Teaching as ‘Possessive adjectives’ on the board, we

Teaching grammar is not an easy task, especially if we teach it to young
learners who are not English native speakers. Young learners, namely primary
students, are not familiar with notions such as ‘possessives’,
‘demonstratives’, ‘present simple’ or ‘present continuous’, etc. They cannot
make an association with their mother tongue in order to understand grammatical
structures better because in Romanian these notions are introduced later,
starting with the 4th or 5th grades, while in the
curriculum for the English language they are introduced starting with the 1st
or 2nd grades. Therefore, they cannot and should not be introduced
as such. If we write a title such as ‘Possessive adjectives’ on the board, we
will most likely confuse our students who have got no idea what that title
refers to. But if we write ‘My cat is blue, your cat is green’, we catch their
attention and they can deduce that we are talking about animals, objects, people
that belong to them or to their classmates or to somebody.

Teachers should use engaging, practical activities, games and songs
which can help young learners become aware of and use grammar, understand and
practise the grammar topic, without mentioning the name of the particular
grammatical structure that is being taught.

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There are some factors that can influence our teaching of English and
the students’ learning of English and which have to be taken into consideration
when teaching English. Young learners’ skills in learning English can vary a
lot from one student to another. Their motivation and interest in language
learning in general and in certain language activities in particular, can be
very different from one student to another. Therefore, the activities that
teachers have to use should be appropriate for the students from the point of
view of both their age and their cognitive development. Thus, the activities
used have to be enjoyable and creative enough to catch and hold the students’
attention and they should also address the students as a whole – their cognitive,
social, physical, emotional aspects.

Although teaching English
grammar to young learners is quite difficult and challenging, and teachers have
to spend a lot of time developing appropriate activities and searching for
appropriate resources, there is also the joy that we, the English teachers,
have when we see that our students understand and use language appropriately,
and that their progress, not only from the linguistic point of view, but also
cognitively, socially, emotionally, is visible.