Masaryk University in Brno

Pedagogical Fakulty
Department of English
Teaching Grammar at The Basic Schools
according to
The Frameork Educational Programme
Bachelor Thesis
Brno !""#
Supervisor$ %uthor$
PhDr& 'elena 'avl()kov* +armila ,a-atov*

.& T'E/0ET.1%2 P%0T
3& .ntroduction
!& The Frameork Educational Programme
2.1 The Framework Educational Programme in the Czech Republic
2.2 Language communication
2.3 e! competence"
2.# E$pected re"ult" in the language communication
4& Grammar and the language curriculum
3.1 Curriculum and communication
3.2 The centralit! o% language
3.3 The grammar& centred curriculum
5& .dentifying grammar
#.1 'hat i" grammar
#.2 (rammar in language teaching
6& Presenting and testing grammar
).1 Pre"enting grammatical item"
).2 *i"co+er! techni,ue"
).2 Practice techni,ue"
).3 Te"ting grammar
).# -! own conclu"ion o% pre"enting grammar
..& P0%1T.1%2 P%0T
#& The Frameork Educational Programme and the School
Educational Programme
..1 -aking the /chool Educational Programme
..2 The /chool Educational Programme %or .
th
cla""
7& Grammatical units taken from the School Educational
Programme
0.1 The li"t o% grammatical unit"
0.2 Le""on plan" %or the main unit"
2
8& Teaching process
1.1 2!pothe"e" about each le""on plan
1.2 E+aluation and e$perience %rom the le""on
9& 1hecking and testing knoledge
3.1 Te"t %or "tudent"
3.2 4nticipation o% po""ible problem"
3.3 E+aluation o% the te"t"
3"& 1onclusion
15.1 4d+antage" and di"ad+antage" o% u"ing the /chool Educational
Programme
3
3& .ntroduction
6 ha+e been teaching Engli"h at the ba"ic "chool %or ten !ear". -! "tudent" are at the
age %rom ten to %i%teen. 7a"ic education in the Czech Republic ha" been organized b!
"e+eral "tate educational and curriculum document" during the period that 6 ha+e been
teaching. Two !ear" ago8 in 255#8 a new educational document %or ba"ic "chool" ha" been
publi"hed. 6t i" called the Framework Educational Programme. 6t o%%er" a new +iew on
our educational "!"tem. -ain "tre"" i" put on re"ult" and competence" not on "ub9ect
matter during the proce"" o% education. 6t i" obligator! %or "chool" to make their /chool
Educational Programme". 4 "chool !ear 2550&1 ha" been e"tabli"hed a" the %ir"t !ear %or
realizing the"e new /chool Educational Programme". :ow it i" the time %or making them.
Thi" the"i" "ol+e" thi" problem in connection with teaching grammar in Engli"h. The
main aim o% the the"i" i" to "how how grammar could be taught.
Theoretical part engage" in thi" new document which i" de"cribed here in detail". Then
grammar i" characterized a" a part o% language teaching. -ain t!pe" o% pre"enting and
te"ting grammar are mentioned here. Relation"hip between teaching grammar and
language curriculum a" a whole i" e$plained in theoretical part too.
Practical part %ir"tl! de"cribe" the proce"" o% making a new /chool Educational
Programme. Then attention i" put on the .
th
cla"" onl!. There i" a table o% "ub9ect matter
de+eloped %rom the /chool Educational Programme. Two le""on plan" o% main
grammatical unit" are cho"en %or pre"enting grammar. There are h!pothe"e" and
e+aluation %or each le""on. 6n the la"t part there are te"t" %or learner". 4nticipation" o%
po""ible problem" are pre"ented here8 then e+aluation o% each te"t. Conclu"ion o% thi"
the"i" come" out the ad+antage" and di"ad+antage" o% the Framework Educational
Programme %or teacher" and "tudent".
#
!&3 The Frameork Educational Programme in the 1:ech
0epu-lic
The national curriculum ;al"o called the Educational Framework or the Framework
Educational Programme< i" the national educational document which wa" edited b! =>?P@
in Prague in 255#. Thi" document con"i"t" %our part".
Part 4 "peci%ie" the national educational programme %or the ba"ic "chool". Part
7 characterize" generall! the ba"ic education in the Czech Republic. Part C
contain" the ke! competence" which are de+ided into "ome educational area".
There are ten main educational area" in part C.
Teaching Engli"h language belong" to the part which i" called Language and
Language Communication. Thi" chapter contain" two part"A Czech language and
literature and %oreign language".
!&! 2anguage and language communication
The educational part called Language and language communication i" taken a"
to one o% the mo"t important part in the educational programme. 4 high le+el o%
language culture belong" to the ba"ic item" o% general education. Language
learning "upplie" knowledge and "kill" that pro+ide po""ibilitie" to recei+e "e+eral
me""age" 8 it make" pupil" under"tand the"e me""age"8 it make" them e$pre"" new
thing" properl!. /tudent" "hould be able to u"e and en%orce the re"ult" o% their
knowledge. Foreign and the "econd %oreign language contribute to under"tanding
and di"co+ering the realitie" that are abo+e the e$perience brought b! mother
tongue. The"e realitie" pro+ide the ba"i" o% language communication and
a""umption" %or communication in a "cope o% integrated Europe and the world.
The language ac,ui"ition help" to reduce a language barrier. 6t i" u"e%ul %or
impro+ing the mobilit! o% the indi+idual" both in their per"onal li%e and in their
ne$t pro%e""ional carrier. The language ac,ui"ition enable" pupil" to know the
di%%erence" o% the tradition" in %oreign countr!. 6t inten"i%ie" the +iew o%
importance o% reciprocal under"tanding and tolerance between countrie". 6t
%acilitate" cooperation between "chool" in the international pro9ect". The
re,uirement" in %oreign language education8 that were %ormulated in The :ational
Curriculum o% 7a"ic Education in the Czech Republic8 are ba"ed on the Common
)
Europe Re%erential /cope %or Language" ;/poleBnC e+rop"kC re%erenBnD rEmec pro
9az!k!<. Thi" "cope de"cribe" di%%erent le+el" o% the language ac,ui"ition.
!&4 The aims of the language communication
The education in thi" area point" to the"e ke! competence"F
pupil" are e$pectedF
G to recei+e language a" a hi"torical and cultural %act
G to know the hi"torical and cultural de+elopment o% the countr! and nation
G to make a po"iti+e +iew o% mother tongue
G to u"e the language %or recei+ing the in%ormation
G to re,uire the main "tructure" o% communication between people
G to make a po"iti+e +iew o% %oreign language in a "cope o% multicultural
communication
G to re,uire the "el% con%idence %or pre"enting in public
G to be able to read the literar! te$t"
G to make a po"iti+e +iew o% the cla""ic literature and other art"
G to re,uire an emotional and e"thetic cognition
!&5 The e;pected results
2evel 3< the -eginners< 3
st
period
0E1EPT.=E< P0/DU1T.=E %>D .>TE0%1T.=E S?.22S
% pupil
H pronounce" correctl!8 read" with proper pronunciation
H under"tand" "imple in"truction"8 react" on them
.
H recognize" written and "poken %orm o% the word
H under"tand" the meaning o% "imple8 "low con+er"ation
H u"e" alphabetical dictionar! in a te$tbook
0E1EPT.=E SPE%?.>G S?.22S< !
nd
period
% pupil
H under"tand" known word" and "imple "entence"
H under"tand" the meaning o% "imple authentic material"8 u"e" them %or hi"
work
H read" loudl! with proper pronunciation "imple te$t" with known +ocabular!
