INSTRUCTIONS TO STUDENTS:

1. This End-of-Course Assessment paper contains 1 question and comprises 5 pages (including the cover page).

2. You are to include the following particulars in your submission: Course Code, Title of the ECA, SUSS PI No., Your Name, and Submission Date.

3. Ensure that you submit your End-of-Course Assessment by the deadline. After the 12-hour grace period, 10% of the total End-of-Course Assessment mark will be deducted for each 24-hour block or part thereof by which your  submission is late. Submissions with more than 50 marks deducted will be awarded 0 marks.

4. You are allowed multiple submissions to Turnitin before the deadline. After the deadline, only one submission is allowed, and only if you have not already made a prior submission.

5. If you fail to submit your End-of-Course Assessment, you will be deemed to have withdrawn from the course.

IMPORTANT NOTE

ECA Submission Deadline: 14 March 2025 (Friday) 12:00 Noon

(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 examinationLesson 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.