METHODS AND RULES FOR TEACHING GRAMMAR

Introduction
Teaching grammar effectively requires an understanding of various instructional
methods and fundamental rules that guide its teaching. This module covers essential methods
for teaching grammar and the principles that ensure its effective delivery in the classroom.

I. METHODS OF TEACHING GRAMMAR

A. DIAGRAMMING SENTENCES isolated drills. Here’s how you can apply

this approach effectively:
Diagramming sentences is a visual method
that helps students understand grammatical
structures by breaking down sentences into
components. This approach clarifies 1. Writing as a Tool for Grammar Mastery
syntactical relationships and enhances  Encourage students to discover
grammatical awareness. grammar patterns through their own
Example: writing rather than memorizing
rules.
 Sentence: "The quick brown fox
jumps over the lazy dog."  Use writing tasks to reinforce
specific grammatical structures.
 Diagram: A tree-like structure
showing the subject, verb, object,  Provide opportunities for self-
and modifiers. correction and peer feedback.

B. LEARNING THROUGH WRITING 2. Strategies for Teaching Grammar

through Writing
Integrating grammar instruction into writing
activities allows students to apply A. Journaling and Freewriting
grammatical rules in meaningful contexts.  Have students maintain daily
This method fosters creativity and reinforces journals where they express thoughts
correct usage through practice. freely.
Example:  Instead of correcting every error,
 Assigning a short story writing task highlight recurring grammar issues.
where students must use past tense  Let students revise their entries with
verbs correctly. a focus on grammar.
B. Sentence Expansion and Combining
Integrating learning through  Give students short, simple
writing in grammar teaching helps students sentences and ask them to expand
internalize grammar rules naturally by using them using adjectives, adverbs, and
them in meaningful contexts rather than in complex clauses.
  Example: She runs fast. → She runs  Provide constructive feedback that
incredibly fast when she is late for balances correction with
school. encouragement

C. Error Analysis and Self-Editing

 Provide anonymized student-written
samples with common grammar
mistakes. C. INDUCTIVE TEACHING

 Ask students to identify and correct In inductive teaching, students

the errors. discover grammatical rules by observing
patterns in language use. Instead of direct
 Teach proofreading techniques using instruction, teachers provide examples and
guided exercises. guide learners in drawing conclusions about
rules.
Example:
D. Genre-Based Writing
 Providing several sentences using
 Teach different grammatical the present perfect tense and asking
structures through specific genres students to deduce the rule for its
(e.g., narratives for past tense, usage.
persuasive writing for modal verbs).
 Assign real-life writing tasks, such
as letters, reports, or essays, to apply The inductive approach in grammar
grammar in context. teaching allows students to discover
grammatical rules through examples and
patterns rather than being explicitly taught
E. Peer Review and Collaborative Writing rules first. This method promotes active
learning and enhances critical thinking in
 Pair students for peer review language acquisition.
sessions where they focus on
specific grammar aspects.
 Encourage collaborative writing 1. What is the Inductive Approach?
projects where students co-edit and  Rule Discovery: Students analyze
refine grammar. examples and identify grammar rules
on their own.

3. Assessing Grammar Through Writing  Context-Based Learning: Grammar

is introduced in context, usually
 Use writing portfolios to track through reading or writing.
students’ progress in grammar over
time.  Student-Centered: Learners
actively engage with the language
 Develop rubrics that assess both rather than passively receiving rules.
grammatical accuracy and overall
communication.
2. Steps in Inductive Grammar Teaching
 A. Exposure to Grammar in Context  Enhances retention: Learning by
discovery leads to deeper
 Provide students with authentic understanding.
texts (stories, dialogues, or real-  Encourages active participation:
world examples). Students engage with the language
 Example: Instead of explaining the naturally.
past tense first, give them a passage  Develops analytical skills: Students
using past tense verbs. think critically about grammar
patterns.
 More engaging than traditional
methods: Avoids dry memorization of
rules.
B. Identifying Patterns
 Guide students in noticing specific
grammatical structures. 4. Example Lesson: Teaching Prepositions
Inductively
 Ask guiding questions:
Step 1: Present Examples
o What do you notice about the
verbs in this passage?  Show sentences:
o How do these words change o The book is on the table.
in different sentences?
o She walked to the park.
C. Hypothesis Formation
o We met at 5 PM.
 Encourage students to formulate
their own rules based on examples. Step 2: Let Students Identify the Pattern

