Guia methodology and_didactics 1

Departamento de Ciencias de la Educación
Sección Lenguas Contemporáneas
Asesoría virtual:
www.utpl.edu.ec
Autora:
Luz Mercedes Castillo Cuesta, M.S.Ed.
Reestructurada:
Gina Karina Camacho Minuche, M.S.Ed.
Methodology and Didactics I
Guía didáctica
5 créditos
La Universidad Católica de Loja
MODALIDAD ABIERTA YA DISTANCIA
Titulación Ciclo
 Ciencias de la Educación, Mención: Inglés V

METHODOLOGY AND DIDACTICS I
Guía didáctica
Luz Mercedes Castillo Cuesta
UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA
CC Ecuador 3.0 By NC ND
Diagramación y diseño digital:
EDILOJA Cía. Ltda.
Telefax: 593-7-2611418
San Cayetano Alto s/n
www.ediloja.com.ec
edilojainfo@ediloja.com.ec
Loja-Ecuador
Primera edición
ISBN físico - 978-9942-08-113-1
ISBN digital - 978-9942-04-373-3
Esta versión impresa y digital, han sido acreditadas bajo la licencia Creative Commons Ecuador 3.0 de reconocimiento -no comercial- sin obras
derivadas; la cual permite copiar, distribuir y comunicar públicamente la obra, mientras se reconozca la autoría original, no se utilice con fines
comerciales ni se realicen obras derivadas. http://www.creativecommons.org/licences/by-nc-nd/3.0/ec/
8 de marzo, 2013

2. Índice
2. Índice............................................................................................................................................................. 3
3. Introduction............................................................................................................................................. 7
4. Bibliography............................................................................................................................................. 8
4.1. Basic............................................................................................................................................. 8
4.2. Complementary....................................................................................................................... 8
5. General guidelines for studying................................................................................................. 10
6. Teaching-learning process to achieve competences.................................................... 13
FIRST TERM
6.1. Generic competences............................................................................................................. 13
6.2. Planning for the student’s work.......................................................................................... 13
6.3. Evaluation System of the Subject (first and second term)......................................... 17
6.4. Specific guidelines for learning through competences............................................... 18
UNIT 1. LEARNERS................................................................................................................................. 18
1.1. Reasons for learning............................................................................................................... 18
1.2. Different contexts for learning............................................................................................ 18
1.3. Learner Differences................................................................................................................. 19
1.4. The importance of student motivation............................................................................ 19
1.5. Responsibility for learning.................................................................................................... 20
Self- Evaluation 1................................................................................................................................. 22
UNIT 2. TEACHERS................................................................................................................................. 24
2.1. Describing good teachers...................................................................................................... 24
2.2. Who teachers are in class...................................................................................................... 24
2.3. Rapport....................................................................................................................................... 25
2.4. Teacher tasks............................................................................................................................. 25
2.5. Teacher skills.............................................................................................................................. 26
2.6. Teacher knowledge................................................................................................................. 26
Self- Evaluation 2................................................................................................................................. 28
UNIT 3. MANAGING THE CLASSROOM............................................................................................... 30
3.1. Classroom management and the teacher in the classroom...................................... 30
3.2. Using the voice......................................................................................................................... 30
3.3. Talking to students and giving instructions.................................................................... 31
3.4. Student talk and teacher talk.............................................................................................. 32

3.5. Using the L1............................................................................................................................... 32
3.6. Creating lesson stages............................................................................................................ 33
3.7. Different seating arrangements and different student groupings.......................... 33
Self- Evaluation 3................................................................................................................................. 36
UNIT 4. DESCRIBING LEARNING AND TEACHING............................................................................ 38
4.1. Children and language........................................................................................................... 38
4.2. Acquisition and learning....................................................................................................... 38
4.3. Different times, different methods.................................................................................... 39
4.4. Elements for successful language learning ESA and ESA lesson sequences......... 41
Self- Evaluation 4................................................................................................................................. 42
UNIT 5. DESCRIBING LANGUAGE........................................................................................................ 44
5.1. Meaning in context................................................................................................................. 44
5.2. The elements of language.................................................................................................... 44
5.3. Forms and meanings.............................................................................................................. 45
5.4. Parts of speech.......................................................................................................................... 45
5.5. Hypothetical meaning........................................................................................................... 46
5.6. Words together......................................................................................................................... 46
5.7. Language functions................................................................................................................ 47
5.8. Text and discourse................................................................................................................... 47
5.9. Language variables................................................................................................................. 48
Self- Evaluation 5................................................................................................................................. 49
UNIT 6. TEACHING THE LANGUAGE SYSTEM.................................................................................... 50
6.1. Teaching specific aspects of language.............................................................................. 50
6.2. Explaining meaning and language construction.......................................................... 50
6.3. Practice and controlled practice.......................................................................................... 51
6.4. Examples of language system teaching........................................................................... 52
6.5. Mistakes, slips, errors, and attempts................................................................................. 52
6.6. Correcting students................................................................................................................. 52
Self- Evaluation 1................................................................................................................................. 54
SECOND TERM
6.5. Generic competencies............................................................................................................ 55
6.6. Student’s work plan................................................................................................................ 55
6.7. Specific guidelines for learning through competences............................................... 59
UNIT 7. TEACHING READING AND WRITING.................................................................................... 59
7.1. Teaching reading...................................................................................................................... 59
7.2. Teaching writing...................................................................................................................... 60
Self- Evaluation 7................................................................................................................................. 63

UNIT 8. TEACHING SPEAKING AND LISTENING............................................................................... 65
8.1. Teaching speaking................................................................................................................... 65
8.2. Teaching listening.................................................................................................................... 66
Self- Evaluation 8................................................................................................................................. 70
UNIT 9. USING COURSEBOOK.............................................................................................................. 72
9.1. Options for coursebook use.................................................................................................. 72
9.2. Adding, adapting, and replacing coursebook material............................................... 72
9.3. Reasons for and against coursebook use......................................................................... 73
9.4. Choosing coursebooks............................................................................................................ 74
Self- Evaluation 9................................................................................................................................. 76
UNIT 10. PLANNING LESSONS............................................................................................................ 78
10.1. Reasons for planning.............................................................................................................. 78
10.2. A proposal for action............................................................................................................... 79
10.3. Lesson shapes........................................................................................................................... 79
10.4. Planning questions................................................................................................................. 80
10.5. Plan formats.............................................................................................................................. 80
10.6. Planning a sequence of lessons.......................................................................................... 80
10.7. After the lesson......................................................................................................................... 81
Self- Evaluation 10.............................................................................................................................. 83
UNIT 11. TESTING.................................................................................................................................. 85
11.1. Reasons for testing students................................................................................................ 85
11.2. Good tests................................................................................................................................... 85
11.3. Test types.................................................................................................................................... 86
11.4. Marking tests............................................................................................................................. 87
11.5. Designing tests......................................................................................................................... 87
Self- Evaluation 11.............................................................................................................................. 89
UNIT 12. PROBLEMS AND SOLUTIONS.............................................................................................. 90
12.1. Students at different levels (mixed-ability classes)..................................................... 90
12.2. Big classes.................................................................................................................................. 90
12.3. Use of students’own language........................................................................................... 91
12.4. Students don’t do homework.............................................................................................. 91
12.5. Uncooperative students......................................................................................................... 92
12.6. Students don’t want to talk.................................................................................................. 92
12.7. Students don’t understand the audio track.................................................................... 93
12.8. Students finish tasks before everybody else................................................................... 93
Self- Evaluation 6................................................................................................................................. 95
7. Answer key................................................................................................................................................. 97

7
Guía didáctica: Methodology and Didactics I
PRELIMINARES
3. Introduction
Methodology and Didactics I is part of the block of core subjects of our English Degree Program at the
UTPL Open and Distance System. This subject has five credits and is taught in the fifth cycle.
This subject is designed with the purpose of helping students acquire a theoretical and practical
foundation in teaching methods, principles, elements, trends and other general aspects regarding
English language teaching; this will allow students to develop themselves as English teachers who can
successfullyapplyinteractiveteaching.Therefore,MethodologyandDidacticsIisaveryimportantsubject
because it constitutes a fundamental basis for the students who want to become English teachers.
In order to achieve the purpose of this subject, relevant and updated topics are integrated; these are
divided into twelve units, six units for the first half term and six for the second half term.
The first unit is focused on the student and the aspects that affect learning; the second unit emphasizes
the teacher’s role; the third unit refers to classroom management; the fourth unit includes a description
of learning and teaching to highlight the methods and approaches in language teaching; the fifth unit
describes language; and unit six emphasizes teaching the language system.
In the second half term, units seven and eight focus on teaching reading, writing, speaking, and
listening; unit nine refers to the use of course books; unit ten briefly presents lesson planning; unit
eleven introduces testing and the last unit includes specific problems teachers face in a classroom and
the suggested solutions.
Your Methodology and Didactics I tutor, will always be ready to share academic experiences and help
you develop new skills so that you can achieve your goals and successfully finish your studies. Remember
that you decide your future; I invite you to work hard and fulfill all your dreams.
I encourage you to do your best in order to attain your personal and professional improvement and
embrace the institutional values and philosophy which are very important in our university.
There are admirable potentialities in every human being. Believe in your strength and
your truth. Learn to repeat endlessly to yourself. “It all depends on me.”
Andre Gide

