UNIVERSIDAD CATÓLICA DEL MAULE

FACULTAD DE CIENCIAS DE LA EDUCACIÓN

ESCUELA DE PEDAGOGÍA EN INGLÉS

Program of Studies PEDAGOGÍA EN INGLÉS

Name of the module
Code Number
Target group
Level of the unit
Entrance requirements
Number of credits
Teoría y Aplicación de Métodos y Enfoques en la Enseñanza del Inglés II
PIN-419
4th Year Students – First Semester 2022
Upper-Intermediate
Teoría y Aplicación de Métodos y Enfoques en la Enseñanza del Inglés I
04

Instructors

Section 1 Evelyn Díaz Iturriaga

Telephone (71) 2986637
E-mail ediazi@ucm.cl
Office hours only by email appointment

Section 2 Rodrigo Santos Iturra

Telephone (71)
E-mail rsantos@ucm.cl
Office hours only by email appointment

Competencia General
Aplica críticamente los principios de diversas metodologías para la enseñanza-aprendizaje del inglés.

Competencia(s) Transversal(es):
Capacidad para integrar el saber.
Capacidad de gestionar información para tomar decisiones y solucionar problemas en el ámbito personal,
profesional y social.
LEARNING OUTCOME PERFORMANCE EDUCATIONAL ASSESSMENT ESTIMATED STUDENTS
(S) OR CORE SKILLS DESCRIPTORS ACTIVITIES WORK TIME
To apply, in a The learner… Group activity: Microteaching 1 35% 120 hours /semester
reflective way, the Identifies the scientific discussing about (Includes lesson plan
various methods and foundations of the various methods and and ICT resources) Instruction time:
approaches for the methods and approaches approaches by using 3 hours/week
teaching of the for the teaching of a different presentational Microteaching 2 35%
English Language. foreign language. strategies. (Includes lesson plan Self-study time: 4
and ICT resources) hours/week
Recognizes the Relating the MINEDUC
constitutive principles of Plans and Programs Written tests 30%
the different studied with teaching and (during the term).
methods and learning activities.
approaches.
Performing
Critically analyzes the microteaching activities
methodological by applying theoretical
guidelines regarding the knowledge of methods
teaching and learning of and approaches by
English in Chile. using educational
capsules creation.
Reflectively compares
methods and approaches Integrating ICTs and
educational capsules
Knows the different creation into teaching-
strategies to teach each learning experiences.
skill. (Project –based
learning)
Reflectively applies the
discussed methods and Crafting of suitable
approaches teaching materials for
teaching and learning
Identifies and uses activities, according to
technology resources different learning styles
based on different and methods.
methods and (Project-based).
approaches.
Elaborates teaching-
learning strategies and
learning materials
integrating technological
resources.
 Examines, classifies,
adapts. Adds and
modifies textbooks
applying the theoretical
knowledge about
methods and
approaches.
Compulsory bibliography:
Harmer, J. (2003). The Practice of English Language Teaching. Longman
Harmer, J. (2007). How to teach English. Edinburgh Gate: Pearson.
Harmer, J. (2012). Essential Teacher Knowledge. Harlow: Pearson Education.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. New York: Oxford University Press
Richards, J. C. & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University
Press.
Scrivener, J. (2011). Learning Teaching. The Essential Guide to English Language Teaching. MacMillan

Supplementary bibliography:
Brown, H. D. (2007). Principles of Language Learning and Teaching 5th edition. New York: Pearson.
Brown, H. D. (2007). Teaching by Principles: An interactive approach to language Pedagogy. San Francisco: Pearson.
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice.
Tomlinson, B. (Ed.). (2008). English Language Learning Materials: A Critical Review. London: Continuum.

Useful websites:
To be selected according to course requirements.

REQUIREMENTS
• It is the student´s responsibility to read and know the UCM Student´s Policies:
- Reglamento alumno trabajador
- Reglamento Alumno padre/madre
- Reglamento alumno Regular

• Minimal passing course average: 4,0 (70%).

• Students of this module are required to attend Supplementary Methodology Workshops.
• Students will be allowed to take a Compensatory Exam if their final grade ranges between 3,5 and 3,9.
Students whose final grade is 3,4 or lower will not have the opportunity to take a Compensatory Exam at
the end of the semester. Those students will keep the final grade they obtained for that module.
• Those students who pass the Compensatory Exam will obtain a 4.0 as a final mark.
• This class will incorporate both individual and collaborative work. Students will participate in in-class
discussions; prepare assignments, present individual, and group projects. Therefore, students’
participation in every aspect of the class is essential.

ATTENDANCE
• Attendance on a test or a quiz day is compulsory. Professors are not expected to give make-up tests
or quizzes.
DEADLINES

• Students are expected to hand in assignments on time. Late assignments in which no medical certificate
is present, they will be accepted up to 1 day later; however, those late assignments will be graded
with 85% level of requirement.
• Late assignments will be accepted if students present a medical certificate.
• Students are expected to have completed assigned readings and written tasks before class.
• Professors are not required to provide content/ information students should have gotten through the
readings.
ON PLAGIARISM

• Students who commit plagiarism on written work will be graded with the minimum grade (1.0). In addition,
students who commit plagiarism will be reported to “Dirección de Docencia and DARA”, to face the
corresponding legal consequences. This information will be included in their personal record.
• Students who commit plagiarism on written work for a second time will automatically fail the module.

