23. Types of activities. The activities of the teacher include

Remember the purpose of teaching grammar
Grammar is not simply the naming of parts of speech or for teaching the rules of English. It needs to be strongly embedded in classroom talk, reading and writing.

Teach grammar in context
By introducing children to grammatical features and language in context, you will be helping them to internalise these principles. Try not to go for the ready-made solution by using a worksheet from a book. It will make very little difference to children’s use of language and will be meaningless for those learners who are not yet able to think in abstract ways.

Read aloud and discuss how authors use grammar
Children who read extensively and are read to will have a ‘toolbox’ of structures, patterns and rhythms to draw on.

Be systematic
Make sure you know what the class you are working with have already learned and what they need to learn now. Link new learning with their prior knowledge.

Make learning grammar fun
Teaching grammar can involve investigations, problem-solving and language play as part of developing children’s awareness of and interest in how language works.

57. Selection of grammar materials while teaching.
58-59. Teaching English grammar for A1-2 level. Students often associate grammar with a complicated set of rules and terms instead of an avenue for clear and powerful writing.
Unfortunately, this misconception often stems from traditional ways of teaching grammar. (Think of sentence diagrams and red ink.) You can create better conditions in your classroom.
Make grammar relevant and useful to your students with these research-supported practices.
1. Teach grammar with authentic writing.
To make grammar instruction stick, connect it to students’ writing. Introduce new concepts as students reach the editing stage of writing projects. That way, they apply the concepts in an authentic context. For example, if students are writing narratives, teach and practice how to punctuate dialogue. Then have students correctly punctuate the dialogue in their own writing.
2. Focus on usage over terminology.
Research has repeatedly shown that teaching grammar as an isolated set of terms and rules to memorize is ineffective and can actually deter students from writing. You can build grammatical awareness and improve writing by helping students recognize, practice, and use grammar for authentic purposes.
3. Teach and assess one skill at a time.
Do not inundate students with a set of rules and practices. Instead, give students time to learn, practice, and apply one concept at a time. When assessing writing correctness, focus mainly on the one or two concepts you introduced during the project.
4. Scaffold learning through practice and application.
Start small: Have students practice skills on individual sentences. Finish big: Have them apply the same skills to whole pieces of writing, preferably their own. Do not skip this final step.
5. Engage with high-interest mentor texts.
Have students read with an eye for specific grammar conventions. Reading in this way helps students internalize grammar and develop good editing habits. For example, have students focus on an author’s use of dashes. Discuss how the dashes affect the way the piece is read. Ask students what choices the writer made and why.
6. Model concepts.
Visual learners benefit from seeing grammar, punctuation, and usage in action. Model an example for your class or show a video of a sentence being manipulated. By visualizing the movement of sentence parts and punctuation, students will see grammar as dynamic and purposeful.
7. Emphasize sentence combining.
Sentence-combining exercises lead to improved writing. When students practice sentence combining, they build knowledge of phrases, clauses, conjunctions, and linking punctuation. At the same time, their sentences become more fluent and sophisticated.
8. Reinforce and reflect on concepts.
Students need repeated support and practice to build grammatical awareness. Progress is incremental and requires a literacy-rich classroom with plenty of opportunities for reading, writing, and discussion
9. Don’t mark every error.
Marking every grammatical error does a student little good (and diverts your attention from the content of the writing). Instead, focus on the one or two skills you practiced for a particular project. If you notice a recurring error, make the first correction and explain why you made the change. Underline or highlight the second example and ask the student to correct it in a similar way. This type of feedback works best at later stages in the writing process before students submit final drafts.
10. Expect bumps in the road.
As students attempt new grammatical structures and strategies, they may introduce new errors in their writing. That’s okay. Treat these moments as a sign of progress.
60. …..
61. The importance of grammar in learning a foreign language. Grammar is a vital part of any language. It's essential to allow learners to express their thoughts adequately and form and communicate precise ideas. Grammar is not just about spelling or punctuation. It is an integral part of a language because it allows them to construct sentences and write coherently.
62. The inductive way of teaching grammar. In a language classroom, teaching by an inductive instruction means that students are provided with texts and examples first. The role of the teacher is to provide the language in order to help students find the rules, to guide them in discovery and then provide more opportunities to practice.
63. Deductive approach of teaching grammar. A deductive approach is more teacher-centered learning where the points of English grammar are explicitly stated to the students and then tested. Once the grammar is introduced and explained, students usually complete grammar exercises to become familiar with the pattern. Deductive teaching is a traditional approach in which information about target language and rules are driven at the beginning of the class and continued with examples. The principles of this approach are generally used in the classes where the main target is to teach grammar structures.
64-65-66 Teaching listening for A1-A2-B1 level. Teaching of listening can be done with various techniques, such as the use of a tape recorder, answering questions according to the text, rewriting songs, listening to television by watching video movie clips or CD-Rom, listening to the radio and using dictation, etc.

1. 
   Set a goal. According to Funk and Funk (1989), it's important to have a goal or purpose for every listening activity. ...
   
2. 
   Build Background. ...
   
3. 
   Prepare the Environment. ...
   
4. 
   Introduce Listening Strategies. ...
   
5. 
   Scaffold Note-Taking…………………..
   

67. The importance of listening comprehension. Listening comprehension is vitally important for oral communication, as it plays a key role in determining the course of conversation in the communication process. In this process, a verbal or nonverbal reaction is given depending on the spoken message, allowing communication to continue and take place as desired.
68. The ways of teaching listening comprehension.
Listening should receive primary attention in the early stage of ESL instruction.
2. Maximize the use of material that is relevant to students' real life.
3. Maximize the use of authentic language.
4. Vary the materials in terms of speakers' gender, age, dialect, accent, topic, speed, noice level, genre,
5. Always ask students to listen with a purpose and allow them to show their comprehension in a task.
6. Language material intended to be used for training listening comprehension should never be presented visually first.
 listening is not a passive process. It involves both bottom-up and top-down processes and requires the use of non-linguistic as well as linguistic knowledge.

• 
  Set a goal. According to Funk and Funk (1989), it's important to have a goal or purpose for every listening activity. ...
  
• 
  Build Background. ...
  
• 
  Prepare the Environment. ...
  
• 
  Introduce Listening Strategies. ...
  
• 
  Scaffold Note-Taking.
  

69. Content of the material for listening comprehension. Listening comprehension encompasses the multiple processes involved in understanding and making sense of spoken language. These include recognizing speech sounds, understanding the meaning of individual words, and/or understanding the syntax of sentences in which they are presented.

70. Difficulties of teaching speaking in FLT.
The problems are commonly become obstacles in teaching speaking. The problems are native language, age, exposure, innate phonetic ability, identity and language ego, motivation and concern for good speaking. The native language is the most influential factor affecting a learner's speaking . The frequent difficulties in speaking from what I notice during the process of teaching and learning took place were (1) students often have no ideas about what to say, so they tend to keep silent, (2) they are also shy and uncomfortable as well as not confident if they make mistakes., 
71. Techniques for teaching speaking. The writer found that the techniques used by the teacher in teaching speaking are question-answer, role-play, and game techniques.