On education and the National Program for Training

Rule for the teacher: Furnish pupils with words to change the lexical meaning of the sentence pattern so that pupils will be able to use it in different situations. Remember that pupils should assimilate the grammar mechanism involved in the sentence pattern and not the sentence itself.
Situational approach to the teaching of grammar. Pupils learn a grammar item used in situations. For example, the Possessive Case may be effectively introduced in classroom situations. The teacher takes or simply touches various things and says This is Nina’s pen; That is Sasha’s exercise-book, and so on. Complex Object I want somebody to do something may also be presented in classroom situations. For example, the teacher addresses a boy, he says Pete, I want you to give me your exercise-book. Please, give it to me. Lena, I want you to help Nick with his English. Please, help him with his reading. Andrew, I want you to clean the blackboard. Will you?
Rule for the teacher: Select the situations for the particular grammar item you are going to present. Look through the textbook and other teaching materials and find those situations which can ensure comprehension and provide the usage of the item.
Different approach to the teaching of active grammar and passive grammar. Grammar items pupils need for conversation are taught by the oral approach, pupils aud them, perform various oral exercises, finally see them printed and write sentences using them. For example, pupils need the Present Perfect for conversation. They listen to sentences with the verbs in the Present Perfect spoken by the teacher or the speaker (when a tape recorder is used) and relate them to the situations suggested. Then pupils use the verbs in the Present Perfect in various oral exercises, and finally they read and write sentences in which the Present Perfect is used. Grammar items necessary for reading are taught through reading. For instance, pupils are going to read a text in which verbs in the Pats Continuous occur. At present they do not need this tense form for conversation. They need it for comprehension pf the text only. Since pupils are familiar with the Present Continuous, they can easily grasp the meaning of the new tense form and understand the sentences while reading the text. The teacher may ask them to copy the sentences out of the text in which the Past Continuous occurs and underline the elements which signal the Past Continuous Tense.