Pedagogical Grammar with Elements of the History of the English Language and Contrastive Grammar

General data

Course ID:	4101-1ZGPEGKO
Erasmus code / ISCED:	05.1 Kod klasyfikacyjny przedmiotu składa się z trzech do pięciu cyfr, przy czym trzy pierwsze oznaczają klasyfikację dziedziny wg. Listy kodów dziedzin obowiązującej w programie Socrates/Erasmus, czwarta (dotąd na ogół 0) – ewentualne uszczegółowienie informacji o dyscyplinie, piąta – stopień zaawansowania przedmiotu ustalony na podstawie roku studiów, dla którego przedmiot jest przeznaczony. / (0110) Education, not further defined The ISCED (International Standard Classification of Education) code has been designed by UNESCO.
Course title:	Pedagogical Grammar with Elements of the History of the English Language and Contrastive Grammar
Name in Polish:	Gramatyka pedagogiczna z elementami gramatyki kontrastywnej i historii języka
Organizational unit:	University College of English Language Teacher Education
Course groups:
ECTS credit allocation (and other scores):	(not available) Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load. view allocation of credits
Language:	English
Type of course:	obligatory courses
Short description:	The aim of the course is to systematise and deepen the students’ knowledge of English grammar and usage as well as the knowledge of contrastive English- Polish grammar. The topics covered include: the tense system of English, modal verbs, the changes in the tense system between Old English and Modern English, auxiliary verbs from a diachronic perspective, differences in expressing modality between Polish and English.
Full description:	Objectives: - to familiarize students with the grammatical terminology used in describing English grammar - to improve their grammatical accuracy - to teach the students the skills of grammaticality judgement and error recognition - to teach the students to discover and formulate rules of English grammar - to make students familiar with the differences and similarities in grammar and lexis between English and Polish - to develop students’ cognitive interests and to support their intellectual development by means of enriching their knowledge concerning regional varieties of contemporary English, studying the origins of the phenomena considered to be exceptional in the language, examining the influence of interference of Polish onto the structure and lexis of English - to use academic knowledge to obtain practical skills necessary in a profession of a teacher of a foreign language at the first and second stage of education, including teaching grammar and lexis of English The topics covered: Semester 1 1 The tense system of English: - tense and aspect - different types of verb - the functions of Present Simple, Present Progressive, Past Simple and Past Progressive - the progressive aspect - the perfective aspect - Present Perfect vs. Simple Past - Present Perfect Progressive vs. Present Perfect Simple - ways of talking about the future 2. The changes in the tense system between Old and Modern English: - the emergence of the progressive aspect and changes in its usage - the development and changes in the perfective aspect 3. English modal auxiliaries: - formal features of auxiliary verbs and of modal auxiliaries - deontic modality 4. Auxiliary verbs – a diachronic perspective: - modal verbs: changes in meaning and use -the auxiliary ‘do’, its origins and usage in Early Modern English. 5. Differences in expressing modality between English and Polish.
Bibliography:	Aitken, R. (1992) Teaching Tenses: Ideas for Presenting and Practising Tenses in English, Nelson. Barber, C. (1976) Early Modern English. London, Deutsch. Barber, C. (2007) The English Language: A historical introduction. Cambridge, Cambridge University Press. Barber,C. , J. C. Beal and P. A. Shaw (2009) The English Language: A Historical introduction (wyd. 2). Cambridge, Cambridge University Press. Biber D., S. Johansson, G. Leech, S. Conrad, and E. Finegan (1999) Longman Grammar of Spoken and Written English. Longman Carter, R., R. Hughes, M. McCarthy (2000) Exploring English Grammar in Context, CUP. Chalker, S. (1993, wyd. 8.) Current English Grammar, Macmillan. Foley,M. and D. Hall (2003) Advanced Learners’ Grammar. Longman Freeborne, Dennis (1992) From Old English to Standard English. Macmillan. Fisiak, J. M. Lipińska-Grzegorek and T. Zabrocki (1978) An introductory English-Polish contrastive grammar. Warszawa, PWN. Foley,M. and D. Hall (2003) Advanced Learners’ Grammar. Longman Freeborne, Dennis (1992) From Old English to Standard English. Macmillan. Gethin, Hugh (1990, wyd. 2.) Grammar in Context, Collins ELT. Gołębiowska, L. (2000) A book czy rhw book?: o przedimkach w języku angielskim. Warszawa, Prószyński i S-ka. Graver, B. D. (1986, wyd. 3.) Advanced English Practice, OUP. Haines, S. and M. Nettle (2007) Advanced Grammar in Use Supplementary Exercises, CUP. Hall, N. and J. Shepheard (1991) The Anti-grammar Grammar Book, Longman. Hewings, M. (1999) Advanced Grammar in Use, CUP. Krzeszowski, T. (1978) Teaching English to Polish learners. Warszawa, PWN. Krzeszowski, T. (1994) Gramatyka angielska dla Polaków. Warszawa, PWN. Leech, G. (1987) Meaning and the English Verb, Longman. Leech, G. and J. Svartvik (1990, wyd. 17.) A Communicative Grammar of English, Longman. Lewis M. (1986) The English Verb, LTP. McCrum, R., W. Cran and R. MacNeil (1986) The story of English. London, Faber and Faber/BBC Publications. Millward, C. M. (1988) A biography of the English language. Holt, Reinhart and Winston. Mitchell, B. (1995) An invitation to Old English and Anglo-Saxon England. Oxford: Blackwell. Palmer, F. R. (1988, wyd. 2.) Modality and the English Modals, Longman. Quirk, Randolph and Sidney Greenbaum (1991, wyd. 26.) A University Grammar of English, Longman. Strang, B. M. (1970) A history of English. London, Metheun. Swan, Michael (1997) Practical English Usage, OUP. Swan, M. and D. Baker (2008) Grammar Scan, OUP. Swan, Michael and Catherine Walter (1997) How English Works, OUP. Wilim, E. and E. Mańczak-Wohlfeld (1997) A contrastive approach to problems with English. Warszawa, PWN. Visser, F. T. (1963-73) An historical sytax of the English language. Leiden, E. J. Brill. Yule, G. (2006) Oxford Practice Grammar, OUP.
Learning outcomes:	Knowledge: 1)A student has ordered basic knowledge concerning form and function of various grammatical notions such as the different tense forms, modal auxiliaries, etc. 2)A student has ordered basic knowledge covering language changes that occurred in the history of the English languages oriented onto recognizing the influence of historical processes onto the shape of contemporary English, as well as the knowledge concerning similarities and differences in the sphere of grammar and lexis between English and Polish oriented onto eliminating mistakes resulting from interference. 3)A student know basic terminology concerning pedagogical grammar, history of English and contrastive grammar. Skills: 1)A student is able to analyse linguistic data from various periods of the English language, beginning with Old English up to present day English using authentic materials 2)A student is able to discover on his/her own the processes that take place in the language and develop professional skills connected with teaching grammar and lexis of English 3)A student on his/her own plans lessons devoted to teaching grammar and lexis of English at school and other institutions teaching foreign languages 4)A student is able to evaluate the usefulness of the inductive and deductive method to teaching grammar of English and is able to combine them. Social competences 1)A student is aware of the level of his/her knowledge of and skills in pedagogical grammar, understands the need of constant study and personal development, sets directions of his/her own development and study 2)A student is able to work in a group 3)A student learns tolerance towards other languages and cultures.
Assessment methods and assessment criteria:	The students’ grade for the course is based on the written tests given during the end of the semester as well as on class participation.

This course is not currently offered.

Course descriptions are protected by copyright.
Copyright by University of Warsaw.