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Assignment MODALIDAD ABIERTA Y A DISTANCIA La Universidad Católica de Loja

Syntax and Teaching Grammar 6 créditos

Departamento de Ciencias de la Educación Sección Lenguas Contemporáneas Titulación

Ciclo

§§ Ciencias de la Educación, mención: -- Inglés

VI

Profesora autora: Leidy Adriana Vivanco Rios Le recordamos que el envío de la tarea a través del EVA (Entorno Virtual de Aprendizaje) es obligatorio; y, el ingreso se lo realiza en las fechas establecidas en el calendario académico, que se encuentra en el siguiente enlace.

https://distancia.utpl.edu.ec/calendario-academico/

Abril - Agosto 2018 TUTORÍAS: El profesor asignado publicará en el Entorno Virtual de Aprendizaje (EVA) su número telefónico y horario de tutoría. Más información puede obtener llamando al Call Center 07 3701444, línea gratuita 1800 88758875 o al correo electrónico [email protected]

Asesoría virtual: www.utpl.edu.ec

Assignment

Assignment: Syntax and Teaching Grammar

First bimester

1.

LEARNING ACTIVITY Define the required syntactic terms and provide examples of each one. Apply knowledge in real sceneries.

2.

TOPIC: GENERAL DEFINITIONS AND APPLICATION OF KNOWLEDGE

3.

4.

COMPETENCES that support the activity: ––

Expertise to write and speak the language using well-formed and coherent structures

––

Ability to teach grammar to learners of English as a foreign language

––

Ability to apply critical thinking in class discussion

STRATEGIES: a.

BEFORE STARTING YOUR WORK, READ CAREFULLY THE STRATEGIES TO COMPLETE THIS TASK AND GET ACQUAINTED WITH THE GRADING RUBRIC!

b.

Read and study the corresponding information in the didactic guide (Units 1-6). You may also consult the Internet or any other reliable source. (Remember to cite properly the sources using APA format – 6th edition)

c.

Define Syntax and its importance in language learning. Use your own words (100 words at least)

d.

Define the syntactic term “Head”. Then, define what modifiers are and their types (EXPLAIN complements and adjuncts).Write at least 3 complete sentences integrating heads and modifiers. Explain whether modifiers are working as complements or adjuncts.

e.

State the differences between simple, complex and compound sentences. Support your explanation with theory from other sources (two sources at least). Then, write at least 2 examples of each one.

f.

Explain the Types of Grammatical Constructions (active/passive; copula/ non-copula; declarative/interrogative/imperative), and write one example for each type.

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Assignment: Syntax and Teaching Grammar

g.

Make up a short coherent conversation in which you integrate collocations, ellipsis and coordination. (2 of each one at least). Underline/highlight these elements in the conversation. Length: minimum 10 lines as a dialogue.

h.

Underline or boldface the relevant parts in all your examples all throughout the assignment.

i.

Include the list of references at the end (APA style)

*You can use this table to facilitate the organization of your work. *Plagiarism will be graded ZERO. SYNTAX

Definition and Importance: EXAMPLES

HEAD

Definition:

E.g.1.

MODIFIERS

Definition:

Explanation:

Types:

E.g. 2: Explanation: E.g. 3: Explanation:

SENTENCES SIMPLE

COMPLEX

TYPES OF GRAMMATICAL CONSTRUCTIONS

COMPOUND EXAMPLES

Active Passive Copula Non-copula declarative interrogative Imperative CONVERSATION (Collocations, ellipsis and coordination) A: B: (You can write names instead)

3 La Universidad Católica de Loja

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Assignment: Syntax and Teaching Grammar

5.

EVALUATION CRITERIA GRADING RUBRIC Inadequate

Acceptable

0 – 2.0 points

2.1 - 4.0 points

Meets or exceeds expectations 4.1 – 6.0 points

–– Information is not –– Information is partly –– Information is relevant relevant to the topic, not relevant to the topic and to the topic and is based on the strategies, is partly based on the based on the strategies. not complete. strategies. –– Personal contribution –– No personal contribution –– Poor personal is evident. is evident. contribution. –– Grammar, –– Over 11 grammar, –– Writing includes from 6 spelling, punctuation to 10 grammar, spelling, and capitalization punctuation and mistakes. capitalization mistakes.

orthography, punctuation capitalization correct.

and are

–– Examples of required terms

the –– The required terms –– All the required terms are definitions are partially are correctly explained not provided or they are correct. and illustrated with irrelevant.

–– Examples of the required –– The conversation is not terms are scarcely –– clear/complete and has provided. only 1 element (or 2 that –– The conversation is are wrong) stablished in partially clear/complete the strategies. and integrates only a 2

relevant examples.

The conversation is clear/complete and integrates all the elements stablished in the strategies.

–– The used sources are not properly cited.

elements stablished in –– Information is the strategies. gathered from a variety of electronic –– The task does not have –– The used sources are and print sources and a list of references. partially cited. properly cited.

–– The list of references is not complete or not –– The list of references is complete and correct totally correct according according to APA style to APA style format. format.

