Methods and

Approaches in
Teaching Grammar
Understanding Integration with
Grade-Level Interactive
the Importance Writing and
Differentiation Learning
of Grammar Speaking

Technology
Assessment Cultural Adaptive
and Online
Strategies Relevance Teaching
Resources

Professional Practical
Development Application
 Understanding the Importance of
1 Grammar
• Grammar is the foundation of effective communication
• Grammar impacts writing, speaking, and comprehension
• Proper grammar usage enhances credibility and clarity in communication
• Students need to see the practical relevance of grammar in their daily lives and
future careers

2 Grade-Level Differentiation
• grammar teaching should be tailored to the developmental stage of learners
• Elementary: Focus on building basic grammar skills and rules.
• Secondary: Introduce more complex grammatical concepts and practical
applications.
• Teachers should adapt their teaching methods and materials to suit the age and
proficiency level of their students.
 3 Interactive Learning
• Highlight the value of engaging activities like grammar games, group
discussions, and role-playing
• Encourage peer interaction to reinforce grammar concepts.
• Active participation and interaction can make grammar learning more
enjoyable and effective.

4 Integration with Writing and Speaking

• grammar instruction should be closely linked to writing and speaking activities
• correct grammar enhances the quality of written assignments and oral
presentations
• Students should practice applying grammar rules in their writing and speaking
tasks.
 5 Assessment Strategies
• Providing constructive feedback to aid in improvement is important
• Effective assessment strategies ensure that students can apply
grammar knowledge in practical contexts.

6 Technology and Online Resources

• Highlight the role of technology in offering grammar-checking tools
and online learning platforms
• Showcase interactive grammar exercises available online
• Technology can supplement traditional teaching methods and provide
additional practice opportunities.
 7 Cultural Relevance
• Acknowledge the importance of cultural sensitivity and diversity in language
teaching
• Incorporate examples or stories from indigenous cultures when discussing
grammar concepts
• Making grammar relevant to students' cultural backgrounds can enhance their
engagement and understanding

8 Adaptive Teaching
• Flexibility in teaching approaches to cater to diverse student needs
• Accommodate learners with varying language proficiency levels
• Teachers must adjust their methods and materials to support all students
effectively
 9 Professional Development
• Importance of ongoing teacher training and development
• Continuous professional development ensures that
teachers remain effective and informed in their grammar
instruction

10 Practical Application
• Teachers should provide real-world examples of how
grammar is used in different contexts
• Demonstrating the practicality of grammar motivates
students to learn and apply it in their lives and careers
 Grammar
Audio Lingual
Direct Method Translation
Approach
Approach