8 MODALIDAD ABIERTA Y A DISTANCIA
PRELIMINARES
4. Bibliography
4.1. Basic
Harmer, J. (2007). How to teach English. England: Pearson Education.
This textbook has been selected because it is a very relevant, didactic, and useful book for any student
who is studying to be an English teacher. This textbook includes very essential topics and basic aspects
regarding English language teaching.
Harmer, J. (2007). DVD How to teach English. England: Pearson Education.
This DVD includes clips from actual classes demonstrating good teaching practice. It is very useful
because it provides real-life illustrations of a number of teaching activities and techniques through
excerpts from classes and interviews with teachers.
Castillo, L. (2011). Didactic Guide: Methodology and Didactics I. Loja-Ecuador: Editorial UTPL.
The guide has been designed to accompany you during the study process of this subject; it includes
some explanations, comments, and suggestions that will be useful when studying each topic. It also
contains reinforcement and self-evaluation activities for every unit.
4.2. Complementary
Brown, D. (2001). Teaching by principles, An interactive approach to language pedagogy. NewYork: Pearson
Education.
This textbook includes some chapters that you should review to expand your knowledge. In chapter 2, A
“Methodical”History of LanguageTeaching, you will find information about different methods; in chapter
3 there is also information about methods and cooperative and collaborative learning; chapter 5 is very
interesting because it refers to intrinsic motivation in the classroom; chapter 6 includes information
about teaching across age levels; chapter 7 includes information about teaching across proficiency
levels; chapter 9 refers to techniques, textbooks, and technology; you will find information about lesson
planning in chapter 10; in chapters 11 and 12 there is information about interactive language teaching
C; chapter 13 refers to classroom management; the final chapters of the book include information about
teaching and assessing language skills.
Essberger, J. (s/a) EnglishClub.com Teach English. [En línea]. Cambridge. Disponible en:
http://www.englishclub.com [Consulta 14-03-2011]
The Teach English section presented in this website can be helpful for students who need information
about lesson plans, teaching tips, teaching resources, and other issues regarding language teaching and
learning.
Harmer, J. (2007). The Practice of English Language Teaching: Pearson Longman.
Thisbookincludesinformationrelatedtoeducationaltechnology,differentlearningcontexts,discussions
on learner autonomy and teacher development among other interesting topics.

9
PRELIMINARES
Mora, J, (2010). Dr. Mora’s Website [En línea]. United States. Disponible en:
http://www.moramodules.com/ [Consulta 14-03-2010]
This website includes information about teaching methods, lesson planning, classroom management,
teaching activities, and other relevant topics about language teaching and learning. This information is
related to our subject.
Richards, J.; Renandya, W. (2002). Methodology in Language Teaching. Cambridge: Cambridge University
Press.
This textbook includes some sections that offer additional information about the subject. For instance,
section1referstoapproachestoteaching;section2isaboutlessonplanningandclassroommanagement;
sections 8, 9,10,12,13 include information regarding teaching skills; in section 14 you can review details
concerning assessment; and sections 15 and 16 refer to technologies in the classroom and professional
development.
Richards, J.; Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge
University Press.
ThisbookisveryusefulbecauseinpartIitincludesinformationaboutthehistoryoflanguageteachingand
the nature of approaches and methods in language teaching. In the second part there is a description of
alternative approaches and methods. And, we can find details about current communicative approaches
in the third part of this book.

PRELIMINARES
5. General guidelines for studying
Distance learning requires your responsibility, hard work, and discipline. Therefore, the following
guidelines will help you when learning this subject and achieving your goals as a successful student.
Use all the materials because they complement each other. The materials or didactic resources you will
use in this subject include the basic textbook with DVD, the didactic guide, and EVA virtual platform.
The basic textbook chosen for this subject is very helpful and presents the most essential topics and
important aspects regarding English language teaching. It has been selected according to your level,
objectives and needs. The textbook includes fourteen chapters, a section called Task File with diverse
exercises for each of the chapters previously presented, aTask File Key, a DVDTask File, DVDTask File Key,
4 appendixes with additional information and resources, a glossary, and an index.
The DVD accompanying the basic textbook is very practical because it provides real-life illustrations of
a number of key teaching activities and techniques through excerpts from classes and interviews with
teachers. In addition, each DVD section is accompanied by a DVD Task File which presents tasks for each
of the ten sections of the DVD; the DVD Task File is included in the basic textbook.
The didactic guide has been specially designed to complement the basic textbook of this subject. It
includes twelve units that will lead you to the development of different learning activities.
EVA is a virtual platform in which you will find relevant information related to some contents of the
subject. In EVA, you will also have access to forums, links, questionnaires, weekly announcements, and
other resources that should be frequently reviewed.
Organize your time and activities so that you can assign one or two study hours for reviewing the
contents and developing the activities offered in the textbook and this guide.You should choose a quiet
and comfortable place for your daily study.
Complete all the exercises included in the basic textbook and this guide as well as the self-evaluations
which allow you to assess your knowledge of the topics in each unit and reinforce those parts which
seem more difficult.
Use self-study techniques according to your preferences and learning styles. You can design your own
summaries, study charts, diagrams or graphic organizers for facilitating understanding of the topics
presented in each unit.
Read and review additional information about the subject; there are many available and adequate
resources in English, you can find interesting information in magazines or through internet resources.
This is also important for improving your knowledge of the subject.
Familiarize yourself with the structure of this guide: the first half term includes units 1 to 6 and the
second part contains units 7 to 12.There is a self-evaluation at the end of each unit; please, complete the
corresponding self-evaluation after studying each unit because this will be useful for reviewing contents
and reinforcing your knowledge and skills. Remember that you can compare your own answers with the
answers included at the end of the guide in the section Answer Key.
I suggest you to frequently review the student’s work plan for each half term which may be very helpful
when organizing your academic activities for the term.

11
PRELIMINARES
Completetwodistanceevaluations,onepereachhalfterm.Thedistanceevaluationhastwocomponents:
objective and essay part. Presenting the distance evaluation is mandatory to pass the course and it helps
you reinforce language learning. Each distance evaluation will be scored out of 6 points. You should also
take one on-site evaluation per half term which will be scored out of 14 points.
Call or email me whenever you find a difficult topic or exercise in your textbook or didactic guide. You
can also use EVA virtual platform to contact me.
I also recommend you review the UTPL evaluation system which is also included in this didactic guide.
It is important to analyze it in order to understand the criteria and indicators to be considered in the
evaluation system of this subject.
I encourage you to do your best and achieve your academic goals. Remember that you are not alone;
UTPL will be your support.

