“TEACHING GRAMMAR”

THIRD UNIT

PRESENTED BY

GISELA MARIA CAÑON

NANCY YANETH CASTRO RODRIGUEZ
SANDRA LORENA SANCHES PINEDA

PEDAGOGICAL AND TECHNOLOGICAL UNIVERSITY OF COLOMBIA

LIC. IN BASIC EDUCATION WITH EMPHASIS ON HUMANITIES,
MATHEMATICS AND THE SPANISH LANGUAGE
CHIQUINQUIRA
FESAD
IX SEMESTER
2018
 “TEACHING GRAMMAR”
THIRD UNIT.

GISELA MARIA CAÑON

NANCY YANETH CASTRO RODRIGUEZ
SANDRA LORENA SANCHES PINEDA

MAGDA LUCIA CHINOME

(TEACHER)

PEDAGOGICAL AND TECHNOLOGICAL UNIVERSITY OF COLOMBIA

LIC. IN BASIC EDUCATION WITH EMPHASIS ON HUMANITIES,
MATHEMATICS AND THE SPANISH LANGUAGE
CHIQUINQUIRA
FESAD
IX SEMESTER
2018
 INTRODUCTION

One important aspect in the learning process of a new language is based on the

grammatical component, which allows students to understand and comprehend in a

deep way use, rules and the function of a foreign language. Because of that is vital

for teachers to identify, analyze and apply different strategies for teaching grammar,

in order to fulfill the learning necessities of students.

To select variety of strategies let students to learn in an easy, fun and creative way.

In this workshop will be analyzed different strategies and methods for teaching

grammar, for instance: the deductive, inductive and interactive methods, besides

that it will be developed an analysis of some methods and activities through a

comparative chart and will be created some activities in which students can practice

those.

OBJECTIVES

General Objective

 To comprehend and use strategies and techniques for teaching English

grammar.

Specific

 To identify strategies for teaching English grammar.

 To analyze didactic and methodological strategies for teaching grammar.

  To propose and design creative activities based in the communicative

approach.

WORKSHOP THIRD UNIT: “TEACHING GRAMMAR”

ATTACHMENTS:

1. Comparative chart
2. Grammar workshop

1. COMPARATIVE CHART
TEACHING GRAMMAR METHODS

METHODS CHARACTERISTICS ACTIVITY

FOR
TEACHING
GRAMMAR
DEDUCTIVE  This moves from  Grammar quest: through this students
the general to the learn the rules through a small chart
more specific, and then they can put in practice those
starting with a through the development of some
theory then it activities.
moves through a  Word quest: based on the rules
specific students complete the questions with
hypotheses. some words, based on images.
 It is focus first in  Writing activities: students write texts
instruction then in based on the rules that they learned
practice. before:
 Matching activities.
 Filling words in blank spaces.
  Read and answer questions.
INDUCTIVE  It is moving from  Vocabulary activity: students start to
more specific to recognize words that will help them to
the more general, undertint later the theory.
making specific  Chant: through songs students can
observations, recognize and practice grammar in a
detect patterns, natural way.
and formulate  Stories: students can related previous
hypothesis for knowledge with new knowledge.
making  Culture Quiz: through reading about
conclusions. other things students can learn about a
 For doing these grammar topic.
teachers can  Activities of everyday English:
present several through some activities students can
examples in learn grammar and practice those
order to students every day.
notice how the  Describing pictures: student can
concept works. identify and practice some topics
 Students starting with the descriptions of
recognize pictures and events.
grammar in a
natural way.

INTERACTIVE  This method uses  Quest memory game: through a

games to teach game of memory student can learn in
grammar, this an easy way the grammar.
allow students to  Chant: through songs students can
remember the recognize and memorize in an easy
topics in an easy and funny way grammar structures.
and fun way.
  Teacher can put  Interpretation activity: through role
in practice plays they can practice and memorize
different learning rules.
styles.  Listening and speaking activities:
through games using these students
can practice and learning in an easy
an interactive way.

SOURCES: activities based on the text presented by SANCHEZ, Celia “Técnicas y Recursos para
enseñar gramática” pdf, 2014.

 http://www2.vobs.at/ludescher/pdf%20files/grammar.pdf
 https://www.inklyo.com/methods-of-teaching-grammar/
 https://oupeltglobalblog.com/2015/04/24/inductive-and-deductive-grammar-teaching/

GRAMMAR WORKSHOP “USED TO”

SCHOOL: GRADE: 8.01 DATE: April 5th, 2018

TIME: 7:00 – 9:00 AM TEACHER:

COMPETENCES

• Linguistics: students identify the structure of the "second conditional" to

write and talk about unreal situations in the present.

