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When I explain new grammar in the classroom I use a more receptive approach, at least for the first and second grammar lessons, and after that, when I’m sure that most of my students have understood it, then I’ll give them a more productive session, with different activities, mostly communicative.

That sounds like a sensible approach - what age and level do you teach? You could of course turn the process upside down and start with a productive activity. When they come to a point where they get stuck because they don't know the necessary grammar, THAT is the moment to feed in the missing structure and when students will be especially receptive to being taught. They sometimes call this the Test-Teach-Test approach. What do you think of it?
Take care,
Pieter