Course Syllabus (AG1)

Course name: Advanced Grammar One

Course code: AG1

Course description:

The Advanced Grammar course aims at creating conditions for our students to think critically and make use of
grammar features more confidently. Students are expected to be involved in tasks that will help them clarify,
compare, discuss, consolidate, and enhance their grammar accuracy and effectiveness by focusing on 3
major domains (form, meaning and use) in an explicit manner.

The course also seeks to fine-tune students` strategic use of a wide array of grammar tools to meet a variety
of personal communicative needs in different contexts within a highly interactive student-centered approach.

Core Material:
th
Advanced Grammar One (AG1) uses the FOCUS ON GRAMMAR SERIES Level 5 Advanced (4 edition)
as a core book, written by Jay Maurer and published by PEARSON. The Focus on Grammar book is
organized into 9 parts and their corresponding units.

The FOCUS ON GRAMMAR 5 - Advanced book (ICPNA edition) is divided into three (3) splits with a
customized cover for ICPNA. Advanced Grammar One covers units 01 to 08 of the Focus on Grammar book.
The course themes appear below:

PART I : Present, Past and Future

Unit 1 Present Time
Unit 2 Past Time
Unit 3 Future Time

PART II: Modals and Other Auxiliaries

Unit 4 Modals of Necessity
Unit 5 Modals of Certainty

PART III: Nouns

Unit 6 Count and Non-Count Nouns
Unit 7 Definite and Indefinite Articles
Unit 8 Quantifiers

Each unit consists of the following sections:

(1) Step 1: Grammar in Context (main purpose: contextualization and lead-in)

It presents the target structures in reading selections where students have the chance to encounter the form,
meaning and use of the grammar for the first time in realistic contexts. There are post vocabulary exercises
that help students focus on the meaning of words that will appear along the unit, and there are reading
exercises that help students check their understanding of opening reading texts.

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(2) Step 2: Grammar Presentation (main purpose: analysis, discussion, and noticing)

It presents an explicit overview of the target structures in detailed charts and notes containing clear
explanations and multiple examples of their form, meaning and use.

(3) Step 3: Focused Practice (main purpose: guided and semi-guided practice, fine-tuning)

This section contains varied controlled exercises that help students build up mastery of the target grammar.

(4) Step 4: Communication Practice (main purpose: freer more independent practice, evaluation)

This section provides listening, and pronunciation tasks and also communication activities that promote
fluency and give opportunities for students to use the language in a more communicative and freer context.

(5) Unit Review

The Unit Review allows students to monitor their own progress and assess their understanding of the target
structures.

Supplementary Learning/instructional Material & Resources:

For the students:

My EnglishLab: It is an online component for the Focus on Grammar course. It is the same platform
used with the North Star book in the Reading and Writing course. This easy-to-access tool offers
online extra practice exercises for students to reinforce what they have done in class anywhere and
at any time. In order to login in, students will be provided with an access code with the necessary
steps they need to register for My EnglishLab. Please, enquire about the details in the Academic
Department as the Systems Division (Gerencia de Sistemas) may have already registered students in
the respective group with the support of Pearson (the book publisher).

The Evaluation System Guide: This document provides students with clear and detailed information
on how they will be evaluated in the course and what it is expected from them. Please make sure you
go over it carefully in case students have any queries regarding the expectations of the course and
their responsibility.

Student Self-assessment Form: This form helps students follow up on their achievement and be
aware of the language items that need to be reviewed and reinforced. It will be available in the
chamillo platform. Please encourage students to use it to follow up on their own progress.

Tutorials: These are PPT files with a number of instructions, and/or suggestions on:
a) how students can access course resources
b) how students can use links to improve their grammar competence
c) how students will be assessed during the course

Please make sure students view them and understand them.

Useful Support Websites: There are several useful links to explore with helpful exercises for
students to practice the structures studied in class.

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For the teachers:

The Teachers Resource Pack: This material consists of a teachers manual that is equivalent to
the teachers book and can be used as reference for class preparation. It contains useful teaching
tips, unit teaching notes, the student book audio script, and the student book answer key.

Additionally, it includes a teachers resource disc that contains additional teaching resources (PPTs,
internet activities) and a complete assessment program (placement tests, part and unit tests).

The Class Progress Assessment Form: The purpose of this document is to monitor your students
progress in order to help you take action if needed.

