TIME COMPETENCIES LEARNING OUTCOME ASSESSME TEACHING REFERENCES

FRAME CONTENT NT LEARNING

COMPETENCIES
WEEK 1 At the end of the CHAPTER 1 : Key  Discussed Oral •Getting To Mohammed Benhlna
lesson, the students Terms and Concepts in the terms and concepts Recitation Know Me (2015)
should be able to: Managing and in managing and “Grammaring “.The Fifth
•formulate question Implementing implementing The class will be Skill in
which they think are Standards- Based Standards–Based given the strips Language teaching of
relevant in Grammar Teaching Grammar Teaching. Group of paper with Learning.https://www.
understanding the key  Grammaring Activity the important Morroccoworldnews
concepts, and •discuss  Grammaticalizing •Formulated questions terminologies .com/
the key terms and  Error Correction vs. which they think are associated with 2015/06/60095
concepts in managing Feedback relevant in the teaching /grammaring the
and implementing understanding the and assessment fifth-skill in-language-
Standards-Based concepts. of grammar. teaching
Grammar teaching. and learning/and Non,c.
They are tasked (2015),
to write and
discuss to know
about them.
TIME COMPETENCIES LEARNING OUTCOME ASSESSMENT TEACHING REFERENCES
FRAME CONTENT LEARNING
COMPETENCIE
S
WEEK 2 At the end of the Chapter 1: Key terms Discussed the terms Oral Recitation Students are Mohammed Benhlna
lesson, the students and Concepts in and concepts in grouped into (2015)
should be able to Managing and managing and three. Each “Grammaring “.The Fifth
formulate questions Implementing implementing group is Skill in
which they think are Standards-Based standards-based Group Activity assigned to Language teaching of
relevant in Grammar Teaching grammar teaching discuss each Learning.https://www.
understanding the  Spoken Vs.  Stated the terms and Morroccoworldnews
concepts, and discuss Written Grammar difference between concepts the .com/
the terms and concepts  Grammatical Spoken and Written terms and 2015/06/60095
in managing and Assessment Grammar. concepts in /grammaring the
implementing  Pedagogical managing fifth-skill in-language-
standards-based Issues and teaching
grammar teaching. Implementing and learning/and Non,c.
standards- (2015),
based
grammar
teaching.
TIME COMPETENCIES LEARNING OUTCOME ASSESSMENT TEACHING REFERENCES
FRAME CONTENT LEARNING
COMPETENCIE
S
WEEK 3 At the end of the CHAPTER 2 :Issues Planned and Conclusion of The class is
lesson, the students of Grammar in conducted a Symposium assigned to plan http://files.eric.ed.go/
should be able to : Teaching and symposium which (by group) and conduct a fulltext/
• Plan and conduct a Assessment theme is on symposium which EJ1of14297.pdfdoc10.553
theme is on
symposium which  Why should we understanding the Essay 91elt.vfln12p79
understanding the
theme is on teach grammar? issues of grammar composition
issues of grammar
understanding the  Pedagogical Issues teaching and rated through teaching and
issues grammar  Sequencing Assessment. analytic rubrics. assessment.
teaching and  Choice of Methods Sufficient time shall
assessment. be given for
planning, reading,
 Provide the seven and preparing. The
arguments for putting  Provide the seven students may be
asked to read how
grammar in the argument for putting
to teach grammar.
foreground in second Grammar in the
This will provide
language teaching. foreground in second them with the
 provide justifications language teaching. seven arguments
of issues on grammar  Provide Justifications for putting grammar
teaching. of issues on grammar in the foreground in
 deduce the relevance teaching. second language
and implications of Deduce the relevance teaching. The
understanding issues and implications of students will be
understanding issues asked to provide
in grammar teaching.
justifications of
in grammar teaching.
issues on grammar
teaching.
TIME COMPETENCIES LEARNING OUTCOME ASSESSMENT TEACHING REFERENCES
FRAME CONTENT LEARNING
COMPETENCIE
S
WEEK 4 At the end of the lesson CHAPTER 2 :Issues Created a graphic Lecture of http://files.eric.ed.go/
, the students should be of Grammar organizer that shows Written Work the topics fulltext/
able to: create a Teaching and the differences of the through EJ1of14297.pdfdoc10.553
graphic organizer that Assessment Issues of Grammar Oral Recitation Power Point 91elt.vfln12p79
shows the differences Teaching and Presentation
of the Issues of • Patterns and Assessment.
Grammar Teaching and Reasons, Not Rules
Assessment, and  From Structuralism Group
to Transformational Discussed the graphic Activity
 discussed the graphic Generative organizer in front of the
organizer in front of Grammar class through Power
the class through Fossilization. Point Presentations.
Power Point
Presentations.

