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

3. Grammar and the language curriculum

3.1 Curriculum and communication

3.2 The centrality of language
3.3 The grammar- centred curriculum

4. Identifying grammar

4.1 What is grammar

4.2 Grammar in language teaching

5. Presenting and testing grammar

5.1 Presenting grammatical items

5.2 Discovery techniques
5.2 Practice techniques
5.3 Testing grammar
5.4 My own conclusion of presenting grammar

II. PRACTICAL PART

6. The Framework Educational Programme and the School

Educational Programme

6.1 Making the School Educational Programme

6.2 The School Educational Programme for 6th class

7. Grammatical units taken from the School Educational

Programme

7.1 The list of grammatical units

7.2 Lesson plans for the main units
8. Teaching process

8.1 Hypotheses about each lesson plan

8.2 Evaluation and experience from the lesson

9. Checking and testing knowledge

9.1 Test for students

9.2 Anticipation of possible problems
9.3 Evaluation of the tests

10. Conclusion

10.1 Advantages and disadvantages of using the School Educational

Programme

2
 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.

3
 2.1 The Framework Educational Programme in the Czech
Republic
The national curriculum (also called the Educational Framework or the Framework
Educational Programme) is the national educational document which was edited by VP
in Prague in 2004. This document consists four parts.

Part A specifies the national educational programme for the basic schools. Part
B characterizes generally the basic education in the Czech Republic. Part C
contains the key competences which are devided into some educational areas.
There are ten main educational areas in part C.

Teaching English language belongs to the part which is called Language and
Language Communication. This chapter contains two parts; Czech language and
literature and foreign languages.

2.2 Language and language communication

The educational part called Language and language communication is taken as

to one of the most important part in the educational programme. A high level of
language culture belongs to the basic items of general education. Language
learning supplies knowledge and skills that provide possibilities to receive
several messages , it makes pupils understand these messages, it makes them
express new things properly. Students should be able to use and enforce the
results of their knowledge. Foreign and the second foreign language contribute
to understanding and discovering the realities that are above the experience
brought by mother tongue. These realities provide the basis of language
communication and assumptions for communication in a scope of integrated
Europe and the world.

4
 The language acquisition helps to reduce a language barrier. It is useful for
improving the mobility of the individuals both in their personal life and in their
next professional carrier. The language acquisition enables pupils to know the
differences of the traditions in foreign country. It intensifies the view of
importance of reciprocal understanding and tolerance between countries. It
facilitates cooperation between schools in the international projects. The
requirements in 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.

2.3 The aims of the language communication

The education in this area points to these key competences:

pupils are expected:

to receive language as a historical and cultural fact

to know the historical and cultural development of the country and nation

to make a positive view of mother tongue

to use the language for receiving the information

to require the main structures of communication between people

to make a positive view of foreign language in a scope of multicultural

communication

to require the self confidence for presenting in public

to be able to read the literary texts

to make a positive view of the classic literature and other arts

to require an emotional and esthetic cognition

5
2.4 The expected results

Level 1, the beginners, 1st period

RECEPTIVE, PRODUCTIVE AND INTERACTIVE SKILLS

A pupil

pronounces correctly, reads with proper pronunciation

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

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 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

7
 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

3. Grammar and the language curriculum

It has been suggested that the design of any language - teaching curriculum is
conceived as constituting the answers to three interrelated questions; What is to be
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).

3.1 Curriculum and communication

There have been increasing efforts to bring curricular objectives into alignment with
language-functional aims and learner- behaviour specifications. It has been found that
the goals of language-teaching programmes are often articulated in terms of
communicative competence, and much discussed in the pedagogic research literature
are the so-called communicative approaches to language instruction. The
fundamental premise of most such approaches is that the primary function of language
is that of communication. Certainly, the viability of any communicative curriculum
will need to be linked in important ways to the validity of this premise; yet the premise
itself represents a belief about language function.

(William E. Rutherford, 1987, p. 147)

One well-known researcher, F.Newmeyer, has this to say:

Obviously, communication is a function of language-perhaps, according to some

plausible but still undervised scale, its most important function. But communication
does not appear to be the only function of language. Language is used for thought, for
problem solving, for play, for dreaming, for displays of group solidarity, for deception,

8
for certain specialized literary modes such as represented speech,and possibly to
fulfill an instinctive need for symbolic behaviour; in fact, language plays an integral
role in virtually every conceivable human activity. Now one might, of course, choose to
call all these attributes and abilities communication. But doing so, it seems to me,
takes from the word communication any meaning other than acting human.

