Grammar Curricula: Vertical Articulation
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Level
Text/s
Goals
Objectives
Grammar 3
Grammar 4
 Fuchs & Bonner, 2000. Focus on Grammar:
 Fuchs, Bonner & Westheimer, 2000.
A High Intermediate Course for Reference and
Focus on Grammar: An Intermediate Course
Practice, Longman.
for Reference and Practice, Longman
 For simple sentences and the principal
 For simple sentences, the principal parts of
parts of speech, students will …
speech, and some complex sentences
(adjective clauses and conditionals),
 Develop grammatical accuracy in
students will …
speaking and writing
 Develop grammatical accuracy in
 Develop spoken and written fluency
speaking and writing
in communicative situations
 Develop spoken and written fluency in
 Improve listening comprehension
communicative situations
 Develop ability to identify and
 Improve listening comprehension
understand the target grammar
structures in reading texts
 Develop ability to identify and
understand the target grammar
 Develop ability to monitor own errors in
structures in reading texts
speaking and writing
 Develop ability to monitor errors in
speaking and writing
 Use target grammar structures in
 Use target grammar structures in focused
focused practice for accuracy
practice for accuracy
 Use the target grammar structures in
 Use the target grammar structures in
communicative activities with a partner
communicative activities with a partner or
or a small group
a small group
 Write short (3-5 sentences) paragraphs
 Write dialogues or compositions of 1 or 2
or dialogues using the target grammar
paragraphs using the target grammar
structures appropriately and correctly
structures appropriately and correctly
 Understand the grammar structures in
 Understand the grammar structures in
listening passages
listening passages
 Identify the grammar structures in short  Identify the grammar structures in
passages in the textbook
textbook passages, newspaper articles and
readings
 Recognize and correct errors of the
target grammar structures in the
 Recognize and correct errors of the target
Grammar 5
 Maurer, 2000. Focus on Grammar: An
Advanced Course for Reference and
Practice, Longman
 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
 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
Compiled by D. Smith
March 2001
Grammar Curricula: Vertical Articulation
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textbook passages and the student’s
own speech and writing.
Exit criteria
Grading policy
Activities
grammar structures in the textbook
passages, the student’s own production,
and in the production of others
 Recognize and correct errors of the target
grammar structures in the textbook
passages, the student’s own production,
and in the production of others.
Students must attain a grade of C- or better
to pass this course.
Students must pass the course with a
grade of C- or better.
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.
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)
 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.
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)
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
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
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
Compiled by D. Smith
March 2001
Grammar Curricula: Vertical Articulation
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Supplemental
Activities
(optional)
 Do recorded speeches in the lab
 Take quizzes and tests and study the
teacher's corrections
 Keep an error progress chart
 Take quizzes and tests and study the
teacher's corrections
 Keep an error progress chart
 Bring in or find examples of the grammar
structure in reading texts or newspaper
articles
 Do recorded speeches in the lab
 Take quizzes and tests and study the
teacher's corrections
 Keep an error progress chart
 Bring in or find examples of the grammar
structure in reading texts, newspaper
articles or conversations
Compiled by D. Smith
March 2001
Grammar Curricula: Vertical Articulation
p. 4 of 2
4/4/01
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)
Modals:
All ‘present’ modals, studied according
to function (ability, necessity…)
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:
Review of present modals
Past obligation (should have ____)
Past speculation (must have ____)
Adjectives vs adverbs
Equatives, comparatives, &
superlatives
Adjective clauses:
Subject (who/whose)
Object (of verb: whom/whose)
Time/place (where/when)
Adverbial clauses of time
Adverbial clauses of condition (see
Conditionals below)
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)
Modals:
Review of modals of necessity, present
& past
Review of modals of certainty, present
& past
Adjective clauses:
Review of subj, obj (of verb &
preposition), whose
Clauses with quantifiers
Reduced adj. clauses (i.e. participles)
Adverb clauses:
Clauses
Reduced adverb clauses (i.e.
participles)
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 &
Compiled by D. Smith
March 2001
Grammar Curricula: Vertical Articulation
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Ø
Grammar
Structures
covered
(continued)
Ø
Ø
Ø (not covered due to time constraints)
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)
Passive:
Overview (present & past tense)
Passive with modals
Passive causative (had X done)
Conditionals:
Real (present & future)
Unreal (present & past)
Indirect speech (if time)
Direct vs indirect speech
Embedded questions
Phrasal verbs:
Review of trans vs intransitive &
separable vs non-separable
More separable vs non-separable verbs
Ø
purpose plus perfect forms of infin.
Passive:
Review: with all tenses & modals
Passive with reporting verbs
Unreal Conditionals
Review of unreal (present & past)
‘subjunctive’ & inverted conditionals
implied conditionals (It’s time he…)
Noun clauses:
As subject & objects
As adjective complements
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)
Compiled by D. Smith
March 2001
Grammar Curricula: Vertical Articulation
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Old chart:
Grammar
Structures
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
Compiled by D. Smith
March 2001
Grammar Curricula: Vertical Articulation
p. 7 of 2
4/4/01
 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