In my opinion, motivation is the motor of learning. In this sense, as teachers, we should foster interactions in which our students experience a certain lack of skill/knowledge that leads them to learn. The expertise of teachers lies in the design of a complex progressive path in which they can concentrate on progressive difficulty challenges in order to acquire a growing communicative competence.

I hope the following answer could be helpful to you, there are different ways of teaching for different ages. For younger students, games or setting up scenarios can be used to guide them to say the correct grammar. If you are an adult or a student with better understanding, you can learn by analysing the article, explaining it directly or watching videos.

Progressive teaching of grammar involves a gradual and systematic approach to teaching grammar concepts, starting from simpler concepts and building up to more complex ones. Here are some activities and strategies you can use to achieve this progressive teaching of grammar:

Start with the Basics:

Begin by introducing fundamental grammar concepts, such as parts of speech (nouns, verbs, adjectives, adverbs, etc.) and basic sentence structures. Ensure students have a solid understanding of these foundational elements before moving on to more advanced topics.

Use Contextual Examples:

Provide real-life examples and sentences that showcase the grammar concept you're teaching. Contextual examples help students understand how grammar functions within the context of communication.

Interactive Worksheets:

Use worksheets that gradually increase in complexity. Start with simple sentence correction exercises and gradually introduce more intricate sentence structures, tenses, and grammatical rules.

Sentence Building:

Engage students in activities where they construct sentences using the grammar rules they've learned. This could involve creating sentences with specific tenses, sentence types (declarative, interrogative, imperative, exclamatory), and sentence structures (simple, compound, complex).

Games and Puzzles:

Incorporate grammar-themed games like crossword puzzles, word searches, and grammar bingo. These games make learning fun and reinforce grammar concepts in an interactive way.

Editing and Proofreading:

Provide paragraphs or short passages with intentional grammatical errors. Ask students to identify and correct these errors, helping them practice grammar rules in context.

Guided Writing Activities:

Have students write short paragraphs or essays that incorporate specific grammar concepts. Provide prompts that require the use of certain tenses, sentence structures, or parts of speech.

Peer Review:

Introduce peer review sessions where students exchange their writing and review each other's work for grammar accuracy. This not only encourages collaboration but also reinforces grammar concepts through analysis.

Comparative Analysis:

Compare and contrast sentence structures, verb tenses, or other grammar concepts. This helps students understand the nuances and differences between various grammar rules.

Literature Analysis:

Analyze excerpts from literature to identify and discuss grammar usage. This can help students see how grammar is applied in real writing.

Project-Based Learning:

Integrate grammar into broader projects where students create presentations, stories, or reports. This encourages them to apply grammar rules creatively.

Scaffolded Learning:

Build on previously learned concepts. For example, start with simple present tense, then introduce past tense, and subsequently move to present perfect tense.

Incorporate Technology:

Use grammar-checking tools and educational apps that provide instant feedback on grammar correctness. These tools can supplement traditional teaching methods.

Modeling and Explanation:

Clearly explain grammar rules using examples and models. Break down complex rules into manageable parts and provide step-by-step explanations.

Continuous Assessment:

Use regular quizzes and tests to assess students' grasp of grammar concepts. This informs your teaching approach and allows for timely intervention.

Remember that progressive teaching of grammar should consider the diverse learning styles and needs of your students. It's essential to create a supportive and inclusive learning environment that allows students to learn at their own pace while building a strong foundation in grammar.

The basis lies in reading, comparing and building habits for reading and practicing. When combined with practice, we get extremely strong results through conversation.

First, recognize that native speakers of English do not make grammatical mistakes. Talk about that. Native speaks learn the rules and everything automatically. The ability to learn those rules -- without explicit instruction -- is in our genes.

Second, this means that most "grammar" is really about preferred style. That's it. Preferred style. Perhaps a different style than your students have long since mastered.

Third, read. Read read read read. Kids need to read to learn vocabulary words. Kids need to read to learn spelling. They need to read to really learn what a sentence is and what a paragraph is. If they are reading enough materials with the voice/style you want the to learn, reading will do almost all the work for you. You can highlight some thing and make them explicit lessons, but most of the work is actually them reading.

Fourth, you can talk about style explicitly with the students. I did this as a high school teacher. I would talk about the right style for prom vs. the right style for class. That is, no one wears a tuxedo or (sexy?) prom dress to class, but that's rather expected for prom. Vice versa for a t-shirt. Same thing goes for how you speak and write. Texting is different than email is different than formal essays.

I know that I am undermining the premise of the question. I know that I am saying that for the most part, lessons and activities designed to teach a preferred writing or speaking style are generally a waste of time. Yeah, I am saying that. Those lessons simply are not going impart what you are trying to important -- that is, internalized understanding and ability to speak/write in the preferred style. You need to expose them to lots and lots and lots of examples. Our brains can internalize that with sufficient exposure.

And, of course, if you don't model it, you will be undermining those lessons. It would be even better if all the adults they encounter spoke in whatever this preferred style is -- better in that they would learn it faster. But at the very least, *you* should be consistent in modeling it. They may well make fun of you for it, but the ones best at doing they Mr. Parajuli impressions will be the ones who have internalized it best.

So, you want an activity? Model the preferred style you want all the time, and then have a repeating regular activity where they compete for doing an impression of you. And have THEM take the lead in pointing out what the competitors are doing wrong. That would motivate them and engage them.

There are various teaching strategies that we can employ in teaching grammar But the challenge of this is how to contextualized this strategies to make the learners more interested on learning grammar. First you need to identify what are the strategies that is suited to our target learners we should know the qualities of our students. After identify we should also do assessment wether our learner are capable of reading and writing so that we can easlity employ the teaching technique that we have. We should focus on the proper usage rather than terminologies and we can also used the scaffolding learning through practice and application.

The problem also lies in acceptance. Why? Digitization, when it comes to writing and reading, does its part, that children avoid learning correct grammatical pronunciation, because everything is served to them on a plate. Getting today's child to engage in correct pronunciation as well as correct writing is very difficult. Children resort to them with an easier way of coping, which is to be silent. They solve everything by listening, because we will get the answer from the children, "Why should I bother, when everything is within my reach" that leads us out of the basics. Pulling children out of the rosy world of entertainment is very difficult. "Naturalism" is the only auxiliary way to bring children back to normal. The jungle on asphalt will drag us even further into the abyss.