Course paper the theme: teaching the usage of grammar while translating the texts

The most ordinary is the accompanying two sorts of transformations:
Inner transformation
Outer transformation
Inner transformation is related to the noun thought which might mean separated from its certifiable global sense. Whereas the outer transformations may at times change the primary type of the sensing unit under translation. Translation as a term and thought are of polysemantic nature, its normal and most broad meaning being for the most part connected with the activity or interaction of delivering/communicating the meaning/content of a source language word, word-gathering, sentence, or entry in the objective language or with the aftereffect of the cycle of delivering. All in all with the work performed by the translator.

We can conclude the topic by saying that at the grammatical level, a translator is relied upon to have intensive information on the grammatical rules of the objective language. Truth be told, a translator doesn’t need to know the grammar of the language for simply the purpose of it, he ought to be knowledgeable in the near grammar of the two languages associated with translation and the similitudes and dissimilarities in them. The translator ought to have the option to recognize the required and the discretionary structures in the target language.

CONCLUSION
Grammar is the means through which linguistic creativity is ultimately achieved. As it could be seen, the importance placed on grammar is a learner-driven mechanism. Grammar is the basis upon which the superstructure of the skills of a language acquired by a learner is built. Grammar can be taught basically with examples using our routine day to day activities, action oriented examples can be explained to reach the students in casual and friendly manner. First thing, students are in the grip of fear for English grammar, and it must be removed gradually. Teachers should deal with examples, which would trigger their minds to raise questions to be more interactive, as a sign of healthy practice. Grammar should be taught lively in cordial atmosphere. When things are practiced, students will acquire mastery of the subject. Some teachers place grammar on the second place, which is not quite right. I feel grammar is the "backbone" of a language and just as a person is crippled, if his backbone breaks so it is the person who lacks proper grammar knowledge.
Our aim, as for future teachers, is to form grammar skills and prevent children from making grammar mistakes in their speech. The aim of foreign languages in secondary schools is to develop school-students’ skills in order to understand speech and participate it in conversation.
The method and techniques the teacher should use in teaching school-students is the direct method and various techniques which can develop school-students’ four components of foreign language as listening comprehension, speaking, writing and reading.
We have examined two kinds of approaches for learning grammar: deductive and inductive. In a deductive approach rules, principles, concepts, or theories are presented first, while in an inductive approach we observe a number of specific instances and from them infer a general principle or concept. As a result we can make a conclusion that in secondary school it is more beneficial to use the inductive approach, since secondary school-students in their age confirm the information from examples more.
We have such a conclusion that the forming of grammar skills depends on training and exercising. 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, to develop understanding about rules of grammar and their use in writing English.