that according to Jeremy Harmer, in the book , is where grammatical facts are hidden from (x) < the > students, that is, when {revise it} and not to the grammar form. In this kind of grammar teaching, < the > students learn < the > grammar implicitly and unconsciously. This way, < the > teachers help < the > students to learn and practice the language without a formal teaching. An excellent example of this kind of activity is text comparison. Teachers get students to discover new grammar by asking them to compare different genres of texts, for instance, newspaper articles, poetry, and advertisements. So, students will concentrate on the use of grammar in each text and they will discover for themselves what grammar is, and what (you should change to “that”) means. Besides, learners will see language in its authentic context and then they will understand how it works. Another example of covert grammar teaching is information gap activity, which is a kind of interaction between students where they need to ask each other for information in order to have the task completed. Thus, those activities could be classified as covert since students do not have the focus on form, but on the language and on its function itself.

The second kind of grammar teaching is overt, where the teacher provides rules and explicit explanations for the students. In other words, unlike the covert, the focus is on form and not on the use and/or function. According to Jeremy Harmer, it is when the information is openly presented. A good example of an overt activity is that activity where students need to find the mistake in a given sentence. In this kind of activity, the focus is completely on form since the students are dealing with rules and structures. Another example is when the teacher gives the same sentence in different forms (verb tense) in order to the students and explain the differences among them. Those activities can be classified as overt because (x) the attention is given to form and how explicit is the teaching of grammar on them.

In conclusion, there are two types of grammar teaching: covert and overt. The former is an implicit teaching of grammar and the (sp) is an explicit and conscious learning of (referent) . Each activity developed in the teaching of grammar (need revision), which have their own peculiarities and importance.


References:

HARMER, Jeremy. Teaching and Learning Grammar. Longman, 1986.

CELCE-MURCIA, M. (Ed.) Teaching English as a Second or Foreign Language. 3ed. Thomson, 2001 – p251-266
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*1 – I recognized that as a trace of style on your writing, but try to change the structure, it might work. The way you used those expressions to reinforce your idea, it looks repetitive.

Ps.: I took into consideration the general structure when I read your text. Your text follows, in my viewpoint, the patterns established to classification essays and that is pretty well done! I liked the way you raised reader’s attention to the relevance of the topic by saying “that” is well discussed, being proved or not by citing the resource from which you got that information, it means the topic is important. Afterwards, you followed the discussion of your two arguments nicely in the body of your texts, and also gave examples. But, you should accept this just as suggestion, your conclusion seemed as you were urging to finish your text.

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