THE UNIVERSITY OF THE AUTONOMOUS REGIONS OF THE

NICARAGUAN CARIBBEAN COAST

URACCAN-NUEVA GUINEA CAMPUS

Subject: how to teach English

Curriculum, 2017

Nueva Guinea, November 09th 2011

 GENERAL INFORMATION:

SUBJECT : how to teach English

MAJOR : Bachelor’s degree in English

Language Teaching/Licenciatura
En Ciencias de la Educación
Con Mención en Inglés

SHIFT OF STUDY : Saturdays

STUDY MODE : Encounters/ por encuentros

TOTAL NUMBER OF HOURS : 64 hours

NUMBER OF CREDITS :

DESIGNED BY : Jarling Flores and Keyla Jaime.

DATE DELIVERED : November 09th 2011

APPROVED BY : lic: Tatiana Arteta.

DATE APPROVED :

SIGN/SEAL:
INTRODUCTION

The course how to teach English is designed to the students of degree in English
learning focus intercultural of genres acquire and practice the techniques by the
learning of basic skills, read, write, listen and speak of English language as second
language, so the students would can guide the learning of theirs own instruction in
abilities education. As soon as, make goals in practice methods to select didactics
materials and planning lessons that the purpose will be develop the abilities of
English language, reading writing, listening and speaking , and at same time,
reinforce topics of another subjects and relationship to the transversal axis,
intercultural equity of genres, development lesson and objectives of different
subjects. Students show presentations to rest of partners looking how achieve a
better education and creating critic analysis and debate about topics so important.

The importance of this course is that students to learn how to be a teacher and how
to be and student at same time, and using macro strategies that involved the
teaching practice during the development of the course.
 GENERAL OBJECTIVES

Students will learn what the purpose to study English is.

Students will be provide of tools for different learning levels.

Students will be provide with solid information about how a good teacher have to work inti
class.

Students will use the skills as writing, speaking, listening and reading.

Students will express opinions and points of view on a wide range of topics.

Students will be able to communicate in English knowing all aspects of the program.
 SUBJECT PLAN

N Organization of the Teaching-learning Total

o. Process No.
(Estimated Hours) Hours
UNITS THEORY PRACTICE
Confere Laboratory Oral
nce Production
1 Describing language 9 9 10 28
 Meaning in context.
 The elements of language.
 Forms and meanings.
 Parts of speech.
 Hypothetical meaning.
 Words together.
 Language functions.
 Text and discourse.
 Language variables.
2 Teaching the language system 9 9 10 28
 Teaching specific aspect of
language.
 Explaining meaning.
 Explaining language
construction.
 Practice and controlled
practice.
 Example of language
system teaching.
 Mistakes, slips, errors and
attempts.
3 Interim and final Exam 8
64

UNIT SPECIFIC OBJECTIVES AND CONTENT

Unit 1: Describing language

Objectives:
 Use different strategies for including students to read this unit.
 Integrate powerful vocabulary, verbs and grammatical structures to help the
students understand the environment of the reading.

Content:
 Meaning in context.
  The elements of language.
 Forms and meanings.
 Parts of speech.
 Hypothetical meaning.
 Words together.
 Language functions.
 Text and discourse.
 Language variables.

Unit 2: Teaching the language system

Objectives:
 Use activities where students will be discoverer the different situations of
teaching,
Content:
 Teaching specific aspect of language.
 Explaining meaning.
 Explaining language construction.
 Practice and controlled practice.
 Example of language system teaching.
 Mistakes, slips, errors and attempts.

METHODOLOGY RECOMMENDED TO THE TEACHER TO CARRY OUT THE TEACHING-

LEARNING PROCESS

It is recommended that English teachers, of URACCAN University, follow a

communicative approach to facilitate the teaching-learning process of this course,
taking into consideration that the communicative approach in language teaching
starts from a theory of language as communication. According to Hymes (1972) the
goal of language teaching is to develop communicative competence .
Some of the characteristics to have in mind are:

 Learners learn a language through using it to communicate.

 Prior experiences of the students are important.
 Authentic and meaningful communication should be the goal of classroom
activities.
 Fluency is an important dimension of communication.
 Communication involves the integration of different language skills (listening-
speaking and writing-reading)
 Learning is a process of creative construction and involves trial and error.
The Pedagogical Model of URACCAN University underlines other significant
suggestions to carry out the teaching-learning process, for instance, teachers have to
"encourage and promote research, guide their work based on student’s prior
knowledge and experiences, promote entrepreneurship and creativity, and promote
the development of classroom environments where the student meets the most
important role in the classroom, through their active participation. (URACCAN, 2004,
p. 17)

In conclusion, it is suggested to use authentic materials such as books with audio

CDs recorded and designed by nave speakers, movies tackling important topics,
English langue laboratory, board games, websites, visit of English peaking people
-available in the community-, dictionaries and other sources found in the community
and that are easy for the students to use. Moreover, to make the oral production
more meaningful, the students and teachers will use the English Language as a
medium of communication and interaction inside and outside the classroom.

TEACHING SOURCES

English teachers will use the following teaching materials in order to meet the objectives of
this course:

BOOK: how to teach English.

This book is a very basic resource for the teacher to get ideas for teaching process as a
teacher and as a student.

Other means and Teaching materials:

 Computers to be used in the classroom.

 Data shows
 TV
 DVD player
 Audio CDs
 DVDs
 Language Laboratory.
 Monolingual English dictionary
 English-Spanish dictionary
  Classroom with chairs, whiteboards, light, tables and funs.

ASSESSMENT PROCESS

The assessment process in this course will be accomplished by taking into consideration a
wide variety of teaching strategies and techniques, for instance, oral presentations, listening
exercises, debates, small talks, conversations, tours, simultaneous interpretation exercises,
tour guide exercises and discussions of issues.

Moreover, English professors must pay attention to what URACCAN Pedagogical Model
suggests regarding evaluation, "the assessment is a continuous process that must
accompany the learning process as both are inseparable. (URACCAN, 2004, p. 17)

Thus, some strategies suggested are:

a. Take into consideration the students’ needs to the extent that their motivation is
the engine that drives learning.
b. Use interactive activities looking for meaningful interaction.
c. Take into account the contexts in which the students interact and their own
experiences when teaching.
d. Understand that through errors the students also can learn.
e. Apply techniques for individual and group work.
f. Encourage students to be self taught.

It means that, it is also mandatory that professors put into effect different ways to assess
their students’ learning process such as diagnostic evaluation, formative evaluation and
summative evaluation.

Finally, the English teachers have to know that in order to decide if a student passed or failed
the course, they have to provide a quantitative grade. According to URACCAN University, its
grading system is a numeric scale from 0 to 100; the minimum grade for approval requires
60%. However, it is suggested that the evaluation and assessment process of this course be
carried out on basis of cumulative and individually work done by the students.