UNIVERSITY OF EL SALVADOR

SCHOOL OF ARTS AND SCIENCES

FOREIGN LANGUAGE DEPARTMENT

II.GENERALITIES

1.1 English Didactics II

1.2 Code: Did214
1.3 Prerequisite: Didactics I
1.4 Credits: 4.
1.5 Licenciatura En Lenguas Modernas Especialidad Francés e Inglés.
1.6 Academic year: II, 2010.
1.7 Level: X semester
1.8 Department: Foreign Language Department.
1.9 School of Arts and Sciences.
1.10 Duration:16 weeks
1.11 Schedule: from 6:00 to 7:00 Monday through Thursday.
1.12 Hours a week: 4, plus 2 consultation hours (Tuesday, Tuesday 3 – 4 p.m.).

1.13 Instructor: Jorge Homero LlanesMàrquezLòpez, M. A.

1.14 Hours for special consultation: Monday to Friday, by appointments

II. COURSE DESCRIPTION

This is the second of two course- continuum on the teaching of English as a Foreign
Language aimed at students of Modern Languages Specialties. French and English.
During this course students will be exposed to a continuous practice and analysis of
English teaching methods to enable each to determine an appropriate methodology
according to the context in which they are expected to work. Besides, there will be a
deep analysis on those principles which should guide their teaching practice with the
purpose of consolidating their teaching methodology. In addition, the course will be
aimed at developing students’ competence on areas such as planning, assessment and
evaluation followed by class demonstration. Due to the practical nature of this course,
students will be required to design appropriate lesson plans for their teaching practice.

III. OBJECTIVES

After having completed this course and its assignments, students are expected to:

1. Initiate the development of their own teaching approach in order to combine theory
and practice in an appropriate manner.
2. Do practice with the macro and sub-skills so as to apply the teaching methods
studied in the course.
3. Write lesson plans based on their knowledge and experience aimed at consolidating
their theoretical framework in a practical situation.
4. Define basic assessment terms such as evolutions, testing, measurements, etc. in
order to conduct their teaching activities appropriately.
5. Make a distinction between objective and subjective exams so as to correctly plan,
develop, and evaluate their students in their teaching practice.
6. Prepare reliable instruments of evaluation with the purpose of measuring their
students’ learning process effectively.

IV. STUDENTS’ ROLE IN THE COURSE

Students will perform a variety of roles in the classroom. Regardless of the role,
each student needs to be responsible for his/her own learning process. It is crucial
for students to read the assigned material; they are expected to come to class
prepared to participate in class discussions actively. Students must be completely
involved in the teaching learning process in order to accomplish all the required
tasks. They must be on time in every class so they do not distract the teacher or
their classmates. Students are expected to be respectful to their peers and instructor.
Homework assignments must be handed in on the due dates; otherwise: handing in
assignments late will be accepted with lower grade. Missed evaluations will be
made up only if a request presenting a genuine justification is made within five
days following the date of the missed evaluation. All the students have to comply
with all the regulations and policies established for the course.

V. TEACHER’S ROLE

The teacher must be a diagnostician, a guide, a facilitator, a friend, a provider, a

planner, consultant, adviser, coordinator, providing the students with the
information regarding the topics to be studied, guiding class activities inside and
outside of the classroom when necessary. The teacher should also find out (as far as
consistently as possible) the needs, interest, language difficulties and preferred
learning styles of the students; to foster a group feeling (cooperation, liking,
common aims, mutual confidence, etc.); to ensure that learners have clear short and
long-term learning objectives, to asses the progress of individuals and of the class
as a whole, to ensure that learners are ware of this progress and to encourage them
to take responsibility for their learning. He/she has to vary patterns of interaction
within the lesson according to the involvement sufficiently challenging, to select
and introduce activities and materials for language work and to help them develop
positive, individual strategies for learning and most of all to help them to become
more independent. Their status is but longer based on hierarchical authority, but on
the quality and importance of the relationship with learners for when students take
more responsibility, more learning occurs, and the teachers and learners feel more
successful.

VI. COURSE REQUIREMENTS

To fulfill all the course requirements, students are expected to take into account the
following:

1. Come to class on time.

2. Get the teaching material (dossier) prepared for this course.
3. Read the topic before class so as to participate in the analysis and discussions.
4. Do homework assignments and hand in them as scheduled by the instructor.
5. Attend all the evaluations as scheduled.
6. Respect others’ viewpoints regarding any topic under discussion.
7. Interact with the instructor and peers according to the rules established at the
beginning of the course.
8. Justify any absence from class.

VII. CONTENTS OF THE COURSE

Unit 1: Language teaching theories

- Approaches to language teaching.

- New trends in methodology.
- General teaching tips.
- Tasks to be done in and out of class.
- Learning theories.
- Learning styles.
- Learning strategies.
- Motivation.
Unit 2: Developing language skills

- Listening.
- Speaking.
- Reading.
- Writing.
- Literature.
- Developing and integrating language skills.

Unit 3: Teaching language skills

- Teaching listening.
- Teaching speaking.
- Teaching reading.
- Teaching writing.
- Teaching grammar.
- Teaching pronunciation.
- Teaching other skills.

Unit 4: Lesson planning

- Guidelines for planning lessons.

- The planning continuum.
- The formal lesson.
- Planning a sequence of lessons.
- Evaluating lesson plans.
- Classroom management.

Unit 5: Evaluation

- What is evaluation?
- The characteristics of tests.
- Different types of tests.
- Characteristics of a good test.
- Types of test items.
- Writing tests.
 VIII. EVALUATION SYSTEM

- Written reports …………………………….................. 20%

- Quizzes……………………………………………….. 20%
- Attendance and class participation …………………… 20%
- Teaching practice……………………………………… 40%

IX. BIBLIOGRAPHY

BROWN, H. Douglas (1987).Principles of Language Learning and Teaching.

(Second Edition). Englewood Cliffs, New Jersey: Prentice Hall

Regents.

BROWN, H. Douglas (1994).Teaching by Principles. An Interactive Approach

To Language Pedagogy. Englewood Cliffs, New Jersey: Prentice

Hall Regents.

GLOWER DE ALVARADO, Ana Marìa (2008). Guide for ESL Didactics I.

San Salvador: Universidad de El Salvador.

HARMER, Jeremy (1998).How to Teach English.An Introduction to the

Practice of English Language Teaching.Harlow, Essex, England:

Addison Wesley Longman.

HARMER, Jeremy (1991).The Practice of English Language Teaching.

Harlow, Essex, England: Addison Wesley Longman Limited.

LARSEN-FREEMAN, Diane (1986). Techniques and Principles in Language

Teaching. New York: Oxford University Press.

RICHARDS, Jack (2002). Methodology in Language Teaching. An Anthology

of Current Practice. New York: Cambridge University Press.

VAN LIER, Leo (1996).Interaction in the Language Curriculum. Awareness,

Authonomy and Authenticity. New York: Longman Publishing.