Active Grammar 2 - Nigel Turton 2007

To teachers and parents

Of late, language planners and educators in various parts of the world have been taking steps to restore an appropriate balance to language teaching policy and practice. In the case of Singapore, in October 2006 the Ministry of Education announced its intention to introduce a new English Language curriculum in which ’A contextualized approach to English Language learning will be complemented by systematic and explicit grammar instruction.’ It is against this background that ACTIVE GRAMMAR has been produced.

The main purpose of ACTIVE GRAMMAR is to develop in young learners an understanding and control of the essential building blocks of English grammar and in so doing provide them with a solid platform for further language development.

ACTIVE GRAMMAR is likely to be found most useful at the lower primary level, although it may also help older students who, for one reason or another, still find grammar intimidating. It has been designed primarily for classroom use although it may also be used at home under parental supervision.

ACTIVE GRAMMAR is divided into units or lessons, each of which has a single focus. It is recommended that the units are followed in the sequence in which they appear, although some teachers requiring supplementary materials may prefer to draw upon them selectively.

The units follow a tried-and-tested ’presentation-explanation-practice’ format. They begin with a text (e.g. a rhyme, a dialogue, a story) which has been carefully designed to stimulate interest while at the same time showing the lesson’s grammatical focus in context. The explanation which follows draws attention to the relevant parts of the text while also providing further examples.

Finally, practice is provided by means of a variety of activities, both oral and written. These invite students to consolidate their understanding of a grammatical item by actively using it.

With its profusion of lively colour illustrations, ACTIVE GRAMMAR demonstrates that the learning of grammar, even at primary level, need not be difficult or dull. On the contrary, when materials are sensitive to the age and interests of the young learner, grammar lessons can be not only interesting but fun.

Nigel Turton

February 2007