Mastering English: Curriculum Units for Language Teachers
Unit 1: Language as Communication
Having said that, I will move on to the development of Unit 1. This unit is divided into 5 blocks:
- The first part to start with is language as communication.
- Later on, I will focus on the differences, characteristics, and pedagogical implications of oral and written language.
- Last but not least, I will explain the factors that define a communicative situation: addresser, addressee, context, purpose, topic, channel, code, and register.
- To end up, I will conclude with the functionality and the Communicative Approach to Foreign Language Teaching (FLT).
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 2: Communication in the FL Classroom
Having said that, I will move on to the development of Unit 2. This unit is divided into 4 blocks:
- The first part to start with is communication in the foreign language class.
- Later on, I will focus on verbal communication.
- Last but not least, I will explain non-verbal communication.
- To end up, I will conclude with the pedagogical reasons to use extralinguistic strategies and the non-verbal reactions in different contexts.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 3: Development of Linguistic Skills
Having said that, I will move on to the development of Unit 3. This unit is divided into 4 blocks:
- The first part to start with is the oral skills: listening comprehension and speaking.
- Later on, I will focus on the written skills: reading comprehension and writing.
- Last but not least, I will explain the integrated skills.
- To end up, I will conclude with Communicative Competence.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 4: Value of Foreign Language Knowledge
Having said that, I will move on to the development of Unit 4. This unit is divided into 2 blocks:
- The first part to start with is the value of a foreign language as a means of communication: why we learn a foreign language, the advantages and disadvantages of a lingua franca, and learning to communicate in English.
- Later on, I will focus on linguistic diversity: getting to know a new language and its culture, which includes learning the differences between English and Spanish, the sociocultural aspects of the English language, and last but not least, learning to discover another culture.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 5: English-Speaking Countries Framework
Having said that, I will move on to the development of Unit 5. This unit is divided into 5 blocks:
- The first part to start with is the geographical, historical, and cultural framework of Great Britain and Ireland.
- Later on, I will focus on the USA.
- Last but not least, I will explain the other English-speaking countries as Canada, Australia, and New Zealand.
- To end up, I will conclude with the didactic application of relevant geographical, historical, and cultural aspects.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 6: Linguistics in Foreign Language Teaching
Having said that, I will move on to the development of Unit 6. This unit is divided into 3 blocks:
- The first part to start with is the contribution of linguistics to foreign language teaching, taking into account the traditional grammar, the structural grammar (20th century), the generative grammar of the 1960s (Noam Chomsky), and the functional grammar of the 1980s (Michael Halliday).
- Later on, I will focus on the language learning process and the theories on first and second language acquisition.
- Last but not least, I will explain the similarities and differences between L1 and L2 learning and to end up, I will conclude with the foreign language teaching implications.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 7: Oral Language Complexity
Having said that, I will move on to the development of Unit 7. This unit is divided into 3 blocks:
- The first part to start with is the characteristics, pedagogical implications of oral language, and the interdependence of oral skills.
- Later on, I will focus on the complexity of global listening comprehension: from hearing to active, selective understanding, taking into account the listening materials as well as the listening difficulties.
- Last but not least, I will explain the skill of speaking, the materials, the difficulties and to end up, I will conclude with the process from imitation to free production of a speech.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 8: Written Language Improvement
Having said that, I will move on to the development of Unit 8. This unit is divided into 4 blocks:
- The first part to start with is the written language, the differences with oral language, and the pedagogical implications.
- Later on, I will focus on the stages of the reading-writing process and learning to write in L1 and L2.
- Last but not least, I will explain the reading skill, its stages, and the materials.
- To end up, I will conclude with the writing skill, including how to correct written work.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 9: English Phonological System
Having said that, I will move on to the development of Unit 9. This unit is divided into 4 blocks:
- The first part to start with is phonetics and phonology (phonemes and allophones).
- Later on, I will focus on the description of the English phonological system (segmental and suprasegmental features).
- Last but not least, I will explain the pronunciation models and learning techniques, perception, discrimination, and emission of sounds, intonation, rhythm, and stress.