 Example: After reading several  Ask: What do these underlined

sentences in the past tense, students words do in the sentence?
might say, “Most past tense verbs  Guide them to realize they indicate
end in -ed.” location, direction, or time.
D. Rule Confirmation and Explanation Step 3: Confirm and Practice
 Teacher confirms or refines students’  Clarify the role of prepositions.
observations.
 Have students write their own
 Provide more examples or sentences using prepositions.
explanations if necessary.
E. Application Through Writing
D. DEDUCTIVE TEACHING
 Assign writing activities where
students apply the new grammar Deductive teaching involves explicitly
rule. explaining grammatical rules before
students apply them in exercises. This
 Example: After discovering the use structured approach benefits learners who
of past tense, ask students to write a prefer clear guidance before engaging in
short story about their weekend. practice.
Example:
3. Advantages of the Inductive Approach
  Explaining the rules of subject-verb She went to the market. (Irregular
agreement, then having students verb)
complete a worksheet.

C. Practice Activities
The deductive approach in
grammar teaching follows a rule-first Students complete controlled exercises
method, where the teacher explicitly (fill-in-the-blanks, matching, sentence
presents grammar rules before students writing).
apply them in exercises or writing. This Example:
approach is more structured and works
well for learners who prefer clear Convert these present tense verbs to past
explanations before practice. tense:
(go) → ______
(watch) → ______

1. What is the Deductive Approach?

Rule Explanation First: The teacher
explains a grammar rule before
students encounter examples.
D. Application in Writing
Application Through Exercises:
Students practice using the rule Students write sentences or a short
through controlled activities. paragraph using the new rule.
Teacher-Centered: The instructor Example: Write about what you
provides direct instruction, and did last weekend using past tense verbs.
students follow guidelines.
E. Error Correction and Feedback
The teacher checks student work and
2. Steps in Deductive Grammar Teaching provides direct feedback on errors.
A. Presentation of the Rule
The teacher explains the grammar concept 3. Advantages of the Deductive Approach
with definitions and examples.
 Efficient for teaching clear rules:
Example: Teaching the past tense Works well for grammar structures
with set rules (e.g., verb tenses,
Rule: Regular past tense verbs subject-verb agreement).
end in -ed (e.g., walk → walked).  Good for time management: Direct
Rule: Irregular verbs have unique explanations save time, especially
forms (e.g., go → went). for exam preparation.
 Effective for older or advanced
B. Providing Examples learners: Adult learners often prefer
Show sentences using the rule: structured learning.

