How to Teach Grammar

Grammar doesn’t have to be dry or confusing. Yet most of us were taught to teach grammar like we’re prepping students for a court case - lots of rules, technical terms, and little context. 

The result? Students either nod along while secretly zoning out, or they memorise a rule they’ll forget tomorrow. This article will show you how to teach grammar in a way that actually works. No grammar lectures. No tears. Just practical steps that’ll help your students understand, use, and even enjoy grammar.

What is grammar (and why do we teach it)?

Grammar is the engine under the bonnet. You don’t need to see it to drive the car, but without it, nothing works. 

Think of grammar as the set of patterns that makes communication possible. It’s not about getting things “right” - it’s about helping your students say what they want to say, clearly and accurately.

We teach grammar so learners can build meaning, not just because it’s on a syllabus.

Why grammar teaching often fails

Let’s be blunt - most grammar teaching is pretty ineffective. Not because teachers are bad, but because of how we were trained.

Here’s what usually goes wrong:

• Over-explaining: Teachers give a grammar lecture instead of showing it in action.
• No context: Students don’t see when or why to use the grammar.
• Too much theory: Students memorise the form but can’t use it naturally.
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• No real communication: The grammar stays in drills, never reaching conversation.

How to teach grammar, step-by-step

1. Context first

Don’t start with a rule. Start with a situation.

“I want to teach second conditional.”
Start with: “You wake up with a billion dollars. What would you do?”

That’s your grammar lesson, right there. Let students feel the need for the grammar before they learn how to build it.

2. Meaning before form

Always highlight what the grammar means before what it looks like.
Use timelines for tenses. Use comparisons for conditionals. Let students grasp the concept first.

3. Elicit, don’t lecture

Instead of “Today we are learning the present perfect,” try this:

Teacher: “Have you ever eaten fried insects?”
Students: “Ew, no!” or “Yes, in Thailand!”
Now ask: “Why do we use have you ever eaten?”
Let them notice the pattern. That’s inductive grammar teaching, and it sticks.

4. Use PPP or ESA wisely

• PPP: Present → Practice → Produce
  Works well with low levels or new structures.
• ESA: Engage → Study → Activate
  Better for higher levels and flexibility.

Both work - what matters is making them interactive, not lecture-based.

5. Use examples, not labels

Instead of explaining past participles, just give three example sentences. Students will see the pattern without the metalanguage. If needed, label it later but only if it helps.

 

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