- To end up, I will conclude with phonic correction, which includes the problems for Spanish speakers and the correction techniques.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 10: English Spelling Code
Having said that, I will move on to the development of Unit 10. This unit is divided into 5 blocks:
- The first part to start with is the types of writing systems, which includes the non-phonological system (pictographic) and the phonological systems.
- Later on, I will focus on the English spelling code.
- Last but not least, I will explain the sound-spelling correspondences, taking into account the vowels and glides, the consonants and semi-vowels, the morphemes with more than one pronunciation, and the silent letters.
- To end up, I will conclude with a proposal for the didactics of the writing code (word-recognition, practice, and strategies to check spelling) and the spelling applications in written production.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 11: English Lexical and Semantic Structure
Having said that, I will move on to the development of Unit 11. This unit is divided into 3 blocks:
- The first part to start with is the English lexical and semantic structure (word and sentence level).
- Later on, I will focus on the necessary vocabulary for socialization, information, and expression of attitudes, including the selection of active and passive vocabulary in the FL class.
- Last but not least, I will explain the typology of activities related to the teaching and learning vocabulary in the FL class (presentation, practice, and consolidation stage).
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 12: Morphosyntactic Elements in English
Having said that, I will move on to the development of Unit 12. This unit is divided into 3 blocks:
- The first part to start with is the essential morphosyntactic elements in English, which includes the morphemes, words, and the sentence.
- Later on, I will focus on the elementary communicative structures (form and function, communicative structures in primary education).
- Last but not least, I will explain the progressive use of grammar categories to improve oral and written communicative competence, taking into account the presentation stage, the practice techniques, the free production, and the teacher’s attitude to errors.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 13: Language Teaching Approaches
Having said that, I will move on to the development of Unit 13. This unit is divided into 3 blocks:
- The first part to start with is the traditional approach: the grammar-translation method.
- Later on, I will focus on the modern approaches, including the Direct method, the Oral approach, and the Audiolingual method.
- Last but not least, I will explain the current approaches, taking into account the Communicative approach, the Humanistic approach, the Learner-centered approach, the Task-based learning, and the Content and Language Integrated Learning.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 14: Communicative Competence Methods
Having said that, I will move on to the development of Unit 14. This unit is divided into 3 blocks:
- The first part to start with is the methods and techniques that focus on the acquisition of communicative competences, which includes the Communicative approach and the Natural approach.
- Later on, I will focus on the techniques that focus on the acquisition of communicative competences, taking into account the pair and group work, Total Physical Response activities, functional communication activities, social interaction activities, humanistic activities, and projects.
- Last but not least, I will explain the specific methodological foundations in English language teaching.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 15: Literary Texts in Language Teaching
Having said that, I will move on to the development of Unit 15. This unit is divided into 4 blocks:
- The first part to start with is the tales and stories, which includes the characteristics and functions, the early days of children’s tales, the traditional tales (17th-19th centuries), the modern tales (end of 19th century – beginning of 20th), children’s novels, and the selection of today’s storybooks for children.
- Later on, I will focus on other genres as nursery rhymes, riddles, and limericks.
- Last but not least, I will explain the typology of texts, taking into account the classification and the criteria for selecting literary texts.
- To end up, I will conclude with the didactic application of literary texts, bearing in mind how to use stories in FLT, the storytelling techniques, how to make the most of rhymes, riddles, and limericks, and extensive reading.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 16: Children’s Literature in English
Having said that, I will move on to the development of Unit 16. This unit is divided into 2 blocks:
- The first part to start with is children’s literature in English, which includes the characteristics and functions of literary texts, the children’s literature in Great Britain and in the USA.
- Later on, I will focus on the techniques for oral comprehension, initiating and increasing reading habits, and becoming attuned to the poetic function of language, taking into account the criteria for selecting literary texts, the oral comprehension techniques (learning to listen), the initiating and increasing reading habits, and becoming attuned to the poetic function.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 17: Songs in the English Classroom
Having said that, I will move on to the development of Unit 17. This unit is divided into 3 blocks:
- The first part to start with is the songs as poetic and literature creations in the English classroom, which includes the reasons for using songs in the English class (psychological, linguistic, pedagogical, and socio-cultural reasons) and the criteria for selecting songs (student’s age, level of vocabulary, structures and functions of the words, potential for follow-up activities, authentic vs adapted songs).
