GRAMMAR-RENJIFO-PINTADO-MONICA-MISHELLE

Universidad Técnica de Ambato 

Facultad de Ciencias Humanas y de la Educación 

Carrera de Idiomas 

Modalidad Presencial 

Student’s Portfolio 

“Grammar II” 

Seventh Semester “A” 

Student´s name: Monica Mishelle Renjifo Pintado 

Professor´s name: Lic. Mg. Lorena Fernanda Parra Gavilanez 

Ambato – Ecuador 

March - September 2017 

1

INDEX 

VISIÓN ................................................................................................................................3 

MISIÓN ...............................................................................................................................3 

PERFIL DEL EGRESADO .................................................................................................4 

CURRICULUM ...................................................................................................................5 

SYLLABUS .........................................................................................................................6 

STATEMENT OF PERSONAL LEARNING GOALS ....................................................18 

EVIDENCE FOR ELEMENT 1 ........................................................................................19 





FINAL REFLECTION ......................................................................................................42 

FINAL PORTFOLIO RUBRIC .........................................................................................43 

2

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN 

CARRERA DE IDIOMAS 

VISIÓN 

La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la 

Educación de la Universidad Técnica de Ambato por sus niveles de 

excelencia se constituirá como un centro de formación superior con 

liderazgo y proyección nacional e internacional. 

MISIÓN 

Formar profesionales líderes competentes, con visión humanista y 

pensamiento crítico a través de la Docencia, la Investigación y la 

Vinculación, que apliquen, promuevan y difundan el conocimiento 

respondiendo a las necesidades del país. 

3

UNIVERSIDAD TÉCNICA DE AMBATO 


CARRRA DE IDIOMAS 

PERFIL DEL EGRESADO 

Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y 

desarrollado las siguientes competencias, capacidades, habilidades, destrezas y 

desempeños como resultados de su formación profesional: 

1. Usa el idioma inglés a un nivel B2 del Common European Framework. 

2. Maneja competentemente los métodos y estrategias metodológicas para la enseñanza 

del idioma inglés según las exigencias del Teaching Knowledge Test (TKT) 

3. Diseña programas o cursos específicos y sus respectivos materiales didácticos. 

4. Elabora materiales didácticos mediante la utilización de NTIC´s. 

5. Transforma el contexto educativo a tráves de la práctica de valores. 

6. Genera escenarios de aprendizaje significativos dando lugar a la investigación 

participativa, el aprendizaje basado en problemas y el trabajo en equipo. 

7. Maneja leyes y reglamentos de Educación Ecuatoriana. 

8. Aplica técnicas de valoración de los aprendizajes, así como también de su propio 

desempeño docente. 

9. Manejo de los aspectos sociales, intelectuales y psicológicos de los estudiantes para 

promover el aprendizaje. 

La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de 

ingreso dos simulaciones de exámenes con estándares internacionales. Siendo así, 

Teaching Knowledge Test (TKT) test de acreditación internacional para la enseñanza del 

inglés y Test of English as a Foreign Language (TOEFL) para la competencia 

comunicativa. 

Para ello la Coordinación de Carrera de Idiomas organizará dentro de los módulos 

optativos seminarios taller de preparación para dichos tests, los mismos que podrán ser 

aprobados a partir del séptimo semestre. 

4

CURRICULUM 

PERSONAL DATA 

Full Name: Mónica Mishelle Renjifo Pitado 

Address: Av. Chasquis y Rio Salado 

Phone: 0969002773 

Birth date: 29/09/1994 

Age: 22 years old 

Nationality: Ecuadorian 

E-mail: mrenjifo3014@uta.edu.ec 

EDUCATION 

School: “Luis Andino Gallegos” Cotopaxi –La Mana 2006 

Hight School: “Colegio de Bachillerato La Mana” Cotopaxi – La Mana 2012 

Técnico en Comercio y Administración 

Especialidad Aplicaciones Informáticas 

ACHIEVEMENTS 

Graduated at “Colegio de Bachillerato La Mana” as a bachelor with average of 9. 

I was part of the standard bearers. 

