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UNIVERSIDAD ALAS PERUANAS
FACULTAD DE CIENCIAS DE LA COMUNICACIÓN, EDUCACIÓN Y HUMANIDADES ESCUELA ACADÉMICO PROFESIONAL DE EDUCACIÓN
S Í L A B O
1.- INFORMACIÓN GENERAL
1.1. ASIGNATURA : Estrategias para la enseñanza del inglés 1.2. CÓDIGO DE LA ASIGNATURA : 12501
1.3. TIPO DE ASIGNATURA : Obligatorio
1.4. REQUISITO : 12408
1.5. CICLO ACADÉMICO : IX
1.6. DOCENTE : Lic. Luz Aida Rodríguez Matta
2.- UBICACIÓN Y DISTRIBUCIÓN HORARIA
AÑO ACADÉMICO
SEMESTRE CRÉDITOS DE LA
ASIGNATURA
HORAS
TEÓRICAS PRÁCTICAS SEMANALES SEMESTRALES
2012 2012-2B 3 1 3 4 68
3.- SUMILLA:
La asignatura Estrategias para la enseñanza del inglés forma parte del área de formación general, es de naturaleza teórico-práctico y tiene como propósito brindarle al alumno las habilidades básicas y conocimiento de la didáctica para enseñar inglés.
4.- UNIDADES TEMÁTICAS:
Unidad I: Hypotheses about second language acquisition, the role of the native language in second language acquisition, factors which affect the second language acquisition and input interaction and output.
Unidad II: Methods in language teaching
Unidad III: Teaching speaking, teaching writing, teaching listening and teaching reading
Unidad IV: Teaching grammar, teaching vocabulary, teaching pronunciation and Multiple intelligences
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5.- COMPETENCIAS Y CAPACIDADES A DESARROLLAR:
COMPETENCIAS UNIDAD CAPACIDADES
• Identify the importance of second language acquisition and reflect on the factors which may affect the language acquisition of learners in their particular context.
• Analyze the methods in English language teaching.
• Identify the approaches to the teaching of the macro skills of listening, speaking, reading and writing in English language teaching.
• Identify the approaches to the teaching different aspects in grammar, vocabulary, pronunciationand design a lesson plan.
I
• Identify the hypotheses of second language acquisition.
• Analyze the first language acquisition and compare with second language acquisition. • Analyze the factors which affect the second language acquisition.
• Identify the importance of the input and output.
II
• Identify the methods to apply in teaching English.
III
• Analyze approaches to teach the productive skills and prepare lesson plans to teach each skill.
• Analyze approaches to teach the receptive skills and prepare lesson plans to teach each skill.
IV
• Recognizeapproaches to teach grammarand prepare lesson plans to teach it. • Recognize approaches to teach vocabulary and prepare lesson plans to teach it. • Recognize methods, techniques and activities for teaching pronunciation.
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6.- PROGRAMACIÓN DEL PROCESO DE APRENDIZAJE:
UNIDAD I
PRIMERA PRACTICA : Del 09 al 13 de abril
CAPACIDADES CONTENIDOS SIGNIFICATIVOS ESTRATEGIAS METODOLÓGICAS
SEMANA
EVALUACIÓN
INDICADORES INSTRUMENTOS
• Identify the hypotheses of second language acquisition.
- Hypotheses about second language acquisition
Deductive
I
Do a summary Conceptual map
• Analyze the first language acquisition and compare with second language acquisition.
- The role of the native language in second language acquisition
Interrogative
II
Do exercises Exercises
• Analyze the factors which affect the second language acquisition.
- Factors which affect the second language acquisition.
Discussion
III
Give the test Test
• Identify the importance of the input and output.
Input, interaction and output
Interrogative IV
Do exercises Exercises
LECTURA 1 Acquisition and learning a second language Do a summary Conceptual map
BIBLIOGRAFÍABÁSICA Jeremy Harmer. (2007). The practice of english language teaching with DVD. Fouth edition. Person Logman. David Nunan. (2004). Task based Language Teaching. First Edition. Cambridge University Press.
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UNIDAD II
EXAMEN PARCIAL : Del 07 al 11 de mayo
CAPACIDADES CONTENIDOS SIGNIFICATIVOS ESTRATEGIAS METODOLÓGICAS
SEMANA
EVALUACIÓN
INDICADORES INSTRUMENTOS
• Identify the methods to apply in teaching English.
- Methods in languageteaching Grammar translation method The Direct method
Workshop V Teach a lesson using a method
Model class
• Identify the methods to apply in teaching English.
- Methods in languageteaching Audio lingual method
Total physical response
Workshop VI Teach a lesson using a method
Model class
• Identify the methods to apply in teaching English. - Methods in languageteaching Silent way Suggestopedia Workshop VII
Teach a lesson using a method
Model class
• Identify the methods to apply in teaching English.
- Methods in languageteaching Natural approach
Community language learning Communicative language teaching
Workshop VIII Teach a lesson using a method
Model class
LECTURA 1 English methods as a second language throught the years Do a summary Conceptual map
BIBLIOGRAFÍABÁSICA Jeremy Harmer. (2007). The practice of english language teaching with DVD. Fouth edition. Person Logman. David Nunan. (2004). Task based Language Teaching. First Edition. Cambridge University Press.
