Didactic Manual to Teach the Pronoun

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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


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Index

Introduction ................................................................................................................... 3

Contextualization .......................................................................................................... 4

Reflection ...................................................................................................................... 4

Lesson Plans ................................................................................................................ 6

Conclusion .................................................................................................................. 10

Annexes ...................................................................................................................... 11

Bibliography ................................................................................................................ 26


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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


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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.


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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


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Topic: The Pronoun

Method: Direct

Activi ty : Practice: pronouns classification

Particular objective: Students will distinguish and categorize pronouns.

Name of theactivity


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.


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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


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


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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


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)


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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


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Appendix 2


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Appendix 2: images included in the presentation


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Appendix 4

I You He

She It We

You They Me

You Him Her

It Us You

Them My Your


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Our You Their

Mine Yours His

Hers Ours Yours

Theirs Myself Ourselves

Yourself Yourselves Himself

ItsHis Her


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ThatThese Those

Anybody Everybody Nobody

Somebody Anyone Everyone

No one Someone Anything

Each other One another This

Herself Itself Themselves


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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.


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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.


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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/

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Didactic Manual to Teach the Pronoun