Grammar Curricula: Vertical Articulation p. 6 of 2
4/4/01
Level / Grammar 3 / Grammar 4 / Grammar 5Text/s / · Fuchs, Bonner & Westheimer, 2000. Focus on Grammar: An Intermediate Course for Reference and Practice, Longman / · Fuchs & Bonner, 2000. Focus on Grammar: A High Intermediate Course for Reference and Practice, Longman. / · Maurer, 2000. Focus on Grammar: An Advanced Course for Reference and Practice, Longman
Goals / · For simple sentences and the principal parts of speech, students will …
· Develop grammatical accuracy in speaking and writing
· Develop spoken and written fluency in communicative situations
· Improve listening comprehension
· Develop ability to identify and understand the target grammar structures in reading texts
· Develop ability to monitor own errors in speaking and writing / · For simple sentences, the principal parts of speech, and some complex sentences (adjective clauses and conditionals), students will …
· Develop grammatical accuracy in speaking and writing
· Develop spoken and written fluency in communicative situations
· Improve listening comprehension
· Develop ability to identify and understand the target grammar structures in reading texts
· Develop ability to monitor errors in speaking and writing / · For all sentence types, both simple and complex, with full or reduced dependent clauses, students will …
· Develop grammatical accuracy in speaking and writing
· Develop spoken and written fluency in communicative situations
· Improve listening comprehension
· Develop ability to identify and understand the target grammar structures in reading texts
· Develop ability to monitor errors in speaking and writing
Objectives / · Use target grammar structures in focused practice for accuracy
· Use the target grammar structures in communicative activities with a partner or a small group
· Write short (3-5 sentences) paragraphs or dialogues using the target grammar structures appropriately and correctly
· Understand the grammar structures in listening passages
· Identify the grammar structures in short passages in the textbook
· Recognize and correct errors of the target grammar structures in the textbook passages and the student’s own speech and writing. / · Use target grammar structures in focused practice for accuracy
· Use the target grammar structures in communicative activities with a partner or a small group
· Write dialogues or compositions of 1 or 2 paragraphs using the target grammar structures appropriately and correctly
· Understand the grammar structures in listening passages
· Identify the grammar structures in textbook passages, newspaper articles and readings
· Recognize and correct errors of the target grammar structures in the textbook passages, the student’s own production, and in the production of others / · Use target grammar structures in focused practice for accuracy
· Use the target grammar structures in communicative activities with a partner or a small group
· Write extended dialogues or essays of multiple paragraphs using the grammar structures appropriately and with good form.
· Understand the grammar structures in listening passages
· Identify the grammar structure in textbook passages, newspaper articles and readings
· Recognize and correct errors of the target grammar structures in the textbook passages, the student’s own production, and in the production of others.
Exit criteria / Students must pass the course with a grade of C- or better.
· Students with grades below C- may exit into level 4 at the discretion of the student advisor in consultation with their Grammar 3 teacher & supervisor and/or a Michigan test score or cumulative test score at the Grammar 3 level. / Students must pass the course with a grade of C- or better.
· Students with grades below C- may exit into level 5 at the discretion of the student advisor in consultation with their Grammar 4 teacher & supervisor and/or a Michigan test score or cumulative test score at the Grammar 4 level. / Students must attain a grade of C- or better to pass this course.
Grading policy / 55% Written work (tests 40%, HW and written quizzes 15%)
20% Listening work
15% Speaking accuracy
10% Participation (volunteering answers in class, actively participating in pair/group work) / 55% Written work (tests 40%, HW and written quizzes 15%)
20% Listening work
15% Speaking accuracy
10% Participation (volunteering answers in class, actively participating in pair/group work) / 55% Written work (tests 40%, HW and written quizzes 15%)
20% Listening work
15% Speaking accuracy
10% Participation (volunteering answers in class, actively participating in pair/group work)
Activities / Students should:
· Read the introduction and explanation before class
· Participate in grammar explanations with the teacher at the beginning of each new grammar point
· Do written homework and study mistakes
· Pay attention to grammar as they speak
· Actively participate in grammar practice with the teacher, a partner or a group every day
· Do recorded speeches in the lab
· Take quizzes and tests and study the teacher's corrections / Students should:
· Read the introduction and explanation before class
· Participate in grammar explanations with the teacher at the beginning of each new grammar point
· Do written homework and study mistakes
· Pay attention to grammar as they speak
