tesl 33x ss2014 ck mar 27 2014 - university of saskatchewan

Rev March 7, 2014 mk, je, slg

Please Note: This Course Syllabus is an important step in updating the format of our distance courses. If for any reason the Course Syllabus does not match the print Course Guide, the Course Syllabus shall be taken as correct.

COURSE SYLLABUS

COURSE TITLE: English Grammar and Phonology

COURSE CODE: TESL 33 TERM: Spring & Summer 2014

COURSE CREDITS: DELIVERY: CERTESL–Print-based

COURSE SECTION: X01 START DATE: May 7, 2014

Course Description Elements of English grammar, discourse structure, sound system, and suprasegmental features will be examined in some depth. The focus is on Standard Canadian English. Techniques of instruction will be discussed. Prerequisite or co-requisite: TESL 31 or TESL 34; or TEFL 12

Course Objectives To be an effective teacher of English as a second language, it is essential to know the following:

1. How to teach the language by applying second language teaching methodology;

2. What instructional materials are available in print and online;

3. The language and how to use it to communicate; and

4. About the language — the phonology, grammar and discourse structure.

Course Overview If you are an English speaker, you know the language, and at this stage in your program, you bring to this course prior learning from the following courses.

In TESL 21, you were introduced to the sound system and grammar of English (about the language).

In TESL 31, you learned about various English language teaching techniques and principles (how to teach the language).

In TESL 32, you learned (or will learn) about English language teaching materials.

TESL 33X – English Grammar and Phonology

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In this course, you will learn more about the language. You will consolidate and deepen your understanding of the structures of English.

You will learn important concepts relating to the teaching and learning of the sound system and grammar of a second language. As a teacher of English language learners (ELLs), you will not normally be expected to be an expert in grammar. However, there are some basic things that you must know. If you have a firm understanding of the framework of grammar, you can always look up the details in a good reference book. However, unless you know the framework and some basic concepts, you will find it difficult to locate answers in a grammar book.

In this course, you will also be introduced to some effective teaching techniques such as the following:

Teaching Tip: If an EAL student asks a question about grammar to which you do not know the answer, it is quite all right to occasionally promise to find out the answer and report back next class! (Some teachers say, “I’ll check to find the best answer for you.” This suggests that the teacher has some ideas but realizes that there might be better ones available. However, use this sparingly or ELLs may question your teaching competence.)

The study questions are included to help you review and deepen your knowledge of the course content, and prepare for the final exam.

Don’t panic if the course seems overwhelming! Be patient with yourself. This course might use some grammar terms and concepts that differ from ones that you have encountered. However, it can make you more confident in the classroom, where you can decide how much and what terminology your students need to know. You don’t have to teach grammar this way, but it will give you tools to help you decide what to teach and how to teach it.

Your Instructor

The instructor for this course is Donald Campbell.

Contact Information/Office Hours Donald Campbell

Phone: 306-653-3750

E-mail: [email protected]

(Please note the letter “B” in between “donald” and “campbell”!!)

I will be available to answer your questions about the content of the course on Monday evenings from 7:00 p.m. to 9:00 p.m. (CST). (Please note that Saskatchewan doesn’t change time in the spring and fall.) If I am not available then or you need to call at a different time, please leave a message, and I will return your call as soon as possible.


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TESL 33 students tend to ask questions via e-mail because of the detailed nature of the course. I usually reply to e-mails within 24 hours. If there is going to be a delay in responding to students’ e-mails (ex. if I’m sick), I send a group e-mail to inform everyone. Throughout the course I send numerous group e-mails that include corrections to the course guide, advice about assignments and the exam, and extra self-check exercises. Please make sure that your current preferred e-mail address is on the PAWS website and please check your usask.ca e-mail regularly. At the beginning of the term I send a welcome group e-mail to all students (from my hotmail address) to their PAWS e-mail addresses and their preferred e-mail addresses (from the class list based on the PAWS website). I ask students to reply as soon as possible and to tell me which e-mail address they would like me to use for them.

