Scrivener (2011) presents alternative ways to teach grammar opposed to the traditional “present-practice” structure less...

the teacher starts the lesson with authentic exposure to language and students memorize language items. After that, students perform a language focused a task and present it to the whole class.

the teacher starts the lesson with a large number of instructions by using gestures and demonstrations quickly and students are asked to repeat the instructions as they perform them. As the lessons continues, the teacher moves to clarification of meaning and students perform a task using the instructions they have learnt.

the teacher initiates the lesson with a task that promotes ‘noticing’ of lexical items and moves to clarification through guided discovery. Finally, students work in groups and reflect on what they have learned. Finally, they report their findings to the other students.

the teacher starts the lesson with a task that promotes ‘noticing’ of language items, then he/she moves to authentic exposure and clarification (guided discovery) and students produce a dialog to practice the new language items.

the teacher starts the lesson with a lead-in activity in order to introduce the topic or theme, then students perform a ‘real world’ task in groups involving communication. After that, students prepare a report on how they did the task and present it to the classroom.