Yesterday, I played soccer. (Regular

verb)
4. Example Lesson: Teaching Articles (A, This approach focuses on teaching grammar
An, The) Deductively in relation to its communicative function.
Instead of isolated rules, students learn
Step 1: Present the Rule grammar through real-life functions such as
A → Use before singular nouns requesting, apologizing, and describing
starting with consonant sounds (e.g., a dog, events.
a house). Example:
An → Use before singular nouns Practicing modal verbs by role-
starting with vowel sounds (e.g., an apple, playing real-life situations like
an elephant). ordering food or asking for
The → Use for specific nouns (e.g., directions.
the sun, the president). The Functional-Notional Approach (FNA)
Step 2: Provide Examples is a communicative method of teaching
grammar that focuses on what language
I saw a cat on the street. does (functions) and what meanings it
She bought an orange. conveys (notions), rather than on
grammatical rules alone. This approach
The moon is bright tonight. helps students use grammar in real-life
contexts.
Step 3: Practice Exercises
Fill in the blanks with a, an, or the.
1. What is the Functional-Notional
I saw ___ elephant at the zoo.
Approach?
She is reading ___ interesting
 Function = What the language does
book.
(e.g., requesting, apologizing, giving
Step 4: Application in Writing advice).
Write five sentences describing a  Notion = The concept or meaning
place using a, an, and the correctly. behind the language (e.g., time,
quantity, location).
 Grammar is taught in context, based
E. INTERACTIVE TEACHING on communicative needs rather than
Interactive teaching emphasizes student isolated rules.
participation through discussions, peer 2. Key Features of the Functional-
activities, and collaborative exercises. This Notional Approach
method makes learning grammar engaging
and practical.  Focuses on meaning → Helps
students use grammar to express
Example: real-life intentions.
 Pairing students to identify and  Context-driven learning →
correct grammatical errors in each Grammar is introduced in relevant
other’s work. situations.
 Encourages communication →
Emphasizes speaking and writing
F. FUNCTIONAL-NOTIONAL in functional ways.
APPROACH
  Learner-centered → Students  She will call you
practice grammar through real-life later.
tasks rather than memorizing rules.
D. Encourage Communication Through
Role-Playing
3. Teaching Grammar Using the Students practice grammar naturally by
Functional-Notional Approach using it in realistic conversations.
A. Identify the Communicative Function Example Activity:
Determine the purpose of language use Scenario: A student is
(e.g., making requests, giving ordering food in a restaurant.
directions).
Target Grammar: Using
Example: Teaching modal verbs polite requests (Could I
(can, could, may) in the context of have…? May I order…?).
making polite requests.
Student Dialogue: Could I
B. Introduce Notions (Concepts) have a glass of water,
please?
Teach how grammar expresses notions like:
E. Application Through Writing Tasks
o Time → (past, present,
future) e.g., "I went to the Students write dialogues, emails, or short
store yesterday." stories using the target grammar
function.
o Quantity → (some, many, a
few) e.g., "She has many Example Writing Task:
books."
Write an invitation letter
o Obligation → (must, have using polite modals (would
to, should) e.g., "You must like to, could you, may I).
wear a seatbelt."
4. Example Lesson: Teaching Conditionals
C. Present Grammar in Real-Life Situations Using FNA
Example 1: Expressing Requests Communicative Function: Expressing
possibilities and hypothetical
Teach modal verbs (Can situations
you...? Could you...? May Notion: Probability and
I...?) in dialogues: consequences
 Could you help me Step 1: Introduce Real-Life Context
with my homework?
Show real-world examples of conditionals:
 May I borrow your
pen? If it rains, we will stay inside. (1st
Conditional – Future Possibilities)
Example 2: Expressing Future Plans
If I were rich, I would travel the
Use "going to" and "will" world. (2nd Conditional –
for talking about the future: Hypothetical)
 I’m going to visit my Step 2: Guided Practice Through Role-
grandmother this Playing
weekend.
Scenario: Giving advice to a friend
 Grammar Target: Using the 2nd H. USING TEXTS, STORIES, SONGS,
Conditional AND RHYMES
Example Dialogue: Authentic materials like literature, music,
and poetry can be used to teach grammar in
Student A: I failed my math a more engaging and memorable way. These
test! What should I do? resources help students recognize grammar
Student B: If I were you, I in natural language use.
would study harder next Example:
time.
 Using a popular song to teach
Step 3: Writing Task conditional sentences (e.g., "If I
Students write a short paragraph were a boy" by Beyoncé).
giving advice using if-clauses.

I. PRESENTATION, PRACTICE,
5. Advantages of the Functional-Notional PRODUCTION (PPP)
Approach PPP is a structured approach where teachers
Promotes meaningful learning by first present a grammatical concept, then
connecting grammar to real-life guide students through controlled practice,
communication. and finally allow them to produce language
Encourages fluency rather than just independently in real contexts.
grammatical accuracy. Example: Teaching the past continuous
Develops all four language skills tense:
(listening, speaking, reading,
writing). Presentation: Explain the structure
More engaging than traditional rule- and use of past continuous.
based instruction.
Practice: Fill-in-the-blank and
sentence formation exercises.
G. Situational Contexts Production: Students describe what
they were doing at a specific time
Grammar is taught within meaningful yesterday.
contexts that reflect everyday
communication. This method enhances The PPP approach is a structured method
students' ability to use grammatical of teaching grammar that follows a three-
structures appropriately in various stage process:
situations.
1. Presentation – Introduce the
Example: grammar rule in context.
 Teaching prepositions of place by 2. Practice – Engage students in
using a classroom setting and real controlled exercises.
objects.
3. Production – Allow students to use
the grammar freely in
communication.
This method is widely used in ESL/EFL
teaching because it provides a clear
progression from understanding a rule to Sentences: I woke up late. I
using it naturally in speech and writing. ate breakfast. Then, I went to
school.
Explanation: Past simple
1. The Three Stages of PPP verbs describe completed
A. Presentation Stage (Teacher- actions in the past. Regular
Centered) verbs end in -ed, while
irregular verbs change (go →
Objective: Introduce the went).
grammar concept with
examples in context. B. Practice Stage (Guided Student
Activities)
Steps:
Objective: Reinforce
1. Present the new grammar understanding through
rule in context (through a controlled exercises.
dialogue, story, or real-life
situation). Types of Practice Activities:

