REPUBLIC OF THE PHILIPPINES

CAGAYAN STATE UNIVERSITY

www.csu.edu.ph

COLLEGE OF TEACHER EDUCATION

UNIVERSITY
PHILOSOPHY
The University serves
SYLLABUS IN TEACHING AND ASSESSMENT OF GRAMMAR
the INDIVIDUAL by
providing the student
with a nurturing Course
environment for optimal 3 Semester Second Semester. School Year 2023-2024] Number of Lecture Hours 54
human flourishing. It Credits
serves the community
by offering programs Pre- Number of Laboratory
responsive to individual NONE Co-requisite/s 0
and social needs. requisite/s Hours
VISION This course equips the pre-service English teachers with an understanding between and among the four types
CSU is a University
with global stature in of grammar: functional, descriptive, prescriptive, and pedagogic. Aside from the emphasis on how teaching and
the arts, culture,
agriculture and assessment vary considering the four types, the course also provides an avenue to carry out analysis on the role
Course Description: of grammar in achieving communicative competence. Specifically, it allows them to demonstrate linguistic
fisheries, the sciences as
well as technological
and professional fields.
proficiency as an important factor in promoting their students’ literacy skills. As a manifestation of this
MISSION
Cagayan State
competency, they are required to apply teaching strategies that are responsive to their students’ linguistic
University shall produce
globally competent
backgrounds considering the principles of formative and summative assessments. [BTI 1.1.1; 3.2.1; 5.1.1];
graduates through
excellent instruction,
innovative and creative
Course Intended At the end of the course, the pre-service teachers should be able to:
research, responsive
public service and
Learning Outcomes
productive industry and
community engagement.
(CILOs) A. design a compendium of assessment tasks-formative and summative, which are consistent with the
selected competencies; [BTI 5.1.1];
B. craft a learning plan that promotes literacy among their students by incorporating their principled
understanding of assessment of grammar; and[BTI 1.4.1; 3.2.1];
C. conduct a teaching demonstration using innovative teaching approaches and tasks that are responsive
to the students’ linguistic needs. [BTI 5.1.1]
D. integrate global content and perspectives into their grammar instruction, incorporating examples, texts,
and activities that reflect the linguistic diversity and cultural richness of the global community, and
fostering intercultural awareness and understanding among learners. [BTI 3.2.1 ]
E. promote language proficiency and cultural sensitivity, and contribute to the realization of Sustainable
Development Goals through language education and literacy development. [BTI 3.2.1 ]

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2024
 CAGAYAN STATE UNIVERSITY
THE TEACHER AND SCHOOL CURRICULUM 2

F. Promote gender equality and social justice through their teaching and assessment of grammar, fostering
inclusive and empowering learning environments for all learners. [BTI 3.1.1 ]

Percentage Distribution NOTE:

Assigned Activity 15% If course is with Laboratory, the grade will be computed as
Engagement/Forum 10% 3 Units: Lecture: 2 units (67%)
Quizzes/Unit Test 30% Laboratory: 1 unit (33%)
Major Examination 45% Total: 100%
Grading System TOTAL 100% 4 Units: Lecture: 3 units (75%)
Laboratory: 1 unit (25%)
Laboratory: Total: 100%
Laboratory Reports % 5 Units: Lecture: 3 units (60%)
Performance % Laboratory: 2 unit (40%)
Practical Exam/ % Total: 100%
Midterm/Final Exam

