COURSE OUTLINE

Course ID Course title Credits

English Grammar in Use
ANH229DL01 3
Ngữ pháp tiếng Anh thực hành
To be applied to Semester 21.2A, Academic year: 2021 - 2022 under Decision No. _______/QĐ-BGH
_________
A. Course Specifications:
Periods Periods in Classroom
Total Lecture/ Activity Self-study Lecture Lab room Field-work
periods Seminar periods room
(1) (2) (3) (4) (5) (6) (7)
45 45 xx 90 45 Xx xx

B. Other Related Subjects:

Other related subjects Course ID Course title
Prerequisite(s): N/A

Co-requisite(s):
1. English Reading and Writing 1
Other requirements: N/A
1.

C. Course Description:
This upper-intermediate to advanced level course of English grammar serves as a groundwork
for other courses involving aspect of English language construction such as writing, speaking,
translation, language analysis, discourse studies, etc. The course focusing on the connection
between form, meaning, and use of English structures with all grammar points presented in
discourse will provide students with a true understanding of how grammar is used in authentic
contexts. With an abundance of both controlled to communicative practice provided in a variety
of contexts, the course will help students internalize the language structures and use them
properly and effectively.
D. Course Objectives:
Course Objectives
No. The course aims to…
O1. equip students with an extended understanding of English grammar usage and
functions in real-life situations
O2. enable students to link up their knowing with their using English grammar
O3. prepare students for more advanced courses involving aspects of English language
structures
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 O4. develop students’ ability as critical readers and writers

E. Learning Outcomes:
Learning Outcomes
No. Upon successful completion of this course, students will be PLOs
able to …
Os. 1,2 CLO.1 demonstrate a clear understand and critical analysis of how PLOs.
English grammar is used in authentic contexts 1(3), 2(2), 3(2),
4(5), 5(3), 6(2),
7(2)
O3. CLO.2 transfer their knowledge of the structure of English into PLOs.
effective, concise and grammatically correct written production 1(3), 2(2), 3(2),
4(5), 5(3), 6(2),
7(2), 8(2), 9(2)
O4. CLO.3 critically employ their grammar knowledge to edit their own PLOs.
writing. 1(3), 2(2), 3(2),
4(5), 5(3), 6(2),
7(2), 8(2), 9(2)

F. Instructional Modes:
The course is run online via HSU elearning platfom (Mlearning). A wide range of instructional
modes are designed to promote declarative and procedural knowledge, student engagement, and
collaboration in a supportive learning environment. Students are encouraged to watch video clips
for the lesson then complete the exercises or practices in each lesson.
Generally, teaching and learning might be conducted in the following way:
A. Video clips: Students will be introduced to new concepts, skills via clips uploaded on
Mlearning.
B. Online teaching: Students will participate in discussing activities or completing tasks
designed to activate the concepts presented in video clips or reading materials. There will
be one to two sessions during the course for students to discuss with lecturers.
C. Self-learning & forum: learners will perform their self-learning then share their
knowledge, skills, and opinions in the forum of the Course.
D. Textbooks and teaching aids:
1. Required textbooks and materials
Bland, S. K. (2012). Grammar Sense 4. (2nd Ed.). New York: Oxford University Press.
2. Reference textbooks and materials
Hewings, M., & Heines, S. (2015). Grammar and Vocabulary for Advanced. Oxford
University Press.
Kolln, M., & Gray, L. (2013). Rhetorical Grammar – Grammatical Choices, Rhetorical
Effects. (7th Ed.). Pearson.
All required and reference textbooks and materials can be accessed at
[http://dspace.hoasen.edu.vn] or provided by course coordinator.
3. Websites:
The following websites can be found on the site of Faculty of Social Sciences and
Humanities, Hoa Sen University [http://khxhnv.hoasen.edu.vn/vi/thong-tin/tien-
ich/grammar-848.html]. However, you can also copy and paste each of the URLs into
popular search engines of your interest.

