SEDE AMBATO

Dirección Académica
Coordinación de Posgrados

SÍLABO DE LA ASIGNATURA DE
(NOMBRE DE LA UNIDAD CURRICULAR)
PEDAGOGICAL GRAMMAR

1. Datos del programa

Sede o Facultad: Pontificia Universidad Católica del Ecuador Sede Ambato

Programa: Maestría en Pedagogía del Inglés como Lengua Extranjera
Código SNIESE:
Tipo de programa: Maestría profesional
Resolución de
RPC-SO-13-No.207-2019
aprobación CES:

2. Datos informativos

Plan de Estudios: Nivel (Primero “A”)

Asignatura: Código (Pendiente)
Segundo Período Ordinario 2020
Período Académico:
Agosto - diciembre del 2020
Total de horas de la asignatura 48
No. de horas de aprendizaje en contacto con el
48
docente
No. de horas de aprendizaje práctico-
8
experimental
No. de horas de aprendizaje autónomo 56
Unidad de Organización Curricular Postgrado
Información del Docente
Apellidos y nombres completos: Aguinaga Iturralde María Isabel
Magíster en Docencia Universitaria e
Grados académicos: Investigación
Breve reseña de la actividad académica:
Licenciada en Lingüística Aplicada con mención en enseñanza de lenguas
Magister en Docencia Universitaria e Investigación

Docente universitario en la Pontificia Universidad Católica del Ecuador, Quito por 16 años.
Docente de las materias Academic Grammar y la materia de English for Specific Purposes en
la escuela de Lingüística de la PUCE.

Horario de atención al estudiante:

Teléfono: 093 999 7150
Correo electrónico: miaguinaga@yahoo.com
 SEDE AMBATO
Dirección Académica
Coordinación de Posgrados

3. Descripción de la asignatura /módulo o su equivalente

This subject is concerned with analyzing why studying grammar is important to teach English.
Besides, in this module participants will analyze the problems student face when they learn
English. Participants will design activities to teach different grammatical structures by using
technology so that their classes are interesting.

4. Objetivo general de la asignatura /módulo o su equivalente

To explore and learn how to teach grammar by using different techniques and methods. To
understand learners’ problems and find solutions for these problems so that students can
understand the structure of the language.

5. Resultados de aprendizaje de la asignatura/módulo o su equivalente

Nivel de desarrollo de los

Al finalizar la asignatura, módulo o su equivalente, el/a resultados de aprendizaje
estudiante estará en capacidad de: Medio / alto
Evaluate and create material for teaching grammar. Alto
Suggest techniques for teaching grammar. Medio
Analyze learner’s grammar. Alto
Build a repertoire of terms and concepts to take grammar
teaching from traditional and structural methods to Medio
functional and cognitive perspectives.
 SEDE AMBATO
Dirección Académica
Coordinación de Posgrados

6. Relación contenidos, estrategias didácticas y resultados de aprendizaje

N°
horas Trabajo autónomo del/a
Evidencias
de estudiante

Semana
clase
Tema
Contenidos Estrategias de
Resultados de aprendizaje
(unidades y temas) enseñanza - aprendizaje
Prácticas
Teóricas

Horas

Nota
Descripción
Actividades

TEMA 1: What is pedagogical Grammar?

1.1 Why do Teachers of - Group discussion to

English have to know Write a 300-word analyze the target
Identifies the key Grammatical
1 1 0 5 reflective essay on terms in relation to
Grammar? terms such as phrases, noun Written reflective
why learning Grammar 10 each other.
1.2 Grammatical Terms phrases, verb phrases and essay.
is important for - Reading an article
1.3 Teaching Grammar clauses.
English teachers. critically about the
target topic.
September 25, 2020
TEMA 2: How to teach questions, negation, imperative sentences and nonreferential it and there
1.1 Problems that students have
Students analyze the
with questions. problems face when - Brainstorming to find
1.2 Problems that students have Identifies problems and Group work: answer
they learn questions, possible origins of
2 1 0 6 10 solutions to teach the questions from the
with negation. negation, imperatives students’ problems.
grammatical points. book.
1.3 Problems that students have and nonreferential it
with imperatives. and there.
 SEDE AMBATO
Dirección Académica
Coordinación de Posgrados

1.4 Problems that students have

with nonreferential it and
there.

September 26, 2020

TEMA 3: Suggestions for teaching prepositions, multiword verbs, determiners and articles.
1.1 Suggestions for teaching
prepositions.
- Pair discussion to talk
1.2 Suggestions for teaching
about problems
multiword verbs. Create a visual design students may
1.3 Suggestions for teaching Explains problems and find
3 to teach the encounter when
1 5 10 solutions to teach the Oral presentation. 15
determiners. grammatical terms learning prepositions,
grammatical terms.
1.4 Suggestions for teaching studied in this unit. multiword verbs,
articles. determiners and
articles.
September 27, 2020
TEMA 4: How to teach adjectives, adverbs, pronouns and modal verbs
1.1 Problems that students have
with adjectives and
adverbs.
1.2 Problems that students have Choose a topic to - Group discussion to Uses various technological tools Design an activity
with pronouns. 4 2 5 transform it into an 10 design an interactive in the context of foreign language using Kahoot, 15
1.3 Problems that students have exercise for students. activity for students. education. Quizlet, etc.
with modal verbs.

October 2, 2020
 SEDE AMBATO
Dirección Académica
Coordinación de Posgrados

TEMA 5: Suggestions for teaching indirect objects, tenses and passive sentences
1.1 How to teach indirect
objects. - Brainstorm ideas on
Creation of a table
1.2 How to teach tenses. Work in pairs to design how to present all the Designs a table with an
with all the
a summary to teach all 16 tenses in an organized explanation for all the tenses in
1.3 How to teach passive 6 information of the
the tenses in English. and interesting way. English.
sentences. tenses in English.
October 3, 2020
TEMA 6: How to teach relative clauses and conditional sentences

1.1 Types of relative clauses Create and upload 3

and problems that students different teaching Creation of
- Discussion on how to Designs worksheets related to
materials to the website worksheets to
have with them. teach relative clauses interesting topics so that
6 2 0 5 such as videos, 10 practice relative
1.2 Facts about conditional and conditional students can practice relative
worksheets, games, clauses and
sentences sentences. clauses and conditionals.
handouts, etc. Share the conditionals.
links on Moodle.
October 4, 2020
TEMA 7: Suggestions for teaching subject clauses and complements
1.1 Problems that students have
with Subject clauses and
related structures. Pair work: How would Group work: sharing
Creation of a
1.2 Suggestions for teaching you organize verbs in ideas to organize verbs in Designs a poster with verbs and
7 3 0 5 10 graphic organizer to
complements order to teach order to teach complements.
teach complements.
complements? complements.
October 16, 2020
 SEDE AMBATO
Dirección Académica
Coordinación de Posgrados

TEMA 8: Suggestions for teaching focus structures and adverbial subordinate clauses
1.1 Form of cleft sentences,
Inversions and fronting.
Create a short
1.2 Problems that students have Group work: find texts Research on web sites to Organizes information to present
8 exercise to practice
with adverbial subordinate 3 0 6 with the grammar 10 find examples of an exercise to practice
inversions and
clauses. points of this topic. inversions and fronting. inversions and fronting.
fronting.

October 17, 2020

TEMA 9: How to teach comparatives and superlatives
1.1 Types of comparisons. Group discussion: What
1.2 Problems that students Talk about examples of
problems do students Answers questions of the book
their students when Group work: report
have with comparatives and have when they study about problems of the students
9 3 0 2 10 working with your discussion to
superlatives. comparatives and when facing comparatives and
comparatives and the whole group.
superlatives? superlatives.
superlatives.
October 18, 2020
TEMA 10: FINAL EXAM
- Have a quick review
for the final exam by
1.1 Review for the final exam. Study important aspects asking some oral
Final written exam
10 3 0 3 of pedagogical questions. --- 20
taken on Moodle.
October 18, 2020 grammar. Play a game to go over
main points to practice
for the exam.
Total de Horas
48 96 50
 SEDE AMBATO
Dirección Académica
Coordinación de Posgrados

7. Metodología y recursos
7.1. Metodología
La metodología propia de la PUCE y de la PUCESA está centrada en el Paradigma Pedagógico
Ignaciano1 (PPI).
La pedagogía Ignaciana es el camino por el que los docentes acompañan y motivan a los alumnos.
Incluye una perspectiva del mundo, de Dios, de la vida y de la persona humana. Es un proceso
consciente dinámico, que promueve y motiva un crecimiento constante en las personas o grupos
de personas.
Las cinco etapas o pasos del Paradigma Pedagógico Ignaciano son:
1. Situar la realidad en su “Contexto”.
2. Experimentar vivencialmente.
3. Reflexionar sobre esa experiencia.
4. Actuar consecuentemente.
5. Evaluar la acción y el proceso seguido

Para el desarrollo de la asignatura, esta empleará

- Eclectic approach
- Problem-Based Learning (PBL)
- Task-Based Learning (TBL)
- Cooperative and Collaborative learning
- Discussions, and presentations will be held

7.2. Recursos
- Computers/Laptops
- Internet Access (WiFi)
- Projector
- Speakers
- Cellphones

8. Evaluación

Tipo de evaluación Criterios Cronograma Calificación

I parcial Prepares a 10 September 27, 15
minute 2020
presentation
II parcial Creates an October 16, 2020 15
activity using
Kahoot, Quizlet,
etc

1 En educación-investigación, se identifican dos paradigmas: el positivista y el crítico propositivo. A partir de esta

perspectiva el paradigma pedagógico ignaciano puede ser considerado como un modelo pedagógico que puede ser
incluido y/o enfocado a partir del paradigma crítico propositivo. El término Paradigma Pedagógico Ignaciano debe ser
entendido como un camino o proceso, consciente y dinámico. Por otra parte, si se habla de conductismo,
cognoscitivismo, tradicionalista, entre otros, se hace alusión a teorías y no paradigmas.
 SEDE AMBATO
Dirección Académica
Coordinación de Posgrados

Final Correctly answers October 18, 2020 20

some questions
about the topics
covered through the
module.

9. Bibliografía
9.1. Obligatoria
Bibliografía – física y/o digital
(Basarse en normas APA – Referenciar solo dos fuentes que estén disponibles en la Biblioteca Central de la
Matriz para el caso de Quito o de la Biblioteca Central de la respectiva Sede)
Parrot, M. (2010). Grammar for English Language Teachers. International Society for
Technology in Education.Cambridge University Press.

Thornbury,S. (2010). How to Teach Grammar. Pearson Longman.

9.2. Recomendada
Bibliografía – física y/o digital
(basarse en normas APA)
Cowan, R. (2008). The Teacher´s Grammar of English. New York: Cambridge University
Press.

Elaborado por: Revisado por:

__________________________ _________________________
Mg. María Isabel Aguinaga Mg. Paola Navarrete
Docente Coordinador/a del
Programa de Posgrado

Aprobado por:

___________________________________
Mg. Juan Carlos Acosta
Coordinadora de la Oficina de Posgrados

Fecha de Aprobación: ……………………………………………..

 SEDE AMBATO
Dirección Académica
Coordinación de Posgrados