I agree with Yueyin and Phil. I would recommend finding some grammar book that is written by a native English speaker with the right educational background. This fellow studied modern languages at Oxford University, and has been teaching English as a second language for about 20 years. His take on the usefulness of teaching grammar(both pros and cons) is quite interesting.
http://www.mikeswan.co.uk/elt-applied-linguistics/seven-bad-reasons.htm
SEVEN BAD REASONS FOR TEACHING GRAMMAR - AND TWO GOOD REASONS FOR TEACHING SOME -- Michael Swan
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the results: teaching grammar instead of English
Where grammar is given too much priority the result is predictable and well known. ‘Course books’ become little more than grammar courses. Students don’t learn English: they learn grammar, at the expense of other things that matter as much or more. They know the main rules, can pass tests, and may have the illusion that they know the language well. However, when it comes to using the language in practice they discover that they lack vital elements, typically vocabulary and fluency: they can recite irregular verbs but can’t sustain a conversation. (As J K Jerome put it a century ago, few people care to listen to their own irregular verbs recited by young foreigners.) Such an approach is also psychologically counterproductive, in that it tends to make students nervous of making mistakes, undermining their confidence and destroying their motivation.
the other extreme
There are bad reasons for not teaching grammar, too. When, as sometimes happens, there is a reaction against grammar-heavy syllabuses, people often tend to fly to the other extreme and teach little or no grammar. This happened during the 1970s and after, when the communicative approach (in itself an excellent development) was widely taken as a justification for teaching ‘functions and notions’ or ‘skills’ instead of grammar. One of the results of this unfortunate trend was the appearance of a generation of British teachers and teacher trainers many of whom were seriously ignorant of the structure of the language they were professionally concerned with teaching. Doing too little grammar (whether out of misguided principle or sheer ignorance) is of course as damaging as doing too much.
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