TEACHING GUIDE ENGLISH GRAMMAR: MORPHO-SYNTAX AND SEMANTICS

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1 1 TEACHING GUIDE ENGLISH GRAMMAR: MORPHO-SYNTA AND SEMANTICS Degree in Nursery Facultad de Psicología, Magisterio y Ciencias de la Educación Universidad Católica de Valencia San Vicente Mártir Curso 2016/17

2 2 TEACHING GUIDE FOR ENGLISH GRAMMAR: MORPHO- SYNTA AND SEMANTICS ECTS SUBJECT: ENGLISH GRAMMAR: MORPHO-SYNTA AND SEMANTICS 6 FIELD: Knowledge of English 12 MODULE: Qualifying Programme of Teaching English as a Foreign Language 30 Educational Model: Elective Teachers: Dña. Clara Gieure Sastre Dña. Inmaculada López Llull Dña. María Dolores López Navas Dña. Mª Paz Marín D. Daniel Buchón MODULE ORGANISATION ACADEMIC YEAR: 3 rd Semester: 2 nd Department: English Language [email protected] [email protected] [email protected] [email protected] [email protected] Qualifying Programme of Teaching English as a Second Language Field and Subjects 30 ECTS Field ECTS SUBJECT ECTS Course/ semester Knowledge of English 12 Didactics and Literature 6 Oral and Written Communication 12 English Grammar: Morpho-Syntax and Semantics (Advanced) 6 3/2 English Phonetics and Phonology 6 4/2 Teaching of ESL and Children's Literature Oral Expression and Anglo-Saxon Cultures 6 3/1 6 4/2 Advanced English Writing 6 4/2

3 3 TEACHING GUIDE FOR SUBJECT: ENGLISH GRAMMAR: MORPHO-SYNTA AND SEMANTICS Pre-requisites: B1 level in English GENERAL GOALS 1. General aim: this course aims at learning English grammar and emphasizes the development of those skills which the students need to effectively master a variety of standard situations. It also seeks to offer the necessary vocabulary for mastering English grammar in different teaching or academic contexts. 2. Specific aims: 2.1 Conceptual objectives a) To build awareness of the mechanisms of the language in the field of morpho-syntax and semantics. b) To provide prospective Primary and Secondary Education teachers with explicit and working knowledge of rules and terminology of the English grammatical system as a means to improving mastery of the language an ability to use it in different contexts, not as an end in itself. c) To understand the essential role of grammar in language teaching and its didactic implications. d) Become aware of the fact that grammar must be considered as the skeleton of the language, and as such is a fundamental tool to ensure effective communication 2.2 Procedural objectives and professional skills to be developed. a) To come to an understanding of the role of grammar in language teaching; realization and understanding of the fact that even the simplest communicative language function needs a grammar pattern, and that teachers must have a comprehensive grasp of grammar in order to effectively teach. b) To revise and extend the knowledge and understanding of language

4 4 components in order to improve communicative competence. c) To achieve a productive and accurate use in oral and written language. d) To analyse specific areas where errors are commonly made Attitudinal objectives, social skills and values to be encouraged a) To develop a range of positive attitudes towards language learning, including interest, concern, confidence, constructive critical analysis, enjoyment and co-operation. GENERAL COMPETENCES Competence measuring scale CG3. Effectively addressing language learning situations in multicultural and multilingual contexts. CG4. Designing and regulating learning spaces inclusive of diversity addressing gender equality, equity and respect for human rights which constitute the values of a citizen's education G5. To promote coexistence both inside and outside the classroom. To solve discipline issues and to facilitate the peaceful solution of conflicts. To boost and value effort, perseverance and personal discipline in students. CG10. Reflecting on classroom practice to innovate and improve teaching. CG11. Knowing and applying technologies of information technology and communication in the classroom. Discerning selectively audiovisual information that contributes to learning, civic education and cultural richness. CG12. Understanding the function, possibilities and limits of education in today s society and the fundamental competences that affect Primary school centers and the professionals who work there. Knowing the quality improvement models applied to educational centers. SPECÍFIC COMPETENCES