Affective-
Reading Oral Situational
Humanistic
Approach Approach
Approach

Communicative
Language
Teaching (CLT)
Approach
DIRECT METHOD
DIRECT METHOD
Key Principles
▪ Oral communication is central.
▪ Avoidance of the native language.
▪ Immersion in real-life situations.
DIRECT METHOD
Teaching Grammar
▪ Grammar is learned through context and practical use.
▪ Little to no explicit grammar rules.
▪ Focus on speaking and listening skills.
DIRECT METHOD
Strengths and Weaknesses
▪ Strengths: Emphasizes practical language skills,
enhances fluency, and encourages active language use.
▪ Weaknesses: May lack a systematic grammar foundation,
challenging for complex grammar concepts.
DIRECT METHOD
Assessment Strategies
▪ Oral proficiency tests.
▪ Role-play exercises to assess practical language use.
▪ Conversational assessments in real-life scenarios.
AUDIO-LINGUAL
APPROACH
AUDIO-LINGUAL APPROACH
Key Principles
▪ Habit formation through repetition.
▪ Structural drills.
▪ Mimicking native-like pronunciation.
AUDIO-LINGUAL APPROACH
Teaching Grammar
▪ Grammar is learned implicitly through audio prompts and
pattern drills.
▪ Emphasis on accuracy in pronunciation and structure.
AUDIO-LINGUAL APPROACH
Strengths and Weaknesses
▪ Strengths: Focuses on accuracy, repetition helps reinforce
grammar structures.
▪ Weaknesses: Limited focus on meaningful
communication, may lead to mechanical language use.
AUDIO-LINGUAL APPROACH
Assessment Strategies
▪ Listening comprehension tests.
▪ Repeating and replicating specific language patterns.
▪ Accuracy-based assessments of sentence structures.
GRAMMAR
TRANSLATION
APPROACH
GRAMMAR TRANSLATION APPROACH
Key Principles
▪ Translation between target and native languages.
▪ Explicit teaching of grammar rules.
▪ Literary and classical texts as primary materials.
GRAMMAR TRANSLATION APPROACH
Teaching Grammar
▪ Grammar is explicitly taught through translation exercises.
▪ Focus on written rather than spoken language.
GRAMMAR TRANSLATION APPROACH
Strengths and Weaknesses
▪ Strengths: Develops strong reading and translation skills,
good for understanding complex grammar.
▪ Weaknesses: Limited focus on oral communication, less
engaging for modern learners.
GRAMMAR TRANSLATION APPROACH
Assessment Strategies
▪ Translation tasks from native to target language and vice
versa.
▪ Written tests on grammar rules and structures.
▪ Analysis of literary texts for grammatical understanding.
READING APPROACH
READING APPROACH
Key Principles
▪ Emphasis on reading comprehension.
▪ Exposure to authentic written texts.
▪ Vocabulary and grammar learned in context.
READING APPROACH
Teaching Grammar
▪ Grammar is taught within the context of reading materials.
▪ Focus on understanding grammatical structures in written
texts.
READING APPROACH
Strengths and Weaknesses
▪ Strengths: Enhances reading and comprehension skills,
connects grammar to real-world usage.
▪ Weaknesses: Limited emphasis on speaking and listening
skills, may not address oral communication effectively.
READING APPROACH
Assessment Strategies
▪ Reading comprehension tests with questions on grammar.
▪ Analysis of grammatical structures within reading
passages.
▪ Written responses that demonstrate grammatical
understanding in context.
ORAL SITUATIONAL
APPROACH
ORAL SITUATIONAL APPROACH
Key Principles
▪ Language taught in context of real-life situations.
▪ Emphasis on spoken communication.
▪ Role-playing and simulations.
ORAL SITUATIONAL APPROACH
Teaching Grammar
▪ Grammar is introduced within everyday conversations and
situational contexts.
▪ Focus on practical language use.
ORAL SITUATIONAL APPROACH
Strengths and Weaknesses
▪ Strengths: Encourages practical language use, develops
speaking skills, and engages learners.
▪ Weaknesses: May not cover complex grammar in depth,
limited focus on written language.
ORAL SITUATIONAL APPROACH
Assessment Strategies
▪ Role-play scenarios assessing grammatical usage.
▪ Conversational assessments in various situational
contexts.
▪ Oral presentations and discussions that evaluate
grammar in practical use.
AFFECTIVE-HUMANISTIC
APPROACH
AFFECTIVE-HUMANISTIC APPROACH
Key Principles
▪ Focus on learners' emotions, motivations, and self-
esteem.
▪ Creating a positive and supportive learning environment.
▪ Student-centered approach.
AFFECTIVE-HUMANISTIC APPROACH
Teaching Grammar
▪ Grammar is taught within the context of meaningful,
engaging activities.
▪ Emphasis on learners' emotional responses to language.
AFFECTIVE-HUMANISTIC APPROACH
Strengths and Weaknesses
▪ Strengths: Motivates learners, enhances self-confidence,
and fosters a positive attitude towards grammar.
▪ Weaknesses: May require more time for grammar
acquisition, less structured approach.
AFFECTIVE-HUMANISTIC APPROACH
Assessment Strategies
▪ Self-reflection and self-assessment of emotional
experiences in language learning.
▪ Peer feedback on language use and emotional impact.
▪ Assessments that consider learners' affective responses
to grammar learning.
COMMUNICATIVE
LANGUAGE TEACHING
(CLT)
APPROACH
COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH
Key Principles

▪ Communication is the primary goal.

▪ Use of authentic materials and real-life situations.
▪ Learners actively engage in language use.
COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH
Teaching Grammar

• Grammar is taught as a tool for effective communication.

• Focus on practical language use in real communicative
situations.
COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH
Strengths and Weaknesses

▪ Strengths: Develops strong communication skills,

promotes fluency, and engages learners.
▪ Weaknesses: May require adaptation for teaching
complex grammar, challenging for initial beginners.
COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH
Assessment Strategies

▪ Role-plays, debates, and presentations that require

grammatical accuracy in communication.
▪ Authentic language tasks that evaluate grammar in
practical use.
▪ Assessments based on real communicative interactions
and language use.
TECHNIQUES AND
PROCEDURES IN
GRAMMAR
TEACHING
 Focus on
PPP Grammaring Form: Input
Enhancement

Focus on Error
Inductive
Form: Output Correction
Teaching
Production and Feedback

Deductive
Teaching
PPP
(Presentation, Practice,
Production)
PPP
Characteristics
▪ Sequential approach to teaching grammar.
▪ Begins with the presentation of a grammatical structure.
▪ Followed by controlled practice exercises.
▪ Ends with free production where students use the
grammar in meaningful contexts.
PPP
Procedure
▪ Presentation: The teacher introduces the target grammar
through explanations, examples, and context.
▪ Practice: Students engage in structured exercises to
reinforce the grammar rule.
▪ Production: Students apply the grammar in real-life
situations, such as conversations or writing
PPP
Example

Teaching the past simple tense:

