Advanced English Grammar (ENG303)
Credits: 3

Description:
The course is designed to consolidate and enhance students' grammatical knowledge. It aims to achieve this by giving learners exposure to grammar as it is used in real life situations, offering them comprehensive explanations for grammatical forms and meanings, providing contextualized practice of various structures, and developing their use of such structures as well as their critical thinking skills through communicative activities. Students will also be informed of how to recognize common grammatical errors in their written work and encouraged to apply learned grammar in writing. Utilizing a flipped classroom approach, they will engage with core grammar concepts and materials independently before class sessions. They are also encouraged to leverage AI tools as resources to support their grammar learning, practice, and writing processes.

Learning outcomes:
Analyze how grammar is used in many contexts from a variety of reading and listening texts
Assess whether structures being used are appropriate for written and spoken communication
Compose grammatically accurate spoken and written texts of different topics CLO3.1: Recall basic and advanced structures of English and their meanings CLO3.2: Identify and correct common grammatical errors in both written and spoken English CLO3.3: Explain how and why basic and advanced structures of English are used in different contexts
Proactively collaborate with peers for group work and problem-solving
Critically and ethically use AI tools to support grammar learning.

Student tasks:
- Students must attend more than 80% of contact slots in order to be accepted to the final examination.
- Students are responsible to do all exercises and assignments given by instructor in class or at home and submit on time
- Use laptops in class only for learning purposes

Tools:
- Internet
- Coursebook
- AI tools

Materials:
description: Focus on Grammar 5
author: Jay Maurer
publisher: Pearson
published_date: 2016
edition: 5th
isbn: 9780134583310
description: Grammar and Vocabulary for Advanced
author: Martin Hewings, Simon Haines
publisher: Cambridge University Press
published_date: 2015
edition: 1st
description: Longman Academic Writing Series 4: Essays
author: Alice Oshima, Ann Hogue
publisher: Pearson
published_date: 2014
edition: 5th
description: MyGrammarLab Advanced C1-C2
author: Mark Foley, Diane Hall
publisher: Pearson
published_date: 2012
edition: 1st

Assessments:
category: Mini Project 1
type: on-going
weight: 15.0
question_type: CLO1, CLO2, CLO3, CLO4, CLO5
no_question: - From week 3, students work in groups of 5 to:
+ Choose 2 units from the units taught in the course.
+ Conduct peer-teaching sessions. For these sessions, they prepare interactive activities to help their classmates review and practice the grammatical structures from the Grammar Notes section of these units .

Suggested Peer-Teaching Activities:
+ Grammar quizzes or “Find the error” challenges
+ Role-plays or dialogues using the target structure
+ Mini grammar games (e.g., Kahoot, Jeopardy, sentence race)
+ Sentence-combining or transformation tasks
+ Short group writing or storytelling using the grammar point
+ Peer-correction or editing activities

*Students are encouraged to use AI tools to assist with this project. Any use of AI tools must be clearly documented in the project report submitted to the lecturer. Potential uses include:
+ Generate examples for the target grammar point
+ Create quiz items, dialogues, or game questions
+ Get feedback on lesson plans or activity instructions
+ Other purposes
knowledge_and_skill: written report + presentation
grading_guide: Demonstrates the knowledge which students have obtained from the delivered chapters
note: Submitted in class or through Google Drive
category: Mini project 2
type: on-going
weight: 15.0
question_type: CLO1, CLO2, CLO3, CLO4, CLO5
no_question: *Option 1:
Students work in a group of 5:
- Each group contacts lecturers of ENT/TRS classes, BEN's writing classes (EAW, ERW, ENB) or ENM classes to ask for 3 pieces of writing (paragraphs, essays or emails) in which grammatical errors are largely present.
- Each member in a group is in charge of identifying any grammatical errors in the 3 pieces of writing obtained.
- Each group writes a booklet for EFL learners. In the booklet, they select the most common grammatical errors (at least 5) from the pieces of writing, put forward suggestions on how to avoid them, and design some exercises to help the readers practice writing sentences/paragraphs with the relevant grammatical structures.
- The groups send their booklets to the lecturer in charge for marking and give a presentation on how they have worked on the booklet in class for feedback.
- The lecturer in charge can invite other lecturers to come to the class, and the groups can pitch the booklet to them.

