This document outlines the course Metodología 1 for the Pedagogía en Inglés career at Universidad Alberto Hurtado. The 8-credit, required course takes place in the second semester of 2014 and focuses on providing tools for teaching English as a foreign language. It covers topics such as classroom management, teaching across age and proficiency levels, and integrating technology. Assessment includes readings responses, classroom observations, lesson planning, and designing a digital learning object. The course aims to help students understand communicative language teaching approaches in the Chilean context.

1. 1
Universidad Alberto Hurtado
Facultad de Educación
Carrera Pedagogía en Inglés
Nombre de la actividad curricular : Metodología 1, Secciones 1, 2 y 3
Código : PIN3202
Créditos : 8
Carácter : Obligatorio
Tipo : Curso: actividad curricular en que la exposición de contenidos recae
principalmente en el/la docente, quien interactúa con los estudiantes a
través de preguntas, explicaciones, ejemplificaciones, etc. en el contexto
de aula.
Período académico : Segundo semestre 2014
Contacto : Gabriela Silva: g.silva.iglesias@gmail.com
Mauricio Miraglia: mmiragli@uahurtado.cl
Horario : Section 1 (SIGA 1644)– Mauricio Miraglia:
Mon 10:00, room E24, Fri from 08:30, room E24.
Section 2 (SIGA 1645) – Gabriela Silva:
Wed 08:30, room E24; Fri 10:00, room E51.
Section 3 (SIGA 1646) – Gabriela Silva:
Wed 10:00, room E51; Fri 8:30, room E34.
Ayudantes : María Belén Núñez
mbelen.nf@gmail.com
Description of the curricular activity:
Learning environments is the first course on the methodology of teaching English that
provides students with the tools to address successfully the most important learning
variables that come into play in the classroom when teaching a foreign language, such as
handling large classes, discipline, students with different learning styles, the use of
language, proficiency levels, among others. These tools are presented within the context of
communicative classrooms in the “post-method” era in our Chilean context.

2. 2
The methodology strand intends to explore what ICTs are in education and EFL and how they can
partner with better teaching-learning-assessment and all design and decision-making processes for
you as an EFL teacher.
Purposes:
At the end of this course, students will be able to:
1. Understand the different roles and responsibilities of a teacher in order to create an
appropriate environment to foster effective learning, respecting the diversity of students in
different sociocultural contexts.
2. Make critical decisions about their teaching to foster an effective learning environment
taking into account the variables that influence the teaching-learning of a foreign
language, such as discipline, context, proficiency levels, learning styles, the use of
language, among others.
3. Organize time, space and resources available in support of student learning.
4. Plan and design learning experiences based on current teaching approaches as an initial
practice for lesson planning and materials design.
5. Implement different teaching strategies considering the educational context and
diversity of students.
6. Understand critically the main theoretical principles and practical implications of current
trends in communicative language teaching and learning.
7. Apply relevant technological tools for reflective and effective teaching and learning.
Contents
 Teacher roles and teaching styles
 Communicative approaches to language teaching.
 Teaching across age levels
 Teaching across proficiency levels
 Institutional Chilean contexts for teaching English as a foreign
language
 Classroom management
 Designing classroom activities
 Integration of technologies in and out of the classroom

3. 3
Contribution to the graduate profile:
Students will be able to assess critically different pedagogical and methodological points of
view, making connections between what they experience in their ELABs, what they observe
in different contexts and theory and suggestions in the literature.
Students are expected to work cooperatively and autonomously in the different activities
and tasks performed during the semester.
Methodology:
The course aims at enhancing learning by providing meaningful experiences during input
and workshop sessions. In the workshops students are expected to participate actively in
moderated discussion and apply in a practical way the content discussed. Input sessions
will be based on assigned readings in order to discuss and analyse them in class. In the
weekly plan it is stated what readings are required for each class. Therefore, the active
participation of students will be essential to carry out the course.
The methodology of the course includes input sessions, workshops, presentations, and
reflection sessions.
Assessment:
1. Assessment of the course:
• Assessed Readings – 30%: (1) August 29th; (2) September 12th
• CLT & Classroom Management observation assignment – 35%: due
October24th
• Lesson Design Exercise - Presentation and Activity Route map (LT Chapter 2) –
15%: October 10th
/ 13th
/15th
(check calendar for specific section date)
• Designing a digital learning object to support EFL teaching & learning
assignment – 20 %: November 17th
& 19th
(check calendar for specific section
date).
2. Assessment criteria:
 Applicability and profundity of the theory and practice.
 Critical discussion and reflection about the topics developed in the course.
 Content relevance.
 Fluency and accuracy of written and oral English
 Formalities: correct format and meeting deadlines on time
Other important information:
• Required attendance to pass the course: 80%
• Students will pass the course with a minimum mark of 4.0, using a 70% scale.
• As agreed by faculty members, there will be NO rounding up of final marks
between 3.94- 3.99. These, therefore, will remain as non-passing red marks.

