Resources for Teachers

How to use Grammar and Vocabulary

The Routledge English Language Introductions are 'flexi-texts', which students can use to suit their own style of study. The books, including Grammar and Vocabulary are divided into four 'sections'. Each section is made up of a number of 'units'.

A. Introduction: Key Concepts in Grammar and Vocabulary

The eight units in this section are foundational. They introduce students step-by-step to the basic terms and concepts in the study of grammar and vocabulary, and they provide students with the essential categories and analytical tools. By the end of this section students will a good overview of the subject matter of the book.

B. Development: Further Concepts in Grammar and Vocabulary

The eight units in this section add to students' knowledge. Each B-unit builds on the ideas introduced in the corresponding A-unit, extends the scope of the topic, and provides more depth and detail. By the end of this section, students' knowledge of English grammar and vocabulary will be consolidated, and a clearer picture of the subject will be emerging.

C. Exploration: Aspects of Investigation

The twenty-four units of this section develop the detail and explore some of the complexities of English grammar and vocabulary. Each group of three C-units corresponds to an A-unit and a B-unit, and each unit investigates closely a related topic, usually with examples from real texts. By the end of this section students will have a comprehensive understanding of English grammar and vocabulary, and will be in a position to undertake their own detailed analyses of language data.

D. Extension: Readings in Grammar and Vocabulary

The eight units in this section provide key readings from the works of other writers. Each reading relates to the corresponding set of A-, B-, and C-units. The reading may show an alternative perspective on a topic, provide some theoretical context, or raise controversial issues. They are intended to stimulate students' thinking and provide a bridge into other works on grammar and vocabulary. An introduction sets the reading in the context of the series of units, and after the reading some suggestions are made about how students can follow it up by further investigation. Students may find that they need to read the extract more than once to grasp what the author is saying, and to make the connections with the units in the other sections.

This book can be read like a traditional textbook, 'vertically', straight through from beginning to end, starting with the A-units, then the B-units, and so on. This will take students comprehensively through the broad field of study. However, the Routledge English Language Introductions have been carefully designed so that they can be read in another dimension: 'horizontally', across the numbered Units. As indicated earlier, the numbered units across the sections are connected and deal with similar topics. So, students could begin with A.1, then read B.1, then C.1 and D.1. Alternatively, they could combine the two methods by, for example, reading all the Units in Section A (using the 'vertical' method), in order to get a basic overview of the subject matter, and then read 'horizontally' on each topic. Or students might want to leave all the Section D readings until last.

Each Unit in the book comprises a usually limited amount of exposition, together with a number of 'activities'. The activities are nearly always followed by a 'commentary', which either provides answers to the questions of the activity or discusses possible solutions to problems posed in the activity. The book is designed to be interactive. Students should do what an activity suggests before they read the commentary that follows it, in order that their learning and understanding will develop more effectively. The book could be used as a class text, so that students undertake the activities individually or in groups, and the commentaries can become the basis for class discussions. Alternatively, you may want to provide your own exposition and examples in class and use the book as a self-study text for students to revise and reinforce class material for homework.

Students beginning the study of English language are often put off by the terminology that they have to learn, and if their primary exposure to 'English' has been literature, they see language study as technical. It is important to explain to students that, like any other subject, language has its terminology - just as the study of literature does. Some grammatical terms - like 'word' or 'sentence' - will already be familiar to most students. Other terms may be less familiar or they may have misconceptions from earlier school experience. Terminology is introduced in the units as it is needed. Students should be encouraged to persevere with learning them; like any other specialist vocabulary they've learnt - for music, football or fashion, for example - they will become familiar terms with practice and use. The Glossary provides an index of terms, a brief explanation, and reference to the Unit or Units in which the term is explained in detail.