КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ УНИВЕРСИТЕТ ИМ.

АЛЬ-ФАРАБИ
Факультет филологии и мировых языков
Кафедра общего языкознания и европейских языков

«УТВЕРЖДАЮ» Утверждено на совет научно-

Декан факультета методического бюро
_____________О.Абдиманулы Протокол №__«_____ » ________2019 ж.
«______ » ________2019 ж. Проректор по учебно-методической работе
__________________Хикметов А.К.

УЧЕБНО-МЕТОДИЧЕСКИЙ КОМПЛЕКС

Функциональная грамматика английского языка

Специальность: 7МО1704 – Иностранный язык: два иностранных языка
(1,5 г.), дневная, 1 Курс (Весенний)

Алматы, 2020
 Учебно-методический комплекс дисциплины разработан Жамбылкызы М.

Обсуждено и рекомендовано на заседании учебно-методической секции

кафедры «Кафедра общего языкознания и европейскизх языков», протокол
№ от «____» ___________2020 г.

Заведующий кафедрой ____________ Г.Б. Мадиева

Одобрено на заседании учебно-методического бюро факультета «Филологии

и мировых языков»,
протокол № от «____» ___________ 2020 г.

Председатель учебно-методического бюро факультета «Филологии и

мировых языков» ___________________

KAZAKH NATIONAL UNIVERSITY NAMED AFTER AL-FARABI

 Syllabus
(Code) Functional English grammar
Spring term 2019-2020 academic year
Discipline Discipline name Type Week hour Credit ECTS
code Lec Prac Lab number
Functional English Com 1 2 0 3 5
grammar
Prerequisites English grammar
Lecturer Zhambylkyzy M. Office hour According to
e-mail marina_719@mail.ru schedule
Wednesday
16.00-16.50
Telephone 87078303414 Room 8
Description The course provides professional and methodical preparation of the future teacher
of discipline of foreign languages based on the latest achievements of science and practice in the
field of foreign language education. The course is aimed at mastering an integrated
system of knowledge, skills and abilities, developing a methodological culture of
students, their independent activities, ability and readiness to set and creatively
solve the tasks of organizing and managing educational and extracurricular
activities of students through professionally significant competencies.
Course The purpose of studying the discipline: to have an overall understanding of the
purpose theory and key concepts of functional grammar as well as the positive role
functional grammar plays in school contexts.
Teaching To provide students with an understanding the nature of functional grammar, the
result key concepts of functional grammar, the fundamental differences between
traditional grammar and functional grammar, and the implications for English
teaching and learning.
Resources Основная литература
1 Закон Республики Казахстан «Об образовании». – А. 2007.
2 Государственная программа развития образования в Республике Казахстан.
Астана, 2004.
3 Концепция развития иноязычного образования Республики Казахстан. –
Алматы, 2004.
4 Beikoff, K. (1996). How functional grammar works. Daily Telegraph. Retrieved
June 10, 2013, from
http://minerva.ling.mq.edu.au/network/debates/DailyTelegraph.html
5. Bloor, T. (2005). Grammar of modern English. Fundamental Issues in
Grammar. Retrieved March 10, 2010, from
http://www.philseflsupport.com/grammar_issues.htm
6. Chen Jing. (2010). An Empirical Study of Applying Functional Grammar to
College English Teaching. Foreign Languages in China, 7(3), 59-64.
7. Halliday, M. (1994). An Introduction to Functional Grammar (2nd ed.). New
York, NY: Oxford University Press Inc.
8. Knapp, P., & Watkins, M. (2005). Genre, Text, Grammar: Technologies for
Teaching and Assessing Writing. Sydney: UNSW Press.
9. Lock, G., & Jones, R. (2010). Functional Grammar in the EFL Classroom:
Noticing, Exploring and Practicing. Publisher (United Kingdom): Palgrave
Macmillan. Martin, J. R., Matthiessen, C. M. I. M., & Painter, C.
(1997). Working with Functional Grammar. New York, NY: St. Martin’s Press,
Inc.
10. Schleppegrell, M. J. (2004). The Language of Schooling: A Functional
Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.,
 Publishers.
11. Thompson, G. (1996). Introducing Functional Grammar. New York, NY: St.
Martin’s Press, Inc.
12. Xu Rumin. (1993). A Theoretical Grammar of English. Nanning: Guangxi
People's Publishing House.
Дополнительная литература
1 Зимняя И.А. Психология обучения иностранным языкам в школе/.- М.:
Просвещение, 2001.
2 Рогова Г.В., Верещагина И.Н. Методика обучения английскому языку на
начальном этапе в общеобразовательных учреждениях: Пособие для
учителей и студентов пед. вузов /.- 3-е изд.- М.: Просвещение, 2000.
3. Соловова Е.Н. Практикум к базовому курсу методики обучения
иностранным языкам. М., 2003.
4 Соловова Е.Н. Методика обучения иностранным языкам: Базовый курс
лекций. М, 2002.
Course The organization of the learning process. The main components of the educational
organization process. The concept of "methodology". The main components of the educational
process. Objective and subjective factors of the educational process. General
methodology of foreign language teaching and special methods of teaching a
particular foreign language.
Course In training, it is focused on the independent form of training students for lessons,
demands such as:
- preparation for lectures;
- making an abstract of lectures.
Preparation for seminars:
- defining a debatable question, having so far in science of the unambiguous
decision;
- acquaintance to literature on the studied perspective;
- the analysis of the available literature;
- the presentation of the studied material in the form of schemes, tables, schedules;
- a formulation of independent conclusions and justifications, with reduction of
examples;
- drawing up the terminological glossary.
Scientific preparation:
- writing course paper;
- reviewing works of fellow students;
- writing works on a scientific student's conference.
Vocational training:
- independent drawing up plans of seminar occupations;
- drawing up tests: intermediate, medium and final;
- creation of logical and practical tasks;
- preparation and development of playful ways of giving and fixing material;
- developing criteria for evaluation of knowledge of fellow students.
Assessment Description of IWS % Learning result
policy Home assignment 35% 1,2,34,5,6
Power point presentation 10% 2,3,4
4,5,6
1,2,3,4,5,6
Reflexive tasks 15%