*Students are encouraged to use AI tools to assist with this project. Any use of AI tools must be clearly documented in the project report submitted to the lecturer. Potential uses include:
+ Error Identification: Students can first identify grammatical errors manually and then use AI tools to perform the same task. This allows them to compare their own findings with the AI's suggestions.
+ Researching Explanations: They can use AI tools to find reliable materials that come with grammatical explanations, which will help them write the section on how to avoid common errors.
+ Designing Exercises: They can use AI tools to generate draft exercises for the booklet, which they must then review and adjust for suitability and accuracy.
+ Other Purposes.

*Option 2: Lecturer’s choice
knowledge_and_skill: written report + presentation
grading_guide: Demonstrates the knowledge which students have obtained from the delivered chapters
note: Submitted in class or through Google Drive
category: Progress test 1
type: on-going
weight: 10.0
duration: 40' - 55' (objective test: 15' - 30' + subjective test: 25')
question_type: CLO1, CLO2, CLO3
no_question: 2 parts:
+ Objective Test - 50%: multiple choice questions or other suitable task types
+ Subjective Test - 50%: free writing (1 writing question that requires the students to use different structures from the units; the scoring rubric focuses on grammar in context only)
knowledge_and_skill: objective test: 15 - 30 questions + subjective test: 1 writing question
grading_guide: Covers units: 1, 2, 3, 10, 11, 12, 13
note: In class, by instructor
category: Progress test 2
type: on-going
weight: 10.0
duration: 40' - 55' (objective test: 15' - 30' + subjective test: 25')
question_type: CLO1, CLO2, CLO3
no_question: 2 parts:
+ Objective Test - 50%: multiple choice questions or other suitable task types
+ Subjective Test - 50%: free writing (1 writing question that requires the students to use different structures from the units; the scoring rubric focuses on grammar in context only)
knowledge_and_skill: objective test: 15 - 30 questions + subjective test: 1 writing question
grading_guide: Covers units: 1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 13, 14, 15
note: In class, by instructor
category: Progress test 3
type: on-going
weight: 10.0
duration: 40' - 55' (objective test: 15' - 30' + subjective test: 45')
question_type: CLO1, CLO2, CLO3, CLO5
no_question: 2 parts:
+ Objective Test - 50%: multiple choice questions or other suitable task types
+ Subjective Test - 50%:

a. Free writing (25%): 1 writing question that requires the students to use different structures from the units; the scoring rubric focuses on grammar in context only)
*The requirements for the writing task must include using different structures from the units and writing complex sentences with a variety of clauses.

b. AI revision analysis (25%): 2 items: Students will analyze pairs of sentences (an original containing grammatical errors and its AI-revised version). For each pair, students must write a short commentary (50-70 words) identifying the original errors, explaining the AI corrections using grammar concepts learned in the course, and evaluating how the revision improves sentence quality (e.g., clarity, structure, conciseness).
knowledge_and_skill: objective test: 15 - 30 questions + subjective test: 1 writing question + 2 AI revision analysis question
grading_guide: Covers units: 1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 13, 14, 15, 17, 18, 22, 23
note: In class, by instructor
category: Final exam
type: Final exam
weight: 40.0
duration: 70'
question_type: CLO1, CLO2, CLO3, CLO5
no_question: 2 parts:
+ Objective Test - 50%: Multiple choice questions: 9 sentence completion questions, 1 sentence combination questions, 1 closest-in-meaning questions, 4 error identification questions, 5 cloze test questions
+ Subjective Test - 50%:

a. Free writing - 25%: 1 writing question that requires the students to use different structures from the units; the scoring rubric focuses on grammar in context only)
*The requirements for the writing task must include using different structures from the units and writing complex sentences with a variety of clauses.