5 ELE3. To communicate clearly, structuring and organizing their speech and adapting it to different situations. ELE4. To speak, write and make presentations in internationally acceptable English that is grammatical, fluent and appropriate for purpose, audience, context and culture. At higher levels of proficiency, students will speak and write for academic purposes and creative expression, using language that is inventive and imaginative. ELE5. To think through, interpret and evaluate fiction and non-fiction texts from print and electronic sources to analyze how language is used to evoke responses and construct meaning, how information is presented, and how different modes of presentation create impact. ELE6. To interact effectively with people from their own or different cultures. ELE14. Using English language, orally and in the written form in an accurate way dealing with language learning situations in multicultural and multilingual contexts. LEARNING OUTCOMES COMPETENCES R1. Students understand the overall meaning, essential information, the main points and the most relevant details in clear, well-organized texts using standard language on general and current topics, related to their own specialty, or topics of special interest to them. R2. The students will be able to write clear, well-structured texts on a variety of subjects related to his/her field of interest and evaluating information and arguments from a number of sources. They will be able to highlight the relevant and salient issues, expanding and supporting points of view at some length and finishing off with an appropriate conclusion. Quality of written expression will reflect the level of grammar studied throughout the course, the students' written production will be largely free of spelling, grammar, syntactic and paragraphing errors. R4.- The students perform with correctness, fluency and spontaneity that allow them to maintain interaction, being able to react, question or repeat the previous statement to ensure mutual understanding. ELE5 ELE 3,4,5,14 ELE 3,4,6,14

6 6 EDUCATIONAL ACTIVITIES IN ECTS, THEIR TEACHING-LEARNING METHODOLOGY AND THEIR RELATIONSHIP WITH THE COMPETENCES THAT STUDENTS MUST ACQUIRE ON-CAMPUS EDUCATIONAL ACTIVITIES ACTIVITY Teaching-Learning Methodology Relationship With Learning Outcomes for the subject ECTS ON-CAMPUS CLASS Teacher presentation of course content, analysis of competences, explanation and inclass display of skills, abilities and knowledge. R1, R4 1.2 PRACTICAL CLASSES Group work sessions supervised by the teacher. Meaningful construction of knowledge through interaction and student activity. R1, R2, R4 2.1 PRESENTATIONS Discussion and ideasharing of knowledge acquired. Teacherstudent and studentstudent interaction. R4 0.3 TUTORÍNG Personalized and small group attention. Period of instruction and/or orientation carried out by a tutor for the purpose of reviewing and discussing the R1, R2, R4 0.2

7 7 materials and topics presented in lectures, seminars, readings, writing papers, etc. ASSESSMENT Group of oral and/or written tests used during initial, formative or final assessment. R1, R2, R4 1 TOTAL (4.8) EDUCATIONAL ACTIVITIES IN ECTS, THEIR TEACHING-LEARNING METHODOLOGY AND THEIR RELATIONSHIP WITH THE COMPETENCES THAT STUDENTS MUST ACQUIRE INDEPENDENT WORK ACTIVITIES ACTIVITY GROUP WORK INDEPENDENT WORK Teaching-Learning Methodology Group preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or smallgroup tutoring sessions. individual preparation of readings and oral presentation. Private study of exercises in the book. Work done on the university s platform ( es) Relationship With Learning Outcomes for the subject ECTS R1, R2, R4 0.4 R1, R2, R4 0.8 TOTAL (1.2)

