Аннотации:
© 2020 Transilvanian Association for the Literarure and Culture of Romanian People (ASTRA). All rights reserved. Grammar skill is a component of the language competency that students must master as a result of receiving a basic general education. The methodology for the formation of each grammatical skill has its own specifics. The use of partitive expressions in English is the subject of frequent student mistakes. As part of the training, these categories are not given enough attention, they are not studied separately, but are included in the topics fractionally, which prevents the creation of an overall picture and the formation of grammatical skill. Textbooks do not give a classified system of counting words and partitive expressions, and skills automation exercises are present only in conjunction with the study of other grammatical topics, which does not allow focusing on working out the data of grammatical categories. The necessity for a methodological base for teaching partitive expressions in English, highlighting a separate topic devoted to the named grammatical categories and developing a set of exercises emphasises the relevance of the chosen topic. In general, the methods of forming a grammatical skill are well studied, but not specified for teaching counting words and partitive expressions, which means that they require further development. The aim of the paper is to study the methods of forming a grammatical skill and developing a set of exercises for the formation of a grammatical skill (based on the example of partitive expressions). As a result of the study, the concept and structure of the grammatical skill were studied, the stages of its formation were examined, the linguo-didactic fundamentals of teaching in both languages were identified, the process of selecting material for a set of exercises was described, a set of exercises for both languages was developed. As research methods, general scientific methods of analysis, synthesis and comparison were chosen, linguistic methods-descriptive, prescriptive and structural.