b. AI revision analysis - 25%: 2 items: Students will analyze pairs of sentences (an original containing grammatical errors and its AI-revised version). For each pair, students must write a short commentary (50-70 words) identifying the original errors, explaining the AI corrections using grammar concepts learned in the course, and evaluating how the revision improves sentence quality (e.g., clarity, structure, conciseness).
knowledge_and_skill: objective test: 20 multiple choice questions + subjective test: 1 writing question + 2 AI revision analysis items
grading_guide: All units (except for Unit 8, 9, 16, 19)
note: By exam board,
Using computer
category: Objective Test
type: Final exam
weight: 20.0
duration: 25'
question_type: CLO1, CLO2, CLO3
no_question: Objective Test: Multiple choice questions: 9 sentence completion questions, 1 sentence combination questions, 1 closest-in-meaning questions, 4 error identification questions, 5 cloze test questions
knowledge_and_skill: 20 multiple choice questions
grading_guide: All units (except for Unit 8, 9, 16, 19)
note: By exam board,
Using computer
category: Subjective Test
type: Final exam
weight: 20.0
duration: 45'
question_type: CLO1, CLO2, CLO3, CLO5
no_question: Subjective Test:

a. Free writing: 1 writing question that requires the students to use different structures from the units; the scoring rubric focuses on grammar in context only)
*The requirements for the writing task must include using different structures from the units and writing complex sentences with a variety of clauses.

b. AI revision analysis: 2 items: Students will analyze pairs of sentences (an original containing grammatical errors and its AI-revised version). For each pair, students must write a short commentary (50-70 words) identifying the original errors, explaining the AI corrections using grammar concepts learned in the course, and evaluating how the revision improves sentence quality (e.g., clarity, structure, conciseness).
knowledge_and_skill: 1 writing question + 2 AI revision analysis items
grading_guide: All units (except for Unit 8, 9, 16, 19)
note: By exam board,
Using computer

Schedule:
session: Course Introduction
Introduction to Projects
Unit 10: Count and Non-Count Nouns - Health
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: ITU
materials: ENG303_1
session: Unit 10: Count and Non-Count Nouns - Health
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 10: Count and Non-Count Nouns - Health
From Grammar to Writing
learning_outcomes: TU
session: Unit 11: Definite and Indefinite Articles - Disappearing Species
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 11: Definite and Indefinite Articles - Disappearing Species
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 11: Definite and Indefinite Articles - Disappearing Species
From Grammar to Writing
learning_outcomes: TU
session: Unit 12: Quantifiers - Study Skills
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 12: Quantifiers - Study Skills
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 12: Quantifiers - Study Skills
From Grammar to Writing
learning_outcomes: TU
session: Unit 13: Modification of Nouns - Expectations
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 13: Modification of Nouns - Expectations
Step 4: Communication Practice
learning_outcomes: TU
session: MILESTONE 1:

AI-INTEGRATION LEARNING OUTCOME:
COMPARE AND CONTRAST AI’S EXPLANATIONS TO ADVANCED GRAMMATICAL STRUCTURES AND EXAMPLES WHEN USING DIFFERENT PROMPTING TECHNIQUES