( Newmeyer 1983, p. 100)

According to William E. Rutherford there is nothing of intrinsic language

organization that can be identified, isolated, and abstracted away for curricular
representation as the formal exponent of some set of communicative functions.
Grammar is in no sense amenable to such procedures, and this is as true for product as
for process-oriented concepts of language form. These observations argue then against
any centrality within the curriculum for systems of communication where decisions
concerning grammatical focus are attendant upon communicative points of
departure.

3.2 The centrality of language

Letting language itself be at the centre of the pedagogical plan would seem at first
glance to represent nothing new. Possible difficulties in accepting the value of a
language-centred pedagogical plan would very likely stem from what we already know
of so many such attempts in the past- attempts whose apparent failure to lead to
desired goals has more recently, in the eyes of some language professionals,
discredited the notion of any kind of curricular prominence for language organization.

William E. Rutherford says:

There are two prime assumptions that are usually identifiable throughout the
history of language-centred pedagogy. The first of these amounts to a belief about
language, the second about teaching {learning}:

1. the essence of language is an assemblage of hierarchically-arranged constructs;

9
 2. the essence of language teaching/learning is the direct imparting of those
constructs by teacher to learner.

3.3 The grammar-centred curriculum

We can say that the learner has to be exposed to the data from which hypotheses
may be formed and meaningful generalizations drawn. The exposure factor is a more
crucial one than might be supposed; it becomes even more so where the classroom is
the only source of target-language date. The need for making the data available to the
learner therefore places a special burden of responsibility upon the language
curriculum and language syllabus. The responsibility in curriculum planning has three
parts to it :

1) some kinds of decision must be made as to what aspects of the grammatical

system are the major sources for data from which the learner may ascertain the most
formal generalizations (data identification)

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.

4. Identifying grammar

4.1 What is grammar

10
 The Longman Dictionary of Contemporary English defines grammar as the rules by
which words change their forms and are combined into sentences. There are two basic
elements in this definition: the rules of grammar; and the study and practice of the
rules. The rules of grammar are about how words change and how they are put
together into sentences. The knowledge of grammar also tells the learner what to do if
he wants to put the some phrase into the sentence. Grammar should be called the
way in which words change themselves and group together to make sentences.
(Jeremy Harmer, 1991, p. 1)

4.2 Grammar in language teaching

Each teacher should think about these facts and try to answer these questions
before teaching grammar:

1) Children do not learn grammar rules when they acquire their first language, so do
they need to learn the rules of grammar when they acquire the second language?

2) Pupils need or need not to be given details of grammar rules to study English
successfully.

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
students- even 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.

11
 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.

5. Presenting and testing grammar

5.1 Presenting grammatical items

Presentation means that students are introduced to the form, meaning and use of a
new piece of language (e.g. did for past simple in questions). Students can learn how to
put the new syntax, words and sounds together. They learn grammar that they will
need for their most important experience, applying it to themselves. It is useful to
mention the personalization, which means using a piece of grammar to say things
which really mean 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)

12
 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)

5.2 Discovery techniques

We have said that a good presentation should be clear, efficient, lively and
interesting, appropriate and productive. These can be fulfilled by many ways that are
given to students by teacher. It is only up to teacher how he, she introduces the new
grammatical item. Then students repeat and use this new item. Discovery techniques
are possible ways where students are given examples of language and then asked to
find out how they work, it means to discover the grammar rules. Students find out how
grammar is used in a text and they are actually acquiring a grammar rule. By this
students involving in the task of grammar acquisition teacher makes sure that they are
concentrating fully, using their cognitive powers. Discovery techniques are not just the
teacher telling what the grammar is. Students are actually discovering information for
themselves.

5.3 Practice techniques

There are various ways of doing practice techniques, which means that pupils do
exercise through the techniques which get them to practice grammatical item. There
will 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

13
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.

