Introduction topicality

CONCLUSION

In this paper, the problems of the basis of learning skills, namely grammar and speaking at school, were revealed, because teaching the grammatical aspect is very important when learning English, since this is one of the main speaking skills.

In the theoretical part of the work were considered:

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  Features of teaching a foreign language at the present time;
  
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  Modernization of education as a context of the educational process
  
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  The system of components of teaching a foreign language.
  

In the practical part of the work, it was considered difficulties in teaching grammar and speaking, as well as solving these problems, according to the opinions of foreign and domestic authors.
Learning a foreign language at a young age is one way to improve the quality of foreign language instruction in schools. The decision to begin teaching English to 6-7-year-old schoolchildren in the first grade of a general education school stems from a desire to capitalize on opportunities for language mastery available at that age. Early foreign language learning fosters an interest in the world's linguistic and cultural diversity, as well as respect for other people's languages and cultures, and aids in the development of communicative speech tact. In my opinion, methods, systems, and processes for teaching English in schools should be greatly simplified. That is, the material should be presented in a way that all students will find intelligible, accessible, and understandable.The grammatical foundations should be explained simply and clearly, while also awakening the students' natural interest in learning. Obviously, such "interest" can be caused by the simplicity and clarity of teaching, which allows students to assimilate the material and acquire relevant knowledge in a systematic manner.
Increasing student motivation to learn a foreign language through various forms and teaching methods.
Psychological barrier. This is the most frequently encountered problem. When faced with a language situation, the student is perplexed, unsure where to begin, afraid of saying the wrong thing, and ultimately prefers to remain silent. I am convinced that the classroom setting is crucial to resolving this problem. This may appear to be insignificant. But there is nothing that can be done because the human brain is designed in such a way that knowledge gained under stress is quickly forgotten. And it is the teacher's responsibility to try to make the situation less stressful. Listening to every word a student says, correcting every error, and explaining how to speak and how not to speak throughout the lesson is extremely dangerous.A schoolchild's mind can become firmly entrenched with the idea that he cannot speak without making mistakes, but that it is shameful to make mistakes. The primary responsibility of the teacher is to assist the student in learning to express himself in a foreign language without fear of making a mistake.
The primary goal of language learning is to develop communicative competence. It is necessary to learn English in such a way that the learning itself becomes a practice. As a result, learning English in English is required. As a result, learning a foreign language should be more than just a hobby. As a result, they must be "users" of the English language. Actually, this is the main issue in English teaching at the moment.
Language knowledge is an indicator of a person's success and education. Language students are more likely than non-linguistic students to land prestigious jobs. A school teacher's main task in this case is to entice and interest children in learning English. Demonstrate that it is interesting, informative, and, most importantly, timely. To demonstrate the importance of literacy, education, and overall development for all people at all times.