ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Department of English Language & Applied Linguistics)

WARNING
1. PLAGIARISM OR HIRING OF GHOST WRITER(S) FOR SOLVING
THE ASSIGNMENT(S) WILL DEBAR THE STUDENT FROM AWARD
OF DEGREE/CERTIFICATE, IF FOUND AT ANY STAGE.
2. SUBMITTING ASSIGNMENT(S) BORROWED OR STOLEN FROM
OTHER(S) AS ONE’S OWN WILL BE PENALIZED AS DEFINED IN
“AIOU PLAGIARISM POLICY”.

Course: Grammar (5657)

Level: Dip TEFL Semester: Spring, 2021
Total Marks: 100
Pass Marks: 40
ASSIGNMENT No. 1
Q.1 It is often postulated that a problem solving approach to teaching of syntactic
structures may lead to more effective learning than a mere traditional descriptive
approach aimed at imparting information about syntactic structures and their
transformation. Elaborate this statement by reflecting on your own contextual
practices of teaching/ learning at primary level. (20)

Q.2 Discuss the salient features of open and closed word classes in detail. Also design
two practical activities to introduce the learners to each of these classes at primary
level in rural educational setting. (20)

Q.3 What is communicative approach to teaching of grammar? How is it different from

traditional approach to grammar teaching? Which of the approach, do you think, is
comparatively better to be employed in our educational setting? How would you
apply communicative approach in teaching present progressive tense? (20)

Q.4 What is a morpheme? How would you make distinctions between free and bound
morphemes? How can we inculcate morphological awareness in the young learners
to enhance their vocabulary development? (20)

Q.5 Discuss in detail the possibilities and challenges involved in utilizing traditional
grammar as a model for the description of contemporary English. (20)

1
 ASSIGNMENT No. 2
Assignment 2 is based on a research-oriented activity. You are required to study the
relevant area/conduct research and prepare a brief report on your findings in the area
given. You will then have to submit one copy of the report to the tutor within the
scheduled period and at the same time present the report/project in one of the tutorials
(the schedule/plan of the tutorials for the presentations will be intimated by the tutor
concerned or the Regional Director). The compulsory presentation carries 100 marks, 40
marks for the written report and 60 for the presentations.
A few guidelines for the written report and the presentation:
a) The written report should have an introduction, body and conclusion. It should be
written in clear concise and correct English.
b) It should be 5–8 double spaced typed/handwritten pages.
c) The presentation will be assessed and evaluated mainly on the basis of:
i. Contents of the assignment/report
ii. Communication skills
iii. Language accuracy
iv. Language fluency
v. Presentation style
You may use transparencies, charts or any other relevant material for impressive
presentation with the permission of your tutor.
Attempt one of the following activities:
Conduct a research study to analyze problems faced by English language teachers in
teaching grammar at primary level. You may observe grammar classes after seeking
informed consent from the language teachers. Develop an observation sheet/checklist in
advanced for efficient recording of problems. You may prepare an open ended
questionnaire to seek opinions of 5-8 language teachers. Analyze the collected data and
discuss significant problems faced by the language teachers. In the end, give
recommendations to improve the situation.
OR
Design a lesson plan based on the teaching of different kinds of phrases at secondary
level. Formulate specific, measurable, attainable and testable learning outcomes. Design
creative activities to warm up and attract the attention of the learners. You lesson plan
should exclusively focus on instructional material, teaching method and time
management for presentation, practice and production stages to accomplish the learning
outcomes. By the end of your lesson, the students should be able to practice all kinds of
phrases in different syntactic structures independently. Assess your student’ performance
through testing and measurement and provide corrective feedback if required. Do not
forget to critically reflect on your own teaching practices through learners’ feedback.
Revise/modify your lesson plan if required for further improvement.