13
FIRST TERM
6. Teaching-learningprocesstoachievecompetences
FIRSTTERM
6.1. Genericcompetences
• Teamwork
• Timemanagementandorganization
6.2. Planningforthestudent’swork
SPECIFIC
COMPETENCESOF
THEPROGRAM
SPECIFIC
COMPETENCESOF
THESUBJECT
CONTENTS
Units/Topics
LEARNINGACTIVITIES
LEARNING
INDICATORS
SCHEDULE
ESTIMATED
TIME
Applythescientific
andpedagogical
knowledgeacquired
intheteachingof
Englishasaforeign
language.
Identifyandpose
alternativestosolve
problemsrelatedto
professionaland
socialpractice.
• Applydifferent
methodsusedto
teachEnglish,
theelementsofa
lessonandhow
wordswork
together
• Applydifferent
strategiesto
teachthefour
basicEnglish
languageskills
Unit1.Learners
1.1. Reasonsforlearning
1.2. Differentcontextsfor
learning
1.3. Learnerdifferences
1.4. Theimportanceof
studentmotivation
1.5. Responsibilityfor
learning
• Materialreview
• Studyunit1
• Workingwiththerecommendedactivitiesforunit1inthe
didacticguideandtextbook:
––Reviewandstudyreasonsforlearning,learningcontextsand
differences,studentmotivation,andresponsibilityfor
learning.
––Self-reflectionaboutreasonsforlearning,contextsfor
learning,andmotivation.
––Diagramaboutresponsibilityforlearning.
––Summaryaboutmotivation.
––TaskFileActivities
• EVAreview
• StartreviewanddevelopmentoftheFirstBimesterDistance
Evaluation
• Reviewweeklyannouncements
• Self-evaluation
DVDreview
• Analyzesdifferent
learning
environments
• Analyzesthe
importanceof
motivating
studentstolearna
foreignlanguage.
• Appliestipsto
sustainmotivation
whileteachinga
language.
Week1
6self-study
hours
4interaction
hours

FIRST TERM
SPECIFIC
COMPETENCESOF
THEPROGRAM
SPECIFIC
COMPETENCESOF
THESUBJECT
CONTENTS
Units/Topics
LEARNINGACTIVITIES
LEARNING
INDICATORS
SCHEDULE
ESTIMATED
TIME
Unit2.Teachers
2.1. Describinggood
teachers
2.2. Whoteachersarein
class
2.3. Rapport
2.4. Teachertasks
2.5. Teacherskills
2.6. Teacherknowledge
2.7. Isteachinglanguage
anartorascience?
• Studyunit2
• Workingwiththerecommendedactivitiesforunit2intheguide
andtextbook:-Reviewandstudyofteachers,teacher’stasks,
skills,roles,knowledge,andteacher-studentrapport.
––Self-reflectionaboutteachers,rapport,andteacher
knowledge.
––Completionactivityaboutteachers’roles.
––Discussionaboutteachers’tasks.
• EVAreview
• DevelopmentoftheFirstBimesterDistanceEvaluation
• Self-evaluation
• DVDreview
• Discussesthe
personalitiesthat
teachersshowto
thestudents.
• Analysesthe
importanceof
creatingagood
teacher-student
rapport.
• Discussesthe
knowledgeabout
system,materials,
resourcesand
classroom
equipmentthat
teachersneedto
acquire.
Week2
6self-study
hours
4interaction
hours
Unit3.Managingthe
classroom
3.1. Classroom
management
3.2. Theteacherinthe
classroom
3.3. Usingthevoice
3.4. Talkingtostudents
3.5. Givinginstructions
3.6. Studenttalkand
teachertalk3.7Using
theL1
3.7. Creatinglessonstages
3.8. Differentseating
arrangements
3.9. Differentstudent
groupings
• Studyunit3
andtextbook:
––Reviewandstudyofclassroommanagement,useofthe
voice,givinginstructions,studenttalkandteachertalk,
sittingarrangements,andstudentgroupings.
––Completionactivityaboutclassroommanagement,useof
thevoice,seatingarrangements,andstudentgroupings.
• EVAreview
• Self-evaluation
• DVDreview
• Discussesthe
teacher’sphysical
presenceand
behaviorinthe
classroom.
• Examinestheneed
foraudibilityand
varietyintheway
teachersusetheir
voiceinthe
classroom.
• Discussesthe
meritsofthe
differentseating
possibilitiesinthe
classroom.
Week3
6self-study
hours
4interaction
hours

15
FIRST TERM
SPECIFIC
COMPETENCESOF
THEPROGRAM
SPECIFIC
COMPETENCESOF
THESUBJECT
CONTENTS
Units/Topics
LEARNINGACTIVITIES
LEARNING
INDICATORS
SCHEDULE
ESTIMATED
TIME
Unit4.Describinglearning
andteaching
4.1. Childrenand
language
4.2. Acquisitionand
learning
4.3. Differenttimes,
differentmethods
4.4. Elementsfor
successfullanguage
learning(ESA)
4.5. ESAlessonsequences
4.6. ESAandplanning
• Studyunit4
andtextbook:
––Reviewandstudyofchildrenandlanguage,acquisitionand
learning,methods,elementsforsuccessfullanguage
learning,andESAlessonsequences.
––Self-reflectionaboutacquisitionandlearning.
––Completionactivityaboutchildrenandlanguage,andPPP
procedure.
––MatchingactivityaboutCommunicativeLanguageTeaching
andTask-BasedLearning.
• EVAfórum
• DevelopmentoftheFirstTermDistanceEvaluation
Self-evaluation
• Discussesthe
difference
betweenthe
conceptsof
acquisitionand
learning.
• Contraststhe
differentmethods
andapproaches
usedtoteachthe
language.
• AnalyzestheESA
elementsandthe
differentorder
theycanappearin
alesson.
Week4
6self-study
hours
4interaction
hours
Unit5.Describing
language
5.1. Meaningincontext
5.2. Theelementsof
language
5.3. Formsandmeanings
5.4. Partsofspeech
5.5. Hypotheticalmeaning
5.6. Wordstogether
5.7. Languagefunctions
5.8. Textanddiscourse
5.9. Languagevariables
• Studyunit5
andtextbook:
––Reviewandstudyofmeaningincontext,elementsof
language,formsandmeaning,partsofspeech,language
functions,textanddiscourse,andlanguagevariables.
––Completionactivityaboutmeaningincontext,partsof
speech,andlanguagefunctions.
––Matchingactivityabouttheelementsoflanguage.
• EVAreview
Self-evaluation
• Discussesthe
natureofmeaning
incontext.
• Analyzesthe
differentpartsof
speechandthe
language
functions.
• Analyzesthe
importanceof
writingwith
cohesionand
coherence.
Week5
6self-study
hours
4interaction
hours

FIRST TERM
SPECIFIC
COMPETENCESOF
THEPROGRAM
SPECIFIC
COMPETENCESOF
THESUBJECT
CONTENTS
Units/Topics
LEARNINGACTIVITIES
LEARNING
INDICATORS
SCHEDULE
ESTIMATED
TIME
Unit6.Teachingthe
languagesystem
6.1. Teachingspecific
aspectsoflanguage
6.2. Explainingmeaning
6.3. Explaininglanguage
construction
6.4. Practiceand
controlledpractice
6.5. Examplesoflanguage
systemteaching
6.6. Mistakes,slips,errors
andattempts
6.7. Correctingstudents
• Studyunit6
andtextbook:
––Reviewandstudyofspecificaspectsoflanguage,explaining
meaningandlanguageconstruction,controlledpractice,and
correctingstudents.
––Completionactivityaboutmeaningandlanguage
construction.
––Matchingactivityaboutpracticeandcontrolledpractice.
• EVAreview
• StudentsshouldfinishtheFirstBimesterDistanceEvaluation
• Self-evaluation
• DVDreview
• Distinguishes
between
deductiveand
inductive
approach.
• Isableto
differentiate
amongslips,
errors,and
attempts.
• Analyzesdifferent
waysofcorrecting
students.
Week6
6self-study
hours
4interaction
hours
Reviewunits1to6
On-siteevaluation
Reviewofallthefirstbimestertopics,self-evaluationsanddistance
evaluations.
Reviewofallthecontentsinbothtextbookanddidacticguidefor
thefirstbimester
Weeks7and8

17
FIRST TERM
6.3. Evaluation System of the Subject (first and second term)
Formas de evaluación
Competencia: criterio
1. Autoevaluación*
2. Heteroevaluación
3. Coevaluación
Evaluación a
distancia **
Evaluación
presencial
Parteobjetiva
Partedeensayo
Interacciónenel
EVA***
Pruebaobjetiva
Actitudes
Comportamiento ético x x x x x x
Cumplimiento, puntualidad,
responsabilidad
x x x x x
Esfuerzo e interés en los trabajos x x x x x x
Respeto a las personas y a las normas
de comunicación
x x
Habilidades
Creatividad e iniciativa x x x
Contribución en el trabajo
colaborativo y de equipo
x x
Presentación, orden y ortografía x x x x
Emite juicios de valor
argumentadamente
x x
Conocimientos
Dominio del contenido x x x x x x
Investigación (cita fuentes de
consulta)
x
Aporta con criterios y soluciones x x x
Análisis y profundidad en el
desarrollo de temas
x x x
PORCENTAJE
Estrategiade
aprendizaje
10% 20% 30%
Actividades
enelEVA:3
puntosencada
bimestre
70%
Actividades
presencialesyenel
EVA
Puntaje 2 4 6 14
TOTAL 20 puntos
Para aprobar el componente se requiere obtener un puntaje mínimo de 28/40 puntos, que equivale al 70%.
* Son estrategias de aprendizaje, no tienen calificación; pero debe responderlas con el fin de autocomprobar su
proceso de aprendizaje.
** Recuerde: que la evaluación a distancia del primero y segundo bimestre consta de dos partes: una objetiva y otra de
ensayo, debe desarrollarla y enviarla a través del EVA según las fechas establecidas.
*** Estrategias de aprendizaje opcionales y de tipo colaborativa: foro, chat y video colaboración con una valoración de
un punto cada una.
Señor estudiante:
Tenga presente que la finalidad de la valoración cualitativa es
principalmente formativa.

