A syllabus for teaching English grammar at the primary, intermediate, and upper levels in Israeli schools is presented. The criteria for the selection and grading of grammatical structures in the syllabus are frequency, the usage of the majority of educated native speakers of American and British English, the productivity of the structure (the possibilities of its transfer and application to new situations), and the relevance of the structure to situations likely to be met by pupils at the given stage of learning. It is suggested that grammar be integrated with all the other language activities (vocabulary and pronunciation) and be directly linked to the teaching of the language skills (reading, writing, oral, and aural). Grammar is approached contextually, i.e., in the framework of a meaningful text. To incorporate the principle of meaningfulness at all stages (introduction, practice, and application), the teacher is admonished to plan carefully. Attention is also directed to the role of translation and to a pedagogical, rather than a scientific, grammar approach. The three stages of teaching grammar are viewed as introduction (presentation), drill practice (assimilation), and application (development, exploitation). The 147 grammar patterns that are taught in the English curriculum are presented and discussed. (SW)