Profile I have been an ESL/EAL teacher since 1983, including 18 months of teaching EFL to children and adults in Japan. Most of my Canadian experience has been at the Saskatoon Open Door Society, an immigrant settlement agency, in a LINC (Language Instruction for Newcomers to Canada) program for adults where I have taught various levels. I also designed and teach a short pronunciation course for the organization and have worked on materials development projects there. At what is now called the University of Saskatchewan Language Centre, I taught conversation, writing and English for Academic Purposes classes, as well as facilitating sessions for ELLs about improvisational comedy (because of my background in theatre). For several years I presented a one-day workshop that I created for the TEFL /CERTESL Programs at the CCDE: “Grammar Refresher and Techniques for Integrating Grammar into the Communicative Second Language Classroom”. You may feel that you already know me because I’m one of the teachers featured in the “TESL Live: Inside the Communicative Classroom” DVD. I have worked in the CERTESL program since 1996, the year when I was the President of what is now TESL Saskatchewan (where I am a long-term board member).

Working with “student teachers” (through TESL 33 and as a classroom supervisor for practicum students in my LINC class at the Saskatoon Open Door Society) is very rewarding for me. I enjoy sharing ideas about what I believe are some of the key features of teaching ESL/EAL/EFL: presenting grammar and pronunciation points in context and through activities that are relevant and meaningful for students, using pair work and small group work extensively to increase the communicative component of lessons, personalizing handouts and activities by incorporating students’ names and interests, encouraging supportive peer correction, and giving students feedback in positive ways. I look for these things when I am marking TESL 33 assignments and exams.

Required Resources

Readings/Textbooks 1. Avery, P. and S. Ehrlich, eds. (1992) Teaching American English Pronunciation. Oxford

University Press. ISBN: 978-0-19-432815-9 2. Azar, Betty S. (2009) Understanding and Using English Grammar, 4th edition with

answer key. Pearson Education. ISBN: 978-0-132-46450-5 3. Yule, George (1998). Explaining English Grammar. Oxford. ISBN: 978-0-19-437172-8 4. Ur, Penny (2009, 2nd ed) Grammar Practice Activities. Cambridge University Press.

ISBN: 978-0-521-73232-1 (CD included) 5. Richards, J.C. and Schmidt, R. (2011, 4th ed) Longman Dictionary of Language

Teaching and Applied Linguistics. Longman. ISBN: 978-1-408-20460-3 (used in all CERTESL courses)


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6. TESL Live: Inside the Communicative Classroom (2004) University of Saskatchewan. (DVD, used in most CERTESL courses.) ISBN: 4-000-00776-20

Textbooks are available from the University of Saskatchewan Bookstore: www.usask.ca/consumer_services/bookstore/textbooks

Details regarding how to order these texts are included in the CERTESL Student Handbook.

Other Required Materials 1. Print materials package (Course Guide, Article Reprints and Assignments, CD labeled

“see Appendix,” Student Handbook, Application for Final Examination) [mailed from CCDE]

Supplementary Resources You do not need to purchase the following textbook for this course, but it is an additional source of reference and information:

1. Greenbaum, S., & Quirk, R. (1990). A student’s grammar of English. Essex, UK: Longman Group. ISBN: 978-0-582-05971-9

Electronic Resources Some readings in this course will require access to a computer and the Internet. Links are provided in the Course Guide modules and in the Course Schedule – Readings column of this course syllabus. Also, some readings are posted as PDFs online in the Blackboard learning management system. To access Blackboard, see your Course Checklist.

Note: If any of the links don’t work for you, try copying and pasting the url into your browser. If you need further assistance, please contact your instructor. Also note that an electronic version of this syllabus is available on the CERTESL web site for your convenience in accessing the links at www.ccde.usask.ca/certesl

Downloads Some downloads may require Adobe Reader. To install this software, click this link and follow the download and installation instructions: http://get.adobe.com/reader


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Course Schedule

Week Module Readings Evaluation Due Date

1 1/ Grammar and Its Role in the English Language Classroom

Larsen-Freeman, D. (1997). Grammar and its teaching: Challenging the myths. ERIC Digest. [PDF in Blackboard]

Read Chapter 1 of your textbook, Explaining English Grammar, by George Yule. [Textbook]

2 2/ The Language of Grammar

Azar and Hagen’s Understanding and Using English Grammar (4th Edition) read Appendix – Unit A (“Basic Grammar Terminology”). [Textbook]

George Yule’s Explaining English Grammar review some basic grammar terminology in Chapter 1. [Textbook]

Yule’s material about prepositions in Chapter 6 (“Prepositions and Particles”) [Textbook].

