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i. !ourduiior joi Jiojcei |ucd cuirir ir ic Conpcicreq !iuncwoik
i.iiruiiie eonpcicreq \oeubuuiq
2. Ordciiurdir ic Coreiou urd >ubeoreiou cuirir urd Coriiior
2.i Coriiior
2.2 >ip-up ueiiviiq
2. Ciiq \oeubuuiq void cuie
. Crjoqir Giunnui
.i |ukc up Conporcri
.i.i >unnuiq
.i.2 Jcjceiior
.i. cor Jur
.i.+ Ouciiorruiic
.i. |ibioiupq
+.. eiivuiir ic C> |iuir iiou |ovcncri

. Oir ic ii io Jionoic cuirir
t. Oir ic |cdiu joi cuirir >iqc
.riciueiivc iiciueq urd Cri >pcce Jiodueiior
8. Gunc urd eiiviiic ir ic cuirir Jioec urd 1cueir iiou Jiojcei

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owuduq cdueuiior i ur inpoiiuri puii ir ic iiueiuic oj u oeiciq. Duc io ic
icui eicriijie urd icerooieu udvurec ir ic ui icr qcui, u eoriuri upduic
nui cxii ir ic jicd oj cdueuiior. i i rcecuiq, u icueci, io bc uwuic oj ioc
eurc iiou eoriuri iiuirir iui cp u eopc wii ic eucrc iui uic
piccri ir oui euioon, urd iui uic icuicd io ic Jcjoinu Cdueuiivu" ir oui
eouriiq.
1c joowir birdci i ur inpoiiuri ioo iui wi cp u, u Cri icueci , do
oui woik uppqir ic krowcdc uboui ic uici urd noi inpoiiuri uppiouec
urd icoiic or uruuc cuirir urd ic eonpcicreic jiuncwoik ir wie ic rcw
cdueuiivc icjoin i bucd upor.
i i inpoiiuri io ncriior iui iiou ic cii noduc ccr, iriciciir
irjoinuiior, icueir iip, urd ic icoiciieu jurduncri wi bc jourd ir oidci io
cp u urdciiurd ir u bciici wuq ic icuor wq wc do ic ueiiviiic iui wi cp
oui iudcri cuir ic uruuc ir u bciici urd noic eonpcic wuq.


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eeoidir io Currirun (i,,2) ic objceiivc oj iriiueiior i roi io nukc uic ic
irdividuu krow iir ir puiiieuui, bui io ivc icn ioo io eicuic uiciruiivc,
pcipceiivc urd iricipiciuiior oj icuiiq.
Duiir ic pui iiuirir cior eoud cc ic inpoiiurec oj jicqucri upduiir ,
duc io ic eurc ir ic wuq wc cc cdueuiior, puiiieuuiq uruuc cuirir-
icueir, wie wu ic joeu oj iudq duiir icc iwo wcck.
eoud cuir uboui ic icuor oj doir eciiuir ueiiviiic ir ic euioon urd ic
pioecc iui iukc puec wcr oui iudcri cuir, urd ic wuq icq pciecivc ic
krowcdc urd icq uequiic ii, ueeoidir io ic oeiu urd euiuiu buekiourd icq
uvc. cuircd uboui ic ireuior oj u bioud vuiiciq oj icouiec iui wc u
icueci eoud uc io jueiiiuic ue cuirir, urd ic cvc eciiuir krowcdc u
io o iiou ir oidci io uq iui oui iudcri icuq uequiicd ii. (|oon'
1uxoronq). !oi nc, ii wu ur unuzir cxpciicrec, icjicir ic icoiciieu bui
joi uruuc cuirir urd ic iceriquc iui icpiccri icn.


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MexicaIi, B.C. September 3
rd
2011

ENJOYING GRAMMAR
MAKE UP MODULE SUMMARY
Grammar is the study of the rules of a language and it is a field of linguistics. t is
also defined as the system of a language. All languages change over time, since
this, we don't need to study grammar to learn a language. Grammar is like a tool,
that when a student understands it, he can understand many things himself.
There are two kinds of grammar. Descriptive, which shows if a sentence is
grammatical according to the speech of the group in which it is spoken; and
prescriptive, more strict and given by authoritative sources. Through time, many
methods have been used to teach grammar, like the grammar-translation method,
the direct method, audiolingualism, the natural approach, and lately, the
communicative language teaching, in which acquisition is important and does not
reject the inclusion of grammar in class.
Some of the strategies for learning grammar are: to relate knowledge needs
to learning goals, to apply higher order thinking skills, to provide plentiful,
appropriate language input, to use predicting skills, and to limit expectations from
drills. Teachers must deal with the fact that knowing the grammatical rules
(declarative knowledge) does not mean their students are going to be able to apply
the rules for communicating. t is important for a student to understand the basic
parts of a sentence and the way these parts can be combined and arranged in a
correct way, and how to use these structures effectively for communicating in the
target language.
REFLECTION