· Actively participate in grammar practice with the teacher, a partner or a group every day
· Do recorded speeches in the lab
· Take quizzes and tests and study the teacher's corrections / Students should:
· Read the introduction and explanation before class
· Participate in grammar explanations with the teacher at the beginning of each new grammar point
· Do written homework and study mistakes
· Pay attention to grammar as they speak
· Actively participate in grammar practice with the teacher, a partner or a group every day
· Do recorded speeches in the lab
· Take quizzes and tests and study the teacher's corrections
Supplemental Activities (optional) / · Keep an error progress chart / · Keep an error progress chart
· Bring in or find examples of the grammar structure in reading texts or newspaper articles / · Keep an error progress chart
· Bring in or find examples of the grammar structure in reading texts, newspaper articles or conversations
Grammar Structures
Covered / Verb tenses:
Presented as review:
Present vs present progressive (concept of stative introduced)
Past & used to
Past progressive vs past
Future (be going to, will) & in adv clauses
introduced as new:
Present perfect (vs past)
Present perfect progressive (vs pres. Perfect) / Verb tenses:
Presented as review:
Present vs present progressive
Past progressive vs past
Present perfect vs Present perfect progressive vs past
Future (be going to, will, present & present progressive)
introduced as new:
past perfect & past perfect progressive
future perfect & future perfect progressive / Verb tenses:
Presented as review: all tenses
Present & future time
Past time
Stative verbs reviewed & expanded upon
Modals:
All ‘present’ modals, studied according to function (ability, necessity…) / Modals:
Review of present modals
Past obligation (should have ____)
Past speculation (must have ____) / Modals:
Review of modals of necessity, present & past
Review of modals of certainty, present & past
Adjectives vs adverbs
Equatives, comparatives, & superlatives / Adjective clauses:
Subject (who/whose)
Object (of verb: whom/whose)
Time/place (where/when) / Adjective clauses:
Review of subj, obj (of verb & preposition), whose
Clauses with quantifiers
Reduced adj. clauses (i.e. participles)
Adverbial clauses of time / Adverbial clauses of condition (see Conditionals below) / Adverb clauses:
Clauses
Reduced adverb clauses (i.e. participles)
Gerunds & Infinitives:
Gerunds as subj, object & after preps
Infinitives as object & of purpose
Gerunds vs. infinitives / Gerunds & infinitives
Review of gerunds vs infinitives
Causatives (make, have, let, help, get) / Gerunds & infinitives
Review & expansion: gerunds as subj, obj, subj complement & appositive plus perfect forms of gerunds
Review & expansion: infinitives as subj, obj, subj/adj complement & purpose plus perfect forms of infin.
Ø / Passive:
Overview (present & past tense)
Passive with modals
Passive causative (had X done) / Passive:
Review: with all tenses & modals
Passive with reporting verbs
Grammar Structures covered (continued) / Ø / Conditionals:
Real (present & future)
Unreal (present & past) / Unreal Conditionals
Review of unreal (present & past)
‘subjunctive’ & inverted conditionals
implied conditionals (It’s time he…)
Ø / Indirect speech (if time)
Direct vs indirect speech
Embedded questions / Noun clauses:
As subject & objects
As adjective complements
Ø (not covered due to time constraints) / Phrasal verbs:
Review of trans vs intransitive & separable vs non-separable
More separable vs non-separable verbs / Ø
Nouns and articles
Basic noncount/count Ns
Articles (definite vs indefinite, NC & pl. C Ns for classifying/general use)
Quantifiers (some, any, few/many, little/much, several/great deal) / Ø / Nouns and articles
Count vs NC (basic differences & count /noncount usages of the same N)
Articles (definite vs indefinite, generic & with geographical names)
Modification of Ns (adj order, Ns & verbal phrases as modifiers)
Quantifiers (all kinds, including phrases with the)
Old chart:
Covered / Verb tenses:
Present: simple, perfect and progressive
Past: simple and progressive
Future (be going to and will)
Modals: present - by function
Adjectives and adverbs (including comparatives/superlatives)
Gerunds & infinitives
Nouns and articles, basic uses / Present: simple, perfect and progressive
Past: simple, perfect and progressive
Future (be going to, will, present & present progressive)
Modals: present & past
Adjective clauses
Conditionals (real & unreal)
Gerunds & infinitives
Passive: present & past tense / Verb tenses: review of all forms
Modals: present & past, necessity & certainty
Nouns & articles, all uses
Adjective clauses & reduced adj clauses
Passive: all tenses + reporting verbs
Adverb clauses & reduced adv. clauses
Noun clauses
Unreal conditions, including frozen expressions
· Develop grammatical accuracy in speaking and writing using the grammar points covered in this level (simple sentence structures and principal parts of speech)
· Develop spoken and written fluency in communicative situations using the target grammar points
· Improve listening comprehension of the target grammar structures
· Develop ability to identify and understand the target grammar structures in reading texts
· Develop ability to monitor own errors in speaking and writing
Compiled by D. Smith
March 2001