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Teaching Grammar at The Basic Schools according to The Framework Educational Programme
Bachelor Thesis
Brno 2006
I. THEORETICAL PART
1. Introduction 2. The Framework Educational Programme
2.1 The Framework Educational Programme in the Czech Republic 2.2 Language communication 2.3 Key competences 2.4 Expected results in the language communication
4. Identifying grammar
4.1 What is grammar 4.2 Grammar in language teaching
8. Teaching process
8.1 Hypotheses about each lesson plan 8.2 Evaluation and experience from the lesson
10. Conclusion
10.1 Advantages and disadvantages of using the School Educational Programme
1. Introduction
I have been teaching English at the basic school for ten years. My students are at the age from ten to fifteen. Basic education in the Czech Republic has been organized by several state educational and curriculum documents during the period that I have been teaching. Two years ago, in 2004, a new educational document for basic schools has been published. It is called the Framework Educational Programme. It offers a new view on our educational system. Main stress is put on results and competences not on subject matter during the process of education. It is obligatory for schools to make their School Educational Programmes. A school year 2007-8 has been established as the first year for realizing these new School Educational Programmes. Now it is the time for making them. This thesis solves this problem in connection with teaching grammar in English. The main aim of the thesis is to show how grammar could be taught. Theoretical part engages in this new document which is described here in details. Then grammar is characterized as a part of language teaching. Main types of presenting and testing grammar are mentioned here. Relationship between teaching grammar and language curriculum as a whole is explained in theoretical part too. Practical part firstly describes the process of making a new School Educational Programme. Then attention is put on the 6th class only. There is a table of subject matter developed from the School Educational Programme. Two lesson plans of main grammatical units are chosen for presenting grammar. There are hypotheses and evaluation for each lesson. In the last part there are tests for learners. Anticipations of possible problems are presented here, then evaluation of each test. Conclusion of this thesis comes out the advantages and disadvantages of the Framework Educational Programme for teachers and students.
foreign language education, that were formulated in The National Curriculum of Basic Education in the Czech Republic, are based on the Common Europe Referential Scope for Languages (Spolen evropsk referenn rmec pro jazyky). This scope describes different levels of the language acquisition.
understands simple instructions, reacts on them recognizes written and spoken form of the word understands the meaning of simple, slow conversation uses alphabetical dictionary in a textbook RECEPTIVE SPEAKING SKILLS, 2nd period A pupil understands known words and simple sentences understands the meaning of simple authentic materials, uses them for his work reads loudly with proper pronunciation simple texts with known vocabulary finds out useful information in a simple text, makes the answer to the question uses dictionary PRODUCTIVE SPEAKING SKILLS A pupil forms grammatically correct written statement, short text, an answer to the statement products orally the context of simple text, writes simple text, products simple conversation changes short texts INTERACTIVE SPEAKING SKILLS A pupil reacts actively to the simple conversation, greets and says good bye to a friend, provides information
Level 2, the intermediate RECEPTIVE SPEAKING SKILLS A pupil reads loudly, fluently with a proper pronunciation understands the meaning of simple texts in the textbooks and in the authentic materials, finds known words and phrases in the texts understands simple and clear speech and conversation finds the possible meaning of the new words from the context uses a dictionary and finds the meaning of the words PRODUCTIVE SPEAKING SKILLS A pupil builds simple (written and spoken) statement about situation in daily life, in family, at school and in other topics writes grammatically correct sentences, changes sentences and short texts briefly retells the story or the text asks for simple information INTERACTIVE SPEAKING SKILLS A pupil is able to speak in the common daily situations in a simple way
learned? How is learning to be undertaken and achieved? To what extent is the former appropriate and the latter effective? (Breen and Candlin 1980, p. 89).
the curriculum for systems of communication where decisions concerning grammatical focus are attendant upon communicative points of departure.
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2) choice of language content must be such as to ensure the sufficiently timely appearance of the grammatical aspects identified in 1 3) great care and sensibility must be exercised that the pedagogical instruments maximize the probabilities for learner receptivity. The complexity of language means that if someone learns language, it requires systematic direct contact with each of its possible constructions. It cannot be necessary for the learner to encounter the exhaustive set of target-language constructions. One of the primary responsibilities of the language-teaching curriculum would seem to become as close as possible an identification of the grammar properties of target-language lexicon. It is considered of crucial importance for learner projection to well-formed grammatical constructions.
