M a education paper-v methods of teaching english

Parts of speech with reference to their form and position in a sentence. 
ii. 
Words and word formation, prefixes and suffixes and compound words, different 
kinds of phrases-adjective phrases, preposition phrases, etc. 
iii. 
Classes (noun, adjective and adverb) and their identification in a sentence. 
iv. 
Sentences –different kinds-simple, complex, compound. 
v. 
Tenses – non-finites and finites-gerunds and participles, modals. 
vi. 
Transformation of sentences-active, passive, reported speech, simple to complex to 
compound and vice-versa. 
vii. 
Prepositions and conjunctions. 
viii. 
Punctuations. 
Under all these categories, the knowledge of rules is not insisted but the 
students should be able to do some exercises to strengthen their usage. The motto in 
this regard can neither too much grammar, nor too little. It has been compared to a 
vitamin. “Grammar resembles a vitamin in that ill-effects may spring from a 
deficiency and an excessive dose must be wasteful and may even be harmful. It is like 
a medicine, not a form of diet.” Whatever grammar is taught must be functional and 
help the students in improving their use of English. 
4.4.4. Methods of Teaching Grammar: 
Broadly there are two methods of teaching grammar. Deductive and 
Inductive which give raise to a third one i.e. Inducto-deductive Method.

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4.4.4.1. i. Deduction Method: 
 This method may be used with older children who have already learnt some 
language. The method insists on rule first and example later. 
The teacher gives the rule or definition of a language form, say the present 
continuous tense. This tense is used initially for actions going on at the moment of speaking. 
Then he gives a number of examples, from actions or pictures. Later he makes them apply the 
rule, by showing some more pictures, or giving some exercises, care is taken about agreement 
between the subject and the predicate. 
I am running. 
You are running. 
He/She is running.
Generally formal grammar was taught by the Deductive Method. Only rules and examples 
were recited by teacher and pupils and there was no action, no practice, no linking of word and 
meaning. Everything appeared easy and time saving but the pupils did not learn anything finally 
because there was no practical demonstration or practice of the pattern.