Step by Step:

Typical Grammar Structures for Each Level

«چه زمانی زمانِ مناسبی برای ارائهٔ یک مبحث گرامری خاص است؟» یکی از رایج‌ترین پرسش‌ها در میان مدرسان زبان انگلیسی است. آموزش باید تا حد امکان کاربردی باشد، نه بیش از حد پیچیده؛ و گاهی حتی مجبوریم فقط نیمی از حقیقت را بگوییم. در واقع، هنگام آموزش زمان حال استمراری به زبان‌آموزان سطح A2، چگونه باید کاربرد آن را برای برنامه‌ها و قرارهای قطعی آینده توضیح دهیم؟ پرسش اصلی این است که آیا راهنمایی مشخصی وجود دارد که به مدرسان کمک کند تصمیم بگیرند در کلاس‌های گرامر چه چیزی را، چگونه و در چه زمانی ارائه دهند؟

خب، بیایید دربارهٔ یکی از این راهنماها صحبت کنیم.

چارچوب مرجع مشترک اروپایی زبان‌ها (CEFR) به‌عنوان مرجع اصلی تعیین الزامات آموزشی

گفتگو درباره سطوح بدون اشاره به دسته‌بندی CEFR غیرممکن است، مجموعه‌ای از الزامات که فرد یادگیرنده‌ی یک زبان «خوش‌زبان» باید به آنها برسد تا توانایی استفاده از زبان را در چارچوب سطحی مشخص ثابت کند. معرفی چنین سیستمی را نباید دست‌کم گرفت؛ زیرا با موفقیت برای

ترویج رویکردهای جدید، توسعه‌ی مهارت‌های تدریس، طراحی برنامه‌های جدید و آسان‌سازی ارزیابی توانایی استفاده به کار گرفته شده است.

CEFR قابلیت‌های زبانی را به شش سطح طبقه‌بندی می‌کند. همه‌ی این سطوح را می‌توان به سه دسته‌ی کلی تقسیم کرد: کاربر پایه (A1, A2)، کاربر مستقل (B1, B2)، و کاربر توانمند (C1, C2)، بسته به نیازهای بافت محلی. از توضیحات «توانمایی انجام کار» (Can-do) برای تعریف سطوح استفاده می‌شود.

البته، این سطوح ناگهان و یک‌باره در سال ۲۰۰۱ (سال ارائهٔ طبقه‌بندی CEFR) از هیچ به‌وجود نیامدند. آن‌ها به‌تدریج و در طول زمان شکل گرفته‌اند و در نهایت در قالب یک نظام واحد گردآوری شده‌اند؛ نظامی که امروزه به‌طور گسترده برای ارزیابی دانش زبان‌آموزان استفاده می‌شود و به‌صورت خلاصه میزان پیچیدگی توانایی‌های آن‌ها را توصیف می‌کند.

بنابراین، هنگامی که دربارهٔ ساختارهای گرامری مشخصی صحبت می‌کنیم که باید در هر سطح آموزش داده شوند، به الزامات CEFR ارجاع خواهیم داد.

