Background Teaching the language as the second one is one of the most difficult tasks of contemporary teacher. Different factors should be taken into account: social, psychological, the factor of language surrounding. It should be noted that studying the second language requires background knowledge and understanding the typical rules and system of grammar and phonological structure of the language (Herrell, 2007, p 55). In practical aims of teaching the second language the task of grammar learning is to form spelling skills in productive and receptive forms of speech activity. Communicative purpose of teaching grammar allows formulating the basic requirement for the amount of grammatical material to be studied: it must be sufficient language using as a means of communication. In addition students should be ready to speak about the text they have read or retell it using the grammatical structures of it. (For example as in the text chosen for this work – Passive and Active voice.) The need for restrictions on language, including grammar material is determined by the following factors. In terms real opportunities there is no possibility for all students to master the grammar of this particular language because of its difficulties in formation of grammatical skills. Recently, the view has spread about the importance of the non-arbitrary memorization of grammatical phenomena in the speech, making the alleged excessive focus and special work on grammatical phenomena. In this case there is improper execution of two processes: memorization and mastery of grammatical phenomena. Memory is one of the stages of mastery; the latter is possible only in the result of special, targeted exercises. If you bear in mind that the creation of grammatical skills has spent considerable amount of time to perform the exercises, then it would be difficult to master all the phenomena foreign language to the point of autoimmunization. There is a need for defining the very significant limitations in the selection of grammatical material and, above all those grammatical phenomena that students must master actively – in the productive and receptive modes of speech. Making higher the demands to the volume of active grammatical material, as evidenced by the practice affects the quality of its mastering in negative way: the students are not good in the most basic phenomena of morphology and syntax. There are the main principles of selection of the grammatical minimum material. In the active grammar least are included those phenomena that are absolutely necessary for productive types of speech activity. The main principles generally accepted in the selection of active grammatical least are considered the following:  1. The principle of the prevalence in common language  2. the principle of sample,  3. the principle of exclusion synonymous grammatical phenomena. In accordance with the first two principles of active minimum include only those grammatical phenomena, which are predominantly used in the spoken language and in a wide range of vocabulary. All other grammatical phenomena are learned lexically. According to the third principle active minimum includes only one phenomenon of the whole number of synonymous – neutral in stylistic terms. This principle is the specifi