(UNPAZ 01) La enseñanza de la

gramática en la clase de inglés: nuevas

perspectivas, nuevos rumbos 2023 -
Portfolio
This portfolio has been created to facilitate collaborative work towards your final projects.
They can be used synchronously and/or asynchronously, to do the different enabling tasks
that you will work on as each group’s members finish the activities on the platform. Enabling
tasks are due one week after each module is over. If you work collaboratively on each
module’s task along the course, you will find it a lot easier when you get to the final project.
The point is to see this space as a means for learning collaboratively. This is the last course
requirement, together with active participation in the forums and completion of all the
obligatory activities.
Name the file as follows:

MODULE (1) - (SURNAME, MEMBER 1) - (SURNAME, MEMBER 2) - (SURNAME,

MEMBER 3)

Example: MODULE 1 - GRISOLÍA - BERNACHEA - BENÉITEZ

Module n°1:

The activities below are meant as a guide for group reflection, as well as scaffolds for the
final analysis. You are supposed to work on the answers collaboratively. If it suits you better,
you can easily do this asynchronously, by using google doc’s tools, such as font colours,
notes or suggestions.

PART 1: Check out the files provided in the “Final Task” tab, and choose ONE file to work
with. Focus on the grammar topics. Then, fill in the chart.

Book: TOP SECRET 3

Level: PRIMARY
Unit: 4
MORPHOLOGY Are the tenses currently undergoing
any variation in ELF settings? Is there
any evidence in the textbook?
Are there other words that may behave
differently in ELF settings, from
Standard English norms? What about
verb patterns?
TEACHER Which activities from the book would
ATTITUDES you adapt so that your approach is less
Eurocentric? (In other words, can you
think of practical activities so that we
can start decolonising our profession?
Although the book is
relatively new, it is not
following ELF standards.
Evidence of this is the
presentation of a chart with
VERB INFLECTIONS and
SPELLINGS (page 46) in
order to make SS internalize
the “correct form” following
Standard English norms
(SE)
In the section KEY
LANGUAGE (P. 45 ) the
SUBJECT- VERB slots are
presented as a formulaic
pattern. It is possible to
happen that a student may
use the AFFIRMATIVE
pattern as a QUESTION by
adding a question mark at
the end of the affirmative
form. This could be a
reflection of an
INTERLANGUAGE –
INTERFERENCE STAGE in
an EFL setting but in a ELF
it may well not be
considered as a serious
mistake.
ACT Nº 10 P.46 could be
adapted by using a rubric
CLARITY /
COMPREHENSIBILITY.
T plays the track for SS to
listen, then in pairs they may
rehearse the dialogue (3 or
4 mins.) Then T could ask
for volunteers to role play it.
T will only interfere when
incomprehensibility occur)
When the activity is
completed, the class could
discuss how well it went.
First as language learners
will likely never sound
exactly like a native-speaker
in their second language it
could be a good idea that
before doing the task SS
should not sound like a
native-like speaker as the
MAIN GOAL, instead they
should focus on clarity.
PART 2: Answer the questions below. (Write no more than 100 words)

1. What is the impact of ELF in the teaching of English?