I got certificates in educational competitions 

OBJECTIVE 

Full-time position of English Teachers 

Full – time position of flight attendant 

5


FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA 

DE IDIOMAS 

MODALIDAD PRESENCIAL 

SYLLABUS 

GRAMMAR II 

NIVEL 

TERCERO 

Marzo - Septiembre 2017 

LORENA FERNANDA PARRA GAVILANEZ 

Master in Arts in English Language Teaching 

Licenciada en Ciencias de la Educación Especialidad Inglés 

AMBATO - ECUADOR 

2017 

6

I. SYLLABUS GENERAL INFORMATION 

Subject: Grammar II 

Program: Carrera de Idiomas 

Code: 2858 Prerequisites: None 

Study Modality: On 

Subject 

Code 

Campus 

1. Grammar I 

2. Advance English I 

2847 

1038 

Curricular Organization Unit: Formación Básica e Informática 

Correquisites: 

Credits: 4 

Level: Third Semester 

Subject 

Code 

1. Advance English II 2874 

Teaching hours component per 

week: 

4 

Academic tutoring 

hours: 

0 

S 

C 

H 

E 

D 

U 

L 

E 

Teaching hours per academic 

cycle: 

64 

Class tutoring hours per 

academic cycle: 

0 

Learning application 

and experimenting 

practices component 

and autonomous 

learning component: 

96 

Virtual tutoring 

hours per 

academic cycle: 

TOTAL LEARNING HOURS DURING THE SEMESTER 0 

Number of teaching hours 

component per week: 4 

Number of teaching 

hours per semester: 

Number of Learning 

application and 

experimenting practices 

component: TOTAL HOURS 

DURING THE 

SEMESTER: 

6 

49 

6 

1 

6 

0 

7

II. PROFESSOR'S TEACHING PROFILE 

Professor's name: Lorena Fernanda Parra Gavilánez 

Academic degree: Master en Docencia Universitaria y Administración Educativa. 

Master in Arts in English Language Teaching 

Knowledge area: 

Broad field: 01 Education 

Narrow field: 011 Education 

Detailed field: 0113 Teacher training without subject specialization 

Bachelor's degree: Licenciada en Ciencias de la Educación Especialidad Inglés 

Knowledge area: 

Broad field: 01 Education 

Narrow field: 011 Education 

Detailed field: 0114Teacher training with subject specialization 

Professional experience: Teaching English as a Foreing Language 

Teaching experience: Universidad Técnica de Ambato 

Escuela Politécnica del Ejército 

Program Academic area: Communicative Competence. 

Professsor's schedule (practical application and learning experimentation) : 

Thursday 08:00 – 10:00 / Tuesday 11:00 – 13:00 

Professor's schedule (Academic tutoring): Monday and Wednesday 14:00 – 15:00 

Phone numbers: 0984008909 

E-mail: lparra@uta.edu.ec 

III. COURSE DESCRIPTION AND OBJECTIVES 

Purpose: 

This course provides theoretical background of the language teaching as well as extensive 

grammar teaching techniques to help student develop skills in planning methodology, 

creation of materials and evaluation for all ages. 

Course Description: 

Grammar II is a syllabus that attempts to practice and explore a range of grammar 

teaching options in the students of seventh level at Carrera de Idiomas. Students will 

be able to choose a range of teaching approaches and representative selection of 

grammar items that will allow them to develop sample lessons, including their 

Students be ab to grammar problems through a 

communicative approach taking into account the features of every individual teaching 

tu 

This syllabus h a s a deep focus on communicative approach for grammar to contribute to 

the Communicative Competence w h i c h involves knowing how to use the grammar and 

vocabulary of the language to achieve communicative goals, and knowing how to do this 

in a socially appropriate way. Project Based Learning and Problem Based Learning will be 

8

This syllabus corresponds to the Council Common European Framework l e v e ! B2 

Course General Objective: 

Give an explanation of the use, significance and principles of the grammatical 

structures of English to apply correctly in the communicative context with a high level of 

efficiency 

Course Specific Objectives : 