“Part One: Background Theory and Guidelines” [1998 e.: “Guidelines”] in Penny Ur’s Grammar Practice Activities. [Textbook]

3 & 4 3/ Verbs

Azar and Hagen’s Understanding and Using English Grammar, doing self-check exercises where you feel that you need practice: [Textbook]

Chapters 1-6, 9-11, Appendix Unit G (Troublesome Verbs).


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[2002 Edition: Chapters 1-4, 6, 9-11, 14, 15, and 20, and Appendix Unit G “Verb Form Review Exercises.”]

Skim the teaching activities in these sections of “Part 2 - Activities” in Ur’s Grammar Practice Activities: Chapters 3-4, 8-10, 13-14, 17, 20, and 21. [1998 Edition: Chapters 7-12, 14, 16-17, 20-23, 26-28, 33, and 34.] [Textbook]

Yule’s Explaining English Grammar, paying attention to the “Teaching Ideas” sections, and do the self-check exercises: [Textbook]

Chapter 3 - “Tense and Aspect”

The “-EN” verb form referred to on pages 55 and 56 is the past participle, such as “broken” (irregular verb): break, broke, broken. Of course, not all past participles end with “-en”.

Under “lexical aspect”, the terms “stative” and “dynamic” (pages 63 and 64) are important, but you don’t need to remember “punctual” and “durative” for this course. Don’t worry about “egressive”, “ingressive” and “continuative” aspect on page 73.

Chapter 5 – “Conditionals”

Chapter 6 – “Prepositions and Particles”

Chapter 8 - “Infinitives and Gerunds”

“List 10: Irregular Verbs” by R.C. Clark, P.R. Moran and A.A. Burrows. [PDF in


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Blackboard]

5 4/ Nouns, Determiners, Pronouns and Adjectives

Yule’s Chapter 2 (“Articles”), Chapter 1 (pages 12-15, 17) and for adjectives in the same chapter (pages 6-9, 17-18). [Textbook]

Skim the teaching activities in these sections of “Part 2 – Activities” in Ur’s Grammar Practice Activities: Chapters 1, 11, 12, 15, 16, 18, 19 [old edition Chapters 2-3, 5, 8, 19, 24, 29.] [Textbook]

Chapters 7 and 8 in Azar and Hagen’s Understanding and Using English Grammar, doing self-check practice activities where you feel it is necessary. [Textbook]

Assignment 1 due

June 4, 2014

6 5/ Clauses, Adverbs, and ADVERBIALS

Chapter 9 (“Relative Clauses”) in Yule’s Explaining English Grammar, including the “Teaching Ideas” section. Do the self-check exercises. [Textbook]

Read the following parts of Azar and Hagen’s Understanding and Using English Grammar: Chapters 12-13 and 16-19; Appendix Unit F. Do self-check practice activities where you feel it is necessary. [Textbook]

Skim the teaching activities in these sections of “Part 2 – Activities” in Ur’s Grammar Practice Activities: Chapters 2, 19 [Textbook]

7 6/ Sentences

Yule: Chapter 7 (“Indirect Objects”), including the Teaching Ideas section. Do the self-check exercises. [Textbook]

Read the following parts of


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Azar and Hagen’s Understanding and Using English Grammar: Appendix Units B to D. Do self-check practice activities where you feel it is necessary. [Textbook]

Skim the teaching activities in these sections of “Part 2 – Activities” in Ur’s Grammar Practice Activities: Chapters 5, 7

8 7/ Grammar in Discourse Assignment 2 due

June 30, 2014

9 8/ The English Segmentals and the Phonetic Alphabet

ERIC Digest article, “Improving Adult ESL Learners’ Pronunciation Skills,” by MaryAnn Cunningham Florez. [PDF in Blackboard]

Avery and Ehrlich Introduction. [Textbook]

