Qrammatika -syllabus II course 2024 YENI
Approved by the decision of the meeting
of the department of English Grammar
at the faculty of English and French languages dated to
September, 2024 (Minutes № 1)
associate professor L.V.Ziyadova _____________
COURSE SYLLABUS
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Course title: |
Communicative Grammar of the English language |
Academic year/term: |
2024-2025 II course term III |
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Course hours: |
60 |
Delivery mode: |
Face to face |
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Course credits: |
4 |
Course instructor: |
PHD, associate professor Sevil Rajabova |
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Language level/Faculty |
B2 English and French languages |
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Group: Class time: |
206 a Monday,13.20-14.40 Wednesday, 13.20-14.40 206 b Thursday,14.50-16.10 Friday,13.20-14.40 208b Wednesday,14.50- 16.10 Thursday,16.20-17.40 |
Consultation hours |
Friday 13.00 |
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Course supervisor: |
PHD, associate professor Sevil Rajabova |
Course instructor’s email address |
(99450) 7296294
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Course Outline
If you want to learn English, you might wonder how essential grammar is to learn the language. Grammar is a set of rules that dictates how a language works, making it easy to comprehend. Without proper grammar, one would have no idea how to speak or write in English. Grammar is an essential part of learning English. It is the foundation for speaking and understanding English. Learners need to know English grammar rules to use the language appropriately. Grammar can be considered an invisible language that makes written communication more effective. Moreover, it can also help learners in other areas, such as speaking or understanding what others are trying to communicate. The importance of grammar cannot be emphasized enough because it helps us know what is being communicated and how we can respond appropriately. Grammar studies the rules and structure of language, including parts of speech, sentence structure, and punctuation. Learning grammar is essential because it helps one communicate clearly and effectively with others in any situation.
Prerequisites: Practical Grammar of the English language
Corequisites: Communicative Grammar of the English Language-II
Course Overview
This syllabus provides a general outline proposal for creating courses for the II-year students to provide them with comprehensive knowledge of English Grammar. Communicative Grammar is intended to help you think strategically about communication and aid you in improving your writing, presentation, and interpersonal communication skills. 60 hours total comprised of theoretical and practical applications.
Course aims
Through significant grammar practice that combines both formal and communicative approaches, we aim for students:
1. To learn the category of mood, syntax and how to use them in sentences.
2. To develop and integrate such linguistic skills as oral expression and written expression.
3. To come to class having done the assignments. Besides, they will demonstrate mastery of class material through a variety of exercises and quizzes.
4. Recognition of sentence errors in student writing, including errors in agreement, the placement of modifiers, and the like…
5.Providing the students with the opportunity to master the language;
6. Developing the students’ ability in communicating freely whatever their circumstances are;
Learning Outcomes
By the end of this session, students will be able to:
· Understand and explain the concept of the grammatical category of moods (indicative, imperative, and subjunctive) and their communicative functions.
· Differentiate between the indicative mood for factual statements, the imperative mood for commands, and the subjunctive mood for expressing wishes, hypotheticals, or recommendations.
· Form sentences using the correct mood, adapting language to match the desired meaning and tone.
· Apply the subjunctive mood in complex sentences, particularly in hypothetical or conditional contexts.
· Enhance precision and stylistic variation in writing and speaking by mastering the use of moods.
· Understand the basic principles of syntax in English, including word order (subject-verb-object) and agreement rules.
· Analyze sentences to identify their syntactic components such as subject, predicate, object ,attribute, adverbial modifiers.
· Create sentences using varied syntactic structures, such as simple, compound, complex, and compound-complex sentences.
· Recognize common syntactical errors and revise sentences for grammatical accuracy and clarity.
· Explore the relationship between syntax and meaning, gaining insights into how sentence structure affects emphasis and readability.
· Identify simple sentences and distinguish them from subordinate clauses in sentence structures.
· Categorize subordinate clauses into subject clauses, object clauses, predicative clauses, attributive and adverbial clauses, understanding their specific roles in providing additional information.
· Combine sentences effectively by using subordinating conjunctions to create complex sentences.
· Analyze the position and function of subordinate clauses to modify meaning, add detail, or establish relationships between ideas.
· Construct sentences with clear syntax, ensuring accurate punctuation and placement of clauses.
· Improve grammatical accuracy and fluency in writing and speaking.
· Develop the ability to construct coherent, sophisticated sentences for academic and practical communication.
· Gain a deeper understanding of how moods, clause structures, and syntax contribute to the nuances of English language use.
These learning outcomes aim to enhance students' proficiency in English by equipping them with essential grammatical knowledge and skills to effectively communicate complex ideas.
Assessment procedures and criteria
The total of the students’ course grade is 100%. The 50% is from attendance, active participation during the class period and student’s assignment and other 50% is the exam grade.