1. Identify the ways that grammatical knowledge can be automated through practice. 

2. Compare the types and cases of errors, attitude to corrections, and teachers´ strategies. 

3. Examine the elements of PPP and TTT when teaching grammar. 

4. Apply formal and informal testing when teaching grammar. 

5. Evaluate classroom procedures that make grammar communicative 

9

IV. COURSE STUDY PROGRAM 

Curricular Units 

U.1 Identify the ways that grammatical knowledge 

ca 

Thematic 

Units 

n be automated through ctice. 

pra 

Class Hours/ 

Tutorin 

Teaching 

g 

Component Cooperative Hours 

learning 

Learning 

application 

and 

experimenting 

practices 

component 

Independent 

hours 

including 

research and 

community 

service 

Assessment tools 

How to practice grammar 

Accuracy 

2 

2 

2 

2 

0 

0 

6 

6 

Diagnostic 

Observatio 

n Workshops 

Fluency 2 1 0 6 Questionnaires 

Restructuring 3 2 0 6 Mind maps 

0 Essays 

0 Projects 

SUBTOTAL HOURS 9 7 0 2 TOTA 40 

4 L 

Learning outcome: Contrast differences between accuracy and fluency from perspective point of view by elaborating contrastive HOUR charts and analysis 

Learning Methodologies: Collaborative Learning; Collaborative learning, PBL, Case study 

Educational Strategies: Discussions, demo classes, presentations, workshops. 

Didactic Resources: Overhead projector, internet, coursebook and e-books. 

10

U.2 Compare the types and cases of errors, 

attitude to 

Thematic 

Units 

corrections, and teachers´ rategies 

st 

Class Hours/ 

Teaching 

Component Cooperativ 

Teacher’ 

s 

assistanc 

e 

e 

learning 

Tutorin 

g 

Hours 

Learning 

application 

and 

experimentin 

g practices 

component 

Independent 

hours 

including 

research and 

community 

service 


How to deal with grammar errors 2 2 0 0 3 Diagnostic observation 

What are errors? 1 1 0 0 3 workshop 

Attitudes to error and correction 1 1 0 0 4 Quiz 

Responding to errors 1 1 0 0 4 Demo classes 

Sample lesson to teach different grammatical 

structures 

1 1 0 0 4 Projects 

0 0 

0 0 

SUBTOTAL HOURS 6 6 0 0 1 

8 

TOTA 

L 

HOUR 

S 

Unit Learning outcome: Identify lexical, grammar, and discourse errors including mistakes in the way words are combined in context by 

correcting partners writing and giving feedback 

Learning Methodologies: Collaborative learning, PBL, Case study 


Didactic Resources: Overhead projector, internet, course book and e-books. 

3 

0 

11

U.3 Examine the elements of PPP and TTT when aching grammar 

te 

Class Hours/ 

Teaching 

Thematic 

Units 

Teacher’s 

assistance 

Component Cooperativ 

e 

learning 

Tutorin 

g Hours 

Learning 

application 

and 

experimenting 

practices 

component 

Independent 

hours 

including 

research and 

community 

service 


How to integrate grammar 1 1 0 0 3 Diagnostic observation 

The PPP model 1 1 0 0 3 Workshops 

An alternative model 1 1 0 0 3 Quiz 

Sample lessons to teach different grammatical 

structures 

1 1 0 0 3 Demo classes 

0 0 Projects 

0 0 

SUBTOTAL HOURS 4 4 0 0 1 

2 

TOTA 

L 

HOUR 

S 

Unit Learning outcome: Develop a model of instruction to identify language features to communicate grammatical intentions more effectively 




20 

12

U.4 

Apply formal and informal testing when teaching grammar. 

Thematic 

Units 

Class Hours/ 

Teaching 

Teacher’s Component Cooperativ 

assistanc e 

e 

learning 

Tutorin 

g Hours 

Learning 

application 

and 

experimenting 

practices 

component 

Independent 

hours including 

research and 

community 

service 


How to test grammar 

Grammar testing 

2 

2 

2 

2 

0 

0 

0 

0 

4 

5 

Diagnosti 

c 

observatio Workshops 

Sample lessons to teach different grammatical 1 1 0 0 4 n Quiz 

structures 

How to test grammar 1 1 0 0 5 Demo classes 

0 0 Projects 

0 0 

SUBTOTAL HOURS 6 6 0 0 18 TOTA 

Unit Learning outcome: Generate placements tests, progress test, achievement tests for testing knowledge and skills. 


Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. 



L 

HOUR 

S 

3 

0 

13

U.5 

Evaluate classroom procedures that make grammar communicative 

Thematic Units 

Class Hours/ Teaching 

Component 

Teacher’s Cooperativ 

assistance e 

learning 

Tutorin 

g Hours 

Learning 

application 

and 

experimentin 

g practices 

component 

Independent 

hours including 

research and 

community 

service 

How not to teach grammar 2 2 0 0 6 Debate 


Sample lessons 2 2 0 0 6 Workshops 

Some rules 2 2 0 0 6 Questionnaires 

Some conditions 3 1 0 0 6 Mind maps 

0 0 Essays 

0 0 Workshops 

0 0 Presentations 

SUBTOTAL HOURS 9 7 0 0 24 TOTA 

L 

Unit Learning outcome: Demonstrate teaching skills by presenting a demo class with specific grammar point. 


Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. 


HOUR 

S 

4 

0 

14

V. LEARNING ENVIRONMENTS 

Real: Library, classroom 

Virtual: Virtual platform 

Classroom: Classroom 

VI. NORMATIVE STANDARDS EVALUATION 

Specific Objectives 

Diagnostic 

Evaluation 

Formative 

Evaluation 

Summative 

Evaluation 

1.-Techniques and 

instruments: 


instruments: 


instruments: 


instruments: 

Informal 

conversations 

Dialogues 

Interviews 

Informal 

conversations 

Dialogues 

Interviews 

Informal 

conversations 

Dialogues 

Interviews 

Informal 

conversations 

Dialogues 

Interviews 

Project 

Quizzes 

Oral presentations 

Class projects 

Workshops 

Debates 

Discussions 

Project 

Quizzes 



Workshops 

Debates 

Discussions 

Project 

Quizzes 



Workshops 

Debates 

Discussions 

Project 

Quizzes 



Workshops 

Debates 

Discussions 

Quiz 

Tests 


Quiz 

Tests 


Quiz 

Tests 


Quiz 

Tests 



instruments: 

Informal 

conversations 

Dialogues 

Interviews 

Project 

Quizzes 



Workshops 

Debates 

Discussions 

Quiz 

Tests 

Oral presentations

VII. BIBLIOGRAPHY 

AUTHOR (S) ISSUE 

D 

YEAR 

BOOK TITLE 

Thronbury, S. 1999 How to 

teach 

CODE/ DATABASE LOCATION: 

Código de Inventario: 10350f 

Código de Ubicación : 801=20 F559 

PRINTED: 

x 

DIGITAL: 

VIRTUAL: 

EDITIO 

N 

NUMBE 

R 

EDITORIAL 

st 

1 Pearson 

Longman 

. 

CITY/COUNTRY 

NUMBER 

OF 

ISSUES 

New York 1 182 

NUMBER 

OF 

PAGES 

Grammar COMMENTARY: 

This textbook will provide a deep explanation of the English Grammar to make students aware of the importance of 

knowing the language to teach it. Furthermore, the activities and exercises will help improve syntax and grammar. 

AUTHOR (S) ISSUE 

D 

YEAR 

BOOK TITLE 

Hewings, M. 2002 Advance Grammar 

in Use with answers 

CODE/ DATABASE LOCATION: 

Código de Inventario: 10350f 

Código de Ubicación : 801=20 F559 

PRINTED: 

x 

DIGITAL: 

VIRTUAL: 

EDITIO 

N 

EDITORIAL 

NUMBE 

R 

nd 

2 Cambridg 

e 

Universit 

CITY/COUNTRY 

NUMBER 

OF 

ISSUES 

New York 1 340 

NUMBER 

OF 

PAGES 

COMMENTARY: 

y Press 

This textbook will provide a deep explanation of the English Grammar to make students aware of the importance of 

knowing the language to teach it. Furthermore, the activities and exercises will help improve syntax and grammar.

