1. Teaching grammar as the basis for forming four main skills

Or pupils listen to the dialogue and say it after the speaker.
– Is Ann dancing now?
– No, she isn’t.
– What is she doing?
– She is watching television.
Attention is drawn to the correct pronunciation of the sentence pattern as a sense unit, as a statement (sounds, stress, and melody).
B. Substitution. Pupils substitute the verbs or phrases in a sentence pattern.
For example:
The children are dancing in the park.
The children were dancing in the garden.
The child was dancing in the street.
C. Completion. Pupils complete the sentences the teacher utters looking at the pictures he shows.
For example:
Teacher: Look at the picture.
Mike is ... ... .
Pupil: Mike is getting up.
Class: Mike is getting up.
Teacher: Mike is ... ... .
Pupil: Mike is dressing.
Class: Mike is dressing.
Attention should be given to the use of is in this exercise. The teacher should pronounce Mike is ... to prevent the typical mistake of the pupils (Mike dressing). This is essential structural element of the tense form of the Present Continuous; Russian-speaking pupils, however, do not feel any necessity to use it.
Drill exercises may be done both orally and in written form. Pupils perform oral exercises during the lesson and written ones at home. [19, 83]
2.3. Grammar test
A check on the assimilation of grammar material is carried out through:
- auding (if a pupil understands what he listens, 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. [24, pp. 34-55]
2.4. Creative exercises (speech exercises)
This is the most difficult type of exercises as it requires creative work on the part of the learners. All the exercises are designed:
ü to develop pupils' skills in recognizing grammar forms while auding and reading English texts;
ü to accumulate correct sentence patterns in the pupils' memory which they can reproduce whenever they need these patterns for speaking or writing;
ü 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 [20, pp. 57].
Also, speech preparatory exercises subdivided into four:
Differentiation exercises:
•Past Perfect or Past Simple? Underline the correct verb form.
•Choose the right tense and complete the sentences.
•Put while, during or for into each gap.
•Will or going to? Complete the dialogue using the necessary form. Say when both are possible [22].
Identification Exercises:
•Complete the conversations using the words from the box once only. Read the dialogue till the end before you start.
• In the following pairs of responses, one verb form is right and one is wrong. Put a tick for the correct response.
• In each sentence there are two mistakes. Find and correct them [22].
Imitation exercises:
•Listen to the questions and answers. In pairs, make similar conversations about yourselves and your family.
•Make sentences according to the given model (pattern).
•Read the letter of invitation, identify the patterns. Write a similar letter.
•Write the dialogues using the cues [22].
Contextualization exercises:
•Complete the conversation using the new grammar forms.
•Put the words in brackets in the most natural place in the sentence.
•Answer the questions about you.
•Write suitable questions for the given answers [22].
2.5 . Approbation plan
One way to start to think about a competent use of teaching and learning methodologies to engage students is to consider the process of lesson. When it is done well, process of the lesson can be an effective means of engaging students. As one of the teacher's roles is that of designer and implementer of instruction, the preparation of lesson plan will ensure the organization of the English lesson according to some criteria. The more organized a teacher is, the more effective the teaching, and thus the learning, is. Writing daily lesson plans is a large part of being organized. Especially considering grammar teaching.
I have made five lesson plans in order to approbate my research in this course paper and I tried to use different kinds of exercises in it. It is important to indicate that these plans can be used directly to explain or reinforce new grammar material at secondary school.
The first lesson’s theme is “What will I do tomorrow?”. This lesson focuses on helping students reinforce grammar concerning the Future Simple Tense (‘will’ and ‘(be) going to’). The structure of the lesson plan is to ESA type of class model by G.Harmer.
The second lesson’s topic is “How did you spend your summer holidays?”. Main goal of this lesson is to explain Past Simple Tense and to revise student’s knowledge about time. The structure of the lesson plan is to ESA type of class model by G.Harmer.
The third lesson’s theme is “Life experience”. This lesson focuses on helping students improve their recognition of the new structure material (Present Perfect Tense) and use it more frequently in speech. The structure of the lesson plan is to ESA type of class model by G.Harmer.
The fourth lesson plan is directed to evaluation of pupils’ knowledge concerning the Present Continuous Tense. The theme is “What are you doing?”. The structure of the lesson plan is to ESA type of class model by G.Harmer.
The fifth lesson topic sounds like “Sport”. Main goal of this lesson is to explain Present Simple Tense and improve pupils’ knowledge about time. The structure of the lesson plan is to ESA type of class model by G.Harmer.