didactic manual to teach the pronoun
TRANSCRIPT
-
8/16/2019 Didactic Manual to Teach the Pronoun
1/26
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO
FACULTAD DE ESTUDIOS SUPERIORES ACATLÁN
Didactic manual to teach the pronoun
López Fuentes Alfredo
Moreno Mederos Melissa
Ramírez Santillán Camilo
Zamudio Martínez Julián Ernesto
-
8/16/2019 Didactic Manual to Teach the Pronoun
2/26
2
Index
Introduction ................................................................................................................... 3
Contextualization .......................................................................................................... 4
Reflection ...................................................................................................................... 4
Lesson Plans ................................................................................................................ 6
Conclusion .................................................................................................................. 10
Annexes ...................................................................................................................... 11
Bibliography ................................................................................................................ 26
-
8/16/2019 Didactic Manual to Teach the Pronoun
3/26
-
8/16/2019 Didactic Manual to Teach the Pronoun
4/26
4
Contextualization
The following manual has the aim to provide teachers from Facultad de Estudios Superiores Acatlan
specifically in the group 2451 from afternoon shift, term 2016-2 of English Language Teaching Program
with some useful didactic sequences based on multiple intelligences.
Learning pronouns can be a difficult task to achieve for many English learners due to the fact
that there are diverse types of them. Moreover, the lack of knowledge on morphosyntax of many
teachers in Mexico has caused that this topic loses importance, likewise considered as very basic topic
As a consequence, students continue to confuse the use of pronouns. Therefore, we as future English
teachers cannot allow ourselves, under no circumstances, to ignore any grammatical aspect of the
language. Accordingly, we must emphasize the importance of morphosyntax knowledge, since it wil
permit us to analyze and understand language units as well as, the aforementioned, grammatica
aspects. In addition, morphosyntax will be our basis whose purpose will be merely to develop our
linguistic competence.
On the other hand, it is well known among teachers, that preparing a lesson plan is sometimes
exhausting, due to assorted facts; time, institutional approaches, lack of command of certain topics,
creativity, or the latter is probably the strongest reason regarding lesson planning. As well as
morphosyntax, didactics is an essential tool that we have to take highly in consideration. It will warrant
us the optimum organization of resources and procedures concerning lesson planning in order to take
students to reach the class objectives effectively.
Reflection
We had two hours to carry out a complete class. First, we played a rock song so that the students
could fill in the blanks with an appropriate pronoun. Later, we checked with students the answers, and
then started the presentation of our grammatical category, which lasted for an hour. After that, we
moved on to the correction of misplaced pronouns. Next, we asked students to do a role-play using
the pronouns with a series of cards. Finally, as a wrap up activity, we asked them to classify the
pronouns in a chart.
During the presentation, we could realize that this topic is not as basic as it is thought to be
when some students had doubts that we found a bit difficult to clarify. In addition, we mixed the
-
8/16/2019 Didactic Manual to Teach the Pronoun
5/26
5
activities of practice and production and due to the lack of organization; we did not consider checking
the answers with students.
After receiving feedback from our professors, who indicated us that we had made some little
mistakes, we made few changes in the activities we carried out in order to make them fluent and more
structured.
After the class and feedback, we noticed that we did not consider extra handouts.
In order to improve pronouns teaching, we made few changes to the activities:
1. Simplify instructions, and consider time to read them aloud in order to make sure students
understand
2. Organize the activities in order to make transitions from one to another one smoothly and
fluently.
3. Take specific time for checking answers and feedback in each activity.
-
8/16/2019 Didactic Manual to Teach the Pronoun
6/26
6
Lesson Plans
Topic: The Pronoun
Method: Direct
Activi ty : Presentation-Warm up activity
Particular objective: Students will identify pronouns in the context of a rock song.
Suggestions: Keep monitoring all the time. Give the students some hints so they can answer the task and time theactivity in order to avoid any inconvenience.
Name of theactivity
Procedure Time Materials
Filling the famousrock song
(Lead in)
1. Teacher will elicit students’knowledge about the famousrock band Queen.
2. Teacher will elicit students’knowledge about pronouns.
3. Teacher will distribute amongstudents the lyrics of the song.
4. Teacher will read theinstructions aloud and clarifydoubts in case they come up.
5. Teacher will play the song
“Bohemian Rhapsody” byQueen.
6. While listening to the song,students will fill in the blanksusing the pronouns in the box.
7. Teacher will monitor theactivity.
8. Once the song´s over, teacher
will ask two students to come tothe front and write the correctanswers.