H %ind" out u"e%ul in%ormation in a "imple te$t8 make" the an"wer to the
,ue"tion
H u"e" dictionar!
P0/DU1T.=E SPE%?.>G S?.22S
% pupil
H %orm" grammaticall! correct written "tatement8 "hort te$t8 an an"wer to the
"tatement
H product" orall! the conte$t o% "imple te$t8 write" "imple te$t8 product" "imple
con+er"ation
H change" "hort te$t"
.>TE0%1T.=E SPE%?.>G S?.22S
% pupil
H react" acti+el! to the "imple con+er"ation8 greet" and "a!" good b!e to a %riend8
pro+ide" in%ormation
0
2evel !< the intermediate
0E1EPT.=E SPE%?.>G S?.22S
% pupil
H read" loudl!8 %luentl! with a proper pronunciation
H under"tand" the meaning o% "imple te$t" in the te$tbook" and in the authentic
material"8 %ind" known word" and phra"e" in the te$t"
H under"tand" "imple and clear "peech and con+er"ation
H %ind" the po""ible meaning o% the new word" %rom the conte$t
H u"e" a dictionar! and %ind" the meaning o% the word"
P0/DU1T.=E SPE%?.>G S?.22S
% pupil
H build" "imple ;written and "poken< "tatement about "ituation in dail! li%e8 in
%amil!8 at "chool and in other topic"
H write" grammaticall! correct "entence"8 change" "entence" and "hort te$t"
H brie%l! retell" the "tor! or the te$t
H a"k" %or "imple in%ormation
.>TE0%1T.=E SPE%?.>G S?.22S
% pupil
H i" able to "peak in the common dail! "ituation" in a "imple wa!
4& Grammar and the language curriculum
6t ha" been "ugge"ted that the de"ign o% an! language & teaching curriculum i"
concei+ed a" con"tituting the an"wer" to three interrelated ,ue"tion"A ='hat i" to be
learnedI@ =2ow i" learning to be undertaken and achie+edI@ =To what e$tent i" the
%ormer appropriate and the latter e%%ecti+eI@ ;7reen and Candlin 13158 p. 13<.
1
4&3 1urriculum and communication
There ha+e been increa"ing e%%ort" to bring curricular ob9ecti+e" into alignment with
language&%unctional aim" and learner& beha+iour "peci%ication". 6t ha" been %ound that
the goal" o% language&teaching programme" are o%ten articulated in term" o%
=communicati+e competence@8 and much di"cu""ed in the pedagogic re"earch literature
are the "o&called =communicati+e approache"@ to language in"truction. The %undamental
premi"e o% mo"t "uch approache" i" that the primar! %unction o% language i" that o%
=communication@. Certainl!8 the +iabilit! o% an! =communicati+e curriculum@ will need
to be linked in important wa!" to the +alidit! o% thi" premi"eA !et the premi"e it"el%
repre"ent" a belie% about language %unction.
;'illiam E. Ruther%ord8 13108 p. 1#0<
Jne well&known re"earcher8 F.:ewme!er8 ha" thi" to "a!F
Jb+iou"l!8 communication i" a %unction o% language&perhap"8 according to "ome
plau"ible but "till under+i"ed "cale8 it" mo"t important %unction. 7ut communication
doe" not appear to be the only %unction o% language. Language i" u"ed %or thought8 %or
problem "ol+ing8 %or pla!8 %or dreaming8 %or di"pla!" o% group "olidarit!8 %or deception8
%or certain "pecialized literar! mode" "uch a" repre"ented "peechK8and po""ibl! to
%ul%ill an in"tincti+e need %or "!mbolic beha+iourKA in %act8 language pla!" an integral
role in +irtuall! e+er! concei+able human acti+it!. :ow one might8 o% cour"e8 choo"e to
call all the"e attribute" and abilitie" =communication@. 7ut doing "o8 it "eem" to me8
take" %rom the word =communication@ an! meaning other than =acting human@.
; :ewme!er 13138 p. 155<
4ccording to 'illiam E. Ruther%ord there i" nothing o% intrin"ic language
organization that can be identi%ied8 i"olated8 and ab"tracted awa! %or curricular
repre"entation a" the %ormal e$ponent o% "ome "et o% =communicati+e %unction"@.
(rammar i" in no "en"e amenable to "uch procedure"8 and thi" i" a" true %or product a"
%or proce""&oriented concept" o% language %orm. The"e ob"er+ation" argue then again"t
an! centralit! within the curriculum %or "!"tem" o% =communication@ where deci"ion"
concerning grammatical %ocu" are attendant upon =communicati+e@ point" o% departure.
3
4&! The centrality of language
Letting language it"el% be at the centre o% the pedagogical plan would "eem at %ir"t
glance to repre"ent nothing new. Po""ible di%%icultie" in accepting the +alue o% a
language&centred pedagogical plan would +er! likel! "tem %rom what we alread! know
o% "o man! "uch attempt" in the pa"t& attempt" who"e apparent %ailure to lead to de"ired
goal" ha" more recentl!8 in the e!e" o% "ome language pro%e""ional"8 di"credited the
notion o% an! kind o% curricular prominence %or language organization.
'illiam E. Ruther%ord "a!"F
=There are two prime a""umption" that are u"uall! identi%iable throughout the hi"tor!
o% language&centred pedagog!. The %ir"t o% the"e amount" to a belie% about language8 the
"econd about teaching LlearningMF
1. the e""ence o% language i" an a""emblage o% hierarchicall!&arranged con"truct"A
2. the e""ence o% language teachingNlearning i" the direct imparting o% tho"e
con"truct" b! teacher to learner.@
4&4 The grammar@centred curriculum
'e can "a! that the learner ha" to be e$po"ed to the data %rom which h!pothe"e" ma!
be %ormed and meaning%ul generalization" drawn. The e$po"ure %actor i" a more crucial
one than might be "uppo"edA it become" e+en more "o where the cla""room i" the onl!
"ource o% target&language date. The need %or making the data a+ailable to the learner
there%ore place" a "pecial burden o% re"pon"ibilit! upon the language curriculum and
language "!llabu". The re"pon"ibilit! in curriculum planning ha" three part" to it F
1< "ome kind" o% deci"ion mu"t be made a" to what a"pect" o% the grammatical
"!"tem are the ma9or "ource" %or data %rom which the learner ma! a"certain the mo"t
%ormal generalization" ;data identi%ication<
2< choice o% language content mu"t be "uch a" to en"ure the "u%%icientl! timel!
appearance o% the grammatical a"pect" identi%ied in 1
3< great care and "en"ibilit! mu"t be e$erci"ed that the pedagogical in"trument"
ma$imize the probabilitie" %or learner recepti+it!.
15
The comple$it! o% language mean" that i% "omeone learn" language8 it re,uire"
"!"tematic direct contact with each o% it" po""ible con"truction". 6t cannot be nece""ar!
%or the learner to encounter the e$hau"ti+e "et o% target&language con"truction". Jne o%
the primar! re"pon"ibilitie" o% the language&teaching curriculum would "eem to become
a" clo"e a" po""ible an identi%ication o% the grammar propertie" o% target&language
le$icon. 6t i" con"idered o% crucial importance %or learner pro9ection to well&%ormed
grammatical con"truction".
5& .dentifying grammar
5&3 Ahat is grammar
=The Longman Dictionary of Contemporary English de%ine" grammar a" the rule" b!
which word" change their %orm" and are combined into "entence". There are two ba"ic
element" in thi" de%initionF the rule" o% grammarA and the "tud! and practice o% the rule".
