AJ1203 Grammar A

Faculty of Education
Autumn 2025
Extent and Intensity
0/2/0. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
Mgr. Renata Jančaříková, Ph.D. (seminar tutor)
Mgr. Radek Vogel, Ph.D. (seminar tutor)
Christopher Williams, M.A., Ph.D. (seminar tutor)
Mgr. Helena Worthington, Ph.D. (seminar tutor)
Guaranteed by
Mgr. Renata Jančaříková, Ph.D.
Department of English Language and Literature – Faculty of Education
Contact Person: Jana Popelková
Supplier department: Department of English Language and Literature – Faculty of Education
Timetable of Seminar Groups
AJ1203/OS01: Fri 19. 9. 8:00–9:50 A43 učebna, Fri 3. 10. 8:00–9:50 A43 učebna, Fri 17. 10. 8:00–9:50 A43 učebna, Fri 31. 10. 8:00–9:50 A43 učebna, Fri 14. 11. 8:00–9:50 A43 učebna, Fri 28. 11. 8:00–9:50 A43 učebna, R. Jančaříková
AJ1203/OS02: Fri 19. 9. 10:00–11:50 A41 učebna, Fri 3. 10. 10:00–11:50 A41 učebna, Fri 17. 10. 10:00–11:50 A41 učebna, Fri 31. 10. 10:00–11:50 A41 učebna, Fri 14. 11. 10:00–11:50 A41 učebna, Fri 28. 11. 10:00–11:50 A41 učebna, R. Jančaříková
AJ1203/01: Tue 17:00–18:50 A63 učebna, R. Vogel
AJ1203/02: Mon 15:00–16:50 A35 učebna, H. Worthington
AJ1203/03: Mon 18:00–19:50 A51 učebna, H. Worthington
AJ1203/04: Thu 8:00–9:50 B32 učebna, R. Jančaříková
AJ1203/05: Mon 8:00–9:50 A31 učebna, R. Jančaříková
AJ1203/06: Mon 10:00–11:50 A35 učebna, R. Jančaříková
AJ1203/07: Wed 8:00–9:50 A21 učebna, Ch. Williams
AJ1203/08: Wed 12:00–13:50 A31 učebna, Ch. Williams
AJ1203/09: Wed 10:00–11:50 A31 učebna, Ch. Williams
Prerequisites
B2 level and higher.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
there are 14 fields of study the course is directly associated with, display
Course objectives
'Grammar A' course is designed for the 1st year students as an introductory course consolidating and developing their knowledge of English grammar.
The main objective of the course is to present grammar as a system and understand it as a complex whole with a focus on functions and meanings and mutual comparison of grammar features that help students understand the grammar system as such. The course also includes basic linguistic terminology, the knowledge of which is essential for the students' independent work with the course materials and recommended sources as well as their future studies (courses in English syntax mainly). Students will be able to compare sentences in terms of grammar and meaning, as well as compare Czech and English grammar where such comparison is noteworthy; correct mistakes in sentences and explain their corrections; provide explanations and examples of their own to illustrate the grammar points discussed; analyze stretches of language and justify choices of structures, tenses, articles, etc., and identify the speaker's attitudes and intentions. The course will enhance students‘ awareness of the functions and aspects of English, thus developing skills, such as analytic thinking, creativity in lesson and material design and adapting learning content for practical needs, which are qualities essential for teaching profession.
Learning outcomes
Students will be able to: - analyse a simple sentence (sentence elements, compulsory vs. optional elements);
- distinguish between types of verb (transitive, intransitive, linking) and their complementation;
- understand the difference between finite and non-finite forms and clauses;
- use English tenses and aspect (simple, continuous and perfect) in context and understand differences between tenses;
- identify and explain the verbal categories of tense, voice, mood and aspect;
- use the grammar issues discussed in context and give examples of their own;
- detect and explain the similarities and differences between English and their mother tongue, which will enable them to identify potentially problematic areas for their future learners.
