The document discusses grammar teaching methods and structures. It describes communicative grammar teaching as focusing on practice over study. Various grammar activities are outlined as basic for developing communicative abilities. A four-part structure for teaching grammar is then presented: presentation of the structure, focused practice, communicative practice, and teacher feedback/correction. Examples of the first, second, and third conditional structures in English are also provided.

1. Grammar
Oxford's definition of grammar:
Study or science of rules for the combination of words into sentences
(syntax) and the forms of words (morphology).
TEACHING GRAMMAR COMMUICATIVELY FOCUSES ON
THE PRACTICE RATRHER THAN THE STUDY OF
GRAMMAR.
Grammar VS. Learners' level:
Modern SL courses include various types of grammar activities,
overt and covert. Such activities are basic for the development of
learners' communicative abilities. One can not ask for permission
unless he/she at least knows one structure that realizes this language
function, e.g. May I open the window?
Teaching structure
1. Presentation:
The grammar structure is introduced either inductively or
deductively.
2. Focused practice:
The learner manipulates the structure to gain control of the for.
3. Communicative practice
The leaner takes part in communicative activities to practice the
target structure.
4. Teacher feedback and correction
For this stages, teachers may wish to observe the following:
a) The correction strategy varies accoeding to the phase of the lesson.
During the focused practice, correction should be straightforward
and immediate.
b) Regardless of when correction is made, the teacher should try to
engage the learners in error identification and correction, rather
than to point out the error and provide the correct form.
c) The four parts may not necessarily be completed in a forty – five
minutes lesson. For instance, the teacher feed back and correction
mat take place the following class period.
Conditionals
The first conditional:
This structure is used:

2. - To describe a possible future event and its consequences.
If it starts to rain, we'll play inside.
- To give advice:
If you do some exercise, you'll get fit.
- To warm or threaten.
If you do that, you'll be punished.
The second conditional:
This structure is used:
- To talk about hypothetical, but possible situation:
If I had enough money, I would but a new car.
- To talk about totally imaginary or impossible situations.
If I were you, I would accept the job.
- To give advice.
If I were you, I'd get a full-time job.
The third conditional
We use the third conditional to talk about things that were
impossible or did not happen.
If I had got up earlier, I would have caught the train. ( but I didn't)
We can also use it to express regret. We often add only:
If ( only ) I had listened to him, I wouldn't have lost my job.