1. No category

Please Note: This Class Syllabus is an important step in updating the format of our distance courses. If
for any reason the Class Syllabus does not match the print Course Guide or online course information,
the Class Syllabus shall be taken as correct.
CLASS SYLLABUS
COURSE TITLE:
English Grammar and Phonology
COURSE CODE:
TESL 33
COURSE CREDITS:
COURSE SECTION:
X01
TERM:
Spring & Summer 2015
DELIVERY:
CERTESL–Print-based
START DATE:
May 6, 2015
END DATE:
August 11, 2015
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.
Mar 26, 2015 slg, dc, ck, gm
TESL 33X – English Grammar and Phonology
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 class 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 33X – English Grammar and Phonology
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
class 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. Available online at:
https://archive.org/details/DictionaryOfLanguageTeachingAndAppliedLinguistics
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TESL 33X – English Grammar and Phonology
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/bookstore/
Other Required Materials
1. Print materials package (Course Guide, Article Reprints and Assignments, CD labeled
“see Appendix”)
[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 Class Schedule – Readings column of this
syllabus. Also, some readings are posted as PDFs online in the Blackboard learning
management system. To access Blackboard, see your Class 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
Page 4 of 19
TESL 33X – English Grammar and Phonology
Class Schedule
[Watch for due dates. Estimated weekly schedules can vary.]
Spring and Summer Session Breaks:
May 28, 29
June 22 - 24
July 17, 20
Week
Module
Readings
Evaluation Due
Date
Larsen-Freeman, D. (1997).
Grammar and its teaching:
Challenging the myths. ERIC
Digest. [PDF in Blackboard]
1
1/ Grammar and Its Role in the
English Language Classroom
Read Chapter 1 of your
textbook, Explaining English
Grammar, by George Yule.
[Textbook]
Azar and Hagen’s
Understanding and Using
English Grammar (4th
Edition) read Appendix – Unit
A (“Basic Grammar
Terminology”). [Textbook]
2/ The Language of Grammar
2
[also start studying phonetic
symbols early in the course to
prepare for the pronunciation
modules]
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 selfPage 5 of 19
TESL 33X – English Grammar and Phonology
check exercises only where
you feel that you need
practice: [Textbook]
Chapters 1-6, 9-11, Appendix
Unit G (Troublesome Verbs).
[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, 2628, 33, and 34.] [Textbook]
Yule’s Explaining English
Grammar: pay 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”
Page 6 of 19
TESL 33X – English Grammar and Phonology
Chapter 8 - “Infinitives and
Gerunds”
“List 10: Irregular Verbs” by
R.C. Clark, P.R. Moran and
A.A. Burrows.
[PDF in Blackboard]
Yule’s Chapter 2 (“Articles”),
Chapter 1 (pages 12-15, 17)
and about adjectives in the
same chapter (pages 6-9, 1718). [Textbook]
5
4/ Nouns, Determiners, Pronouns
and Adjectives
Assignment 1
(Modules 2–4) due
June 3, 2015
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 only where you
feel it is necessary.
[Textbook]
Chapter 9 (“Relative
Clauses”) in Yule’s
Explaining English Grammar,
including the “Teaching
Ideas” section. Do the selfcheck exercises. [Textbook]
5/7
5/ Clauses, Adverbs, and
ADVERBIALS
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]
Page 7 of 19
TESL 33X – English Grammar and Phonology
Yule: Chapter 7 (“Indirect
Objects”), including the
Teaching Ideas section.
Do the self-check exercises.
[Textbook]
7
6/ Sentences
Read the following parts of
Azar and Hagen’s
Understanding and Using
English Grammar: Appendix
Units B to D.
Do self-check practice
activities only 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
7/8
Assignment 2
(Modules 5-7) due
7/ Grammar in Discourse
June 26, 2015
ERIC Digest article,
“Improving Adult ESL
Learners’ Pronunciation
Skills,” by MaryAnn
Cunningham Florez.