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 CAGAYAN STATE UNIVERSITY
THE TEACHER AND SCHOOL CURRICULUM 3

Intended
Teaching and Teaching and
Learning Learning
Time Frame Learning Activities Learning Modality
Content Outcomes Learning Assessments
(TLAs) References/
(ILOs)
Resources
Weeks 1. Key Terms At the end of Resources: Face-to-face
● Getting to Know ● Crowdsourcing
1-2 and Concepts these weeks,
Me Students will https://
in Managing the preservice
The class will be formulate questions www.morocc
and teacher (PST)
should be able given the strips of which they think are oworldnews.c
Implementing
to: paper with the relevant in om/2015/06
Standards-
important understanding the /160095/gra
based a. discuss the
terminology concepts. The mmaringthe-
Grammar fundamental
associated with questions will be fifth-skill-in-
Teaching terms and
the teaching and posted for the language-
concepts
assessment of students to teachingand-
1.Grammaring associated to
grammar. They answer/comment. learning/
the teaching
2. and assessing take turn in Ability to crowd-
https://
Grammaticalizi of grammar; writing and source will be rated
files.eric.ed.g
and (1.1.1) discussing what using a scoring
ng ov/fulltext/
they know about rubric.
b. share the EJ1
3. Error implications of them. Feedback
084297.pdfd
correction vs one’s knowledge and Input will
oi:10.5539/e
feedback of key concepts follow after this
lt.v8n12p 79
in the teaching activity.

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 CAGAYAN STATE UNIVERSITY
THE TEACHER AND SCHOOL CURRICULUM 4

4. Spoken vs learning
written process. (1.1.1)
grammar Suggested
sources include References:
5. Grammatical Mohamed
assessment Benhima (2015). Larsen- Freeman.
Teaching Grammar
“Grammaring,”
6. Pedagogical The fifth skill in Mohamed Benhima
Issues language (2015)
teaching and Grammaring, the
learning. fifth skill in
https://www.mor language teaching
and learning
occoworldnews.c
om/2015/06/16 Nan, C. (2015)
0095/grammarin Grammar and
gthe-fifth-skill-in- Gramarring
language- towards modes for
teachingand- English grammar
teaching and
learning/ and
learning.
Nan, C. (2015).
Grammar and https://
grammaring: www.studocu.com/
toward modes for ph/document/
English grammar university-of-
perpetual-help-
teaching in
system-jonelta/
China.
teaching-and-
https://files.eric.

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 CAGAYAN STATE UNIVERSITY
THE TEACHER AND SCHOOL CURRICULUM 5

ed.gov/fulltext/E assessment-of-
J1 grammar/see2209-
084297.pdfdoi:10 key-terms-and-
.5539/elt.v8n12p concepts-in-
79 managing-and-
implementing-
standard-based-
grammar-
teaching/31725901
Weeks 2. Issues of At the end of • Symposium Resources: Face-to-face
● Therefore, I say…
2-4 Grammar these weeks,
http://
Teaching the preservice The class is
The students are to www2.vobs.
and teacher (PST) assigned to plan
should be able justify why issues in at/
Assessment and conduct a
to: teaching grammar ludescher/
symposium
occur and identify pdf
1. Why should a. justify the which theme is
ways to address %20files/gr
we teach occurrence of on
them. In addition, ammar.pdf.
grammar? the issues understanding
identified in the issues of they will deduce the
relevance and References:
2. Pedagogical teaching and grammar
Issues assessing teaching and implications of Celce- Murcia, M.
grammar; and assessment. understanding (1991) Grammar
3. Sequencing (1.1.1) Sufficient time issues in grammar Pedagogy in
teaching. second and foreign
b. deduce the shall be given
language teaching
4. Choice of relevance and for planning,
Methods implications of reading and Larsen-Freeman
understanding preparing. (2012) The

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THE TEACHER AND SCHOOL CURRICULUM 6

5. Patterns and issues in Grammar of

Reasons, Not grammar The students Choice
Rules teaching. may be asked to https://
(1.1.1) read, How to faculty.weber.edu/
6. From Teach tmathews/sli/
Structuralis Grammar. This readings/ellis
m to file can be %202006.pdf
Transformati accessed in
https://
onal http://www2.vo www.scribd.com/
Generative bs.at/ludescher document/
Grammar /pdf 534599291/
%20files/gramm Pedagogical-
7. Fossilization ar.pdf. Issues-in-
Teaching-and-
This will provide Assessing-
them with the Grammar
seven https://
arguments for www.scribd.com/
putting presentation/
grammar in the 488274138/Issues-
foreground in of-Grammar-
second language Teaching-and-
teaching. Assessment-pptx?
utm_medium=cpc
&utm_source=goo
gle_pmax&utm_ca
mpaign=Scribd_Go
ogle_Performance-