ENLACES DE INTERNET Language Teaching Methods; Suggestopedia: http://www.youtube.com/watch?v=0g6hyZqrPnY Silent Way ESL class: http://www.youtube.com/watch?v=sshhHFWwukM&feature=related
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UNIDAD III
SEGUNDA PRACTICA: Del 04 al 08 de junio
CAPACIDADES CONTENIDOS SIGNIFICATIVOS ESTRATEGIAS METODOLÓGICAS
SEMANA
EVALUACIÓN
INDICADORES INSTRUMENTOS
• Analyze approaches to teach the productive skills and prepare lesson plans to teach each skill.
- Teaching speaking Workshop IX Design and teach from a
lesson plan
Model class
• Analyze approaches to teach the productive skills and prepare lesson plans to teach each skill.
- Teachingwriting Workshop X Design and teach from a
lesson plan
Model class
• Analyze approaches to teach the receptive skills and prepare lesson plans to teach each skill.
- Teachinglistening Workshop XI Design and teach from a
lesson plan
Model class
• Analyze approaches to teach the receptive skills and prepare lesson plans to teach each skill.
- Teachingreading Workshop XII Design and teach from a
lesson plan
Model class
LECTURA 1 Language skills Do a summary Conceptual map
BIBLIOGRAFÍABÁSICA Jeremy Harmer. (2007). The practice of english language teaching with DVD. Fouth edition. Person Logman. David Nunan. (2004). Task based Language Teaching. First Edition. Cambridge University Press.
ENLACES DE INTERNET Teaching Skills : How to Help Children Who Have No Desire to Learn:
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UNIDAD IV
EXAMEN FINAL : Del 02 al 06 de julio
CAPACIDADES CONTENIDOS SIGNIFICATIVOS ESTRATEGIAS METODOLÓGICAS
SEMANA
EVALUACIÓN
INDICADORES INSTRUMENTOS
• Recognize approaches to teach grammar and prepare lesson plans to teach it.
- Teaching grammar Workshop XIII Design and teach from a lesson plan
Model class
• Recognize approaches to teach vocabulary and prepare lesson plans to teach it.
- Teaching vocabulary Workshop XIV Design and teach from a lesson plan
Model class
• Recognize methods, techniques and activities for teaching pronunciation.
- Teaching pronunciation Workshop
XV
Develop activities for teaching pronunciation.
Model class
• Analyze the importance of the theory of multiple intelligences.
- Multipleintelligences Discussion
XVI
Do a summary Conceptual map
LECTURA 1 Focusing on the language Do a summary Conceptual map
PRODUCTO FINAL Create diversity original materials for English teaching language Design and create materials
Original materials
BIBLIOGRAFÍABÁSICA Jeremy Harmer. (2007). The practice of English language teaching with DVD. Fouth edition. Person Logman. David Nunan. (2004). Task based Language Teaching. First Edition. Cambridge University Press.
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7.-SISTEMA DE EVALUACIÓN:
La evaluación será permanente e integral, reflejando el desarrollo de las capacidades y competencias. Se deberá considerar para promediar las prácticas y exámenes:
a) La evaluación conceptual mediante las pruebas escritas.
b) La evaluación procedimental mediante las intervenciones orales en clase, prácticas calificadas, pruebas de ejecución, trabajos individuales y/o grupales, control de las tareas, presentación de cuadernos, fólderes y otros.
c) La evaluación actitudinal utilizando fichas de observación del estudiante, su presentación, comportamiento, responsabilidad, respeto, iniciativa y relaciones con sus compañeros.
TIPO Nº ÁREA / TÉCNICA % INSTRUMENTOS RESPONSABLES
E V A L U A C IÓ N D E C O N O C IM IE N T O S 1 a) Práctica I 10 % 20 Prueba escrita Docente de Asignatura b) Práctica II 10 % Prueba escrita
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a) Examen Parcial 25 %
50
Prueba escrita b) Examen Final 25 % Prueba escrita
E V A L U A C IÓ N D E D E S E M P E Ñ
O 3 Producto Final 10 Rúbrica
4 Proyección Social Y Extensión Universitaria
10 Ficha de Participación. Coordinador de Proyección Social.
5 Plan Lector Institucional 10 Lista de cotejos. Coordinador del PLIN
TOTAL
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Se exige al estudiante como mínimo el 70 % de asistencia regular y continua a clases. Un número de inasistencia mayor al 30 % significará la desaprobación inmediata del educando en la asignatura.
Forman parte del promedio final de evaluación dos tipos:
Las calificaciones serán de CERO (00) A VEINTE (20), siendo la nota mínima aprobatoria once (11). En el promedio final, las fracciones de cinco décimas (0,5) favorecen al estudiante. El examen sustitutorio remplazará a la nota más baja desaprobatoria que el estudiante haya obtenido, del examen parcial o final.
8.- BIBLIOGRAFÍA COMPLEMENTARIA:
Jeremy Harmer. 2007. The practice of English language teaching with DVD. Fouth edition. Person Logman. David Numan. 2004. Task-based language teaching. First published. Cambridge University Press. Michael H. Long – Jack Richards. 1987. Methodology in Tesol. First printing. Printed in the U.S.A.