Course Syllabus (AG2)

Course name:

Advanced Grammar Two

Course code:

AG2

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 Two (AG2) 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 Two covers units 09 to 15 of the Focus on Grammar book.
The course themes appear below:

PART III: Nouns

Unit 9 Modification of Nouns

PART IV: Noun Clauses

Unit 10 Noun Clauses: Subjects, Objects, and Complements
Unit 11 Direct and Indirect Speech

PART V: Adjective Clauses

Unit 12 Adjective Clauses: Review and Expansion
Unit 13 Adjective Clauses with Prepositions; Adjective Phrases

PART VI: Passive Voice

Unit 14 The Passive: Review and Expansion
Unit 15 The Passive to Describe Situations and To Report Opinions

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.

OAR_March 1, 2016

(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.

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 a reference guide for class preparation. It contains useful
teaching tips, unit teaching notes, the student book audio script, and the student book answer key.

OAR_March 1, 2016

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 PPTs include all grammar charts in the book, and also nine (9) animated grammar presentations
for selected units. Each presentation is organized based on a specific theme and provides a variety of
examples that can be used to introduce or review the target grammar. These are the following:

Unit 2:
Unit 5:
Unit 7:
Unit 10:
Unit 12:
Unit 14:
Unit 17:
Unit 19:
Unit 22:

Past Time
Modals to Express Degrees of Certainty
Definite and Indefinite Articles
Noun Clauses: Subjects, Objects and Complements
Adjective Clauses: Review and Expansion
The Passive: Review and Expansion
Infinitives
Adverb Clauses
Conditionals; Other Ways to Express Unreality

These PPTs are available in Chamillo for both teachers and students.

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 (AG2)
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.

OAR_March 1, 2016

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
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
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
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
structures considering form, meaning, and use to comply with a
given speaking task effectively.

For example:
TASK: Work in pairs and talk about an accident you had or had witnessed. Report your
conversation with the doctor or the police. (Use indirect speech)
Sample 1:
Two years ago, I had a terrible accident. The doctor told me that I had a broken leg and a broken
arm. He said that I was lucky because it could have been worse. He also mentioned that the police
wanted to talk to me to tell them my side of the story. They asked me what had happened and if I
was feeling better. I told them that I was riding my bike along the street when a car didnt stop at
the red light and ran me over. I remember I tried to stay conscious and that many people
approached to help. They called the police and they told them what they had seen. They were very
kind people.
In this sample, the student uses all or almost all the structures accurately and complies with the
task, so he/ she gets 2 points.

Sample 2:
Two years ago, I had a terrible accident. The doctor told that I had a broken leg and a broken arm.
He said that he was lucky because it could have been worse. He also mentioned that the police
wanted to talk to me to tell them my side of the story. They asked me what happens and if I was
feeling better. I told them that I was riding my bike along the street when a car didnt stop at the red
light and ran me over. I remember I tried to stay conscious and that many people approached to
help. They called the police and they told them what they had seen. They were very kind people.

OAR_March 1, 2016

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/she 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
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
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
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
the intended message and without complying with a specific writing
task.

For example:
TASK:

Write two paragraphs describing the personality of two people in your family.
(Use adjective clauses)

Sample 1:
In my family, we all have different types of personalities, but we all get along pretty well. For
example, my mom is a person who likes to be with other people. She is very energetic and she
likes to go to places that are vibrant and busy. She doesnt like places that are too quiet or
peaceful. She enjoys trying things that are new and on-trend.
My dad, on the other hand, is a person who like calm and tranquility. He prefers to go to places
that are far away from the noise of big cities. He likes activities that dont require much
physical effort such as reading, watching TV, or playing the guitar
In this sample, the student is accurate in all or almost all of the target structures used and has no
major errors that hinder communication. In this case, the student will receive 2 points.

OAR_March 1, 2016

Sample 2:
In my family, we all have different types of personalities, but we all get along pretty well. For
example, my mom is a person who she likes to be with other people. She is very energetic and
she likes to go to places that are vibrant and busy. She doesnt like places that are too quiet or
peaceful. She enjoys trying things that is new and on-trend.
My dad, on the other hand, is a person who like calm and tranquility. He prefers to go to places
that are far away from the noise of big cities. He likes activities that dont require much
physical effort such as reading, watching TV, or playing the guitar
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.
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 talked to the man _____________ .
a.
b.
c.
d.

whose house is on rent

which house is on rent
who house is on rent
that house is on rent

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.