FIRST TERM
6.4. Specific guidelines for learning through competences
UNIT1.LEARNERS
Welcome to unit one!We are going to start studying the first unit of the first term. I am sure you will enjoy
the topics included in this unit because they will be used in your professional field.
Remember that you can individually study and complete the activities in each unit or you can share
ideas and complete exercises in a study group so that you can discuss topics and interact with others
when learning.
This unit deals with learners, their reasons for learning, their learning contexts, learner’s differences, the
importance of student motivation, and the students’responsibility for their own learning.
Take your textbook and look at the following title:
1.1. Reasons for learning.

After looking at the title Reasons for learning which is in your textbook and the pictures above, think
about yourself and your own reasons for learning English. Also, think about the different reasons why
people learn English. Read the information and examples in your textbook. Then, complete exercise A
about reasons for learning which is presented in the Task File of your textbook.
Let’s continue studying about different learning contexts for learning.
1.2. Different contexts for learning
Now, read and try to answer the following questions:
What is a learning context?
What is one-to-one teaching?
What do you know about virtual learning?
After answering the questions above, I invite you to analyze the different learning contexts in your
textbook and complete exercise B Different contexts for learning in the Task File section; you need to read
the descriptions and decide which learning context they refer to. Then, you will be ready to continue
with the study of learner differences.

19
FIRST TERM
1.3. Learner Differences
In this section you will analyze age, learning styles, language levels, and cultural and educational
backgrounds so that you, as a teacher, can accommodate your teaching to varied circumstances that
enormously affect language learning. Read the information and examples about learner differences in
your textbook and complete the chart below:
Learner Differences
Age: children, __________________________________________________
____________styles: _____________________________________________
Levels: ________________________________________________________
Educational ____________________________________________________
After completing the activity above, do all the exercises presented in activity C Learner differences in the
Task File. These tasks are very appropriate to reinforce your knowledge about learner differences and
they refer to specific and practical situations teachers face in the professional field.
After studying about learner differences, I encourage you to review motivation.
1.4. The importance of student motivation
Motivation is very important for everything we do every moment of our lives. Do you agree? .... I invite
you to reflect deeply on your own motivation for the activities you do every day.
Now, try to answer these questions:
What is motivation?
Where does motivation come from?
What is your motivation for taking this class?
Well, your answers are very important. You will probably agree with me that motivation is the desire to
achieve a goal and it comes from external and internal factors. After answering the questions above,
you are ready to study about the importance of student motivation. I suggest you study the information
about the importance of student motivation in your textbook. After reading, it would be a good idea to
write a summary about this interesting topic.
Once you have studied about student motivation, let’s continue with the following topic.

FIRST TERM
1.5. Responsibility for learning
Let’s start by reading the following quote written by Robert Martin:
“Responsibility for learning belongs to the student, regardless of age”
What do you think about the quotation above? Well, I invite you to think about the importance of
students’responsibility for their own learning. Then, review the information presented in your textbook
and discuss this topic, if possible, with other students or colleagues; you can also use EVA social network
for your discussion. Finally, create your own chart including ideas about how you, as a teacher, can
encourage students’responsibility for their learning. You can also use the graph below for this activity.
Ideas to encourage students'
responsibility for learning
………………………………
………………………………
………………………………
………….......................
……………………………………
……………………………………
………………………………........
...............……………………
………………………………
………………………………
………………………………
………….......................
Now, after studying about students’ responsibility and proposing ideas to encourage responsibility for
learning, I recommend you to go on with the DVD tasks.
Suggested activity: DVD Task
The DVD Task File is a section included in your textbook which contains exercises that should be
completed while watching the DVD. These exercises are useful to reinforce specific topics studied in the
unit.
In addition, I suggest you watch the first film sequence Student levels and do the tasks included in the
DVDTask File of your textbook; please, do tasks 1 and 2 (Student levels) after you watch the film sequence
and before you watch the discussion between the author of the book and the teacher who appeared in
the excerpt.
After you complete tasks 1 and 2, it would be a good idea to watch the discussion between the author of
the book and the teacher who appeared in the excerpt; then, analyze your own answers and watch the
film sequence and discussion again.
Very important: EVA review
Please, remember to review EVA every week.You will find announcements, links, forums, questionnaires,
and other educational resources that will be very useful for improving your learning process.

21
FIRST TERM
Finally, I invite you to complete the following self-evaluation which will demonstrate you have been very
successful when studying and completing the activities in this first unit.
Congratulations! You have done a great job!
You have finished studying unit 1!

FIRST TERM
Self- Evaluation 1
Activity 1
Read and match the following ideas about the purposes for learning English.
Students’needs or situations: Types of English they need:
1. A person who moved to the United States
and needs to succeed in that community.
a.____ Business English
2. A person who learns English because it
is an international language and may be
useful in the future
b.____ English for Specific Purposes
3. A student who needs to learn English
in order to study at an English-speaking
university.
c.____ General English
4. A person who needs to learn legal English. d.____ English for Academic Purposes
5. A student who needs to learn English for
business transactions.
e.____ Target-language community interaction
Activity 2
Read and choose the correct alternative to complete the following statements.
1. Whereas in __________________________ learning can take place with very little technical
equipment, _______________________ relies on good hardware and software, and effective and
reliable internet connections.
a. real learning environments / virtual learning
b. virtual environments / one-to-one teaching
c. virtual learning / in-company teaching
2. ___________ usually respond well to activities that focus on their lives and experiences. But
______________ attention span is often fairly short.
a. Adolescents / an adolescent’s
b. Children / a child’s
c. Adults / an adult’s
3. ________________, teachers need to ascertain what students know before deciding what to focus
on.
a. At higher levels
b. At all levels
c. At beginner levels

23
FIRST TERM
4. ________________________ is the motivation students bring into the classroom from outside.
____________________, on the other hand, is the kind of motivation that is generated by what
happens inside the classroom; this could be the teacher’s methods, the activities that students
take part in, or their ____________________.
a. Intrinsic motivation / Extrinsic motivation / age and learning style
b. Extrinsic motivation /Intrinsic motivation / perception of their success or failure
c. Intrinsic motivation / External factors / level and educational background
5. We will help students to ________________________ if we show them where they can continue
studying outside the classroom.
a. be responsible for their learning
b. avoid the need for learning
c. choose different learning contexts

FIRST TERM
UNIT2.TEACHERS
Unit 2 examines teachers; therefore, you will study about good teachers, their skills, personality,
adaptability, and different roles they have to perform in the class.You will also read about good teacher-
student rapport and the importance of acquiring the necessary knowledge about the language system,
available materials, resources, classroom equipment, and the latest developments in the field.
Before you study about good teachers, I suggest you read the quotation below which is inspiring and
relevant to the topic of this unit.
A teacher affects eternity; he can never tell where
his influence stops.
Henry Brooks Adams
After this reflection, let’s start reading about good teachers.
2.1. Describing good teachers

I invite you to remember a special teacher you had in elementary school or high school. Also, try to
remember the qualities this person had and try to describe him or her. After that, read the information
in your textbook and complete exercise A Describing good teachers, which is included in the Task File.
After completing exercise A, you need to review about teacher’s personality, adaptability, and roles.
These topics are integrated in the next section.
2.2. Who teachers are in class
In your textbook, read about the personality that teachers show to the students and the need for teachers
to be both adaptable and able to perform different roles at different lesson stages. Then, complete the
following list of teacher’s roles:
• Assessor
• ………………………
• ………………………
• ………………………
• Tutor

25
FIRST TERM
After completing the list above, let’s do exercise B Who teachers are in class in the Task File of your
textbook. Remember that if you have any questions or problems when completing exercise B or any
activity in the Task File, you should contact me to help you anytime.
Now, have you finished exercise B? Well, let’s continue studying about teacher-student rapport.
2.3. Rapport
Before reviewing the information in your textbook, I suggest you to read the following definition of
rapport by the Merriam-Webster dictionary:
Rapport: relation; especially: relation marked by harmony, conformity,
accord, or affinity.
After reading the definition above, think about your favorite teacher in elementary school or high school.
Now, try to answer the following questions about him or her:
• Did he / she remember all the students’names?
• Did he / she listen to all the students’comments?
• Did he /she correct students without offending them?
• Did he treat all students equally?
• For you, what are some ways to create a good rapport in your classroom?
Answering the questions above prepares you to analyze the elements that should be considered for
creating good teacher-student rapport. I encourage you to read the information about rapport in your
textbook and do exercise C Rapport, which is available in the Task File.
Now, after you have done exercise C, it would be a good idea to go on teacher tasks.
2.4. Teacher tasks
In this section you will study about the need for preparation, record keeping, and reliability as
indispensable factors for effective teaching. You need to read about Teacher tasks in your textbook and
discuss this topic, if possible, with other students or colleagues; you can also use the EVA social network
for your discussion.
Did you like this topic?Were you aware of the tasks teaching involves before studying this topic? Are you
aware of those tasks now? Do you know if teachers need other tasks?
Well, it would be great if you self-reflect for some minutes using the questions above.
After reading, analyzing and discussing about teachers tasks, you are ready to continue studying about
teacher skills.

