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

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

▸ Google Meet for the

1. Warm-up To distinguish the Students can
classes realize
Students watch the video
This section will help the student differences between what the components ▸ Present Simple and Present
5’ Continuous: The Grammar through the presentation of
to start realizing what they are present simple and and uses of both Gameshow Episode 1
their teacher.
going to learn in this class. present continuous. grammar structures are. [ CITATION BBC17 \l
1033 ]
To know how simple and
2. Introduction
progressive grammar
In this section, students will start Students can develop ▸ Student’s book (pdf Students pay attention and start
rules are used, format)
learning the grammar structure the task by themselves ▸ Teacher’s book (pdf asking questions or doubts and
10’ straightforward
and developing exercises that can through the previous format) developing the first exercise of
communication, short ▸ Google Meet for the
help them acquire the grammar information. the lesson.
classes
sentences about how to
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
develop their acquired knowledge 20’ ▸ Student’s Workbook (pdf continue practising the
context which can help getting the confidence
format) sentences structures to learn
and start doing exercise that they them to depth to to develop the exercises
and acquire the knowledge
can manage. communicate with others. without any fear.
without fear to make mistakes.
4. Consolidation Students can assess
▸ Present simple and present Students answer the questions
In this section, students will be To assess their knowledge their knowledge using a continuous (Grammar
exercises. Listening. in order to demonstrate their
assessed to measure the acquired 15’ in a formative way to platform and do some
Present simple and present acquired knowledge about the
knowledge through learning the measure their awareness. exercises to continuous) [ CITATION LIV
\l 1033 ] topic.
main grammar topic, simple demonstrate the
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

acquired knowledge
present and continuous.
level.
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 developing the task asked by
acquired knowledge ▸ Word file
experiences, conclusions about the knowledge at the end of their teacher and highlight their
▸ Computer
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
description.
learnt. the 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.
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
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

▸ 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
Student’s book Student’s workbook Live-worksheet extra resource

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

Create a lesson plan following an inductive grammar approach

▸ Objectives of the activity (through this activity you will revise and put into practice concepts in unit 1, you will also apply the theoretical
concepts of unit 1)
▸ Description of the activity. Through this activity you will create a lesson plan adapted to a particular group and level focusing on a specific topic
introducing it implicitly. You will have to specify the classroom arrangement, the steps you will follow into detail and the specific aims and
outcomes.
▸ Assessment criteria the lesson plan should include all the points in the rubrics.
▸ Rubrics with 5 criteria see the table below.
▸ Length minimum 1 page maximum 4 pages, Calibri body font size 11,5 inter-line spacing 1,5 justified.

Create a lesson plan

following an inductive
approach
Maximum score Weight
Description
(points) %

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

Theoretical concepts
Criteria 1 2 20%

Apply theoretical concepts

2
Criteria 2 20%

Practicality
Criteria 3 2 20%

Originality
Criteria 4 2 20 %

Spelling and grammar

Criteria 5 2 20%

10 100 %

▸ Solution
Items 0 1 1,5 2
Theoretical The student lacks all theoretical The student knows some The student knows most The student knows all features of the
concepts concepts features of the features of the theoretical theoretical concepts
theoretical concepts concepts
Application The student cannot apply any The student can apply a The student can apply most The student can apply all features of
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

of the theoretical concept feature of the theoretical features of the theoretical the theoretical concepts
theoretical concepts concepts
concepts
Practicality The activity lacks practicality The activity is a bit The activity is mostly The activity is totally practical
practical practical
Originality The activity is not original The activity tries to be The activity is mostly The activity is totally original
original but it is not original
Spelling There are many spelling and There are some spelling There are some spelling and There aren’t any spelling or grammar
and grammar mistakes that avoid and grammar mistakes grammar mistakes but the mistakes
grammar understanding that could be avoided content is understood

Introduction
1-Student’s ages and level
2-School context
Activities Length Goals Outcomes Resources Classroom Arrangement
1-Warm-up 10’ To Students are able to Flashcards Students sit in a horseshoe
revise remember 10 words related
the to animals
vocabul
ary of
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

animals
2- Sing a song 10’ To Students can match the WB Students stand up
practic animal with the right sound
e the
sounds
of the
animals

Activity 1
The teacher shows students flashcards with different animals and the student who gets the correct word first gets a point. We will show all the
flashcards with the animals, students are expected to know.

Activity 2
The teacher will play a song about the animals and their corresponding sounds and we will sing together. https://www.youtube.com/watch?
v=bYkN5Qk_C8U

yes, you need to explain what the inductive approach is at the beginning.

Introduction, development, consolidation, and conclusion?

Methods for Teaching EFL_Systems (Grupo 6)

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