Grammar Structures for A1

CERF Requirements	Personal Pronouns	These are easy words that are a great tool for building the first phrases
	Possessive Adjectives & Possessives	This grammar is essential to proceed with learning to talk about ourselves and our friends (family, work, hobby, etc.)
	Have got	A nice alternative before students get to know Present Simple questions. However, you should be ready to briefly explain the difference between “Do you have?” and “Have you got?” as the first structure may be heard by the students before, therefore they might have questions.
	This/That vs These/Those	Useful to describe places and objects.
	Cardinal & Ordinal Numbers	Essential to name the quantity or the order.
	Prepositions of time and place	It is quite necessary to begin working with prepositions straight from the beginning. Moreover, it is something that seems to be both super common and confusing or lacking in any logic for students, so some clarity will be needed.
	to be (for the present)	The first grammar structure that gives an opportunity to compose the first simple sentences and questions on different topics.
	Present Simple (I, you, we, they, he, she, it): affirmative sentences, questions, and negative sentences.	The first tense students may use to talk about routine and habits as well as the first topic which students usually find difficult because of the difference between to be and other verbs’ sentences.
	Verb + ing: like/hate/love	Students often have to express their likes and dislikes, so CERF advises familiarizing students with these gerund phrases although students don’t know what gerund is.
	There is/There are	Although the students often require additional explanations at this point as those who are used to literal translation to L1, it is a rather important step to take toward describing places and things.
	Countable/Uncountable Nouns, Quantifiers	Students should be taught to see the difference between countable and uncountable nouns as well as choose between a/an/some/any/much/many/few/a few/little/a little
	Imperatives	One of the most useful topics for basic users as it provides them with the ability to ask for something or give commands.
	I’d like/ Would you like?	A useful phrase to teach students and in this way give them the ability to express their wishes.
	Modal verbs (can/can’t for permission and ability)	A structure that enables students to express their abilities and ask or give permission
	Comparatives and Superlatives	Even at this point we often need to compare and contrast things, so explaining the rules of building comparative and superlative forms is a must.
	to be (for past)	The first step to unlocking the skill of talking about the past
	Past Simple	Give a complex image of how to talk about past experiences correctly.
	Present Continuous	Students get the tool of expressing what they are doing right now or around now.
	Future Simple	Students get the idea of how to talk about general future or on-the-spot decisions.
	To be going to	This structure is the easiest way to give students a tool to talk about the future as soon as they learn “to be” rules.
	Present Perfect	Students learn how to talk about results/lack of results, experience, etc.
	Present Perfect vs Past Simple	Students learn to see the difference between tenses.

Grammar Structures for A2

CERF Requirements	Present Simple vs Present Continuous	Revision
	Past Simple	Revision
	Present Perfect vs Past Simple	Revision
	Modals (have to/should, must, can)	Although it is often hard for students to grasp all the peculiarities of the modal verbs’ meaning, it is another essential grammar topic that covers such needs of beginners as talking about skills, giving recommendations, describing responsibilities, etc.).
	will, may, might	Students practice using different degrees of uncertainty.
	Conditional Type 1	A2 level is a good time for the first meeting with conditional sentences.
	Conditional Type 1 vs Conditional Type 2	It is also recommended to compare the usage of Conditional Type 2 and Type 1.
	Past Continuous (+ Past Simple Revision)	At this point students are supposed to know Past Simple, so after presenting Past Continuous, you can focus on noticing the continuous aspect.
	used to	Students learn to talk about their past habits.
	Gerunds	Students are exposed to a bigger variety of common words and phrases after which we use gerunds.
	Future: to be going to vs Present Continuous for future	It is also time for students to work on spotting the difference between general plans and intentions and fixed-future arrangements.
	Passive (Present Simple and Past Simple)	In addition, it is high time to make the first steps in discovering Passive voice for basic tenses.

Grammar Structures for B1

CERF Requirements	Narrative tenses (Past Simple and Past Continuous revision, Past Perfect presentation)	Students revise Past Simple and Past Continuous as well as compare their usage with Past Perfect which is new for them at this point.
	Future forms (Present Continuous, to be going to, Future Simple revision)	Students are ready to combine all their knowledge of future structures and try choosing between them (fixed-future arrangement, general plan, intention, on-the-spot decision, etc)
	Will and going to, for prediction	It is also advised to broaden the basic meaning of will and to be going to and explain how both structures can be used for predictions.
	Modals – must/can’t deduction	It is also a good idea to explain to your students that some modal verbs have different functions and can be used in more complicated contexts than those that you discussed before.
	Modals – might, may, will, probably	It is also high time for the students to learn how to express the degrees of certainty and uncertainty.
	Modals – should have/might have/etc	CRF also advises taking the first glimpse into past modals and learning how to use and rebuild the familiar modal structures and express past ideas using them.
	Present Perfect vs Present Perfect Continuous	Present Perfect Continuous can be presented at this point. Students are also supposed to be able to compare it with Present Perfect which is already known to them.
	Complex questions tags	Students are also ready to broaden their knowledge of questions and learn how to use other pretty common types of questions.
	Passive voice (Present Simple and Past Simple revision + other tenses)	B1 is good for starting the discussion about passive too as at this point students gradually question how to make a passive sentence. Students may not be ready to talk about all tenses, however, it is important to present the concept at least.
	Gerund/Infinitive/Bare Infinitive	Students deepen their knowledge of common English structures.
	I wish/If only/ I regret	Wishes and regrets are also among the topics presented for the students with especially high levels.
	Conditionals Types 0–2	Also, you may continue discovering conditionals and give your students a tool to describe their hypothetical situations for the present, past, and future.
	Conditionals Type 3	Students are ready to discover Type 3 as soon as you make sure that they know Type 0–2.
	Reported speech (range of tenses)	The background knowledge of some tenses also allows us to talk about different types of speech at this point.