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THE TEACHER AND SCHOOL CURRICULUM 7

Max_RoW_UGC&
● Issues, Issues
utm_term=&utm_d
evice=c&gad_sour
The students will ce=1&gclid=Cj0K
be asked to CQjw-
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issues on
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H3So3m3Bi5nKy
teaching. YscpLyEBUscoaA
jOiEALw_wcB

Weeks 3. Methods of . At the end of Resources: Face-to-face

● Group Dynamics ● E-portfolio
5-8 Teaching these weeks,
https://
Grammar the preservice
The class will be The class submits www.inklyo.
teacher (PST)
1. com/
should be able given time to an e-portfolio which
Diagramming methodsof-
to: complete their contains the
sentences teaching-
Grammar essence of Unit 3.
a. design a grammar/
2. Learning Teaching e- This also includes
grammar
through Portfolio. Peer their reflections
teaching
writing review and and/or realizations http://
portfolio that
critiquing will be after the demo- teach-
3. Inductive contain the
done to enhance lecture. grammar.co
important

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THE TEACHER AND SCHOOL CURRICULUM 8

teaching elements and the contents m/

sample - and A scoring rubric will wpcontent/
4. Deductive
assessment presentation of be used to rate the uploads/
teaching
tasks; (5.1.1) A the e-portfolio. students’ work. 2012/07/
5. Interactive TheGramm
teaching ar-of-
b. design Choice+.pdf
6. Functional- ● Micro
lessons based
notional
on the teaching/Demo- References:
approach
competencies lect
Larsen-
7. Situational given; and c.
Freeman
contexts conduct a The class will be Teaching
demo-lecture on in groups and
8. Using texts, Grammar
the assigned
stories, songs each group
method of https://
and rhymes identifies who
teaching www.adda247.c
the
9. PPP grammar. om/teaching-
(1.4.1) demonstrator
jobs-exam/
be. Only a
methods-of-
(5.1.1) portion/ teaching-
(B,C) segment of the english-
Modes for lesson will be grammar/
Teaching presented to
Grammar substantiate https://
www.ijert.org/
1. Linguistic their discussion.
research/
mode
techniques-of-
Suggested
2. Story- teaching-
materials can be grammar-
telling mode

F-ODI-2056
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 CAGAYAN STATE UNIVERSITY
THE TEACHER AND SCHOOL CURRICULUM 9

accessed from IJERTCONV5IS

13122.pdf
https://
www.inklyo.com
/methodsof-
teaching-
grammar/ , and

. http://teach-
grammar.com/w
pcontent/uploa
ds/2012/07/Th
eGrammar-of-
Choice+.pdf (The
Grammar of
Choice by
LarsenFreema

Weeks 4. Rules for At the end of • How about this? Resources: Face-to-face
● Let’s Watch This
9-11 Teaching these weeks,
https://
Grammar the preservice The class will construct
As a lead-in www.youtu
teacher (PST) and present teaching
should be able task, the be.com/
1. Rule of situation/s that
to: students may be watch ?
context present/s the different
asked to view v=Z97aFszF
a. construct rules in teaching
Effortless c9M.
2. Rule of use narratives/ grammar.
situationers English Rule 2
http://

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 CAGAYAN STATE UNIVERSITY
THE TEACHER AND SCHOOL CURRICULUM 10

3. Rule of that present the Don't Study www2.vobs.

economy different rules Grammar Rules! at/
in teaching By A.J. Hoge ludescher/
4. Rule of grammar.(1.4.1) from p df
relevance B https:// %20files/gr
www.youtube.co ammar.pdf
5. Rule of m/watch ? References:
nurture v=Z97aFszFc9M
https://
. www.slideshare
6. Rule of Then, .net/
appropriacy challenged them ShemaiahBand
to find its ol/
relevance in the chapter3rulesof
way teachers grammarpptx
teach grammar
https://
to non-English
www.edwardtes
speakers. ol.com/
uploads/
Input on the 2/6/5/8/2658
rules may be 1579/
taken from: wk2_teaching_e
http://www2.vo ng_grammar.pd
bs.at/ludescher f
/p
df%20files/gram
mar.pdf, How to
Teach

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THE TEACHER AND SCHOOL CURRICULUM 11

Grammar.