Syllabus
  • 1. Linguistic terminology: sentence and sentences structure, sentence elements, phrases, types of verbs, sentences vs. clauses
  • 2. Linguistic terminology:markedness, types of reference, open vs. closed word classes, pro-forms, ellipsis
  • 3. Main verbs - finite vs. non-finite forms, verb phrases and clauses; spelling changes; irregular verbs; verb phrase structure
  • 4. Primary auxiliaries - be, do and have, and their uses and functions; have sth done
  • 5. Modal auxiliaries - marginal modal auxiliaries (dare, need, used to, would for past habits); modal idioms; semi-auxiliaries (modality in detail is covered in syntax courses)
  • 6. Passive - structure and meaning, comparison with the passive in Czech
  • 7. Reported speech - sequence of tenses, reporting verbs, reported questions, word order
  • 8. Present tenses - present simple vs. present continuous; tense vs. time (present tense with past reference)
  • 9. Past tenses - past simple vs. past continuous; used to vs. would
  • 10. Perfect aspect - present perf. simple and cont.; past perfect simple and cont. and comparison with past tenses
  • 11. Expressing future - structures used to express the future in English
Literature
    required literature
  • BIBER, Douglas; Susan CONRAD and Geoffrey N. LEECH. Longman student grammar of spoken and written English. First published. Harlow: Longman, 2002, vii, 487. ISBN 9780582237278. info
  • YULE, George. Oxford practice grammar : with answers. Updated edition first publis. Oxford: Oxford University Press, 2019, vii, 274. ISBN 9780194214766. info
    recommended literature
  • YULE, George. Oxford practice grammar : supplementary exercises with answers. First published. Oxford: Oxford University Press, 2009, v, 132. ISBN 9780194579872. info
  • GREENBAUM, Sidney and Randolph QUIRK. A student's grammar of the English language. First published. Harlow: Longman, 1990, 490 stran. ISBN 0582059712. info
  • CHALKER, Sylvia. A student's English grammar : workbook. First published. Harlow: Longman, 1992, 186 stran. ISBN 0582088194. info
  • HEWINGS, Martin. Advanced grammar in use with answers : a self-study reference and practice book for advanced learners of English. 1st pub. Cambridge: Cambridge University Press, 1999, ix, 340. ISBN 0521498694. info
  • SWAN, Michael. Practical English usage. Fourth edition. Oxford: Oxford University Press, 2016, xxx, 635. ISBN 9780194202435. info
  • ALEXANDER, L. G. Longman English grammar. Edited by R. A. Close. London: Longman, 1988, x, 374. ISBN 0582558921. info
  • DUŠKOVÁ, Libuše. Mluvnice současné angličtiny na pozadí češtiny. 3. vyd. Praha: Academia, 2003, 673 s. ISBN 8020010734. info
  • SPARLING, Don. English or Czenglish? : jak se vyhnout čechismům v angličtině. 1. vyd. Praha: Státní pedagogické nakladatelství, 1989, 274 s. info
  • SPARLING, Thomas Donaldson; Simona KALOVÁ and Chris RANCE. English or Czenglish. Avoiding Czechism in English. 1st ed. Brno: Masarykova univerzita, 2021, 319 pp. ISBN 978-80-210-9965-4. info
  • SIDE, Richard and Guy WELLMAN. Grammar and vocabulary for Cambridge advanced and proficiency : fully updated for the revised CPE. Harlow: Longman, 2002, 288 s. ISBN 0582518210. info
Teaching methods
Homework, self-study, class discussion, pair work, group work, online discussions, online activities with a focus on grammar (online quizzes, forums). To successfully pass the course, students must complete a portfolio task.
Assessment methods
Upon successful completion of the course, you will earn 2 ECTS credits. Each ECTS credit represents 25 to 30 hours/semester of work (both in class and self-study). Full-time students are expected to spend approx. 20 hours in class, while combined students will spend there 12 hours; the remaining approx. 34/42 hours respectively are allocated for self-study.
Please note that the requirements may be slightly different for full time and combined students (the latter are taught on Fridays and have fewer contact sessions). The course requires a certain amount of self-study before and after the seminar.