9. Teacher will check the answerswith students.
15 minutes
Video projector
Song
Markers
Handouts with thesong´s lyrics withblanks instead ofpronouns (Appendix 1)
Speakers
Computer
-
8/16/2019 Didactic Manual to Teach the Pronoun
7/26
7
Topic: The Pronoun
Method: Direct
Activi ty : Practice: pronouns classification
Particular objective: Students will distinguish and categorize pronouns.
Name of theactivity
Procedure Time Materials
Classifyingpronouns
1. After the presentation, Teacherwill give out a card, with apronoun on it, to each student.
2. Teacher will ask students tocome to the front, and pastetheir cards in their correctclassification, in the chartprojected on the board.
3. Teacher will check withstudents as a whole and willcorrect mistakes if necessary.
15 minutes
Presentation(Appendix 2)
Chart in blank(Appendix 3)
Board
Card withpronouns(Appendix 3)
Video projector
Pritt tack
Computer
Suggestions: Drawing the chart on the board instead of project it can be useful if you don´t have a projector available.
-
8/16/2019 Didactic Manual to Teach the Pronoun
8/26
8
Topic: The Pronoun
Method: role-playing/ simulation
Activi ty : Production: Role play
Particular objective: Students will be able to use the pronouns accurately in a context of daily life.Students will be more conscious when using pronouns either speaking or writing.
Suggestions: A competition can be carried out by passing the whole team to act instead of one member of each group.
Name of theactivity
Procedure Time Materials
Role play 1. Teacher will ask students toform teams (number can vary)
2. Teacher will provide students
with cards previously used
3. Teacher will explaininstructions:
A member of each team will pass tothe front with the cards assigned andwill make up a conversation with theother members, and hold it for aminute, based on the contextrandomly projected (hospital, school,concert, theatre, and restaurant). Theconversation must be logical to the
context and well structured. Repeat ituntil all the backgrounds had beenprojected.
4. Teacher will monitor the activitylooking for pronoun-misplacederrors, but without correctingthem.
5. Teacher will give feedbackfocusing on the correct use andplacement of the pronouns that
one can make when speakingor writing.
25 minutes Video projector
Cards (Appendix 4)
Backgroundsincluded in thepresentation(Appendix 2)
Chronometer
-
8/16/2019 Didactic Manual to Teach the Pronoun
9/26
9
Topic: The Pronoun
Method: Direct
Activi ty : Closing: Sentence correction
Particular objective: students will be able to identify errors in sentences and correct texts of anysubject.
Suggestions: Teacher can give a short text to students instead of sentences in order for them to look for errors.
Name of theactivity
Procedure Time Materials
Sentencecorrection( closing)
1. Teacher will give each team asentence in order to analyze itand correct the misplacedpronoun error.
2. Teacher will read theinstructions aloud.
3. Teacher will be monitoringstudents.
4. Teacher will check thesentences with the studentsand give them feedback.
15 minutesSentences withmisplacedpronouns(Appendix 5)
-
8/16/2019 Didactic Manual to Teach the Pronoun
10/26
-
8/16/2019 Didactic Manual to Teach the Pronoun
11/26
11
Annexes Appendix 1
Instructions: Use the words in the box to fill in the blanks
Bohemian Rhapsody (Queen)
Is (1)___ the real life?Is this just fantasy?Caught in a landside,No escape from realityOpen (2) ___ eyes,Look up to the skies and see,I'm just a poor boy, I need no sympathy,Because I'm easy come, easy go,Little high, little low,
Any way the wind blows doesn't really matter tome, to (3)___.
Mamaaa,Just killed a man,Put a gun against (4)___ head, pulled (5)__ trigger,now he's deadMamaaa, life had just begun,But now I've gone and thrown it all awayMama, oooh,Didn't mean to make you cry,
If I'm not back again this time tomorrow,Carry on, carry on as if nothing really matters
Too late, my time has come,Sends shivers down my spine,body's aching all the timeGoodbye,(6)_____, I've got to go,Gotta leave you all behind and face the truthMama, oooh (anyway the wind blows)(7)__ don't want to die,I sometimes wish I'd never been born at all.
I see a little silhouetto of a man,
Scaramouch, Scaramouch, will you do theFandango!