• Pragmatic: students use the knowledge they have about the "second

conditional" to express what they can imagine in different unreal situations

 • Sociolinguistics: students use language appropriately and interact with

their classmates.

ACTIVITIES FOR STARTING:

The students will listen and watch a video in which the structure and the way the

second conditional is handled.

• Then, the teacher will make a brief explanation based on the ideas of the students.

DEVELOPMENT ACTIVITIES:

• the students make groups of 4 or 5 people and perform a board game in which they

practice the second conditional, completing the sentences.

• The students are made in pairs to carry out an exercise in which they form

sentences using their imagination to make unreal cituations in the present using the

appropriate grammar.

FINALIZATION ACTIVITIES:

• Based on the previous activity, they make a bulletin board with the sentences they

formed using the second conditional, with drawings.

• Then the students will socialize this billboard in front of the group using the game

"Tingo Tango", a random game.

RESOURCES: photocopies: video, board game, paper craf or cardboard, board,

markers.

EVALUATION: students will be able to identify and write using the "second

conditional" in an appropriate way through the creation and socialization of the

billboard and the realization of an individual activity in photocopies.

ATTACHED FILES:

1. video link

2. Board game.

3. individual activity.

1. Link del video:

link: https://www.youtube.com/watch?v=61Oou-WbGfQ

2.board game
 Te teachers’ Who used to
lot of m lot o sala teachers’
lot of money b I would buy
salaries
an electric
guitar

I would buy If we found a She would go I wouldn’t He would be

an electric Go bag full of to the party cheat on the a basketball
forward 4 money, player
guitar test
spaces
Oh no! If we met a
famous actor
Go back
to the
start!

if I were Miss If I had a If he were She would be

Donald screwdriver, more tolerant, a great mother
a
Trump, turn
They ______ I could fix the we would If I ate more,
(have) TV, be better
problems if friends.
they failed the
exam.

I ________ If they knew she Go

(stay) at him well, wouldn’t forward 2
home if I live in this
were ill.
spaces
town

Go 1 If you Oh no! I would

came buy an
forward 3 Go back
today, I electric
spaces _______ guitar.
(see) you.
If they visited
I _______ Finish! us more often If I had time
(find) a
tomorrow
solution if
you couldn’t
do it
If I _______ If she if I were the
(buy) a new worked as president of
car, I would an actress Colombia
show it to you

If you Go back If they bought If you If I were you, Start

_____(study) pizzas, we chose a
2 spaces
today, you _________ color
would enjoy (eat)
tomorrow together.
SOURCE: https://www.teach-this.com/grammar-activities-worksheets/used-to
3. individual activity.

activity

Completa con la forma correcta del verbo.

1 If I had enough money, I ________________(buy) some new shoes.

2 She'd miss the bus if she ________________ (not leave) soon.

3 If it rained tomorrow, what ________________ (you/do)?

4 If you didn’t give me an excuse, I ________________ (not be) your friend any

more.

5 If he talked too long, his parents _____________(not let) him use the phone.

6 If you ________________ (not want) this magazine, I’d throw it away.

7 If Arsenal won they ________________ (be) top of the league.

8 If you _____________(give) me some money, I'd pay you back tomorrow.

9 What ________________ (you/say) if I didn’t say anything?

10 If you ____________(do) this for me, you'd have a chance of promotion.

 CONCLUSIONS

 It is important to look for different strategies for teaching grammar in order

to students learn in an easy way based on their learning necessities.

 The grammar part is a fundamental aspect in learning a language,

because of that teachers have to implement new methods and techniques

for teaching that.

 DIGITAL RESOURCES

 SANCHEZ, Celia “Técnicas y Recursos para enseñar gramática” pdf, 2014.

 http://www2.vobs.at/ludescher/pdf%20files/grammar.pdf

 https://www.inklyo.com/methods-of-teaching-grammar/

 https://oupeltglobalblog.com/2015/04/24/inductive-and-deductive-grammar-

teaching/

 https://www.aprenderinglesrapidoyfacil.com/2014/06/23/segundo-

condicional-en-ingles-second-conditional/

 http://www.aprendomasingles.com/wp-

content/uploads/2016/02/CONDITIONAL-2-EJERCICIOS-RESUELTOS-Y-

COMENTADOS-3.pdf