Teaching grammar through situation and contexts
There are many ways to teach grammar to students that can be fun and interesting, such as presentation through real world situations and contexts. The Communicative Approach arises from the students needs to speak and be understood because that is our main objective when teaching English. It is imp...
| Main Authors: | , |
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| Other Authors: | |
| Format: | bachelorThesis |
| Language: | eng |
| Published: |
2013
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| Subjects: | |
| Online Access: | http://dspace.ucuenca.edu.ec/handle/123456789/2071 |
| _version_ | 1785802335102959616 |
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| author | Seminario Llivicura, Rosa Angélica Sotamba Romero, Juana Guillermina |
| author2 | Rodas Pacheco, Fabián Darío |
| author_facet | Rodas Pacheco, Fabián Darío Seminario Llivicura, Rosa Angélica Sotamba Romero, Juana Guillermina |
| author_sort | Seminario Llivicura, Rosa Angélica |
| collection | DSpace |
| description | There are many ways to teach grammar to students that can be fun and interesting, such as presentation through real world situations and contexts. The Communicative Approach arises from the students needs to speak and be understood because that is our main objective when teaching English. It is important for teachers to know how to prepare students to learn English by focusing on situations and contexts in a realistic manner that challenge students attention. Chapter one defines the origin of the Communicative Approach, what the Approach is all about and basic principles of students and teachers when using communicative activities. Also, there are some concepts of grammar, notional-functional approach, and syllabus. Moreover, we talk about the organization of the Notional-Functional Syllabus: notion, function, grammar structure. There are also some considerations for teachers who would like to apply the activities presented in this work. Chapter two is about the methodology used to develop the communicative activities. These activities are based in the notional-functional approach that facilitates grammar acquisition as part of the teaching-learning process. The first thing the teacher does is activate previous knowledge. Then the teacher presents the grammar point through real communication. For example, the grammar point is presented through a role play, reality, a video, a board game, etc. Finally, in chapter three, we present a handbook with the activities used to teach grammar. Moreover, we talk about the application and results of these activities |
| format | bachelorThesis |
| id | oai:dspace.ucuenca.edu.ec:123456789-2071 |
| institution | Universidad de Cuenca |
| language | eng |
| publishDate | 2013 |
| record_format | dspace |
| spelling | oai:dspace.ucuenca.edu.ec:123456789-20712020-08-03T19:14:40Z Teaching grammar through situation and contexts Seminario Llivicura, Rosa Angélica Sotamba Romero, Juana Guillermina Rodas Pacheco, Fabián Darío Enseñanza Del Ingles Desarrollo Del Pensamiento Educacion There are many ways to teach grammar to students that can be fun and interesting, such as presentation through real world situations and contexts. The Communicative Approach arises from the students needs to speak and be understood because that is our main objective when teaching English. It is important for teachers to know how to prepare students to learn English by focusing on situations and contexts in a realistic manner that challenge students attention. Chapter one defines the origin of the Communicative Approach, what the Approach is all about and basic principles of students and teachers when using communicative activities. Also, there are some concepts of grammar, notional-functional approach, and syllabus. Moreover, we talk about the organization of the Notional-Functional Syllabus: notion, function, grammar structure. There are also some considerations for teachers who would like to apply the activities presented in this work. Chapter two is about the methodology used to develop the communicative activities. These activities are based in the notional-functional approach that facilitates grammar acquisition as part of the teaching-learning process. The first thing the teacher does is activate previous knowledge. Then the teacher presents the grammar point through real communication. For example, the grammar point is presented through a role play, reality, a video, a board game, etc. Finally, in chapter three, we present a handbook with the activities used to teach grammar. Moreover, we talk about the application and results of these activities Licenciada en Ciencias de la Educación en la Especialización Lengua y Literatura Inglesa Cuenca 2013-06-07T15:14:35Z 2013-06-07T15:14:35Z 2010 bachelorThesis http://dspace.ucuenca.edu.ec/handle/123456789/2071 eng TLI;271 openAccess http://creativecommons.org/licenses/by-nc-sa/3.0/ec/ application/pdf application/pdf |
| spellingShingle | Enseñanza Del Ingles Desarrollo Del Pensamiento Educacion Seminario Llivicura, Rosa Angélica Sotamba Romero, Juana Guillermina Teaching grammar through situation and contexts |
| title | Teaching grammar through situation and contexts |
| title_full | Teaching grammar through situation and contexts |
| title_fullStr | Teaching grammar through situation and contexts |
| title_full_unstemmed | Teaching grammar through situation and contexts |
| title_short | Teaching grammar through situation and contexts |
| title_sort | teaching grammar through situation and contexts |
| topic | Enseñanza Del Ingles Desarrollo Del Pensamiento Educacion |
| url | http://dspace.ucuenca.edu.ec/handle/123456789/2071 |
| work_keys_str_mv | AT seminariollivicurarosaangelica teachinggrammarthroughsituationandcontexts AT sotambaromerojuanaguillermina teachinggrammarthroughsituationandcontexts |