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Index
Introduction ................................................................................................................... 3
Contextualization .......................................................................................................... 4
Reflection ...................................................................................................................... 4
Conclusion .................................................................................................................. 10
Annexes ...................................................................................................................... 11
Bibliography ................................................................................................................ 26
Introduction
The "Didactic manual to teach the pronoun is intended to provide teachers with some ideas of how to
teach the pronoun, which is one of the nine grammatical categories, usually defined as a word that
stands for a noun, a noun phrase, or something relating to one (Jarvie, 2007). There are personal
pronouns that derive in subject, possessive and reflexive as well as reciprocal, demonstrative,
indefinite, interrogative, relative, distributive. All these pronouns have different uses, however, we can
use them to refer back to someone or something previously mentioned, to say that something belongs
to someone or something; or the relationship with someone, to introduce a subordinate clause, and to
refer to a group or class.
The "Didactic manual to teach the pronoun" contains four different activities focused on the
development of the four skills:
A warm up activity, mainly created for those students who have musical intelligences, it consists
of filling the blanks in a song with an appropriate pronoun chosen from a vocabulary box.
Two practice activities for activating students background about the topic and proficiency the use
of pronouns in a particular context.
Finally, a wrap up activity, which consists of correcting some sentences that have a misplaced
pronoun error in order to check students understanding of the lesson.
It is our sincere wish that teachers who read this manual, find it useful either to faithfully
reproduce the activities proposed or as the basis to make the appropriate modifications to adapt the
activities to the students necessities.
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 will
permit us to analyze and understand language units as well as, the aforementioned, grammatical
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
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.
Lesson Plans
Topic: The Pronoun
Method: Direct
Activity: Presentation-Warm up activity
Particular objective: Students will identify pronouns in the context of a rock song.
Name of the
activity
Procedure
Time
Materials
Video projector
Markers
Speakers
Song
15 minutes
Computer
Suggestions: Keep monitoring all the time. Give the students some hints so they can answer the task and time the
activity in order to avoid any inconvenience.
Name of the
activity
Procedure
Time
Classifying
pronouns
Materials
Presentation
(Appendix 2)
Chart in blank
(Appendix 3)
15 minutes
Board
Card with
pronouns
(Appendix 3)
Video projector
Pritt tack
Computer
Suggestions: Drawing the chart on the board instead of project it can be useful if you dont have a projector available.
Name of the
activity
Role play
Procedure
Time
25 minutes
Materials
Video projector
Cards (Appendix 4)
Backgrounds
included in the
presentation
(Appendix 2)
Chronometer
Suggestions: A competition can be carried out by passing the whole team to act instead of one member of each group.
Name of the
activity
Sentence
correction
( closing)
Procedure
Time
15 minutes
Materials
Sentences with
misplaced
pronouns
(Appendix 5)
Conclusion
Making a research could seem easy; however, it is something that needs our completely effort.
Patience, research and commitment are useful if we want to design a didactic manual or another kind
of project. Firstly, we need to know the kind of students we will work with, for instance applying a
diagnostic test could be useful for teachers to design a suitable class. Secondly, preparing it guarantees
knowing what and how to teach a specific topic. Finally, it is important to know as many references as
possible in case doubts might emerge during the class.
By and large, it is possible to conclude that reflexing the specific needs of every group with which
we work is essential in order to design the appropriate activities for classes during a course. An effort,
complemented with a good management, may end in the correct appliance of any activity; in this case
the manual is intended to help teachers with their assignments, hoping to later inspire them with the
develop of different activities further than the previous exposed.
Regarding with our experience presenting the pronoun, although the mistakes, we enjoyed it
and felt comfortable because we applied the knowledge we acquired along the course specially related
to the subjects about Didactics, Morphosyntax of the English Language and English IV. The activities
we proposed made us to have such a great time designing them. They were thought to be active,
meaningful, communicative, and fun. The feedback we received made us reflex about didactic
sequences development, in other words, we are more conscious there must exist a balance between
knowledge and class organization, because the lack of organization or the poor management of the
topic can lead us to completely lose the way to effectiveness.
10
Annexes
Appendix 1
Instructions: Use the words in the box to fill in the blanks
Me
this
nobody
his
your
nothing
my
anyone
everybody
you
11
Answer key:
(1) This
(2) Your
(3) Me
(4) His
(5) My
(6) Everybody
(7) I
(8) Nobody
(9) You
(10 Nothing
(11 Anyone
12
Appendix 2
13
14
15
16
17
18
Appendix 3
Subject
Possessive
Indefinite
Reflexive
Relative
Reciprocal
Distributive
Demonstrative
19
Appendix 4
You
He
She
It
We
You
They
Me
You
Him
Her
It
Us
You
Them
My
Your
20
His
Her
Its
Our
You
Their
Mine
Yours
His
Hers
Ours
Yours
Theirs
Myself
Ourselves
Yourself
Yourselves
Himself
21
Herself
Itself
Themselves
Each other
One another
This
These
Those
Anybody
Everybody
Nobody
Somebody
Anyone
Everyone
No one
Someone
Anything
That
22
Everything
Nothing
Something
Whom
Whose
What
Which
Who
Whose
That
Which
Whom
All
Both
Either
Neither
23
Appendix 5
24
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 team
had 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, Helen
was upset.
5. The Smiths made wonderful cakes. We were glad we saw the cakes at the
supermarket.
25
Bibliography
In print
On the web
www.azlyrics.com.
Queen
Lyrics.
Recuperado
http://www.azlyrics.com/lyrics/queen/bohemianrhapsody.html
www.penandpage.com.
Pronoun
Reference.
Recuperado
http://www.penandpage.com/EngMenu/gramref.htm
de:
de:
26