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3) Should pupils get enough chance to practice using a language or should they learn grammar? 4) Should students be aware of grammatical information about the language? A good teacher has several possibilities how to teach grammar. There is a number of techniques for presenting and practicing grammar. According to J.Harmer the grammatical information can be given to students in two major ways. The first one could be extremely covert and the second will be made extremely overt. Covert grammar teaching means that grammatical facts are hidden from the studentseven though they are learning the language. Students may be asked to do any activity where a new grammar is presented or introduced, but their attention will be drawn to this activity not to the grammar. Overt grammar teaching means that the teacher actually provides the students grammatical rules and explanations-the information is openly presented. With overt teaching grammatical rules are explicitly given to students, but with covert teaching students are simply asked to work with new language to absorb grammatical information which will help them to acquire the language as a whole. It is expected to do a lot of structures in teaching and practicing, and less really free communicative activity at the beginner level. The teaching of grammar is likely to be fairly covert since the main aim is to get students to use language as much as possible. On the other hand students at intermediate levels should be involved in more communicative activities and should have less grammar teaching. The teaching grammar would probably be more overt. Then advanced students can actively study grammar in more overt ways.
something to learner. (e.g. using present simple to say what he does). Presentation can take place using personalization immediately, teacher uses the students and their lives to introduce a new language ( e.g. personal questions). Personalization can be the final part of a presentation which is done through the use of texts or pictures (e.g. using a situation in daily life, menu in a restaurant). J. Harmer speaks about some characteristics of a good presentation that should be mentioned here: a good presentation should be clear ( no difficulties in understanding for learner) a good presentation should be efficient (students can manipulate the new language) a good presentation should be lively and interesting (to get interest for students, their involving during a presentation) a good presentation should be appropriate (not put so much information) a good presentation should be productive (the introduced situation should allow students to make many sentences or questions with a new language)
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be mentioned four different types of oral practice and written practice too, which are described by J.Harmer. 1) Drills are often done with the whole class, students are given sentence with a new grammatical item and they are asked for right repetition. It is practiced as long as it is necessary for students to be able to say this structure in a proper way. The aim of drill is to give students rapid practice in using a structural item. Advantage is that the teacher can correct any mistakes, can encourage pupils to concentrate on difficulties. But this way is not very creative. 2) Interaction activities are the ways of language practicing which are more meaningful and more enjoyable. Pupils often work together in pairs or in groups. They exchange information in the purposeful and interesting way. They are given some materials (text, picture, map) and asked for some tasks when they use the grammatical item that is introduced. Disadvantage should be that the teacher has no control over all students. He, she cant be sure that all students understood the grammar. 3) Involving the personality is the way when pupils do the exercise and at the same time talk about themselves. They are asked to discuss things that involve their personality and to use this subject matter as a focus for grammar practice. Chain drill is one way of making a practice drill. It is closely drill but in more funny and enjoyable way. It is more interesting than usual, because students are asked for speaking about themselves. 4) Games are surely the most interesting and the most favourite way how to practice grammar. Games are very useful for grammar work. Students are given a new grammatical item through the game, which is exactly the most natural way especially for children. There are several types of grammar games that will be mentioned later in this work. These were oral activities for practicing grammar. But there are some written activities too. Since grammar practice is often done through writing, it is very useful too. Some types of written practices will be mentioned here. These are fill-ins, written drills, word order, parallel writing. Generally speaking, students need to practice their grammar a lot, but it is only up to the teacher how they will do it. A good teacher should remember that students would do the tasks with pleasure not only as a necessity.
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This table functions both as an educational and a time plan for each teacher at school. It should be binding for teachers. It is only a part of the School Educational Programme but it is the most useful part for teachers of English. This table consists five columns: expected results and the key competences according to the Framework Educational Programme - the key competences are characterized here, some of the expected results taken from FEP are put here. expected results according to the School Educational Programme - the specific results are described here, these results were made by the teachers and they are the most important part of this document, they are binding for teachers and teaching. subject matter coming from expected results - there is a list of grammatical units that should be taught and the list of topics that should be solved during a school year, the subject matter is optional for each school. evaluation, it is optional - it is prepared for teachers notes, experience, evaluative points for the next work, there could be mentioned a students and teachers portfolio. notes, it is optional too - there are methods and forms of work described, this is the place for noting and realizing relationship between the subjects, subjects should fade into one another.