Useful Support Websites: There is a selection of useful links to explore and support your classes.
Among them, you will find links with tips for teaching grammar to EFL learners.

Course Advance:

Please refer to the respective Suggested Teaching Schedule available in Chamillo. Make sure you read the
additional notes provided.

Learning Outcomes:

The learning outcomes of the Grammar course focus on both theory and use of grammar features in both
spoken and written modes. On the one hand, students have to identify the form of the target structures; on
the other, students have to be able to use those structures accurately in communicative scenarios.

Learning Outcomes for Advanced Grammar One (AG1)

The learning outcomes inventory for this course have been uploaded in the E-classlist for due grading. These
include speaking and writing outcomes as described below:

Evaluation Criteria & Standardized Exams:

The specific area you will be focusing on for evaluation is Grammar and the adequate use of form, meaning,
and use of the target structures. As an accredited institution, students need to be provided with all necessary
details.

In-class continuous assessment:

The in-class continuous assessment consists of five (5) mandatory learning outcomes: 2 speaking
outcomes, 1 writing outcome, and 2 quizzes. All of them aim to measure the students understanding of
the form, meaning, and use of the structures featured in this course. Students will be assessed according
to their performance in producing the grammar structures accurately to maximize their communicative
competence.

Speaking outcomes: There are two (2) speaking outcomes to be assessed along the course.
Depending on class time and the structure you wish to evaluate, one can be scheduled before the
midterm exam (before Day 8) and one after it (before Day 16). The score scale goes from 0 to 2.

These outcomes measure the students ability to use the target language accurately and fluently in
communicative contexts. You can select the activities in the Communication Practice section, or

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 choose any other activity that can assess the achievement of the learning outcome properly
considering the following criteria:

SCORE CRITERIA
The student can almost always sustain the accurate use of the
2 target structures considering form, meaning, and use to comply
successfully with a given speaking task.

The student can sometimes sustain the accurate use of the target
1 structures considering form, meaning, and use to thoroughly
comply with a given speaking task.

The student can rarely sustain the accurate use of the target
0 structures considering form, meaning, and use to comply with a
given speaking task effectively.

For example:

TASK: Work in pairs and talk about the best experience you have ever had.

Sample 1: The best experience Ive ever had is my Prom trip. We went to Cuzco and we
stayed in a fancy hotel that our parents had already booked in advance. We
did many things: we visited different archaeological places like Machu Picchu
and Sacsayhuaman, we went dancing and we went rafting. The last day, we
were walking in the main square when it started to rain. We all got wet and
we got sick. That was an unforgettable trip.

In this sample, the student uses all or almost all the structures accurately and complies
with the task, so he gets 2 points.

Sample 2: The best experience Ive ever had is my Prom trip. We went to Cuzco and we
stay in a fancy hotel that our parents had book in advance. We did many things:
we visited different archaeological places like Machu Picchu and Sacsayhuaman,
we go dancing and we went rafting. The last day, we was walking in the main
square when it started to rain. We all got wet and we got sick. That was an
unforgettable trip.

In this sample, the student complies with the task, but he/she fails to use the target structure in
many of the sentences, so he/she only gets 1 point.

If the student wasnt accurate in most of his/her responses and he didnt comply with the task, he
would get 0 (no points).

Writing Outcome: There is one (1) writing outcome to be assessed along the course. Depending on
class time and the structure you wish to evaluate, it can be assessed before or after the midterm
exam (until Day 16). The score scale goes from 0 to 2. You can select from the writing activities in the
book, and you will decide what target structure(s) to evaluate. This learning outcome assesses the
students ability to accurately use the grammar structures in context in a two or three-paragraph

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 length piece of writing without affecting comprehensibility. The rubrics to assess writing are the
following:

SCORE CRITERIA
- The student can almost always sustain the accurate use of target
2 structures considering form, meaning, and use to successfully convey
the intended message and comply with a specific writing task.
- The student can sometimes sustain the accurate use of target
structures considering form, meaning, and use without significantly
1 affecting the comprehensibility of the intended message and comply
with a specific writing task.
- The student can rarely sustain the accurate use of target structures
considering form, meaning, and use affecting the comprehensibility of
0 the intended message and without complying with a specific writing
task.

For example:

TASK: Write two paragraphs about a past situation that you feel you should have
handled differently. Tell what you should or could have done to rectify the
situation (past).