2. Explain the grammar rule Gap-fill exercises: She ___

with examples. (go) to the market yesterday.
→ (went)
3. Highlight form, meaning,
and use. Sentence reordering:
(morning / I / in / woke up /
Example: Teaching the Past Simple the / early).
Tense
Drilling & repetition: The
Context: A short story about teacher says a sentence,
yesterday’s events. students repeat.
Matching exercises: Match
sentences with pictures.

Example: Practicing Past Simple Activities to Encourage Free Use of

Grammar:
Activity: Students complete a
worksheet filling in past Role-plays (e.g., Talking
tense verbs. about last weekend’s
activities).
Pair Work: Ask and answer
questions using past tense Writing a short story (e.g.,
(What did you do Write about a memorable
yesterday?). day in your life).
C. Production Stage (Student- Group discussions (e.g., Tell
Centered) your partner about your last
vacation).
Objective: Students use the
grammar in real-life
communication.
 Project-based tasks (e.g., Task: Students write a diary
Create a blog post about an entry about yesterday’s
experience using past tense). events.
Example: Producing the Past Simple Speaking Activity: Students
share their stories with the
class
.
2. Example Lesson Plan Using PPP: Teaching Future Tense (“Going to” for Plans)
Stage Activity
Show a picture of a person packing a suitcase. Ask: What is he doing? Where is he
Presentation going? Introduce “going to” for future plans. Give example sentences: I am going to
visit my grandmother next weekend.
1. Fill-in-the-blanks (I ___ (go) to the beach this summer.)
Practice 2. Sentence matching (He is going to ___ [a] play soccer [b] cook dinner).
3. Pair Work: Students ask and answer questions about weekend plans.
1. Students write a paragraph about their future plans.
Production 2. Role-play: One student is a travel agent, the other is planning a trip.
3. Class discussion: What are your plans for next year?

3. Advantages of the PPP Approach

Clear structure – Easy for teachers and 4. Limitations of the PPP Approach
students to follow.
Balances accuracy and fluency – Can be rigid – Some students may
Moves from controlled to free use of need more flexibility in learning.
grammar. Limited real-life communication –
Works well for beginners – Provides The practice stage may feel
enough support before free mechanical.
production. Not always effective for advanced
learners – They may benefit more
from discovery-based approaches
(e.g., Task-Based Learning).

J. MODES FOR TEACHING Example:

GRAMMAR
Explicit teaching: Explaining the
Different instructional modes, such as use of passive voice before
explicit versus implicit teaching, focus on practicing.
form versus meaning, and traditional versus
modern approaches, can be used to tailor Implicit teaching: Providing texts
grammar instruction to students’ needs. with passive constructions and
guiding students to notice the
pattern.
II. RULES FOR TEACHING GRAMMAR
A. Rule of Context Example:
Grammar should be taught within Teaching business email etiquette to
meaningful contexts to ensure students students preparing for professional
understand its practical application in real- careers.
life communication.
Example:
E. Rule of Nurture
Teaching conjunctions by showing
their use in newspaper articles rather A supportive learning environment
than isolated sentences. encourages students to take risks in using
grammar without fear of excessive
correction.
B. Rule of Use Example:
Teaching grammar should emphasize how Providing constructive feedback
structures are used in actual communication rather than immediately marking
rather than simply focusing on prescriptive every error as incorrect.
rules.
Example:
F. Rule of Appropriacy
Teaching contractions (e.g., "can't,"
"won't") by incorporating them into The choice of grammar topics and teaching
conversational role-plays. methods should be appropriate for the
students’ level, age, and learning objectives.
Example:
C. Rule of Economy
Simplifying explanations and using
Lessons should be concise and focus on games for younger learners, while
essential grammatical points to avoid using more technical explanations
overwhelming students with unnecessary for advanced students.
details.
Example:
Instead of listing all irregular verbs,
focus on the most commonly used
ones first.

D. Rule of Relevance
Grammar instruction should be relevant to
students' needs and language goals, ensuring
that the content is useful and applicable.