usually prepare my classes based on the content, the teacher guide and the
follow up. After reading this module, my perspective towards grammar teaching an
learning has changed in a positive way. t is important for me as a teacher to have
such information in which there is a deeper analysis on why we teach grammar.
We must know that it is an important tool and not the main objective of the class.
Grammar helps students understand the language in a better and more logical
way. Once this is achieved, the teacher being there all the time and correcting all
the time is not necessary for the student has understood the logic and relationship
between a determined part of speech or tense.
Reading this pamphlet also helped me to understand the change in focus on
grammar through time and how grammar is related to the different approaches.
have also learned that the use of the rules can be applied either to help us
understand the changes in a certain part of speech or can be strictly seen as a
series of rules that only a certain group acknowledges.
The way this information is presented is useful and easy to understand, and
explained in such a clear way, that helped me think back and relate all this
information to my experience as a teacher, and the way can improve my work. t
is, as well, a source of knowledge that can keep for reading it every time need
it.

"UESTIONNAIRE
1. What are the different types of Iessons or activities presented in this
moduIe handout? Grammar Lesson Outline which helps me understand
the steps of a correct grammar lesson, nductive and deductive learning,
both ways of presenting a topic and their benefits. and a grammar lesson
structure, which help us understand, also step by step, the way we can
create our lessons.
2. Which theoreticaI principIes or activities do you consider more
meaningfuI? The importance of the perspective of grammar that the
teacher has. The way grammar is related to the different approaches and
methods through time. (Grammar translation method, the natural approach,
silent way, audiolingualism, and the communicative approach Descriptive
and prescriptive grammar.
3. Which wouId you empIoy? Why?
would employ the communicative approach, using both descriptive and
prescriptive grammar. t is important to know the goal we have when we
teach English, and personally, want my students to learn to communicate
in the target language, using as many tools as they can. Description of a
grammatical rule is important for the student's learning process, but they
should be able to apply those rules whenever they need them but in a more
natural way.


. ow wiII the information in this moduIe handout heIp you work with
your student's academic and sociaI needs? would now stress on the
importance of the use of the language instead of the knowledge of the rules.
would encourage them to practice with other students, and after that in real
life, what they have learned as a grammatical rule, and turn it into something
that can help them in real life.
5. ow wouId you adapt some of the educationaI methodoIogy at a
university IeveI? would follow the same process to help my students go
from theory to practice in a smooth way, going from general to particular
(deductive learning) and getting them interested in the topic using the
different strategies already mentioned and have them look at more
information that they could apply to complement their learning, and make it
something meaningful and useful to them.
6. Think of a time in you reaching Iife when you had to respond to a
chaIIenging situation. ow did you formuIate a pIan? A couple of years
ago had some students with autism. thought at first that teaching them
English was going to be almost impossible, but after reading a little more
about the way they learn, and by making some adaptations to the English
program, could apply different strategies that could help them achieve the
goal of learning and using the language at the same time and even faster
than their classmates.
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LESSON PLAN/ ACTVTY FORMAT
OVERVIEW
LEVEL V, ADULTS. STRUCTURE

This lesson relates to the module of Enjoying Grammar, and will help my students
learn to use the different kinds of pronouns , according to their classification and
use.
OBJECTIVE: Students will recognize, identify, contrast, and use the subject
pronouns, object pronouns, possessive pronouns and adjectives, as well as the
indefinite pronouns.
MATERIAL NEEDED: Chart with different kinds of pronouns, (pronouns will be
made with cards and wrapped with contact paper and have some tape or Velcro in
the back of each). will need three different charts. Flashcards, Markers, butcher
paper, copy of a board game, magazines, scissors and glue. Copies of an
exercise, as well.
WARM UP
Greet, call roll, write date, check homework, dictate verbs (previously seen in the
last class) Play relays.
PRESENTATION
ntroduce different kinds of pronouns, explain, repetition, give some examples,
have students pass to the front to place them in the correct order.
EXERCISES
Students get in teams and put the pronouns in order. The first team to finish, wins.
Use some flashcards, to help them make sentences using first one set of
pronouns, then the second one, then two different kinds of pronouns in a
sentence.
Do exercise together, using the OHP and a transparency.

Mixer, using a flashcard each of the students will say a sentence, listen to his/her
classmate saying his/her sentence, and switch the card. Keep going around the
classroom to practice several times.
Get in teams of four and make some sentences using magazine cutouts. Paste
posters around classrooms.
EXPANSION
Get in teams play board game focused on the use of different kinds of pronouns.
Ask each students to tell you a sentence using a pronoun, and if they say t
correctly, they 'll get a sticker and may leave.

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MexicaIi, B.C. September 3
rd
2011




BIBLIOGRAPY


. A COMPREHENSVE GRAMMAR OF THE ENGLSH LANGUAGE.
Randolph Quirk, Sidney Greenbaum, Geoffrey Leech, & Jan Svartvik. New
York: Longman, .


2. Language Alive in the Classroom. Contributors: Rebecca S. Wheeler -
editor. Publisher: Praeger. Place of Publication: Westport, CT. Publication
Year: .