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 https://www.englishclub.com/grammar/
English Club helps you learn English or teach English. Everything includes fun pages like
games, videos, quizzes and chat. Learn English includes lessons, games, videos & more.
Everything might help you speak English. Teach English has lesson plans, jobs, worksheets,
forums, school projects & admin.
http://www.englishgrammarsecrets.com/
This website presents a lot of grammar points such as all verb tenses, if clauses or wish
clauses. A lot of different grammar exercises are also included with detail explanations.
http://a4esl.org/
Exercises and quizzes are grouped into different types and levels so that learners can practice
them easily.
http://perso.wanadoo.es/autoenglish/freeexercises.htm
The website divides grammar points into basic and general level. Each grammar point is
supported by the explanation, exercises or quizzes and answer keys.
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/index.htm
Grammar is learned through parts of speech which are supported with exercises and
explanation.
http://grammar.ccc.commnet.edu/grammar/index2.htm
This index includes 427 references to both the Guide to Grammar and Writing and Principles
of Composition. It does not, however, include references to the interactive Quizzes or to the
Grammarlogs (posted responses to ASK GRAMMAR queries). The Frequently Asked
Questions page and the Guide's Search Engine will also help you find help on grammatical
issues, tips on composition, and advice on English usage.
E. Assessment Methods (Requirements for Completion of the Course):
1. Description of learning outcome assessment

Written Mini Test (20%)

Task Description:
This written test is to gauge students’ comprehension and application of all grammatical
points presented in the course up to the time the tests are conducted. The tests embrace a
wide variety of question types including, but not limited to:
- multiple choice questions,
- matching,
- cloze tests,
- error identification,
- sentence transformation,

Task length 45 minutes

Time Week 8

Assessment criteria To be described with the test questions

Home Writing Assignment (20%)

Students choose ONE of the topics given in Appendix A to write (at home) a short essay
of two or three paragraphs.

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 Task length 200 - 300 words

Time End of week 12

Assessment criteria See Appendix B

Final Test (60%)

Task Description:
The final test aims to assess students’ understanding and their ability to functionally
apply their knowledge of grammatical aspects in proper contexts. This test embraces a
wide variety of question types including, but not limited to:
- multiple choice questions,
- matching,
- cloze tests,
- error identification,
- sentence transformation,
- writing

Task length 60 minutes

Time To be informed

Assessment criteria To be described with the test questions

2. Summary of learning outcomes assessment

Components Duration Type of Weight Time CLOs.

assessment

Written Mini test 45 mins Formative 20% Week 08 CLOs. 1,3

Home Writing Flexible Formative 20% Week 12 CLO. 2

Assignment

Final test 60 mins Summative 60% To be CLOs. 1,3

scheduled

Total 100%

Passing score: 50%

3. Academic Integrity
Academic integrity is a fundamental value in all matters of academic life. To ensure the
maintenance of academic integrity at Hoa Sen University, students are required to:
● Work independently on individual assignments
Collaborating on individual assignments is considered cheating.
● Avoid plagiarism
Plagiarism is an act of fraud that involves the use of ideas or words of another person
without proper attribution. Students will be considered to have plagiarised if:
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 i. Texts are directly copied without quotation and citation
ii. Paraphrased and/or translated text is copied without appropriate referencing.
● Submit original work for all assignments
Resubmission of a writing task which has been used for a previous course is considered
to be an act of academic dishonesty which is as serious as plagiarism.
● Work responsibly within a working group
In cooperative group assignments, all students are required to stay on task and
contribute equally to the projects. Group reports should clearly state the contribution
of each group member.
Any act of academic dishonesty will result in a grade of zero for the task at hand and/or
immediate failure of the course, depending on the seriousness of the ethical breach. Please
consult the Hoa Sen University Policy on Plagiarism at http://thuvien.hoasen.edu.vn/chinh-sach-
phong-tranh-dao-van. To ensure the maintenance of academic integrity, the university asks that
students report cases of academic dishonesty to the teacher and/or the Dean. The names of those
students who make reports will be kept anonymous.
F. Teaching Staff:
Professor’s name Email, Phone, Office location Office Position
No.
hours
1 Ngô Thị Thanh [email protected] Course
n coordinator
2 Trần Cẩm Dung [email protected] Lecturer

3 Tran Ngoc Dung [email protected] Lecturer

G. Outline of Topics to be covered (Learning Schedule):

MAIN SEMESTER:

Week / Topics Required Homework / Assignments CLOs.