7. Grammatical units taken from the School Educational Programme 7.1 The list of grammatical units
There is solved and described teaching grammar according to the Framework Educational Programme in this thesis. Each school has to respect FEP and each teacher should respect the School Educational Programme. It has been said that the expected results are obligatory and the subject matter is optional for teachers. Teachers have made these documents themselves, so it should be useful especially for them and their students. Thats why it is only up to teacher in what way grammar will be presented. The sequence of presented grammar is free, too. Teacher can use several types of methods, even though he can use several textbooks and authentic materials for his work. 17
He can choose different methods and materials but he has to reach students expected results. The list of grammatical units taken from the School Educational Programme
Expected results
A pupil is able to: - use indefinite article a, an with the nouns - recognize the single and plural form of the nouns
Grammatical units
NOUNS - indefinite article a, an - plural of the nouns ( regular and irregular forms) - genitive of the nouns ADJECTIVES - a position of adjectives in the sentence give the PRONOUNS personal
personal pronouns to the correct person use the pronouns subject and object form possessive
pronouns interrogativ
e pronouns demonstrati
understand
simple speech and conversation about personal details statement, negative, question,
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ask for
personal details photo describe a describe the there is/are verb to have
place, picture, got : statement, negative, question, short answer person, animal, thing or a place in a simple sentence ask for - modal verb can,cant
permission - put the prepositions correctly into a sentence PREPOSITIONS - preposition of a place and the time make PRESENT SIMPLE TENSE - statement, negative statement ( dont, doesnt), questions ( do, does), short answers follow the form of English sentence use the
question in present
form of English
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question
cont. -
make the
sentence in present
make the
According to the School Educational Programme teacher should proceed from the expected results, these are the most important points in his work. This table shows how the teacher makes a process. The results are done and the subject matter is chosen by the teacher.
presenting grammatical unit by using the pictures and speaking about them. Drill was used in a game memory chain. But it is covered in this game. The last part of the lesson is based on childrens natural skill drawing.
1.
blue ball. Then points to the first picture and says: She has got a small doll. Then points to the second picture and says: He has got a red car. Then writes these three sentences under the pictures. 7 min.
2. 3.
3 min.
4.
blue ball and points to Tom, he says You have got a blue ball and I have got an orange Then the third person is speaking She
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has got a .he has got an .and I have got a several children will be asked for repeating the whole sentence. It should not be very long. 7 min.
5.
it.
verb to have got about the monster and children are asked to draw 10 min.
6.
check their work together, they repeat the short text about the monster. 8 min.
The text for children: This is a nice monster. It has got a big head and a big body. It has got four long arms but it hasnt got any legs. It has got lovely green eyes, long nose and a big mouth. It has got long pink hair. Its body is green too. Each arm has got five fingers. It is our friend. Its name is Fanny. (appendix n.2) 2) Lesson plan 2 respects these expected results, taken from the School Educational Programme: a pupil is able to make the question in present simple, to follow the form of question in present simple, to use an auxiliary verb do. Again the aim of the lesson is based on these results. The lead-in activity has been chosen as a revision from the last lesson. The second reason is to introduce several verbs that will be used later in questions. Coloured pieces of paper with auxiliary verb, personal pronouns and with full verbs should help children to remember the structure of the question in present simple. The rule of making question will be given explicitly to students. The important point is mentioned in pair work, the same colours of the words. During the individual practice children can use the coloured pencils too. An important intention is specified in this lesson plan. The students will be working only with the auxiliary verb do and personal pronouns that belong to.
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Age: 10-11 year-old pupils Material: coloured card with an auxiliary verb DO (green), personal pronouns I, you, we, they (yellow), full verbs (pink), collections of words for making the questions, textbook Project I, school exercise books, worksheets for pupils. Time plan:
1.
lead in activity, brainstorming: revision from the last lesson, teacher puts pink
cards with verbs on the board and children read them, then children are asked for making the statement about themselves in present simple with these verbs. Pupil says the sentence, puts the card on the board and writes the rest of a sentence. 7 min.
