‫מכללת לו י נסק י לחי נ וך‬
‫ ד"ר ששון איילת‬:‫מרצה‬
rameGrG lec gPeddeP - ‫ דקדוק פדגוגי‬:‫שם שיעור‬
30-9946237-0 :‫מספר שיעור‬
‫ ש‬:‫סמסטר‬
2 :‫שעות שבועיות‬
2 :‫נקודות זיכוי‬
‫ ד"ר איילת ששון‬:‫מרצה‬
rameGrG lec gPeddeP - ‫ דקדוק פדגוגי‬:‫שם שיעור‬
30-9946237-0 :‫מספר שיעור‬
‫ ש‬:‫סמסטר‬
2 :‫שעות שבועיות‬
2 :‫נקודות זיכוי‬
9946237-0 ‫דקדוק פדגוגי‬
SYLLABUS – 2011 - 2012
Pedagogical Grammar - Lecture and Workshop
Dr. Ayelet Sasson
Two Semesters – Two hours a week
Rationale
Semester 1
The course is designed to familiarze the students with the principles of language
teaching based on the English curriculum. Grammar will be used not as an end but as
a means to reaching the highest achievable standards of excellence in the four
domains of foreign language teaching.
This course will provide students with the opportunity to get acquainted with the
Israeli class studying English as a foreign language – its specific characteristics,
struggles and challenges. The English syllabus will be introduced as well as the
requirements of the Ministry of Education and the English Inspectorate. The course
will focus on the different perspectives pertaining to the teaching of Grammar in the
EFL classroom in the light of the controversy concerning the place of grammar in the
English lesson.The students will be given the opportunity to expand their knowledge
of English Grammar. The main teaching methods will be presented, the focus (as
expressed in the curriculum) being on teaching Grammar as a means of
communication rather than an end in itself. The students will learn to plan oral and
writing exercises aimed at practicing the various grammatical topics in a meaningful
context. The students will apply the above through microteaching of structures.
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‫מכללת לו י נסק י לחי נ וך‬
Semester 2
Following a thorough review of basic Grammar, complex and advanced structures
will be introduced. Language teaching will be incorporated into the different domains
of teaching English, the stress being on the problems of teaching English and
particularly – Grammar - in heterogeneous classes. Wherever possible, the tasks will
relate and draw on participants' own experiences and contexts. The students will apply
the above by planning and teaching lessons in front of their peers and in their
respective schools.
The goals of the course are:
1. To review the grammatical structures presented in Junior High classes
studying English as a foreign language.
2. To introduce and analyze different approaches to the teaching of Grammar.
3. To enable students to become aware of the difference between knowing
Grammar and being able to transmit this knowledge to their pupils.
4. To guide students in teaching Grammar in accordance with the principles of
the English curriculum.
5. To present a variety of techniques incorporating Grammar into the lesson in a
communicative and meaningful way.
6. To help students adjust the teaching of Grammar to the heterogeneous class.
7. To enable students to make informed decisions and pedagogical choices
concerning different approaches to the teaching of Grammar.
8. To teach students how to compare, evaluate and critically analyze materials
for Grammar teaching.
Course Description
The course will deal with the following topics:
 The definition of Grammar
 The place of Grammar in language teaching
 What does learning Grammar involve?
 Form, meaning and use
 The organization of Grammar teaching:
Presentation
Explanation
Practice: controlled, semi-controlled, free
 Expository vs. Guided Discovery teaching of Grammar
 Integration of Grammar in the lesson
 How to deal with Grammar errors
 How to test Grammar
Mode of Teaching
The course is based on lectures, class workshops, microteaching by students and
modeling by the teacher.
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‫מכללת לו י נסק י לחי נ וך‬
Students’ Obligations and Assessment
Obligations
1.
2.
3.
4.
To attend classes regularly.
To read relevant texts in advance of class as required.
To become knowledgeable about the assigned structure for each week.
To present a structure through microteaching according to the prescribed
guidelines
5. To plan a lesson with focus on Grammar
6. To be active in the analysis of the microteaching done by peers.
Assessment
Minimum passing grade: 70
First Semester:
 Regular Assignments: 10%
 Mid Term Test – 20%
 Final Exam – 70%
Second Semester
 Microteaching - 30%
 Lesson plan - 10%
 Final Exam – 60%
Background Reading
Cook, G. (2003). Applied Linguistics. Oxford: University Press.
Scrivener, J. (2005). Learning English: a guidebook for English Learning Teachers.
Oxford: Macmillan.
Swan, M. (2005). Practical English Usage. Oxford: University Press.
Thornbury, S. (2005). Grammar. Oxford: University Press
Required Reading
Allsop, J. (1983). Cassell's Student's English Grammar. Cassell: Artillery House.
Cook, G. (2003). Prescribing and describing: popular and academic views of
correctness. In Applied Linguistics (pp12-20). Oxford: University Press.
Ur, P. (1998). Grammar Practice Activities. Cambridge: University Press.
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