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COURSE SYLLABUS
ELT 210 English Grammar and Syntax
Full Course Title:
English Grammar and Syntax/ Engleska gramatika i sintaksa
Course Code:
ELT 210
Course Level/BiH cycle:
1st Cycle (Bachelor of Art)
ECTS credit value:
6 ECTS
Student work-load:
For the whole semester:
Lectures
Tutorial /
Practical training
e.g. Project
40%
60%
20%
Length:
e.g. Internship
Individual
learning
TOTAL
30%
150
Spring semester 2012/2013.
Faculty/School/Department: Faculty of Arts and Social Sciences, English Language and Literature
Course leader:
Assist. Prof. Barbara Brown
Senior Assistant Almasa Mulalic
Contact details:
amulalic@ius.edu.ba telephone: 957 309, office F2.6.
Site:
Host SP:
English Language Teaching
Course status:
Area Elective
Pre-requisites:
No
Access restrictions:
No
Assessment:
assignments, written exams, quizzes, presentations
Date validated:
18th February 2013
Course aims:
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The aims of this course are:
To equip students with understanding (explicit knowledge) about the structural characteristics of English language, word
structure and phrase and sentence patterns.
To equip students with the terminology used to describe and analyze the structure and system of English: e.g. noun, verb,
subject, clause, phrase etc.
To enable students to understand basic principles of linguistic theory.
To enable students to analyze new English data in the context of language use in and outside the classroom.
To expose students to various grammatical structures and past and current instructional practices.
To introduce students to grammatical topics with the reference to specific errors that EFL\ESL students make.
Improve the student’s overall grasp of the English language (listening, reading, writing, and speaking).
Learning outcomes:
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On successful completion of this module students will be able:
Understand and describe the structural characteristics of English language including sentence structure and phrase and
sentence patterns.
Analyze and illustrate the structure and system of English: e.g. noun, verb, subject, clause, phrase etc.
Explain several basic principles of linguistic theory and their relationship to Grammar and Syntax.
Examine new English data in the context of language use and construct new sentences based on that data.
Compare and contrast past and current instructional practices in realm of grammar learning and teaching.
Address various grammatical issues with the reference to specific errors that EFL\ESL students make.
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Indicative syllabus content:
This advanced grammar course is primarily designed to allow students to gain a sufficient knowledge of explicit (conscious) English
Grammar and to provide students with the tools necessary for understanding language structure. Course is divided into four basic
levels. On the first level students are introduced to the basic concepts such as grammatical competence as well as sociolinguistics
and discourse related factors that influence language use. On the second level Grammatical Terms are introduced in order to
prepare students to easily use basic grammatical terms and be able to transfer that knowledge on their prospective students. On
the third level students are exposed to Teaching Grammar and some empirical evidences for and against teaching of grammar. This
stage also provides some overview of past and current instructional practices. On the fourth level students are introduced to
various grammar topics. Here specific errors that ELS|EFL students from variety of L1 backgrounds make in speaking and writing
when attempting to use grammar are elaborated.
Learning delivery:
 Lecturing (through brief presentations and questions method);
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Case studies (through whole-group analyses and discussions);
Peer presentation analyses (through providing peer feedback);
Written assignments (through providing topics that will require research and synthesis of information collected);
Presentations (through providing students opportunities for application of their own teaching techniques).
Assessment Rationale:
The weekly quiz is a form of continuous assessment. Experience has shown that such quizzes, although unloved at first, are a very
effective way to focus students' minds on the course content, and to clear up any confused ideas which may have arisen during
lectures. The assignment essay is an opportunity for the student to show initiative in developing her own learning by going beyond
course materials, and interpreting ideas from a variety of sources. The examination is intended to help the student review and
integrate the course content as a whole in students mind. It also provides an objective instrument for external auditors (such as
other universities) to measure the kind of learning which has really taken place during the course.
Assessment Weighting:
Weekly quiz: 25% (five short questions per week, usually based on the previous week's lecture content)
Essay assignment: 25% (the first draft, worth 10% during the semester; the final draft, worth 10% during the semester).
Examinations: Two Midterm exams at 30% and one Final exam at 20 % (this written examination will be held in the last week of
the semester. They will be designed to test the student's understanding of content delivered during the course, and mastery of the
skill objectives outlined in the syllabus.
Essential Reading:
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Ron Kowan (2008). The Teasher’s Grammar of English. Cambridge University Press.
