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Masaryk University in BrnoPedagogical Fakulty
Department of English
Teaching Grammar at The Basic Schoolsaccording to
The Framework Educational Programme
Bachelor Thesis
Brno 2006
Supervisor: Author:PhDr. Helena Havlkov Jarmila abatov
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I. THEORETICAL PART
1. Introduction
2. The Framework Educational Programme
2.1 The Framework Educational Programme in the Czech Republic2.2 Language communication2.3 Key competences2.4 Expected results in the language communication
3. Grammar and the language curriculum
3.1 Curriculum and communication
3.2 The centrality of language3.3 The grammar- centred curriculum
4. Identifying grammar
4.1 What is grammar4.2 Grammar in language teaching
5. Presenting and testing grammar
5.1 Presenting grammatical items5.2 Discovery techniques5.2 Practice techniques5.3 Testing grammar5.4 My own conclusion of presenting grammar
II. PRACTICAL PART
6. The Framework Educational Programme and the SchoolEducational Programme
6.1 Making the School Educational Programme6.2 The School Educational Programme for 6th class
7. Grammatical units taken from the School EducationalProgramme
7.1 The list of grammatical units7.2 Lesson plans for the main units
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8. Teaching process
8.1 Hypotheses about each lesson plan8.2 Evaluation and experience from the lesson
9. Checking and testing knowledge
9.1 Test for students9.2 Anticipation of possible problems9.3 Evaluation of the tests
10. Conclusion
10.1 Advantages and disadvantages of using the School EducationalProgramme
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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 severalstate 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 thesissolves 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.
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2.1 The Framework Educational Programme in the CzechRepublic
The national curriculum (also called the Educational Framework or the FrameworkEducational 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 andassumptions for communication in a scope of integrated Europe and the world.
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
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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
2.4 The expected results
Level 1, the beginners, 1st period
RECEPTIVE, PRODUCTIVE AND INTERACTIVE SKILLS
A pupil
pronounces correctly, reads with proper pronunciation
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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 hiswork
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
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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, infamily, 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
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
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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 beliefabout 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, 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
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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;
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 onlysource 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)
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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.
4. Identifying grammar
4.1 What is grammar
TheLongman 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 beforeteaching 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.
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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 oftechniques 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.
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 thepersonalization, which means using a piece of grammar to say things which really mean
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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)
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
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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 somematerials (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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5.4 Testing grammar
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 grammarpractice. 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.
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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 EducationalProgramme, 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)
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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 theplace 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 ofmethods, even though he can use several textbooks and authentic materials for his work.
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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:
- use indefinite article a, an with the nouns
- recognize the single and plural form of the
nouns
-posses things to the person
NOUNS
- indefinite article a, an
- plural of the nouns ( regular and irregular
forms)
- 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 correct
person
- use the
object pronouns in
the sentence
- use the
possessive
pronouns instead
of genitive
- ask with interrogative pronouns
PRONOUNS
- personal
pronouns subject
and object form
- possessive
pronouns
- interrogativ
e pronouns
- demonstrati
ve pronouns ( that,
those, this, these)
- count the things, animals and people NUMBERS-NUMERALS
- numbers 0-100
- understand
simple speech and
conversation about
personal details
VERBS
- verb to be:
statement,
negative, question,
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- ask for
personal details
- describe the
place, picture,
photo
- describe a
person, animal,
thing or a place in
a simple sentence
- ask for
personal
description
- say what a
person is / isnt
able to do
- ask for
permission
short answer
- phrase
there is/are
- verb to havegot : statement,
negative, question,
short answer
- modal verb can,cant
- put the prepositions correctly into a sentence PREPOSITIONS
- preposition of a place and the time
- make
simple sentence in
present simple
- follow the
form of English
sentence
- use the
auxiliary verbs
correctly
- make
question in present
simple
- follow theform of English
PRESENT SIMPLE TENSE
- statement, negative statement ( dont,
doesnt), questions ( do, does), short answers
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question
- make the
sentence in present
cont.
- make the
negative sentence
in present cont.
- make the question in present cont.
PRESENT CONTINUOUS TENSE
- statement, negative statement, question
-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 theteacher.
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 gothas 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
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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 gotand negative forms havent
gotand 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 ablue ball. Then points to the first picture and says: She has got a
small doll. Then points to the second picture and says: He hasgot 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 ownsentence. I have got an orange.
10 min.
4. Game: memory chain, teacher starts the game I have got ablue 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. Piccasso dictation, teacher dictates the short text with theverb 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 theycheck 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 canuse 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.
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
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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 pinkcards 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 inpresent 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 allverbs from the lead activity 5 min.
4. pair work: each pair of pupils gets a collection of the words in the same coloures aswere 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.
6. individual practice: children are asked for writing an exercise from their textbooksto 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 themistakes 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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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 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
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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 onthe 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. 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
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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 gotfor 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 havegot.
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 gotin 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.
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.
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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 enjoyablefor children, could make problems with some new words, but with visual support children
could understand them correctly.
Test2, present simple
An easy vocabulary concerning one topic is used in all exercises from the test. Thats
why it is not expected that students have problems with vocabulary. First exercise should
bring problems with using correct form of the full verbs. Children often make mistakes in
subject verb concord. They do not recognize clearly to which pronoun subject needs to be
connected (her parents=they). I expect mistakes with using do, does inexercise n. 2.
