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UNIVERSIDAD PEDAGOGICA EXPERIMENTAL LIBERTADORINSTITUTO PEDAGOGICO DE MATURIN

DEPARTAMENTO DE LINGSTICAPROGRAMA DE LENGUA EXTRANJERA

METODOLOGIA Y EVALUACION EN LA ENSEANZA DEL INGLESProfesora: Rosa Ponce de vila

The main aims of the course will be to analyze the theoretical foundations of the different language

teaching methods and to examine some of the techniques utilized in their implementations.

This course, in general terms, aims to familiarize the students with the history of language teaching; to

develop an understanding of approaches, methods and techniques in English Language Teaching with

respect to their underlying theories and principles; to raise awareness about the connection between ELT

to theories of psychology, educational pedagogy, linguistics and sociology; to assist the students to

develop a critical understanding of ELT methodology and eclecticism in ELT.

This course will be developed in a theoretical and practical way. All students are expected toattend class regularly and to complete weekly readings assigned. Constant reading

demonstration must be shown for daily class interaction, participation and workshop solution orcase study solutions o propositions. There will be an oral presentation and discussions, a

workshop and an essay as assessing techniques.

Evaluation Plan : * Present and distant participation 10 %

* Questions to think about 20%* Case Study or class observation 20%* Workshop 30 %* Oral Presentation 20%

Activities

Class Assignment N 1. - Discussion about: Language Teaching Methodology, difference betweenapproaches, methods and techniques. Language Paradigm relation between theory and practice. Language

as Communication.

Class Assigment N 2 Questions to think: Which interest does the student have in the foreign languageas a connection to his experience, his perspectives and the construction of his knowledge or as an

individual? Which interest does he have when he relates this learning to the social problems from his

context? In which conditions, a foreign language will project the construction of your identity or the

identity of a group or the country?

Class and Assignment N 3. - Choose oneCase Study

Share your experience about teaching at different levels, age, group size, motivation and interests, ifany. Or from your own experience, tell the motivations teachers usually give to engage or cheer up

learners in learning the language, explain the objective explicitly and implicitly in the techniquesexpose by the teacher Mention the characteristics and conditions of a learner learning a foreign

language

Or Class Observation You must prepare and document in written the theoretical foundations of the common methodologiesused in teaching English as a foreign language. To report a study from the school scenario where you

attended Fase de Oservacion Subject. This scenario will include a description of the school context,

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student-teacher descriptions, facts about the current teaching learning-environment, available monetaryresources, a description of other social constraints that affect the learning-teaching process. You are

expected to devise a methodology by considering your beliefs about the best way to teach a foreign

language for that scenario.

Class Assigment N 5 Oral presentation

- In groups of four, you will demonstrate in an Oral Presentation the major methods in foreign languageteaching within not more than 25 minutes. Please see the tentative methods that have been selected for

demonstration. The Grammar Translation Method. The Direct Method. The Audio-Lingual Method.

Suggestopedia. Total Physical Response. The Silent Way. The Communicative Method. Integrated-Skills

Approaches (Content-based, theme-based, project-based instruction) In these presentations students are

expected to demonstrate:

Characteristics of the group. (level, age, experience with the language or interests, family

context and school context)

Theoretical characteristics of the method, Students role, teachers role, Activities, Teachersresources, evaluation.

Syllabus Design. (structural, lexical, situational-notional, topical, skill-based, task-based,

project-based, interdisciplinary-based)

Class Assigment N 4 Workshop. First, describe about the two roles teachers have to play in theclassroom, one as a coach and the other as a judge who administers tests and assigns grades. Are they

conflicting roles? Why? Second, design a test for an specific class you pretend to give.

Reading Material for the Course: Douglas Brown (1994)Teaching by Principles.

.