Sample 1:

Two years ago, my friend and I decided to travel to New York for Christmas.
When we arrived, it was snowing. It was freezing! My friend and I didnt bring heavy clothes.
We didnt wanted to go out for a walk or go sightseeing. We stayed at the hotel most of the time.
We shouldnt have gone there in winter or at least we should have taken warmer clothes.

In this sample, the student has no major errors in grammar that hinder communication. In this case,
the student will receive 2 points.

Sample 2:

Two years ago, my friend and I decided to travel to New York for Christmas.
When we arrive, it was snowing. It was freezing! My friend and I didnt bring heavy clothes. We
didnt wanted to go out for a walk or go sightseeing. We stayed at the hotel most of the time. We
shouldnt have go there in winter or at least we should have taken warmer clothes.

In this sample, the message doesnt get affected; however, the student has many errors in
grammar that affect accuracy. In this case, the student will only receive 1 point.

If the student failed to use the target language items accurately in almost all of the sentences and
his/her errors affect comprehensibility, the student would get no points (0).

Quizzes: Using quizzes will not only benefit the student, but also the teacher. It will provide you with
plenty of opportunities for feedback and for monitoring your students progress in the course in a
concrete manner. You will be able to identify strengths and weaknesses and take action to guarantee
your students success. You will use two (2) quizzes to evaluate the effective use of the grammar
structures taught in class. Please, kindly elaborate the quizzes and schedule them.

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 The first quiz is to be scheduled before the midterm exam and after completing the first two units of
the course (around Day 5). The second quiz is to be scheduled after the midterm exam and after
completing the next two units of the book (around Day14).

Quiz 1 Description:
It will have 5 sentences and a multiple choice format. The total score range goes
from 0 to 2 points. These sentences will contain the grammar structures studied in
the course.

Quiz 1 Sample:

I _________________ on the phone when the teacher arrived.

a. would talk
b. was going to talk
c. will talk
d. have talked

The grade will be awarded according to the following chart:

5 or 4 correct answers = 2 points

3 or 2 correct answers = 1 point
1 or 0 correct answers = 0 points

Quiz 2 Description:
It will have 2 questions that will require two complete and connected sentences as
answers. These sentences will contain the corresponding grammar structures
studied in the course. The total score range goes from 0 to 2 points.

Quiz 2 Sample:

Question: Can you tell a Japanese tourist about the common customs in your culture?
(Use the modal verbs for advice)

Answer: In Peru, people should greet women by giving one kiss on the cheek and people
dont need to take off their shoes when entering to a Peruvian home. In addition, if
people are invited for dinner, they are supposed to take a gift and you have got to
eat everything thats offered.

The grade will be awarded according to the following chart:

2 questions effectively answered = 2 points

1 question effectively answered = 1 point
0 questions effectively answered = 0 points

ALP:
The ALP or Autonomous Learning Project aims to assess the students ability to use the target structures
appropriately in a given authentic task and it allows students to be creative and to plan on their own.

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 You will assign a topic and the type of activity students will present on a scheduled date. You can choose
from a variety of communicative activity formats such as role-plays, speeches, presentations, stories, etc.
to evaluate a number of grammar features. Students can perform in pairs/groups. The students can
enrich and illustrate the information that they will be sharing by means of visual aids and other resources,

The score scale goes from 0 to 3 based on the following:

SCORE CRITERIA
- Accurate use of most of the grammar structures needed for the
task.
- Effective and creative presentation, carefully prepared and
3 logically structured
- Thorough delivery
- Outstanding use of visual aids
- Accurate use of only some of the grammar structures to comply
with task.
2 - Adequate presentation, clear and logically structured
- Adequate delivery. Message mostly understandable
- Adequate use of visual aids
- Accurate use of only few of the grammar structures necessary
for the task. Affects comprehensibility.
1 - Poor performance, unclear and disorganized
- Poor delivery, difficult to follow
- Inadequate use of visual aids and resources
- Accurate use of none of the grammar structures necessary for
the task. Affects comprehensibility.
0 - Poor delivery, difficult to follow
- No visual aids or other resources
- No presentation or submission of work

Standardized Written Exams:

Formal written evaluation is done through the standardized written examinations provided by the
Academic Department. There is a midterm written exam and a final written exam. The written exams aim
at evaluating the students ability to identify, understand and use the grammar structures studied in the
course accurately.