Children often forget to put auxiliary verb into the question. The third and fourth
exercises are expected to be well done because of using colours as in lessons. Possible
problems with subject verb concord are assumed again in exercise n. 5. Next mistakes
should appear in using the right form of full verb, right prepositions and the time in the
sixth exercise. Children are going to make sentence without any help, thats why therecould be some errors. The table in the next task should be made without any problems.
The last task anticipates finding grammatical errors. Students could be disappointed with
these mistakes. Not all the mistakes will be found. The teacher should respect these
problems and will put attention on clear explanation. The teacher will notice the
importance of present simple and possible mistakes. Children should not look for other
mistakes.
9.3 Evaluation of the tests
The evaluation of the tests is presented in these four tables. The students could reach total
score of 44 points for the first test and 57 points for the second one. Tables 1 and 3 show
the evaluated data. Tables 2 and 4 present evaluation according to the school expected
results. These tables show how teacher can evaluate the tests. This simple way is quick,
well-arranged. It provides clear image about fulfilling of the expected results.
Table n. 1(verb have got)
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Evaluative score (in points) Mark A number of students
44 40 1 2
39,5 32 2 11
31,5 20 3 3
19,5 10 4 3
9,5 0 5 3
2,70 22
According to this result the verb have gotshould 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 gothas 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 (%)
More frequent errors Probable reasons Notes for next work
1.
85%
-in the sentence before
the last one, using the
long form of the verb
have gotinstead of
short form
- it is the only one
sentence where should
be used a long form
-practice more the
short forms
2.
60%
- using the correct
subject in two last
sentences
-two sentences use 2nd
p.sing.
- mixed up the subjects
in the sentences
3.
35%
- finding the correct
form of the verb have
got
- using a short and a
long forms of the verb
- missing knowledge
of the right
forms(subject verb
concord)
- more practice of this
type of conversation
4.
45%
- putting the indefinite
articles to the right
position in the
sentence
- paying attention to a
verb have got
- revise indefinite
articles, their using and
position
5. - using the articles in a - less practice in the - practice the
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65% translation from
English
- translation the
subjects ( pronouns) to
Czech
lessons
- missing knowledge
of personal pronouns
translation more often
- revise personal
pronouns
6.
85%
- using the short forms
of negative without
got
- less practice during
the lessons, little space
for childrens writing
-practice the negative
forms once more
Table n. 3 (present simple)
Evaluative score (in points) Mark Number of students
57-51 1 6
50,5-41 2 8
40,5-25 3 5
24,5-12 4 3
11,5-0 5 0
2,20 22
Table n. 4 (present simple)
Exercise n:
Success (%)
More frequent
mistakes
Probable reason Notes for the next
work
1.
65%
- adding s in 3
rd
p.sing.
- without coloures
- difficult to recognize
the subject( Janet and
Jason)
-practice with namesand different subject,
not only with personal
pronouns
2.
75%
- sometimes with using
correct auxiliary verb
- no visual support, the
sentences start with
interrogative pronouns
- practice with
interrogative pronouns
3. and 4. - are connected, if the
child made mistake in
- missing knowledge of
using auxiliary verb
- use the coloures in 3
too
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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
- visual support in 4
helps them
5.
75%
- only in sentence with
your father and children
as subjects
- 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%
- only a few mistakes in
3rd and 4th sentences( 3rd
p. sing.)
- many sentences have
been done during the
lessons, children are
used of them
- still pay more
attention to 3rd p. sing.
7.
95%
- without grammatical
mistakes, only in
spelling great!
- visual support,
children are used of it,
it helps a lot
- continue with this
method
8.
40%
- not recognizing the
mistakes in subject verb
concord
- no visual support, too
long for children, quite
difficult
- use the coloures in this
exercise,try it again,
choose shorter text
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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Advantages and disadvantages of using the School Educational
Programme
Several advantages have been found during this thesis. The Framework Educational
Programme provides free and equal opportunity for each school in our republic to present itsaims, skills, intentions, position of school in a hierarchy of our state education. The fact that
each School Educational Programme will be little bit different seems to be very good for
future education. The parents could choose the suitable school for their children. The schools
could present themselves. They can offer several possibilities of teaching process. A fair
competition between schools will start. The School Educational Programme offers several
methods of teaching, the schools can choose various materials for their education, different
titles of textbooks, different authentic materials. The teaching process seems to be more free
and enjoyable for children. Relationships between subjects appear as a big advantage, too.
On the other hand there are several disadvantages, too. This process of making and
realizing the School Educational Programme takes a lot of teachers time, not only during the
working time, but more often in their free time. It is very difficult to do this work during the
school year, during the teaching process. The teachers need to work together but it is often
impossible during the teaching process. Next disadvantage is that we can see the function of
the Framework Educational Programme in a few next years. It should be evaluated as awhole after one generation of students finish the basic school. Next problem surely come if
the family moves and a child has to change the school, because each school can change the
sequence of subject matters.
All these advantages and disadvantages here are just my observations during studying the
Framework Educational Programme and during making of the School Educational
Programme. Of course, when this new educational document will be fully transferred into
the practical use it will surely bring other possible advantages and disadvantages.
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