Unit 13: Modification of Nouns - Expectations
From Grammar to Writing
learning_outcomes: TU
session: Unit 1 - Present Time - The Digital World
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 1 - Present Time - The Digital World
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 1 - Present Time - The Digital World
From Grammar to Writing
learning_outcomes: TU
session: Unit 2 - Past Time - Intercultural Marriage
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 2 - Past Time - Intercultural Marriage
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 2 - Past Time - Intercultural Marriage
From Grammar to Writing
learning_outcomes: TU
session: Unit 3 - Future Time - Travel
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 3 - Future Time - Travel
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 3 - Future Time - Travel
From Grammar to Writing
learning_outcomes: TU
session: Progress Test 1
Unit 4: Modals to Express Degrees of Necessity - Cultural Differences
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 4: Modals to Express Degrees of Necessity - Cultural Differences
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 4: Modals to Express Degrees of Necessity - Cultural Differences
From Grammar to Writing
learning_outcomes: TU
session: Unit 5: Modals to Express Degrees of Certainty - Mysteries
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 5: Modals to Express Degrees of Certainty - Mysteries
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 5: Modals to Express Degrees of Certainty - Mysteries
From Grammar to Writing
learning_outcomes: TU
session: Unit 6: Passives: Part 1 - Crime
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 6: Passives: Part 1 - Crime
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 6: Passives: Part 1 - Crime
From Grammar to Writing
learning_outcomes: TU
session: Unit 7: Passives: Part 2 - Legends and Myths
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 7: Passives: Part 2 - Legends and Myths
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 7: Passives: Part 2 - Legends and Myths
From Grammar to Writing
learning_outcomes: TU
session: Unit 14: Adjective Clauses - Introduction - Personality
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 14: Adjective Clauses - Introduction - Personality
Step 4: Communication Practice
learning_outcomes: TU
session: MILESTONE 2:
AI-INTEGRATION LEARNING OUTCOME:
GENERATE EFFECTIVE AND CREATIVE GRAMMAR PEER-TEACHING SESSIONS USING HUMAN-AI COLLABORATION STRATEGIES

Unit 14: Adjective Clauses - Introduction - Personality
From Grammar to Writing
learning_outcomes: TU
session: Unit 15: Adjective Clauses & Phrases - Culture Shock
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 15: Adjective Clauses & Phrases - Culture Shock
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 15: Adjective Clauses & Phrases - Culture Shock
From Grammar to Writing
learning_outcomes: TU
session: Progress Test 2
Unit 17: Adverb Clauses - Sports
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 17: Adverb Clauses - Sports
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 17: Adverb Clauses - Sports
From Grammar to Writing
learning_outcomes: TU
session: Unit 18: Adverb and Adverbial Phrases - Compassion
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 18: Adverb and Adverbial Phrases - Compassion
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 18: Adverb and Adverbial Phrases - Compassion
From Grammar to Writing
learning_outcomes: TU
session: Unit 22: Conditionals; Other Ways to Express Unreality - Achievements and Inventions
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 22: Conditionals; Other Ways to Express Unreality - Achievements and Inventions
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 22: Conditionals; Other Ways to Express Unreality - Achievements and Inventions
From Grammar to Writing
learning_outcomes: TU
session: Project - Presentation & Feedback
learning_outcomes: U
session: Project - Presentation & Feedback
learning_outcomes: U
session: Project - Presentation & Feedback
learning_outcomes: U
session: Unit 23: More Conditions; The Subjunctive - Advice
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 23: More Conditions; The Subjunctive - Advice
Step 4: Communication Practice
learning_outcomes: TU
session: MILESTONE 3:
AI-INTEGRATION LEARNING OUTCOME:
REFLECT ON THE MERITS AND CAUTION OF AI USE IN GRAMMAR

Unit 23: More Conditions; The Subjunctive - Advice
From Grammar to Writing
learning_outcomes: TU
session: Progress Test 3
Unit 20: Noun Clauses: Subjects, Objects, and Complements - Birth Order
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 20: Noun Clauses: Subjects, Objects, and Complements - Birth Order
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 20: Noun Clauses: Subjects, Objects, and Complements - Birth Order
From Grammar to Writing
Revision
learning_outcomes: TU
session: Unit 21: Direct and Indirect Speech - Communication and Misunderstanding
Step 1: Grammar in Context
Step 2: Grammar Presentation
Step 3: Focused Practice
learning_outcomes: TU
session: Unit 21: Direct and Indirect Speech - Communication and Misunderstanding
Step 4: Communication Practice
learning_outcomes: TU
session: Unit 21: Direct and Indirect Speech - Communication and Misunderstanding
From Grammar to Writing
Revision
learning_outcomes: TU