TOPIC 2

INDEX
INTRODUCTION

1. COMMUNICATION IN FOREIGN LANGUAGE CLASSROOMS

1.1 WHY IS IMPORTANT COMMUNICATION IN SECOND LANGUAGE CLASSROOMS?
1.2 HOW TO PROMOTE COMMUNICATIVE COMPETENCE?

2. VERBAL AND NON-VERBAL COMMUNICATION

2.1 VERBAL COMMUNICATION

2.1.1 PSYCHOLOGICAL FACTORS
2.1.2 VERBAL INTERACTIONS
2.1.3 PARALINGUISTIC FEATURES

2.2 NON-VERBAL COMMUNICATION

3. EXTRALINGUISTIC STRATEGIES: NON-VERBAL REACTIONS TO MESSAGES IN

DIFFERENT CONTEXTS

CONCLUSION

TOPIC 3
INDEX

INTRODUCTION

1. DEVELOPMENT OF LINGUISTIC SKILLS

1.1.1 ORAL COMPREHENSION

- general principles

- strategies

- stages

- levels

- listening for perception

- listening for comprehension

 1.1.2 ORAL PRODUCTION

- the learning process

- principles

- stages

1.2 WRITTEN LANGUAGE

1.2.1 WRITTEN COMPREHENSION

- factors within a written text

- reading stages

- reading techniques

1.2.2 WRITTEN PRODUCTION

- stages in writing

- writing skills

2. COMMUNICATIVE COMPETENCE IN THE ENGLISH LANGUAGE

2.1 WHAT IS COMMUNICATIVE COMPETENCE?
2.2 HOW WE CAN PROMOTE COMMUNICATIVE COMPETENCE IN THE SECOND
LANGUAGE CLASSROOM?

CONCLUSION

4. Valoración del conocimiento de las lenguas extranjeras como instrumento de

comunicación entre las personas y los pueblos. Interés por la diversidad
lingüística a través del conocimiento de una nueva lengua y su cultura.

INTRODUCTION

1. ASSESSMENT OF KNOWING FOREIGN LANGUAGES AS AN INSTRUMENT OF

COMMUNICATION BETWEEN INDIVIDUALS AND PEOPLE
1.1 THE RELEVANCE OF KNOWING FOREIGN LANGUAGES
1.2 ENGLISH AS A LINGUA FRANCA
1.3 DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN FOREIGN LANGUAGES
2. INTEREST FOR LINGUISTIC DIVERSITY THROUGH KNOWING A LANGUAGE AND ITS
CULTURE
2.1 LINGUISTIC DIVERSITY IN THE ENGLISH LANGUAGE
2.2 CULTURAL INFLUENCE OF ENGLISH
 2.3 HOW TO PROMOTE CULTURAL AWARENESS IN SECOND LANGUAGE
CLASSROOMS?
CONCLUSION
BIBLIOGRAPHY

5. Marco geográfico, histórico y cultural de los países de habla inglesa.

Aplicación didáctica de los aspectos geográficos, históricos y culturales
más significativos.

TOPIC 5

INDEX

INTRODUCTION

1. GEOGRAPHICAL, HISTORICAL AND CULTURAL FRAMEWORK OF ENGLISH-SPEAKING

COUNTRIES
1.1 ENGLISH AS A LINGUA FRANCA AROUND THE WORLD
1.2 ENGLISH-SPEAKING COUNTRIES
- THE UNITED KINGDOM
- THE UNITED SATES OF AMERICA
- CANADA
- AUSTRALIA
- NEW ZEALAND

2. DIDACTIC APPLICATION OF THE MOST RELEVANT GEOGRAPHICAL, HISTORICAL AND

CULTURAL ASPECTS
2.1 THE IMPORTANCE OF TEACHING THE CULTURE OF A FOREIGN LANGUAGE
2.2 DIDACTIC APPLICATION
2.3 HOW TO IMPROVE COMMUICATIVE COMPETENCE THROUGH CULTURE?

