This is particularly important for younger learners, who often have a preference for activities involving movement and the manipulation of objects.
Those teachers who have already used other books in this series by Gordon Lewis will not be disappointed in this collection, written in collaboration with Hans Mol, who brings his own long and extensive experience of working with younger learners to bear. Teachers of younger learners will find this an invaluable addition to the Young Learners titles in this series.
Alan Maley
Introduction
‘We shouldn’t lose sight of the one thing children do best: have fun.’
‘What is grammar?’ is the kind of question that seems easy to answer until somebody asks it.’
Grammar is certainly one of the most controversial areas of language teaching. In fact, your approach to grammar will in many ways determine your position on communicative language teaching, task-based learning, lexical grammar, and any other of the many methodologies and approaches in the world of language teaching.
Maybe you’ve never stopped to think about grammar much. Before you continue reading this introduction, do the following activity (either for yourself or with colleagues). Tick the statements which best represent your own beliefs about grammar in English language learning. If you can’t find anything that suits you, think about your own opinion or belief.
My experience is …
For many teachers, grammar is the backbone of all language learning. ‘Structure’, as it is often called, is perceived as the core thread of the language syllabus and, indeed, the majority of school curricula and the majority of course books are designed according to grammatical criteria.
At the other end of the grammar spectrum, a huge population of communicative language teachers oppose the explicit teaching of grammar. They object to isolating grammar as a system within a system. For many who adhere to the notion of communicative language teaching with a capital ‘C’, grammar should be learnt intuitively through context; grammar should be inferred through meaning and task.
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