Scribd
Upload
40 views5 pages

English Teaching Syllabus Overview

This document outlines the objectives, content, methodology and assessment of a second year English language course at Universidad Autónoma de Entre Ríos. The course aims to develop students' fluency and accuracy in English, both orally and in writing. Key course objectives include improving students' communication skills, grammar knowledge, reading comprehension and writing abilities. The syllabus is divided into units covering topics such as communication, human behavior and science. A communicative methodology is employed using activities like listening, speaking, vocabulary exercises and written assignments. Student progress is assessed throughout the course.

Uploaded by

SMB
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
40 views5 pages

English Teaching Syllabus Overview

This document outlines the objectives, content, methodology and assessment of a second year English language course at Universidad Autónoma de Entre Ríos. The course aims to develop students' fluency and accuracy in English, both orally and in writing. Key course objectives include improving students' communication skills, grammar knowledge, reading comprehension and writing abilities. The syllabus is divided into units covering topics such as communication, human behavior and science. A communicative methodology is employed using activities like listening, speaking, vocabulary exercises and written assignments. Student progress is assessed throughout the course.

Uploaded by

SMB
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Universidad Autónoma de Entre Ríos.

smmb2002smmb2002
Facultad de Humanidades, Ciencias Sociales y Arte.
Profesorado de Inglés.

Departamento: Inglés.
Cátedra: Lengua Inglesa.
Curso: II.
Plan de estudios: 2001.
Carga horaria: 5 horas (300 minutos) semanales.
Régimen: Anual.
Planificación anual.
Objetivos.
Objetivos generales de la materia.
- Que el alumno logre comunicarse con corrección y fluidez en inglés, en forma oral y
escrita, ya que como profesor será modelo del idioma.

Objetivos generales del curso.


- Que el alumno
desarrolle progresivamente las habilidades relacionadas con el lenguaje,
revisando, ampliando y profundizando los conocimientos previamente adquiridos;
integre en forma productiva las habilidades adquiridas en otras áreas específicas
del estudio de la lengua;
relacione activamente lo presentado con lo que deberá enseñar en su futura área
laboral.
profundice en la conciencia de ser responsable de su propio desarrollo
académico.

Objectives of the Syllabus.


The student should achieve
a degree of fluency and accuracy in English which enables them to engage in a
wide range of activities aimed at improving confidence, competence and effectiveness
in oral and written communication.
a command of grammatical structures and vocabulary in all kinds of situations.
the ability to read with immediate comprehension authentic material.
the ability to understand explicit as well as implicit information in a written
and/or oral text and thus be able to identify the main point or important information in a
text.
the ability to apply different reading techniques effectively.
the ability to use self-study strategies for continuous language development.
the level needed to produce coherent written texts of different types, using
accurate and appropriate linguistic resources.

The student should develop an awareness of


text organisation and logical development.
the style and conventions of written language, including the difference between
registers.
the use of the systems of vocabulary (affixation, compounding, collocation,
phrasal verbs, synonyms, homophones, etc.)smmb2002smmb2002

smmb2002
smmb2002
the need to be a clear and coherent model in their future role as
teachers.smmb2002smmb2002
the fact that languages are constantly developing, thus demanding a continuous
study of syntax and semantics.

Methodology.
A communicative methodology where:
- the student is actively involved in all learning processes.
- the teacher adopts different roles ( informer, monitor, consultant) according to the
stage of the lesson.

Activities.
Listening skills
Authentic material will be used for improving comprehension, understanding different
accents, practising note-taking and summarising discussions, viewpoints and arguments.
Oral fluency
Attention to appropriacy and correct register will feature prominently throughout the
course. Pronunciation will be assessed as an integral part of oral fluency.
Vocabulary expansion: including idioms, collocation, phrasal verbs, connotation and
colloquial language. Method of work: workshops, discussion and practice of all aspects
of oral and written English; individual projects and presentations.
Written activities.
Note- taking, summarising. Information transfer.
Asking and answering questions. True/False. Multiple choice. Multiple matching.
Gap filling. Cloze tests. Multiple cloze. Word building. Sentence transformation.
Compositions.
Reading skills.
Intensive and extensive reading.
Skimming and scanning.