6. Aportaciones de la lingüística a la enseñanza de las lenguas extranjeras. El

proceso de aprendizaje lingüístico: semejanzas y diferencias entre la
adquisición de la primera lengua escolar y de la lengua extranjera.
INDEX

INTRODUCTION

1. CONTRIBUTION OF LINGUISTICS TO THE TEACHING OF FOREIGN LANGUAGES

1.1 BRIEF HISTORY AND MAIN DEFINITIONS
1.2 MAIN BRANCHES OF LINGUISTICS
1.3 HOW LINGUISTICS CONTRIBUTE TO THE TEACHING OF FOREIGN LANGUAGES?
(CONTESTAR)?
2. THE LINGUISTIC LEARNING PROCESS: SIMILARITIES AND DIFFERENCES BETWEEN FIRST
LANGUAGE ACQUISITION AND SECOND LANGUAGE LEARNING
2.1 FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE LEARNING
2.2 FIRST LANGUAGE ACQUISITION AND BEHAVIORISM
2.3 LINGUISTIC THEORIES AND COGNITIVE PSYCHOLOGY
2.4 THE GRAMMATICAL DEVELOPMENT OF CHILDREN
2.5 THE LANGUAGE ENVIRONMENT OF THE CHILD
2.6 SIMILARITIES AND DIFFERENCES BETWEEN FIRST LANGUAGE ACQUISITION AND
SECOND LANGUAGE LEARNING
3. HOW TEACHERS CAN IMPROVE COMMUNICATIVE COMPETENCE THROUGH
LINGUISTICS?

TOPIC 7

INDEX

INTRODUCTION

1. ORAL FOREIGN LANGUAGE

1.1 ORAL COMMUNICATION IN A SECOND LANGUAGE
1.2 PSYCHOLOGICAL FACTORS

2. COMPLEXITY OF COMPREHENDING OVERALL MEANING IN ORAL

INTERACTIONS: FROM HEARING TO ACTIVE AND SELECTIVE
LISTENING
2.1 GENERAL PRINCIPLES IN LISENING COMPREHENSION
2.2 STRATEGIES
2.3 STAGES
2.4 LEVELS
2.5 LISTENING FOR PERCEPTION
2.6 LISTENING FOR COMPREHENSION
2.7 DIDACTIC APPLICATION OF LISTENING COMPREHENSION IN
ESL CLASSROOMS
 3. TAKING WORD: FROM IMITATIVE REPETITION TO AUTONOMOUS
PRODUCTION
3.1 THE LEARNING PROCESS
3.2 PRINCIPLES IN SPEAKING
3.3 SPEAKING STAGES
3.4 DIDACTIC APPLICATION OF SPEAKING SKILL IN THE
CLASSROOM

TOPIC 12

INDEX

INTRODUCTION

1. ESSENTIAL ELEMENTS OF MORPHOSYNTAX OF THE ENGLISH LANGUAGE

1.1 THE MORPHEME
1.2 THE WORD
1.3 THE SENTENCE

2. ELEMENTARY COMMUNICATIVE STRUCTURES

2.1 SENTENCES AND THEIR GRAMMATICAL FORM
2.2 SENTENCES AND THEIR FUNCTION IN COMMUNICATION
2.3 SENTENCES AND PRAGMATICS

3. PROGRESSIVE USE OF GRAMMATICAL CATEGORIES IN ORAL AND WRITTEN

PRODUCTIONS TO ENHANCE COMMUNICATION
3.1 THE GRAMMATICAL DEVELOPMENT OF CHILDREN
3.2 TEACHING GRAMMATICAL CATEGORIES IN ESL CLASSROOMS
3.3 HOW TO IMPROVE COMMUNICATIVE COMPETENCE THROUGH GRAMMAR?
13. Historia de la evolución de la didáctica de las lenguas extranjeras: de
los métodos de gramática-traducción a los enfoques actuales.

TOPIC 13

INDEX

INTRODUCTION

1. HISTORY OF THE EVOLUTION OF FOREIGN LANGUAGE TEACHING

1.1 IMPORTANCE OF FOREIGN LANGUAGE TEACHING
1.2 EVOLUTION THROUGHOUT HISTORY
2. FROM GRAMMAR-TRANSLATION METHODS TO ACTUAL APPROACHES
2.1 POPULAR AND TRADITIONAL TEACHING METHODS
2.2 COMMUNICATIVE LANGUAGE TEACHING APPROACH

CONCLUSION
 BIBLIOGRAPHY

LEGAL FRAMEWORK

14. Métodos y técnicas enfocados a la adquisición de competencias

comunicativas. Fundamentos metodológicos específicos de la enseñanza del
inglés.