To avoid plagiarism, students must acknowledge sources of information.

Most of what students need to know about APA style to cite sources can be found in the following websites:

• https://owl.english.purdue.edu/owl/resource/589/01/
• https://plagiarism.arts.cornell.edu/tutorial/index.cfm
• https://library.unimelb.edu.au/recite/apa
 PIN 419 Teoría y Aplicación de Métodos y Enfoques en la Enseñanza del Inglés II
FIRST SEMESTER 2022
Prof. Evelyn Díaz Iturriaga (S1) / Prof. Rodrigo Santos Iturra (S2)
Week Topic Required Reading Activity / Task

Week 1 Course syllabus --------------------- Organization and presentation of the course

14th – 18th Introductory activities

Behaviorism Chapter 4 in Larsen-Freeman, D. & Anderson, M. (2011).

Techniques and Principles in Language Teaching. New York: Lecture
Week 2 The Audio Lingual Oxford University Press Guided discussions about readings
21st – 25th Method Chapter 4 in Richards, J. C. & Rodgers, T. S. (2001). Concepts review regarding lesson planning
(Review) Approaches and Methods in Language Teaching. Cambridge: ALM Principles and activities practice
MARCH

Cambridge University Press.

Communicative Chapter 9 in Larsen-

Review of concepts
Language Teaching Freeman, D. & Anderson, M. (2011). Techniques and
Teacher´s presentation
Week 3 (review) Principles in Language Teaching. New York: Oxford
Reading
University Press
28th – 01st Analysis of educational videos
Chapter 14 in Richards, J. C. & Rodgers, T. S. (2001).
(CLT)
Approaches and Methods in Language Teaching. Cambridge:
Preservice teachers prepare class activities (CLT)
Cambridge University Press.
 How to teach the Chapters 14, 15 and 16 in Harmer, J. (2003). The Practice of
WRITTEN TEST 1
language skills: English Language Teaching. Longman
(Chapter 4 for ALM and Chapters 5 & 9 for CLT
Listening and reading
Chapter 7 and 10 in Harmer, J. (2007). How to teach theory)
English. Edinburgh Gate: Pearson. Discussion about assigned readings.
Week 4

Chapter 8 and 10 in Scrivener, J. (2011). Learning Teacher´s presentation

04th – 08th
Teaching. The Essential Guide to English Language Reading analysis

Teaching. MacMillan Teaching listening and reading: activities design

practice according to different authors.
Chapter 22 in Harmer, J. (2003). The Practice of English
Activities on lesson planning
APRIL

Language Teaching. Longman

How to teach the (Chapters 14, 15 and 16 in Harmer, J. (2003). The Practice
Language skills: of English Language Teaching. Longman Discussion about assigned readings
Listening and reading Teacher´s presentation
Chapter 7 and 10 in Harmer, J. (2007). How to teach
Reading analysis
Week 5 English. Edinburgh Gate: Pearson.
Teaching listening and reading: activities design
11th – 14th Chapter 8 and 10 in Scrivener, J. (2011). Learning practice according to different authors
Teaching. The Essential Guide to English Language
Teaching. MacMillan

Chapter 22 in Harmer, J. (2003). The Practice of English

Language Teaching. Longman
 How to teach the Chapters 14, 15 and 16 in Harmer, J. (2003). The Practice of
Language skills: English Language Teaching. Longman
Listening and reading
Chapter 7 and 10 in Harmer, J. (2007). How to teach
Discussion about assigned readings
English. Edinburgh Gate: Pearson.
Week 6 Teacher´s presentation
Chapter 8 and 10 in Scrivener, J. (2011). Learning Reading analysis
18th – 22nd
Teaching. The Essential Guide to English Language Teaching listening and reading: activities design
Teaching. MacMillan practice according to different authors

Chapter 22 in Harmer, J. (2003). The Practice of English

Language Teaching. Longman

(Chapters 14, 15 and 16 in Harmer, J. (2003). The Practice

of English Language Teaching. Longman
Discussion about assigned readings
Chapter 7 and 10 in Harmer, J. (2007). How to teach
How to teach the Teacher´s presentation
English. Edinburgh Gate: Pearson.
Week 7 Language skills: Reading analysis
25th – 29th Listening and reading Chapter 8 and 10 in Scrivener, J. (2011). Learning Teaching listening and reading: activities design
Teaching. The Essential Guide to English Language practice according to different authors
Teaching. MacMillan

Chapter 22 in Harmer, J. (2003). The Practice of English

Language Teaching. Longman
 Week 8
First Assessment Week
02nd – 06th Evaluation: Microteaching

