Idioma Inglés

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PLAN DE PROFESORADO EN Idioma Inglés Perfect Functions Special expressions followed by preposition + gerund Verbs followed by the gerund • Participle Forms General Perfect Present participles Positions in the sentence Past participles Unit 3. Passive Voice Unit 4. Modal Auxiliaries • In requests • Degrees of certainty Assessment will be performed in a written form. Assessment will be based on specific topics previously studied. 7. Bibliographical References -- Broukal Milada,(2004). Grammar Form and Function. McGraw-Hill. -- Murphy Raymond y Smalzer R. (2000). Grammar in Use. Cambridge University Press. -- Nettle Mark y Hopkins Diana,(2003). Developing Grammar in Context. Cambridge University Press. -- Parrot Martin, (2000). Grammar for English Language Teachers. Cambridge University Press. -- Rinvolucri Mario, (1984). Grammar Games. Cambridge University Unit 5. Direct and Indirect Speech 5. Methodology There will be expository classes in which the professor will explain the use of the different structures of English discourse. The teacher will prepare handouts to be given to the students before beginning the study and development of certain didactic units. Among the activities to be carried out, the students will have to read, and analyze these handouts beforehand. In the classroom, the teacher and the students will develop question-answer based classes, in which doubts will be clarified. Besides, written tests coming from a variety of sources will be analyzed by students who will be always monitored by the teacher. Then, the solution to this analyzed stuff will be written on the board, and will be also the basis for discussion among the students. To apply the knowledge acquired by classifying different elements from sentences, paragraphs, compositions, and so on, students will be asked to write sentences of their own. Then in some case, might be discussed in class taken as proper examples of what is grammatically correct or incorrect. 6. Evaluation Guidelines Theory: 60% Practice: 40% Didactics Of The English Language I 1. General Information • Course Number: 16 • Identification Code: DELI • Prerequisite: Didáctica General / Intermediate Mid English • Number of Hours per Term: 100 hours • Theory-Practice hours per week: 5 hours per week • Number of weeks per Term: 16 weeks • Class period: 50 minutes • Credit hours: 5 credits • Term: IV 2. Description This is the first course, out of a two course continuum, on the teaching of English as a Foreign Language. During this course, students will study and internalize core content on first and second language acquisition theories and language teaching-learning approaches and methods. 3. Objectives By the end of this course students will: 68 Formación Inicial Docente
PLAN DE PROFESORADO EN Idioma Inglés • Master the conceptual framework, regarding first and second language acquisition theories and language teaching-learning approaches and methods, through lectures, workshops, extensive reading, research, class observation and content analysis, with teacher’s guidance and feedback. • Apply tenets of first and second language acquisition theories and language teaching-learning approaches and methods by doing role plays or microteachings. • Properly ponder the value of theory to do a professional job as teachers by understanding that theory provides the basics for informed-professional teaching practices. 4. Contents Unit 1. First language acquisition theories • Behaviorist approaches. • The nativist approach. • The cognitive approach. • Functional approaches. • Competence and performance. • Comprehension and production. • Innateness and universals. • Language and thought. • The role of imitation and practice - Input and discourse. Unit 2. Second language acquisition theories • Types of comparisons and contrasts between first and second language acquisition theories. • Neurological considerations. • Psychomotor considerations. • Cognitive considerations. • Affective considerations. • Linguistic considerations • The critical period hypothesis. • The acculturation model. • Accommodation theory. • Discourse theory. • The monitor model. • The variable competence model. • The universal hypothesis. • A neurofunctional theory. Unit 3. Language teaching-learning approaches • The structural approach. • The natural approach. • The communicative approach. • The lexical approach • Art-craft conceptions for teaching. Unit 4. Language teaching-learning methods • Grammar translation method. • The direct method. • The audio-lingual method. • The total physical response method. • The silent way. • Suggestopedia. • Community language learning. 5. Methodology This course is aimed at developing conceptual, procedural and attitudinal competence on language acquisition theories, approaches and methods. To achieve the stated objectives, teacher and students will enroll in an interactive and cooperative teaching-learning process making of a varied set of techniques, such as, lectures, workshops, extensive reading, research, class observation, content analysis, role plays and microteachings, among others. 6. Evaluation guidelines • Theory: 60 • Practice: 40 Students’ learning achievements can be assessed through: quizzes, mid-term exams, essays, research reports and oral presentations. 7. Bibliographical References -- Bowen, J. Donald et al (1985). TESOL Techniques and Procedures. Singapore: Newbury House Publishers. -- Brown, H. Douglas (1987). Principles of Language Learning and Teaching. Second Edition. Englewood Cliff, new Jersey: Prentice Hall, Inc. -- Brown, H. Douglas (1994). Teaching by Principles. An Interactive Approach to Language Pedagogy. Englewood Cliffs, New Jersey: Prentice Hall Regents. -- Carter, Ronald et al (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. New York: Cambridge University Press. -- Harmer, Jeremy (2001). The Practice of English Language Teaching. Third Edition. England: Longman. -- Larsen-Freeman, Diane (1986). Techniques and Principles in Language Teaching. New York: Oxford University Press. -- Omaggio, Alice C. (1986). Teaching Language in Context. Proficiency-oriented Instruction. Boston, Formación Inicial Docente 69
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Acuerdo Nº. 15-1050 Plan de Estudi
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