5.4 Testing grammar

14
 It has been said that pupils would do the exercises with pleasure and in a funny way.
But it is quite difficult to test grammar in the same way. However it is difficult, it is
possible. There are several types of tests. Teacher can test students ability to speak or
write, his reading or listening skills. Of course, written tests take less time and they are
easier to administer. Thats why most tests are based on written skills. This could cause
some problems, because so much teaching in the classroom is based on oral work.
Teacher should remember this fact and try to make the tests suitable for students.
Good test shows both teacher and learner how well they are all doing. Teacher who
writes tests should bear in mind the rules that are offered by J.Hamer:

do not test what you have not taught

do not test general knowledge

do not introduce new techniques in tests

do not just test accuracy

do not forget to test the test

5.4 Own conclusion of presenting grammar

All grammar teaching should not be covert. Teacher should not always draw
students attention to grammatical facts and rules. Sometimes pupils should discover
facts about grammar through problem solving activities and sometimes through
practicing grammar. Teacher should not think that the only best kind of grammar
practice is written grammar practice. Teacher should remember that it is not good to
test grammar only with accuracy. The main point in teaching grammar is based on the
fact that children do not learn grammar when they acquire first language, so it could
work when they learn the second language.

15
 II. PRACTICAL PART

6. The Framework Educational Programme and The School Educational

Programme

6.1 Making The School Educational Programme

The Framework Educational Programme has been done generally for all basic schools
in our republic. It has been developed as an educational document by the Institute of
Education in Prague. This document is obligatory direction for making the own school
programme. Each school in the Czech Republic has to make its own School Educational
Programme, which will come from the national form of the document. Each School
Educational Programme is expected to be a little different.

Firstly, the headmaster puts together several groups of teachers according to their
qualification. It means that teachers who belong to the same educational area will
work together. Teaching English belongs to the educational area which is called
Language and Language Communication. Thats why the teachers of Czech, English,
German, Russian and other foreign languages will work on this area together.

Each group of teachers is asked to solve several problems. They should evaluate the
position of a school, its advantages and disadvantages, its offers, its educational aims,
projects etc. Then the teachers make the list of expected school results and
knowledge, which has to come from the Framework Educational Programme and its
key competences. They are free in choosing the subject matter. This will be set up
according to the expected school results. At the end they make a table for each form,
which will contain all these points. This is a very hard work for teachers, if they want
to do it the best way. It takes a lot of their free time. The final product should be used
as an educational programme for this specific area.

6.2 The School Educational Programme 6th class

According to The School Educational Programme there is a table of educational

contents for 6th class, English language. (appendix n. 1)

16
 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

17
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. 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 Grammatical units
A pupil is able to: NOUNS

- use indefinite article a, an with the nouns - indefinite article a, an

- recognize the single and plural form of the - plural of the nouns ( regular and irregular
nouns forms)

-posses things to the person - genitive of the nouns

- put the adjectives correctly into the sentence ADJECTIVES

- a position of adjectives in the sentence

- give the personal pronouns to the PRONOUNS

correct person
- personal pronouns subject and

- use the object pronouns in the object form

sentence
- possessive pronouns

- use the possessive pronouns instead

- interrogative pronouns
of genitive

- demonstrative pronouns ( that, those,

- ask with interrogative pronouns
this, these)

- count the things, animals and people NUMBERS-NUMERALS

18
 - numbers 0-100

- understand simple speech and VERBS

conversation about personal details
- verb to be: statement, negative,
- ask for personal details question, short answer

- describe the place, picture, photo - phrase there is/are

- describe a person, animal, thing or a - verb to have got : statement,

place in a simple sentence negative, question, short answer

- ask for personal description

- say what a person is / isnt able to do - modal verb can,cant

- ask for permission

- put the prepositions correctly into a sentence PREPOSITIONS

- preposition of a place and the time

- make simple sentence in present PRESENT SIMPLE TENSE

simple
- statement, negative statement ( dont,
- follow the form of English sentence doesnt), questions ( do, does), short answers

- use the auxiliary verbs correctly

- make question in present simple

- follow the form of English question

- make the sentence in present cont. PRESENT CONTINUOUS TENSE

- make the negative sentence in - statement, negative statement, question

present cont.

- make the question in present cont.

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-describe what happens frequently - present tenses : using and comparing

- describe what is happening now

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.

7.2 Lesson plans for the main grammatical units

1) Lesson plan 1 is based on these expected results from the School Educational
Programme: a pupil is able to describe a place, thing and a person, to understand the
short text with description, to make sentence in present tense. The verb have got has
been chosen as a subject matter. The expected results are used in a lesson plan as an aim
of the lesson. Several methods of teaching were used there. The covert grammar teaching
was used in 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.