FIRST TERM
2.5. Teacher skills
Source: http://rottenappal.com/wp-content/uploads/2015/02/adjunct-professor.jpg
It is an interesting topic! Imagine that you are a teacher and think about the following question you
would ask yourself:
Which skills should I have
as a teacher?
Your answer might focus on classroom management, classroom activities, etc. You might be right! Now,
I encourage you to review some skills teachers need to acquire for successful teaching. In your textbook,
read about the ability to manage classes, match tasks to different groups and circumstances, provide
variety in lessons, and offer students clear learning outcomes. Once you have finished reading this topic
in your textbook, compare your own answer about a teacher’s skills and what the author of the book
states. Were you right? Are there any differences between your opinion and the author’s opinion?
After analyzing this topic, complete exercise D Teacher skills which is presented in the Task File of your
textbook.
Have you finished exercise D? Great, let’s study the importance of teacher knowledge.
2.6. Teacher knowledge
I invite you to interpret the following quote by John Cotton Dana.
Who dares to teach must never cease to learn.
What do you think of the quotation above? What does it mean? I am sure you will agree that teachers
certainly need to know a lot about the subject they are teaching and that it is necessary to constantly
keep up-to-date. Now, analyze the elements presented in your textbook which refer to the knowledge
of the language system, materials, resources, classroom equipment, and knowledge about the latest
developments in the field. Then, do exercise E, Teacher knowledge, in the Task File of your textbook; first,
you should complete the chart and then analyze the terms presented in the chart and continue with the
second part of the exercise.

27
FIRST TERM
Finally, it would be a good idea to review the last part of unit two in your textbook because it discusses
if teaching is an art or a science and presents conclusions that are relevant to all the topics previously
studied. After that, I recommend you reinforce the knowledge of this unit through the activities offered
in the DVD Task File, EVA review, and self-evaluation 2.
As you already know, the DVDTask File is a section in your textbook which includes exercises that should
be completed while watching the DVD. These activities will help you to review the topics studied in this
unit.
Now,IsuggestyouwatchthesecondfilmsequenceTheteacherintheclassroomanddothetasksincluded
in the DVD Task File of your textbook; please, do tasks 1 and 2 after you watch the film sequence and
before you watch the discussion between the author of the book and the teacher who appeared in the
excerptexcerpt.
After you finish tasks 1 and 2, it would be a good idea to watch the discussion between the author of the
book and the teacher who appeared in the excerpt; then, analyze your own answers and watch the film
sequence and discussion again.
Please,donotforgettoreviewEVAeveryweek.Youwillfindannouncements,links,forums,questionnaires,
successful when studying and completing the activities in this second unit.
Excellent job!

FIRST TERM
Self- Evaluation 2
Activity 1
Read the following sentences and writeT if the statement is true or F if the statement is false. Correct
the false statements.
1. Effective teacher personality is a blend between who we really are, and who we are as teachers.
______ ________________________________________________________________________
________________________________________________________________________
2. The way we act when we are controlling a class is similar to the listening and advising behavior we
will exhibit when we are tutoring students or responding to a presentation or a piece of writing.
______ ________________________________________________________________________
________________________________________________________________________
3. Rapport is established in part when students become aware of the teacher’s professionalism, but
it also occurs as a result of the way the teacher listens to and treats the students in the classroom.
______ ________________________________________________________________________
________________________________________________________________________
4. Treating all students equally not only helps to establish and maintain rapport, but is also a mark
of professionalism.
______ ________________________________________________________________________
________________________________________________________________________
5. A good teacher has the ability to perform and maintain the same role in the class.This ability helps
the teacher to facilitate the many different stages and facets of learning.
______ ________________________________________________________________________
________________________________________________________________________
Activity 2
1. If the teacher always acts as a controller, standing at the front of the class, dictating everything
that happens and being the focus of attention, _____________________.
a. students will become aware of the teacher’s flexibility and professionalism
b. there will be little chance for students to take much responsibility for their own learning
c. students will have many opportunities to work together cooperatively on a project

29
FIRST TERM
2. Whenwetakelearningactivitiesintotheclassroom,weneedto________________.Goodactivities
should have some kind of ______________________, and it is the job of the teacher to make this
destination apparent.
a. persuade our students of their usefulness / destination or learning outcome
b. write different students’comments / art, resources, and classroom equipment
c. be aware of pronunciation features / grammar presentation or discussion
3. Apart from the ability to create and foster good __________________ rapport and the possession
of skills necessary for organizing successful lessons, teachers need to know a lot about _________
____________________________.
a. teacher-community / teacher differences, contexts for learning, and the importance of
intrinsic and extrinsic motivation
b. student-community / adaptability, personality disorders, flexibility, and hypothetical
meaning of some words
c. teacher-student / the subject they teach, available materials, resources, classroom
equipment, and the latest development in the field
4. Unexpected events happen in lessons and part of a _________________ is to decide what the
__________should be when they do.
a. teacher’s skill / response
b. teacher’s role / personality
c. student’s skill / mistake
5. As teachers, we need to do everything we can to keep abreast of ____________.But we should
never let technology _______________ about teaching and learning.
a. many websites on the internet / offer a wide range of resources and information
b. classroom equipment / provide virtual environments and online chat forums
c. technological change in educational resources / drive our decisions

FIRST TERM
UNIT3.MANAGINGTHECLASSROOM
In Unit 3, you will learn about classroom management, the teacher’s physical presence and behavior in
the classroom, the use of the voice, the way that teachers talk to students and give instructions, teacher
talking time and student talking time, the use of the mother tongue in the classroom, lesson stages,
different seating arrangements, and different student groupings.
First of all, I invite you to read about classroom management and the presence of the teacher in the
classroom.
3.1. Classroom management and the teacher in the classroom
The teacher’s physical presence can cause an effect on the management of the class.Therefore, studying
aspects related to classroom management is necessary. In your textbook, please review the information
about proximity, appropriacy, movement, and awareness; this will help you to analyze the importance of
the issues involved in the successful management of a class. Discuss these topics, if possible, with other
students or colleagues; you can also use the EVA social network for your discussion.
Now, complete the following list of issues every teacher should consider because they have a direct
influence on the students’perception of us:
mm Proximity
mm ……………………….
mm ……………………….
mm ……………………….
After reviewing and discussing the aspects mentioned above, it would be a good idea to read about the
use of the voice which is also important when referring to classroom management.
3.2. Using the voice
Look at the picture below and answer the question that follows.

31
FIRST TERM
Source: http://www.firstnews.co.uk/site_data/images/teacher_sues_for__500_000_after_
injuring_her_throat_shouting_at_children_4e2fd7e228c8c.jpe
Can the teacher’s voice affect classroom management? In what ways?
You can answer the question based on your own experience as a student or as a teacher (if possible).
Now, I am sure you would like to know more about the use of the voice. In your textbook, read about
the issues to be considered when we use the voice in the classroom; analyze audibility, variety, and
conservation of the voice. Then, complete the ideas that follow:
ØØ Teachers need to be _____________________. They must be sure that ______________________
_____________ them just as well as those at the front.
ØØ It is important for teachers to ________________________________________ and the volume
they speak at according to the type of lesson and the type of activity.
ØØ Teachers have to take great care of _____________________. It is important that they
_____________________________ so that they don’t strain their larynxes.
Now, do exercise A The teacher in the classroom, Using the voice which is included in the Task File of your
textbook.
After completing exercise A, I invite you to study about the way in which teachers talk to students and
the need for giving clear and effective instructions. These topics are integrated in the next section.
3.3. Talking to students and giving instructions
In your textbook, read about the concept of rough-tuning and the examples and comparison presented.
Also, examine two general rules for giving instructions and complete exercise B Talkingtostudents,Giving
instructions in the Task File of your textbook.
Now, have you finished exercise B? Well, let’s continue studying about student talking time and teacher
talking time.

