Practical approach to the assimilation of grammar. It means that pupils learn those grammar items which they need for immediate use either in oral or written language. E.g. Pupils need the Possessive Case for aural comprehension and speaking about things or objects which belong to different people. E.g. Ann’s book, the boys’ room, etc. In the senior stage (8-9-10) pupils need the sequences of Tenses and so on.
The learner masters grammar through performing various exercises in using a given grammar item.
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.