Chapter 18 y 19 in Harmer, J. (2003). The Practice of English

Lecture on the topic: key points from reading
Language Teaching. Longman
material

Week 9 How to teach the Chapter 8 and 9 in Harmer, J. (2007). How to teach English. Lesson planning to teach the productive linguistic
Language skills: Edinburgh Gate: Pearson. skills
09th – 13th
Speaking and writing Pre-service teachers demonstrate teaching activities
Chapter 7 and 9 in Scrivener, J. (2011). Learning Teaching.
in class
The Essential Guide to English Language Teaching.
Formative assessment
MAY

MacMillan
Chapter 18 y 19 in Harmer, J. (2003). The Practice of English
Language Teaching. Longman Lecture on the topic: key points from reading
material
How to teach the Chapter 8 and 9 in Harmer, J. (2007). How to teach English. Lesson planning to teach the productive linguistic
Week 10
Language skills: Edinburgh Gate: Pearson. skills
16th – 20th
Speaking and writing Pre-service teachers demonstrate teaching activities
Chapter 7 and 9 in Scrivener, J. (2011). Learning Teaching.
in class
The Essential Guide to English Language Teaching.
Formative assessment
MacMillan
 Chapter 18 y 19 in Harmer, J. (2003). The Practice of English
Lecture on the topic: key points from reading
Language Teaching. Longman
material
Lesson planning to teach the productive linguistic
How to teach the Chapter 8 and 9 in Harmer, J. (2007). How to teach English.
Week 11
skills
Language skills: Edinburgh Gate: Pearson.
23rd – 27th Pre-service teachers demonstrate teaching activities
Speaking and writing
Chapter 7 and 9 in Scrivener, J. (2011). Learning Teaching. in class
The Essential Guide to English Language Teaching. Formative assessment
MacMillan Analysis of educational videos

Chapter 8 in Scrivener, J. (2011). Learning Teaching. The

Essential Guide to English Language Teaching. MacMillan
Lecture on the topic: key points from reading
Section G in!Harmer, J. (2012). Essential Teacher material
Knowledge. Harlow: Pearson Education. Lesson planning to teach the four linguistic skills
Week 12
CLIL & TBLT Chapter 10 in Larsen-Freeman, D. & Anderson, M. (2011). Pre-service teachers develop teaching
30th – 03rd
Techniques and Principles in Language Teaching. New York: demonstrations
JUNE

Oxford University Press Formative assessment

Analysis of educational videos
Chapter 8 in Ellis et al. (2020). Task-based language
teaching: Theory and practice.

Week 13 Discussion on readings assigned

Chapter 13 in Scrivener, J. (2011). Learning Teaching. The
CLIL & TBLT Practical activity. Collaborative work: preservice
06th – 10th Essential Guide to English Language Teaching. MacMillan
teachers plan a class by using the CLIL method
 Section G in!Harmer, J. (2012). Essential Teacher Analysis of educational videos
Knowledge. Harlow: Pearson Education.

Chapter 10 in Larsen-Freeman, D. & Anderson, M. (2011).

Techniques and Principles in Language Teaching. New York:
Oxford University Press

Chapter 8 in Ellis et al. (2020). Task-based language

teaching: Theory and practice.

Chapter 13 in Scrivener, J. (2011). Learning Teaching. The

Essential Guide to English Language Teaching. MacMillan
Section G in!Harmer, J. (2012). Essential Teacher
Knowledge. Harlow: Pearson Education.
Week 14
CLIL & TBLT Chapter 10 in Larsen-Freeman, D. & Anderson, M. (2011).
13th – 17th
Techniques and Principles in Language Teaching. New York:
Oxford University Press
Chapter 8 in Ellis et al. (2020). Task-based language
teaching: Theory and practice.
Discussion on readings assigned
Practical activities
Pre-service teachers develop teaching
demonstrations. Formative assessment.
Analysis of educational videos
ICT project planning
WRITTEN TEST 2
CLIL /TBLT and The Teaching of the four skills
(listening, reading, speaking, and writing)

Week 15 Chapter 13 in Scrivener, J. (2011). Learning Teaching. The Discussion on readings assigned
CLIL & TBLT
22nd – 24th Essential Guide to English Language Teaching. MacMillan Practical activities
 Section G in!Harmer, J. (2012). Essential Teacher Pre-service teachers develop teaching
Knowledge. Harlow: Pearson Education. demonstrations
Formative assessment
Chapter 10 in Larsen-Freeman, D. & Anderson, M. (2011).
Analysis of educational videos
Techniques and Principles in Language Teaching. New York:
Oxford University Press

Chapter 8 in Ellis et al. (2020). Task-based language

teaching: Theory and practice.

Week 16 Second Assessment Week

27th – 01st Evaluation: CLIL/TBLT Microteaching

Marking Period
Week 17
Results
04th – 08th
Self-study week

Week 18
JULY

Revision – Results – Compensatory Exams

11th – 15th

Week 19
Winter recess
18th – 22nd

Week 20
Final marks

25th – 29th Monday 25th and Tuesday 26th: Deadline to send marks on SAP