REQUIREMENTS FOR COMBINED STUDENTS taught on Fridays (teacher: Renata Jančaříková) + for details, see the Moodle course:
1.ATTENDANCE
2. HOMEWORK/ SELF-STUDY/ ACTIVE PARTICIPATION;
3. MOODLE QUIZZES - 11 quizzes (1 per topic);
4. MID-COURSE TEST;
5. FINAL TEST (pass mark 70%)
Students are required to work regularly on the topics using the materials in the moodle course and other study materials provided.
Methods of assessment: progress tests, online quizzes, final test, online discussions, a portfolio task
To successfully pass the course, students must also complete a PORTFOLIO TASK. The course requirements also include a PORTFOLIO TASK. The final requirement for passing this course is a self-reflection task which will help students track their own progress, identify their needs, strengths and weaknesses, and set realistic goals for themselves, and learn more about the learning process. According to Competency Framework for Teacher Graduates (OSKR / KRAAU), this portfolio task develops students’ competence in i) using the language they will teach fluently, accurately, effectively, and appropriately in spoken and written form, at least at level C1+ according to the Common European Framework of Reference for Languages; ii) regularly reflecting on their own subject-specific didactic knowledge and communication skills in a foreign language and identify areas in need of further development and set goals for their professional development, evaluate their progress, and plan further steps for improvement. REQUIREMENTS FOR FULL-TIME STUDENTS - SINGLE SUBJECT STUDENTS (teachers: Radek Vogel, Helena Worthington) and DOUBLE SUBJECT STUDENTS (teachers: Renata Jančaříková, Christopher Williams) 1. ATTENDANCE
2. HOMEWORK/ SELF-STUDY/ ACTIVE PARTICIPATION;
3. MOODLE QUIZZES - 11 tests;
4. TWO PROGRESS TESTS;
5. FINAL TEST (pass mark 70%)
Students are required to work regularly with the Moodlinka course and other study materials.
Methods of assessment: progress tests, online quizzes, final test, online discussions
The course requirements also include a PORTFOLIO TASK.
For DOUBLE SUBJECT students, the final requirement for passing this course is a self-reflection task which will help students track their own progress, identify their needs, strengths and weaknesses, and set realistic goals for themselves, and learn more about the learning process. According to Competency Framework for Teacher Graduates (OSKR / KRAAU), this portfolio task develops students’ competence in i) using the language they will teach fluently, accurately, effectively, and appropriately in spoken and written form, at least at level C1+ according to the Common European Framework of Reference for Languages; ii) regularly reflecting on their own subject-specific didactic knowledge and communication skills in a foreign language. It helps to identify areas in need of further development and set goals for their professional development, evaluate their progress, and plan further steps for improvement.
Language of instruction
English
Study support
https://moodlinka.ics.muni.cz/course/view.php?id=2775
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Listed among pre-requisites of other courses
Teacher's information
https://moodlinka.ics.muni.cz/course/view.php?id=2775; https://moodlinka.ics.muni.cz/course/view.php?id=3796

COMBINED STUDENTS - Friday groups (teacher: Renata Jančaříková) - For the materials and information about the course, see the Moodle course at https://moodlinka.ics.muni.cz/course/view.php?id=2775.
FULL-TIME STUDENTS - DOUBLE SUBJECT (teachers: Renata Jančaříková and Christopher Williams) -moodle course Jančaříková https://moodlinka.ics.muni.cz/course/view.php?id=2774
FULL-TIME STUDENTS - SINGLE SUBJECT (teacher: Radek Vogel, groups Prez01 and Prez02) - see the Moodle course at http://moodlinka.ics.muni.cz/course/view.php?id=3796
AI: In the course, the use of AI is permitted for learning but not for cheating.It is acceptable to use AI for brainstorming ideas, basic proofreading, and suggestions for improvement. It is unacceptable to have a text generated, translated or reformulated.Remember to acknowledge all innovative ideas that are not yours. For generated ideas, use in-text citations. At the end of each assignment, state how you worked/did not work with AI. When in doubt, consult your teacher.
The course is also listed under the following terms Autumn 2017, Autumn 2018, Autumn 2019, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
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