Rule for the teacher: Teach pupils correct grammar usage and not grammar knowledge.
Structural approach. It means that grammar items are introduced and drilled in structures or sentence patterns. It has been proved and accepted by the majority of teachers and methodologists that whenever the aim is to teach pupils the command of the language, and speaking in particular the structural approach meets the requirements.
Rule for the teacher: Furnish pupils with words to change the lexical (semantic) meaning of the sentence pattern so that pupils will be able to use it in different situations. Remember that pupils should assimilate the grammar mechanism involved in the sentence pattern and not the sentence itself.
Situational approach. Pupils learn a grammar item used in situations. E.g. The Possessive Case may be effectively introduced in classroom situations. The teacher takes or simply teaches various things and says: This is Ann’s pen. That is Nick’s book and so on. Complex Object. The teacher says: Pete, I want you to give me your book, and etc.
Rule for the teacher: Select the situations for the particular grammar item you are going to present. Look through the textbook and other teaching materials and find those situations, which can ensure comprehension and provide the usage of the item.
Different approaches to the teaching of active grammar (grammar for conversation) and passive grammar (grammar for reading). Grammar items pupils need for conversation are taught by the oral approach, i.e. pupils and them, perform various oral exercises, finally see them printed , and write sentences using them.
Grammar items necessary for reading are taught through reading. (E.g. The Past Continuous). At present they do not need this tense form for conversation. They need it for comprehension of the text only.
