UNIVERSIDAD CATÓLICA DE LA SANTÍSIMA CONCEPCIÓN

VICERRECTORÍA ACADÉMICA
DIRECCIÓN DE DOCENCIA
FACULTAD DE EDUCACIÓN
DEPARTAMENTO DE LENGUAS

SYLLABUS

I. IDENTIFICACIÓN

Nombre de la actividad: Metodología de la Enseñanza del Inglés como Lengua Extranjera

Subject Name: English as a Foreign Language Methodology

Docentes: Roxanna Correa Pérez/ Gabriela Sanhueza / Theresa St John

Mail: rcorrea@ucsc.cl

Mail: stjohn@ucsc.cl

Mail: gabrielasanhueza@ucsc.cl

Horario de atención: RCorrea Miércoles Mod 7, GSanhueza Martes Mod 7,T St John Miércoles,
Código: ED1112C

Horas de Docencia Directa /Indirecta: 8DD /9DI

Créditos SCT: 10

II DESCRIPCIÓN

This course presents an overview of the most recent aspects of the English as foreign
language methodology, emphasizing the socio-communicative and student oriented
processes of learning. It promotes the analysis of the teaching and learning process of
English in the context of the Mineduc. This course must be taught in English.

III RESULTADOS DE APRENDIZAJE

Unit 1

4-1 y G6-2

Elaborar un Literature Review “Theoretical principales on How to teach language skills

and/or systems of the language ”basado en al menos 3 autores de los indicados en la
bibliografía del programa.

Planificar tareas comunicativas para desarrollar habilidades productivas y receptivas del

lenguaje y sistemas de la lengua. Incluir objetivos de aprendizaje y secuencia de las tareas
comunicativas propuestas.
4-2

Diseñar o adaptar instrumentos de evaluación para las 4 habilidades del lenguaje y sus
sistemas, en el contexto del Enfoque comunicativo y Planes y Programas de enseñanza del
inglés en Chile

7-2

R1 Justificar teóricamente la selección de las actividades de aprendizaje con habilidades

integradas que incorporar recursos auténticas realizada en Práctica Pedagógica I.

Unit 2

8-2 y G6-2

R1 Diseñar un perfil lingüístico de un estudiante (language learner profile) que proponga

soluciones pedagógicas y didácticas concretas con el fin de promover el aprendizaje del
inglés del estudiante.

R2 Diseñar una clase que apunte a corregir los problemas lingüísticos evidenciados en la
formulación del perfil anterior, siguiendo los modelos de Oxford y Chamot.

Unit 3

L3-2 G6-2

R1 Diseñar un Portafolio con actividades seleccionadas para clases y su momento de aplicación

(inicio, desarrollo, término o tarea). Incluir objetivos de cada clase, planificación de tareas acorde a
modelo de planificación específico y materiales o recursos de aprendizaje.

7-2

R2 Realizar presentación oral de 2 habilidades o 1 habilidad más un sistema de la lengua que

incluya: Principios teóricos, Formas de planificar, Objetivos de aprendizaje, actividades y
materiales o recursos de aprendizaje

IV CRONOGRAMA

WEEK ACTIVITIES ASSESSMENT %

¿Qué actividades deberán los estudiantes ACTIVITY
realizar para alcanzar los resultados de
aprendizaje?
UNIT Aula, Taller u otros Autónomas

1 Course overview Tamura,E. (2006). One task, 2 parts: 25

7/8 11/8 Concept son the %
Syllabus revision Methodology of Task1
Teaching English. The
 Economic Journal of Literature
Takasaki City Review
Lecture 1: University of “Theoretical
INTRO Economics, vol. 48. principales on
Retrieved from:
METHODOLOGY How to teach
http://www1.tcue.ac.j
CONCEPT and sts language skills
p/home1/k-
Activity group: gakkai/ronsyuu/ronsyu and/or systems
propose a ukeisai/48_3/tamura.p of the language
definition of df ”basado en al
methodology menos 3 autores
based on 3 de los indicados
different authors Pertti Kansanen & en la bibliografía
Matti Meri del programa.
Cook’s Department of
assumptions and Teacher Education
discussion topics. Didactic relation in
Sts answer and the teaching- Task 2
apply Cook’s studying-learning Carpeta que
checklist to 2 or 3 process. incluya
other classmates Planificación de
and consolidate Cook , V. (2001) pp.3 tareas
results to present -6 comunicativas
to the class para desarrollar
Shrum, J. & Glisan, E. habilidades
(2004). The productivas y
chronological receptivas del
READING development of lenguaje y
KANSANEN& MERI language teaching, sistemas de la
. Summarize main Teacher´s handbook: lengua. Incluir
ideas in format Contextualized objetivos de
provided. Class language teaching aprendizaje y
discussion rd
(3 ed., pp. 444- secuencia de las
447). Boston: Heinle. tareas
comunicativas
propuestas.