INDEX

INTRUDUCTION

1. METHODS AND TECHNIQUES FOCUSED ON THE ACQUISITION OF COMMUNICATIVE

COMPETENCE
1.1 THE IMPORTANCE OF LANGUAGE TEACHING
1.2 WHAT IS COMMUNICATIVE COMPETENCE?
1.3 METHODS ORIENTED TOWARDS COMMUNICATIVE COMPETENCE
1.3.1. CLT
- Didactic application: task-based project and role-playing
1.3.2. The Notional Functional Approach
- Didactic application: storytelling (Imaginative function)
1.3.3. Student-centred method
- Didactic application
2. SPECIFIC AND METHODOLOGICAL FOUNDATIONS OF THE TEACHING OF ENGLISH
2.1 MAIN FOUNDATIONS
2.2 POPUAR ENGLISH TEACHING METHODOLOGIES
2.3 DIDACTIC APPLICATION OF ENGLISH TEACHING METHODS

CONCLUSION

TOPIC 15
INDEX
INTRODUCTION

1. EPOCHS, AUTHORS AND LITERARY GENRES MOST SUITABLE

FOR DIDACTIC APPLICATION IN THE ENGLISH CLASSROOM
1.1 EPOCHS AND AUTHORS MOST SUITABLE
1.2 LITERARY GENRES MOST SUITABLE

2. TYPOLOGY OF TEXTS
 3. THE IMPORTANTE OF TEACHING LITERATURE TO STUDENTS

CONCLUSION
BIBLIOGRAPHY
LAW

TOPIC 16
INDEX
INTRODUCTION

1. CHILDREN´S LITERATURE IN THE ENGLISH LANGUAGE

1.1 CHILDREN´S LITERATURE THROUGHOUT HISTORY
1.2 CHILDREN´S LITERARY AUTHORS IN THE ENGLISH
LANGUAGE
- The Restoration and the 18th century

- The Victorian age

1.2 IMPORTANT GENRES IN CHILDREN´S LITERATURE

2. DIDACTIC APPLICATION TECHNIQUES TO ACCESS ORAL

COMPREHENSION
2.1 Why to teach literature to students?
2.2 Techniques to access oral comprehension
2.3 General methodology
Understanding a story in English is a hard work for our students, so that the first
thing we have to pay attention on is to help students understand the story. Ellis
and Brewster suggest the following guidelines to make story-based lessons
more accessible:
- Identify our linguistic objectives
- Provide a context and introduce the characters
- Provide visual support
- Explain the context
- Relate the story with work in other area
- Decide how long we will spend in the story
- Decide when we will read the story
- If necessary, adapt the story to make it more accessible
- Follow up songs and rhymes
- Follow up games
3. INTRODUCING AND ENCOURAGING READING HABITS,
APPRECIATING THE POETIC FUNCTION OF LANGUAGE
3.1 Reading strategies
3.2 Aesthetic language function
Our pupils cannot discuss the author´s style with us, but they can realize that he
or she uses stylistic effects, such as rhymes, special word order, alliteration, etc
according to the different purposes of the text.
In order to encourage our students to appreciate this poetic function within the
language, we can ask them to elaborate original layout invitations, christmas or
birthday cards, letters, etc. In this way, our students will be more sensitive to the
poetic function of language

3.3 Setting up a book coner

Within the english classroom, we can set a book corner where

students can look through books of their own choice and of their
own pace. Once a story in English is completed, it is a good idea
to put extra copies in the book area. A stimulating book corner will
encourage students to develop positive attitudes towards reading.
To do this, we can follow these steps:
- A bookcase or shelving is ideal, but cardboard boxes covered
with coloured paper can be used to display and store books.

- Put some decorations in the book corner to make it more

attractive

- Try to involve students as much as possible in the organisation

of the book corner

- Decorate the corner with some artwork done by students with

some pictures which have been inspired by stories previously
read.
 Finally, if it is feasible, allow students to have open access to the
book corner. In this way, students are encouraged to use the
corner as often as possible without feeling that they can only use it
at specific times.

CONCLUSION

BIBLIOGRAPHY

TOPIC 17

INDEX

INTRODUCTION

1. SONGS AS A POETIC VEHICLE AND AS A LITERARY CREATION IN

THE ENGLISH CLASSROOM
1.1 MUSICAL, POETIC AND LITERARY VALUES OF SONGS
1.2 THE IMPORTANTE OF USING SONGS IN ESL CLASSROOMS
1.3 THE TEACHER´S ROLE IN THE USE OF SONGS

2. TYPOLOGY OF SONGS
2.1 CLASSIFICATION OF SONGS ACCORDING TO ACADEMIC
YEARS
2.2 OTHER CLASSIFICATIONS

3. TECHNIQUES FOR THE USE OF SONGS FOR PHONETIC, LEXICAL

AND CULTURAL LEARNING
3.1 TEACHING LANGUAGE THROUGH SONGS
3.2 TECHNIQUES FOR USING SONGS IN ESL CLASSROOMS
3.2.1 Encouraging phonetic learning
3.2.2 Encouraging lexical learning
3.2.3 Encouraging cultural learning
3.3 HOW TO PROMOTE COMMUNICATIVE COMPETENCE
THROUGH SONGS?