2.
presenting a new grammatical item: teacher explains the form of the question in
present simple with using coloured cards. Several examples are put on the board. 5 min.
3. 4.
then students are asked to make questions and write them on the board, they use all 5 min.
pair work: each pair of pupils gets a collection of the words in the same coloures as
were used for presenting, they are asked for making the questions in present simple 3 min.
5. 6.
checking the task, each pair reads its question loudly, the rest of a class corrects, 5 min.
individual practice: children are asked for writing an exercise from their textbooks
to their school exercise books. The task: complete the question according to a picture. Children can use coloured pencils. After writing the exercise they give it to the teacher for checking, teacher checks it and gives advice for correcting.
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5 min. 7. feedback: children get worksheets with two exercises and try to do it themselves 7 min.
8.
children change their worksheets and check them together, they correct the
mistakes and count the points, then put mark to a friend Materials for this lesson plan are presented as an appendix n. 4a
8. Teaching process 8.1 Hypotheses for each lesson Lesson 1 (according to lesson plan 1)
The main result of this lesson is characterized as a pupils ability of describing something, ability for using the verb have got, ability of understanding a short description. So it is expected that children will be able to use the verb at the end of a lesson. The lesson seems to be enjoyable for children, because of a choice of activities. Pupils are expected to behave well and to be interested in the activities. I assume that a lead in activity will start a good atmosphere in a class. A new grammatical unit will be presented as a cover grammar teaching, which seems to be better way for this unit and for young learners too. Drill, covered in a game, is expected to be done with pleasure. Teacher should anticipate some problems during this game. Especially weak learners are expected to have problem with repeating the whole sentence. I will pay attention of these pupils and I will encourage them and help them. It seems to be helpful if children stand up and show their picture to everybody. Other children could remember the sentence easily with visual support. Piccasso dictation is expected to be funny and enjoyable for children, because they like drawing, monsters and mystery. This activity seems to be useful way how to fix the using of the verb have got. But for fulfilling the results it is necessary to be very careful during this activity. Children have to work themselves, so it would be better if children sit alone. Then the teacher can check their work fairly. Possible problems with using vocabulary should appear during the dictation, but it is good to help children with vocabulary. They will be able to concentrate on understanding the forms of verb have got.
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concentrated on the grammar then on an unknown vocabulary. At the end of the last activity children wanted to put their paintings on the wall. They liked their monsters very much. I know that this type of activities is very interesting for children.
Lesson 2
Lead in activity has been presented according to teachers expectation. Children were able to use ten verbs in several statements. Sometimes they needed help with using the right prepositions. Then it was very useful that these verbs stayed on the board. They were used immediately for explaining the form of questions in present simple and the function of DO. I paid attention to colours. It was very helpful for children. They could change the cards on the board easily. Most children understood quickly. Then in pair work there were no problem with completing the sentences. Children worked quickly and carefully. But during individual work some problems came. Children made mistakes in using right personal pronouns and in spelling. Those children who had problems were asked for using colours again. Quite a big surprise came during the work on worksheets. There were twenty three children in a class and except two boys who are both dyslexic children and need more time for this task all children have done the tasks well. These two boys were asked to finish it at home and bring it next time. I saw this lesson as a big success because there always had been problems with questions in present simple in each class. Next positive point is that children are prepared for using auxiliary verb does which is coming next time.
9.1
use different topics (school subjects, days of a week, animals, colours and things, personal details, parts of the body). The first exercise is based on using the verb to have got for the first and second person singular and plural only. Through the knowledge of the school subjects and the days of the week students should complete the sentences. The second exercise asks student for answering four questions about themselves. They should write true sentences from their real life. The task of the third exercise is to fill in the conversation between two young girls. The main result is to understand this conversation clearly so that the phrase should be used in daily situation. Exercise number 4 finds out how children can make sentence with the verb to have got. All the words are written in capital letters in order not to be recognizable which word goes first. Exercise number 5 is based on translation either form Czech to English or from English to Czech. An easy vocabulary has been chosen, because the translation is often very difficult for children. The main intention is to use the verb have got in a sentence, not to check the vocabulary. The last exercise is something like compensation for children. It has been made for pleasure so that the students will not be stressed so much during the test. At the end of the test children could paint the pictures of William and Wendy. (Taken from Project Grammar, mluvnick cvien, Carolyn Barraclough, by OUP,2004) Children can reach maximum 44 points.
