Story telling refers to the art of telling story.

• A grammar lesson is not complete without an application stage.

A grammar lesson is considered incomplete without an application stage.
• Application is believed to require “volume & repetition” (Ur, 1988).
According to Ur (1988), application is believed to require "volume and repetition,"
• Learners need to be given adequate opportunities to use the items to be learnt as much
as possible.
Implying that learners require ample opportunities to utilize the concepts being taught.
Therefore, teachers are encouraged to assist learners in transitioning from a focus on
grammatical accuracy to a focus on conveying meaning effectively through explicit
instruction and a variety of practice activities. These activities aim to familiarize learners
with grammatical structures within different contexts, thereby promoting practice in both
form and communicative meaning (Ur, 1996).
Transition to Meaning-focused Fluency: After explicit instruction, you suggest transitioning from form-
focused accuracy to meaning-focused fluency. This shift reflects a move towards using language in authentic,
communicative situations where learners focus not only on grammatical accuracy but also on conveying
meaning effectively.

• Story telling Mode is an effective way to apply what the students learn to real
communication.
• English grammar can be taught in real communication through four language skills by
listening, speaking, reading and writing some stories of both the teacher and the
students
Storytelling is highlighted as an effective method to apply grammar knowledge to real
communication. Through storytelling, English grammar can be taught using the four
language skills: listening, speaking, reading, and writing. This integrated approach helps
students understand and use grammar in authentic situations. Beginners, in particular, may
struggle with using simple past and present perfect tenses correctly. Firstly, we can ask the
students to listen to our own stories, for example My Love for Sports, and ask them to
recognize different tenses that are applied. Students then respond to questions about those
tenses in order to improve and strengthen their understanding. Then gives the students
reading materials that precisely explain the structure and meaning of the simple past and
present perfect tenses after the listening exercise. Students are able to practice and
comprehend these grammatical concepts in context as a result of this. It is also important for
teachers to provide feedback and correction during the application stage. This can help
learners identify their errors and learn from their mistakes.
Teaching grammar through storytelling can aid their comprehension and application of
these tense and aspect forms and offers a rich and engaging learning experience for
students, especially beginners.
Listening to Stories: The instructor starts off by narrating stories, such as "My Love for Sports,"
and then asks the class to recognize the various tenses that are applied. Students then respond
to questions about those tenses in order to improve and strengthen their understanding.
Reading Material: The instructor gives students reading materials that precisely explain the
structure and meaning of the simple past and present perfect tenses after the listening
exercise. Students are able to practice and comprehend these grammatical concepts in context
as a result of this.

This approach aligns with communicative language teaching principles, where language
learning is viewed as a means of communication rather than just a set of grammatical
rules to be memorized.