session Reading

1 Course Introduction Bland, S. Do exercises on chapter 1 in the course CLOs.

Chapter 1: The K. (2012), book (Grammar sense 4) 1,2,3
Present pp. 1- 14

2 Bland, S. Do exercises on chapter 2 in the course CLOs.

Chapter 2: The Past K. (2012), book (Grammar sense 4) 1,2,3
pp. 15- 32

3 Chapter 3: The Bland, S. Do exercises on chapter 3 in the course CLOs.

Future K. (2012). book (Grammar sense 4) 1,2,3
pp. 32-50

4 Chapter 4: Modals Bland, S. Do exercises on chapter 4 in the course CLOs.

K. (2012), book (Grammar sense 4) 1,2,3
pp. 51- 72

5 Chapter 5: The Bland, S. Do exercises on chapter 5 in the course CLOs.

Passive K. (2012), book (Grammar sense 4) 1,2,3
pp. 73- 88

6 Chapter 6: Nouns Bland, S. Do exercises on chapter 6 in the course CLOs.

and Noun Modifiers K. (2012), book (Grammar sense 4) 1,2,3

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 pp. 89 –
110

7 Chapter 7: Articles Bland, S. Do exercises on chapter 7 in the course CLOs.

and Other K. (2012), book (Grammar sense 4) 1,2,3
Determiners pp. 111 –
130
8 Chapter 8: Bland, S. Do exercises on chapter 8 in the course CLOs.
Quantifiers K. (2012), book (Grammar sense 4) 1,2,3
pp. 131 –
148
9 Written Minitest Bland, S. Do exercises on chapter 9 in the course CLOs.
Test K. (2012), book (Grammar sense 4) 1,2,3
pp. 149 –
Chapter 9: Gerunds
168
and Infinitives
10 Chapter 10: Bland, S. Do exercises on chapter 10 in the course CLOs.
Relative Clauses K. (2012), book (Grammar sense 4) 1,2,3
and Adjective pp. 169 –
Phrases 188

11 Chapter 11: Bland, S. Do exercises on chapter 11 in the course CLOs.

Coordinating K. (2012), book (Grammar sense 4) 1,2,3
Conjunctions and pp. 189 -
Transitions 210
12 Chapter 12: Adverb Bland, S. Do exercises on chapter 12 in the course CLOs.
Clauses and Adverb K. (2012), book (Grammar sense 4) 1,2,3
Phrases pp. 211 –
236
13 Chapter 13: Bland, S. Do exercises on chapter 13 in the course CLOs.
Conditionals K. (2012), book (Grammar sense 4) 1,2,3
p. 237 -
260
Submission of Home
Writing Assignment
14 Chapter 14: Noun Do exercises on chapter 14 in the course CLOs.
Clauses book (Grammar sense 4) 1,2,3
Bland, S.
K. (2012),
pp. 261 –
280
15 Chapter 15: Bland, S. Do exercises on chapter 15 in the course CLOs.
Reported Speech K. (2012), book (Grammar sense 4) 1,2,3
pp. 281 -
297

H. APPENDICES
APPENDIX A. TOPICS FOR HOME WRITING
Topic 1. Present Tense

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 Watch a TV news story, listen to the radio, or read an article about a curent trend. Then
wrrite 2 paragraphs. In the first paragraph describe the trend. In the second paragraph give
your opinion of the trend. Why is it happening? Is it a good thing?
Topic 2. Past Tense
Choose an important invention that had an effect on society as a whole. Consider scientific
medical, ỏ technological fields. Then write a short essay. First, describe the invention and
how it changed society. Then, go back in time and describe what life was like before the
invention. Finally, write a brief concluding paragraph. Say if you think the invention has
mainly positive or negative effect
Topic 3. Future Tense
Many people find comfort in learning about and remembering historical eras. What events,
conditions, fashions, art works, pieces ò music, and/or architecture of today will people
remember affectionally in 25 years?
Select a current event from the news that you think is going to have a significant impact on
people. It can be political, scientific or environmental. Describe the event and then write
an extended prediction about how you think the event will affect the future.
Topic 4. Modality
Sometimes students drop out of school. Write an essay in which you explore the factors
that may cause a student to stop attending. In the first paragraph, describe the demands and
difficulties that college students face. In the second paragraph, speculate about the reasons
why they drop out. Finally, suggest some ways that schools and teachers can support
students so that they do not drop out. What will happen as results.
Topic 5. The Passive
Write about one of your favorite characters in a book or movie. Write three paragraphs.
First describe the character’s background, his or her personality, and the challenge that the
character faces during the course of the novel or film. In the second paragraph, describe
how the character responds to the challenge and whether or not he or she is successful.
Finally, describe why the character appeals to you.
Topic 6. Nouns and Noun modifiers
There is saying, “There is a solution for every problem.” Describe in details a problem that
exists in the world today. What do you feel are the causes of this problem? What do you
think is the solution of this problem? Who needs to be involved in the solution to make it
work?
Topic 7. Articles and other Determiners
Environmentalists often call attention to endangered animal species to get support for their
dire situation. Choose an endangered animal you think should be protected. Research and
write detailed report about the animal you have chosen. Where does the animal live? Why
has it become endangered? What has been done to help protect it?
Topic 8. Quantifiers
Time management continues to be an important skill in today’s multitasking society. Make
a list of things you want to get done next week. Then over the next week, take notes on
how you spend your time. Did you accomplish your goals? How did your time
management help or delay you? Write a short paper: describe different slots of time in
your day, analyze the data, and say whether or not you use time effectively.
Topic 9. Gerunds & Infinitives
Owning a business í a goal for many individuals. What sort of business would you like to
own? Write a paper describing a business you are interested in and the steps that you
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 would take in order to make it successful. In the final paragraph, summarize the reasons
why you think your business would be successful.
Topic 10. Relative clauses & Adjective phrases
In your opinion, what makes a good leader? Think of the people you feel are strong
leaders. What qualities do or did they have? Why are or were they successful?