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Assignment: Syntax and Teaching Grammar

Estimado(a) estudiante, una vez resuelta su tarea en el documento impreso (borrador), acceda al Entorno Virtual de Aprendizaje (EVA) en www.utpl.edu.ec e ingrese las respuestas respectivas.

SEÑOR ESTUDIANTE: Le recordamos que para presentarse a rendir las evaluaciones presenciales no está permitido el uso de ningún material auxiliar (calculadora, diccionario, libros, Biblia, formularios, códigos, leyes, etc.) Las pruebas presenciales están diseñadas para desarrollarlas sin la utilización de estos materiales.

5 La Universidad Católica de Loja

UTPL

Assignment

Assignment: Syntax and Teaching Grammar

Second bimester

1.

LEARNING ACTIVITY Describe types of clauses, explain their properties and apply knowledge in real context.

2.

TOPIC: MAIN AND SUBORDINATE CLAUSES, SUBORDINATORS, FINITE AND NON-FINITTE CLAUSES, GENDER AND NUMBER.

3.

4.

COMPETENCES that support the activity: ––

Expertise to write and speak using well-formed and coherent structures

––

Ability to teach grammar to learners of English as a foreign language

––

Ability to apply critical thinking in class discussion

STRATEGIES: a.

BEFORE STARTING YOUR WORK, READ CAREFULLY THE STRATEGIES TO COMPLETE THIS TASK AND GET ACQUAINTED WITH THE GRADING RUBRIC!

b.

Read and study the corresponding information in the didactic guide (unit 7 – 12).You may also consult the Internet or any other reliable sources. (Remember to cite properly the sources using APA format – 6th edition)

c.

Write a short paragraph explaining what are Main and Subordinate clauses, their differences and characteristics. (200 – 250 words). You can add information from other reliable sources to support your points. Then, write at least 5 examples integrating both.

d.

Write a short story/memory/anecdote (you can choose any topic) in which you include at least 5 subordinators considering their different perspectives (write the name of their perspectives in brackets next to each subordinator). Length: 150 – 200 words.

e.

Explain in your own words the types of Finite and Non-finite clauses (Adverbial, relative and complement clauses). Provide at least 1 example of each one.

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Assignment: Syntax and Teaching Grammar

f.

Write 3 examples of gender and 3 of number. Then, explain each example using your own understanding and supporting your points with other printed or electronic reliable sources (2 at least).

g.

Underline or boldface the relevant parts in all your examples all throughout the assignment.

*You can use this table to facilitate the organization of your work. *Plagiarism will be graded ZERO. Clauses

Examples

Main and Subordinate Clauses. Story using subordinators Finite and Adverbial Non-finite clauses. Relative Complement Gender Number

5.

EVALUATION CRITERIA GRADING RUBRICS

7 La Universidad Católica de Loja

UTPL

Assignment: Syntax and Teaching Grammar

Inadequate 0 – 2.0 points

Meets or exceeds expectations 4.1- 6.0 points

Acceptable 2.1 – 4.0 points

–– Information is not –– Information is partly –– Information is gathered relevant to the topic, not relevant to the topic. from a variety of electronic complete. and print sources. –– Writing includes from 3 –– Over 6 grammar, to 5 grammar, spelling, –– Information is relevant to spelling, punctuation punctuation and the topic and complete. and capitalization capitalization mistakes. –– Personal contribution is mistakes. –– Poor personal contribution. evident. –– No personal contribution –– The definitions of the –– Grammar, orthography, is evident. required clauses are punctuation and –– The definitions of the required clauses are incorrect or incomplete. –– –– Examples for each clause type are not provided. –– –– Examples do correspond to clause type.

not each

–– –– The story has less than 2 subordinators and lacks coherence. –– –– The used bibliography and the internet sources are not/incorrectly cited. –– –– The task does not have a list of references.

partially relevant or partially correct. –– Examples for each clause type are partially provided or partially correspond.

capitalization are correct. The definitions of the required clauses are relevant and clearly explained/described.

Examples partially –– All the required clauses correspond to each clause are correctly illustrated type. with relevant examples. The story has less than 3 –– The story has 5 subordinators and presents subordinators and it is many inconsistences. clear. The used bibliography and –– The used bibliography the internet sources are and the internet sources partially cited. are correctly cited. The list of references is –– The list of references is not complete or not totally complete and correct correct according to APA according to APA style style format. format.

–– Information is not based on the proposed –– Information is partly based –– Information is based on strategies. on the proposed strategies. the proposed strategies.

Estimado(a) estudiante, una vez resuelta su tarea en el documento impreso (borrador), acceda al Entorno Virtual de Aprendizaje (EVA) en www.utpl.edu.ec e ingrese las respuestas respectivas.

SEÑOR ESTUDIANTE: Le recordamos que para presentarse a rendir las evaluaciones presenciales no está permitido el uso de ningún material auxiliar (calculadora, diccionario, libros, Biblia, formularios, códigos, leyes, etc.) Las pruebas presenciales están diseñadas para desarrollarlas sin la utilización de estos materiales.

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