ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Department of English Language and Applied Linguistics)

WARNING
1. PLAGIARISM OR HIRING OF GHOST WRITER(S) FOR SOLVING
THE ASSIGNMENT(S) WILL DEBAR THE STUDENT FROM AWARD
OF DEGREE/CERTIFICATE, IF FOUND AT ANY STAGE.
2. SUBMITTING ASSIGNMENT(S) BORROWED OR STOLEN FROM
OTHER(S) AS ONE’S OWN WILL BE PENALIZED AS DEFINED IN
“AIOU PLAGIARISM POLICY”.

Course: Grammar (5657) Semester: Spring, 2022

Level: Dip TEFL

Please read the following instructions for writing your assignments. (AD, BS, BEd,
MA/MSc, MEd) (ODL Mode).
1. All questions are compulsory and carry equal marks but within a question the
marks are distributed according to its requirements.
2. Read the question carefully and then answer it according to the requirements of the
questions.
3. Avoid irrelevant discussion/information and reproducing from books, study guide
or allied material.
4. Handwritten scanned assignments are not acceptable.
5. Upload your typed (in Word or PDF format) assignments on or before the due date.
6. Your own analysis and synthesis will be appreciated.
7. Late assignments can’t be uploaded at LMS.
8. The students who attempt their assignments in Urdu/Arabic may upload a scanned
copy of their handwritten assignments (in PDF format) on University LMS. The
size of the file should not exceed 5MP.

Total Marks: 100 Pass Marks: 40

ASSIGNMENT No. 1
Q.1 It is often claimed that incorrect hypotheses and resultant errors should often be
viewed as positive evidence of language learning progress. Do you agree with this
claim? If yes, what should be the extent to which a language instructor tolerate
errors and at what point is he/she required to provide corrective feedback? (20)

Q.2 What is a morpheme? Draw the distinction between free and bound morphemes.
Design 3-5 practical activities to teach inflectional and derivational morphemes to
English language learners at secondary level in an urban educational setting. (20)

Q.3 Draw the hierarchy of units of grammar with relevant examples. What is the
significance of such a hierarchy/ranking scale in larger linguistic context? (20)
1
Q.4 Define, describe and differentiate the following with relevant examples. (20)
a) Primary & modal auxiliaries
b) Compound & complex sentences
c) Lexical & structural ambiguity
d) Chain & choice principle

Q.5 What is difference between inductive and deductive approach to grammar

teaching? Which approach, do you think, is more suitable for teaching passive
voice transformation at the tertiary level and why? (20)

ASSIGNMENT No. 2
Assignment 2 is based on a research-oriented activity. You are required to study the
relevant area/conduct research and prepare a brief report on your findings in the area
given. You will then have to submit one copy of the report to the tutor within the
scheduled period and at the same time present the report/project in one of the tutorials
(the schedule/plan of the tutorials for the presentations will be intimated by the tutor
concerned or the Regional Director). The compulsory presentation carries 100 marks, 40
marks for the written report and 60 for the presentations.
A few guidelines for the written report and the presentation:
a) The written report should have an introduction, body and conclusion. It should be
written in clear concise and correct English.
b) It should be 5–8 double spaced typed/handwritten pages.
c) The presentation will be assessed and evaluated mainly on the basis of:
i. Contents of the assignment/report
ii. Communication skills
iii. Language accuracy
iv. Language fluency
v. Presentation style
You may use transparencies, charts or any other relevant material for impressive
presentation with the permission of your tutor.
Attempt one of the following activities:
Conduct a research study to analyze the effectiveness of prescriptive approach to
grammar teaching at secondary level. You may employ experimental research design and
delimit you research to one particular aspect of grammar. Conduct a pretest in the
beginning of your study to assess the existing proficiency level of the learners. Your
lesson plans, during the treatment phase, should include activities based on prescriptive
approach to grammar teaching. Conduct a posttest at the end of the treatment phase.
Compare the means of achievement scores to draw interpretations and give
recommendations.
OR

2
Design a lesson plan based on the teaching of coordinate and subordinate clauses at
intermediate level. Formulate specific, measurable, attainable and testable learning
outcomes. Design creative activities to warm up and attract the attention of the learners.
Your lesson plan should exclusively focus on instructional material, teaching method and
time management for presentation, practice and production stages to accomplish the
learning outcomes. By the end of your lesson, the students should be able to practice
these clauses independently in different contexts. Assess your students’ performance
through testing and measurement and provide corrective feedback if required. Do not
forget to critically reflect on your own teaching practices through learners’ feedback.