FIRST TERM
3.4. Student talk and teacher talk
Before reviewing the information in your textbook, I suggest you read the explanation in the box and try
to answer the question that follows.
Remember:
TTT = Teacher Talking Time
STT = Student Talking Time
What should the balance be between TTT and STT?
After answering the question above, read the information about student talk and teacher talk in your
textbook.
• Was the information interesting for you?
• Do you agree with the author’s opinion that the best lessons are those in which STT is maximized?
• How can you maximize STT?
Now, complete exercise C which is available in the Task File of your textbook. Remember that if you
have any questions or problems when completing exercise C or any activity in the Task File, you should
contact me to help you anytime.
After you have done exercise C, it would be a good idea to go on to the use of the learners’ mother
tongue.
3.5. Using the L1
What’s the meaning of L1? Read the information in the following chart.
L1 = learners’mother tongue
Now, you know what L1 means, so you can start studying this topic.
In this section you will study the natural phenomenon of student translation. I encourage you to read the
information regarding the students’use of L1 in your textbook.
Did you finish reading about the use of L1? Was the information relevant? Would you like to self-reflect
on your own experience as a student regarding the use of L1 in the classroom?
Well, after your analysis and self-reflection, it is necessary to complete exercise D Using L1 in the Task File
section.
Have you finished exercise D? Well, let’s continue with another aspect teachers need to take into
consideration when talking about classroom management: creating lesson stages.

33
FIRST TERM
3.6. Creating lesson stages
This topic focuses on lesson stages. If you analyze this topic, you will realize that teachers need to clearly
indicate the different stages of a lesson. Once you have an idea, in your textbook, read about this topic
and the reasons for establishing these stages. After reading and understanding the information in your
textbook, try to remember what the stages of a lesson are. Then, complete the ideas in the following
chart:
Creating lesson stages
When we arrive in the classroom, we
need to
…………………………………………………………
………………………………………………............
..............................................................
.............................................................
When an activity has ﬁnished and another
one is about to start, it helps if teachers
…………….........................................
.......................................................
.......................................................
......................................................
When teachers have brought an activity or
a lesson to a ﬁnish, it helps if teachers
provide
………………………………………
………………………………………
…………………………..............
After completing the chart above, do exercise E, Creating lesson stages;this activity is presented in the
Task File section.
Once you finish exercise E, you will start the study of different seating arrangements and student
groupings.
3.7. Different seating arrangements and different student groupings
Before you start reading the information in your book, review the following chart which will give you an
idea of the topic.

FIRST TERM
DIFFERENT SEATING ARRANGEMENT
ORDERLY ROWS
HORSESHOE
CIRCLES
SEPARATE TABLES
Now, you have an idea on the topic. Do you remember the different seating possibilities you experienced
as a student in the classroom? Did you prefer one of the seating arrangements previously mentioned?
Which one? Why?
After answering the questions above, you are ready to continue analyzing the information about the
advantages of each seating arrangement in your textbook. Then, complete exercise F, Different seating
arrangements in the Task File of your textbook.
Now, after finishing the task about seating arrangements, it is necessary to continue studying different
student groupings.

I invite you to review the chart below which will give you an idea of the topic.
Different student
groupings
Whole class
Pairwork
Groupwork
Solowork
Class-to class
In your textbook, let’s read about groupwork, pairwork, solowork, whole-class, and class-to-class
groupings. After analyzing the merits of the different ways in which students can be organized, I suggest
you to do exercise G, Different student groupings in the Task File of your textbook.

35
FIRST TERM
Finally, I recommend that you reinforce the knowledge of this unit through the activities offered in the
DVD Task File, EVA review, and self-evaluation 3.
I suggest you watch the third, fourth, and fifth film sequences: Giving instructions, Organizing student
groupings, and Different seating arrangements. Please, do the tasks included in the DVD Task File of your
textbook.
After you finish completing all the DVD tasks, it would be a good idea to analyze your own answers and
watch the film sequences and discussions again.
Please, remember to review EVA every week.You will find announcements, links, forums, questionnaires,
successful when studying and completing the activities in this second unit.
Congratulations!

FIRST TERM
Self- Evaluation 3
Activity 1
Read and match the following ideas about the issues related to the physical presence of the teacher
in the classroom.
1. Proximity a.___ We need to assess what students have said and respond
appropriately.This means being able to perceive the success
or failure of what is taking place in the classroom, and being
flexible enough to respond to what is going on.
2. Appropriacy b.___ Teachers should be conscious of how close they are to their
students, should take this into account when assessing their
students’ reactions and should, if necessary, modify their
behavior.
3. Movement c.___ It refers to the general way in which teachers sit or stand in
the classroom.
4. Awareness d. d.___ Most successful teachers move around the classroom to
some extent.That way they can retain their students’interest
or work more closely with smaller groups.
Activity 2
Read and complete the following ideas using the words or phrases in the box.
balance rough-tuning voices simple
Student Talking Time (STT) larynxes audible
1. Teachers need to be _____________. They must be sure that the students at the back of the class
can hear them just as well as those at the front.
2. It is important for teachers to vary the quality of their ___________ and the volume they speak at
according to the type of lesson and the type of activity.
3. Teachers should breathe correctly so that they don’t strain their _____________.
4. _____________ is the simplification of language which both parents and teachers make in order
to increase the chances of their being understood.
5. There are two general rules for giving instructions: they must be kept as _________ as possible,
and they must be logical.
6. The best lessons are the ones where _________________ is maximized, but where at appropriate
moments during the lesson the teacher is not afraid to summarize what is happening, tell a story
or enter into discussion, etc. Good teachers use their common sense and experience to get the
right _____________.

37
FIRST TERM
Activity 3
Read and match the following ideas about different seating arrangements and student groupings.
1. Orderly rows a __ All the students can see each other and the teacher’s
position is less dominating.
2. Circles and horseshoes b __ This is especially useful in mixed-ability classes
where different groups of students can benefit from
concentrating on different tasks.
3. Separate tables c __ The teacher has a clear view of all the students and the
students can all see the teacher in whose direction they
are facing.
4. Whole class d __ It allows students to work at their own speed.
5. Groupwork and e __ We are able to join two classes so that they can pairwork
interact with each other.
6. Solowork f __ It is useful for presenting information and for controlled
practice. However, it is less effective if we want to
encourage individual contributions.
7. Class-to-class g __ They foster cooperative activity in that the students
involved work together to complete a task.

FIRST TERM
UNIT4.DESCRIBINGLEARNINGANDTEACHING
Welcome to unit four! In this unit you will learn about children and language, acquisition and learning,
the Grammar-translation method, the Audio-lingual method, PPP procedure, Communicative language
teaching, Task-Based learning. You will also examine the elements for successful language learning: ESA,
ESA lesson sequences and planning.
Take your textbook and look at the following title:
4.1. Children and language

In your textbook, read about children and language; also, analyze the conditions for acquisition to take
place. Then, complete the ideas below:
ØØ Language acquisition seems to be ………………………………………………… about the age of
six. They seem to learn …………………………………………. However, this ease of acquisition
………...………………………….………towards puberty, and after that, language acquisition is
…………………………………….
ØØ Acquisitiondescribestheway…………………………………………..effort,inotherwords,without
thinking ………………………………….. or worrying about which ……………………………
ØØ Three features need to be present in order for children to acquire a language: …………………..,
…………………………………, and …………..……………..
After completing the ideas above, you have a clear idea of this topic, so you can do exercise A Children
and language which is included in the Task File section of your textbook.
Now, let’s continue studying about the difference between the concepts of acquisition and learning.
4.2. Acquisition and learning
Do you know what are some other ways acquisition and learning differ?
The main difference between acquisition and learning is that acquisition is subconscious and anxiety
free; on the other hand, learning is a conscious process where separate items from the language are
studied and practiced.To increase your knowledge about the topic, I invite you to analyze this distinction
which is explained in your textbook. Also, read about comprehensible input in your textbook.
Did you finish reading? Great, now complete exercise B, Acquisition and learning, in the Task File of your
textbook.
Remember that if you have any questions or problems when completing exercise B or any activity in the
Task File, you should contact me to help you anytime.