Examination 40%
Total 100%
 Your final assessment will be summed by this rule:
Final evaluation

Minimal evaluation is given in the following way:

95% - 100%: А 90% - 94%: А-
85% - 89%: В+ 80% - 84%: В 75% - 79%: В-
70% - 74%: С+ 65% - 69%: С 60% - 64%: С-
55% - 59%: D+ 50% - 54%: D- 0% -49%: F
Course not to be late for class (reserve the right not to allow on the course) -turn off cell
policy phones -to be punctual and mandatory -in case of illness provide a certificate -
actively participate in the learning process -constructive feedback in all classes -in
case of failure of the final grade is reduced
Subject graph
Week Name Hour Maximal
point
1 Lecture 1 The simple sentence 1 2
Structural types of sentences.

Practical lesson 1: The use of the modal verb “can” and its 2 10
equivalents (examples). Sentences of the type “I wish …”
(examples).

2 Lecture 2 Communicative types of sentences 1 2

Moods in simple sentences

Practical lesson 2: The modal verb in the meaning of

supposition, implying strong doubt (examples). The 2 10
suppositional mood in the object clauses (examples)
Revision. Test
3 Lecture 3 The subject. Ways of expressing Negative 1 2
sentences

Practical lesson 3: The modal verb in the meaning of

supposition, implying strong probability (examples). 2 10
Adverbial clauses after the conjunctions “as if”, “as though”
(examples).
4 Lecture 4 IT as the subject of the sentence. The predicate. The 1 2
simple predicate. The compound predicate.

Practical lesson 4: The ways of expressing the negative

meaning of supposition, implying strong probability 2 10
(examples).
IWST: The object. Kinds of object (with examples of your
own). Complex object (with examples of your own). The 1 10
attribute and the ways of expressing it (with examples of your
own).
5 Lecture 5 Agreement between the subject and the predicate. 1 2
The object. Ways of expressing the object. Complex object.

Practical lesson 5: Subjunctive II in predicative and 2 10

 attributive clauses (examples).

IWST: The apposition (with examples of your own). The 1 10

adverbial modifier ad its types (with examples of your own).
Conjuncts and disjuncts (with examples of your own).
Independent elements of the sentence (with examples of your
own).
Final test 20
100
Total
6 Lecture 6 The attribute. Ways of expressing the attribute. The 1 2
apposition.

Practical lesson 6: The emotional “should” (examples). 2 10

Mixed types of conditional sentences (examples).
7 Lecture 7 The adverbial modifier. Ways of expressing the 1 2
adverbial modifier.
2 10
Practical lesson 7: Russian sentences of the type “неужели
он (а) не”.
IWST: Independent elements of the sentence (with examples 1 10
of your own).The grammatical functions of inversion (with
examples of your own). The emphatic and communicative
functions of inversion (with examples of your own).

Revision.
8 Lecture 8 Detached parts of the sentence. Sentences with 1 2
homogeneous parts and independent elements.

Practical lesson 8: The ways of translating them into English 2

(examples). Subordinate subject clauses (examples). 10

9 Lecture 9Word order. Inversion. Compound sentence. 1 2

General notion. Types of coordination.

Practical lesson 9: The modal expression “to be to” 2 10

(examples). Subordinate adverbial clauses of unreal condition
(examples).
10 Lecture 10 Сomplex sentences. General notion 1 2

Practical lesson 10: The modal verb “will (would), shall”

(examples). 2 10

IWST: The structure of the complex sentence (with examples

of your own). The complex sentence with a subject clause. 1 10
The complex sentence with an object clause.

Revision

Midterm test 20
100
Total
11 Lecture 11 Nominal clauses. Attributive clauses. Attributive 1 2
appositive and relative clauses

Practical lesson 11: Adverbial clauses of purpose and 2 10

concession (examples).

12 Lecture 12 Adverbial clauses. Parenthetical clauses. Vocative 1 2

clauses. Adverbial clauses

Practical lesson 12: The modal verb “should + the perfect 2 10

infinitive” (examples).

IWST: The complex sentence with a predicative clause. The

complex sentence with an appositive clause. The complex 1 6
sentence with a relative clause.
13 Lecture 13 Parenthetical clauses. Vocative clauses 1 2

Practical lesson 13: The use of the suppositional mood and

Subjunctive I in the sentences of the type “It’s important …” 2 10
(examples).

IWST:1 The complex sentence with adverbial clauses of 1 7

place, time and manner.The complex sentence with adverbial
clauses of comparison, concession
and purpose.
14 Lecture 14 Moods in the complex sentences. Compound- 1 2
complex sentences

Practical lesson 14: The modal verb “need, to have to” 2 10

(examples).

15 Lecture 15 Compound-complex sentences with detached parts 1 2

and independent elements. Punctuation.

Practical lesson 15 The suppositional mood I predicative

clauses after abstract nouns in the main clause (examples). 2 10

IWST: Oblique moods in complex sentences. Compound-

complex sentences. 1 7
Revision

Final test 20
100
Total

Dean of the faculty O.Abdimanuly

Head of the methodological coincil L. Alymtayeva
Head of the department G.B.Madyeva
Lecturer M.Zhambylkyzy