TSL561 End-of-Course Assessment – January Semester 2025 SUSS : Pedagogical Grammar, Singapore

ECA Submission Guidelines
This ECA carries 50% of the course marks and is a compulsory component. It is to be done individually and not collaboratively with other students. You must submit it on time.
Submission
You are to submit the end-of-course assignment (ECA) in exactly the same manner as your tutor-marked assignments (TMA), i.e. using Canvas. Submission in any other manner such as hardcopy or any other means will not be accepted. Ensure that you submit your ECA by the deadline. After the 12-hour grace period, 10% of the total ECA mark will be deducted for
every 24-hour block or part thereof by which your submission is late. Submissions with more than 50 marks deducted will be awarded 0 marks. You are allowed multiple submissions to Turnitin before the deadline, after which only one submission is allowed, and only if you have not already previously submitted. If you fail to submit your ECA, you will be deemed to have
withdrawn from the course.
You are reminded that electronic transmission is not always immediate. It is possible that network traffic may be particularly heavy on the cut-off date, and connections to the system cannot be guaranteed. Hence, you are advised to submit your work no later than the day before the cut-off date in order to make sure that the submission is accepted and in good time.
Once you have submitted your ECA, the status is displayed on the computer screen. You will receive a digital acknowledgement message. Please note that it is the digital time-stamp—and not the acknowledgement message—that indicates that you have submitted your ECA. To ensure a timely submission and to have your ECAs marked, you should therefore not jeopardise your course result by submitting your ECA at the last minute. Do ensure that you have the correct files for submission. Any submission, extra files, missing
appendices or corrections received separately after the submission of the ECA will not be considered in the grading of your ECA assignment.
Plagiarism and Collusion
The University takes a very serious view of plagiarism (passing off someone else’s ideas as your own, or recycling of contents from your own earlier marked TMA from the same course or another course) and collusion (submitting an assignment which is the same or very similar to another student’s). Both are forms of cheating, and neither is acceptable in any form in a student’s work, including this ECA assignment.
Avoid plagiarism by giving yourself sufficient time to research and understand the material so that you can write up your assignment in your own words, and ensure that you provide appropriate references when necessary. You can avoid collusion by ensuring that your submission is based on your own individual effort.
Penalties for plagiarism and collusion are severe. Serious cases will normally result in the student being referred to SUSS’s Student Disciplinary Group. For other cases, significant marking penalties or expulsion from the course may be imposed. For more information about the University’s policies on plagiarism and collusion, refer to the Student Handbook (Section
5.2, paragraph 1.3).

(Full marks: 100)

Question 1

This ECA is an individual project that requires you to design, in full detail, a grammar lesson of approximately one hour that focuses on one particular grammatical structure and gives attention to both form, meaning, and use. The lesson should be designed for a particular Singaporean teaching context or a teaching context you are familiar with. It should be theoretically sound, effective and contextually appropriate.
Specifically, you need to do the following.
1) To begin, describe the target class for which the lesson would be appropriate. Include in your description such characteristics as the age of the students, their learning goals, their level of proficiency, and the learning context such as a public or private school, an intensive or non-intensive learning context, anESL or an EFL context.
2) Next provide a complete description of the lesson. Be certain to include both a focus on form, either explicit or implicit, and a communicative task that requires students to use the target form in a communicative manner.
In the lesson, include your learning objectives, the materials needed and a step- by-step description of what would happen in the lesson. The lesson plan should include enough detail that a substitute teacher would have a clear sense of what to do in the lesson.
You should use the following format (adapted from Purgaon, 2014)
Background:
Context: ESL/EFL setting
Institution: Name of school, institute or programme
Course/level: e.g. Intermediate Reading or Literacy and Citizenship, or ESL 2
Students: Number of students and relevant details such as first language, age, educational level and learning goals
Overall course goals: e.g. Prepare students for university level writing or develop students’ conversational fluency or pass a specific examination
Lesson aim(s): e.g. Students will be introduced to and/or practise wh-questions
Previous class work/what students know that prepares them for the lesson: e.g. Students are familiar with the formation and use of yes/no questions
Procedures:
Give the step-by-step procedures of what will happen in the lesson using the table listed on the next page as your reference guide.

Note: Any textbook excerpt, handouts, or websites and media used in the lesson can be included in the appendix. Sources of such materials must be properly acknowledged with in-text citations and in the list of references.
3) After presenting your lesson, appraise the lesson in terms of its underlying approach. This section should critique the approach(es) exemplified in the lesson by addressing the following questions. Include citations from both the class and outside readings to support your appraisal.
a) What is the overall approach of the lesson? Is it basically a grammar translation lesson, a communicative language teaching lesson, a task- based teaching lesson or some other approach? What specific elements of the lesson exemplify this approach? What elements from other approaches are also included in the lesson?
b) How does the lesson address the issue of grammatical form? Which of the following approach was used: focus on form, focus on meaning or focus on formS? Does it include deductive or inductive noticing or both? Be certain to include specific example from the lesson to justify your appraisal of the lesson.
c) How does the lesson provide students with an understanding of how the target form can be used in a communicative context? Be certain to discuss why the communicative context you have selected provides a realistic situation for using the target form.
4) Evaluate the lessons in terms of its appropriateness for your target class. What specifically in the lesson leads you to conclude that this lesson is effective and contextually appropriate for your class?
Your ECA will be evaluated in terms of the following:
i) Clarity of the lesson plan and design of teaching materials (50 %)
ii) Discussion of the approaches behind this lesson and its appropriateness for a particular context (50 %)
Your ECA will be marked holistically. The weighting of the different parts merely gives an indication of their relative importance.                                                      The word limit for your ECA is 3500 words (Times New Roman font size 12 point, double spaced, 2.54cm margins all round) excluding references and appendices. Please indicate the word count of your ECA at the end. Any text beyond the word limit will not be graded.
The ECA must be uploaded to Turnitin as ONE document. You are reminded that Turnitin can detect not only plagiarism but also texts generated by AI tools (e.g. ChatGPT). Please refer to “Guidance on Responsible Use of Generative AI Tools in Assignments”.
Reference:
Purgaon, K. B. (2014). Lesson planning in second/foreign language teaching. In M. Celce-Murcia, D, Brinton, & M.A. Snow (Eds). Teaching English as a second or foreign language. (pp. 362-379. Heninle Cengage Learning.
                                                                                                                                               (100 marks)