Ideas That Lie Behind the Plan for the Course |
Grading Plan & Tentative Schedule for a 10-Week Term
The idea that linguistic form flows from communicative function is central to this project. With that in mind, class lessons in this syllabus have been arranged around communicative tasks which the Ss will be expected to perform on the job. By adopting this approach to syllabus design, the teacher ensures that the course will remain focused only on those specific language features which students will need. They will be able to see how particular language forms relate and fit into the language. In knowing why they are learning certain language forms Ss will be less confused as to their application in the real world and will be more invested on the learning process.
Since the target population of this module has had a good deal of exposure to English, both in and outside the classroom, the Ss will not be starting from square one in terms of their knowledge of basic grammatical forms. That is, we can assume that they already have general knowledge of verb conjugation, sentence types, form and use of pronouns, and phrasing of questions. Using this knowledge as a starting point, I will lead the students toward a deeper understanding of English grammar usage. They will explore how, when, and why we use certain grammar forms in certain contexts (e.g. telephone conversations, e-mail messages, one on one meetings, etc.).
I suggest spending the first few classes reviewing the verb tenses used in Present Time Frame. I am doing this for two reasons: first, this approach will encourage students to think of verbs within a system rather than merely as separate and isolated grammatical entities; second, this will set up an appropriate background of immediacy and relevance to the here and now that students will need in order to fully understand everything that will follow.
By moving from relatively simple grammar structures to more complex ones over the course of the class (i.e. from simple to complex sentences /utterances, and from verbs and pronouns formation to usage of modals) we will increase the challenge to the students as they learn. I suspect that modality will be especially difficult for Students to master due to the subtle shades of meaning involved. Quite often modals (and other types of words such as emphatics, amplifiers, hedges, etc.) carry an emotional meaning or are used to express strength of opinion. Due to the complexities of the English modal system, I have devoted several weeks near the end of the class to modals and related discourse features.
I will also incorporate different types of activities in an attempt to reflect students' different learning styles (i.e. reading activities, individual work, pair work, listening activities, reflective activities, and collaborative activities). One should not get too caught up, however, in one's concern for the Ss' affective well-being. These Ss are in class to learn how to be better cross-cultural sales people, and they only have ten weeks to do it. The priority of these activities, therefore, must be the needs of the learners. One must remember that this module is geared toward teaching the use of English within the context of a corporate office. If the teacher concentrates too much on accommodating the students and making them feel comfortable they will not be adequately prepared to handle the stress and pressure of effective language production/comprehension on the job.
The actual activities (e.g. phone conversations, face-to face negotiations) may appear to maintain the same difficulty level throughout the course, but the communicative functions of these activities will steadily become more difficult as the course progresses. For instance, a telephone conversation activity which is assigned during the first week may require Ss only to give information about products and services, while the same activity type assigned during the latter part of the course would require Ss to calm down an irate customer or successfully persuade a reluctant buyer to make a significant purchase. The situations and topics presented in role plays and small group activities would likewise increase in level of difficulty as the course progresses.
Grading | |
| Journal | 10% |
| class participation | 20% |
| 5 tests | 14% each |
| The journal and tests will be discussed in the section on classroom activities. This week by week | |
| Week of the Term | Goal (Core Purpose of the Class Session) | Linguistic Feature(s) |
| WEEK 1 | 1. Introduction to class 2. Distinguishing between sentence and utterance | 1. Present Time Fame 2. Present tense verbs |
| WEEK 2 | 1. giving information 2. sounding American Test #1 | 1. deletion (phrase level, i.e. that deletion) 2. deletion(word-level, i.e. contractions) 3. stress, rhythm, and intonation with statement |
| WEEK 3 | 1.asking for info. 2 expressing ideas | 1. private verbs (seem, feel) 2. yes/no questions 3. pro-verb do 4. stress, rhythm and intonation with questions |
| WEEK 4 | 1.asking questions 2.expressing opinions 3. negatives using Q's Test #2 | 1. tag questions (i.e. statement + isn't
it?) 2. Wh- questions 3.Analytic negation(i.e. not + verb) 4. Stress, rhythm and intonation with questions |
| WEEK 5 | 1.giving advice 2.statements of obligation | 1.possibility modals 2.emphatics 3.amplifiers 4.discourse particles |
| WEEK 6 | Review formation of questions/statements (grammar, syntax, reduced forms,
supra-segmentals); Review of basic forms of modality. Test #3 | |
| WEEK 7 | 1.verbal elaboration 2.uses of inexact language | 1.non phrasal coordination (i.e.
statement + and + statement) |
| WEEK 8 | 1. recognizing deceitful language 2.
uses of 'the little white lie' Test #4 | 1.possibility modals 2.general hedges 3.conditional subordination |
| WEEK 9 | 1.elaboration (other forms) 2.inexact language (other forms) | 1.causative subordination 2.sentence relatives. |
| WEEK 10 | Review of uses of inexact language, and reasons for elaboration in involved
discourse. Review of 'white lies' and ways to recognize them. Test #5 | |
Part I Information About the Students and the Program for Which This Module Is Planned |
Part II What will this module provide to the teacher? |
Part III Involved Discourse and Grammar It Includes |
Activities Table of Contents | Glossary | Appendix: Authentic Materials | References
Table of Contents for Issue 1 | Front Cover of the Journal of English Grammar on the Web