The rule" o% grammar are about how word" change and how the! are put together into
"entence". The knowledge o% grammar al"o tell" the learner what to do i% he want" to put
the "ome phra"e into the "entence. (rammar "hould be called the wa! in which word"
change them"el+e" and group together to make "entence".@ ;Oerem! 2armer8 13318 p. 1<
5&! Grammar in language teaching
Each teacher "hould think about the"e %act" and tr! to an"wer the"e ,ue"tion" be%ore
teaching grammarF
1< Children do not learn grammar rule" when the! ac,uire their %ir"t language8 "o do
the! need to learn the rule" o% grammar when the! ac,uire the "econd languageI
2< Pupil" need or need not to be gi+en detail" o% grammar rule" to "tud! Engli"h
"ucce""%ull!.
3< /hould pupil" get enough chance to practice u"ing a language or "hould the! learn
grammarI
#< /hould "tudent" be aware o% grammatical in%ormation about the languageI
4 good teacher ha" "e+eral po""ibilitie" how to teach grammar. There i" a number o%
techni,ue" %or pre"enting and practicing grammar. 4ccording to O.2armer the
11
grammatical in%ormation can be gi+en to "tudent" in two ma9or wa!". The %ir"t one
could be e$tremel! co+ert and the "econd will be made e$tremel! o+ert.
Co+ert grammar teaching mean" that grammatical %act" are hidden %rom the "tudent"&
e+en though the! are learning the language. /tudent" ma! be a"ked to do an! acti+it!
where a new grammar i" pre"ented or introduced8 but their attention will be drawn to
thi" acti+it! not to the grammar.
J+ert grammar teaching mean" that the teacher actuall! pro+ide" the "tudent"
grammatical rule" and e$planation"&the in%ormation i" openl! pre"ented.
'ith o+ert teaching grammatical rule" are e$plicitl! gi+en to "tudent"8 but with
co+ert teaching "tudent" are "impl! a"ked to work with new language to ab"orb
grammatical in%ormation which will help them to ac,uire the language a" a whole.
6t i" e$pected to do a lot o% "tructure" in teaching and practicing8 and le"" reall! %ree
communicati+e acti+it! at the beginner le+el. The teaching o% grammar i" likel! to be
%airl! co+ert "ince the main aim i" to get "tudent" to u"e language a" much a" po""ible.
Jn the other hand "tudent" at intermediate le+el" "hould be in+ol+ed in more
communicati+e acti+itie" and "hould ha+e le"" grammar teaching. The teaching
grammar would probabl! be more o+ert. Then ad+anced "tudent" can acti+el! "tud!
grammar in more o+ert wa!".
6& Presenting and testing grammar
6&3 Presenting grammatical items
Pre"entation mean" that "tudent" are introduced to the %orm8 meaning and u"e o% a
new piece o% language ;e.g. did %or pa"t "imple in ,ue"tion"<. /tudent" can learn how to
put the new "!nta$8 word" and "ound" together. The! learn grammar that the! will need
%or their mo"t important e$perience8 appl!ing it to them"el+e". 6t i" u"e%ul to mention the
per"onalization8 which mean" u"ing a piece o% grammar to "a! thing" which reall! mean
"omething to learner. ;e.g. u"ing pre"ent "imple to "a! what he doe"<. Pre"entation can
take place u"ing per"onalization immediatel!8 teacher u"e" the "tudent" and their li+e" to
introduce a new language ; e.g. per"onal ,ue"tion"<. Per"onalization can be the %inal part
o% a pre"entation which i" done through the u"e o% te$t" or picture" ;e.g. u"ing a "ituation
in dail! li%e8 menu in a re"taurant<.
12
O. 2armer "peak" about "ome characteri"tic" o% a good pre"entation that "hould be
mentioned hereF
P a good pre"entation "hould be clear ; no di%%icultie" in under"tanding %or learner<
P a good pre"entation "hould be e%%icient ;"tudent" can manipulate the new
language<
P a good pre"entation "hould be li+el! and intere"ting ;to get intere"t %or "tudent"8
their in+ol+ing during a pre"entation<
P a good pre"entation "hould be appropriate ;not put "o much in%ormation<
P a good pre"entation "hould be producti+e ;the introduced "ituation "hould allow
"tudent" to make man! "entence" or ,ue"tion" with a new language<
6&! Discovery techniBues
'e ha+e "aid that a good pre"entation "hould be clear8 e%%icient8 li+el! and
intere"ting8 appropriate and producti+e. The"e can be %ul%illed b! man! wa!" that are
gi+en to "tudent" b! teacher. 6t i" onl! up to teacher how he8 "he introduce" the new
grammatical item. Then "tudent" repeat and u"e thi" new item. *i"co+er! techni,ue" are
po""ible wa!" where "tudent" are gi+en e$ample" o% language and then a"ked to %ind out
how the! work8 it mean" to di"co+er the grammar rule". /tudent" %ind out how grammar
i" u"ed in a te$t and the! are actuall! ac,uiring a grammar rule. 7! thi" "tudent"Q
in+ol+ing in the ta"k o% grammar ac,ui"ition teacher make" "ure that the! are
concentrating %ull!8 u"ing their cogniti+e power". *i"co+er! techni,ue" are not 9u"t the
teacher telling what the grammar i". /tudent" are actuall! di"co+ering in%ormation %or
them"el+e".
6&4 Practice techniBues
There are +ariou" wa!" o% doing practice techni,ue"8 which mean" that pupil" do
e$erci"e through the techni,ue" which get them to practice grammatical item. There will
be mentioned %our di%%erent t!pe" o% oral practice and written practice too8 which are
de"cribed b! O.2armer.
13
1< *rill" are o%ten done with the whole cla""8 "tudent" are gi+en "entence with a new
grammatical item and the! are a"ked %or right repetition. 6t i" practiced a" long a" it i"
nece""ar! %or "tudent" to be able to "a! thi" "tructure in a proper wa!. The aim o% drill i"
to gi+e "tudent" rapid practice in u"ing a "tructural item. 4d+antage i" that the teacher
can correct an! mi"take"8 can encourage pupil" to concentrate on di%%icultie". 7ut thi"
wa! i" not +er! creati+e.
2< 6nteraction acti+itie" are the wa!" o% language practicing which are more
meaning%ul and more en9o!able. Pupil" o%ten work together in pair" or in group". The!
e$change in%ormation in the purpo"e%ul and intere"ting wa!. The! are gi+en "ome
material" ;te$t8 picture8 map< and a"ked %or "ome ta"k" when the! u"e the grammatical
item that i" introduced. *i"ad+antage "hould be that the teacher ha" no control o+er all
"tudent". 2e8 "he canQt be "ure that all "tudent" under"tood the grammar.
3< 6n+ol+ing the per"onalit! i" the wa! when pupil" do the e$erci"e and at the "ame
time talk about them"el+e". The! are a"ked to di"cu"" thing" that in+ol+e their
per"onalit! and to u"e thi" "ub9ect matter a" a %ocu" %or grammar practice. Chain drill i"
one wa! o% making a practice drill. 6t i" clo"el! drill but in more %unn! and en9o!able
wa!. 6t i" more intere"ting than u"ual8 becau"e "tudent" are a"ked %or "peaking about
them"el+e".
#< (ame" are "urel! the mo"t intere"ting and the mo"t %a+ourite wa! how to practice
grammar. (ame" are +er! u"e%ul %or grammar work. /tudent" are gi+en a new
grammatical item through the game8 which i" e$actl! the mo"t natural wa! e"peciall!
%or children. There are "e+eral t!pe" o% grammar game" that will be mentioned later in
thi" work.