Contents.
The contents are divided into sets based on topics, systematically introducing and
practising the four language skills and their subskills.
Extra material may be added if necessary.

Set 1.
Vocabulary related to communication: body language; languages: homophones,
portmanteau words, abbreviations, gender, registers, euphemisms and political
correctness, phrasal verbs and expressions.
Prepositions of position, direction, time, manner, purpose.
The Definite Article.
Verbs with Gerunds. Verbs with (Bare) Infinitives.
Order of adjectives.
Subjunctive tenses.
Substitution.
Connectors.
Text types: formal letters: letters of application. Narrative composition.
Structures used to express surprising facts and news; personal opinions.
Set 2. smmb2002smmb2002

smmb2002smmb2002
smmb2002smmb2002
Vocabulary related to human behaviour: feelings, relationships, moods, attitudes, social
manners.
Possessive Cases.
Negative compounds: compounds with no- and any-.
Relative Clauses: Finite and Non-finite Relative Clauses.
Text types: reviews. Speeches.
Structures used to make suggestions; make a restatement; introduce correct information;
express generalisation and exceptions.

Set 3.
Vocabulary related to science, technology and the environment: discoveries and
inventions, global problems, the future.
Phrasal verbs and expressions.
Cleft sentences.
Indirect and Reported Speech.
Make and Do.
Say, call, speak, talk, think.
Much, many, little, few, a lot, plenty.
Adjectives ending –ing. Adjectives ending –ed.
Text types: articles; reports.
Structures used to refuse; ask for explanations.

Compulsory Reading.
Christie, Agatha, The Stymphalian Birds. In Christie, Agatha, 1993. Best Detective
Stories of Agatha Christie. UK: Longman.
Dahl, Roald. Mrs. Bixby and the Colonel’s Coat. In VVAA, 1993. From the Cradle to
the Grave. Short Stories. OUP.
Du Maurier, Daphne. 1952. My Cousin Rachel. The Reprint Society.
Forester, C.S. The Bedchamber Mystery. In VVAA, 1968. The Hilton Bedside Book.
USA: Hilton Hotels Corporation.
Grisham, John, 1998. The Street Lawyer. New York: Doubleday.
King, Stephen, Word Processor of the Gods. In Skeleton Crew, 1986. Signet Book. New
American Library.
Meehan, Thomas, Il Talento Mysterioso. In VVAA, 1968. The Hilton Bedside Book.
USA: Hilton Hotels Corporation.
Plaidy, Jean. 1983. Myself, My Enemy. UK: Pan Books.
Sheldon, Sidney, 1993. Rage of Angels. USA: Harper Collins Publishers.
Tolkien, J.R.R. Leaf, by Niggle. In Tolkien, J.R.R. The Tolkien Reader. New York:
Ballantine Books.

Material may be added.

Bibliography.
Aspinall, T, Capel, A, Gude, K, 1996. Advanced Masterclass CAE. OUP.
Alexander, L.G., 1990. Longman English Grammar Practice. N.Y. Longman.
Brinton, Donna et al. 1997. Insights 2. Longman,
Graver, B.D., 1995. Advanced English Practice. OUP.
Haines, Simon, Stewart, Barbara, 1994. First Certificate Masterclass. OUP. smsmmb2002

smsmmb2002
McCarthy, M, O’Dell, F., 1994. English Vocabulary in Use. CUP.
Morris, Susan, Stanton, Alan, 1993. The Nelson First Certificate Course. U.K. Nelson.
O’Connel, Sue, 1993. Focus on First Certificate. Nelson,
O’Connel, Sue, 1993. Focus on Advanced English. CAE. Nelson.
O’Dell, Felicity, 1997. English Panorama 1. C.U.P.
Spratt, M, Taylor, L., 1997. The Cambridge CAE Course. U.K. C.U.P.
Stephens, Mary. 1996. Practise Advanced Writing. Longman,
Swan, Michael, 1994. Practical English Usage. England. OUP.
Thomas, B J, 1995. Advanced Vocabulary and Idiom. Longman.
Thomas, B J, 1995. Intermediate Vocabulary . Longman.
Vince, Michael, 1994. Advanced Language Practice. Heinemann.
Watcyn-Jones, Peter. 1980. Test your Vocabulary 4. Penguin English.
Wyrick, Jean, 1990. Steps to Writing Well. USA. Holt, Rinehart and Winston, Inc.
Longman Dictionary of Contemporary English. 1988. Longman.
Longman Dictionary of English Language and Culture. 1992. Longman.
The Penguin Dictionary of English Synonyms and Antonyms. 1992. Penguin.
Other dictionaries.
Articles from magazines and newspapers.