- Later on, I will focus on the typology of songs (children’s songs and rhymes, jazz chants, songs for special occasions, folk and pop songs, adapted songs).
- Last but not least, I will explain the techniques for using songs to learn phonetic, lexical, and cultural aspects of English, taking into account how to make the most of songs (pre-listening stage, techniques for using…), further follow-up activities (post-listening stage), and applying new technologies to songs.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 18: Games and Creativity in FL Learning
Having said that, I will move on to the development of Unit 18. This unit is divided into 3 blocks:
- The first part to start with is the functions of games and creativity in the FL learning process.
- Later on, I will focus on the definition and typology, taking into account the vocabulary games, spelling, grammar, pronunciation, and communication games.
- Last but not least, I will explain games as a creative technique to attain communicative competence, bearing in mind when to use games, the criteria for selecting a game, the classroom management, and the language for the organization of games.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 19: Drama in the English Classroom
Having said that, I will move on to the development of Unit 19. This unit is divided into 4 blocks:
- The first part to start with is the scope of drama in the English classroom, which includes the benefits of drama, where does the drama fit into language teaching, and the problems the teachers may encounter.
- Later on, I will focus on the drama techniques (miming, drama games, role-play and simulation, acting out stories and play reading, puppet shows, jokes).
- Last but not least, I will explain the pair and group work in creative activities, taking into account the advantages and the organization.
- To end up, I will conclude with the role of the teacher.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 20: Foreign Language in the Curriculum
Having said that, I will move on to the development of Unit 20. This unit is divided into 2 blocks:
- The first part to start with is the foreign language area in the curriculum, which includes the reasons to justify the inclusion of this area in the curriculum, the theoretical basis of FLT, the ultimate aim of this area, the general objectives, the contents, the methodological orientations, the Basic Competences, and the evaluation criteria.
- Later on, I will focus on the criteria to reflect in the educational project of the school.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 21: Programming in English Language Area
Having said that, I will move on to the development of Unit 21. This unit is divided into 5 blocks:
- The first part to start with is the foreign language area, which includes the pedagogical foundations, linguistic foundations, second language acquisition foundations, and psychological foundations.
- Later on, I will focus on the planning units (definition and importance, elements we should include in the units).
- Last but not least, I will explain the criteria for sequencing contents and the selection of methodology.
- To end up, I will conclude with the evaluation.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 22: Classroom Management Variables
Having said that, I will move on to the development of Unit 22. This unit is divided into 4 blocks:
- The first part to start with is the students grouping, which includes the whole class, pair and group work, and individual study.
- Later on, I will focus on the space and time management.
- Last but not least, I will explain the selection of methodologies, bearing in mind the Communicative approach, the Natural approach, the Globalization, and the Active methodology.
- To end up, I will conclude with the role of the teacher and the classroom control and discipline.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 23: ESL Curriculum Materials
Having said that, I will move on to the development of Unit 23. This unit is divided into 5 blocks:
- The first part to start with is the curricular materials for the English class, which includes the variables affecting the selection of materials and the types of materials in communicative FLT.
- Later on, I will focus on the criteria for selecting and using a coursebook (other printed materials).
- Last but not least, I will explain the preparation of curricular materials (visual, written, auditory).
- To end up, I will conclude with the authentic and adapted materials and the collaboration of students in material design (student-produced material, student as material).
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 24: Audiovisual Materials in FLT
Having said that, I will move on to the development of Unit 24. This unit is divided into 2 blocks:
- The first part to start with is the technological and pedagogical aspects of audiovisual material, which includes the newspaper, CD players, television, DVD, and video camera.
- Later on, I will focus on the computer as an auxiliary resource for learning and improving foreign languages (teaching English with computers, the digital blackboard, webquest).
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.
Unit 25: FL Teaching and Learning Process
Having said that, I will move on to the development of Unit 25. This unit is divided into 2 blocks:
- The first part to start with is the learner-centered approach in FLT, which includes the foundations and applications.
- Later on, I will focus on identifying motivation and attitude towards the English language, taking into account the learner’s variables affecting L2 learning, the motivation, and the practical applications to motivate students and create positive attitudes.
Finally, I will finish by mentioning the most relevant aspects as a brief conclusion and the bibliography used to develop this unit.