Microteaching on Grammar inductively.

Nº 2 Student: di Pietro, Alejandra

Level: Elementary

Age: 12/13 years old

Number of students: 20

Class time: 40min

Materials: Photographs, posters, photocopies. Sources consulted: Digby Beaumont. (1993) “The Heinemann
Elementary English Grammar.” Oxford. First ed. Print.

Goal: Students will develop an understanding of the meaning, form and use of objective, possessive and
demonstrative pronouns.

Previous Knowledge: Students are already familiar and have been working with vocabulary related to family
members, regular and irregular verbs, likes and dislikes, tangible objects, routines, activities and some
adverbs and adjectives of frequency. Additionally, they have practiced different grammatical structures
including present simple and present progressive.

Terminal objectives:

 Students will recycle their previous knowledge on a set of vocabulary related to family members,
regular and irregular verbs, and subject pronouns.
 Students will recall their previous knowledge on likes and dislikes and the affirmative, negative and
interrogative form of the Present simple and continuous tenses.
 Students will recognize the meaning, form and use of object pronouns.
 Students will evidence their understanding of the the meaning, form and use of object pronouns
through guided practice.
 Students will demonstrate their phonological fluency.
 Students will work out teir reading and writing skills.

WARMING UP (10 min.-Ss.- Main skill: Speaking)

Enabling Objectives

 Students will activate their previous knowledge on a set of vocabulary related to family members,
regular and irregular verbs, and subject pronouns by means of an oral activity.
 Students will recycle their previous knowledge on likes and dislikes and the affirmative, negative and
interrogative form of the Present simple and continuous tenses by means pf a board game.
 Students will develop their speaking skills, making emphasis on fluency through a game.
The teacher will encourage students to play a game. She teacher will divide the students into two groups by
giving each group one coloured piece. The teacher will have a big dice, a set of cards, and she will display
the following poster on the board:

Each group will choose one member for each turn to come to the front. The student will have to throw the
dice and move the coloured piece according to the number stated in it. After this, he/ she will pick a card (the
cards will contain instructions such as: make an affirmative sentence using present simple tense; make a
negative sentence using present continuous tense; make a sentence using don’t like; make a sentence using
hate, etc.). The student will have to make sentences (orally) taking into account the statement of the card
and the inscription stated in the square (for example, the student throws the dice and reaches the third square
of the board (cousin). He/she picks a card which reads: make an affirmative sentence using present
continuous tense. The student will have to make an affirmative sentence using present continuous tense,
including the word cousin— such as: “My cousin is drinking juice with my aunt.”). Only If he/she answers
correctly, the student will be able to stay in the same place. If the answer is incorrect, the student will have
to move to the place the group was before throwing the dice. After this, it will be the other group’s turn. The
group that reaches “Finish” first will be the winner. In case time runs out, the group which is closer to “Finish”
will be the winner. In order to check for understanding of the instructions, the teacher will provide a model by
demonstrating the game herself.

PRESENTATION (15 min. -T-Ss- Main skill: listening)

Enabling objectives

 Students will express a general understanding of the meaning, form and use of object pronouns by
means of a contextualized presentation.
 Students will deduce the formula of object pronouns by means of a guided presentation.

Procedure

The teacher will contextualize the presentation by showing the following photo:
The teacher will say: “this is Felipe. He is my nephew. He is one year old. Let’s see what he likes doing and
what he usually does.”

The teacher will introduce student to the different forms of object pronouns through examples of her nephew’s
likes and habits. (while she gives the examples, the teacher will show students pictures in order to clarify the
meaning). In order for students to understand the use of object pronouns, the teacher will first say the
sentence using the nominal phrase and then she will say it again, but this time using the object pronoun
instead. For example, she will show the following picture:

She will say: “In this picture, Felipe is drinking mate. Felipe loves mate. He loves it. (the teacher will be
pointing the different elements she mentions). He loves it.” The teacher will give several examples in order
to provide students with the proper input.

The teacher will write the title “Object Pronouns” on the board. The teacher will stick on the board a poster
with the examples provided. After this, the teacher will try to elicit the rule from students. The teacher will say:
when do we use object pronouns? What do you replace with them? (Students are supposed to say that object
pronouns are used to replace or substitute nouns. In case students don’t know what a noun is, the teacher
will encourage students to at least say that object pronouns replace people or objects). The teacher will
encourage students to analyze the position of object pronouns by asking questions such as: Do object
pronouns go in the first part of the sentence or in the second one? If students do not answer, the teacher will
tell them the use of object pronouns. The teacher will stick on the board a poster with the use of object
pronouns. Additionally, the teacher will stick the following poster on the board:

Subject Pronouns Object Pronouns

You

He

She

It

We

You

They

The teacher will encourage students to fill-in the chart with the correct object pronoun.

The teacher will provide students with the following photocopy:

Object Pronouns
Subject Pronoun Object Pronoun

You

He

She

It

We

You

They
Students will have to copy and fill-in the blank spaces from what is on the board. Additionally, they will have
to look at the pictures and match them with the examples. The teacher will check this activity by asking
students at random about their answers. The rest will say if they agree or not and why.

PRACTICE STAGE (15 min.- S-/ S-S- Main skill: writing)

Activity 1 (5 min. -S- Main skill: writing)

Enabling Objective

 Students will demonstrate their understanding of the meaning, form and use of object pronouns by
means of a controlled activity.

The teacher will give students the following copy:

 Students will have to replace the underlined sentence with the appropriate object pronoun. After
this, they will have to decide which of the two options (A or B) matches with the example. the teacher will
give students some minutes to read the sentence in order to check for unknown words. To check
understanding of the instructions, the teacher will ask some questions like: what do you have to replace?
With wat do you have to replace it? Do you have to do anything else? How many options do you have?

The teacher will check the activity by providing students with some cards containing the letters A and B. she
will ask students at random about their answers (in the first part of the activity). Then, she will ask students
to raise their As ob Bs cards according to their answers. The teacher will write the answers on the board.

Activity 2 (10 min.- S-S- (Main skills: Reading/writing)

Enabling Objective

 Students will reinforce their understanding of the meaning, form and use of object pronoun by means
of a fill-in the gap activity.
 Students will exercise their reading and writing skills through a controlled activity.

The teacher will provide students with the following copy:

 Students will have to fill-in the blanks, adding the correct object pronoun. The teacher will check
understanding of the instructions by making one student paraphrase what they have to do. The teacher will
give students some minutes for checking unknown words. Note: students may not know the word hideous.
In order to solve this problem, the teacher will resort to synonyms and antonyms of the word for them to
understand. order to check the activity, the teacher will stick a poster with the e-mail. At random, students
will come to the front and will write their answers. The rest of the class will say if they agree or not and why.