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

 Encourage collaborative writing  Rule Discovery: Students analyze

projects where students co-edit and examples and identify grammar rules
refine grammar. on their own.
 Context-Based Learning: Grammar
is introduced in context, usually
3. Assessing Grammar Through Writing through reading or writing.
 Use writing portfolios to track  Student-Centered: Learners
students’ progress in grammar over actively engage with the language
time. rather than passively receiving rules.
 Develop rubrics that assess both
grammatical accuracy and overall
communication. 2. Steps in Inductive Grammar Teaching
A. Exposure to Grammar in Context 3. Advantages of the Inductive Approach
 Provide students with authentic  Enhances retention: Learning by
texts (stories, dialogues, or real- discovery leads to deeper
world examples). understanding.
 Encourages active participation:
 Example: Instead of explaining the Students engage with the language
past tense first, give them a passage naturally.
using past tense verbs.  Develops analytical skills: Students
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
 Ask guiding questions:
Inductively
o What do you notice about the
Step 1: Present Examples
verbs in this passage?
 Show sentences:
o How do these words change
in different sentences? o The book is on the table.
C. Hypothesis Formation o She walked to the park.
 Encourage students to formulate o We met at 5 PM.
their own rules based on examples.
Step 2: Let Students Identify the Pattern
 Example: After reading several
sentences in the past tense, students  Ask: What do these underlined
might say, “Most past tense verbs words do in the sentence?
end in -ed.”  Guide them to realize they indicate
D. Rule Confirmation and Explanation location, direction, or time.

 Teacher confirms or refines students’ Step 3: Confirm and Practice

observations.  Clarify the role of prepositions.
 Provide more examples or  Have students write their own
explanations if necessary. sentences using prepositions.
E. Application Through Writing
 Assign writing activities where D. DEDUCTIVE TEACHING
students apply the new grammar
rule. Deductive teaching involves explicitly
explaining grammatical rules before
 Example: After discovering the use students apply them in exercises. This
of past tense, ask students to write a structured approach benefits learners who
short story about their weekend. prefer clear guidance before engaging in
practice.
Example: Yesterday, I played soccer. (Regular
verb)
 Explaining the rules of subject-verb
agreement, then having students She went to the market. (Irregular
complete a worksheet. verb)

The deductive approach in C. Practice Activities

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

1. What is the Deductive Approach?

Rule Explanation First: The teacher
explains a grammar rule before
students encounter examples.
Application Through Exercises: D. Application in Writing
Students practice using the rule
through controlled activities. Students write sentences or a short
paragraph using the new rule.
Teacher-Centered: The instructor
provides direct instruction, and Example: Write about what you
students follow guidelines. did last weekend using past tense verbs.
E. Error Correction and Feedback
2. Steps in Deductive Grammar Teaching The teacher checks student work and
provides direct feedback on errors.
A. Presentation of the Rule
The teacher explains the grammar concept
with definitions and examples. 3. Advantages of the Deductive Approach
Example: Teaching the past tense  Efficient for teaching clear rules:
Works well for grammar structures
Rule: Regular past tense verbs with set rules (e.g., verb tenses,
end in -ed (e.g., walk → walked). subject-verb agreement).
Rule: Irregular verbs have unique  Good for time management: Direct
forms (e.g., go → went). explanations save time, especially
for exam preparation.
B. Providing Examples  Effective for older or advanced
Show sentences using the rule: learners: Adult learners often prefer
structured learning.
 F. FUNCTIONAL-NOTIONAL
APPROACH
4. Example Lesson: Teaching Articles (A,
An, The) Deductively This approach focuses on teaching grammar
in relation to its communicative function.
Step 1: Present the Rule Instead of isolated rules, students learn
A → Use before singular nouns grammar through real-life functions such as
starting with consonant sounds (e.g., a dog, requesting, apologizing, and describing
a house). events.

An → Use before singular nouns Example:

starting with vowel sounds (e.g., an apple, Practicing modal verbs by role-
an elephant). playing real-life situations like
The → Use for specific nouns (e.g., ordering food or asking for
the sun, the president). directions.