39
FIRST TERM
After completing exercise B, you will start the review of different methods used in different times.
4.3. Different times, different methods
After reading the introductory discussion in your textbook, let’s analyze some of the methods that have
been used in different times.
• Grammar-translation
You will study about the characteristics and disadvantages of the Grammar-translation method. First of
all, read what Richards & Rogers (2001) think about this method.
“It is a method for which there is no theory. There is no literature that offers a
rationale or justification for it or that attempts to relate it to issues in linguistics,
psychology, or educational theory.”
Now, you can realize that this method is out of date. Please, read the explanation and examples in your
textbook.
Did you finish reading the explanation and examples in your textbook? That’s great! Let’s continue with
the review of another method: Audio-lingualism.
• Audio-lingualism
To initiate studying this topic, it is important that you read the following situation in the box:
By repeated drilling of new language coupled with appropriate rewards
and encouragement, students learn correct language habits.
TheconditionaboveisoneofthecharacteristicsofAudio-lingualism.Inordertoincreaseyourknowledge
about this topic, read the information in your textbook where you can analyze other aspects related to
this method and its use.
Was it an interesting topic? I imagine it was …
After reading and analyzing Audio-lingualism, you will study the PPP procedure.
• Presentation, Practice, and Production (PPP)
P P P
Presentation

Production

Practice
First of all, consider that PPP stands for Presentation, Practice, and Production. It is a teaching procedure
in which the teacher presents a situation and the language, and students then practice the new language
before they go on to produce the language for themselves.

FIRST TERM
Well, you now have an idea about what PPP is. In your textbook, let’s read more details about this
procedure; also, it would be a good idea to analyze the examples and the cases in which the use of this
procedure is appropriate.
After reading the information in your textbook and analyzing the examples, let’s complete the ideas
below:
ØØ In PPP lessons or sequences, the teacher presents …………………………… for the
……………………….. and both explains and demonstrates the ………………… and form of the
………………………….
ØØ Thestudentsthen…………………………….sentencesbeforegoingontothe…………………….
stage in which they talk more ………………………………...
ØØ The PPP procedure is still widely used in language classrooms around the world, especially for
……………………………………………………………………….
Once you have successfully completed the ideas above, you are ready to study Communicative Language
Teaching.
• Communicative Language Teaching and Task-Based Learning
This topic is thoroughly explained in your textbook; please, read the information presented in the book
and examine the main guiding principles of Communicative LanguageTeaching and its beneficial effect.
Then, read about Task-Based Learning and analyze the examples included in your textbook.
Now, you have a complete idea of this topic.You have read and analyzed the examples in your textbook.
I invite you to answer the questions below:
What do you know about the principles of Communicative Language Teaching?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
What is Task-Based Learning or TBL?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Did you answer the questions? Great! Continue with the matching activity presented below which is
about a typical TBL sequence:
1. Pre-task a. __ Students analyze the language they
usedforthetask,makingimprovements
and practicingany language that needs
repair or development.
2. Task cycle b. __ Students are introduced to the topic
and toldwhat the task will be.
3. Language Focus Phase c. __ Students plan the task, they gather
languageand information to do it, and
thenproducethepieceofwritingororal
performance that the task demands.

41
FIRST TERM
Now, complete exercise C, Different times, different methods, in the Task File of your textbook. In this
activity you will read and identify descriptions of all the methods and approaches previously studied.
After you have done exercise C, it would be a good idea to continue learning about the Elements required
for successful language learning.
4.4. Elements for successful language learning ESA and ESA lesson sequences
In your textbook, study about the three elements for successful language learning: engage, study, and
activate. Also, it is necessary to explore ESA lesson sequences and observe the examples presented in
your textbook. Then, I suggest you to do exercise D ESA lesson sequences which is included in the Task
File of your textbook.
Finally, it would be a good idea to review the last part of chapter 4 in your textbook because it presents
conclusions that are relevant to the topics previously studied. After that, I recommend that you reinforce
the knowledge of this unit through EVA activities, and complete self-evaluation 4.
successful when studying and completing the activities in this fourth unit.

FIRST TERM
Self- Evaluation 4
Activity 1
1. ________________ seems to be almost guaranteed for children up to about the age of six. They
seem to be able to learn languages with ______________.
a. Rough-tuning / conscious effort
b. Language acquisition / incredible facility
c. Conscious exposure / good reasoning powers
2. Three features need to be present in order for children to acquire a language: exposure to it,
_____________________ and ___________________.
a. motivation to communicate with it / opportunities to use it
b. an anxiety-free atmosphere / a rich classroom environment
c. grammatical patterns / good reasoning powers
3. Whereas _________ is subconscious and anxiety free, _________ is a conscious process where
separate items from the language are studied and practiced in turn.
a. comprehensible input / acquisition
b. learning / language exposure
c. acquisition / learning
4. __________________ is a natural extension of communicative language teaching; here, the
emphasis is on the task rather than the __________.
a. Grammar-translation / knowledge
b. Audio-lingualism / grammar rules
c. Task-based learning / language
5. The _______ procedure is still widely used in language classrooms around the world, especially for
teaching simple language at ________ levels.
a. PPP / lower
b. CLT / higher
c. ESA / advanced

43
FIRST TERM
Activity 2
patchwork focus pre-task TBL eclecticism
1. A typicalTBL sequence starts with a ________ where students are introduced to the topic and told
what the task will be.
2. _________, like a communicative methodology, has allowed teachers and students to concentrate
on how we achieve things with language, and how we can use language for certain tasks.
3. Principled _____________ mixes elements from different approaches, but suggests that most
lesson sequences should have three elements: engage, study, and activate.
4. The elements of a lesson sequence can occur in a different order, depending on the main ________
of the lesson. Three different sequences are: straight arrows, boomerang, and ___________.

FIRST TERM
UNIT5.DESCRIBINGLANGUAGE
Let’s start studying Unit 5. In this unit you will review meaning in context, the elements of language,
forms and meaning, parts of speech, hypothetical meaning, language functions, text and discourse, and
language variables.
You will start with the review about meaning in context.
5.1. Meaning in context
Look at the following idea in which Harmer (2007) explains meaning in context.
The meaning of language depends on where it occurs within a larger stretch of discourse, and
thus the relationship that the different language elements have with what comes before and
after them.
To extend your knowledge about this topic, read the explanation and examples about meaning in
context in your textbook. Then, complete the ideas below:
ØØ The meaning of language depends on …….……… it occurs within a larger stretch of
…….………, and thus the relationship that the different language elements have with
………………………………………………………..them.
ØØ Speakers and writers have to be able to operate with more than just …………… and ……………;
they have to be able to ……………………………….. together.
ØØ Our ability to function properly in conversation or writing depends not only on
…………………………………….in which we are using the language, but also on
…………………………………….between words and …………………….texts.
Well, did you finish the activity above? Was it easy or difficult? If you have any problem, remember that
you can contact me.
Now, continue studying the elements of language.
5.2. The elements of language
The elements of language are: grammar, vocabulary, and pronunciation. For a deep analysis of the
three elements, review your textbook. Also, explore the examples regarding grammar, vocabulary, and
pronunciation which are included in your textbook. Then, complete the following suggested activity.
Suggested Activity
Match the following ideas:
1. An indirect object refers to the person or
thing that …
a. __ its relationship to other words.
2. What a word means is also defined by … b. __ we call them synonyms.

45
FIRST TERM
3. When words mean the same thing …. c. __ also determine exactly what it means.
4. The way the sentence is spoken will d. __ at which we change the pitch of our
voicesinordertogivecertainmessages.
5. Intonation encompasses the moments e. __ benefits from the action.
After matching the ideas above, complete exercise A, The elements of language, which is included in the
Task File of your textbook.
Now, let’s continue reviewing forms and meanings.
5.3. Forms and meanings
In this section, we are going to study about forms and meanings. First of all, read the examples below to
get an idea about the topic you are going to study.
Happy:content,glad,pleased.
Rose = flower
Rose = past tense of rise
As you can see, in the first case we have an example of one form:“rose” which has two different meanings:
“flower”, and “past tense of rise”. On the other hand, in the second case, we have the word “happy”
which can be expressed in different ways: content, glad, pleased, etc.
Now, that you have a clear idea about the topic of this section, I invite you to analyze the cases in
which there is one form and many meanings or one meaning and many forms; consider the examples
presented in your textbook. After that, you will be ready to complete exercise B, Forms and meanings
which is included in the Task File of your textbook.
Have you finished exercise B? Great, you will immediately analyze parts of speech.
5.4. Parts of speech
Read and try to answer the question below:
What are the parts of speech and what does each part do?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Could you answer the question above? If you couldn’t, don’t worry! Now, you are going to read about
parts of speech in your textbook; this will give you a clear idea of the topic.
If you partially answered the question above, your answer prepares you to review this topic in your
textbook in which there is a chart with descriptions and examples of each part of speech.