Avery and Ehrlich Chapter 1 Spelling and pronunciation [Textbook]

Avery and Ehrlich Chapter 2 Individual sounds of English [Textbook]

10 9/ English Phonology: All About Words

Avery and Ehrlich Chapter 5: Word stress and vowel reduction [Textbook]

Avery and Ehrlich p. 47-51 in Chapter 3: English sounds in context [Textbook]

CD English Grammer – activities 1 & 2 for Module 9 [Textbook]

CD English Grammer – activity 3 for Module 9 [Textbook]


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Avery and Ehrlich Chapter 4: The shape of English words [Textbook]

11 10/ Teaching English Segmentals in the Classroom

Avery and Ehrlich Chapter 9 A communicative approach to pronunciation teaching. [Textbook]

DVD: TESL Live.

Avery and Ehrlich Chapter 7 Common pronunciation problems, and Chapter 8 Problems of selected language groups. Course Notes on Chapter 7 and Chapter 8 of Avery and Ehrlich. [Textbook]

Avery and Ehrlich Chapter 12 Pronunciation-based listening exercises for the multi-level class. [Textbook]

Avery and Ehrlich Chapter 13 Teaching pronunciation: an inventory of techniques. [Textbook]

12 11/ The English Suprasegmentals Avery and Ehrlich Chapter 6, Connected Speech (pp. 73 –90) [Textbook]

13 12/ Teaching English Suprasegmentals in the Classroom

Avery and Ehrlich Chapter 7 Common pronunciation problems [Textbook]

Avery and Ehrlich Chapter 9 A Communicative approach to pronunciation teaching [Textbook]

Avery and Ehrlich Chapter 11 Suprasegmentals in the pronunciation class: setting priorities [Textbook]

Avery and Ehrlich Chapter 12 Pronunciation-based listening exercises for the multi-level class [Textbook]

Assignment 3 due

July 23, 2014


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Avery and Ehrlich Chapter 13 Teaching pronunciation: an inventory of techniques [Textbook]

Categorization and Additional Explanations of Classroom Techniques and Activities. [Textbook]

FINAL EXAM Saturday, August 16, 2014

Note: If for any reason the Course Syllabus Reading List does not match the Module Reading List, the Course Syllabus shall be taken as correct.

Grading Scheme

Assignment 1 20% Assignment 2 20% Assignment 3 20% Final Examination 40% Total 100%

Information on literal descriptors for grading at the University of Saskatchewan can be found at: http://students.usask.ca/current/academics/grades/grading-system.php

Please note: There are different literal descriptors for undergraduate and graduate students.

More information on the Academic Courses Policy on course delivery, examinations and assessment of student learning can be found at: http://www.usask.ca/university_secretary/council/academiccourses.php The University of Saskatchewan Learning Charter is intended to define aspirations about the learning experience that the University aims to provide, and the roles to be played in realizing these aspirations by students, instructors and the institution. A copy of the Learning Charter can be found at: http://www.usask.ca/university_secretary/LearningCharter.pdf


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Evaluation Components

CCDE Writing Centre – Quality Writing Help for Free!

Anyone taking a distance class (online, independent studies, televised, or multi–mode delivery) administered by the CCDE can use this free service. The Writing Centre provides tools and support to help you write effective essays, reports, or reviews. Simply submit a project draft, and a qualified tutor will assess your work and offer advice to improve your project. Contact the CCDE Writing Centre at http://www.ccde.usask.ca/writing

There are three sets of assignments for you to complete and send to your instructor (tutor/marker) for marking.

TESL 33 (X01) Assignment 1 Value: 20% of final grade Due Date: After Module 4, See Course Schedule Purpose: To help you consolidate the information about grammar that you have learned in Modules 2-4. Description: See Assignment One: Modules 2 to 4 in your course materials.

TESL 33 (X01) Assignment 2 Value: 20% of final grade Due Date: After Module 7, See Course Schedule Purpose: To help you consolidate the information about grammar that you have learned in Modules 5-7. Description: See Assignment Two: Modules 5 to 7 in your course materials.