4. 4
• In this course there are no make-up tests
• Written assignments have to be handed in on time only by email by the due date
and time. Failing to submit on time will mean that points will be deducted from final mark.
• Students are expected to duly cite all external works and bibliography using APA
format. Please visit this site to find out more:
http://engpedacademicwriting.wordpress.com/
• All written work must be submitted in electronic format .doc with Times New
Roman Font, size 12 and with double space and using APA format for citations and
referencing. The file name must have the following structure: surname_first name_work
title.doc (ex.moreno_felipe_validity.doc) and must be sent to the teacher’s email by
midnight of the submission date.
• Plagiarism or inappropriate conduct in the evaluations will be immediately
informed to the Academic Coordination.
• Medical Certificates do not erase missed classes. They only provide the student
with the possibility to reschedule an evaluation.
• Medical Certificates must be submitted to the Academic Coordinator no later than
48 hours after issuance.
• Make-up test for those who missed a test due to illness will take place the first class
a student resumes classes.
• If there is an official march, you are free to attend, and if you miss a class because
of a march, the class information will be uploaded to the intranet, but there will be no
make-up classes.
• All assessment dates, due dates and dates where assignments are set will be
announced in the virtual campus platform as well as on this document.
• Please learn more from our Student’s Handbook
(http://uahengped.wordpress.com) available through Virtual.
WARNING: Any act of dishonesty (e.g. plagiarism) will be severely punished. The first
time, an assignment will be marked with the minimum grade, 1.0, and the second time it
may mean being suspended from the programme and eventually being expelled from
the University. (Academic Regulations, Title VI, Art.21)
Bibliography:
COMPULSORY
Brown, D. (2007) Teaching by Principles: an interactive approach to language pedagogy, Third
Edition. White Plains, NY: Pearson Education.
Matear, A. (2008) English language learning and education policy in Chile: can English really open
doors for all? Asia Pacific Journal of Education. Vol 28 (2), 131-147.
Richards, J. (2006) Communicative Language Teaching Today. New York: Cambridge University
Press. Retrieved from http://www.cambridge.org/other_files/downloads/esl/booklets/Richards-
Communicative-Language.pdf on 31/07/2014

5. 5
Scrivener, J. (2011) Learning teaching: the essential guide to English language teaching.
Macmillan
Sakurai, Y., & Donelson, R. (2011). Using learning objects in English language instruction at a
Mexican university: Teacher innovation and student responses. MEXTESOL Journal, 35(1),
Retrieved from http://www.mextesol.net/journal/index.php?page=journal&id_article=59
Ur, P. (2013) Point and Counterpoint: Language-teaching method revisited in ELT J (2013) 67 (4):
468-474 doi:10.1093/elt/cct041
(2011). TESOL technology standards, description, implementation, integration. Retrieved from:
http://www.tesol.org/docs/books/bk_technologystandards_framework_721.pdf
Other articles and websites provided by teachers and uploaded to the virtual platform.
COMPLEMENTARY
Epperson, M and Rossman, M. (2014) Strategies for Motivating and Managing the Chilean
Classroom. Santiago, Mineduc & American Embassy.
Mishra, P. & Koehler, M. Technological Pedagogical Content Knowledge: A Framework for Teacher
Knowledge. Teachers College Record Vol. 108 Número 6, 2006, p. 1017-1054
http://www.tcrecord.org ID Number: 12516
Wiley, D. A. (2000). "Connecting learning objects to instructional design theory: A definition, a
metaphor, and a taxonomy," in D. A. Wiley, ed., The Instructional Use of Learning Objects: Online
Version. Retrieved May 18, 2001, from the World Wide Web:
http://reusability.org/read/chapters/wiley.doc
National Curriculum for English: http://www.curriculumenlineamineduc.cl/605/w3-channel.html
Webinars on The Systems & Structure Your Students Need to Participate by Martha Epperson
2013:
Workshop Title Retrieved from
Giving Instructions http://conx.adobeconnect.com/p1mj78dhkd1/
Building Rapport http://conx.adobeconnect.com/p91sy55x6i7/
Managing Pair and Groupwork http://conx.adobeconnect.com/p7eymwocwcq/
Increasing Opportunities to Participate http://conx.adobeconnect.com/p8s8eqm2473/
Increasing Students’ Ability and Confidence to
Speak English
http://conx.adobeconnect.com/p6q5dldf475/