Lesson plan 1, verb to have got.

Aim: pupils will be able to use the verb in a sentence, they will be able to understand
the sentence with the verb in its two forms: have got, has got and negative forms
havent got and hasnt got.

Age of students: 10 11 year-old children

Material: a blue ball for teacher, two pictures on the plastic folio (a girl with a doll, a
boy with a car), one picture for each child with known vocabulary, a piece of paper for
each pupil, stick gum.

Time plan:

1. Introduction - teacher shows a ball and says: I have got a blue ball. Then points
to the first picture and says: She has got a small doll. Then points to the second

20
 picture and says: He has got a red car. Then writes these three sentences
under the pictures. 7 min.

2. Teacher asks children for repeating the sentences.. 3 min.

3. Each child gets a picture, it is asked to make its own sentence. I have got an
orange. 10 min.

4. Game: memory chain, teacher starts the game I have got a 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 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. Piccasso dictation, teacher dictates the short text with the verb to have got about
the monster and children are asked to draw it. 10 min.

6. Feedback, children put their paintings on the board and they 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

21
in this lesson plan. The students will be working only with the auxiliary verb do and
personal pronouns that belong to.

Lesson plan 2, question in present simple

Aim: pupils will be able to make question in present simple, to use the verb do for
specific personal pronouns, to follow the form of the question in present simple

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. then students are asked to make questions and write them on the board, they
use all verbs from the lead activity 5 min.

4. 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. checking the task, each pair reads its question loudly, the rest of a class corrects,
all questions are put on one desk for checking together 5 min.

22
 6. 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.

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

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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.

Lesson 2(according to lesson plan 2)

This grammatical unit is often difficult for children. Thats why I assume that not all
the children will be able to make the question in present simple surely. Some children
are expected to need more time for practicing. I appreciate that the lead in activity is
going to help children to connect the verbs of daily activities with using the present
simple. Using the coloured cards, coloured collection of words and the worksheets with
coloured words is assumed to be helpful for children. The main intention is to fix these
colours in childrens brains. Firstly, the big cards with the words will be stuck on the
board (first support), then children will make the questions with coloured small papers
(second support), then the worksheets are prepared to use colours again (third
support). I anticipate that most of the children will be able to do exercises in the
worksheets correctly.

8.2 Experience and evaluation

Lesson 1

The first part of a lesson has been taken naturally by children without any problems.
They listened carefully and repeated the sentences well. Sometimes children did not
pronounce well, so I corrected them and ask for repetition. After getting pictures in the
next part of the lesson, some children were confused with using a right word. It would
be better next time to name all the pictures together before making sentences. An
important point discovered during this part. Children corrected the mistakes each
other without any bad intention. Children did not need a long explanation for the
game. They had known it from previous lessons. But as it had been assumed, weak
learners had a problem with repeating the whole sentences. I tried to choose these

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 children at the beginning of this activity so that they had not such a long sentence.
Next important point of this game was that children have to concentrate on the word
order of the things in a chain not on the using of verb have got. They used a new
grammatical item covered in the game without specific concentration. The most
enjoyable part was surely Piccasso dictation. Children did not take it as a dictation,
but as a game again. Some of them tried to look around but I explained to them what it
is about. Weak learners had a problem with vocabulary that they had not learnt before.
Next time it could be better to do this activity in pairs, especially in this class because of
several dyslectic children. They would be more 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.

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 9. Checking and testing the knowledge

9.1 Test for students

Test 1, verb to have got, (appendix n.3a,3b, 5a,5b)

The first test is put together so that it checks students skills and abilities that are
characterized in these expected results: a pupil is able to describe a person, an animal,
a thing and place, to understand a simple description, to use the verb have got in
simple sentences in all its forms, to work with a short text with this verb. The test has
been made with known vocabulary, according to the topics that have been discussed
during lessons. Several topics were taught within the verb have got, thats why the
exercises in the test 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.

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 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.

Test 2, present simple, (appendix n. 4b,6a,6b)

Test number 2 was made according to the result of students being able to make
simple sentence in present simple tense, to follow the structure of question, to use
auxiliary verbs do and does correctly. Test is set up with using known vocabulary. The
main attention is put on working with the sentence in present simple. There are eight
exercises in which pupils should present their knowledge of present simple tense. In
those exercises several methods are used during the one topic, daily activities.

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.

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 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 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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