The"e were oral acti+itie" %or practicing grammar. 7ut there are "ome written
acti+itie" too. /ince grammar practice i" o%ten done through writing8 it i" +er! u"e%ul
too. /ome t!pe" o% written practice" will be mentioned here. The"e are %ill&in"8 written
drill"8 word order8 parallel writing. (enerall! "peaking8 "tudent" need to practice their
grammar a lot8 but it i" onl! up to the teacher how the! will do it. 4 good teacher "hould
remember that "tudent" would do the ta"k" with plea"ure not onl! a" a nece""it!.
1#
6&5 Testing grammar
6t ha" been "aid that pupil" would do the e$erci"e" with plea"ure and in a %unn! wa!.
7ut it i" ,uite di%%icult to te"t grammar in the "ame wa!. 2owe+er it i" di%%icult8 it i"
po""ible. There are "e+eral t!pe" o% te"t". Teacher can te"t "tudent"Q abilit! to "peak or
write8 hi" reading or li"tening "kill". J% cour"e8 written te"t" take le"" time and the! are
ea"ier to admini"ter. ThatQ" wh! mo"t te"t" are ba"ed on written "kill". Thi" could cau"e
"ome problem"8 becau"e "o much teaching in the cla""room i" ba"ed on oral work.
Teacher "hould remember thi" %act and tr! to make the te"t" "uitable %or "tudent". (ood
te"t "how" both teacher and learner how well the! are all doing. Teacher who write"
te"t" "hould bear in mind the rule" that are o%%ered b! O.2amerF
P do not te"t what !ou ha+e not taught
P do not te"t general knowledge
P do not introduce new techni,ue" in te"t"
P do not 9u"t te"t accurac!
P do not %orget to te"t the te"t
6&5 /n conclusion of presenting grammar
4ll grammar teaching "hould not be co+ert. Teacher "hould not alwa!" draw
"tudent"Q attention to grammatical %act" and rule". /ometime" pupil" "hould di"co+er
%act" about grammar through problem R"ol+ing acti+itie" and "ometime" through
practicing grammar. Teacher "hould not think that the onl! be"t kind o% grammar
practice i" written grammar practice. Teacher "hould remember that it i" not good to te"t
grammar onl! with accurac!. The main point in teaching grammar i" ba"ed on the %act
that children do not learn grammar when the! ac,uire %ir"t language8 "o it could work
when the! learn the "econd language.

1)
..& P0%1T.1%2 P%0T
#& The Frameork Educational Programme and The School
Educational Programme
#&3 Making The School Educational Programme
The Framework Educational Programme ha" been done generall! %or all ba"ic "chool"
in our republic. 6t ha" been de+eloped a" an educational document b! the 6n"titute o%
Education in Prague. Thi" document i" obligator! direction %or making the own "chool
programme. Each "chool in the Czech Republic ha" to make it" own /chool Educational
Programme8 which will come %rom the national %orm o% the document. Each /chool
Educational Programme i" e$pected to be a little di%%erent.
Fir"tl!8 the headma"ter put" together "e+eral group" o% teacher" according to their
,uali%ication. 6t mean" that teacher" who belong to the "ame educational area will
work together. Teaching Engli"h belong" to the educational area which i" called
=Language and Language Communication@. ThatQ" wh! the teacher" o% Czech8
Engli"h8 (erman8 Ru""ian and other %oreign language" will work on thi" area together.
Each group o% teacher" i" a"ked to "ol+e "e+eral problem". The! "hould e+aluate the
po"ition o% a "chool8 it" ad+antage" and di"ad+antage"8 it" o%%er"8 it" educational aim"8
pro9ect" etc. Then the teacher" make the li"t o% e$pected "chool re"ult" and knowledge8
which ha" to come %rom the Framework Educational Programme and it" ke!
competence". The! are %ree in choo"ing the "ub9ect matter. Thi" will be "et up
according to the e$pected "chool re"ult". 4t the end the! make a table %or each %orm8
which will contain all the"e point". Thi" i" a +er! hard work %or teacher"8 i% the! want
to do it the be"t wa!. 6t take" a lot o% their %ree time. The %inal product "hould be u"ed
a" an educational programme %or thi" "peci%ic area.
#&! The School Educational Programme C #
th
class
4ccording to The /chool Educational Programme there i" a table o% educational
content" %or .
th
cla""8 Engli"h language. ;appendi$ n. 1<
1.
Thi" table %unction" both a" an educational and a time plan %or each teacher at "chool.
6t "hould be binding %or teacher". 6t i" onl! a part o% the /chool Educational Programme
but it i" the mo"t u"e%ul part %or teacher" o% Engli"h.
Thi" table con"i"t" %i+e column"F
Pe$pected re"ult" and the ke! competence" according to the Framework Educational
Programme & the ke! competence" are characterized here8 "ome o% the e$pected
re"ult" taken %rom FEP are put here.
P e$pected re"ult" according to the /chool Educational Programme & the "peci%ic
re"ult" are de"cribed here8 the"e re"ult" were made b! the teacher" and the! are the
mo"t important part o% thi" document8 the! are binding %or teacher" and teaching.
P"ub9ect matter coming %rom e$pected re"ult" & there i" a li"t o% grammatical unit"
that "hould be taught and the li"t o% topic" that "hould be "ol+ed during a "chool !ear8
the "ub9ect matter i" optional %or each "chool.
Pe+aluation8 it i" optional & it i" prepared %or teacherQ" note"8 e$perience8 e+aluati+e
point" %or the ne$t work8 there could be mentioned a "tudentQ" and teacherQ"
port%olio.
Pnote"8 it i" optional too & there are method" and %orm" o% work de"cribed8 thi" i" the
place %or noting and realizing relation"hip between the "ub9ect"8 "ub9ect" "hould %ade
into one another.
7& Grammatical units taken from the School Educational
Programme
7&3 The list of grammatical units
There i" "ol+ed and de"cribed teaching grammar according to the Framework
Educational Programme in thi" the"i". Each "chool ha" to re"pect FEP and each teacher
"hould re"pect the /chool Educational Programme. 6t ha" been "aid that the e$pected
re"ult" are obligator! and the "ub9ect matter i" optional %or teacher". Teacher" ha+e
made the"e document" them"el+e"8 "o it "hould be u"e%ul e"peciall! %or them and their
"tudent". ThatQ" wh! it i" onl! up to teacher in what wa! grammar will be pre"ented.
The "e,uence o% pre"ented grammar i" %ree8 too. Teacher can u"e "e+eral t!pe" o%
10
method"8 e+en though he can u"e "e+eral te$tbook" and authentic material" %or hi"
work. 2e can choo"e di%%erent method" and material" but he ha" to reach "tudent"Q
e$pected re"ult".
The li"t o% grammatical unit" taken %rom the /chool Educational Programme
E;pected results Grammatical units
4 pupil i" able toF
& u"e inde%inite article a8 an with the noun"
& recognize the "ingle and plural %orm o% the
noun"
&po""e" thing" to the per"on
NOUNS
& inde%inite article a8 an
& plural o% the noun" ; regular and irregular
%orm"<
& geniti+e o% the noun"
& put the ad9ecti+e" correctl! into the "entence ADJECTIVES
& a po"ition o% ad9ecti+e" in the "entence
& gi+e the per"onal pronoun" to the
correct per"on
& u"e the ob9ect pronoun" in the
"entence
& u"e the po""e""i+e pronoun" in"tead o%
geniti+e
& a"k with interrogati+e pronoun"
PONOUNS
& per"onal pronoun" R "ub9ect and
ob9ect %orm
& po""e""i+e pronoun"
& interrogati+e pronoun"
& demon"trati+e pronoun" ; that8 tho"e8
thi"8 the"e<
& count the thing"8 animal" and people NU!"ES#NU!EALS
& number" 5&155
& under"tand "imple "peech and
con+er"ation about per"onal detail"
& a"k %or per"onal detail"
& de"cribe the place8 picture8 photo
& de"cribe a per"on8 animal8 thing or a
place in a "imple "entence
VE"S
& +erb to beF "tatement8 negati+e8
,ue"tion8 "hort an"wer
& phra"e there i"Nare
& +erb to ha+e got F "tatement8 negati+e8
,ue"tion8 "hort an"wer
11
& a"k %or per"onal de"cription
& "a! what a per"on i" N i"nQt able to do
& a"k %or permi""ion
& modal +erb can8canQt
& put the prepo"ition" correctl! into a "entence PEPOSITIONS
& prepo"ition o% a place and the time
& make "imple "entence in pre"ent
"imple
& %ollow the %orm o% Engli"h "entence
& u"e the au$iliar! +erb" correctl!
& make ,ue"tion in pre"ent "imple
& %ollow the %orm o% Engli"h ,ue"tion
PESENT SI!PLE TENSE
& "tatement8 negati+e "tatement ; donQt8
doe"nQt<8 ,ue"tion" ; do8 doe"<8 "hort an"wer"
& make the "entence in pre"ent cont.
& make the negati+e "entence in pre"ent
cont.
& make the ,ue"tion in pre"ent cont.
PESENT CONTINUOUS TENSE
& "tatement8 negati+e "tatement8 ,ue"tion

&de"cribe what happen" %re,uentl! & pre"ent ten"e" F u"ing and comparing
& de"cribe what i" happening now
4ccording to the /chool Educational Programme teacher "hould proceed %rom the
e$pected re"ult"8 the"e are the mo"t important point" in hi" work. Thi" table "how" how
the teacher make" a proce"". The re"ult" are done and the "ub9ect matter i" cho"en b! the
teacher.
7&! 2esson plans for the main grammatical units
13
3D Le""on plan 1 i" ba"ed on the"e e$pected re"ult" %rom the /chool Educational
ProgrammeF a pupil i" able to de"cribe a place8 thing and a per"on8 to under"tand the "hort
te$t with de"cription8 to make "entence in pre"ent ten"e. The +erb ha$e got ha" been cho"en
a" a "ub9ect matter. The e$pected re"ult" are u"ed in a le""on plan a" an aim o% the le""on.
/e+eral method" o% teaching were u"ed there. The co+ert grammar teaching wa" u"ed in
pre"enting grammatical unit b! u"ing the picture" and "peaking about them. *rill wa" u"ed
in a game =memor! chain@. 7ut it i" co+ered in thi" game. The la"t part o% the le""on i"
ba"ed on childrenQ" natural "kill R drawing.
2esson plan 3< ver- to have got.
%im$ pupil" will be able to u"e the +erb in a "entence8 the! will be able to under"tand
the "entence with the +erb in it" two %orm"F ha$e got% has got and negati+e %orm"
ha$en&t got and hasn&t got'
%ge of students$ 15 R 11 !ear&old children
Material$ a blue ball %or teacher8 two picture" on the pla"tic %olio ;a girl with a doll8 a
bo! with a car<8 one picture %or each child with known +ocabular!8 a piece o% paper %or
each pupil8 "tick gum.
Time plan$
3& 6ntroduction & teacher "how" a ball and "a!"F = 6 ha+e got a blue ball.@ Then point"
to the %ir"t picture and "a!"F =/he ha" got a "mall doll.@ Then point" to the "econd
picture and "a!"F @ 2e ha" got a red car.@ Then write" the"e three "entence" under
the picture". ( min'
!& Teacher a"k" children %or repeating the "entence"K.. ) min'
4& Each child get" a picture8 it i" a"ked to make it" own "entenceKK. 6 ha+e got an
orange. *+ min'
5& (ameF memor! chain8 teacher "tart" the game =6 ha+e got a blue ball@ and point"
to Tom8 he "a!" @Sou ha+e got a blue ball and 6 ha+e got an orange@ Then the
third per"on i" "peaking =/he ha" got a KK.he ha" got an KK.and 6 ha+e got a
KKKK"e+eral children will be a"ked %or repeating the whole "entence. 6t
"hould not be +er! long. ( min'
25
6& Picca""o dictation8 teacher dictate" the "hort te$t with the +erb to ha+e got about
the mon"ter and children are a"ked to draw it. *+ min'
#& Feedback8 children put their painting" on the board and the! check their work
together8 the! repeat the "hort te$t about the mon"ter. , min'
The te$t %or childrenF Thi" i" a nice mon"ter. 6t ha" got a big head and a big bod!. 6t ha"
got %our long arm" but it ha"nQt got an! leg". 6t ha" got lo+el! green e!e"8 long no"e
and a big mouth. 6t ha" got long pink hair. 6t" bod! i" green too. Each arm ha" got %i+e
%inger". 6t i" our %riend. 6t" name i" Fann!. ;appendi$ n.2<
!D Le""on plan 2 re"pect" the"e e$pected re"ult"8 taken %rom the /chool Educational
ProgrammeF a pupil i" able to make the ,ue"tion in pre"ent "imple8 to %ollow the %orm o%
,ue"tion in pre"ent "imple8 to u"e an au$iliar! +erb -o. 4gain the aim o% the le""on i"
ba"ed on the"e re"ult". The lead&in acti+it! ha" been cho"en a" a re+i"ion %rom the la"t
le""on. The "econd rea"on i" to introduce "e+eral +erb" that will be u"ed later in
,ue"tion". Coloured piece" o% paper with au$iliar! +erb8 per"onal pronoun" and with %ull
+erb" "hould help children to remember the "tructure o% the ,ue"tion in pre"ent "imple.
The rule o% making ,ue"tion will be gi+en e$plicitl! to "tudent". The important point i"
mentioned in pair work8 the "ame colour" o% the word". *uring the indi+idual practice
children can u"e the coloured pencil" too. 4n important intention i" "peci%ied in thi"
le""on plan. The "tudent" will be working onl! with the au$iliar! +erb -o and per"onal
pronoun" that belong to.
2esson plan !< Buestion in present simple
%im$ pupil" will be able to make ,ue"tion in pre"ent "imple8 to u"e the +erb -o %or
"peci%ic per"onal pronoun"8 to %ollow the %orm o% the ,ue"tion in pre"ent "imple
%ge$ 15&11 !ear&old pupil"
Material$ coloured card with an au$iliar! +erb *J ;green<8 per"onal pronoun" 68 !ou8
we8 the! ;!ellow<8 %ull +erb" ;pink<8 collection" o% word" %or making the ,ue"tion"8
te$tbook R Pro9ect 68 "chool e$erci"e book"8 work"heet" %or pupil".
Time plan$
21
3& lead in acti+it!8 brain"tormingF re+i"ion %rom the la"t le""on8 teacher put" pink
card" with +erb" on the board and children read them8 then children are a"ked %or
making the "tatement about them"el+e" in pre"ent "imple with the"e +erb". Pupil "a!"
the "entence8 put" the card on the board and write" the re"t o% a "entence'
( min'
!& pre"enting a new grammatical itemF teacher e$plain" the %orm o% the ,ue"tion in
pre"ent "imple with u"ing coloured card". /e+eral e$ample" are put on the board.