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The first exercise pays attention on using the verbs in statements. The knowledge of adding s in 3rd person sing. is expected. Exercise n. 2 is based on making questions in present simple. These questions come from the previous exercise. There is an example of a question so that students could follow it. Next two exercises are connected. Students should match two halves of these sentences and rewrite them correctly with using our known colours. The fifth exercise is about using correct form of auxiliary verbs. It seems to be easier than in ex. N. 2, because children can choose from two possibilities. As a visual support there are coloured subjects again.(yellow) Exercise n. 6 asks learners for using short or long answer. Students are expected to use short forms of do not and does not, when it is possible. They should be able to make the whole answer. Exercise n. 7 lets children find the correct words for filling in this table. They should use auxiliary verbs do and does, right subject, full verbs and the rest of the sentence(time). Last exercise is based on finding out grammatical mistakes. The number of mistakes is done so that it is easier for children. Children can reach maximum 57 points.
9.2 Anticipation of possible problems with the tests Test 1, verb to have got
There are several topics used in the test, so it is possible that children will have problems with vocabulary. Exercise n.1 assumes knowledge of school subjects and the days of the week. There could appear problems with pronouns too. The second exercise is expected to be uneasy because of making whole answer. This type of exercise often requires a clear explanation. Exercise n.3 is expected to be the most difficult from the test. Children always have problems with filling in the conversations. On the other hand there is an easy vocabulary used and a suitable topic of dialogue for young learners. The fourth exercise seems to be easy for children. The words are done and it is easier than making
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the whole sentence. Possible problems might be with the position of adjectives in sentences three and four. Translation is expected to be the most difficult. The most frequent mistakes are often being done in using definite and indefinite articles and in the structure of the sentence and question. Next problem would appear with using personal pronouns in translation from Czech to English. Last exercise, which should be enjoyable for children, could make problems with some new words, but with visual support children could understand them correctly.
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Mark 1 2 3 4 5 2,70
A number of students 2 11 3 3 3 22
According to this result the verb have got should have been practicing more during the lessons and then next short test should be offered to the children. The expected school result of knowing the verb have got has been partially fulfilled. But more frequent mistakes have been done in other grammatical units (personal pronouns, indefinite articles). Table n. 2(verb have got)
Exercise n: Success (%) 1. 85% -in the sentence before the last one, using the long form of the verb have got instead of short form 2. 60% 3. 35% - using the correct subject in two last sentences - finding the correct form of the verb have got - using a short and a long forms of the verb 4. 45% - putting the indefinite articles to the right position in the sentence 5. - using the articles in a - less practice in the - practice the - paying attention to a verb have got - revise indefinite articles, their using and position - missing knowledge of the right forms(subject verb concord) - more practice of this type of conversation -two sentences use 2nd p.sing. - mixed up the subjects in the sentences - it is the only one sentence where should be used a long form - practice more the short forms More frequent errors Probable reasons Notes for next work
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65%
- translation the subjects ( pronouns) to Czech 6. 85% - using the short forms of negative without got
of personal pronouns
- less practice during the lessons, little space for childrens writing
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60%
3, it had to be made in 4 - missing any sentence element in the sentence, incorrect auxiliary verb. - often in the fourth exercise children found out the mistake and correct it in ex.n.3
5. 75%
- your is similar to you, the word children make problems with recognizing the singular or plural
- revise before the test singular and plural forms of the nouns
6. 85%
- many sentences have been done during the lessons, children are used of them
7. 95% 8. 40%
- visual support, children are used of it, it helps a lot - no visual support, too long for children, quite difficult
This table presents the fact that children are able to use the present simple in different types of exercise. They sometimes made mistakes, but the school result of knowing the present simple was almost fulfilled. It needs to be practised further in the lessons. It has appeared that the method of visual support is very helpful for children. Thats why it should continue.
10.
Conclusion
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