▪ Presentation: Explain the concept of past simple, provide
examples of regular and irregular verbs in the past tense.
▪ Practice: Give students fill-in-the-blank exercises with
past simple verbs.
▪ Production: Encourage students to write a short story or
discuss past experiences using the past simple tense.
GRAMMARING
GRAMMARING
Characteristics
▪ Focuses on students discovering grammar rules through
authentic language use.
▪ Learning through exposure to texts and patterns.
▪ Encourages exploration and analysis of language
structures.
GRAMMARING
Procedure
▪ Exposure: Students read or listen to authentic texts
containing the target grammar.
▪ Identification: They identify and analyze the grammar
rules within the context.
▪ Application: Students use the learned grammar
structures in their own writing or speaking
GRAMMARING
Example

Teaching passive voice:

▪ Exposure: Read a news article that uses passive voice
sentences.
▪ Identification: Discuss how passive voice is used in the
article.
▪ Application: Ask students to rewrite sentences from the
article in the passive voice.
FOCUS ON FORM
INPUT ENHANCEMENT
INPUT ENHANCEMENT
Characteristics
▪ Teachers draw students' attention to specific grammar
points within a context.
▪ Explicitly highlights the target structure.
▪ Encourages noticing and understanding of the structure.
INPUT ENHANCEMENT
Procedure
▪ Context: Present a meaningful context, such as a text or
conversation.
▪ Highlight: Explicitly point out the target grammar within
the context.
▪ Practice: Engage students in activities that use the
highlighted grammar.
INPUT ENHANCEMENT
Example

Teaching relative clauses:

▪ Context: Share a paragraph containing relative clauses.
▪ Highlight: Underline and explain the relative clauses
within the text.
▪ Practice: Have students create their own sentences using
relative clauses.
FOCUS ON FORM
OUTPUT PRODUCTION
OUTPUT PRODUCTION
Characteristics
▪ Emphasizes using grammar structures in learners' own
speech and writing.
▪ Encourages trial and error.
▪ Feedback is provided after the production of language.
OUTPUT PRODUCTION
Procedure
▪ Task: Assign a speaking or writing task that requires the
use of the target grammar.
▪ Production: Students create sentences or engage in
conversation.
▪ Feedback: Provide feedback on grammar accuracy after
the task.
OUTPUT PRODUCTION
Example

Teaching conditionals:
▪ Task: Ask students to create a dialogue between two
people discussing hypothetical situations.
▪ Production: Students engage in the dialogue, using
conditional structures.
▪ Feedback: Review the dialogues and provide correction
and feedback on the use of conditionals.
ERROR CORRECTION
AND FEEDBACK
ERROR CORRECTION AND FEEDBACK
Characteristics
▪ Focuses on identifying and correcting errors in students'
language use.
▪ Provides feedback to help students learn from their
mistakes.
▪ Can be applied to various grammar points.
ERROR CORRECTION AND FEEDBACK
Procedure
▪ Production: Students generate language (speaking or
writing).
▪ Error Identification: Teachers or peers identify errors.
▪ Correction and Feedback: Errors are corrected, and
feedback is provided to explain the correct usage.
ERROR CORRECTION AND FEEDBACK
Example

Correcting subject-verb agreement errors:

▪ Production: Students write sentences.
▪ Error Identification: Identify sentences with subject-verb
agreement errors.
▪ Correction and Feedback: Explain the error, provide the
correct form, and ask students to rewrite the sentences.
INDUCTIVE TEACHING
INDUCTIVE TEACHING
Characteristics
▪ Students are given examples and guided to discover
grammar rules on their own.
▪ Encourages critical thinking and analysis.
▪ Promotes active engagement with language.
INDUCTIVE TEACHING
Procedure
▪ Examples: Present a series of sentences or examples
that illustrate the target grammar.
▪ Analysis: Guide students to identify patterns and
formulate grammar rules.
▪ Application: Ask students to create sentences using the
newly discovered grammar rule.
INDUCTIVE TEACHING
Example

Teaching modal verbs:

▪ Examples: Show sentences using different modal verbs
(can, could, must, etc.).
▪ Analysis: Ask students to identify when and how modal
verbs are used.
▪ Application: Have students create sentences using
modal verbs appropriately.
DEDUCTIVE TEACHING
DEDUCTIVE TEACHING
Characteristics
▪ Teachers present grammar rules and explanations first.
▪ Learners apply these rules in practice.
▪ Provides a clear and structured approach to grammar
teaching.
DEDUCTIVE TEACHING
Procedure
▪ Explanation: Present a clear explanation of the target
grammar rule.
▪ Examples: Provide examples to illustrate the rule.
▪ Practice: Engage students in exercises or activities that
apply the rule.
DEDUCTIVE TEACHING
Example

Teaching reported speech:

▪ Explanation: Explain the rules for changing direct speech
to reported speech.
▪ Examples: Show how to transform direct speech
sentences into reported speech.
▪ Practice: Give students sentences to convert from direct
to reported speech.