Step 2: Provide Examples The Functional-Notional Approach (FNA)

is a communicative method of teaching
I saw a cat on the street. grammar that focuses on what language
She bought an orange. does (functions) and what meanings it
conveys (notions), rather than on
The moon is bright tonight. grammatical rules alone. This approach
helps students use grammar in real-life
Step 3: Practice Exercises
contexts.
Fill in the blanks with a, an, or the.
I saw ___ elephant at the zoo.
1. What is the Functional-Notional
She is reading ___ interesting Approach?
book.
 Function = What the language does
Step 4: Application in Writing (e.g., requesting, apologizing, giving
advice).
Write five sentences describing a
place using a, an, and the correctly.  Notion = The concept or meaning
behind the language (e.g., time,
quantity, location).
E. INTERACTIVE TEACHING  Grammar is taught in context, based
Interactive teaching emphasizes student on communicative needs rather than
participation through discussions, peer isolated rules.
activities, and collaborative exercises. This 2. Key Features of the Functional-
method makes learning grammar engaging Notional Approach
and practical.
 Focuses on meaning → Helps
Example: students use grammar to express
 Pairing students to identify and real-life intentions.
correct grammatical errors in each  Context-driven learning →
other’s work. Grammar is introduced in relevant
situations.
 Encourages communication →
Emphasizes speaking and writing
in functional ways.
  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 Explanation: Past simple
using it naturally in speech and writing. verbs describe completed
actions in the past. Regular
1. The Three Stages of PPP verbs end in -ed, while
A. Presentation Stage (Teacher- irregular verbs change (go →
Centered) went).

Objective: Introduce the B. Practice Stage (Guided Student

grammar concept with Activities)
examples in context. Objective: Reinforce
Steps: understanding through
controlled exercises.
1. Present the new grammar
rule in context (through a Types of Practice Activities:
dialogue, story, or real-life Gap-fill exercises: She ___
situation). (go) to the market yesterday.
2. Explain the grammar rule → (went)
with examples. Sentence reordering:
3. Highlight form, meaning, (morning / I / in / woke up /
and use. the / early).

Example: Teaching the Past Simple Drilling & repetition: The

Tense teacher says a sentence,
students repeat.
Context: A short story about
yesterday’s events. Matching exercises: Match
sentences with pictures.
Sentences: I woke up late. I
ate breakfast. Then, I went to
school.

Example: Practicing Past Simple

Activity: Students complete a Activities to Encourage Free Use of
worksheet filling in past Grammar:
tense verbs.
Role-plays (e.g., Talking
Pair Work: Ask and answer about last weekend’s
questions using past tense activities).
(What did you do
yesterday?). Writing a short story (e.g.,
Write about a memorable
C. Production Stage (Student- day in your life).
Centered)
Group discussions (e.g., Tell
Objective: Students use the your partner about your last
grammar in real-life vacation).
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 4. Limitations of the PPP Approach

Clear structure – Easy for teachers and Can be rigid – Some students may
students to follow. need more flexibility in learning.
Balances accuracy and fluency – Limited real-life communication –
Moves from controlled to free use of The practice stage may feel
grammar. mechanical.
Works well for beginners – Provides Not always effective for advanced
enough support before free learners – They may benefit more
production. 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 Teaching business email etiquette to
students preparing for professional
Grammar should be taught within careers.
meaningful contexts to ensure students
understand its practical application in real-
life communication.
E. Rule of Nurture
Example:
A supportive learning environment
Teaching conjunctions by showing encourages students to take risks in using
their use in newspaper articles rather grammar without fear of excessive
than isolated sentences. correction.
Example:
B. Rule of Use Providing constructive feedback
rather than immediately marking
Teaching grammar should emphasize how every error as incorrect.
structures are used in actual communication
rather than simply focusing on prescriptive
rules.
F. Rule of Appropriacy
Example:
The choice of grammar topics and teaching
Teaching contractions (e.g., "can't," methods should be appropriate for the
"won't") by incorporating them into students’ level, age, and learning objectives.
conversational role-plays.
Example:
Simplifying explanations and using
C. Rule of Economy games for younger learners, while
using more technical explanations
Lessons should be concise and focus on for advanced students.
essential grammatical points to avoid
overwhelming students with unnecessary
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.
Example: