Guidelines for PNJA Grammar Teaching
Year I BA and II BA
2006/2007
Table of contents
1. Guidelines for Year I BA
2. Recommended resources for Year I BA
3. Guidelines for Year II BA
4. Recommended resources for Year II
1
Iwona Łęska-Drajerczak
School of English
Adam Mickiewicz University
Year I BA
1. Contents of the course
The Nominal Phrase; Modifiers of the Noun; Tenses of the Verb; Adverbials; Modal Verbs and their
function; The Passive Voice; Conditionals; Gerund , Infinitive and Participle Constructions; Relative
Clauses; Indirect Speech; Prepositions; Phrasal Verbs; the structure of the simple sentence and of the
complex sentence; subordination, coordination, modifiers.
2. Course objectives
A good knowledge of grammar is essential for competent users of a language (Harmer, 1991), as
Penny Ur says “there is no doubt that a knowledge – implicit or explicit- of grammatical rules is
essential for the mastery of a language: you cannot use the words unless you know how they should be
put together” (Ur, 1990:4).
The main objective of the course is to make sure that students become communicatively efficient
with the English grammar. This process involves both guiding students through the English grammar
structures as well as allowing them to discover various grammatical issues themselves. Therefore, seen
from the long-term perspective, grammar instruction on the first and second year is a means of
acquiring a thorough mastery of the English language at the advanced level of competence with the
help of a variety of meaningful classroom activities.
The secondary objective of the course is for students to be able to discuss all aspects of the English
grammar at an advanced level using the appropriate metalanguage in the process.
Although it is still necessary for first year students to revise systematically all English grammar
structures and use isolated exercises that exemplify and in a sense ‘drill’ a given structure, the overall
aim is to progress almost immediately to meaningful practice with the emphasis on general fluency
practice and successful communication in English.
3. Some general suggestions




2
The course in English grammar is a three-semester journey through the complexities
of the English grammar structures and vocabulary building, thus it is suggested that
this course should aim at helping students systemize what they had learned before
enetring the University. First year instruction involves one 90 minute class a week,
which should enable the teacher to focus on grammatical categories and their effective
use in the communication process.
At the end of Year I students should be able to complete a gramar and use of English
test at the advanced level of English comparable to CAE level tests, whereas at the
end of Year II students should be able to complete a grammar and use of English test
at the proficiency level of English comparable to the CPE level tests.
All teachers should administer a diagnostic test at the beginning of the semester. This
will help evaluate the level of the group, anticipate the problems students may have
concerning certain grammatical categories and decide which notions should be given
priority and assigned more time for discussion explanation and practice.
Students’ progress should be systematically monitored and checked on regular basis in
order to make sure they have mastered the material that has been covered. The
standard procedure is to give students a short quiz at the beginning of each class to
check their preparation or homework assignment, or any other aspect of grammar and
a longer test once a month as well as one major semester test with one or two written
re-sits. All grammar tests should be administered in the written form.

It may also be helpful to make sure students learn the linguistic terminology
(metalanguage) at the beginning of the course, which will enable them to be able to
comfortably discuss grammatical notions without referring to their native language.
4. Guidelines for teaching the course
3

One of the recommended handbooks for the first year grammar course is Longman
English Grammar by L.G.Alexander. There are, however, many other available
handbooks which may be used. The coordinator needs to be notified which handbook
has been selected for a particular group, this information should be sent to her with
you first in-semester report.

It is recommended to supplement your leading grammar handbook with other
available grammar theory and practice books, listed at the end of these guidelines, as
this would provide additional resource for teachers, and allow the students for a more
extensive grammar practice.

First year students are usually highly motivated and many of them find learning
English grammar challenging and interesting. Students are also strongly affected by
what happens in the classroom. Many of them will positively respond to motivating
and interesting classes with variety of meaningful activities, explicit presentation of a
teacher’s requirements concerning both the material and procedural policies of a
teacher to be consistently followed throughout the course.
It is suggested that the material should be divided into manageable class units and
students should be informed at the beginning of each semester about the course
content planned by the teacher for this particular semester as well as about the material
to be covered during each class unit.
It is recommended for grammar teachers to use discovery techniques and task-based
activities and encourage learner autonomy. It is also highly recommended that all
students from a given group should be equally involved in and made responsible for
the preparation and presentation of parts of material for each class, naturally under the
supervision of their grammar instructor. This will not only help them become more
autonomous and enthusiastic learners but may also be a good motivator for them to
become competent users of the English language.

At the beginning of each semester teachers should present students with a list of
course requirements including class rules to be observed by both parties, an individual
grammar instructor’s policy concerning the preparation of classes, material to be
covered during each class, major techniques of the presentation of a given
grammatical unit (mini lectures delivered by individual students or in pairs, the
frequency of quizzes checking student homework preparation for class discussion on a
given grammatical problem), grammar test dates as well as all other important
students evaluation and credit policies.
Students should also be familiarized with a list of recommended grammar practice
books for the PNJA exam at the end of each academic. In this way students may
appropriately plan their own exam preparation well in advance as well as be aware of
the expected level of language proficiency at the end of Year I and Year II of their
studies.

Teachers are also advised to focus their attention those grammatical structures which
due to interference from the Polish language need to be practiced more extensively.
Among such structures are the various uses of the Present Perfect tense, Modality and
its aspects, Conditionals and the Passive Voice.

The techniques of the presentation of the material and activities are to a large extent at
the discretion of each grammar instructor. PNJA grammar coordinator is always
willing to discuss any problems or difficulties a teacher may encounter during the
course, suggest alternative ways of handling a given problem, yet the actual form of
the class needs to be worked out by a teacher based on an existing vast array of
methodological recommendations, among others those by Penny Ur in “A Course of
Language Teaching”, or Penny Ur “Grammar Practice Activities”, by Martin Parrot
in “ Grammar for English Language Teachers”, by Scott Thornbury in “How to Teach
Grammar” and many other resource books, some of which are listed at the end of the
guidelines.

In the second semester all teachers will administer a ‘mock exam’ to all first year
students. Teachers will be further notified about the PNJA 2007 ‘mock exam’ well in
advance due to the forthcoming changes in the format and administration of the exam.

The coordinator will collect a written outline of the course prepared by each
individual teacher, with suggested topics to be covered during each class, forms of
material presentation and forms of assessing students’ progress. Such outlines are
expected to be handed to the PNJA grammar coordinator in the third week of October
2006. The deadline is Friday October 20, 2006. Each teacher should fill in the
provided schedule grid.

The coordinator will audit all grammar teachers once every semester and each such
visit will be followed by a feedback session. The coordinator will submit a written
report from the audits after their completion to the PNJA coordinator, dr Hanna
Wysocka.

Teachers are advised to collect written evaluation of their course by the students on
the completion of the course. This will provide teachers with student feedback which
will help them improve their classes in the future.

In case of any doubts, questions or problems please contact the PNJA grammar
coordinator during her office hours.
Guidelines have been prepared by:
Iwona Łęska-Drajerczak
September 2006
4
Recommended coursebooks and resource books:
1. Alexander, L.G. 1998. Longman English Grammar. Longman
2. Allsop, J. 1991. Penguin English Tests. Part 4 and 5. Penguin Books
3. Amin, A., Eravelly, R., and Ibrahim, F.J. 2004. Grammar Builder. Parts 4 and 5. Cambridge:
CUP.
4. Bamber,B and Bowers, R. 1990. Word Play. Longman
5. Bolitho,R and Tomlison, B. 1995. Discover English. Heinemann
6. Bywater, F.V. 1982. A Proficiency Course in English with Key. Hodder and Stoughton
7. Carter, R, and McCarthy, M. 2006. Cambridge Grammar of English. A Comprehensive Guide.
Cambridge:CUP.
8. Clark, S, and Pointon, G. 2003. Word for Word. Oxford: OUP.
9. Evans, V. 2003. CPE Use of English. Express Publishing.
10. Feare, R. 1991. Key to Success on the TOEFL. OUP
11. Foley, M., and Hall, D. 2005. Longman Advanced Learner’s Grammar. A Self-Study
Reference and Practice Book with Answers. Harlow: Longman.
12. French, A. 2003. CAE Testbuilder. Tests that Teach. Oxford: Macmillan.
13. Gethin, H. 1992. Grammar in Context. Proficiency Level English. Nelson
14. Graver, B.D. 1990. Advanced English Practice. OUP
15. Harrison, M., and Kerr, R. 1996. First Certificate Practice Tests, CAE Practice Testes, CPE
Practice Tests. Oxford: OUP.
16. Hewings,M. 2006. Advanced Grammar in Use. Second Edition. Cambridge: CUP
17. Hurford, J. 2000. Grammar. A Student’s Guide. Cambridge: CUP.
18. Leech,g. 1989. An A-Z of English Grammar and Usage. Edward Arnold.
19. Matasek, M. 1997. English Advanced Vocabulary and Structure Practice.Altravox Press.
20. Matasek, M. 2003. Słownictwo Angielskie dla Zaawansowanych. Handybooks.
21. McCarthy, M., and O’Dell, F. 2005. English Vocabulary in Use. Advanced. Cambridge:CUP.
22. Scheffler, P. 1996. Gramatyka Języka Angielskiego w Zdaniach do Tłumaczenia. Altravox
Press
23. Side, R., and Wellman, G. 2004. Grammar and Vocabulary for Cambridge Advanced and
proficiency. Harlow: Longman.
24. Skipper, M. 2002. Advanced Grammar and Vocabulary. Newbury: Express Publishing.
25. Swan, M. 2005. Practical English Usage. Second Edition. Oxford: OUP
26. Thomson,A..J and Martinet A,V. 1987. A Practical English Grammar. Oxford: OUP
27. Watcyn-Jones, P. 1991. Test Your Vocabulary. Penguin Books
28. Watcyn-Jones, P. 1990.Test Your English Idioms. Penguin Books.
29. Watcyn-Jones, P.1992.Test Your Prepositions. Penguin Books
30. Watcyn-Jones, P. 1990.Test Your Phrasal Verbs. Penguin Books
31. Watcyn-Jones, P. 1990.Test Your Grammar and Usage. Penguin Books
32. Wellman, G. 1989. The Heinemann English Wordbuilder . Heinemannn
33. Vince, M. 1993. Advanced Language Practice. Oxford: Macmillan.
34. Yule, G. 2006. Oxford Practice Grammar with Practice-Plus CD-ROM. Advanced.
Oxford:OUP.
Recommended books for PNJA grammar teachers:
1. Carter, R, and McCarthy, M. 2006. Cambridge Grammar of English. A Comprehensive Guide.
Cambridge:CUP.
5
2. Hall, N and Shepherd, J. 1991. The Anti-Grammar Grammar Book. Longman
3. Hurford, J. 2000. Grammar. A Student’s Guide. Cambridge: CUP.
4. Leech,G. 1989. An A-Z of English Grammar and Usage. Edward Arnold.
5. Leech,G. 1987. Meaning and the English Verb. 2nd edition. Longman
6. Lewis, M. 1986. The English Verb. CUP
7. Parrot, M. 2000. Grammar for English Language Teachers. Cambridge:CUP.
8. Purpura, J. 2005. Assessing Grammar. CUP.
9. Swan, M. 2005. Practical English Usage. Second Edition. Oxford: OUP.
10. Thornbury, S. 2005. How to Teach Grammar. Harlow: Longman.
11. Ur, P.1990. Grammar Practice Activities .CUP
12. Ur, P. 1996. A Course in Language Teaching. CUP.
13. Yule, G. 2001. Explaining English Grammar. OUP.
Year II BA
1. Contents of the course
The second year course in grammar is a one-semester course , therefore it is recommended to review
and expand the material covered during the grammar course in Year I. Special attention should be
given to the structure of the complex sentence, subordination and coordination , conjunctions,
adverbial and adjectival clauses, Gerund, Infinitive and Participle Constructions, Relative Clauses as
well as to revise and practice all other grammatical problems that are diagnosed for particular groups
of students at the beginning of the semester. Thus a diagnostic test should be administered to each
group at the beginning of the semester to find possible problem areas for a particular group to be
tackled. Each class should be supplemented by vocabulary-building practice, and extensive practice of
phrasal verbs, prepositions, idioms, collocations and other important areas of vocabulary expansion.
2. Course objectives
The main objective of grammar teaching in this semester should be to provide extensive practice of the
material already covered in year I, to expand on the material further, to provide students with remedial
work and practice on the structures and material that students find particularly difficult to master and
to supplement the classes with word-building and vocabulary practice. The long-term objective
remains the same as for the year I course, namely – to make sure that students become
communicatively efficient with the English grammar at the advanced level of communication.
3. Some general suggestions
6

The course in English grammar is a three-semester journey through the complexities
of the English grammar structures and vocabulary building, thus it is suggested that
this course should aim at helping students systemize what they had learned before
entering the University. First year instruction involves one 90 minute class a week,
which should enable the teacher to focus on grammatical categories and their effective
use in the communication process.

At the end of Year I students should be able to complete a grammar and use of
English test at the advanced level of English comparable to CAE level tests, whereas
at the end of Year II students should be able to complete a grammar and use of
English test at the proficiency level of English comparable to the CPE level tests.

All teachers should administer a diagnostic test at the beginning of the semester. This
will help evaluate the level of the group, anticipate the problems students may have
concerning certain grammatical categories and decide which notions should be given
priority and allotted more time for discussion and explanation.

Students’ progress should be systematically monitored and checked on regular basis in
order to make sure they have mastered the material that has been covered. The
standard procedure is to give students a short quiz at the beginning of each class to
check their preparation or homework assignment, or any other aspect of grammar and
a longer test once a month as well as one major semester test with one or two written
re-sits. All grammar tests should be administered in the written form.

It is required that Year II students of English consistently use the linguistic
terminology (metalanguage) to discuss grammatical notions and completely refrain
from referring to their native language during grammar classes.

For more extensive information please refer to the guidelines for Year I
5. Guidelines for teaching the course.

Teachers will have to find out from their second year groups and teachers who taught
them then which books have already been used and then make a decision which books
to use for the course. It is recommended to supplement one handbook with other
available grammar books, listed at the end of these guidelines which provide
additional resource for teachers.
Second year students are in their majority very much aware of the role grammar plays
in overall language competence; they should also be aware of their problems with
regard to their mastery of the English grammar . They usually willingly contribute to
classes and can be challenged to prepare parts of the material for the class. Most of the
students will positively respond to motivating and interesting classes with variety of
meaningful activities, explicit explanation of a teacher’s requirements and consistent
following of course requirements and objectives.
It is suggested that the material should be divided into manageable class units and
students are informed at the beginning of each semester about the course content and
the material to be covered during each class unit.
It is recommended that discovery techniques and task-based activities are used and
learner autonomy encouraged. It is also highly recommended that all students from a
given group are equally involved in and made responsible for the preparation and
presentation of parts of material for each class, under the supervision of their grammar
instructor. This will not only help them become more autonomous and enthusiastic
learners but may also be a good motivator for them to become competent users of the
English language.
7

Teachers should present to students at the beginning of each semester a list of
course requirements including class rules to be observed by both parties, instructor’s
policy concerning the preparation of classes, material to be covered during each class,
major techniques of the presentation of a given grammatical unit (mini lectures done
by students or a quiz checking student homework preparation for class discussion on a
given grammatical problem), quiz and test dates and all other important procedures
involved in teaching grammar at this level.

Teachers are also advised to focus their attention those grammatical structures which
due to interference from the Polish language need to be practiced more extensively.
Among such structures are the various uses of the Present Perfect tense, Modality and
its aspects, Conditionals and the Passive Voice.

The techniques of the presentation of the material and activities are to a large extent at
the discretion of each grammar instructor. PNJA grammar coordinator is always
willing to discuss any problems or difficulties a teacher may encounter during the
course, suggest alternative ways of handling a given problem, yet the actual form of
the class needs to be worked out by a teacher based on an existing vast array of
methodological recommendations, among others those by Penny Ur in “A Course of
Language Teaching”, or Penny Ur in “Grammar Practice Activities”, by Martin
Parrot in “ Grammar for English Language Teachers”, by Scott Thornbury in “How to
Teach Grammar” and many other resource books, some of which are listed at the end
of the guidelines.

The coordinator will collect a written outline of the course prepared by each
individual teacher, with suggested topics to be covered during each class, forms of
material presentation and forms of assessing students’ progress. Such outlines are
expected to be handed to the PNJA grammar coordinator in the third week of October
2006. The deadline is Friday October 20, 2006. Each teacher should fill in the
provided schedule grid.

The coordinator will audit all grammar teachers once every semester and each such
visit will be followed by a feedback session. The coordinator will submit a written
report from the audits after their completion to the PNJA coordinator, dr Hanna
Wysocka.

Teachers are advised to collect written evaluation of their course by the students on
the completion of the course. This will provide teachers with student feedback which
will help them improve their classes in the future.

In case of any doubts, questions or problems please contact the PNJA grammar
coordinator during her office hours.
Guidelines have been prepared by:
Iwona Łęska-Drajerczak
September 2006
8
Recommended coursebooks and resource books:
1. Alexander, L.G. 1998. Longman English Grammar. Longman
2. Allsop, J. 1991. Penguin English Tests. Part 4 and 5. Penguin Books
3. Amin, A., Eravelly, R., and Ibrahim, F.J. 2004. Grammar Builder. Parts 4 and 5. Cambridge:
CUP.
Bamber,B and Bowers, R. 1990. Word Play. Longman
Bolitho,R and Tomlison, B. 1995. Discover English. Heinemann
Bywater, F.V. 1982. A Proficiency Course in English with Key. Hodder and Stoughton
Carter, R, and McCarthy, M. 2006. Cambridge Grammar of English. A Comprehensive Guide.
Cambridge:CUP.
8. Clark, S, and Pointon, G. 2003. Word for Word. Oxford: OUP.
9. Evans, V. 2003. CPE Use of English. Express Publishing.
10. Feare, R. 1991. Key to Success on the TOEFL. OUP
11. Foley, M., and Hall, D. 2005. Longman Advanced Learner’s Grammar. A Self-Study
Reference and Practice Book with Answers. Harlow: Longman.
12. French, A. 2003. CAE Testbuilder. Tests that Teach. Oxford: Macmillan.
13. Gethin, H. 1992. Grammar in Context. Proficiency Level English. Nelson
14. Graver, B.D. 1990. Advanced English Practice. OUP
15. Harrison, M., and Kerr, R. 1996. First Certificate Practice Tests, CAE Practice Testes, CPE
Practice Tests. Oxford: OUP.
16. Hewings,M. 2006. Advanced Grammar in Use. Second Edition. Cambridge: CUP
17. Hurford, J. 2000. Grammar. A Student’s Guide. Cambridge: CUP.
18. Leech,g. 1989. An A-Z of English Grammar and Usage. Edward Arnold.
19. Matasek, M. 1997. English Advanced Vocabulary and Structure Practice.Altravox Press.
20. Matasek, M. 2003. Słownictwo Angielskie dla Zaawansowanych. Handybooks.
21. McCarthy, M., and O’Dell, F. 2005. English Vocabulary in Use. Advanced. Cambridge:CUP.
22. Scheffler, P. 1996. Gramatyka Języka Angielskiego w Zdaniach do Tłumaczenia. Altravox
Press
23. Side, R., and Wellman, G. 2004. Grammar and Vocabulary for Cambridge Advanced and
proficiency. Harlow: Longman.
24. Skipper, M. 2002. Advanced Grammar and Vocabulary. Newbury: Express Publishing.
25. Swan, M. 2005. Practical English Usage. Second Edition. Oxford: OUP
26. Thomson,A..J and Martinet A,V. 1987. A Practical English Grammar. Oxford: OUP
27. Watcyn-Jones, P. 1991. Test Your Vocabulary. Penguin Books
28. Watcyn-Jones, P. 1990.Test Your English Idioms. Penguin Books.
29. Watcyn-Jones, P.1992.Test Your Prepositions. Penguin Books
30. Watcyn-Jones, P. 1990.Test Your Phrasal Verbs. Penguin Books
31. Watcyn-Jones, P. 1990.Test Your Grammar and Usage. Penguin Books
32. Wellman, G. 1989. The Heinemann English Wordbuilder . Heinemannn
33. Vince, M. 1993. Advanced Language Practice. Oxford: Macmillan.
34. Yule, G. 2006. Oxford Practice Grammar with Practice-Plus CD-ROM. Advanced.
Oxford:OUP.
4.
5.
6.
7.
Recommended books for PNJA grammar teachers:
1. Carter, R, and McCarthy, M. 2006. Cambridge Grammar of English. A Comprehensive Guide.
2.
3.
4.
5.
9
Cambridge:CUP.
Hall, N and Shepherd, J. 1991. The Anti-Grammar Grammar Book. Longman
Hurford, J. 2000. Grammar. A Student’s Guide. Cambridge: CUP.
Leech,G. 1989. An A-Z of English Grammar and Usage. Edward Arnold.
Leech,G. 1987. Meaning and the English Verb. 2nd edition. Longman
6. Lewis, M. 1986. The English Verb. CUP
7. Parrot, M. 2000. Grammar for English Language Teachers. Cambridge:CUP.
8. Purpura, J. 2005. Assessing Grammar. CUP.
9. Swan, M. 2005. Practical English Usage. Second Edition. Oxford: OUP.
10. Thornbury, S. 2005. How to Teach Grammar. Harlow: Longman.
11. Ur, P.1990. Grammar Practice Activities .CUP
12. Ur, P. 1996. A Course in Language Teaching. CUP.
13. Yule, G. 2001. Explaining English Grammar. OUP.
10