. min'
4& then "tudent" are a"ked to make ,ue"tion" and write them on the board8 the! u"e
all +erb" %rom the lead acti+it! . min'
5& pair workF each pair o% pupil" get" a collection o% the word" in the "ame coloure"
a" were u"ed %or pre"enting8 the! are a"ked %or making the ,ue"tion" in pre"ent
"imple ) min'
6& checking the ta"k8 each pair read" it" ,ue"tion loudl!8 the re"t o% a cla"" correct"8
all ,ue"tion" are put on one de"k %or checking together . min'
#& indi+idual practiceF children are a"ked %or writing an e$erci"e %rom their
te$tbook" to their "chool e$erci"e book". The ta"kF complete the ,ue"tion according
to a picture. Children can u"e coloured pencil". 4%ter writing the e$erci"e the! gi+e it
to the teacher %or checking8 teacher check" it and gi+e" ad+ice %or correcting.
. min'
7& %eedbackF children get work"heet" with two e$erci"e" and tr! to do it them"el+e"
( min'
8& children change their work"heet" and check them together8 the! correct the
mi"take" and count the point"8 then put mark to a %riend
-aterial" %or thi" le""on plan are pre"ented a" an appendi$ n. #a
8& Teaching process
22
8&3 'ypotheses for each lesson
2esson 3 Eaccording to lesson plan 3D
The main re"ult o% thi" le""on i" characterized a" a pupilQ" abilit! o% de"cribing
"omething8 abilit! %or u"ing the +erb ha+e got8 abilit! o% under"tanding a "hort
de"cription. /o it i" e$pected that children will be able to u"e the +erb at the end o% a
le""on. The le""on "eem" to be en9o!able %or children8 becau"e o% a choice o% acti+itie".
Pupil" are e$pected to beha+e well and to be intere"ted in the acti+itie". 6 a""ume that a
lead in acti+it! will "tart a good atmo"phere in a cla"". 4 new grammatical unit will be
pre"ented a" a co+er grammar teaching8 which "eem" to be better wa! %or thi" unit and
%or !oung learner" too. *rill8 co+ered in a game8 i" e$pected to be done with plea"ure.
Teacher "hould anticipate "ome problem" during thi" game. E"peciall! weak learner" are
e$pected to ha+e problem with repeating the whole "entence. 6 will pa! attention o%
the"e pupil" and 6 will encourage them and help them. 6t "eem" to be help%ul i% children
"tand up and "how their picture to e+er!bod!. Jther children could remember the
"entence ea"il! with +i"ual "upport. Picca""o dictation i" e$pected to be %unn! and
en9o!able %or children8 becau"e the! like drawing8 mon"ter" and m!"ter!. Thi" acti+it!
"eem" to be u"e%ul wa! how to %i$ the u"ing o% the +erb ha$e got' 7ut %or %ul%illing the
re"ult" it i" nece""ar! to be +er! care%ul during thi" acti+it!. Children ha+e to work
them"el+e"8 "o it would be better i% children "it alone. Then the teacher can check their
work %airl!. Po""ible problem" with u"ing +ocabular! "hould appear during the
dictation8 but it i" good to help children with +ocabular!. The! will be able to
concentrate on under"tanding the %orm" o% +erb ha$e got'
2esson !Eaccording to lesson plan !D
Thi" grammatical unit i" o%ten di%%icult %or children. ThatQ" wh! 6 a""ume that not all
the children will be able to make the ,ue"tion in pre"ent "imple "urel!. /ome children
are e$pected to need more time %or practicing. 6 appreciate that the lead in acti+it! i"
going to help children to connect the +erb" o% dail! acti+itie" with u"ing the pre"ent
"imple. T"ing the coloured card"8 coloured collection o% word" and the work"heet" with
coloured word" i" a""umed to be help%ul %or children. The main intention i" to %i$ the"e
colour" in childrenQ" brain". Fir"tl!8 the big card" with the word" will be "tuck on the
board ;%ir"t "upport<8 then children will make the ,ue"tion" with coloured "mall paper"
23
;"econd "upport<8 then the work"heet" are prepared to u"e colour" again ;third "upport<.
6 anticipate that mo"t o% the children will be able to do e$erci"e" in the work"heet"
correctl!.
8&! E;perience and evaluation
2esson 3
The %ir"t part o% a le""on ha" been taken naturall! b! children without an! problem".
The! li"tened care%ull! and repeated the "entence" well. /ometime" children did not
pronounce well8 "o 6 corrected them and a"k %or repetition. 4%ter getting picture" in the
ne$t part o% the le""on8 "ome children were con%u"ed with u"ing a right word. 6t would
be better ne$t time to name all the picture" together be%ore making "entence". 4n
important point di"co+ered during thi" part. Children corrected the mi"take" each other
without an! bad intention. Children did not need a long e$planation %or the game. The!
had known it %rom pre+iou" le""on". 7ut a" it had been a""umed8 weak learner" had a
problem with repeating the whole "entence". 6 tried to choo"e the"e children at the
beginning o% thi" acti+it! "o that the! had not "uch a long "entence. :e$t important
point o% thi" game wa" that children ha+e to concentrate on the word order o% the thing"
in a chain not on the u"ing o% +erb ha+e got. The! u"ed a new grammatical item co+ered
in the game without "peci%ic concentration. The mo"t en9o!able part wa" "urel!
=Picca""o dictation@. Children did not take it a" a dictation8 but a" a game again. /ome
o% them tried to look around but 6 e$plained to them what it i" about. 'eak learner" had
a problem with +ocabular! that the! had not learnt be%ore. :e$t time it could be better
to do thi" acti+it! in pair"8 e"peciall! in thi" cla"" becau"e o% "e+eral d!"lectic children.
The! would be more concentrated on the grammar then on an unknown +ocabular!. 4t
the end o% the la"t acti+it! children wanted to put their painting" on the wall. The! liked
their mon"ter" +er! much. 6 know that thi" t!pe o% acti+itie" i" +er! intere"ting %or
children.
2esson !
Lead in acti+it! ha" been pre"ented according to teacherQ" e$pectation. Children were
able to u"e ten +erb" in "e+eral "tatement". /ometime" the! needed help with u"ing the
2#
right prepo"ition". Then it wa" +er! u"e%ul that the"e +erb" "ta!ed on the board. The!
were u"ed immediatel! %or e$plaining the %orm o% ,ue"tion" in pre"ent "imple and the
%unction o% *J. 6 paid attention to colour". 6t wa" +er! help%ul %or children. The! could
change the card" on the board ea"il!. -o"t children under"tood ,uickl!. Then in pair
work there were no problem with completing the "entence". Children worked ,uickl! and
care%ull!. 7ut during indi+idual work "ome problem" came. Children made mi"take" in
u"ing right per"onal pronoun" and in "pelling. Tho"e children who had problem" were
a"ked %or u"ing colour" again. Uuite a big "urpri"e came during the work on work"heet".
There were twent! three children in a cla"" and e$cept two bo!" who are both d!"le$ic
children and need more time %or thi" ta"k all children ha+e done the ta"k" well. The"e two
bo!" were a"ked to %ini"h it at home and bring it ne$t time. 6 "aw thi" le""on a" a big
"ucce"" becau"e there alwa!" had been problem" with ,ue"tion" in pre"ent "imple in each
cla"". :e$t po"iti+e point i" that children are prepared %or u"ing au$iliar! +erb -oes which
i" coming ne$t time.