Aitchinson, Jean. Linguistics. USA. NTC Publishing Group.


Byrne, Donn. 1979. Teaching Writing Skills. Great Britain: Longman.
---------------- 1979. Teaching Oral English. Hong Kong: Longman.
Doubtfire, Dianne, 1996. Creative Writing. USA. NTC Publishing Group.
García Hoz, Víctor (ed.) 1993. Enseñanza y aprendizaje de las lenguas modernas.
Madrid: Ediciones Rialp, S.A.
Grellet, Françoise, 1994. Developing Reading Skills. CUP.
Lightbown P. and N. Spada, 2000. How Languages are Learned. Hong Kong. OUP.
Lyons, J. 1997. Language and Linguistics. An Introduction. Great Britain. CUP.
Richards, Jack (ed.) 1975. Error Analysis. Great Britain: Longman.
Skehan, Peter. 1998. A Cognitive Approach to Language Learning. Hong Kong: Oxford
University Press.
Widdowson, H.G. 1979. Teaching Language as Communication. UK: Oxford
University Press.
--------------------- 1998. Linguistics. Hong Kong: Oxford University Press.

Cronograma.
Las dos primeras unidades se desarrollarán el primer semestre. El resto, en el segundo
término.

N.B.: A lo largo del desarrollo del presente programa, se integra lo presentado en otras
cátedras (tales como Gramática Inglesa, Fonética Inglesa y Civilización y Cultura), ya
sea a través de la aplicación práctica de la teoría dada o de la lectura y análisis de
diversos temas de interés.

Common questions

Powered by AI

The course employs dictionaries, diverse articles, and textbooks like Advanced Masterclass CAE and Practical English Usage, among others, to supplement the curriculum. These resources offer expanded vocabulary practice and advanced writing techniques, supporting varied language skill development .

Students are expected to develop a command of grammatical structures and vocabulary in various situations and the ability to understand both explicit and implicit information in texts. They should be able to apply different reading techniques, produce coherent written texts, and use vocabulary systems like collocation and phrasal verbs .

The syllabus emphasizes the student's responsibility for their academic development by encouraging self-study strategies, continuous language development, and awareness of being a clear language model as future educators. The syllabus supports lifelong learning through the ongoing study of syntax and semantics .

The course addresses language evolution by incorporating continuous study of syntax and semantics. It adapts to changes by integrating current linguistic trends and vocabulary use, stressing lifelong learning, and promoting awareness of languages as dynamic systems, which is crucial for future educators .

Oral fluency is addressed by paying attention to appropriacy and register, with pronunciation assessed as an integral aspect. The course features substantial communication-focused activities, including workshops and discussion sessions, to ensure students achieve fluency and clear pronunciation .

The course employs a communicative methodology where students are actively involved in learning processes. The teacher takes on various roles—such as informer, monitor, and consultant—varying with the lesson stage. Activities include workshops, discussions, and practice of all oral and written English aspects .

Text organisation involves structuring information logically to produce coherent texts, a crucial course objective. It ensures clarity, flow, and coherence in writing, enabling effective communication. This skill is essential for students to meet linguistic demands and become clear communicators as future language educators .

The course includes intensive and extensive reading materials, focused on both authentic texts and classical literature to enhance comprehension and analytical skills. Compulsory reads include works by authors like Agatha Christie, Roald Dahl, and Stephen King, ensuring coverage of various text types such as narratives, articles, and reports .

The course covers vocabulary topics such as body language, homophones, and euphemisms. Grammar topics include the use of the Definite Article, verbs with gerunds and infinitives, possessive cases, and subjunctive tenses. It also addresses language structures for expressing opinions, making suggestions, and reporting speech .

Students are taught different reading techniques, such as skimming and scanning, alongside activities like note-taking and summarising, to enhance comprehension of implicit and explicit information. These methods train students to identify main points and critical information within texts, vital for solid comprehension skills .

You might also like