Introduction chapter I. What is the grammar and ways of establishing grammer

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.
Having made our work we come to conclusion, that auding or listening and comprehension are difficult for learners because they should discriminate speech sounds quickly, retain them while hearing a word, a phrase, or a sentence and recognize this as a sense unit. Pupils can easily and naturally do this in their own language and they cannot do this in a foreign language when they start learning the language. Pupils are very slow in grasping what they hear because they are conscious of the linguistic forms they perceive by the ear. This results in misunderstanding or a complete failure of understanding.
When auding a foreign language pupils should be very attentive and think hard. They should strain their memory and will power to keep the sequence of sounds they hear and to decode it. Not all the pupils can cope with the difficulties entailed. The teacher should help them by making this work easier and more interesting.
Speech is a process of communication by means of language. Oral exercises are quite indispensable to developing speech. However, they only prepare pupils for speaking and cannot be considered to be “speech” as some teachers are apt to think and who are often satisfied with oral exercises which pupils perform following the model; they seldom use stimuli for developing pupils' auding and speaking in the target language.
In conclusion it should be said that prepared and unprepared speech must be developed simultaneously from the very beginning. The relationship between prepared and unprepared speech should very depending on the stage of learning the language. In the junior stage prepared speech takes the lead, while in the senior stage unprepared speech should prevail.
References

1. 
   Rogova, G.V., “Methods of teaching English”; М.,1970
   
2. 
   Harmer, Jeremy, “the practice English language teaching”; London-New York; Longman,1991
   
3. 
   Cawley, F. The difficulty of English grammar for pupils of secondary school age. -- MEd thesis, University of Manchester, 1957.
   
4. 
   Elley, W. B., I. H. Barham, H. Lamb, and M. Wyllie. The role of grammar in a secondary school curriculum. -- New Zealand Council for Educational Studies, 1975.
   
5. 
   Goner, P. and Walters. Teaching Practice Handbook: Structures: Grammar and Function. -- Heinemann, 1995.
   
6. 
   Harmer, J.