Cambridge University Press Transcript of interview with Raymond Murphy English Grammar in Use Fourth Edition and Online December 2011 Around 1980, I was teaching at a language school in Oxford, teaching mainly intermediate students and they came from all over the world, mixed nationalities and mixed first language backgrounds. They were also mixed in other ways, in their educational experience for example, and in their expectations, and that includes their attitude to grammar. So there’s a problem focussing on grammar because the needs and wishes of the students are so varied, and also the fact that they are only here for two or three weeks. They can focus on grammar anywhere in the world as long as they have got a book or something, some source of information, but they don’t get all the practice which they could get in the classroom. So it was a rather unsatisfactory situation dealing with grammar in the classroom as I was teaching it at that time. And it didn’t make much sense doing grammar in class basically, for the reasons I have just given. On the other hand, students did have grammar problems, lots of questions and queries, confusions, gaps in their knowledge, and often they wanted those addressed. They would also ask if I could recommend a grammar book that would help them find the answers to the queries they had. And I, at that time, this is around 1980, couldn’t really recommend a good grammar book for students – I found them too academic, I don’t think they were really written with the learner in mind. So I wanted to write some material to give to students to answer their queries, without having to do grammar with the whole class. So, I wrote a series of worksheets, and each of these dealt with a particular point of grammar, it might be the difference between two tenses, the past continuous and the past simple, or it might be a specific point like ‘used to’ – “I used to do something” as opposed to “I am used to doing something”. Each worksheet had a topic like that and it consisted of three parts, an explanation section which explained the grammar concerned, dealt with the problems concerned with examples, and exercises, a number of easy to do exercises, uncomplicated exercises, just for the learner to clarify in his or her mind the information they had just received. And then there was another sheet of paper which had the answers. These were kept in the school library and they worked very well. And well, I did about 30 of these, and they were very popular with students, students liked them, and I thought, well, I could get this published maybe. I approached three publishers and Cambridge University Press were really the only ones to respond positively. And we got
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