This course introduces some fundamental issues in the teaching of English as a foreign language (TEFL). The course is participative and practical and covers lesson planning, the four skills, English grammar, vocabulary, audio-visual aids and material preparation. As well as the classes students will have practice in teaching English to Spanish-speaking students in the Centre of Modern Languages.

Syllabus
1. Introduction to the communicative methodology.
2. Grammar: the present tenses.
3. The basic sequence of a lesson plan (stages and objectives, activities, skills, group work and pair-work).
4. The presentation of language: situation, grammatical focus or text.
5. The past tenses.
6. The blackboard and the overhead projector.
7. The listening skill.
8. Pronunciation: phonemes, stress, English rhythm.
9. Visual aids.
10. The future tenses.
11. Vocabulary.
12. The oral skill: fluency and accuracy.
13. Games.
14. The reading skill; skimming and scanning.
15. Modal verbs.
16. Songs.
17. Phrasal verbs.
18. The writing skill.
19. Error correction.
20. Evaluation of text-books.

Assessment
Class attendance is compulsory as well doing teaching practice to groups of Spanish speakers. There is no final exam but the students will hand in an essay on some aspect of the course.

Bibliography
BROUGHTON, G. The Practice of English Language Teaching, London,
Longman.ELLIS, R. Understanding second language acquisition, Oxford, Oxford University Press, 1985.
KRASHEN, S. D., The input hypothesis: issues and implications, Harlow: Longman, 1985.
LEECH, G., Meaning and the English verb, London, Longman, 1987.
RICHARDS, J. C., and RODGERS, T., Approaches and methods in language teaching, Longman, 1986.
RICHARDS, J. C., PLATT, J., Dictionary of Language Teaching and Applied Linguistics, Harlow: Longman, 1992.
UNDERHILL, A., Sound Foundations, Oxford, Heinemann, 1994.
VINCE, M., Advanced Language Practice, Oxford, Heinemann, 1994.

Full Description

1. Introduction

This course introduces the foundations of the communicative methodology of the education of English as a foreign language to Spanish speakers. The classes are of practical and participative character and cover the didactic unit, the four skills, English grammar, audio-visual vocabulary, and the preparation of materials. In addition to the classes, there are practice sessions in which the students teach English to Spanish speaking students of the Center.

2. Program

Introduction to communicative methodology.
Grammar: present tenses.
The basic sequence of the didactic unit (stages and objectives, activities, skills, work in groups, by pairs).
The presentation of the language: situation, grammar or textual approach.
The past tenses.
The slate and the projector.
Auditory skill.
Pronunciation: the phenomena, the tonic accent, the rate of English.
The visual stimuli.
The future tenses.
The vocabulary.
Oral skill: fluidity and precision.
Games.
Reading skill: "skimming" and "scanning".
Modal verbs.
Songs.
"Phrasal verbs".
Written skill.
Correcting errors.
Evaluating text books.

3. Evaluation

Class attendance is obligatory as much as completing practical sessions of education of English to groups of Spanish-speaking students. There is no final examination but the students will give a written work on some aspect of the course.

4. Bibliography

BROUGHTON, G., The practice of English Language Teaching, Longman, 1989.

ELLIS, R., Understanding second language acquisition, Oxford, Oxford University Press, 1985.

KRASHEN, S.D., The input hypothesis: issues and implications, Harlow: Longman, 1985.

LEECH, G., Meaning and the English verb, London, Longman, 1987.

RICHARDS, J.C., and T. Rodgers., Approaches and methods in language teaching, Longman, 1986.

RICHARDS, J.C., J. Platt., Dictionary of Language Teaching and Applied Linguistics, Harlow: Longman, 1992.

UNDERHILL, A., Sound Foundations, Oxford, Heinemann, 1994.

VINCE, M., Advanced Language Practice, Oxford, Heinemann, 1994.

Original Language Description

1. Introducción

Este curso introduce los fundamentos de la metodología comunicativa de la enseñanza del inglés como lengua extranjera a hispanohablantes. Las clases son de carácter práctico y participativo y cubren la planificación de la unidad didáctica, las cuatro destrezas, la gramática inglesa, el vocabulario, los medios audiovisuales y la preparación de materiales. Además de las clases, hay sesiones de práctica en las cuales los alumnos enseñan el inglés a estudiantes hispanohablantes del Centro.

2. Programa

Introducción a la metodología comunicativa.
Gramática: los tiempos del presente.
La secuencia básica de la unidad didáctica (etapas y objetivos, actividades, destrezas, el trabajo en grupo, por parejas).
La presentación del lenguaje: situación, enfoque gramatical o texto.
Los tiempos del pasado.
La pizarra y el retroproyector.
La destreza auditiva.
La pronunciación: los fonemas, el acento tónico, el ritmo del inglés.
Los estímulos visuales.
Los tiempos del futuro.
El vocabulario.
La destreza oral: fluidez y la precisión.
Los juegos.
La destreza lectora: "skimming" y "scanning".
Los verbos modales.
Las canciones.
Los "phrasal verbs".
La destreza escrita.
La corrección de los errores.
La evaluación de los libros de texto.

3. Evaluación

Es obligatorio tanto la asistencia a clase como la realización de sesiones prácticas de enseñanza del inglés a grupos de estudiantes hispanohablantes. No hay examen final pero sí los alumnos entregarán un trabajo escrito sobre algún aspecto del curso.

4. Bibliografía