Betty Schrampfer Azar, Stacy A. Hagen (2010). Understanding and Using English Grammar (4th Edition)
Betty Schrampfer Azar, Stacy A. Hagen (2010). Fundamentals of English Grammar
Raymond Murphy (2004). English Grammar In Use with Answers and CD ROM: A Self-study Reference and Practice Book
for Intermediate Students of English, 3 Edition. Cambridge University Press.
Intranet web reference:
Important notes:
Course policy: Attendance is ABSOLUTELY REQUIRED in the class. Arrive at class promptly and with the required supplies for that
day’s session. Participation in class critiques is very important for the same reasons as attendance.
Absence from lectures and tutorials shall not exceed 30%. Students who exceed the limits without a medical or emergency excuse
acceptable to and approved by the Dean of the relevant faculty shall not be allowed to take the final examination and shall receive
a mark of zero for the course. If the excuse is not approved by the Dean, the student shall be considered to have withdrawn from
the course.
Quality assurance:
Importance is stressed on the awareness of academic staff to work closely with their students in order to improve their skills in
grammar. Peer review is continually done in the class, students exchange their opinions and help each other in discovering
mistakes they are making when dealing with grammar issues. To improve students skills in grammar teaching in class presentations
are done on regular basic. This helps student to prepare themselves for more demanding tasks in their further studies.
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Course schedule:
Week
1.
Dates
22.02.2013.
2.
01.03.2013.
3.
08.03.2013.
4.
15.03.2013.
5.
22.03.2013.
6.
Topic
Course Introduction
Why Do Teachers of English Have
to Know Grammar? What is
Grammar? Grammar Rules in
English.
Grammatical Terms (Constituent
Structure, Phrases, Noun Phrases,
Verb Phrases, Clauses)
Teaching Grammar (Why
Teaching Grammar at All? Explicit
vs. Implicit Instruction,
Approaches to Teaching
Grammar, Classroom Application,
Grammatical Errors, Making Your
Teaching Effective
Imperative Sentences (Forms of
Imperatives, The Meanings of
Imperatives, Imperative with a
Visible You Subject, Problems
That ESL\EFL Students Have With
Imperatives.
Prepositions, Multiword Verbs,
Determiners, Articles, Adjectives
and Adverbs, Pronouns
Midterm Exam Review
Bajram Holiday October 24-25.
MIDTERM EXAM
Relevant reading
Exercises 3.1, 3.2.
Exercises 6.1, 6.2, 6.3
05.04.2013.
8.
12.04.2013.
9.
19.04.2013.
10.
26.04.2013.
11.
03.05.2013.
Modal Verbs (Characteristics of
Modals, Types of Modals, Pure
Modals of Ability, Permission and
Necessity,
Indirect Objects (Sentences With
Indirect Object, Sentences With
Indirect Object in Discourse)
Excercises14.1, 14.2
Exercises 15.3, 15.4
Exercises 16.1, 16.2, 16.3,
16.4, 16.5, 16.6, 16.7, 16.8,
16.9
Tense and Aspect (Tenses in
English Language Teaching,
The Simple Tenses,
Expressing Future Time,
Progressive Aspect, Perfect
Aspect, Perfect and
Progressive Aspect,
Sequence of Tense Rules)
Passive Sentences ( Forming
Passive Sentences, Using
Passive Sentences, Other
Types of passive Sentences
Exercises 17.1, 17.2, 17.3,
17.4, 17.5, 17.6, 17.7
Conditional Sentences (The Form
of
Conditionals, Real Conditionals,
Unreal
Conditionals, Additional Facts
about
Exercises 21.1, 21.2, 21.3,
21.4, 21.5, 21.6, 21.7
3
Student
Presentations:
Imperatives
Exercises 8.1, 8.2,
9.1, 9.3, 10.1, 10.2, 10.3, 11.1
29.03.2013.
7.
Assignments
Exercises 2.3, 2.4, 2.5, 2.6, 2.7,
2.8.
Exercises 19.1, 19.2, 19.3
Student
Presentations: Types
of Modals
Student
Presentations:
Indirect Objects
Student
Presentations:
Expressing Future
Time
Student
Presentations: Using
and Avoiding Passive
Voice
Student
Presentations: Real
and Unreal
Conditionals
Student
Presentations:
Complements
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Week
Dates
12.
10.05.2013.
13.
17.05.2013.
14.
24.05.2013.
15.
31.05.2013.
Topic
Conditional Sentences)
Complements
Relevant reading
Exercises 23.1, 23.2, 23.3
Adverbial Subordinate Clauses
Comparatives and Superlatives
Final Student Presentations
Final Exam Review
16.
4
Assignments