Content: Introduction Mainpart

2. Approaches to teaching grammar to young learners

1. 
   It allows children to get a clear idea of how the language sounds from the very first steps.
   
2. 
   It stimulates pupils’ interest as they deal with the language in its communicative function. For children a language is first of all speech. So they are instructed in comprehension of elementary commands, requests, statements and questions on the hand, and in saying something in a foreign language on the other hand. They may speak about themselves, friends, objects and things around.
   
3. 
   Much attention is paid to the development of pronunciation habits and skills both in articulation and intonation since pupils are taught spoken language only.
   
4. 
   Pupils’ responses reflect the level of their comprehension of information. If it is slow and inaccurate, they revise it.
   
5. 
   It provides activity in the lesson. Pupils must listen to what the teacher and their classmates say. Their memory, thinking, visual, auditory, and listening analyzers are at work.
   
6. 
   It gives plenty of time for hearing, repetition, and reproduction.
   

After introductory course combined lessons prevail. Such speech activities as reading and writing are involved. Pupils first listen to the portion of learning material, then it in speaking; the previously learnt material is used for reading and writing. Thus, pupils work over the material twice: first in oral speech then in written speech.
Children differ in many ways. They are different in discipline, cultural background and interests. All the teachers are acquainted with such phenomenon: the same children always finish the task first and can get bored or disruptive. Or one half of the students have fulfilled the task while the other part only just begun to do it. Most weaker pupils are often bad listeners because it’s difficult for them to understand the teacher. The bigger the class is, the more the problems are compounded.
Schools may be one of the new places left where children can find quiet and sustained application to a task in hand. How can we reconcile this need to give the children periods of sustained calm and independent work with our declared intention to promote interaction and communication? In other words, how can we be sure that interaction and communication do not simply lead to unproductive fragmentation and restlessness? This is particularly important when our classes are large or our classroom very cramped.