TIME COMPETENCIES LEARNING OUTCOME ASSESSMENT TEACHING REFERENCES

LEARNING
FRAME CONTENT COMPETENCIES
WEEK 5 At the end of the CHAPTER 3 : Completed their Small Group  Group https;//www.ink/
lesson, the students Methods of grammar teaching e- Discussion Dynamics yo.com/methodsof-teac-
should be able to: Teaching Grammar Portfolio The class will grammar and ,
•complete their  Diagramming •Peer–reviewed and be given http://teach-
Grammar Teaching e- Sentences critiqued to enhance time to grammar.com/wpcontent
Portfolio-Peer review  Learning the contents and complete /uploads/2012/07Thea
and critique to enhance through Writing presentation of the e- their grammar of
the contents and  Inductive Portfolio. grammar choice.pdf(The Grammar
presentation of the e- Writing teaching e- of choice by L or Sen
portfolio.  Deductive Portfolio. Freeman)
Teaching Peer-review
 Interactive and
Teaching critiquing will
be done to
enhance the
content and
presentation.
TIME COMPETENCIES LEARNING OUTCOME ASSESSMENT TEACHING REFERENCES
FRAME CONTENT LEARNING
COMPETENCIES
WEEK 6 At the end of the CHAPTER 3 : Methods Did Micro Group Activity  Micro https;//www.ink/
lesson, the students of Teaching Grammar teaching/Demolect Teaching yo.com/methodsof-
should be able to : do using Power Point Oral Recitation /Lecture The teac-grammar and ,
Micro  Functional –Notional Presentation. class will be in http://teach-
teaching/Demolect Approach groups and grammar.com/wpconte
using Power Point  Situational Contexts Presented each of the each group nt/uploads/2012/07The
Presentation, and  Using texts, stories, methods of Teaching identifies who a grammar of
stings, rhymes grammar to the choice.pdf(The
 present each of the  PPT substantiate demonstrator Grammar of choice by
methods of teaching  Modes of Teaching discussion. will be.Only a L or Sen Freeman)
grammar to Grammar portion/segme
substantiate  Linguistic Mode nt of the
discussion. lesson will be
 Storytelling Mode
presented to
substantiate
their
discussion.

TIME COMPETENCIES LEARNING OUTCOME ASSESSMENT TEACHING REFERENCES

FRAME CONTENT LEARNING
COMPETENCIE
S
WEEK 7 At the end of the CHAPTER 4 :Rules for  Identified the Written Work  Teacher http;//www2.vobs.at/
lesson, the students Teaching Grammar differences Discussion hudescher/pdf%2ofiles/
should be able to: between Rules of Group Activity and Student grammar.pdf,
 identify the  Rule of Context Teaching written work
differences between  Rule of Use Grammar. The students
the rules for teaching  Rule of Economy are assigned
grammar, and  Rule of Relevance  Identified to identify the
 identify  Rule of Nurture scenarios/situati differences
scenarios/situations  Rule of Appropriacy ons where the between the
where the rules are rules are rules of
observed or violated. observed or teaching
violated. grammar.
TIME COMPETENCIES LEARNING OUTCOME ASSESSMENT TEACHING REFERENCES
FRAME CONTENT LEARNING
COMPETENCIE
S
WEEK 8 At the end of the CHAPTER 5 : Stated how were their Written Work  Do you https;//owl.purdue.ed/owl/
lesson, the students will Assessing Grammar papers graded or Remember teacher and _tutor-
be able to: Effectively marked for their error Group Activity The class is resoures/teaching-
in sentence structure. asked how resoureces/teaching-and-
 state how were their  Ways to Address were their assessing-grammar.html
papers graded or Grammar in the Showed sample of paper graded
marked for their error Writing Classroom graded papers to or marked for
in sentence structure,  Ways to Assess show the ways to their error to
and Grammar Skill address the grammar sentence
 show sample of  Methods of Marking in writing structure.
graded papers to Grammatical Errors
show the ways to  Grammar Resource
address the grammar  Three-Dimensional
in writing. Grammar Framework
 Innovations in
Grammar
Assessment
 Redefining the
Construct
 Partial Scoring
 Social Dimension
 The Standard

COURSE NAME :
TEACHING AND ASSESSMENT OF GRAMMAR

COURSE DESCRIPTION:
This course equips the pre-service English teachers with an understanding between and among the four types of
grammar:Functional,descriptive,prescriptive and pedagogies aside from the emphasis on how teaching assessment vary considering the four
types the course also provide an avenue to carry out analysis on the role grammar in achieving communicate competencies.