6. 6
Weekly Plan:
SESSION
Nº
DATE CONTENTS
1 S1 04 / 08
S2 & 3 06/08
Housekeeping and presentation of the program.
2 S1 & 2 & 3
08 / 08
Cognitive, Affective and Linguistic principles that affect language learning
(review workshop) (TBP Chapter 4 and 5)
Additional Resource:
http://www.seattlecentral.edu/faculty/jgeorg/TESLSCCC/12PrincHTM.htm
3 S1 11 / 08
S2 & 3 13/08
Communicative Language Teaching (Part 1) (TBP Chapter 3 &
http://www.cambridge.org/other_files/downloads/esl/booklets/Richards
-Communicative-Language.pdf & Ur (2013)
Additional resource: http://ed.ted.com/on/8t9jjyIF#review (Becerra, F.)
4 S1 18 / 08
S2 & 3 20/08
Communicative Language Teaching (Part 2) (TBP Chapter 3 &
http://www.cambridge.org/other_files/downloads/esl/booklets/Richards
-Communicative-Language.pdf & Ur (2013)
Additional resource: http://ed.ted.com/on/8t9jjyIF#review (Becerra, F.)
Set CLT & Classroom Management observation assignment
5 S1 & 2 & 3
22 / 08
What makes a good teacher? (LT, Chapter 1)
6 S1 25 / 08
S2 & 3 27/08
Age: Teaching children, teens and adults (TBP Chapter 6)
7 S1 & 2 & 3
29 / 08
Reading Assessment Event #1
8 S1 01 / 09
S2 & 3 03/09
Teaching across proficiency Levels (TPB Chapter 7 and fragments of
http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf )
9 S1 & 2 & 3
05/09
Our social, political, and institutional contexts (Matear, 2008)
10 S1 08 / 09
S2 & 3 10/09
Round up session
11 S1 & 2 & 3
12/09
Reading Assessment Event #2
12 S1 15 / 09
S2 & 3 17/09
Classroom Management Part 1 (TBP Chapter 13 / LT Chapter 3 / Epperson
& Rossman)
13 S1 22 / 09
S2 & 3 24/09
Classroom Management Part 2 (TBP Chapter 13 / LT Chapter 3 / Epperson
& Rossman Re-set CLT & Classroom Management observation assignment

7. 7
14 S1 & 2 & 3
26/09
Classroom Management Part 3 (TBP Chapter 13 / LT Chapter 3 / Epperson
& Rossman)
15 S1 29 / 09
S2 & 3 01/10
Planning and delivering a task (Part 1) (TBP Chapter 9, LT Chapter 2, Ur
Chapter 4)
16 S1 & 2 & 3
03/10
Planning and delivering a task (Part 1) (TBP Chapter 9, LT Chapter 2, Ur
Chapter 4)
17 S1 06/10
S2 & 3 08/10
Planning and delivering a task – preparation for presentation
18 S1 & 2 & 3
10/10
Classroom activities presentations and discussion
19 S1 13/10
S2 & 3 15/10
Classroom activities presentations and discussion
20 S1 & 2 & 3
17/10
Feedback Session on Classroom Activities presentation
21 S1 20/10
S2 & 3 22/10
ICTs: 4 key goals for teachers in and out of the classroom (students’ group
presentations based on required reading (TESOL Technology Standards,
2011: excerpt)
22 S1 & 2 & 3
24/10
Pedagogical identities and relationships: ICT design workshop
Submission of CLT & Classroom Management observation assignment
23 S1 27/10
S2 & 3 29/10
Learning objects: ICT design workshop (Sakurai & Donelson, 2011)
24 S1 03/11
S2 & 3 05/11
Microteaching. Working with learning objects in and out of the classroom
25 S1 & 2 & 3
07/11
Microteaching. Working with learning objects in and out of the classroom
26 S1 10/11
S2 & 3 12/11
ICT and TEFL: wrap-up session
27 S1 & 2 & 3
14/11
Workshop on Issues suggested by students
28 S1 17/11
S2 & 3 19/11
Workshop on Issues suggested by students
Submission of learning object project
29 S1 & 2 & 3
21/11
Evaluation of the course