[PDF in Blackboard]
8/9
8/ The English Segmentals and the
Phonetic Alphabet
Avery and Ehrlich
Introduction. [Textbook]
Avery and Ehrlich Chapter 1
Spelling and pronunciation
[Textbook]
Avery and Ehrlich Chapter 2
Individual sounds of English
[Textbook]
9/10
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
Page 8 of 19
TESL 33X – English Grammar and Phonology
context [Textbook]
CD: English Grammar... –
activities 1 & 2 for Module 9
[Textbook]
CD: English Grammar... –
activity 3 for Module 9
[Textbook]
Avery and Ehrlich Chapter 4:
The shape of English words
[Textbook]
Avery and Ehrlich Chapter 9
A communicative approach to
pronunciation teaching.
[Textbook]
DVD: TESL Live.
10/11
10/ Teaching English Segmentals
in the Classroom
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]
11/12
11/ The English Suprasegmentals
Avery and Ehrlich Chapter 6,
Connected Speech (pp. 73 –
90) [Textbook]
Avery and Ehrlich Chapter 7
Common pronunciation
problems [Textbook]
12
12/ Teaching English
Suprasegmentals in the Classroom
Avery and Ehrlich Chapter 9
A Communicative approach
to pronunciation teaching
[Textbook]
Assignment 3
(Modules 8-12)
Due: July 22, 2015
(or sooner if want to
be sure to get
feedback by mail
before the exam;
Page 9 of 19
TESL 33X – English Grammar and Phonology
Avery and Ehrlich Chapter 11
Suprasegmentals in the
pronunciation class: setting
priorities [Textbook]
otherwise might get
brief e-mail
feedback)
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]
Categorization and Additional
Explanations of Classroom
Techniques and Activities.
[Textbook]
Friday, August 14,
2015
FINAL EXAM
Note: If for any reason the Class Syllabus Reading List does not match the Module
Reading List or online course information, the Class Syllabus shall be taken as correct.
Grading Scheme
Assignment 1
Assignment 2
20%
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
Page 10 of 19
TESL 33X – English Grammar and Phonology
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
Evaluation Components
CCDE Writing Centre – Quality Writing Help for Free!
Anyone taking a distance class (online, independent studies, televised) 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 Class Schedule (in this document)
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 Class Schedule (in this document)
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 Class Schedule (in this document)
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 Class Schedule (in this document)
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.
Page 11 of 19
TESL 33X – English Grammar and Phonology
Description: You will be required to know the TESL 33 course guide’s version of the
International Phonetic Alphabet (IPA) from memory for the final exam.
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.
The day and time of your final examination will be listed in your PAWS account.
The location listed in PAWS for your exam is the Saskatoon location. If you want to write your
final exam outside Saskatoon, you must complete an Application for Final Examination
form, available at www.ccde.usask.ca/forms approximately mid-June. This will let us
know where you would like to write your exam. The deadline to submit this application is
Friday, July 10, 2015.
Students writing in Saskatoon do not need to complete this form.
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.
Please make sure that your handwriting is easy to read.
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
Page 12 of 19
TESL 33X – English Grammar and Phonology
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.
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 class 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 Class
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].
Page 13 of 19
TESL 33X – English Grammar and Phonology
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 permission to register in TESL 42 (Supervised Practicum) or
TESL 43 (Professional Project) will be granted. You will be required to submit a signature sheet
totaling the 10 hours of observations, plus notes on each session you observe. The documents
should be submitted to the CERTESL Program Assistants. 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.
Page 14 of 19
TESL 33X – English Grammar and Phonology
You will find instructions for Observation 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
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).
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TESL 33X – English Grammar and Phonology
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.
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.
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TESL 33X – English Grammar and Phonology
2. Classify sentences into categories: simple, compound, complex, and compoundcomplex.
3. Identify SVOCA sentence elements/functions.
4. Describe teaching activities to improve learning of sentence elements for ESL students.
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
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TESL 33X – English Grammar and Phonology
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).
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.
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TESL 33X – English Grammar and Phonology
Acknowledgements
Course Author(s)
Shirley Fredeen, B.A., CTESL, M.Ed.
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.
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