TESL 33 (X01) Assignment 3 Value: 20% of final grade Due Date: After Module 12, See Course Schedule Purpose: To help you practice the information about English phonemes that you have learned in Module 8, to help you consolidate the information about word stress that you have learned in Module 9, to help you apply the information about segmentals that you have learned in Modules 8 and 9 and to help you consolidate the information about suprasegmentals that you have learned in Module 11 Description: See Assignment Three: Modules 8 to 12 in your course materials.

Final Examination Value: 40% of final grade Date: See Course Schedule Purpose: The final examination will test you on basic, factual information covered in each module. It also tests your ability to apply what you have learned by solving problems and creating or describing applicable grammar and pronunciation teaching activities. Description: You will be required to know TESL 33’s version of the international phonetic alphabet (IPA) from memory for the final exam.


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Your instructor will send you an exam outline by mail or e-mail early in the term. The best way to prepare is by reviewing the following:

• objectives at the beginning of each module; • definitions of key terms and concepts; • module Self-Check Exercises/Quizzes; • notes that you have made from your assigned readings, including about teaching

activities; • answers to the Study Questions and Activities; and • the International Phonetic Alphabet which appears at the end of Module 1 and is

discussed in detail in Module 8.

Finally, make sure to do some thinking about how you might apply what you have learned in an EAL classroom.

If you have additional questions about the final examination, do not hesitate to contact your instructor.

You must register to write the final examination by completing an Application Form for Final Examination. Due: June 13, 2014. This application form is included in your course materials. Consult the Examination Regulations in your Registration Handbook for further details on examinations.

Submitting Assignments (CCDE) Submission forms and pre-addressed envelopes are included in your course materials package. Assignments may be submitted by mail, fax, or in person. TESL 33 assignments cannot be submitted by e-mail (including scanned documents) because of issues arising from the special formatting of the assignment pages. If you fax assignments, please don’t write too close to the margins (including the top and bottom of pages) and be careful about the green background of the assignment sheets. You might want to photocopy the pages first, using “background removal”, and then fax the copied pages. Please use dark ink that will copy well in a fax.

Options for Submitting Assignments:

• By fax (with completed submission form) to CCDE at (306) 966-5245. • In person (with completed submission form) to the Main Office at the Centre for

Continuing and Distance Education (address below) Monday through Friday between 8:30 a.m. and 4:30 p.m. After Hours: Via the drop slot located at the top of the central stairwell, on the Fourth Floor of the Williams Building (address below).

• By mail (with completed submission form) to:

The Centre for Continuing and Distance Education (CCDE) Room 464, Williams Building University of Saskatchewan 221 Cumberland Avenue North Saskatoon, SK S7N 1M3

Please note that assignments sent by mail should be postmarked no later than the due date, and faxes should be sent prior to 4:30 p.m. Saskatchewan time on the due date. You should keep a personal copy of all assignments submitted.


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Additional Information • Students must pass all of the assignments and the final examination in order to

pass this course.

• Plagiarism is a serious offense. If you use resources (books, discussions with teachers, etc.), you must cite your sources. Failure to do so is plagiarism (see the following “Integrity Defined” section).

• You should do the assignments for this course on your own, not in groups. Students whose assignments have obviously been copied from others will be required to redo the assignment.

• Your instructor may deduct marks if you do not follow the instructions. If you think that your assignment will be late, contact your instructor well in advance of the assignment due date. Instructors will deduct marks for late assignments if you have not made alternative arrangements.

• If you want your final assignment graded and returned to you before you write the final examination for this course, be sure to submit it by the due date listed on your Course Schedule.

• You are responsible for seeing that your assignments arrive at the Centre for Continuing and Distance Education for marking. Do not rely on other students to mail in your assignments for you. Be sure, also, to make a photocopy of your mail-in assignments in case they get lost in the mail. Assignments larger than a 9” x 12” envelope may not be returned to you.

• Marks will be deducted for grammatical errors. You may fail an assignment or the exam if your English is inadequate. Be sure to proofread your assignments carefully for mechanics! If you note typographical or grammatical errors in the course package, please take note of them and inform your instructor.

• Your instructor will accept late assignments only if a student has requested an extension and does not accept assignments that arrive after the exam date, except in cases of severe illness or a death in the family. Small deductions in marks are made if an assignment is extremely late.