OAR_March 1, 2016

Quiz 2 Sample:
Question:

What is the most surprising piece of news you have heard recently?
(Use passive voice)

Answer:

I read in the newspaper that some criminals were captured a year ago by the
police. They were accused of several crimes, they were questioned and admitted
their crimes. They were sentenced and sent to prison for more than 10 years. The
surprising thing is that a tunnel was built by them and they escaped from prison 5
months ago and nobody knew they were gone.

The grade will be awarded according to the following chart:

2 questions effectively answered

1 question effectively answered
0 questions effectively answered

= 2 points
= 1 point
= 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.
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 logically
structured
- Thorough delivery
- Outstanding use of visual aids
- Accurate use of only some of the grammar structures to comply with
task.
- 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.
- 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.
- Poor delivery, difficult to follow
- No visual aids or other resources
- No presentation or submission of work

OAR_March 1, 2016

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

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.

OAR_March 1, 2016

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/

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)

(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)

11. http://a4esl.org/q/j/ (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
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=jSepkJV91mk (adjective modifiers)

3. https://www.youtube.com/watch?v=uv_MW-_0rjw (order of adjectives in English)
4. https://www.youtube.com/watch?v=aUi6B_XmtIc (compound modifiers)
5. https://www.youtube.com/watch?v=EcYJ77H9Xow (Noun clauses)
6. https://www.youtube.com/watch?v=vOyx1yn8biw (Noun Clauses)
7. https://www.youtube.com/watch?v=oogy8KB1Mj0 (Noun Clauses)

8. https://www.youtube.com/watch?v=pGOYlbXbN0o (Direct and Indirect Speech)

OAR_March 1, 2016

9. https://www.youtube.com/watch?v=ew4YHmNigRs (Changing Direct into Indirect Speech 1)

10. https://www.youtube.com/watch?v=AUCeEa7QS-8 (Changing Direct into Indirect Speech 2)
11. https://www.youtube.com/watch?v=0NEAzGvVjY4 (Adjective Clauses)
12. https://www.youtube.com/watch?v=nNffrSmX2gk (Adjective Clauses)
13. https://www.youtube.com/watch?v=FTzuQa9UQb0 (Adjective Clauses)
14. https://www.youtube.com/watch?v=9Ab0eeJ_Id8 (Adjective Clauses)
15. https://www.youtube.com/watch?v=RlLF0QaYIA8 (Adjective Clauses)
16. https://www.youtube.com/watch?v=wJyPhihj1t0 (Adjective Clauses + quantifiers)
17. https://www.youtube.com/watch?v=tu-pAa0Y0zM (Adjective Clauses with prepositions)

18. https://www.youtube.com/watch?v=ePfmgMTgXl8 ( Active vs. Passive voice)

19. https://www.youtube.com/watch?v=s8fqGQXhrrU (Active and Passive Voice)
20. https://www.youtube.com/watch?v=C6pHfjH0Efg (Passive Voice)
21. https://www.youtube.com/watch?v=_cc934JRr6I ( Passive sentences with that clauses)
22. https://www.youtube.com/watch?v=39D0JtBgxRQ (Stative Passive)

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=YJwbnQOguEk (Teaching Grammar in Todays
Classroom)
7. https://www.youtube.com/watch?v=ArxrGKIkM3c (Communicative Grammar for Multi-Level
English Language Learners)

Dictionaries

1.
2.
3.
4.
5.
6.
7.

Longman
Cambridge Dictionaries Online
Collins
Oxford Dictionaries
Merriam-Webster Learners Dictionary
Howjsay: Talking dictionary of English pronunciation
Thesaurus

OAR_March 1, 2016

http://www.ldoceonline.com/
http://dictionary.cambridge.org/
http://www.collinsdictionary.com/
http://www.oxforddictionaries.com/es
http://www.learnersdictionary.com/
http://www.howjsay.com/
http://www.thesaurus.com/

10