The assessment has two components:
50% comes from:
10 points – attendance
10 points – Individual work
30 points – active involvement /participation during the classes, demonstration of the acquired knowledge and mid-term assessment.
Evaluation Components
· 10 points for the students who can answer deeply, exactly and thoroughly.
· 9 points for the students who understand the material perfectly, exactly and being able to reveal the theme.
· 8 points for the students who make some common mistakes in their answers.
· 7 points for the students who understood the material well, but they can’t prove their problems theoretically.
· 6 points for the students whose answers are mainly correct.
· 5 points for the students who have some lacks in their answers and can’t explain the whole meaning of the material.
· 4 points for the students whose answers are partially correct, but when explaining the material there are some errors in their speech.
· 3 points for the students who are aware of the given material, but can’t express their thoughts.
· 1-2 points for the students who have some ideas of the given material.
Individual work will be assigned at the teacher’s discretion.
50 % comes from the exam grade.
Grading standard during the exam is as following:
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A |
B |
C |
D |
E |
F |
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Excellent |
Very Good |
Good |
Fair |
Satisfactory |
Unsatisfactory |
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91-100 |
81-90 |
71-80 |
61-70 |
51-60 |
50-0 |
Scoring lower than 17 at the exam is 2. Lower than total 51 is 2.
Mid-term Evaluation
Students will have to take one mid-term exam and earn 10 points. Mid-term will be assigned in November, exact date will be announced 7-10 days prior to the exam. Detailed information about the item types to be included in the mid-term exam will be announced.
Final Exam /Assessment
Value: 50% of final grade
Date: January (date to be announced)
Length: 2 hours
Type: comprehensive
Descriptive: the final exam will be organized around course content.
Attendance Expectations (for synchronous components)
Students should know about intended attendance for the above-mentioned component. If students miss more than 50% of class hours allocated to a specific course they are not allowed to sit an exam. Absences for which a medical record is submitted will not affect the overall attendance grade.
Participation
Students’ participation implies taking active part in class activities and discussions, contributing their knowledge and understanding. Teaching and learning process involves downloading class materials, timely submission of assignments and interaction with their peers while working on little projects and tasks.
Course evaluation/Student feedback
For students, feedback points out what they have done well and what they should keep doing, as well as what they should adjust and work on next. Including both positive and negative or corrective feedback can motivate students and promote a growth mindset, which enables them to see errors as opportunities to learn, grow, and improve. Feedback allows space to prompt our students' thinking. Ultimately, though, the real reason for effective feedback—the kind that is targeted, specific, and timely—is that it results in better learning for students. Improving student learning is our ultimate reason to implement effective feedback in the classroom.
Teaching and learning Approaches/Methods
Teaching grammar should be a dynamic and interactive process. Various types of class interaction (teacher-students, student-student, groupwork, pairwork, the inductive method, the deductive method, interactivity) will be applied during the course.
Textbook:
1. GulluMammadova, English Grammar Rules and Exercises-2, Baki, 2022.
2. Turksever (Musayev)O.İ, E.I.Hajiyev, A.R. Huseynov, A Practical grammar of contemporary English Baku, Qismat, 2007.
Reference books:
1. LeylaJafarova, ArifHuseynov, Matanat Mirzayeva, SahilaMustafayeva, English Grambridge, “Science and Education”, Baku, 2011
2. G. Mammadova, English Grammar Rules and Exercises, “Zərdabi LTD” MMC NəşriyyatPoliqrafiyamüəssisəsi, Bakı – 2016
3. L.Jafarova, Grammar in Tables, Science and Education, Baku,2013
4. L.G. Alexander, Longman English Grammar, Longman, 2002
5. M. Hewings, Advanced Grammar in Use, Cambridge University Press, 2005
6. Michael Swan, Practical English Usage, Oxford, 1995
7. Kaushanskaya V. L. and the others, English Grammar Exercises, Leningrad, “Prosveshenie”, 1971
8. M. Y. Bloch, A. Y. Lebedeva, V. S. Denisova, English Grammar Exercises, Moscow, Prosveshenie, 1985
9. J. A. Krutikov, I. S. Kuzmina, Kh. V. Rabinovich, Exercises in Modern English Grammar, Moscow, Higher School Publishing House, 1971
T.A. Barabash, A Guide to Better Grammar, Moscow, 1975
10. Hajizade A., Pronouns in the English Language, “Science and Education”, Baku, 2014
11. Allahverdiyeva F., English Grammar Activities, Baki, 2015
12. Khalilova L., Analysing English Modals, “Elm və Təhsil”, Bakı, 2016
13. Mahmudova S., Comparative Grammar, “Elm və Təhsil”, Bakı, 2015
Course Content
Course schedule:
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WEEK |
HOURS |
Module/Unit/Chapter Outcomes |
Module Outcomes |
Assignments |
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I |
2 |
Revision of the I year material. |
By the end of this module students will have been able: to revise the I year material |
Ex-s. 1-4 pp.100-102 from G. Mammadova |
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2 |
The Category of Mood. The Indicative and the Imperative Mood. |
to get a clear understanding of the indicative and the imperative mood
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Ex-s. 5, 6, 9 pp. 103-106 |
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II |
2 |
. The Subjunctive Mood. The Present Subjunctive Mood. |
