Asignatura Datos del alumno Fecha

Apellidos: Amaya Díaz

Teaching EFL systems April 10th, 2021
Nombre: Inés

Explaining what the inductive approach is in my own words:

Since many years ago, grammar teaching has been for different teachers the most challenging part of English language teaching. However, two approaches
were discovered, and these are deductive approach and inductive approach. Notwithstanding, deductive and inductive approaches introduce the same
goal of teaching grammar.

The inductive approach is an approach in which learners are not taught grammatical rules directly but can discover them through their experiences
throughout the target language. As a clear example, we have; grammatical rules, which may be through games, songs or different activities that require
learners' participation. Broadly, the inductive approach is learner-centred, and the teacher is a prototypical or spur, i.e., learners are active in their learning
process and can discover the rules themselves or infer them. This approach tends to be more stimulating and requires more learner participation.

According to the articles, videos, and other sources I have read before, the inductive approach has several advantages for adults' students especially at
the university level. Learners becoming more enthusiastic, and some grammar rules' learning process is more independent for them. Moreover, this
approach includes several examples, activities and more involvement of the learners (learner-centred). Besides, the inductive approach motivates learners'
learning interests. Explain how learning occurs in people, especially autonomous learning, constructivism's pedagogical model is given, which mentions
how people construct their knowledge and its meaning from their experiences during study time.

Methods for Teaching EFL_Systems (Grupo 6)

Topic: Create a lesson plan following an inductive grammar approach
Activity: 1
 Asignatura Datos del alumno Fecha
Apellidos: Amaya Díaz
Teaching EFL systems April 10th, 2021
Nombre: Inés

INDUCTIVE GRAMMAR LESSON PLAN

▸ Institution: Universidad Tecnica de Babahoyo (public institution - Quevedo-Los Ríos-Ecuador)
▸ Date: Friday, April 9th 2021
▸ Time: 60 minutes (1 hour)
▸ Class: Hospitality and tourism - Second semester
▸ Enrolment: 35 adult students (ages are from 18 to 30 years old)
▸ English level: Intermediate (B1)
▸ Resources: English for International tourism – intermedia (teacher’s and student’s book)
▸ Language Unit: 3
▸ Theme: Hotel facilities
▸ Topic: present simple vs present continuous.
▸ Language Skill: grammar, reading and writing
▸ Specific objectives: By the end of the lesson, students should be able to:
• To learn the differences and uses of present simple vs present continuous.
• To write a description about a hotel destination using both grammar rules.
▸ Thinking skills: using the grammar students will be able to read and understand about “hotel description”.
▸ Teaching Aids: teacher’s Book, BBC learning English webpage, and live worksheet web.
▸ Student’s Aids: students’ Book, workbook, computer, tabs or cell phone.

Methods for Teaching EFL_Systems (Grupo 6)

Topic: Create a lesson plan following an inductive grammar approach
Activity: 1
 Asignatura Datos del alumno Fecha
Apellidos: Amaya Díaz
Teaching EFL systems April 10th, 2021
Nombre: Inés

Activities Length Goals Outcomes Resources Classroom Arrangement

▸ Google Meet for the classes
1. Warm-up To distinguish the Students can realize
▸ Present Simple and Present Students watch the video
This section will help the student to differences between what the components
5’ Continuous: The Grammar through the presentation of
start realizing what they are going present simple and and uses of both
Gameshow Episode 1 (BBC their teacher.
to learn in this class. present continuous. grammar structures are.
Learning English, 2017 )
2. Introduction To know how simple and
In this section, students will start progressive grammar rules Students can develop the Students pay attention and start
▸ Student’s book (pdf format)
learning the grammar structure and are used, straightforward task by themselves asking questions or doubts and
10’ ▸ Teacher’s book (pdf format)
developing exercises that can help communication, short through the previous developing the first exercise of
▸ Google Meet for the classes
them acquire the grammar sentences about how to information. the lesson.
approach. write about a hotel.
Students start developing the
3. Development To learn sentences Students can get the
exercises in their WB and
In this section, students will structures in a natural knowledge and start
▸ Student’s Workbook (pdf continue practising the
develop their acquired knowledge 20’ context which can help getting the confidence to
format) sentences structures to learn
and start doing exercise that they them to depth to develop the exercises
and acquire the knowledge
can manage. communicate with others. without any fear.
without fear to make mistakes.
4. Consolidation To assess their knowledge Students can assess their ▸ Present simple and present
Students answer the questions
In this section, students will be 15’ in a formative way to knowledge using a continuous (Grammar
in order to demonstrate their
assessed to measure the acquired measure their awareness. platform and do some exercises. Listening.

Methods for Teaching EFL_Systems (Grupo 6)

Topic: Create a lesson plan following an inductive grammar approach
Activity: 1
 Asignatura Datos del alumno Fecha
Apellidos: Amaya Díaz
Teaching EFL systems April 10th, 2021
Nombre: Inés

knowledge through learning the exercises to demonstrate Present simple and present acquired knowledge about the
main grammar topic, simple the acquired knowledge continuous) topic.
present and continuous. level. (LIVEWORKSHEETS, n.d.)
5. Conclusion Students demonstrate they
Students can
In this section, students will strengthen knowledge by
demonstrate their
conclude by sharing their opinions, To test and strengthens ▸ Word file developing the task asked by
acquired knowledge
experiences, conclusions about the knowledge at the end of ▸ Computer their teacher and highlight their
10’ giving highlight opinions
grammar lesson and through a task the English grammar ▸ Moodle platform opinions to demonstrate their
trough a simple writing
they will be able to demonstrate lesson. acquired knowledge about the
task about a hotel
their skills and what they have grammar lesson at the end of the
description.
learnt. class.

Activity 1:
▸ The teacher explains what Ss are going to watch then plays the video. (https://www.bbc.co.uk/learningenglish/course/tgg/unit-1/session-2)
Activity 2:
▸ The teacher starts explaining the content on the page 18 from SB.
Activity 3:
▸ The teacher requests the students to go to the workbook on page 11 to continue practising the sentence structure of simple present and progressive.
Activity 4:
▸ The teacher asks their students questions about the topic to measure the students’ performance and performance analysis.
Activity 5:
▸ The teacher concludes by requiring main points, asking some questions, and giving directions about the grammar lesson's task taught to realize the
strengthens the Ss knowledge at the end of the grammar lesson.

Methods for Teaching EFL_Systems (Grupo 6)

Topic: Create a lesson plan following an inductive grammar approach
Activity: 1
 Asignatura Datos del alumno Fecha
Apellidos: Amaya Díaz
Teaching EFL systems April 10th, 2021
Nombre: Inés

Bibliography

▸ BBC Learning English. (2017 , October 11 ). BBC Learning English. Retrieved from bbc.co.uk: https://www.bbc.co.uk/learningenglish/english/course/tgg/unit-
1/session-2
▸ LIVEWORKSHEETS. (n.d.). LIVEWORKSHEETS. Retrieved from LIVEWORKSHEETS: https://www.liveworksheets.com/uo1370726ne
▸ Strutt, P. (2003). English for International Tourism Intermediate New Edition Coursebook and DVD-ROM Pack. In P. Strutt, English for International Tourism
Intermediate. England: LONGMAN - Pearson Education Limited.

ANNEXES

Methods for Teaching EFL_Systems (Grupo 6)

Topic: Create a lesson plan following an inductive grammar approach
Activity: 1