Oxford International Academy

Juigalpa – Chontales

SYLLABUS
FOR
COMMUNICATIVE ENGLISH COURSE
FIFTH LEVEL
 ECLECTIC APPROACH

Eclectic approach is a method of language learning and teaching that combines various approaches (theories and
beliefs about the nature of language and learning, and the applicability of both to pedagogical settings. It serves as the basis
for methods and strategies in language teaching) and methodologies to teach language depending on the aims of the
lesson and the abilities of the learners. In this approach teacher has more flexibility and adaptability to choose best elements
according to the need and aim of the students. Different teaching methods are borrowed and adapted to suit the
requirement of the learners. It breaks the monotony of the class. There are varied approaches and methods used for language
teaching.

In eclectic approach, the teacher can choose from these different methods and approaches:

 Grammar Translation Method: It is a method of teaching languages by which students learn grammatical rules and
then apply those rules by translating between the target language and the native language.
 Direct Method: In this method the teacher refrains from using the students’ native language. The target language is
directly used for teaching all the four skills – listening, speaking, reading and writing.
 Structural Situational Approach: In this approach, the teacher teaches language through a careful selection, gradation
and representation of vocabulary items and structures through situation based activities.
 Audio-lingual Method: In this style of teaching the teacher presents the new material in dialogue form; it is not focused
on vocabulary. Instead, the teacher focuses on grammar through drill and practice.
 Bilingual Method: The word ´bilingual’ means two languages. In bilingual method, the teacher teaches the language
by giving mother tongue equivalents of the words or sentences.
  Communicative Language Teaching: This approach lays emphasis on oral method of teaching. It aims to develop
communicative competence in students.
 Total Physical Response: It is based on the theory that memory is enhanced through association with physical response.
 The Silent Way: In this method the teacher uses a combination of silence and gestures to focus students’ attention.

The English teacher or instructor is advised to pay special attention to the theories and concepts mentioned above if she/he
intends to success in most aspects of language teaching and learning.
 Summary of the Units and Number of Hours

FIFTH LEVEL

Encounter Number of Unit Name of Unit Class Hours

1&2 1 Shopping for Clothes 8
3&4 2 Taking Transportation 8
5&6 3 Shopping Smart 8
7, 8 & 9 4 Greetings and Small Talk 12
10 & 11 5 Movies and Entertainment 8
12 - - (Final Test – 4 hours)
NUMBER OF UNIT: 1

NAME OF UNIT: Shopping for clothes.

SUGGESTED TIME: 8 hours.

