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Teaching English grammar is tricky as there are just so many exceptions to rules,
irregularities of word forms, etc. that, even if you do know your grammar rules, you
are probably going to need some help when providing explanations. Knowing when
to use a certain tense, word form or expression is one thing, knowing how to explain
this rule is quite another.

It·s highly recommend getting a good grammar reference. Another point to consider
is that a good university level grammar guide is really not appropriate for teaching
non-native speakers. It·s recommend the following books which have been especially
designed for teaching ESL / EFL.
=hen we learn a language, there are four skills that we need for complete
communication. =hen we learn our native language, we usually learn to
  first, then to  , then to  , and finally to  . These are
called the four "language skills":

½ Listening
½ Speaking
½ Reading
½ =riting

       
          

ð rammar-Translation Approach
ð
irect Approach
ð Reading Approach
ð Audiolingual Approach
ð ommunity Language Learning
ð The Silent =ay
ð ommunicative Functional Notional Approach
ð Total Physical Response Approach
ðommunicative Language Teaching Approach
ð The Natural Approach
 ommunicative Language Teaching Approach

0
 

This method aims at developing procedures for the teaching of the four
skills that acknowledge the interdependence of language and
communication. It aims at having students become communicatively
competent. ommunicative competence requires being able to use the
language appropriately in a given social context. This requires the
knowledge of the linguistic forms, meanings and function. Students must be
able to manage the process of negotiating with their classmates.
 ommunicative Language Teaching pproach

 

G. Language as it is used in real context should be introduced.

2. Students should be able to figure out the speaker·s or writer·s intentions.

3. The target language is the vehicle for classroom communication.
4. One function may have many different linguistic forms.
5. Opportunities should be given to students to express their ideas and opinions.
6. Errors are seen as the natural outcome of the development of communication skills.
7. Fluency is much more important than accuracy.
8. reating situations to promote communication is one of the teacher·s responsibilities.
 ommunicative Language Teaching Approach
°. The social context of the communicative events is essential in giving meaning to the
utterances.
G . The teacher acts as an advisor during communicative activity, a facilitator of
students· learning, a manager of classroom activity, or a co-communicator.
GG. =hen communicating, a speaker has a choice about what to say and how to say it.
G2. Students should be given opportunities to develop strategies for interpreting
language as it is actually seen by native speakers.
G3. Students are communicators and are actively engaged in negotiating meaning.
G4. Language is used a great deal through communicative activities such as games, role-
play, problem solving.
G5. ommunicative activities have three features: information gap, choice and feedback.
        

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