● Critical
Reading and
Sharing

Identifying
scenarios/
situations where
the rules are
observed or
violated.

Weeks 5. Assessing At the end of Creation of the Resources: Face-to-face

● Do you
12-18 Grammar these weeks, Compendium
remember? https://
Effectively the preservice
owl.purdue.edu
teacher (PST) The class, given the
should be able Asking the class /owl/teacher
1. Ways to grade-level
to: how were their _and_tutor_reso
address competencies, will
papers graded urces/teaching
grammar in a. create a create a
or marked for _re
the writing compendium of compendium of
classroom assessment their error in assessment tasks.
sentence https://
tasks- both In this way, they
structure. achievethecore.
2. Ways to formative and will be able to
org/aligned
assess summative enrich the K to 12
Showing /assessing-
grammar skill (5.1.1) A curriculum.
samples of grammar-
Presentation of

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 CAGAYAN STATE UNIVERSITY
THE TEACHER AND SCHOOL CURRICULUM 12

graded papers to compendiums will andlanguage-

3. Methods of show the ways be done during the convention-
marking to address the last week of the skills/
grammatical grammar in semester. A scoring
errors writing. To rubric will be used https://
deepen, the to rate the students’ www.scribd.co
4. Grammar class may visit work. m/document/
resources 265191308/
https://owl.pur Ways-to-
5. Three- due.edu/owl/te Assess-
acher Grammar-Skill
Dimensional
Grammar _and_tutor_reso
Framework urces/teaching_
re
References:
6. Innovations sources/teachin
in grammar g_and_assessing Diane Larsen-
assessment _ grammar.html Freeman.
( Teaching and Teaching and
7. Redefining Assessing Testing
the construct Grammar In the Grammar
Writing
8. Partial Classroom) , Hanse, L. and
scoring and read Keown, K.
(2017).
9. Social Hanse, L. and Assessing
dimension Keown, K. grammar and
(2017). language

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THE TEACHER AND SCHOOL CURRICULUM 13

10. The Assessing convention

standard grammar and skills.
language
convention
skills.
https://achievet
hecore.org/align
ed /assessing-
grammar-
andlanguage-
convention-
skills/.; and

Diane Larsen-
Freeman.
Teaching and
Testing
Grammar.
http://teach-
grammar.com/w
pcontent/uploa
ds/2012/07/Te
achin g-and-
Testing-
Grammar. Pdf

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INTENDED LABORATORY ACTIVITIES (NONE)

OTHER MAJOR COMPETENCIES OUTPUT (MCO)
Aside from the major examinations, the student will be assessed at other times during the term by the following:

● MCO # 1: Compendium of assessment tasks-formative and summative

● MCO # 2: Learning Plan

● MCO # 3: Demonstration Teaching

RUBRIC FOR ASSESSMENT TO BE USED FOR MAJOR OUTPUT (1)

RUBRIC FOR ASSESSMENT TO BE USED FOR MAJOR OUTPUT (2)

RUBRIC FOR ASSESSMENT TO BE USED FOR MAJOR OUTPUT (3)

REFERENCES

Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25(3), 459-480.
http://dx.doi.org/10.2307/3586980

Diane Larsen-Freeman. Teaching and testing grammar. Retrieved from http://teach-grammar.com/wp-content/uploads/2012/07/Teaching-and-

Testing-Grammar.pdf

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Hanse, L. and Keown, K.(2017). Assessing grammar and language convention skills. https://achievethecore.org/aligned/assessing-grammar-and-
language-convention-skills/