Grammar Structures for B2

CERF Requirements	Present Tenses	Revision
	Relative clauses	This topic is another step in building compound sentences. Although the students are for sure partly familiar with this topic, it is important to present all the peculiarities of the topic and especially the punctuation part.
	Intensifiers for adjectives	Students learn how to express different levels of their emotions using intensifiers.
	Future Tenses (Future Perfect, Future Continuous)	It is advised to present new Future tenses at this level.
	Past Tenses (Past Simple, Past Continuous and Past Perfect revision + Past Perfect Continuous presentation)	Students revise Past Simple, Past Continuous, and Past Perfect as well as add the last past tense to the list.
	Modal verbs & Modal structures (can’t have, needn’t have; of deduction and speculation)	At this point, students are ready to deep into even more difficult usage of modals, especially past modals.
	Used to / get used to / would	Students learn the difference between the usage and the meaning of the structures.
	Past Modals	Students are supposed to start working with past modals and be able to see the difference between various present and past structures.
	Conditionals: Type 0–3	Revision
	Mixed conditionals	This topic is a logical step after finishing Conditionals and moving to the Upper-Intermediate level.
	Reported speech	It is also possible to continue the discussion about the reported speech as at this point students are ready to rebuild the sentences using more complex knowledge of English tenses.
	Passives	They are also ready to discuss all passive structures and practice building passive sentences of various levels of difficulty.
	Causative passive	Discussing this topic is a natural step to take after learning the passive.

Grammar Structures for C1

CERF Requirements	Inversion with negative adverbials	At this point, your students should be ready to discuss one of the weirdest topics ever (according to the students themselves)
	Modals & Past Modals (revision)	It’s also time to sum up everything that your students know about modals and past modals.
	Conditionals (all types + mixed)	Revision
	Passive Voice	Revision
	Cleft Sentences and Emphasis Words	At this point, students are ready to work with such complex structures and discover tools for emphasizing the main information
	Phrasal verbs, splitting	It is also a good idea to finally talk about phrasal verbs, especially some difficult cases.
	Impersonal Reporting Structures	Students learn how to convey what individuals say to be true or demonstrate what people commonly think.
	Reported speech & Reporting Verbs	Revision
	Tenses	Revision

Grammar Structures for C2

بر اساس طبقه‌بندی CEFR، انتظار نمی‌رود که زبان‌آموزان در این مرحله گرامر جدیدی یاد بگیرند؛ زیرا در این سطح، آن‌ها می‌توانند تقریباً هر چیزی را که می‌شنوند یا می‌خوانند به‌راحتی درک کنند، اطلاعات را از چند منبع گفتاری و نوشتاری خلاصه کنند، و استدلال‌ها و روایت‌ها را دوباره سامان‌دهی کرده و در قالب یک ارائه بیان کنند.

نتیجه‌گیری

در مجموع، همان‌طور که می‌بینیم، راهنمای نسبتاً روشنی برای چگونگی ساختاردهی دورهٔ گرامر وجود دارد. با این حال، این به آن معنا نیست که هیچ چیز قابل تغییر نیست. به‌عنوان یک مدرس، شما آزادی دارید ترتیب مباحث را در برنامهٔ خود تطبیق دهید و حتی در صورت لزوم به برخی موضوعات دوباره بازگردید.

هر چیزی زمانِ خاص خود را دارد؛ بنابراین مهم است که پیشرفت زبان‌آموز را با دقت دنبال کنید و مطابق با الزامات هر سطح، تمام شکاف‌ها و ضعف‌هایی را که مشاهده می‌کنید، پوشش دهید.