30/9

1 TOPIC: Planning http://languagetesti

14/8 18/8 lessons according ng.info/video/main.h
to systems and tml
skills. Revise and study
Listening TJ video number 8
&PronunciationRC

Planning lessons.
Modeling 1 skill Celce-Murcia(2001)
and a system of (pages 403-413)
the language and
sts identify stages Scrivener (2011)
 according to Chapter 10,11
Harmer’s Model.
Sts should be able Gower et.al
to write, discuss Chapter5. pp 85-93
and reflect, the (Listening)
Lesson plan Chapter 6.pp153-162
observed. (Pronunciation)

Lecture 2:
Elements of a Harmer (2001)
lesson plan and sts Teaching
take notes. Pronunciation
Sts reconstruct a pp183-198
lesson plan
sequence
Nation (2009)
Sts work in .Groups Teaching ESL/EFL
and analyze Reading & Listening.
different samples Chapter 3 pp.42-57
of lesson plan

Workshop: How to
define lesson plan
aims. Sts analyze
different aims, sts
formulate 3
different aims and
choose 1 aim to
design
communicative
tasks.

1 21/8 25/8 LESSON PLAN

STAGES AND AIMS
(PPP,SDL, TBL) Scrivener (2011)
Sts watch a video Chapter 6
taped lesson on
abilities of the Integrated Skills in
language and the ESL/EFL
identify stages of Classroom. Oxford
the (2001)
lesson.(Harmer)
Harmer (2001)
Lecture 3 Element Chapter 14,22
of LPs for the Teaching Receptive
abilities of the lg skills
Gower et.al(2005)
Sts formulate 3 skill Chapter 7,8
development
lesson aims
Gottlieb ( 2006)
Lecture 4: Chapters 6 pp. 111-
Assessment : Main 131
concepts and how
 to use and adapt
scoring
instruments to
assess receptive
skills and systems.

1 28/8 1/9 Ambrose, S. ( 2010)

Reading How Learning works:
&Vocabulary What are rubrics and
how can we use
them? pp. 231 243

Class discussion: http://languagetesti

out of Videos and ng.info/video/main.h
readings tml
Revise and study
Lecture 4 Reading videos number 6, 10
&Vocabulary

Workshop: How to Nation (2009)

define lesson plan Teaching ESL/EFL
aims. Sts analyze Reading & Listening
different aims, sts
formulate 3 Nuttall (2005)
Chapters 9,10,11,12,13
different aims and
choose 1 aim to
Gu,P. (2012)
design
Vocabulary Learning
communicative
Strategies
tasks

Sts select
assessment tasks
Lesson designs for
for the systems of
reading
the language (using
comprehension and
LP designed in
vocab development.
previous units) and
Academic Success
adapt scoring
for ELL. Richard-
instruments
Amato P. pages 248-
274)

1 4/9 8/9 http://languagetesti

Speaking ng.info/video/main.h
&Pronunciation tml
Revise and study
video number 9
Class discussion
 out of Videos and
readings Harmer (2001)
Chapter 17,19
Workshop: How to Teaching productive
define lesson plan skills , speaking
aims. Sts analyze
different aims, sts
formulate 3 Nation (2009)
different aims and Teaching ESL/EFL
choose 1 aim to Speaking & Writing
design
communicative
tasks Thornbury, S.(2005)
How to teach
Lecture 4: Scoring Speaking
instruments to Chapters 5,6,7
assess speaking

Sts select
assessment tasks
for the systems of
the language (using
LP designed in
previous units) and
adapt scoring
instruments

1 11/9 15/9 Writing &Grammar http://languagetesti

Class discussion ng.info/video/main.h
out of Videos and tml
readings Revise and study
videos number 7
Workshop: How to
define lesson plan Nation (2009)
aims. Sts analyze Teaching ESL/EFL
different aims, sts Speaking & Writing
formulate 3
Hyland (2010)
different aims and
Chapters 5,6
choose 1 aim to
design
Thornbury,S(2004)
communicative
How to teach
tasks
Grammar.
Lecture 5 How to
Chapter 4,5
teach writing and
grammar
What are checklists
and how can we use
Lecture 6: Scoring
them? Pp255-256
instruments to
assess writing and
grammar
 Sts select
assessment tasks
for the systems of
the language (using
Larsen-
LP designed in
Freeman(2003)
previous units) and
Teaching Language
adapt scoring
from Grammar to
instruments
Grammaring.
Chapter 9,10, 11.

Reading workshops
on assessment

Selection and
organization
scoring
instruments and
rubrics (EFolder)

2 20/9 22/9 LLS Informe del 15

SURVEY: STS Paper 1 : Perfil lingüístico
identify their LLS. Five reasons why analizado por
Result discussion listening strategy habilidades
instruction might not productivas y
work with lower
Lesson7. Language proficiency learners. sistemas de la
learning Strategies Renandya, W(2012) lengua

Reading Circle.to Propuesta

analyze 2 different Paper 2: pedagógica y
perspective about Understanding EFL didáctica desde
LLS. Sts produce a Learners’ Strategy los modelos de
Use and Strategy
comparative chart aprendizaje
Awareness.
based on the Oxford,R.(2008) estratégico
authors (Renandya
and Gu) and get Paper 3.
ready for Gu,P.(2012) Planificación
Language Learning
discussing diseñada acorde
Strategies
An EIL Perspective al problema
identificado
Post lesson
Coment28/10
http://www.carla.u
mn.edu/strategies/vi
deo/strategies.html

Michael Lessard-
Clouston: LLS: An
overview for L2
teachers
http://iteslj.org/Artic
 les/Lessard-
Clouston-
Strategy.html

Murat Hismanoglu.
LLS in FL learning
and teaching
http://iteslj.org/Arti
cles/Hismanoglu-
Strategies.html

2 25/9 29/9 Lecture 8 Oxford’s

theory based on Oxford, R ( 1990)
Chapter 1,2,4 Chapter 3,5,6

Oxford workshop Oxford, R. (2001).

