On education and the National Program for Training

Rule for the teacher: If the grammar item you are going to present belongs to those pupils need for conversation, select the oral approach item for reading, start with reading and writing sentences in which the grammar item occurs.
While preparing for the lesson at which a new grammar item should be introduced, the teacher must realize the difficulties pupils will meet in assimilating this new element of the English grammar. They may be of three kinds: difficulties in form, meaning and usage. The teacher thinks of the ways to overcome these difficulties: how to convey the meaning of the grammar item either through situations or with the help of the mother tongue; what rule should be used; what exercises should be done; their types and number. Then he thinks of the sequence in which pupils should work to overcome these difficulties, from observation and comprehension through conscious imitation to usage in conversation. Then the teacher considers the form in which he presents the grammar item – orally, in writing, or in reading. And finally, the teacher plans pupils’ activity while they are learning this grammar point: their individual work, mass work, work in unison and, work in pairs, always bearing in mind that for assimilation pupils need ample examples of the sentence pattern in which this grammar item occurs. [11:139-143]
Techniques in teaching grammar

1. 
   Using Text Technique
   
2. 
   Using Total Physical Response
   
3. 
   Using Picture
   
4. 
   Using Objects in the classroom
   
5. 
   Using Game
   
6. 
   Using Song [14]
   

The deductive approach - rule driven learning. A deductive approach starts with the presentation of a rule and is followed by examples in which the rule is applied. The grammar rule is presented and the learner engages with it through the study and manipulation of examples.
Advantages of a deductive approach:

• 
  It gets straight to the point, and can therefore be time-saving. Many rules — especially rules of form — can be more simply and quickly explained than elicited from examples. This will allow more time for practice and application.
  
• 
  It respects the intelligence and maturity of many - especially adult -students, and acknowledges the role of cognitive processes in language acquisition.
  
• 
  It confirms many students' expectations about classroom learning, particularly for those learners who have an analytical learning style.
  
• 
  It allows the teacher to deal with language points as they come up, rather than having to anticipate them and prepare for them in advance.
  

Disadvantages of a deductive approach:

• 
  Starting the lesson with a grammar presentation may be off-putting for some students, especially younger ones. They may not have sufficient metalanguage (i.e. language used to talk about language such as grammar terminology). Or they may not be able to understand the concepts involved.
  
• 
  Grammar explanation encourages a teacher-fronted, transmission-style classroom; teacher explanation is often at the expense of student involvement and interaction.
  
• 
  Explanation is seldom as memorable as other forms of presentation, such as demonstration.
  
• 
  Such an approach encourages the belief that learning a language is simply a case of knowing the rules. [7:134]