8 8 SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM Assessment Tools : LEARNING OUTCOMES ASSESSED Allocated percentage Final exam R1, R2 50% In class gradable work: essays, progressive evaluation, student presentations. R1, R2, R4 50% A scoring schedule of 60% = 5, i.e. pass, will be applied to all in-class gradable assessment and the Final Exam. Criteria for granting a grade of A with honors: The grade can be granted to those students who have attained a grade of 9 and have proven high proficiency in the language. DESCRIPTION OF CONTENTS COMPETENCES MORPHOSYNTA 1. Verb tenses: review 2. Subject-verb agreement. 3. Nouns 4. Pronouns 5. Modals 6. Passive 7. Noun clauses 8. Adjective clauses 9. Gerunds and infinitives ELE 3,4,5,6, 14 TEMPORAL ORGANIZATION OF LEARNING: BLOCK CONTENT/TEACHING UNIT No. of SESSIONS

9 9 1 2 Verb tenses: review Subject -verb agreement Nouns Pronouns Modals Passive 3 7 Noun clauses Adjective clauses Gerunds and infinitives 3 BIBLIOGRAPHY Basic Bibliography: Schrampfer Azar, Betty: Understanding and Using English Grammar, Fourth Edition. Pearson Education (Longman) All students are expected to purchase a copy of the course book and bring it to class each class day. Additional Course Material: Will be posted on the Campus Virtual throughout the course. Students are expected to download this material and print it out to work on during classes. Students are also strongly encouraged to obtain a copy of the accompanying Workbook

10 10 for the textbook: Understanding and Using English Workbook, Fourth Edition ISBN Recommended Bibliography: Coe, N., Harrison, Mark. & Paterson, Ken. (2006). Oxford Practice Grammar. Oxford: Oxford University Press. Clark, S. & Pointon, G. (2003). Word for Word.OUP (2003) Dean, M. (1996) English Grammar Lessons. Interactive CD-ROM including tests, listening, and over 1,000 grammar hints. Oxford: Oxford University Press. Eastwood, J. (2005). Oxford Learner's Grammar. Oxford: Oxford University Press. Eastwood, J. (2006). Oxford Practice Grammar (Intermediate). CD-ROM with interactive 'find and correct the mistake' exercises. Oxford: OxfordUniversityPress Hall, D. & Foley, M. (2012). MyGrammarLab Intermediate. Essex: Pearson Education Unlimited. Hashemi, L. & Thomas, B. (2003). Grammar for First Certificate. Cambridge: Cambridge University Press. Hewings, M. (2002). Advanced Grammar in Use CD ROM. Cambridge: CUP Press. Jacobs, R. A. (1996). English Syntax. A Grammar for English Language Professionals. Oxford: Oxford University Press. McCarthy, M. & O Dell, F. (2001). English Vocabulary in Use (upper intermediate). Cambridge: Cambridge University Press. Parrott, M. (2000). Grammar for English Language Teachers. Cambridge: Cambridge Universirty Press. Quirk, R., Greenbaum, S. & Clalker, S. A Student's Grammar of the English Language. Longman. Swan, M. (2002). The Good Grammar Book. Oxford: Oxford University Press. Swan, M. (2006). Practical English Usage. Third Ed. Oxford: Oxford University Press. Thomson, A. J. & Martinet, A. V. (1995). A Practical English Grammar. Oxford: Oxford University Press Vince, Michael First Certificate. Language Practice. Macmillan, Viney, B, & Craven, M. (2005). English Grammar in Use CD ROM. Cambridge: Cambridge University Press. Yule, G. Advanced (2006) Oxford Practice Grammar. CD-ROM with interactive 'find and correct the mistake' exercises. Oxford: Oxford University Press. Dictionaries: It is highly recommend that you purchase a good, complete English-English dictionary. You will need it for this level of study. There are many good dictionaries available. Here are a few examples I recommend.

11 1 Cambridge International Dictionary of English Collins Cobuild English Language dictionary Concise Oxford Dictionary of the English Language Longman Dictionary of Contemporary English Oxford Advanced Learner's Dictionary of Current English. Webster's New World Dictionary or Webster's Ninth New Collegiate Dictionary Gran Diccionario Oxford (English-Spanish Spanish-English)