Students with Disabilities

If you have a diagnosed disability (learning, medical, physical, or mental health), you are strongly encouraged to register with Disability Services for Students (DSS). In order to access DSS programs and supports, you must follow DSS policy and procedures. If you suspect you may have a disability, contact DSS for advice and referrals. For more information, see http://www.students.usask.ca/disability/ or contact DSS at 306-966-7273 or [email protected].


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A Note From Your Instructor

It’s a good idea to start memorizing TESL 33’s version of the International Phonetic Alphabet early in the course because you will need to use it for Assignment 3 and will need to remember it for the exam, which is closed book. Doing at least a little work on some of the pronunciation modules at the same time as you are working on the grammar modules is also a good idea, so you don’t have to rush through all of the pronunciation modules at the end of the course. If you live far from Saskatoon and want to be absolutely certain to get your marked Assignment 3 back in the mail before the exam, you should submit it a little early.

Integrity Defined (from the Office of the University Secretary)

“Integrity is expected of all students in their academic work – class participation, examinations, assignments, research, practica – and in their non-academic interactions and activities as well.” (Office of the University Secretary)

It is your responsibility to be familiar with the University of Saskatchewan Guidelines for Academic Conduct. More information is available at http://www.usask.ca/secretariat/student-conduct-appeals/IntegrityDefined.pdf

Protocol for Community Contacts Note: If you intend to work within the community to meet the course requirements (e.g., observations), please refer to the Protocol for Working with the EAL Community and Observations Across CERTESL on the CERTESL website at www.ccde.usask.ca/certesl

The protocol document outlines proper procedure and behaviour when you contact an ESL delivery agency and want to teach or observe in classrooms or work with or interview a teacher. Be sure to read this protocol document carefully and follow the suggestions in it. If you do not follow the protocol, the ESL delivery agency may refuse to let you into a classroom to observe or do an assignment, and the teacher may refuse to do an interview with you. It’s very important that you follow this protocol so that we maintain our good relationships with these various organizations.

The Protocol Handbook also includes a section titled “Contact with Learners.” This section deals with the cultural awareness and sensitivity that are required on your part when you are working with learners.

Observations Across CERTESL Students in the CERTESL program are required to complete and document a total of 10 hours of classroom observations before enrolling in TESL 42 (Supervised Practicum) or TESL 43 (Professional Project). This is to ensure that you have opportunities to observe how teachers apply language teaching theory in their classroom teaching and to experience the actual dynamics of the classroom in preparation for your practicum or project. During the practicum, you will have additional opportunities to observe teachers and peers. You will find instructions for Observations Across CERTESL and forms that you will use to document and report on your observations in the document Protocol for Working with the EAL Community and Observations Across CERTESL available electronically at http://www.ccde.usask.ca/certesl


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Language Proficiency Requirements You have met the University of Saskatchewan requirements for entrance to CERTESL. However, as an English teacher, you are expected to be an excellent language model for your students. Therefore, your command of the English language is very important.

CERTESL has always required students to have a high standard of language skills, and we feel it is important to clearly lay out those standards to you. The English proficiency standards that we use to mark your assignments and examinations in CERTESL are based on an English language proficiency test, CanTEST, which is used for admission to several Canadian universities.

Written assignments in CERTESL are marked for content, presentation, and organization, as well as for mechanics. At this stage of your training, the level of your language on assignments must meet and should exceed the standard of 4.5 on the writing section of the CanTEST. General descriptions of the CanTEST bands are online at http://www.cantest.uottawa.ca/score.php

You must be familiar with these bands, regardless of whether you are a native or non-native speaker, so make sure that you read this online content carefully. If you are unsure about the interpretation of the score, contact the Academic Coordinator or your instructor.

You will also be assessed on your speaking proficiency during the practicum (TESL 42). By the time you are ready for TESL 42, you will be expected to demonstrate abilities at the Band 5 level in all skill areas – listening, reading, writing and speaking. If your instructor feels that your language skills are below the expected levels, she or he will inform you and will provide suggestions for improvement. You will be required to meet this level in order to pass the course. If you are a non-native speaker of the English language, you will also be required to demonstrate this level when you apply for TESL Canada certification or TESL Ontario accreditation if you want either of these professional recognitions after completing CERTESL.