Specifically, it allows them to demonstrate linguistic proficiency as an important factor in promoting their students literacy skills. As a
manifestation of the competency, they are required to apply teaching strategies that are responsive to their students’ linguistic backgrounds
considering the principles of formative and summative assessment.

COURSE CONTENT:
Chapter 1 : KEY TERMS AND CONCEPTS IN MANAGING AND IMPLEMENTING STANDARDS-BASED GRAMMAR TEACHING

 Grammaring
 Grammaticalizing
 Error correction vs. Feedback
 Spoken vs. Written Grammar
 Pedagogical Issues
Chapter 2 : ISSUES OF GRAMMAR TEACHING AND ASSESSMENT

 Why should use teach grammar?

 Pedagogical Issues
 Sequencing
 Choice of Methods
 Patterns and Reasons , Not Rules
 From structuralism to transformational Generative Grammar
 Fossilization

Chapter 3 : METHODS OF TEACHING GRAMMAR

 Diagramming sentences
 Learning through Writing
 Inductive Teaching
 Deductive Teaching
 Interactive Teaching
 Functional – Notional Approach
 Situational Context
 Using texts,stories,songs and rhymes
 PPT
MODES FOR TEACHING GRAMMAR
 Linguistic Modes
 Story-telling Modes
Chapter 4 : RULES FOR TEACHING GRAMMAR
  Rule of Context
 Rule of Use
 Rule of Economy
 Rule of Relevance
 Rule of Nurture
 Rule of Appropriacy

Chapter 5 : ASSESSING GRAMMAR EFFECTIVELY

 Ways to address Grammar in the writing Classroom

 Ways to assess Grammar skill
 Methods of Marking Grammatical errors
 Grammar Resources
 Three- Dimensional Grammar Framework
 Innovations in Grammar Assessment
 Redotining the Construct A. Partial Scoring
 Social Dimension
 The Standard
TEACHER’S INFORMATION:

INSTRUCTOR’S INFORMATION

NAME: Dailyn S. Amorin

ADDRESS : Cantores,Buenavista , Bohol.
PHONE NUMBER : 09064137896
EMAIL : amorindailyn@gmail.com
(1)COURSE OUTPUT
As evidence of attaining the above learning outcomes , the students have to do and submit the following :
A.Written Groups
B.PPT
C.Group Project Presentation
D.Reflection Paper

(2) Grading System :

 Major Exam – 60%

  Class Standing / Project task – 30%
 Attendance – 10%
Total : 100%

References:
1. Celce- Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25(3),459.qflo
Enter
2. Celce- Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25(3),459.qflo
Enter
3. Diane Larsen-Freeman. Teaching and testing grammar. Retrieved from http://teach-grammar.com/wp.
4. Hanse, L. and Keown, K. (2017). Assessing grammar and language conversion skills. https://achievethecore.org/aligned/assessing-grammar-and-language-conventioskills/

5. How to teach grammar from http://www2.vobs.at/ludescher/pdf%20files/grammar.pdf

6. Lansen-Freeman (2012). The Grammar of Choice. Retrieved from http://teach-grammar.com/wp-content/uploads/2012/07/The Grammar-of-achoice+.pdf

7. Larsen-Freeman. Teaching grammar. Retrieved from https://www.ulbk.ac.at/anglistik/staff/freeman/course-documents/testfl_-_teaching_grammar.pdf

8. Mohammed Benhima (2015). "Grammaring." The fifth skill in language teaching and learning Retrieved from https://www.moroccoworldnews.com/2015/06/160095/grammaring-the-
fifth-skill-in- language-and-learning/
9. Nan,C. (2015). Grammar and grammaring toward modes for English grammar teaching im China. Retrieved from https://files.eric.ed.gov/fulltext/EJ10fl4297.pdf , dol:10.5539/elt.vfln12p79
10. Nozadze, A. (2017). How to make the assessment of grammar skills for efficient? Retrieved from https://jeb.ibsu.edu.ge//ms/index.php//je/article/download/73/fl1
Teaching and Assessing Grammar. https://owl.purdue.edu/owl/teacher_and_tutor_resources/teaching_and_assessing_grammar.html
Ways to assess grammar skill. https://www.scribd.com/document/2651913of/Ways-to-Assess-Grammar-Skill