VIII. SYLLABUS APPROVAL 

Date prepared: March 10 th , 2017 

------------------------------------- 

Lic. Lorena Parra 

SUBJECT 

PROFESSOR 

Date of approval: March 13 th , 2017 

-------------------------- ------------------------------- 

Lic. Mg. Cristina Jordán 

Mg. Verónica Chicaiza Ph.D. 

Area Coordinator 

Program Coordinator 

Syllabus Evaluator 

Syllabus Validator 

-------------------------------- 

Dr. Mg. Marcelo 

Núñez Faculty Sub- 

Dean Approval 

17

STATEMENT OF PERSONAL LEARNING GOALS 

The syllabus Grammar II is one of the most important subjects that we have to learn, 

it is concerned with the theories and the practical stages of how to teach grammar 

properly. In addition, it provides us information about the latest trends in Language 

Teaching; especially the grammar part, which are useful to differentiate methods and 

strategies to determine which are the best processes to follow when teaching grammar 

The main reason that I have to take this course is for improving the application of 

steps and procedures in demo classes when teaching grammar. My expectations for this 

syllabus will be the following; identifying the ways that grammatical knowledge can be 

automated through practice, comparing the types and cases of errors, attitude to correct 

points of grammar, examining the elements of PPP and TTT methods, applying a 

variation of testing; formal and informal, and evaluating classroom procedures that 

make grammar communicative. 

Also, I think that this course will contribute with a lot of technique to teach and evaluate 

grammar in an innovative way. Fort achieving my expectations, I will make my best 

effort in order to succeed in my professional life and enrich my knowledge. I will do the 

following: check vocabulary and points of grammar every day, perform all tasks, 

research and practice the new ways for teaching grammar through innovative demo 

classes, and I will realize my mistakes to improve. 

In conclusion, the syllabus Grammar II will be a great contribution in the process of 

learning many different methods for teaching and how to manage a class. And, it will 

help me as a future teacher to acquire methodologies to teach grammar in an excellent 

way. 

18


Facultad de Ciencias Humanas y de la 

Educación 




EVIDENCE FOR ELEMENT 1 

Identify the ways that grammatical knowledge 

can be automated through practice. 

Learning Outcome: Contrast differences 

between accuracy and fluency from perspective 

point of view by elaborating contrastive charts 

and analysis 

19

UNIVERSIDAD TECNICA DE AMBATO 

FACULTAD DE CIENCIAS HUMANAS Y DE LA 

EDUCACION 

CARRERA IDIOMAS 

GRAMMAR II 

ELEMENT 1 

CONTRASTIVE TABLE 

“Accuracy - Fluency – Restructuring” 

LINK 

https://youtu.be/MsbayyIkuHg 

Names: 

Karla Pico 

Monica Renjifo 

Ana Ramirez 

Gabriela Llerena 

Joselyn Guerrero 

March – September 2017 

20

21



Educación 





Compare the types and cases of errors, attitude 

to corrections, and teachers´ strategies. 

Learning Outcome: Identify lexical, grammar, 

and discourse errors including mistakes in the 

way words are combined in context by 

correcting partners writing and giving feedback. 

22


Facultad de Ciencias Humanas y de la Educación 

Carrera Idiomas 

Grammar II 

Element 2 

ERROR TYPE OF ERROR TYPE OF 

1. In which case it is 

negotiation for meaning 

2. words correctly pronounce 

3. clear and correctly 

grammar 

4. The language learner 

elaborates their own 

language 

LEXICAL – 

VOCABULARY 

ERRORS 

RESPONDING 

Wrong word Teacher repairs 

students’ uterrance 

5. Not focuson Wrong spelling Self -correction 

GRAMMAR 

ERRORS 

6. Student’s level writing Wrong word order Reformulation 

7. He or she will be able 

produce 

8. The fluent speaker tries to 

9. Teacher give students 

10. The teacher has to balance 

11. Another author establishes 

Wrong verb form Peer correction 

Self - correction 

12. A didactic formulaic 

sequence that explain 

13. That is focus on 

14. The teacher is going to 

gives 

15. It is studies as a system 

23

- Overuse of article 

16. The form of the present 

continuous 

Non use of possessive 

form 

Teacher not say nothing 

but write the mistake 

for future correction 

(real operating 

conditions) 

17. Focusing in thinking time The use of Echo mistake 

prepositions 

SYSTEMATIC 

ERRORS 

- Use of “of” 

- Use of passive forms 

instead of active ones 

18. The fluent 

Use of the definite An unambiguous 

19. The teacher 

article 

feedback 

DISCOURSE 

ERRORS 

20. real issue about any topic 

21. Change in the sentence in 

The organization of 

sentences 

Clarification request 

Reactive Feedback 

present continuous 

22. we need accuracy as 

teachers to encourage 

Conclusion: In this video, we have different kind errors but the prevailing errors are 

in grammar – wrong form verb, I have applied some reponses to those errors in order 

to improve them. 

Bibliography: 

LEARNING OUTCOME 1. (2017). YouTube. Retrieved 9 May 2017, from 

https://www.youtube.com/watch?v=MsbayyIkuHg&feature=youtu.be 

24



Educación 





Examine the elements of PPP and TTT when 

teaching grammar. 

Learning Outcome: Develop a model of 

instruction to identify language features to 

communicate grammatical intentions more 

effectively. 

25

26

27

28

29



Educación 





Apply formal and informal testing when 

teaching grammar. 

Learning Outcome: Generate placements tests, 

progress test, achievement tests for testing 

knowledge and skills. 

30



CARRERA DE IDIOMAS 

MODALIDAD PRESENCIAL 

“GRAMMAR II” 

ELEMENT 4 

Seventh Semester 

TOPIC: Apply formal and informal testing when teaching grammar. 

Date: June 20 th , 2017 

Student: Monica Renjifo 

Teacher: Lcda. Mg. Lorena Parra 

AMBATO - ECUADOR 

March -September 2017 

31

Name: 

Date: 

Intermediate level 

Quiz 1 

SECTION 1: DISCRETE ITEM 

1. Put the verbs into the correct tenses (present simple, past simple and 

present perfect). 

a. I______ (buy) a present for my sister but I ______ (think) he _______ (not 

like) it. 

b. Carl _______ (can) play the guitar when he was 10; now he _____(can) play 

both the guitar and the violin. 

c. When (you/go) ________ to San Francisco? 

d. How many times (you/be) _________ to London? 

e. I (not/see) ________Peter last week because he was ill. 

f. The President (visit) ______ our country five years ago. 

g. They (meet) _______ queen Eliza twice - once five years ago and once this 

year. 

SECTION 2: CLOZE ITEM 

2. Complete the following paragraph. 

Peter _______________ a lot. In fact, when he _____ only two years old when 

he first _____ to the US. His mother ____ Italian and his father ____ American. 

Peter _________ in France, but his parents ________ in Cologne, Germany after 

they had been living there for seven years. They _____ one day while Peter 's 

father was reading a book in the library and his mother _____ down beside him. 

Peter ______ a lot because his parents also ________ a lot. He ___ in New York 

now. He really ______ living in New York, but he also _______ coming to visit 

his parents at least once a year. 

32

SECTION 3: ORAL PERFORMANCE 

3. Students are going to work in pairs. One will be a magnificent employer 

Sentences 

Grammar 

and the other the employee. The employer should ask questions to the other 

person about his or her past experiences and education as well as his 

present interests and skills. You will be evaluated according to the following 

aspects. 

NEEDS 

IMPROVEMENT 

1 PTS 

Only answered in 

one or two 

words. 

No subject-verb 

agreement. 

FAIR 

2 PTS 

Sentences were 

attempted, but 

student would 

give up. 

Some subject-verb 

agreement, 

errors. 

GOOD 

3 PTS 

Sentences were 

attempted. Small 

grammar errors or 

other difficulty, 

but student 

displayed good 

effort. 

Subjects generally 

agreed with verbs. 

EXCELLENT 

4 PTS 

Consistent use of 

full sentences. 

Consistent subjectverb 

agreement. 

Vocabulary basic vocabulary 1 or 2 descriptive 

vocabulary words 

were used 

Pronunciation 

Fluency 

Communication 

Pronunciation 

very difficult to 

understand 

Student was 

unable to express 

ideas fluently; 

many pauses or 

breaks, hesitant or 

choppy 

Student was 

unable to 

communicate 

when they 

couldn't think of 

the right word. 

Student's 

pronunciation 

difficult to 

understand 

without 

concentrated 

effort 

Student had 

difficulty 

expressing ideas 

fluently 

Student made 

efforts to 

communicate 

non-verbally when 

they couldn't 

think of the right 

word, but gave up 

quickly. 

3 or 4 descriptive 

vocabulary words 

were used 

Student's 

pronunciation 

mostly 

understandable 

with some errors 

Student was able 

to express ideas 

fluently with little 

difficulty 

Student made 

efforts to 

communicate 

non-verbally when 

they couldn't 

think of the right 

word. 

Creative expression 

of thought. 

Student's 

pronunciation 

understandable 

with few errors 

Student was able 

to communicate 

clearly with no 

difficulty, pauses or 

breaks in natural 

places 

Expressive, 

creative, and 

effective in 

communicating. 

Student made their 

points understood. 

Take and adapted from: https://www.rcampus.com/rubricshowc.cfm?code=BX38662&sp=yes& 

33

SECTION 4: WRITTEN COMPOSITION 

Content 

1. Write a paragraph of 10 lines. You are going to suppose you are an 

Grammar 

(tenses) 

Vocabulary 

important business man. Tell about your personal relevant information, 

work experiences, traveling and hobbies. You must use the tenses (present 

simple, past simple and present perfect). You will be evaluated according to 

this rubric. 

________________________________________________________________ 

________________________________________________________________ 

________________________________________________________________ 

________________________________________________________________ 

________________________________________________________________ 

________________________________________________________________ 

________________________________________________________________ 

________________________________________________________________ 

________________________________________________________________. 

Poor 

1 pts 

None of the 

writing is about 

the topic. 

More than 10 

errors in sentence 

structure, verbs, 

parts of speech, 

pronouns, 

prepositions. 

Poor word choice; 

most words are 

used incorrectly; 

sentences are 

simple and do not 

send a basic 

message. 

Spelling More than 7 

spelling errors. 

Fair 

2 pts 

Some of the 


the topic. 

8 to 10 errors in 

sentence 



pronouns, 

prepositions. 

Simple word 

choice; some 

words are used 

incorrectly; 

sentences are 

simple and send a 

basic message. 

5 to 7 spelling 

errors. 

Good 

3 pts 

Most of the 


the topic. 


sentence 



pronouns, 

prepositions. 

Good word 

choice; some 

effort is made to 

use complex 

sentences and 

new vocabulary; 

there are some 

mistakes but the 

argument of the 

essay is clear. 


errors. 

Excellent 

4 pts 

Text catch 

audience 

attention and it is 

focus on the 

topic. 


sentence 



pronouns, 

prepositions. 

Many new words 

used correctly; 

strong efforts to 

expand the 

vocabulary; words 

and expressions 

are eloquently 

presented. 


errors. 

Taking and adapted from: https://www.rcampus.com/rubricshowc.cfm?code=GX64387&sp=yes& 

34

ANSWER KEY 

SECTION 1: 

a. bought -think - didn’t like 

b. could – can 

c. did you go 

d. have you been 

e. didn't see 

f. visited 

g. have met 

SECTION 2: 

John has always traveled a lot. In fact, when he was only two years old when he first 

flew to the US. His mother is Italian and his father is American. John was born in 

France, but his parents had met in Cologne, Germany after they had been living there 

for five years. They met one day while John's father was reading a book in the library 

and his mother sat down beside him. John travels a lot because his parents also travel a 

lot. He lives in New York now. He really enjoys living in New York, but he also loves 

coming to visit his parents at least once a year. 

Bibliography 

Thornbury, S. (1999) How to teach grammar Pearson Education; Edinburgh Gate 

35



Educación 





Evaluate classroom procedures that make 

grammar communicative. 

Learning Outcome: Demonstrate teaching 

skills by presenting a demo class with specific 

grammar point. 

36

Lesson Plan 

Step 1: The teacher introduces the lesson by making students listening a song which 

contains past simple and past perfect tenses. Students listen, order the verses of the song 

and fill the gaps. 

Activity 1: Listen the song “someone like you”. Order the verses and then fill the gaps 

with the correct tenses of the verbs. 

37

"Someone Like You" 

I heard that you're settled down 

That you found a girl and you're married now. 

I heard that your dreams came true. 

Guess she gave you things I didn't give to you. 

Old friend, why are you so shy? 

Ain't like you to hold back or hide from the light. 

I hate to turn up out of the blue uninvited 

But I couldn't stay away, I couldn't fight it. 

I had hoped you'd see my face and that you'd be reminded 

That for me it isn't over. 

Never mind, I'll find someone like you 

I wish nothing but the best for you too 

Don't forget me, I beg 

I'll remember you said, 

"Sometimes it lasts in love but sometimes it hurts instead, 

Sometimes it lasts in love but sometimes it hurts instead" 

You know how the time flies 

Only yesterday was the time of our lives 

We were born and raised 

In a summer haze 

Bound by the surprise of our glory days 

I hate to turn up out of the blue uninvited 

But I couldn't stay away, I couldn't fight it. 

I'd hoped you'd see my face and that you'd be reminded 

That for me it isn't over. 





"Sometimes it lasts in love but sometimes it hurts instead." 

Nothing compares 

No worries or cares 

Regrets and mistakes 

They are memories made. 

Who would have known how bittersweet this would taste? 


I wish nothing but the best for you 



"Sometimes it lasts in love but sometimes it hurts instead". 





"Sometimes it lasts in love but sometimes it hurts instead, 

Sometimes it lasts in love but sometimes it hurts instead." 

38

STEPT 2: The teacher enumerates students from 1 to 4 to make them get in pairs 

according to their numbers. Once they get in pairs they are going to ask what they did 

the last day. 

STEP 3: the teacher is going to ask some examples of the sentences that students were 

talking about. Then, the teacher draws a timeline to explain the point of the grammar 

past perfect. Using those sentences. 

STEPT 4: the teacher is going to divide the class into two groups to make them play a 

competition game. Then they are going to receive scramble sentences. Each group 

should order the sentences and rewrite the sentences on the board. The first group that 

finishes will be the winner. 

SENTENCES 

When I got home yesterday, my father had already cooked dinner. 

I didn't want to go to the movies with my friends because I had seen the film already. 

My friend offered me an apple in class yesterday, but I wasn't hungry because I had just 

eaten lunch. 

I arrived very late at the party. All my friends had already gone home. 

As soon as she had done her homework, she went to bed. 

I was very tired as I hadn't slept well for several days. 

STEP 5: In pairs students are going to perform a role play. 

STEP 6: Finally, the teacher gives feedback to students by asking questions; for 

example: when do we use past perfect? what is the tense structure for past perfect? 

among others. 

39

DEMO CLASS 

40

41

FINAL REFLECTION 

Grammar II is an important syllabus in the process of teaching English. This syllabus 

contributed to the improvement of techniques to teach grammar structures because it 

developed five elements during the semester according to the competences that the 

syllabus presented at the beginning of this course. 

This syllabus enhanced my knowledge in teaching English through the practical 

demo classes in which I applied the four skills speaking, listening, writing, and reading. 

So, each element that I made during this syllabus was useful for the process of learning 

how to teach English using different teaching methods. 

The first learning outcome was contrasting differences between accuracy and fluency 

by elaborating contrastive chart. The second learning outcome was identifying lexical, 

grammar, discourse errors, mistakes and ways of giving feedback. The third learning 

outcome was designing a lesson plan using PPP and TTT. The fourth learning outcome 

was creating placements tests, progress test, achievement tests for testing knowledge 

and skills. The last learning outcome was demonstrating teaching skills by presenting a 

demo class with specific grammar point; past perfect. 

In conclusion, the syllabus Grammar II was useful during this semester because each 

task and learning outcome was applied according to the competences that I needed to 

enhance. Furthermore, I also developed a more technical grammar teaching and I 

integrated this knowledge to create communicative grammar lessons which was fun and 

engaging in real demo classes. 

42

FINAL PORTFOLIO RUBRIC 

43

GRAMMAR-RENJIFO-PINTADO-MONICA-MISHELLE

Create successful ePaper yourself

Delete template?

Save as template?