18. Funciones del juego y de la creatividad en el aprendizaje de las

lenguas extranjeras. Definición y tipología de juegos para el
 aprendizaje y el perfeccionamiento lingüístico. El juego como técnica
lúdico-creativa de acceso a la competencia comunicativa en lengua
extranjera.

INDEX

INTRODUCTION

1. FUNCTIONS OF GAMES AND CREATIVITY IN FOREIGN LANGUAGE LEARNING

1.1 Games as meaningful tools
1.2 The importance of creativity in foreign language learning
2. DEFINITION AND TYPOLOGY OF GAMES FOR FOREIGN LANGUAGE LEARNING AND
PROFICIENCY
2.1 Main definitions of games
2.2 Typology of games
3. GAMES AS PLAYFUL TECHNIQUES TO ACCESS COMMUNICATIVE COMPETENCE IN A
FOREIGN LANGUAGE
3.1 What is communicative competence?
3.2 How games can instigate the development of communicative competence in
foreign languages?

CONCLUSION

BIBLIOGRAPHY

LEGAL FRAMEWORK

19. Técnicas de animación y expresión como recurso para el aprendizaje

de las lenguas extranjeras. La dramatización de situaciones de la vida
cotidiana y la representación de cuentos, personajes, chistes, etcétera.
El trabajo en grupos para actividades creativas. Papel del profesor

INDEX

INTRODUCTION

1. ANIMATION TECHNIQUES AND EXPRESSION AS A RESOURCE FOR FOREIGN LANGUAGE

LEARNING
1.1 MOTIVATION AS A KEY ELEMENT
1.2 ANIMATION TECHNIQUES TO PROMOTE FOREIGN LANGUAGE LEARNING

2. THE DRAMATIZATION OF REAL-LIFE SITUATIONS: STORYTELLING AND ROLE-PLAYING

 2.1 WHY TO USE DRAMA?
2.2 ROLE-PLAYING
2.3 STORYTELLING

3. GROUPWORK IN CREATIVE ACTIVITIES

3.1 THE IMPORTANCE OF CREATIVITY IN SECOND LANGUAGE LEARNING
3.2 PROMOTING GROUPWORK IN CREATIVE ACTIVITIES
4. THE TEACHER´S ROLE
CONCLUSION
BIBLIOGRAPHY
LEGAL FRAMEWORK

TOPIC 22: VARIABLES TO BE KEPT IN MIND WHEN ORGANIZING ENGLISH LESSONS

INDEX

INTRODUCTION

1. VARIABLES TO BE KEPT IN MIND WHEN ORGANIZING ENGLISH LESSONS

1.1 GROUPING STUDENTS
1.2 DISTRIBUTION OF SPACE AND TIME
1.3 METHODOLOGY SELECTION
1.4 TEACHER´S ROLE
2. DISCIPLINE AS A KEY FACTOR IN THE TEACHING-LEARNING PROCESS
CONCLUSION
BIBLIOGRAPHY
LEGAL FRAMEWORK

TOPIC 23: THE ELABORATION OF CURRICULAR MATERIALS FOR THE ENGLISH CLASS.
CRITERIA FOR THE SELECTION AND USE OF TEXTBOOKS. AUTHENTIC DOCUMENTS

INDEX

INTRODUCTION

1. THE ELABORATION OF CURRICULAR MATERIALS FOR THE ENGLISH CLASS

2. CRITERIA FOR THE SELECTION AND USE OF TEXTBOOKS
3. AUTHENTIC DOCUMENTS AND ADAPTED DOCUMENTS: LIMITATIONS ON THEIR USE
4. THE COLLABORATION OF STUDENTS IN THE DESIGN OF MATERIALS
TOPIC 24

INDEX

INTRODUCTION

1. TECHNOLOGICAL AND PEDAGOGICAL ASPECTS OF THE USE OF AUDIO-VISUAL

MATERIALS (NEWSPAPERS, TELEVISION, DVD, VIDEO, ETC)
1.1 The importance of audio-visual materials in education
1.2 Relation of audio-visual materials to be used within the classroom

2. COMPUTERS AS AN AUXILIARY RESOURCE FOR FOREIGN LANGUAGE LEARNING AND

PROFICIENCY
2.1 Computer use in foreign language teaching
2.2 Computer-Assisted Language Learning (CALL)
2.3 Advantages and disadvantages of using internet in the language classroom

3. HOW TO IMPROVE COMMUNICATIVE COMPETENCE THROUGH NEW TECHNOLOGIES?

CONCLUSION
BIBLIOGRAPHY
LEGAL FRAMEWORK