to identify and use the Present Subjunctive mood |
Ex-s. 11-12 pp.107-108 97 |
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2 |
The Past Subjunctive mood. |
to identify and use the Past subjunctive mood
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Ex-s. 14-15 pp. 109-110 |
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III |
2 |
The Past Perfect Subjunctive Mood |
to identify and use the Past Perfect Subjunctive mood |
Ex-s 16-19. pp 111-114 |
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In-class activities |
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IV |
2 |
The Conditional Mood |
to identify and use the Conditional mood |
Ex. 20 p.115. |
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The Conditional Mood |
to identify and use the Conditional mood |
Ex-s 21-22.pp. 117-118 |
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V |
2 |
In-class activities |
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2 |
The Suppositional Mood |
to identify and use the Suppositional mood |
Ex-s 24-25 pp 119-120 |
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VI |
2 |
The Suppositional Mood |
to identify and use the Suppositional mood |
Ex-s 26-27. pp 121-122
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2 |
Revision
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VII . |
2 |
Mid-term (October28-November1) |
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2 |
The Sentence. The |
to distinguish |
Ex-s 1-9 pp 146-151 |
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VIII
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2 |
Parts of the Sentence. The Subject. “It” as the subject of the sentence.
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to identify the parts of the sentence, to explain the use of it as the subject |
Ex-s 1-2. pp155-156 |
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The Predicate. The |
to identify |
Ex. 3 p 15 |
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IX |
2 |
The Compound Nominal and Double predicate.. The CVMP, CVAP. The mixed types of the predicate.
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to identify and use compound nominal and double predicate/ to use CVMP, CVAP and mixed types of predicate |
Ex-s 4-7 pp157-160
Ex-s. 8-15 pp 161-166 |
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.The Agreement
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to identify the rules of agreement between the subject and the predicate
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Ex. 1 p 169 |
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X |
2 |
The Agreement |
to identify the rules of agreement between the subject and the predicate |
Ex-s. 2-4 pp 171-172 |
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2 |
The Object. Direct, Indirect, Cognate object. “It” as the object of the sentence. |
The Object. Direct, Indirect, Cognate object. “It” as the object of the sentence. |
Ex-s. 1-3 pp178-180
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XI |
2 |
The Attribute. The Apposition. |
to use the attribute and apposition
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Ex-s. 4-5 pp181-182 |
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The Adverbial modifier
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o identify and use the adverbial modifier |
Ex-s. 6-12 pp183-194 |
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XII |
2 |
The word order. Inversion (Grammatical) |
to identify and use of word order in English |
Ex-s. 1-4 pp199-203 |
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2 |
The Inversion(Stylistic) |
to identify the inversion |
Ex-s. 5-10 pp204-209 |
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XIII |
2 |
The Composite Compound sentence |
to determine the types of composite sentence |
Ex-s. 1-4 pp220-223 |
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2 |
The Composite Complex sentence. The Nominal clauses. (subject, predicative and object clauses) |
to determine the types of nominal clauses
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Ex-s. 1-3 pp 225-227
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XIV
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2 |
The Attributive clauses. (restrictive and non-restrictive). The Attributive Appositive clauses |
to identify the types of attributive clauses |
Ex-s. 4-6 pp227-229 |
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The Adverbial clauses |
to determine the types of adverbial clauses |
Ex-s. 9-11 pp 231- 234 |
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XV |
2 |
The Adverbial clauses |
to use of adverbial clauses |
Ex-s. 12-14 pp 234-237 |
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Revision. Examination test.
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1.Open the brackets and use the correct tense and voice. 2.Point out verbals, predicative constructions and name them. 3. Open the brackets and use the correct subjunctive mood 4. Define the types of subordinate clauses 5.Translate into English |
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FINAL EXAM |
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Individual work:
1. Open the brackets and use the correct tense and voice.
2. Point out verbals, predicative constructions stating their functions.
3. Paraphrase the following sentences using correct subjunctive mood.
4. Define the types of subordinate clauses.
5. Translate the text into English.
Copyright
Also, we should inform our students about copyright issues. Anything created by the course instructors is their intellectual property, unless materials are designated as open education resources. This includes exams, PowerPoint/PDF slides and other course notes. Additionally, other copyright-protected materials, which have no electronic versions, should be uploaded only with authors’ permission.