FIRST TERM
After you finish the review, I suggest that you complete the information in the following list:
Parts of speech:
mm _____________________
mm Pronoun
mm Adjective
mm _____________________
mm _____________________
mm _____________________
mm Determiner
mm _____________________
Well, I hope you didn’t have problems completing the elements in the list above. Now, you are ready
to do exercises C, D, and E: Parts of speech, The noun phrase, and The verb phrase. These activities are
included in the Task File of your textbook.
After successfully completing the exercises C, D, and E, you have finished the study of this topic. Now,
you are ready to study another interesting topic: hypothetical meaning.
5.5. Hypothetical meaning
In your textbook you have a clear explanation of this topic; please, read it. In this way, you are going to
review hypothetical meaning regarding modal verbs and conditional sentences. Also, it is necessary that
you examine the examples included and complete exercise F, Hypothetical meanings, which is presented
in the Task File of your textbook.
After reviewing Hypothetical meaning and completing exercise F, in your textbook, it’s time for you to
analyze words together; this is the following topic.
5.6. Words together
Read and try to answer the following questions:
What are collocations?
What are lexical chunks?
Your answers are very useful. You might agree with me that if any two words occur together more often
than just by chance, we call them collocations. If you had another idea about collocations, don’t worry.You
will have the opportunity to clarify your ideas.
Also, you might agree with me that lexical chunks are strings of words which behave almost as one unit. To
reinforce your knowledge or clarify some concepts, I invite you to continue with the activities that follow.
Let’s review about collocations and lexical chunks in your textbook. Also, it would be a good idea to
analyze the examples included there. Then, complete exercise G, Words together, in the Task File of your
textbook.
Now, you have already analyzed collocations and lexical chunks. Also, you have completed exercise G.
Let’s consider another topic: language functions.

47
FIRST TERM
5.7. Language functions
Language has many functions. Can you name some of them?
If you don’t remember the language functions now, don’t worry! You can read about this topic in your
textbook. Also, it is important that you examine the examples about language functions.
Now,youhaveaclearideaaboutlanguageanditsfunctions,soyouarereadytodothefollowingexercise.
Complete the ideas below:
ØØ A language function is a _______________ you wish to _____________ when you say or write
something.
ØØ By performing the ___________, you are performing an act of ______________.
ØØ A key feature of specific _______________ _______________ is to know which are more or less
________________ in given situations.
Now, let’s do the activities in exercise H, Language functions, in the Task File of your textbook.
Once you complete exercise H, I suggest you read about text and discourse.
5.8. Text and discourse
Do you have an idea about text and discourse? maybe not, but you can use a dictionary and look for the
meaning of these words. Once you read about text and discourse, I invite you to read the information in
your textbook in which you are going to study about cohesion, coherence, and conversational discourse;
also, it’s necessary that you examine the examples offered. In addition, look at the picture and definitions
below about coherence and cohesion; they will help you understand this topic in a better way.
According to the Free Dictionary by Farlex, Coherence is:
vv The quality or state of cohering, especially a logical, orderly, and
aesthetically consistent relationship of parts.
vv Logical or natural connection or consistency.
According to the Free Dictionary by Farlex, Cohesion is:
vv The state of being connected.
vv The act or state of cohering; tendency to unite.
After reviewing the ideas above, complete exercise I Text and discourse in the Task File of your textbook.

FIRST TERM
Now, once you finish the exercises, continue studying the next topic.
5.9. Language variables
First of all, look at the following diagram.
Language Variables
Speaking and writing
Register
Language varieties
After observing the diagram about language variables, review them in your textbook in which you
will find detailed explanations and examples regarding each language variable: speaking and writing,
register, and language varieties.
Did you finish reading and analyzing the examples in your textbook? Well done!
Now, you are ready to complete exercise J, Language variables, in the Task File of your textbook.
Remember that if you have any questions or problems when completing exercise J or any activity in the
Task File, you should contact me to help you.
successful while studying and completing the activities in this fifth unit.

49
FIRST TERM
Self- Evaluation 5
Activity 1
intonation meaning antonym context voiceless
relationship pitch consonant one-to-one voiced
1. Our ability to function properly in conversation or writing depends not only on reacting to the
_________ in which we are using the language, but also on the ____________ between words and
ideas in longer texts.
2. What a word means is also defined by its relationship to other words. For example, we can say
that the word “hot” is the __________ of the word “cold”, and this fact helps us understand the
___________of each word.
3. __________ encompasses the moments at which we change the pitch of our voices in order to
give certain messages. ________ describes the level at which we speak.
4. There are two main categories of sounds: vowel sounds and _________ sounds. Consonants can
be either __________ or __________.
5. There is no _____________ relationship between a language form and one meaning; different
forms can express the same meaning, while different meanings can be expressed by one form.
Activity 2
Read and match the following ideas about the topics studied in this unit.
1. Parts of speech a __ Collocations, lexical chunks, and idioms.
2. Hypothetical meaning b __ A purpose you wish to achieve when you say or
write something.
3. Words that group together c __ Nouns, pronouns, adjectives, verbs, adverbs,
prepositions, determiners, conjunctions.
4. A language function d __ The way we connect ideas and sentences together.
5. Cohesion e __ It refers to both the topic we are speaking about
and the tone that we wish to adopt.
6. Register f __ When we talk about something that is not real.

FIRST TERM
UNIT6.TEACHINGTHELANGUAGESYSTEM
Welcome to unit 6. In this unit you will study about teaching specific aspects of language, the distinction
between deductive and inductive approaches, the ways of explaining meaning and language
construction, controlled practice and freer practice. Also, you will review examples of language system
teaching, the different kinds of student mistake, and the ways of correcting students.
You will start studying about teaching specific aspects of language.
6.1. Teaching specific aspects of language
In your textbook, you will find introductory information of the unit; read it, it will help you to answer the
following questions:
What is the deductive approach?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
When do teachers use the inductive approach?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
What are the benefits/drawbacks to each?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Byansweringthequestionsabove,youhaveageneralideaofthistopic.Now,pleasestudytheexplanation
and examples in your textbook. Then, try to complete exercise A ,Teaching specific aspects of language,
which is included in the Task File of your textbook.
Remember that if you have any questions or problems when completing exercise A or any activity in the
Task File, you should contact me to help you anytime.
How was the topic you studied? Was it interesting for you? Well, I hope you enjoyed the review of
deductive and inductive approach.
After you finish studying this topic, let’s continue.
6.2. Explaining meaning and language construction
I invite you to remember the way in which you

51
FIRST TERM
learned the meaning of new words
You may probably remember your teacher comically miming actions, showing a picture or a real object;
or you can think about other ways in which you learned the meaning of new words. Now, take your
textbook and study about the different ways, methods, or techniques that can be used by teachers to
explain the meaning of words and concepts.
Well, you have finished reading the information in your textbook. Now, you are going to think as a teacher
and answer the following question:
Which is the best method or technique for teaching the meaning of words?
…………………………………………………………………………………
Once you have answered the question above, please, complete the ideas below.
vv We can use pictures to explain ………………………………………………….……
vv Many teachers use time lines to ………………………………………………………
vv The trick of explaining meaning effectively is to ……………………………………. the meaning
that needs to be explained.
Now, complete exercise B, Explaining meaning; this exercise includes two activities which are available
AfteryoufinishexerciseB,studythedifferentwaysthatcanbeusedtoexplainlanguageconstructionand
analyze the examples presented in your textbook. Then, do exercise C, Explaining language construction,
Let’s continue studying about controlled practice and freer practice.
6.3. Practice and controlled practice
Practice is extremely necessary when we learn a foreign language. In this section, you will learn about
various ways of organizing controlled practice and the benefits of using freer practice. Let’s read about
controlled practice and freer practice in your textbook; then, match the ideas below.
1. Freer practice a __ Used for things that we want to“keep”
2. Choral repetition as b __ Where things are stored only for as long
they are needed.
3. Short-term memory c __ A kind of transition stage between
language study and activation.
4. Long-term memory d __ It gives all the students a chance to speak
together rather than being singled out.
Let’s do exercise D, Practice and Controlled Practice, in the Task File of your textbook. Remember that if
you have any questions or problems when completing exercise D or any activity in the Task File, you
should contact me to help you.
Now, let’s examine some examples of language system teaching.

Guia methodology and_didactics 1

Guia methodology and_didactics 1

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