Midterm Written Exam:

It measures your grammar competence on the structures studied during the first half of the course.
It consists of 3 sections.
Section 1: Listening
Section 2: Grammar Usage/ Use
Section 3: Full Responses (connected sentences)

The scoring scale goes from 0 to 3 points.

100 80 = 3
79 70 = 2
69 60 = 1
59 or under = 0

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 Final Written Exam:

It measures your grammar competence on the structures studied during the second half of the
course. It consists of 3 sections:

Section 1: Listening
Section 2: Grammar Usage/ Use
Section 3: Full Responses (connected sentences)

The scoring scale goes from 0 to 4 points.

100 90 = 4
89 80 = 3
79 70 = 2
69 60 = 1
59 or under = 0
59 or under = 0

You may find further information regarding the standardized exams in the Exam Teacher`s guide.

Useful support Websites

The following is a list of useful links to support your lesson. Feel free to use them as support for class
discussion.

Text Links

1. http://www.eslcafe.com/grammar.html (grammar explanations)

2. http://www.englishpage.com/grammar/ (grammar explanations + exercises)
3. http://grammar.ccc.commnet.edu/grammar/ (grammar & writing lessons + quizzes)
4. http://www.e-grammar.org/ (grammar explanations + exercises)
5. http://www.english-at-home.com/grammar/ (grammar explanations + exercises)
6. http://www.englisch-hilfen.de/en/exercises_list/alle_grammar.htm (grammar explanations
+ exercises)
7. http://www.ompersonal.com.ar/omexercise/contenidotematico.htm (grammar exercises)
8. http://www.ego4u.com/en/cram-up/grammar (grammar exercises)
9. http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/index.htm (grammar exercises)
10. http://esl.fis.edu/grammar/index-q.htm (grammar exercises)

Websites verb tenses

1. http://www.englishtenseswithcartoons.com/
2. http://www.learnenglish.de/grammar/tensetext.htm
3. http://www.englisch-hilfen.de/en/exercises_list/zeitformen.htm

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 4. http://www.ego4u.com/en/cram-up/grammar/tenses
5. http://www.englishpage.com/verbpage/verbtenseintro.html
6. http://www.eflnet.com/grammar/verbtense_index.php

Video Links (for students)

1. Grammar clips (available in Chamillo)

2. https://www.youtube.com/watch?v=Bta21cFz9-Y (simple present vs. present continuous)
3. https://www.youtube.com/watch?v=oXqsVMC3tmo (The present perfect)
4. https://www.youtube.com/watch?v=xLA58CSIf3M (The simple past)
5. https://www.youtube.com/watch?v=S1GpqAw7DBU (The past continuous)
6. https://www.youtube.com/watch?v=SkkdFD9Zzvc (Future tenses)
7. https://www.youtube.com/watch?v=_zErY5dar9Y (Future perfect)
8. https://www.youtube.com/watch?v=cdoodhdGRPI (Modal Verbs of Necessity)
9. https://www.youtube.com/watch?v=sN-wdWDcYWg (Past Modals of Certainty)
10. https://www.youtube.com/watch?v=kBrUgUpjMjU (a/an/the & zero article)
11. https://www.youtube.com/watch?v=YUAytUqwt78 (Quantifiers)

Video Links (for teachers)

1. https://www.youtube.com/watch?v=1KXzQ1S3wqM (EFL / ESL Teaching Tip: Teaching

Grammar)
2. https://www.youtube.com/watch?v=y-bib16PF20 (Getting creative with controlled practice)
3. https://www.youtube.com/watch?v=-nqBKrN-o_U (Teaching grammar communicatively)
4. https://www.youtube.com/watch?v=yNCKmdof6a0 (Grammar Lesson Planning Tutorial)
5. https://www.youtube.com/watch?v=LW7ziNQadvk (Teaching Grammar, understanding
structures and functions)
6. https://www.youtube.com/watch?v=jkOXNxoMClA (Past continuous)

Dictionaries

1. Longman http://www.ldoceonline.com/
2. Cambridge Dictionaries Online http://dictionary.cambridge.org/
3. Collins http://www.collinsdictionary.com/
4. Oxford Dictionaries http://www.oxforddictionaries.com/es
5. Merriam-Webster Learners Dictionary http://www.learnersdictionary.com/
6. Howjsay: Talking dictionary of English pronunciation http://www.howjsay.com/
7. Thesaurus http://www.thesaurus.com/

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