not because they are forced to do it, but because they are interested in solving such speech problems using the available knowledge and skills.
Pictures can be used in the learning process to reinforce certain grammatical structures and work with exercises to practice their use. It turns with the verb to be (There is / are); Structures in the Present Simple Tense (I see / I don't see), as well as lexical items on various topics.
The author of the article [1] states that working with pictures encourages students not only to speak, but also to master grammatical structures better.
The author of the article LG Chernina [13] reveals the method of using educational board games in grammar teaching.
The practice of students repeating a grammatical event as part of any statement is organized using a puzzle game. His material is plot pictures. The game is played in pairs or groups of three. The task of each student is to find out what is happening to the hero, what he looks like, where he is, using questions, without looking at the cards of other participants of the game, and based on the collected information, describe him. describe in detail what is shown on the partner's card. The student who creates the longest and most accurate story wins.
Thus, there is the teaching of grammatical structures as well as grammatical skills.

CONCLUSION

Analyzing the literature on foreign language teaching methods, we can conclude that it is very important to teach the grammatical aspect in learning English, because it is one of the main speech skills.
According to Yu.P.Shavel's article [7], the gradualness of the process of forming grammatical skills is of great importance for the effectiveness of learning. The more the sequence of learning activities corresponds to the stages of skill formation, the more successful the work will be.
EI Passov [10] and GV Rogova [14] unanimously distinguish the following stages of grammatical skill formation:
1. Perception of structure.
2. imitation.
3. Exchange.
4. Transformation.
5. Intended isolated use.
6. Switching.
As with any phase of learning English, there are many challenges in teaching grammar. They are of several types. In the process of formation and development of grammatical skills, the lack of similarity, the problem of communicative direction, the problem of grammatical minimum, the problem of the availability of exercises to be solved with a favorable psychological climate, the use of material, visualization and diagrams for active and passive grammatical minimum.
Difficulties can also arise in the classroom itself. These are: use of the Russian language in the classroom, unwillingness to cooperate with the teacher and classmates in the classroom, unwillingness to speak during exercises using English, large number of children in the classroom, different levels of language. These problems will also be solved. You can find a common language with students and reduce the use of Russian in the lesson, teach the student to speak using various tasks: group or pair tasks, use the help of other, successful students in the lesson.
The lack of motivation in learning English is an equally important problem, the teacher should constantly pay attention to the level of motivation of students and improve it by setting specific goals, diversifying the lesson with the help of various tasks, visualization and should use game techniques.
There is no clear solution to all problems, and there are no clear guidelines on how to deal with them. The best solution is to use a combination of different solutions, taking into account the characteristics of the class.

List of used literature

1 Alekseeva IV Use of situational pictures in English lessons. DRINKING. M.: Marifat, 2020.
2. Vitlin JL Modern problems of teaching the grammar of foreign languages // Foreign languages at school. - 2020. - No. 5. - p. 22-26.
3. Kolesnikova IL, Dolgina OA English-Russian terminological reference on the methodology of teaching foreign languages. - St. Petersburg, 2021 - 425 p.
4. Kurbatova M. Yu. Game techniques for teaching English grammar // Foreign languages at school. - 2016 year
5. Logunova SV The activity aspect of conscious early acquisition of English grammar // Foreign languages at school. - 2017. - No. 3. - p. 4-9 _
6. Maslyko EA, Babinskaya PK Foreign language teacher's manual. - "High School" publishing house.
7. Minyar-Beloruchev RK "Primitive" grammar for foreign language learners // Foreign languages at school. - 2020 - Issue 4 - p. 27-29
8. Passov EI Communicative method of teaching speech in a foreign language. Moscow: Enlightenment,2012, 324 p.
9. Passov EI Fundamentals of Foreign Language Teaching Methodology. - "Russian language" publishing house. - 2018.
10. Passov EI, Kuzovlev VP, Tsaronova VP Foreign language teacher. Skills and personality. - M.: Marifat, 2013, 159 p.
Methodology of teaching English at the primary level in Rogova GVO secondary school. - "Marifat" publishing house. - 2018.
12. Salistra ID Essays on the methodology of teaching foreign languages. - M.: Higher School, 2016, 252 p.
13. Chernina LG From the experience of using educational board games in teaching grammar // Foreign languages at school. - 2019.--No. 4.-- p. 43-49
14. Batstone Rob. Grammar. - Oxford University Press. - 2021. --146 p.
15. English at school. AY, 2009.