OBJECTIVES BASIC CONTENTS SUGGESTED LEARNING SUGGESTED EVALUATION

1. The student will be able to Vocabulary
identify the vocabulary of 1. Clothing departments.
clothes through audios, 2. Types of clothing and
visual aids and written shoes: casual clothes,
form in a correct way. sweaters and jackets,
shoes.
2. The student will be able to 3. Clothing that comes in
use in sentences orally pairs.
and written the object 4. Interior locations and
pronouns correctly. directions.
5. Formality and
3. The student will be able to appropriateness.
structure sentences
grammatically correct Grammar
using the comparatives 6. Object pronouns: me,
orally and written. you, him, her, it, us,
you, them.
4. The student will be able to 7. Comparisons of
go to a store a shop and equivalence: as… as…
pay for clothes in a 8. Comparisons of
correct way. superiority: -er… than… 
more… than…
5. The student will be able to 9. Comparisons of
ask for a different size or inferiority: less… than…
color in an acceptable 10. Superlative form.
way while he/she is
buying clothes in a store.
ACTIVITIES ACTIVITIES
 Flashcards: Present  Bang game: The teacher
flashcards to Ss about the chooses some pairs at
vocabulary of clothes. random to pass to the
When you present them front to compete. The
each flashcard, ask them teacher gives to each
to repeat with you and student a toy gun. Once
then alone. Once they the teacher shows to Ss a
have practiced the flashcard about clothing,
pronunciation of the the S has to say the word
word, you paste the as fast as he/she can and
flashcard on the board. then say bang! The winner
 Videos: Show a video to Ss competes with the other
about the vocabulary for pairs.
clothes, objects pronouns,  Oral conjugation
comparatives or a competition: The teacher
conversation in a mall. chooses some students at
Then present them the random to pass to the
vocabulary or grammar front to compete by
structure you want them conjugating the sentence
to learn. or sentences that the
Grammar chart: The teacher is going to say to
teacher draws a grammar them to conjugate as fast
chart on the board so that as they can. The winner
students can follow the competes with other
patterns to structure classmates.
sentences with correct  Role-play dialogues: The
grammar. teacher asks Ss to form
 Photo story: You ask Ss to pairs or trio (threesome) in
listen to a conversation order to create a
6. The student will be able to Listening while you are showing dialogue that they have
identify clothing 11. Inferring information. them photos of the to perform to the rest of
departments correctly 12. Understanding scenarios in the the class.
while he/she is navigating locations and conversation. Then  Spot the error: The teacher
a mall. directions. present them the new writes sentences on the
13. Listen and put a vocabulary and grammar board which contains
7. The student will be able to check. structures. grammar or spelling
hold a conversation in an 14. Listen and write.  Questioning: A wood way mistakes. The Ss have to
acceptable way in order 15. Listening for reasons. to teach vocabulary to Ss identify and mark the part
to discuss clothing do’s is questioning. Once you of the sentence that
and don’ts. Speaking have taught them the contains the mistake and
1. Encouraging correct pronunciation of then rewrite it correctly.
8. The student will be able to communication: Can the word, you ask them  Interviewing: The teacher
put into practice the you say that again? I questions such as: What is chooses some Ss at
writing skill paraphrasing didn’t hear what you this? You motivate Ss to random to ask them
when he/she writes said about… Could answer using the word questions using the
paragraphs or essays you explain that a bit you have just taught them vocabulary of clothes,
about clothes in an more? What do you or simple grammar with grammar of the
acceptable way. mean by that? the word, for example, comparisons and
2. Discussing do’s and you show to Ss the superlative forms. The
9. The student will be able to don’ts. flashcard of a jacket. You students have to answer
encourage 3. Role-playing dialogue: ask Ss to repeat “jacket” those questions and make
communication while Asking for a different then you ask them the use of the phrases to
he/she is holding a size or color. question: “What is this?” encourage
conversation making the 4. Role-playing dialogue: your students have to communication.
correct use of the Shopping and paying answer: “jacket” or using  Round table discussion:
vocabulary. for clothes. a simple grammar “It’s a The teacher chooses a
5. Discussion about what jacket.” Through moderator to guide the
10. The student will be able to you like to buy from questioning you teach discussion that will take
write sentences that have stores. grammar patterns in an place. The discussion can
two or more ideas equal inductive way. be about do’s and don’ts
importance making Reading and Writing  Word search: You give a about buying clothes.
correct use of the parallel 1. Making inferences. worksheet to each S and  Editing: The student reads
structure. 2. Finding similarities and ask them to find and circle a text and then they have
differences. the words about clothes to find the mistakes which
3. Notepadding. or comparatives. can be about spelling,
4. Wordposting.  Making inferences: The grammar or parallel
5. Paraphrasing. teacher teaches to Ss structures. Once they
6. Identifying supporting how to make inferences have identified those
details. by writing sentences on mistakes they proceed to
7. Parallel verbs. the board with multiple write the text again with
choice. For example, the the corrections.
teacher writes on the
board:
He entered the classroom
shaking a wet umbrella.
A) It is sunny outside.
B) It is cloudy outside.
C) It is raining outside.
With this hint the Ss can infer
that it is raining outside
because he entered the
classroom with a wet
umbrella.