English Usage and Use M.Ed TU

English Usage and Use  

Course Title: English Usage and Use Credit Hours: 3 

Course No.: Eng. Ed. 516  

Full marks: 50 

Year: First Pass marks: 20 Level: M.Ed. Periods per week: 3 

Course Introduction  

English in Usage and Use is an advanced-level course on English syntax that is directly interfaced with semantic and pragmatic dimensions. The Course is integrated into nature that begins with the broader theoretical perspective on the syntactic aspects of grammar and moves through English usage and its use in action and finally ends with their pedagogical extension. 

Course Objectives 

This course aims at developing insights into various approaches, diachronic as well as synchronic, to grammar in general and English grammar in particular. However, the primary aim of the course is to develop a sound knowledge of English grammar rules and enable them to apply in the manipulation of various language skills. The Course also seeks to enable the prospective teachers to exploit various principles, techniques and resources to communicate grammar rules to their students.  


Specific Objectives Units Teaching  Hours
To develop theoretical  insights into various  

approaches to grammar 

Unit One: Various approaches to grammar:  An overview 

1.1. Conceptualizing grammar: diachronic and  synchronic interpretations  

1.2. Misconceptions of grammar 

1.3. Elements of Grammar  

1.4. Notional, formal and functional  approaches to grammar  

1.5. Traditional Grammar: Eastern and Western  perspective 

1.6. Structuralism: a paradigm shift in  grammatical analysis 

To acquaint students with  variations in English  

grammar based on various dimensions. 

To enhance students’  

grammatical competence in terms of accuracy and appropriateness.

UNIT TWO: English Usage  

2.1 Grammar usage in varieties of English  2.2 Descriptivism and Prescriptivism  

2.3 English Grammar: From basic elements to  text 

2.3.1 Verbs and auxiliaries  

2.3.2 The Verb Phrase: Semantics  

2.3.3 Nouns and Determiners  

2.3.4 Pronouns 

2.3.5 Adjectives and Adverbials: Their  

semantics and structures 

2.3.6 Prepositions and Prepositional  


2.3.7 Sentences: Types and discourse  


2. 3.8 Pro-forms and Ellipsis 

2. 3.9 Coordination 

2.3.10 The Complex sentence 

2.3.11 Subordinate clauses: Syntactic and  semantic functions  

2.3.12 Complementation of verbs and  


2.3.13 Noun phrase  

2.3.14 Theme, focus and information  


2.3.15 From sentence to text 

To strengthen students’  grammatical performance  in the interpretation and  production of textsUNIT THREE: Grammar in action: Activities  and exercise 

3.1 Basic sentence types 

3.2 Core verbs: Be, have and do 

3.3 Tenses: Present and future, past and perfect 3.4 Modal verbs 

3.5 Sentence: Negatives and questions 

3.6 Passive constructions 

3.7 Reporting 

3.8 Conditionals

3.9 Infinitives and gerunds 

3.10 Various structures with verbs 

3. 11 Nouns and pronouns 

3. 12.Determiners: Articles, demonstratives,  possessives and quantifiers 

3.13 Adjectives and adverbs 

3.14 Prepositions, conjunctions, clauses and tense 3.15 Clauses: Relative, noun and adverb 3.16 Connectors and focused structures 

3.17 From sentence to discourse: Grammar  Beyond sentence

To communicate grammar  rules to their students in  terms of their levels and  needs 

To develop necessary  

resources to exploit  

grammar in the classroom 

To critically review the  existing practices in  

teaching grammar home  and abroad

UNIT FOUR: Grammar in the classroom  4.1 Teaching grammar  

4.2 How to teach grammar  

4.3 Resources, techniques, activities for teaching  grammar 

4.4 Exploiting technology for teaching and  learning grammar  

4. 5 Teaching and learning of English grammar in  the context of Nepal 

4.5.1 What, why and how of doing grammar?  4.5.2 A Short review of grammar in FL/SL  pedagogy 


  1. Instructional approach  

4.1 General Techniques  

∙ Lecture and discussion 

∙ Read, discuss, write and share (ReDWis) 

∙ Demonstration 

∙ Explanation and illustration 

∙ Self-study  

4.2 Specific Instructional Techniques and marking scheme

Unit Activity and Instructional  TechniquesTeaching  

Hours (75)

Marks Per  Unit
Unit One Mini-project work (Theoretical survey  of the approaches) 12 8
Unit Two Instructor-guided self-study, group  discussion 25 17
Unit Three Instructor-guided practice and self-evaluation, Classroom presentation,  open class discussion 25 17
Unit Four Reflective writing on the issues  specific to Nepalese contexts, and pair  teaching 13 8


5.1 Internal Evaluation 30% 

Internal evaluation will be conducted by the course teacher based on the following activities:  

  1. Attendance 4 Points  
  2. Participation in learning activities 6 points 
  3. First assignment/midterm exam 10 points 
  4. Second assignment/assessment (1 or two) 10 points  

 Total 30 points  

Note: First assignment/assessment might be mid-term exam + assignment or book review or article review or first term paper on specific issue/topic, midterm exam or unit test and quiz, etc. according to nature of the course. The second assignment/assessment might be project work, case study,  seminar, survey/field study and individual/group report writing, term paper based on secondary data or review of literature or documents, etc.  

The first and second assignment/assessment may include one or two types of assessment, for instance, one home assignment/book/article review plus midterm exam or only midterm exam.  The second assessment may include only one project work/term paper or two types of assignments according to the nature of the course.  

5.2 External Evaluation (Final Examination) 70% 

Examination Division, Office of the Dean, Faculty of Education will conduct the final examination at the end of the semester.  

  1. Objective type questions (11 multiple choice questions × 1point) = 11 points 2. Short answer questions(5 questions × 7 points ) = 35 points  3. Long answer questions (2 questions × 12 points) = 24 points 
  2. Recommended books and materials  

Bhandari, B. M. (2012). What, why and how of doing grammar? An interview published on  http://neltachoutari.wordpress.com/?s=bal+mukunda+bhandari (Unit IV) 

Bhattarai, A. (2014). A short review of grammar in FL/SL pedagogy: Current trends of teaching grammar. Kathmandu: Ratna Pustak Bhandar. (Unit IV) 

Celce-Murcia, M. and Hilles, S. (1988). Techniques and resources in teaching grammar. Oxford:  OUP. (Unit IV) 

Greenbaum, S. &Quirk, R. (2008). A student’s grammar of the English language. India: Pearson.  (Unit II) 

Thornbury, S. (1999). How to teach grammar. England: Pearson Education Limited. (Unit IV) Yule, G. (2006). Advanced Oxford practice grammar. Oxford: OUP. (Unit III) 

Reference Books and Materials 

Adhikari, B. R. (2012). English grammar: Views of student teachers and communication of  grammar to their students.An unpublished research, University Grants Commission,  Bhaktapur.  

Bhattarai, A. (1998). A pedagogical grammar of the English verbs for the Nepali secondary  school teachers. An unpublished PhD dissertation, University of Hyderabad, India. 

Cowan, R. (2009). The teacher’s grammar of English. Cambridge: CUP. 

Hewings, A. & Hewings, M. (2005). Grammar and context. London: Routledge. (Unit I) Leech, G. and Spartvik, J. (2007). A communicative grammar of English. London: Pearson.  

NELTA Chautari (2012). May, 2012 issue. http://neltachoutari.wordpress.com/  Sinclair, J. (1991/). Collins Cobuild English grammar. London: The University of Birmingham. Swan, M. & Walter, C. (2011). Oxford English grammar course: Advanced. Oxford: OUP.

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