Efl teaching grammar

What’s wrong with the following example?
Lesson: How not to teach the past perfect
Step 1
The teacher introduces the lesson by telling the class that they are going to have a grammar lesson. He writes on the board 'past perfect'. He then explains the rules of formation and use of the past perfect (as in he had worked...), including how the past perfect is used to refer to a time anterior to an established past reference, and how the past perfect is also used in reported speech to transform direct speech instances of the past simple and the present perfect. He also points out that the past perfect functions in conditional clauses to refer to hypothetical past time (as in If I had known you were coming...).
Step 2
He asks if the class understands, and then distributes an exercise, which involves converting past simple and present perfect structures into the past perfect, as:
I went to the beach →I had gone to the beach.
She has seen the movie →She had seen the movie.
The students work on this individually and then take turns to read their answers out aloud.
The teacher corrects any errors.
Step 3
In the remaining ten minutes of the lesson, the teacher sets up a game of “Hangman”, the vocabulary game in which the class are allowed several guesses at the gapped-out letters.
Step 4
The teacher marks students, give classroom awards active students and homework.


CONCLUSION

As is seen from the Main part of the Course paper the phenomenon of grammar is one of the crucial linguistic items when teaching English as a foreign language. It is impossible for a learner to say: “I have learned the language wholly!” owing to the fact that grammar keeps one of three key layers of language (along with phonetics and vocabulary) knowledge within itself.

Teaching and Learning strategies are essentially systematically planned activities aimed at moving students to want to do learning activities with their own will and ability. In order for these learning activities, then a teacher must determine matters relating to goals directed at changing behavior, a democratic, open, fair and fun approach, methods that can foster interest, talent, initiative, creativity, imagination, and innovation and the successes to be achieved.
The findings of the present study have implications for both EFL learners and teachers. Because grammar represents a daunting task for learners due to classroom instruction that relies on textbooks, the limited exposure to English, and the lack of or restricted interaction that promotes learners’ mastery of grammar through actual use of English. The present study provides evidence that video is a valuable tool that supplements classroom instruction of grammar. It plays a role in improving learners’ grammar by exposing them to a rich input in the target language, providing them with an explicit instruction on new grammatical forms and use and introducing them to an authentic language in a context that shows how such forms and rules are used. As a result, EFL learners are able to comprehend the information and use it in the context of grammar production (e.g., their grammar tests).
Teaching grammar needs to trigger students’ interaction: teacher-learner interaction and peer interaction. Interaction, as a means to discussing and articulating ideas and thoughts and negotiating the meaning of rules in grammar, cannot be achieved through video watching only, but also through creating opportunities for students to comment and interact (e.g., questions that stimulate their understanding of what they have watched and learnt from the video). In this regard, using online tools such as blogs can serve as a space where teachers post videos and learners, through virtual interaction, can discuss new grammatical rules and their use.
It is through greater understanding of the issues related to grammar teaching and grammar approaches that teachers are able to make informed decisions when preparing a language learning experience within their social or cultural context.
Taking into account students’ cultural understandings is crucial for successful and effective second language acquisition. Teachers need to understand which approach (or approaches) works best for their group of students. However, I believe that teachers of EFL students have a common goal: to design learning experiences that provide students with strategies that will in the long term promote independent language acquisition.
Foreign language teaching methodology has coined a great deal experience dedicated to teaching and learning grammar. There were introduced a multiple range of theories, strategies, techniques and methods on grammar acquisition by outstanding representatives of the field. It is recommended for the FL teacher to get introduced with the modern and innovative achievements of the modern pedagogy and advanced ideas, to read more the works of foreign colleagues, and try to apply the gained knowledge in the teaching process.
Observing the information about methods of grammar teaching I came to conclusion that the following methods are the most effctive and easy-applicable within learners’ classroom:

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  Using visual aids
  
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  Using real things (realias)
  
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  Using modern IT
  
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  Using graphical organizers
  
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  Translation
  
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  Memorization
  
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  Playing games
  

To put it all in a nutshell, I can say that during writing the current research work I have gained much information about the ways and methods of teaching grammar skills to the EFL learners. Now, it became clear to me that teaching grammar demands not only linguistic skills, but also a range of didactic skills. When teaching grammar one should pay his/her attention to the aims of teaching, content and the quality of material being presented. I hope that in the future the acquired knowledge based on the current work will contribute to my further professional development and facilitate my lesson conducting.