Topic 11. Coordinating conjunctions and transitions

Evaluate 2 pets and their characteristics. What are their positive and negative features?
What sort of pet would be the most appropriate for you? How would it fit with your
lifestyle and personality?

Topic 12. Adverb Clauses & Adverb Phrases

Recent studies have shown that more attractive people tend to have more opportunities in
dating, education, employment, and so forth. On the other hand, there is a movement
against “lookism” – discrimination towards people based on appearance. What do you
think? How important are looks? How important do you think they should be? What other
qualities might be more valuable?

APPENDIX B. RUBRIC FOR HOME WRITING ASSIGNMENT

Very poor (1-2) Poor (3-4) Average (5-6) Good (7-8) Excellent (9-10)

CO The topic and There is one topic. The topic is The topic is well- The topic is well-
NTE main ideas are Main ideas are focused. focused. focused.
NT not clear with somewhat clear. Main ideas are Main ideas are The main ideas are
(30 little or no The supporting clear and clear and developed clear and fully
%) details. sources are limited developed but with adequate developed with
and/or irrelevant. are not well amount of relevant accurate and
supported by information. detailed
detailed information.
information.

OR The composition The composition The composition The composition The composition
GA is brief and includes required uses correct uses correct writing uses correct writing
NIZ underdeveloped parts but loosely writing format. format. format.
ATI with very weak organized. The introduction The introduction is The introduction is
ON transitions. Transitions are states the main good, states the inviting, states the
(10 weak. topic, and main topic, and main topic, and
%) provides an provides an provides an
overview of the overview of the overview of the
composition. composition. composition.
The information The body is The body is
in the body is appropriately appropriately
presented in a paragraphed with paragraphed with
logical order. relevant relevant
The conclusion information information
is included. presented in a presented in a
Transitions are logical order. logical order.
incorporated. The conclusion is The conclusion is
strong. strong and focused.
Transitions are Transitions are
clear. clear and effective.

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WO The writer uses a Word choice is Words chosen Word choice is Word choice is
RD limited merely adequate, communicate generally good but consistently
CH vocabulary. and the range of clearly, but the inaccurate at times. precise, accurate
OIC Many words are words is limited. writing lacks and natural.
E used variety.
(10 inappropriately.
%)
SEN Sentences sound Most sentences Most sentences Most sentences are All sentences are
TEN awkward, are have a similar are well well constructed well constructed
CE distractedly structure and/or constructed, but and have varied and have varied
STR repetitive, or are length. Many they have a structure and structure and
UC difficult to sentences are not similar structure length. A few length. No errors in
TU understand. well constructed. and/or length. errors in grammar, grammar,
RE, Numerous errors Several errors in Several errors in mechanics, and/or mechanics, and/or
GR in grammar, grammar, grammar, spelling are made, spelling are made.
AM mechanics, mechanics, and/or mechanics, but they do not
MA and/or spelling spelling are made, and/or spelling interfere with
R, are made, which which interferes are made, which understanding.
ME interferes with with somewhat
CH understanding. understanding. interferes with
ANI understanding.
CS,
&
SPE
LLI
NG
(50
%)

Date: 15 April, 2022

Course Designer Program Director Dean of the Faculty
(Signature and the full name) (Signature and the full name) (Signature and the full name)

M.A Ngo Thi Thanh Thanh Ph.D Tran Ngoc Tien

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