UNIVERSIDAD NACIONAL DE EDUCACIÓN

Enrique Guzmán y Valle

“Alma Mater del Magisterio Nacional

FACULTAD DE CIENCIAS SOCIALES Y HUMANIDADES

DEPARTAMENTO ACADÉMICO DE LENGUAS EXTRANJERAS Y EDUCACIÓN ARTÍSTICA
“Año de la lucha contra la corrupción y la impunidad”

SÍLABO

I.- INFORMACIÓN GENERAL:

1.1. Asignatura : DIDÁCTICA DE LA ENSEÑANZA DEL INGLÉS II

1.2. Llave-Código : 4400- CHIFO653
1.3. Área Curricular : Formación de Especialidad
1.4. Número de créditos : 03
1.5. Número de horas semanales : 06
1.6. Programa de Estudio : Educación con Especialidad de INGLÉS-FRANCÉS
1.7. Período Lectivo : 2019-II
1.8. Ciclo de Estudios : VI
1.9. Promoción y Sección : 2017-I / HF
1.10. Régimen : Regular
1.11. Duración : 16 semanas
1.12. Horario de Clase : Martes: 10:15-01:15 / Jueves: 08:00-09:30
1.13. Directora del Dpto. Académico : Dra. Haydee Flores Piñas
1.14. Docente Responsable : Dra. Soledad Mirella Chávez Campó
Correo Electrónico : soledad7_88@hotmail.com

II. SUMILLA:

Consolida los conocimientos y las habilidades pedagógicas necesarias para conducer eficazmente el
aprendizaje del inglés. Se imparte el manejo de técnicas, estratégias, métodos de enseñanza-
aprendizaje y evaluación del aprendizaje del inglés a través de talleres de trabajo pedagógico.

III. OBJECTIVES
3.1. General Objectives:
• Design lesson plans, teaching materials and apply new methodologies related to current
pedagogical approaches.

3.2 Specific Objectives:

• Analyze, compare and draw conclusions about ELT material on receptive and productive skills
• Analyze, compare and draw conclusions about ELT material on how to teach grammar and
vocabulary.
• Extract the most relevant information regarding teaching procedures and techniques from a video
on TEFL.
• Apply the theoretical knowledge about ELT methodology, the teacher´s roles, the learners ‘age,
the Multiple Intelligence Theory, etc. when planning and conducting their micro-teaching sessions.

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 • Apply the theoretical knowledge about ELT methodology according to their own teaching
situations.
• Assess their level of English taking the Preliminary English Test.
• Assess their level of teaching procedures and techniques by taking one module of the Teaching Knowledge
Test.

IV. METHODOLOGY:

4.1. METHODS:

The methodology used in this subject will involve the following:

• By working in groups and through previously assigned reading, the students will prepare their
oral presentations and demonstrations on the different topics covered in the course.
• By reading the assigned material, and by exchanging ideas, they will actively participate in
the development of the course. After students ‘participation, appropriate feedback will be
provided. Throughout the course, the use of dictionaries, either monolingual or bilingual will
be encouraged.

4.2. PROCEDURES:
• Class activities will include short reading selections and media information and vocabulary
practice.
• Recycling will be developing constantly, making the learning experience more tangible and
achievable.
• Student’s will engage in library research utilizing technological resources, like internet and
information media, to design and produce oral creative presentations.

4.3. TECHNIQUES
• Topics will be introduced by different techniques.

V. DIDACTIC RESOURCES:

• Human resources: Professor and students

• Materials: Reference books (listed in the bibliography), handouts, video projector, videos,
wallpapers, board and markers.

VI. ASSESMENT

6.1. Diagnostic: It will be scheduled at the beginning of the semester.

6.2. Formative: The students’ learning progress will be constantly evaluated.

6.3. Summative: The level of development achieved by the participants according to the quality
standards set by the university will be considered for the final consolidation of the evaluation.

6.4. Instruments of Evaluation:

CHECK LIST It is used in a list of aspects to evaluate contents, abilities, skills, behaviors, etc.

RUBRICS This instrument is a set of criteria and standards, generally related to learning
objectives. Increasingly, instructors who rely on rubrics to evaluate the
performance of our students tend to share the rubric at the time of the evaluation.

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 6.5. Criteria of Evaluation:

The following grading basic will be consider:

CW : Class Work ( attendance, participation & homework), 30 %

PW : Project work (Unit elaboration and Didactic Material) 30 %
E : Exams (written exams and quizzes) 40 %
FA : Final Average 100 %

NOTA: El 30% de inasistencia dará lugar a la inhabilitación de la asignatura.