Thunderbolts and lightning, very, veryfrightening meGalileo, Galileo Galileo, GalileoGalileo, Figaro - magnificoo
I'm just a poor boy (8)____loves meHe's just a poor boy from a poor family,
Spare him his life from this monstrosityEasy come, easy go, will you let me goBismillah! No, we will not let you go(Let him go!) Bismillah! We will not let you go(Let him go!) Bismillah! We will not let you go(Let me go) Will not let you go(Let me go)(Never) Never let you go(Let me go) (Never) let you go (Let me go) AhNo, no, no, no, no, no, noOh mama mia, mama mia, mama mia, let megoBeelzebub has a devil put aside for me, for me,for meee
So you think (9)___can stop me and spit in myeyeSo you think you can love me and leave me todieOh, baby, can't do this to me, baby,Just gotta get out, just gotta get right outta here
Ooh yeah, ooh yeah(10)___really matters, (11)___can see,Nothing really matters,Nothing really matters to me
Me this nobody his your nothing my anyone everybody you I
-
8/16/2019 Didactic Manual to Teach the Pronoun
12/26
-
8/16/2019 Didactic Manual to Teach the Pronoun
13/26
13
Appendix 2
-
8/16/2019 Didactic Manual to Teach the Pronoun
14/26
14
-
8/16/2019 Didactic Manual to Teach the Pronoun
15/26
15
-
8/16/2019 Didactic Manual to Teach the Pronoun
16/26
16
-
8/16/2019 Didactic Manual to Teach the Pronoun
17/26
17
-
8/16/2019 Didactic Manual to Teach the Pronoun
18/26
18
Appendix 2: images included in the presentation
-
8/16/2019 Didactic Manual to Teach the Pronoun
19/26
-
8/16/2019 Didactic Manual to Teach the Pronoun
20/26
20
Appendix 4
I You He
She It We
You They Me
You Him Her
It Us You
Them My Your
-
8/16/2019 Didactic Manual to Teach the Pronoun
21/26
21
Our You Their
Mine Yours His
Hers Ours Yours
Theirs Myself Ourselves
Yourself Yourselves Himself
ItsHis Her
-
8/16/2019 Didactic Manual to Teach the Pronoun
22/26
22
ThatThese Those
Anybody Everybody Nobody
Somebody Anyone Everyone
No one Someone Anything
Each other One another This
Herself Itself Themselves
-
8/16/2019 Didactic Manual to Teach the Pronoun
23/26
-
8/16/2019 Didactic Manual to Teach the Pronoun
24/26
24
Appendix 5
The files arranged by the temporary workers
were out of order, so we sent them back tothe main office.
Although the last race had been run, it wasnot clear which team had won the meet.
From a reading of The Great Gatsby, you
gain insight into America's jazz age.
When Helen discovered that Jane hadmisplaced her homework, she was upset.
The Smiths made wonderful cakes. We wereglad we saw them at the supermarket.
-
8/16/2019 Didactic Manual to Teach the Pronoun
25/26
25
Answer key
1. The files arranged by the temporary workers were out of order, so we sent
the files back to the main office.
2. Although the last race had been run, the crowd did not know which teamhad won the meet.
3. From a reading of The Great Gatsby, one gains an insight into America's jazz age.
4. When Helen discovered that Jane had misplaced Helen's homework, Helenwas upset.
5. The Smiths made wonderful cakes. We were glad we saw the cakes at thesupermarket.
-
8/16/2019 Didactic Manual to Teach the Pronoun
26/26
Bibliography
In print
Jarvie, Gordon. (2007) Bloomsbury Grammar Guide. London, A&C BlackPublishers.
Kolln, Martha and Robert Funk. (2002) Understanding English Grammar.6th
edition. New York, Longman. A comprehensive, clear textbook on English
grammar, with Reed-Kellogg sentence diagrams.
Lester, Mark. (2001) Grammar and Usage in the Classroom. 2nd edition.
New York, Allyn and Bacon. Covers many issues surrounding pedagogical
grammar, with traditional Reed-Kellogg diagrams.
Oxford. (2012). Oxford word power dictionary. 4th edition. London. Oxford
University Press.
On the web
www.azlyrics.com. Queen Lyrics. Recuperado de:
http://www.azlyrics.com/lyrics/queen/bohemianrhapsody.html
www.penandpage.com. Pronoun Reference. Recuperado de:
http://www.penandpage.com/EngMenu/gramref.htm
http://www.azlyrics.com/http://www.azlyrics.com/http://www.azlyrics.com/lyrics/queen/bohemianrhapsody.htmlhttp://www.azlyrics.com/lyrics/queen/bohemianrhapsody.htmlhttp://www.penandpage.com/http://www.penandpage.com/http://www.penandpage.com/EngMenu/gramref.htmhttp://www.penandpage.com/EngMenu/gramref.htmhttp://www.penandpage.com/EngMenu/gramref.htmhttp://www.penandpage.com/http://www.azlyrics.com/lyrics/queen/bohemianrhapsody.htmlhttp://www.azlyrics.com/