Reymi Espinosa Dunker

2018-30-2-0022

(METHODOLOGY OF THE TEACHING OF ENGLISH I) – MAY/AUGUST 2019 – UNICDA

COURSE ASSIGNMENT

-Format: Word (*.doc) file

-Value: 20 % of final grade
- Deliver via email at fdoarturo@hotmail.com : - By Tuesday, August 6, 2019 by the end of the day -priority delivery,
for final assessment 10-point in advance credit-
OR   
- Between Wednesday, August 7 and Wednesday, August 14, 2019 by the end of the day  -final due date, final
assessment credit DOES NOT apply-.  
- Assignments received on or after August 15, 2019 WILL NOT be graded (NO value).
-Attachments related to this assignment: What is TESOL? [PDF file], Task-Based Learning (TBA) [PDF file]

1st) For section I, please use the attached PDF file on TESOL, Inc. the website link indicated below, and follow
instructions carefully.
2nd)For section II, you will need to use the chart provided below titled “eclectic plan template”, filling out the
appropriate information. You may edit the chart at your convenience. Again, craft your mini-lesson plan based on a
logical course of action, the attached PDF file on Task-Based Learning, AND any other files or information you have
gathered in our class sessions, or received via email before.

I. Please respond:

A) REVIEW the attached informational PDF file on TESOL, Inc. (if you get a warning window, click “OK”-ignore it-, it
will not affect your ability to read the file) and answer the following questions:
1. What is TESOL’s mission?
Incorporated in 1966, Teachers of English to Speakers of Other Languages, Inc. (TESOL), is a global
association for English language teaching professionals headquartered in Alexandria, Virginia, USA. TESOL
encompasses a network of approximately 60,000 educators worldwide, consisting of more than 14,000
individual members and an additional 45,000 educators within the 100 plus TESOL affiliate associations.
TESOL’s mission is to ensure excellence in English language teaching to speakers of other languages.

2. Briefly name and discuss the purpose of regular TESOL publications, and about
other information resources available to its members.
To engage its members and colleagues in ongoing discussion of current issues, ideas, and opportunities in
the field of English language teaching, TESOL publishes two serials: TESOL Quarterly, a scholarly, refereed
journal; and Essential Teacher, a magazine offering articles of interest to teachers across the profession.
Books, professional papers, and other resources on a wide range of theoretical and practical topics sustain
sound professional development. TESOL's electronic resources include an extensive Web site, a survey of
employment opportunities (Placement E-Bulletin), a newsletter with timely links related to the field (TESOL
Connections) and the TESOL Resource Center, an online platform where members can access and share
teaching resources.
3. How does TESOL define the fields of ESL, EFL and ESP fields?
The field of TESOL is a multifaceted academic discipline and profession with a distinct pedagogy that
requires specialized training. That someone speaks English does not by itself
qualify that person to teach it, especially to those who are learning English as an additional language. TESOL
focuses on how to use English as a world language and how to
understand and become acquainted with the various cultural practices of English-speaking people.

4. Does TESOL offer professional teacher education programs directly to its

members? If not, what does TESOL say about available teacher education programs?
Teaching ESOL is a multifaceted, academic discipline requiring training in linguistics, language acquisition,
language pedagogy, methodology, materials development, testing and research, curriculum and syllabus
design, program administration, and cross-cultural communication.
Professional preparation in TESOL is available throughout the world. In the United States alone, there are
more than 200 institutions that offer BA, MA, and PhD programs to train TESOL professionals. Similar training
is available in England, Australia, Canada, and other countries.
Although a teacher education program may have the acronym TESOL in its name, it refers to the discipline in
a
general sense and does not indicate that the institution is affiliated with the association. TESOL, the
association, does not endorse or lend its name or logo to individual
programs. TESOL does not have institutional members; rather, it is an individual membership association.

B) Please visit www.tesol.org, locate the appropriate links on the welcome page, and answer the following questions:
5. If you decided to join TESOL as a practicing English teacher in the Dominican
Republic, what would be your annual fee for one year?
My annual fee would be of 60 a year.
What advantages do you see personally –in your professional activities- by becoming
a TESOL member? Please discuss briefly.
TESOL provides the resources that each professional needs to do their job every day. Being a TESOL
member will help me to be more effective in my professional career, more informed and more skilled in the
field of teaching and learning of English.

6. Click on the TESOL interest sections page page,

http://www.tesol.org/connect/interest-sections , visit two interest sections links of the
21 options listed, and discuss in a brief and concise manner why these two would
attract your attention in particular as a professional English language educator.
English as a foreign language. This attract my attention because teaching EFL can be used to teach to
persons with differents first languages, so, as proffesional I will have more jobs oportunities.
Supporting Students With Disabilities. I like to help those students and teach those students. Help them to
be better and unleashed their full potential and let them know that it doesn´t matter that they have a disability
they can be successful.

II. Mini-lesson plan design:

Using a blank copy of the eclectic lesson plan template shown on the next page AND the attached Task-Based
Learning (TBL) descriptive file (PDF format), design a mini-lesson in which Task-Based Learning (TBL) is being used. You
are free to choose the activities for the task, but make sure that you are also delivering language content. For
example, let’s pretend you’d want to have students discuss a traffic accident situation; keep in mind the scene of a
minor car accident, the characters who would intervene, etc, but what kind of English language content is needed:
reporting in the past tense (what happened?), sequence of events (first, second, then, etc.), and so forth. If you have
not had much experience designing a lesson plan, relax. Just include the information on the chart that YOU would
consider is needed for the lesson, and in the order you’d want to see it done. Not all items in the lesson plan have to
be responded, but there should be a clear idea of the sequence and items to be present in the lesson.

ECLECTIC ESL/EFL LESSON PLAN MODEL

STUDENTS: FOCUS:
ESL __ EFL ✓ both __ reading_✓_writing_✓_listening__speaking_✓_vocabula
LEVEL:
ry_✓_
_✓_beginners __
grammar__pronunciation__cultural exposure__
intermediate
OBJECTIVES: The students will be able to recognize
__ advanced
AGE GROUP: 7-8 the differents types of colors.
___ Adult __Teenager _✓_
Children

MATERIALS/RESOURCES : CONTENTS: The colors

Red, yellow, pink, green, purple, orange

Flashcards, radio, watercolor, blanc and blue.
sheets.

WARM-UP : ( 5 min )

The teacher will play the song ”I can sing a rainbow”

Lyrics for the song:
Verse 1:
Red and yellow and pink and green,

Purple and orange and blue.

I can sing a rainbow,

Sing a rainbow,

Sing a rainbow too.

Verse 2:

Red apples and yellow sun,

Pink flowers in the green grass.

Purple grapes and orange carrots,

A rainbow high in the blue sky.

Verse3:

Red and yellow and pink and green,

Purple and orange and blue.

I can sing a rainbow,

Sing a rainbow,

Sing a rainbow too.

CORE TASKS/ ACTIVITIES: (30 min )

1.Learning the colors

The teacher will put the flashcards in the board to show them the differents colors.
The teacher will ask the students to show them objects for the color he name.

2. Now that the students know the differents colors, the teacher will provide
students a vocabulary to teach them about writing and spelling.

3. Teacher will give students a sheet that contains objects with differents colors and
they will have to identify them and write it below.

CLOSURE / FOLLOW-UP : ( 10 min )

The students will paint a rainbow with watercolor.

HOW WOULD YOU ASSESS THE SUCCESS OF THIS LESSON DURING A FUTURE CLASS?

Give the students a practice in which they will have to match the colors with their names.