1: Activities pp 98- Language learning
133. strategies. In R.
Carter & D. Nunan
Oxford Workshop (Eds.), The
2: Cambridge guide to
pp. 174-191 teaching English to
speakers of other
languages (pp. 166-
Oxford workshop 3 172). Cambridge:
Chapter 6 : Cambridge UP.
Activities pp.209-
212 Vogt&Echevarría
(2008) 99 Ideas and
activities for
teaching English
Learners with the
SIOP
Model.(Chapters 5)
2 Task Analyze
2/10 6/10 Chamot’s samples
of Lg Learning CALLA model
strategies lessons. worshop Chamot
Chapter 10. pp179-
238 Chamot, A. (2004).
Issues in Language
Learning Strategy
 Research and
Training. Electronic
Lecture 9 Chamot’s Journal of Foreign
theory based on Language
Chapter2-8 Teaching, vol. 1.
Retrieved from:
http://e-
flt.nus.edu.sg/v1n1
2004/chamot.pdf
Brown (2001) pp 207
228.Chapter 14

2 CALLA model
10/10 Workshops design worshop Chamot
13/10 on Language
Learning Strategy
Lessons

LLP Task
development

2 16/10 LLS Research in Sanhueza, G. y

20/10 Chile: Read and Burdiles, G (2011)
report Capítulo:
Estableciendo un
Sts present Perfil de Estrategias
different research de Aprendizaje de
carried out in Chile. Inglés como Lengua
Extranjera en
Escolares Chilenos”
en libro “Enseñanza
y Aprendizaje del
Inglés como Lengua
Extranjera:
Aproximaciones
desde la
Investigación,
Arancibia,B, Díaz, C.
y Tapia, M. Eds.
Editorial Universidad
Católica de la
Santísima
Concepción. RiL
Editores, Santiago,
Chile. pp. 183-212.
 Correa, R. y
Arancibia, B. (2010).
“Estrategias en la
Enseñanza-
Aprendizaje del
Inglés como Lengua
Extranjera con un
Enfoque
Comunicativo a Nivel
Universitario. p.145-
182 Capítulo de
libro Dpto. de
Lenguas

3 23/10 MATERIAL DESIGN Applying

26/10 Communicative
Reading circle: Teaching Method in
Littlewood’s paper English-teaching
discussion and Classroom* Hongzhi
doubts. Hu** Jianpin Wu ***
Classify your own Shijiazhuang College
2005 ( Littlewood
set of teaching paper)
resources
according to Mc Grath,I.( 2002)
Littlewood’s Materials Evaluation
proposal and Design for
Language Teaching

Analyze and
classify material
from Appendix 3.3
243-248 from Mc
Grath, following
Littlewood
3 30/10 3/11 Chapter5 Ian Mc Portafolio con 15
Designing Grath actividades
worksheets, seleccionadas para
chapter5 Ian Mc The use of authentic clases y su
momento de
Grath and tasks materials in the
aplicación (inicio,
teaching of reading
desarrollo, término
Lecture 10 .Nutall, C. o tarea. Incluir
Material design (2006)paper objetivos de cada
and evaluation clase, materiales o
Teaching Practice. recursos de
Chapter 5. aprendizaje y
Gower,Phillips and planificación de
Walter(2005) tareas acorde a
modelo de
planificación
específico. 25/11
3 6/11 10/11 Chapter 6 Using Textbooks and
the real , Ian Mc authentic materiasl .
Grath : tasks Gilmore ( paper)
 Lecture 11: How to Materials
evaluate Development in
coursebooks Language Teaching.
Tomlinson (Ed)
Part D Chapter
12.Alan Maley

Part C Chapter7. Rod

Ellis.

Sheldon, L. (1988).
Evaluating ELT
textbooks and
materials. ELT
Journal, 42:4, 237-
246.
3 13/11 Chapter 4.
17/11 Coursebook-based
teaching

25
Actividad
integradora:

Taller:
Presentación oral
de 2 habilidades o
1 habilidad más un
sistema de la
lengua que incluya:
Principios teóricos
Formas de
planificar
Objetivos de
aprendizaje,
3 20/11 ICT resources actividades y
24/11 materiales o
recursos de
3 Course Review and aprendizaje.
27/11 1/12 discussion . 10
Conclusión %
Preparing
”Integating 10
Activity” %

Organization and Co- evaluación

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