9& 1hecking and testing the knoledge
9&3 Test for students
Test 3< ver- to have got< Eappendi; n&4a<4-< 6a<6-D
The %ir"t te"t i" put together "o that it check" "tudent"Q "kill" and abilitie" that are
characterized in the"e e$pected re"ult"F a pupil i" able to de"cribe a per"on8 an animal8 a
thing and place8 to under"tand a "imple de"cription8 to u"e the +erb ha+e got in "imple
"entence" in all it" %orm"8 to work with a "hort te$t with thi" +erb. The te"t ha" been
made with known +ocabular!8 according to the topic" that ha+e been di"cu""ed during
le""on". /e+eral topic" were taught within the +erb ha+e got8 thatQ" wh! the e$erci"e" in
the te"t u"e di%%erent topic" ;"chool "ub9ect"8 da!" o% a week8 animal"8 colour" and
thing"8 per"onal detail"8 part" o% the bod!<. The %ir"t e$erci"e i" ba"ed on u"ing the +erb
to ha$e got %or the %ir"t and "econd per"on "ingular and plural onl!. Through the
knowledge o% the "chool "ub9ect" and the da!" o% the week "tudent" "hould complete the
"entence".
The "econd e$erci"e a"k" "tudent %or an"wering %our ,ue"tion" about them"el+e". The!
"hould write true "entence" %rom their real li%e.
2)
The ta"k o% the third e$erci"e i" to %ill in the con+er"ation between two !oung girl".
The main re"ult i" to under"tand thi" con+er"ation clearl! "o that the phra"e "hould be
u"ed in dail! "ituation.
E$erci"e number # %ind" out how children can make "entence with the +erb to ha$e
got' 4ll the word" are written in capital letter" in order not to be recognizable which
word goe" %ir"t.
E$erci"e number ) i" ba"ed on tran"lation either %orm Czech to Engli"h or %rom
Engli"h to Czech. 4n ea"! +ocabular! ha" been cho"en8 becau"e the tran"lation i" o%ten
+er! di%%icult %or children. The main intention i" to u"e the +erb ha$e got in a "entence8
not to check the +ocabular!.
The la"t e$erci"e i" "omething like compen"ation %or children. 6t ha" been made %or
plea"ure "o that the "tudent" will not be "tre""ed "o much during the te"t. 4t the end o%
the te"t children could paint the picture" o% 'illiam and 'end!. ;Taken %rom Pro9ect
(rammar8 mlu+nickE c+iBenD8 Carol!n 7arraclough8 b! JTP8255#<
Children can reach ma$imum ## point".
Test !< present simple< Eappendi; n& 5-<#a<#-D
Te"t number 2 wa" made according to the re"ult o% "tudent"Q being able to make "imple
"entence in pre"ent "imple ten"e8 to %ollow the "tructure o% ,ue"tion8 to u"e au$iliar!
+erb" -o and -oes correctl!. Te"t i" "et up with u"ing known +ocabular!. The main
attention i" put on working with the "entence in pre"ent "imple. There are eight
e$erci"e" in which pupil" "hould pre"ent their knowledge o% pre"ent "imple ten"e. 6n
tho"e e$erci"e" "e+eral method" are u"ed during the one topic8 -aily acti$ities'
The %ir"t e$erci"e pa!" attention on u"ing the +erb" in "tatement". The knowledge o%
adding /s in )
r-
person sing. i" e$pected.
E$erci"e n. 2 i" ba"ed on making ,ue"tion" in pre"ent "imple. The"e ,ue"tion" come
%rom the pre+iou" e$erci"e. There i" an e$ample o% a ,ue"tion "o that "tudent" could
%ollow it.
:e$t two e$erci"e" are connected. /tudent" "hould match two hal+e" o% the"e
"entence" and rewrite them correctl! with u"ing our known colour".
2.
The %i%th e$erci"e i" about u"ing correct %orm o% au$iliar! +erb". 6t "eem" to be ea"ier
than in e$. :. 28 becau"e children can choo"e %rom two po""ibilitie". 4" a +i"ual "upport
there are coloured "ub9ect" again.;!ellow<
E$erci"e n. . a"k" learner" %or u"ing "hort or long an"wer. /tudent" are e$pected to u"e
"hort %orm" o% -o not and -oes not% when it i" po""ible. The! "hould be able to make the
whole an"wer.
E$erci"e n. 0 let" children %ind the correct word" %or %illing in thi" table. The! "hould
u"e au$iliar! +erb" -o and -oes8 right "ub9ect8 %ull +erb" and the re"t o% the
"entence;time<.
La"t e$erci"e i" ba"ed on %inding out grammatical mi"take". The number o% mi"take" i"
done "o that it i" ea"ier %or children.
Children can reach ma$imum )0 point".
9&! %nticipation of possi-le pro-lems ith the tests
Test 3< ver- to have got
There are "e+eral topic" u"ed in the te"t8 "o it i" po""ible that children will ha+e
problem" with +ocabular!. E$erci"e n.1 a""ume" knowledge o% "chool "ub9ect" and the
da!" o% the week. There could appear problem" with pronoun" too. The "econd e$erci"e
i" e$pected to be unea"! becau"e o% making whole an"wer. Thi" t!pe o% e$erci"e o%ten
re,uire" a clear e$planation. E$erci"e n.3 i" e$pected to be the mo"t di%%icult %rom the
te"t. Children alwa!" ha+e problem" with %illing in the con+er"ation". Jn the other hand
there i" an ea"! +ocabular! u"ed and a "uitable topic o% dialogue %or !oung learner". The
%ourth e$erci"e "eem" to be ea"! %or children. The word" are done and it i" ea"ier than
making the whole "entence. Po""ible problem" might be with the po"ition o% ad9ecti+e"
in "entence" three and %our. Tran"lation i" e$pected to be the mo"t di%%icult. The mo"t
%re,uent mi"take" are o%ten being done in u"ing de%inite and inde%inite article" and in the
"tructure o% the "entence and ,ue"tion. :e$t problem would appear with u"ing per"onal
pronoun" in tran"lation %rom Czech to Engli"h. La"t e$erci"e8 which "hould be en9o!able
%or children8 could make problem" with "ome new word"8 but with +i"ual "upport
children could under"tand them correctl!.
20
Test !< present simple
4n ea"! +ocabular! concerning one topic i" u"ed in all e$erci"e" %rom the te"t. ThatQ"
wh! it i" not e$pected that "tudent" ha+e problem" with +ocabular!. Fir"t e$erci"e
"hould bring problem" with u"ing correct %orm o% the %ull +erb". Children o%ten make
mi"take" in "ub9ect +erb concord. The! do not recognize clearl! to which pronoun
"ub9ect need" to be connected ;her parent"Vthe!<. 6 e$pect mi"take" with u"ing -o% -oes
in e$erci"e n. 2. Children o%ten %orget to put au$iliar! +erb into the ,ue"tion. The third
and %ourth e$erci"e" are e$pected to be well done becau"e o% u"ing colour" a" in le""on".
Po""ible problem" with "ub9ect +erb concord are a""umed again in e$erci"e n. ). :e$t
mi"take" "hould appear in u"ing the right %orm o% %ull +erb8 right prepo"ition" and the
time in the "i$th e$erci"e. Children are going to make "entence without an! help8 thatQ"
wh! there could be "ome error". The table in the ne$t ta"k "hould be made without an!
problem". The la"t ta"k anticipate" %inding grammatical error". /tudent" could be
di"appointed with the"e mi"take". :ot all the mi"take" will be %ound. The teacher "hould
re"pect the"e problem" and will put attention on clear e$planation. The teacher will
notice the importance o% pre"ent "imple and po""ible mi"take". Children "hould not look
%or other mi"take".