VII. PROJECT WORK:

The course project proposed aims at fostering the development of the participants´ analysis, description
and assessment skills with reference to one of the topics covered in the course. To this end they will
rely on the theoretical framework previously presented and discussed in class.

Details on the features of the project will be provided in class.

VIII. THEMATIC CONTENTS:

UNIT 1: DESCRIBING LANGUAGE AND LANGUAGE SKILLS

OBJECTIVE: To reinforce the participants with the knowledge of the language and the skills involved
in producing them and how to teach team.

TIME TOPICS STRATEGIES ASSESSMENT

CRITERIA
• Methodologies • Introduction to the concepts of • Class participation.
• Grammar – Lexis learning and teaching through • Visual organizers showing
4 • Phonology – Functions introductory readings and the main concepts of the
weeks • Our skills and sub skills class discussion. unit
• Reading – Listening • Discussions of reading. • Presentation and
• Writing – Speaking demonstration of one
• Practice activities and tasks for assigned topic
language and skills development. (microteaching)

UNIT 2: BACKGROUND TO LANGUAGE LEARNING

OBJECTIVE: To foster a thorough understanding of learner needs and characteristics and aspect involved
in the classroom.

TIME TOPICS STRATEGIES ASSESSMENT

CRITERIA
• Learner characteristic • Readings, analysis and • Class participation.
• Learner needs discussion of class topics. • Visual organizers showing
4 • Motivation • Analysis of class experiences the main concepts of the
weeks • Exposure and focus (demonstrations). unit
• The role of error • Presentation and
demonstration of one
assigned topic
(microteaching)
• Mid-term exam.

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 UNIT 03: LESSON PLANING AND USE OF RESOURCES

OBJECTIVE: To foster a thorough understanding of how to plan a lesson and the different resources in class.

TIME CONCEPTS STRATEGIES ASSESSMENT

CRITERIA
• Identifying and selecting aims • Readings, analysis and • Class participation.
4 • Components of a lesson plan discussion of class topics. • Presentation and
weeks • Compare models of lesson plans • Analysis of class experiences demonstration of a
• Choosing assessment activities (demonstrations) method/approach
(microteaching)

UNIT 04: OBJECTIVE: To foster a thorough understanding of the evolution of ELT communicative approaches and
methods

TIME CONCEPTS STRATEGIES ASSESSMENT

CRITERIA
• The communicative approach in Perú. • Readings, analysis and • Class participation.
• Teaching English at Schools with JEC discussion of class topics. • Presentation and
4 policies. • Analysis of class experiences demonstration of a
weeks • Overview of ELT in Latin American (demonstrations) method/approach
countries (microteaching)

IX. REFERENCES:

Brown, D., (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New
Jersey: Prentice Hall Regents.
Bygate, M., Tonkyn, A. and Williams, E. (1994). Grammar and the Language Teacher. London:
Prentice Hall International.
Celse Murcia, M. (2001). Teaching English as a Second or Foreign Language. Boston. Heinle &
Heinle.
Harmer, J. (2001). The Practice of English Language Teaching. Longman.
Harmer, J. (2007). How to Teach English. England. Longman.
Lewis, M. (1997) The Lexical Approach. Hove, England: LTP Teacher Training
Lightbown, P. and Spada, N. (1993). How languages are learned. Oxford: OUP.
Littlewood, W. (1995). Communicative Language Teaching. Cambridge: CUP.
Nunan, D. (1988). Designing Tasks for the Communicative Classroom. Cambridge: CUP.
Ur, P. (1196). A Course in Language Teaching. Cambridge. CUP.
Weir, C. (1998). Communicative Language Testing. London: Prentice Hall.

Working Documents
• Ministerio de Educación 2016. Diseño Currciular Nacional. Lima: MED.
• Ministerio de Educación. 2010. Orientaciones para el Trabajo Pedagógico (OTP)-Área: Lengua
Extranjera. Lima: MED.
• Consejo Nacional de Educación. Proyecto Educativo Nacional 2021. Lima: CNE.

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INTENET LINKS

 The Internet TESL Journal. http://iteslj.org.

 English Language Teaching. www.EFL4U.com
 Graphic organizers http://www.eduplace.com/graphicorganizer
 The British Council. www.britishcouncil.org/learning.a-to-z.htm
 Web pages in ELT. http//simonmgilltripod.com/ELT.htm.

La Cantuta, September 2019.

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