Regardless of whether you are a native or non-native speaker of English, if you have very serious weaknesses, your instructor may refer you to the CCDE Writing Centre (visit http://www.ccde.usask.ca/writing/) for assistance. Please take such a recommendation seriously. If you cannot use English effectively, you will not be able to provide the kind of language modeling your students need and deserve. If you are concerned about your ability to write correct English, don’t wait for an instructor recommendation; contact the Writing Centre before you submit your first assignment.

If you have questions or concerns with the standards, please contact Shannon Storey, Academic Coordinator of CERTESL, at (306) 966-2085 or [email protected]

Module Objectives Module 1: Grammar and Its Role in the English Language Classroom

1. Refute 10 common myths about grammar. 2. Explain the importance of the three dimensions of grammar (form, meaning and use). 3. Evaluate the following issues:

• how much time to devote to grammar teaching given characteristics (plus goals and needs) of a particular group of students; and

• the level of correction to give a particular group of learners.


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4. Analyze advantages and disadvantages of the following concepts related to grammar teaching: • descriptive / functional / inductive approach to teaching grammar; • prescriptive /deductive approach to teaching grammar; • grammar-translation, audiolingualism, and communicative language teaching; and • the process by which grammar is acquired and its effect on student errors.

5. Consider the variety of ways that a grammar point may be taught. 6. Recognize the wisdom of learning the phonetic symbols (IPA) in an ongoing fashion.

Module 2: The Language of Grammar

1. Define the units of language and the parts of a simple sentence. 2. Explain and provide examples of the two different ways sentences can be classified. 3. Explain the difference between the minor and major classes of words. 4. Identify the function of a word and label its part of speech. Begin to identify major

sentence elements or functions (SUBJECT, VERB, OBJECT, COMPLEMENT and ADVERBIAL).

Module 3: Verbs

1. Explain the difference between verb tenses and time frames. 2. Explain the meaning of the four aspects in English. 3. Provide examples of the 12 traditional “tenses” in English, noting how auxiliary verbs and

main/lexical verbs are used. Provide teaching ideas for a particular tense or combination of tenses given basic characteristics of a group of students.

4. Explain the most important features of these grammatical terms: mood, voice, multiword verbs, modal auxiliary verbs (modals) and conditionals.

Module 4: Nouns, Determiners, Pronouns and Adjectives

1. Explain the differences between proper and common nouns, and between count and noncount nouns.

2. Explain how partitives can be used to specify the quantity of a noun. 3. List various types of determiners and why they are used. 4. Explain (with examples) how article usage depends on information shared or assumed

by the speaker and listener. 5. Provide examples of how pronouns are used to replace or refer to nouns and how

adjectives are used to modify nouns or pronouns. 6. Identify typical endings and degrees of comparison for adjectives. 7. Explain the function of adjectives as a modifier and as a COMPLEMENT.

Module 5: Clauses, Adverbs, and ADVERBIALS

1. Provide examples of different types of clauses. 2. Describe the uses of adverbs (part of speech) and various types of ADVERBIALS

(grammatical function). 3. Analyze parts of sentences containing clauses, adverbs, and ADVERBIALS.

Module 6: Sentences

1. Classify sentences by function: declarative, interrogative, imperative, and exclamatory. 2. Classify sentences into categories: simple, compound, complex, and compound-

complex. 3. Identify SVOCA sentence elements/functions. 4. Describe teaching activities to improve learning of sentence elements for ESL students.


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Module 7: Grammar in Discourse 1. Explain how we use grammar to unify discourse:

• describe how connectors are used in compound, compound-complex, or complex sentences, and within a series of sentences and give examples

• describe how articles, conjunctions and pronouns are used in a sequential sentences, and give examples

2. Define text structure, and list three features of text structure • discuss why an understanding of text (or discourse) is important for the language

teacher • describe the effect of order of elements in text

3. Analyze sentences, phrases and words in order to apply concepts discussed in this module.

4. Describe how knowledge of context increases our understanding of text.

Module 8: The English Segmentals and the Phonetic Alphabet 1. Describe the factors that influence a person’s ability to learn to master pronunciation of

individual sounds. 2. Identify the following five concepts related to segmentals:

a. articulators and places of articulation b. the difference between vowels and consonants c. various manners of articulation and voicing d. characteristics of the consonant sounds according to place, manner, and voicing. e. the characteristics of tongue height, frontness/backness of the tongue,

tenseness/laxness, and lip rounding. 3. Read and write words and sentences using phonetic symbols.

