"At young ages, we are not interested in a ____ of grammar. We are concerned with linguistic ____ rather than linguistic ____. We want the children to be able to ____ and write English with a ____ degree of ____ and ____. We are ____ training them to ____ grammar books or ____ grammar lessons." We know that if A = B and B = C, then A = C. But this type of ____ thinking is ____ a 7-11 year-old child’s capability. You can try to teach this, but you will always ____ because the child does not have the ____ resources to understand it. Logical thought of this type can only apply to ____ and ____ objects in the real world. So the child can understand that if stick A is longer than stick B, and stick B is longer than stick C, then stick A is longer than stick C. ____ knowledge is based on abstract concepts which the child ____ understand. Even at the age of 3 or 4, a child can understand that if Mummy is putting on her overcoat, she is going to go out. The child does not understand this ____. It is just that the child has seen this ____ of behaviour ____ and can ____ the next item in the ____. In their book 'Introducing Language and Mind', Jean Aitchison points out that children do not simply ____ adults. Utterances such as ‘Me drinked tea’, ‘No Teddy go’, which have ____ been ____ from adults, demonstrate that the child is operating their ____ system of linguistic ‘____’ which they devise and modify as they get ____. The development of these rules is an ____ process. The evidence ____ refers to the acquisition of the ____. As we can see, the child does not begin to understand the grammar of the mother tongue until at least the age of ____. Younger children ____ operate the grammatical system of the mother tongue, but the child is simply ____ patterns. But an eight-year-old child has already had more than ____ of ____ and ____ of the mother tongue. A child learning a foreign language has ____ of exposure and use in ____.

Child-friendly grammar

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