9&4 Evaluation of the tests
The e+aluation o% the te"t" i" pre"ented in the"e %our table". The "tudent" could reach
total "core o% ## point" %or the %ir"t te"t and )0 point" %or the "econd one. Table" 1 and 3
"how the e+aluated data. Table" 2 and # pre"ent e+aluation according to the "chool
e$pected re"ult". The"e table" "how how teacher can e+aluate the te"t". Thi" "imple wa!
i" ,uick8 well&arranged. 6t pro+ide" clear image about %ul%illing o% the e$pected re"ult".
Table n. 1;+erb ha$e got<
Evaluative score Ein pointsD Mark % num-er of students
## R #5 1 2
338) R 32 2 11
318) R 25 3 3
138) R 15 # 3
38) R 5 ) 3
21
2805 22
4ccording to thi" re"ult the +erb ha$e got "hould ha+e been practicing more during the
le""on" and then ne$t "hort te"t "hould be o%%ered to the children. The e$pected "chool
re"ult o% knowing the +erb ha$e got ha" been partiall! %ul%illed. 7ut more %re,uent mi"take"
ha+e been done in other grammatical unit" ;per"onal pronoun"8 inde%inite article"<.
Table n. 2;+erb ha$e got<
E;ercise n$
Success EFD
More freBuent errors Pro-a-le reasons >otes for ne;t ork
3&
86F
&in the "entence be%ore
the la"t one8 u"ing the
long %orm o% the +erb
ha$e got in"tead o%
"hort %orm
& it i" the onl! one
"entence where "hould
be u"ed a long %orm
@ practice more the
"hort %orm"
!&
#"F
@ u"ing the correct
"ub9ect in two la"t
"entence"
&two "entence" u"e 2
nd

p."ing.
& mi$ed up the "ub9ect"
in the "entence"
4&
46F
@ %inding the correct
%orm o% the +erb ha$e
got
& u"ing a "hort and a
long %orm" o% the +erb
& mi""ing knowledge
o% the right
%orm";"ub9ect +erb
concord<
& more practice o% thi"
t!pe o% con+er"ation
5&
56F
& putting the inde%inite
article" to the right
po"ition in the
"entence
& pa!ing attention to a
+erb ha$e got

& re+i"e inde%inite
article"8 their u"ing and
po"ition
6&
#6F
& u"ing the article" in a
tran"lation %rom
Engli"h
& tran"lation the
"ub9ect" ; pronoun"< to
Czech
& le"" practice in the
le""on"
& mi""ing knowledge
o% per"onal pronoun"
& practice the
tran"lation more o%ten
& re+i"e per"onal
pronoun"
#& & u"ing the "hort %orm"
o% negati+e without
@ le"" practice during
the le""on"8 little "pace
@ practice the negati+e
%orm" once more
23
86F got %or childrenQ" writing
Table n. 3 ;pre"ent "imple<
Evaluative score Ein pointsD Mark >um-er of students
)0&)1 1 .
)58)&#1 2 1
#58)&2) 3 )
2#8)&12 # 3
118)&5 ) 5
2825 22
Table n. # ;pre"ent "imple<
E;ercise n$
Success EFD
More freBuent
mistakes
Pro-a-le reason >otes for the ne;t
ork
3&
#6F
& adding R" in 3
rd
p.
"ing.
& without coloure"
& di%%icult to recognize
the "ub9ect; Oanet and
Oa"on<
@ practice with name"
and di%%erent "ub9ect8
not onl! with per"onal
pronoun"
!&
76F
& "ometime" with u"ing
correct au$iliar! +erb
@ no +i"ual "upport8 the
"entence" "tart with
interrogati+e pronoun"
& practice with
interrogati+e pronoun"
4& and 5&
#"F
& are connected8 i% the
child made mi"take in
38 it had to be made in #
& mi""ing an! "entence
element in the "entence8
incorrect au$iliar! +erb.
& o%ten in the %ourth
e$erci"e children %ound
out the mi"take and
& mi""ing knowledge o%
u"ing au$iliar! +erb
& +i"ual "upport in #
help" them
@ u"e the coloure" in 3
too
35
correct it in e$.n.3
6&
76F
& onl! in "entence with
!our %ather and children
a" "ub9ect"
& !our i" "imilar to !ou8
the word children make
problem" with
recognizing the "ingular
or plural
& re+i"e be%ore the te"t
"ingular and plural
%orm" o% the noun"
#&
86F
& onl! a %ew mi"take" in
3
rd
and #
th
"entence"; 3
rd
p. "ing.<
& man! "entence" ha+e
been done during the
le""on"8 children are
u"ed o% them
@ "till pa! more
attention to 3
rd
p. "ing.
7&
96F
@ without grammatical
mi"take"8 onl! in
"pelling KgreatW
& +i"ual "upport8
children are u"ed o% it8
it help" a lot
& continue with thi"
method
8&
5"F
& not recognizing the
mi"take" in "ub9ect +erb
concord
& no +i"ual "upport8 too
long %or children8 ,uite
di%%icult
& u"e the coloure" in thi"
e$erci"e8tr! it again8
choo"e "horter te$t
Thi" table pre"ent" the %act that children are able to u"e the pre"ent "imple in di%%erent
t!pe" o% e$erci"e. The! "ometime" made mi"take"8 but the "chool re"ult o% knowing the
pre"ent "imple wa" almo"t %ul%illed. 6t need" to be practi"ed %urther in the le""on". 6t ha"
appeared that the method o% +i"ual "upport i" +er! help%ul %or children. ThatQ" wh! it
"hould continue.
3"& 1onclusion
3"&3 %dvantages and disadvantages of using the School
Educational Programme
/e+eral ad+antage" ha+e been %ound during thi" the"i". The Framework Educational
Programme pro+ide" %ree and e,ual opportunit! %or each "chool in our republic to pre"ent
it" aim"8 "kill"8 intention"8 po"ition o% "chool in a hierarch! o% our "tate education. The %act
that each /chool Educational Programme will be little bit di%%erent "eem" to be +er! good
%or %uture education. The parent" could choo"e the "uitable "chool %or their children. The
31
"chool" could pre"ent them"el+e". The! can o%%er "e+eral po""ibilitie" o% teaching proce"".
4 %air competition between "chool" will "tart. The /chool Educational Programme o%%er"
"e+eral method" o% teaching8 the "chool" can choo"e +ariou" material" %or their education8
di%%erent title" o% te$tbook"8 di%%erent authentic material". The teaching proce"" "eem" to be
more %ree and en9o!able %or children. Relation"hip" between "ub9ect" appear a" a big
ad+antage8 too.
Jn the other hand there are "e+eral di"ad+antage"8 too. Thi" proce"" o% making and
realizing the /chool Educational Programme take" a lot o% teacher"Q time8 not onl! during
the working time8 but more o%ten in their %ree time. 6t i" +er! di%%icult to do thi" work
during the "chool !ear8 during the teaching proce"". The teacher" need to work together but
it i" o%ten impo""ible during the teaching proce"". :e$t di"ad+antage i" that we can "ee the
%unction o% the Framework Educational Programme in a %ew ne$t !ear". 6t "hould be
e+aluated a" a whole a%ter one generation o% "tudent" %ini"h the ba"ic "chool. :e$t problem
"urel! come i% the %amil! mo+e" and a child ha" to change the "chool8 becau"e each "chool
can change the "e,uence o% "ub9ect matter".
4ll the"e ad+antage" and di"ad+antage" here are 9u"t m! ob"er+ation" during "tud!ing
the Framework Educational Programme and during making o% the /chool Educational
Programme. J% cour"e8 when thi" new educational document will be %ull! tran"%erred into
the practical u"e it will "urel! bring other po""ible ad+antage" and di"ad+antage".
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