How to teach grammar from http://www2.vobs.at/ludescher/pdf%20files/grammar.pdf

Larsen-Freeman (2012). The Grammar of choice. Retrieved from http://teach-grammar.com/wp-content/uploads/2012/07/The-Grammar-of-

Choice+.pdf

Larsen-Freeman. Teaching grammar. Retrieved from https://www.uibk.ac.at/anglistik/staff/freeman/course-documents/tesfl_-

_teaching_grammar.pdf

Mohamed Benhima (2015). “Grammaring,” The fifth skill in language teaching and learning. Retrieved from
https://www.moroccoworldnews.com/2015/06/160095/grammaring-the-fifth-skill-in-language-teaching-and-learning/

Nan, C. (2015). Grammar and grammaring: toward modes for English grammar teaching in China. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1084297.pdf , doi:10.5539/elt.v8n12p79

Nozadze, A. (2017). How to make the assessment of grammar skills more efficient? Retrieved from
https://jebs.ibsu.edu.ge/jms/index.php/je/article/download/73/81

Purpura, J. (2013). Assessing Grammar. Retrieved from https://doi.org/10.1002/9781118411360.wbcla147 https://www.inklyo.com/methods-

of-teaching-grammar/

Teaching and Assessing Grammar. https://owl.purdue.edu/owl/teacher_and_tutor_resources/teaching_resources/

teaching_and_assessing_grammar.html

Ways to assess grammar skill. https://www.scribd.com/document/265191308/Ways-to-Assess-Grammar-Skill

https://www.studocu.com/ph/document/university-of-perpetual-help-system-jonelta/teaching-and-assessment-of-grammar/see2209-key-terms-
and-concepts-in-managing-and-implementing-standard-based-grammar-teaching/31725901

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https://faculty.weber.edu/tmathews/sli/readings/ellis%202006.pdf

https://www.scribd.com/document/534599291/Pedagogical-Issues-in-Teaching-and-Assessing-Grammar

https://www.adda247.com/teaching-jobs-exam/methods-of-teaching-english-grammar/

https://www.ijert.org/research/techniques-of-teaching-grammar-IJERTCONV5IS13122.pdf

https://www.slideshare.net/ShemaiahBandol/chapter3rulesofgrammarpptx
https://www.edwardtesol.com/uploads/2/6/5/8/26581579/wk2_teaching_eng_grammar.pdf

COURSE POLICIES
(on classroom norms, i.e., attendance, missed exams, academic integrity and medium of communication (provided that they don’t run
counter to existing policies)

● Students are expected to attend classes regularly. If the student accumulates absences for at least 20% of the total number of class hours,
the student shall be considered dropped. Dropping should be done before the midterm examination to be considered officially dropped,
otherwise, considered failed (except in cases found meritorious).
● The medium of communication shall be English, except in those courses where the use of the national language is necessary.

● Students must adhere to the mandates of academic integrity. Academic dishonesty (cheating, plagiarism, etc.) is taken very seriously.
The minimum penalty for a violation of academic integrity is a failure (zero) for the assignment. When using course materials or
other credible sources during class discussions and written requirements these must be cited properly.
● Use of electronics during class is not allowed. Turn off/mute/set to vibrate any electronic devices before class begins. For
personal emergency, the student asks to be excused from the class to communicate outside of the classroom.

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● Missing an examination is not allowed. In extreme cases such as death in the family, sickness or accident, a written evidence is
required to make up a missed exam. No make-up quizzes shall be allowed.
● Students are encouraged to contact their professor for consultation and feed backing at the following contact information:

[Name of Faculty]
[Campus]
Consultation Hours:
Contact No.: (Optional)
Email Add:

Prepared by: Reviewed by:

COLLEGE OF TEACHER EDUCATION (CTED) MARIE CLAUDETTE M. CALANOGA, PhD

Curriculum Quality Audit Team University Dean – College of Teacher Education

Endorsed by: Approved by:

LIRIO GUDINA C. MANGAWIL, PhD MARIDEN V. CAUILAN, DPA

Director of Instruction Vice President for Academic Affairs

F-ODI-2056
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