Pedagogical Grammar with Elements of the History of the English Language and Contrastive Grammar 4101-2ZGPEGKO
The aim of the course is to systematise and deepen the students’ knowledge of English grammar and usage.
- 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
1.Expressions of obligation and duty with should and ought to, the use of could and might to express duty with reproach.
2.Various uses of should: giving advice, expressing surprise, should in subordinate clauses.
3.Epistemic modality: logical necessity: must, predictions: will, probability: should, possibility: may, might, could. Epistemic may contrasted with can used to express general possibility.
4.Using can to express ability: contrasts between can and be able to.
5.Will and would: habitual actions with will and would, would and used to, expressing willingness and insistence by means of will and would.
6.Reported speech: direct speech vs. indirect speech, reporting verbs in declarative sentences, in questions, in exclamations and other types of utterances, i.e. requests, suggestions, commands; the sequence of tenses and changing pronouns and adverbials of time and place; reporting declarative sentences, questions, exclamations as well as requests, suggestions and commands; modal verbs in reported speech. Various uses of reported speech.
7.Verb complementation: verbs followed by infinitive with/without to, verbs followed by the gerund, verbs followed by the infinitive and the gerund with the change of meaning.
8. The most important changes in morphology and syntax of English; the disappearance of inflection starting with late Old English period and its consequences.
Type of course
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.
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.
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.
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.
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.
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.
Information on level of this course, year of study and semester when the course unit is delivered, types and amount of class hours - can be found in course structure diagrams of apropriate study programmes. This course is related to the following study programmes:
- Teaching Foreign Languages, English, French (2nd subject), part-time, first-cycle studies
- Teaching foreign languages: English, 2nd subj. teaching 'history and social studies'
- Teaching Foreign Languages, English, German (2nd subject), part-time, first-cycle studies
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: