English Grammar 4100-2SGJA
The aim of the course is to systematise and deepen the students’ knowledge of English grammar and its usage.
Objectives:
- to familiarize the 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 guide the students to discover and formulate rules of English grammar
- to develop students’ cognitive interests and to support their intellectual development by means of enriching their knowledge concerning the development of regional varieties of contemporary English. the origin of phenomea considered to be exceptional in present day English, to help the students to notice and avoid the interference of Polish structures and lexis while using English
- to enable the students to use academic knowledge to obtain the practical skills necessary in a profession of a teacher of a foreign language at the first and second stage of education, including teaching the grammar and lexis of English
The topics covered:
Semester 1:
1. Tenses in English
- notions 'tense' and 'aspect'
- the classification of verbs depending on their grammatical and semantic properties
- the function of Present Simple, Present Progressive, Past Simple Nad Past Progressive
- the meaning of progresssive aspect
- the meaning of perfective aspect
- Present Perfect vs. Simple Past
- Present Perfect Progressive vs. Present Perfect Simple
- Past Perfect Simple vs. Past Perfect Continuous
-ways of talking about the future
2. Passive Voice in English
Semester 2
1. English modal auxiliaries:
- formal features of auxiliary verbs and of modal auxiliaries
- deontic and epistemic modality
-similarities and differences in the use of modal verbs
2. Conditional clauses in English.
3. Verb complementation - the infinitive and the gerund.
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Term 2025L:
The following topics are covered: 1. English modal auxiliaries: - formal features of auxiliary verbs and of modal auxiliaries - deontic and epistemic modality - similarities and differences in the use of modal verbs - verbs 'can', 'could' and 'to be able to' - verbs 'may' and 'might' - verbs 'must', 'have to', 'need', 'mustn't', 'needn't' and 'don't have to' - verbs 'will', 'would', 'shall' and 'should' - verbs 'used to', 'ought to', 'had better' and 'dare' - modal verbs referring to the past 2. Conditional clauses in English - conditionals type 0 - conditionals type 1 - conditionals type 2 - conditionals type 3 - mixed conditionals - conjunctions introducing conditional clauses 3. Verb complementation - the infinitive and the gerund. - verbs followed by the infinitive - verbs followed by the gerund - verbs followed both by the gerund and infinitive with the chage of meaning - verb followed by the bare infinitive. |
Prerequisites (description)
Course coordinators
Type of course
Mode
Learning outcomes
K_U01 - the student analyses complex grammatical phenomena in English siuch as: form and function of modal verbs, the use of conditional clauses and the use of infinitive and gerund with specific English verbs
K_U07 - the student recognises and classifies different types of grammatical errors concerning the use of modal verbs, conditional clauses and verb complementation in English in order to improve student's own language competence
K_K01 - the student critically evaluates his/her knowledge concerning modal verbs, conditional clauses and verb complementation in English as well as the received content presented within the subject English grammar
K_K02 - the student recognizes the importance of the knowledge of English grammar in solving problems concerning the use of modal vebrs, conditional clauses and verb complementation and uses expert's help in case he/he has problems with the use of this type of structures in communicative situations
Assessment criteria
1. Rules of passsing the course
In order to be able to pass the course, it is necessary:
- to attend classes (two absences in each semester are allowed), unexcused absences exceeding the limit stated above result in 'NK" and the necessity of repeating the subject
- to do on time all the obligatory written tasks and/or oral tasks specified during the classes in the classroom and on the e-learning platform.
The final grade is determined on the basis of the methods and grading criteria stated in part 2, following the scales provided.
The use of AI and the technologies supporting language processing is admissible only when approved by the teacher and after the scope of this use has been determined. The use of AI tools without the teacher’s approval is treated as a violation of self-reliance rules and results in the grade 'insufficient'.
2. Grading methods
(i). Grammar test (60%) – the test checking the knowledge of and ability to analyse gramamtical structures (K_U01)
(ii) Exercises on the e-learning platform (40%) – exercises which consolidate theoretical knowledge (K_U07, K_K01, K_K02)
3. Grading criteria
Grammar test (60pts.)
- the grammar accuracy of the answers provided and the scope of knowledge
Exercises on the e-learning platform (40 pts.)
- the grammar accuracy of the answers provided and the number of attempts taken
4. Grading scales:
Passmark 60%
Grading range:
90%-100% - very good (5,0)
85%-89% - good plus (4,5)
75%-84% - good (4,0)
70%-74% - satisfactory plus (3,5)
60 %-69% - satisfactory (3,0)
0%- 59% - insufficient (2,0)
Bibliography
Aitken, R. (1992) Teaching Tenses: Ideas for Presenting and Practising Tenses in English, Nelson.
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
Foley, M. and D. Hall (2012) MYGrammarLab. Advanced. Harlow: Pearson.
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 the 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.
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.
Palmer, F. R. (1988, wyd. 2.) Modality and the English Modals, Longman.
Parrot, M. (2015) Grammar for English Language Teachers. Cambridge: CUP.
Quirk, Randolph and Sidney Greenbaum (1991, wyd. 26.) A University Grammar of English, Longman.
Scrivener, J. (2010) Teaching English Grammar. Macmillan.
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.
Yule, G. (2006) Oxford Practice Grammar, OUP.
Notes
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Term 2025L:
Classes are run in a blended manner, 14 hours in the classroom and 16 online on the Kampus platform. The number of absences that is tolerated is 2. |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: