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MALL ADAPTATION: MOBILE GRAMMAR CHALLENGE

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MALL ADAPTATION: MOBILE GRAMMAR CHALLENGE

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ORIGINAL ACTIVITY:

Textbook writing exercises

ADAPTED MOBILE ACTIVITIES:

APP-BASED PRACTICE:

• FLIPGRID: Record 1-minute videos describing daily routine vs current activity

• GRAMMARLY: Writing correction challenges with instant feedback

• QUIZLET: Mobile flashcards for tense recognition

• PADLET: Collaborative board with real-life grammar examples

SOCIAL LEARNING:

• WhatsApp Grammar Challenges: Daily tense identification

• Instagram Stories: "A Day in My Life" visual narratives

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GRAMMATICAL FOCUS: Present Simple vs. Present Continuous

SOURCE TEXTBOOK:

"Fundamentals of English Grammar" by Betty Azar (3rd Edition)

- Chapter 1: Present Time

- Pages: 1-15

TARGET LEARNERS:

University students levels A1-A2

Age: 18-22 years

Context: English as a Foreign Language

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PRESENT SIMPLE VS PRESENT CONTINUOUS

LEVEL: A2

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Presente simple y continuo: diferencias de uso y ejercicios - GlobalExam Blog

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Hay personas que, incluso teniendo un buen nivel de inglés, confunden el presente simple con el presente continuo. Por eso hay trucos que debes de saber.

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Edison Renato Ruiz López

Métodos y Enfoques para la enseñanza del Inglés como Lengua Extranjera.

Universidad Nacional de Chimborazo.

October 02nd, 2025.

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Gamification transforms repetitive grammar practice into an engaging, motivating learning experience through game elements that:

• Increase Intrinsic Motivation: Challenge, curiosity, and competition drive engagement

• Provide Instant Feedback: Immediate correction reinforces learning

• Reduce Anxiety: Game context lowers the affective filter

• Encourage Persistence: Progression systems motivate continued effort

• Support Differentiation: Multiple difficulty levels accommodate different learners

Theoretical Basis: Self-Determination Theory (Ryan & Deci, 2000) - games satisfy needs for competence, autonomy, and relatedness.

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ORIGINAL ACTIVITY:

Write sentences using both tenses (Azar, Ch. 1, Ex. 10)

ADAPTED GAME STRUCTURE:

LEVEL 1 - KAHOOT IDENTIFICATION:

• 15-question timed quiz

• Choose the correct tense in context

• Points for speed + accuracy

LEVEL 2 - QUIZLET LIVE PRODUCTION:

• Team-based matching game

• Match prompts with correct sentences

• Collaborative competition

LEVEL 3 - WORDWALL CHALLENGE:

• Drag-and-drop paragraph completion

• Instant feedback and scoring

• Unlock next level upon success

REWARD SYSTEM:

• Digital Badges: "Tense Detective", "Grammar Guru"

• Leaderboard: Real-time ranking

• Bonus Points: Unlockable rewards

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What is Gamification in Education (1 Minute Microlearning)

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The flipped model optimizes classroom time by transferring direct instruction outside class, enabling more interactive, student-centered learning during face-to-face sessions. This approach:

• Maximizes Practice Time: More time for guided practice and application

• Enables Differentiation: The Teacher can support struggling students individually

• Promotes Active Learning: Students engage in analysis, evaluation, and creation

• Builds Autonomy: Students take responsibility for their learning process

Theoretical Basis: Bloom's Taxonomy revision - lower-order thinking at home, higher-order in class (Anderson & Krathwohl, 2001).

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ORIGINAL ACTIVITY:

Choose-the-correct-form exercises (Azar, Ch. 1, Ex. 7)

ADAPTED FLIPPED MODEL:

PRE-CLASS (Home):

• Watch 7-minute video lesson on tense differences

• Complete Google Form with 6 concept-check questions

• Submit questions about confusing points

IN-CLASS (Active Learning Stations):

• STATION 1: Error Correction Clinic - correct paragraphs with intentional errors

• STATION 2: Live Interviews - "My Routine vs My Crazy Week"

• STATION 3: Collaborative Writing - Google Docs story creation

POST-CLASS:

• Find real-world examples in university announcements/social media

• Post on class Padlet with analysis

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This PBL adaptation transforms decontextualized grammar exercises into authentic communication. Students move from mechanical practice to using target grammar for real communicative purposes—describing their own university experiences. The project develops:

• Grammatical Competence: Contextualized use of Present Simple vs Continuous

• 21st Century Skills: Collaboration, creativity, digital literacy

• Student Autonomy: Choice in content and presentation style

• Authentic Assessment: Tangible product demonstrating language use

Theoretical Basis: Project-Based Learning principles (Thomas, 2000) emphasize learning through authentic, student-driven projects.

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PBL Adaptation: University Life Documentary

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PBL Adaptation: University Life Documentary

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PBL ADAPTATION: "UNIVERSITY LIFE DOCUMENTARY"

ORIGINAL ACTIVITY:

Textbook fill-in-the-blank exercises (Azar, Ch. 1)

ADAPTED PROJECT:

Students create 3-minute video documentaries that contrast their daily routines with their current projects.

STEP-BY-STEP PROCEDURE:

1. RESEARCH (15 min): Interview 3 classmates about routines & current activities

2. SCRIPT WRITING (20 min): Write narration using target grammar

3. VIDEO PRODUCTION (20 min): Record vlog using smartphones

4. SCREENING & FEEDBACK (15 min): Present to class + peer evaluation

TARGET LANGUAGE PRODUCTION:

- Present Simple: "I usually study in the library..."

- Present Continuous: "This week, I'm preparing for my midterms..."

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ORIGINAL TEXTBOOK ACTIVITY (Azar, Ch. 1, Ex. 5):

Complete with Present Simple or Present Continuous:

1. She usually ______ (walk) to school.

2. Right now, they ______ (study) for their exam.

3. He ______ (watch) TV every evening.

4. Look! It ______ (rain) outside.

5. We ______ (have) a meeting every Monday.

6. I ______ (read) a great book at the moment.

7. They ______ (play) tennis right now.

8. She ______ (work) in a bank.