Module 9: English Phonology: All About Words 1. Explain word stress:

a. Define major stress, minor stress, and unstress; and b. Identify the pattern of major stress, minor stress and unstress in English words.

2. Explain vowel reduction and schwa: a. Identify the pattern of minor stress in English words; b. Explain the contrast between the pronunciation of a vowel in a stressed syllable

and in an unstressed syllable; and c. Explain why vowel reduction is important in English language teaching.

3. Describe pronunciation issues: a. Describe grammatical endings, -ed and –s, and how they vary according to the

preceding sound; b. Give examples of the common ways in which English phonemes vary (aspiration,

flapping, glottalization, vowel lengthening, light and dark /l/, and r-colouring); c. Explain why certain sound combinations in certain positions in a word are difficult

for some learners; and d. Identify basic pronunciation errors dealing with word stress, vowel reduction and

grammatical endings in EAL learners’ language. Module 10: Teaching English Segmentals in the Classroom

1. Outline five points that you need to keep in mind when you teach pronunciation communicatively.

2. Apply in your teaching the connection between listening and pronunciation (e.g., the value and process of minimal pair practice).


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3. Explain to your students the advantages of learning phonetics and articulate in which situations use of the phonetic alphabet is appropriate.

4. Identify pronunciation problems that are common across many languages, their causes and ways to correct them.

5. Identify and correct pronunciation problems of specific language groups. Tip: See Chapter 8 of Avery and Ehrlich.

6. Develop appropriate communicative activities for teaching the points of pronunciation covered in Modules 8 and 9.

Module 11: The English Suprasegmentals

1. Explain critical aspects of sentence stress, which includes being able to do the following: a. Define and contrast syllable-timed languages and stress-timed languages; b. Explain how the meaning of a sentence can change by altering the location of the

major sentence stress; c. Distinguish between function words and content words, and be able to explain

their importance in teaching sentence stress and rhythm; and d. Compare strong forms and weak forms of function words. e. Distinguish where thought groups begin and end and where the stress is within

the thought group. f. Identify the word in a major thought group that typically has the most stress

2. Give examples of the following terms: • intonation • juncture • chunking • prominent point (nuclear stress) • vowel reduction • linking • consonant deletion • palatalization • assimilation

3. Describe intonation: a. Give examples of the major intonation patterns and explain what they indicate. b. Explain why English rhythm and intonation may be difficult for learners of

English, and give an example of a common error of each 4. Explain the role of connected speech:

a. Describe the important role reduction plays in spoken English. b. Explain the ways speech is modified in connected speech.

Module 12: Teaching English Suprasegmentals in the Classroom

1. Apply activities to teach the suprasegmentals. 2. Describe at least five teaching activities that improve learning of each of the following:

stress; sentence stress; reduction/ contraction/ palatization; rhythm; intonation; linking/ pausing.

3. Describe possible problems and identify appropriate correction strategies for student errors related to suprasegmentals.

Acknowledgements Course Author(s) Shirley Fredeen, B.A., CTESL, M.Ed.


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Duane (Dewey) Litwiller, B.Sc., M.A. (TESL)

Jean Campbell, B.A., M.A. (Counselling), M.A. (TESOL)

Donald B. Campbell, B.A. (Hon. English and Drama), CERTESL

Revisions:

Shannon M. Storey, BA, BEd,, PGD (TESL), MCEd.

TESL Specialist, Centre for Continuing and Distance Education

Instructional Design and Course Development 1995 Version: Christine Hudy, B.Sc., M.Ed. in progress

2008 Revised Version: Mary Dykes, M.Ed.

tesl 33x ss2014 ck mar 27 2014 - university of saskatchewan

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