ENSEÑANZA DEL INGLES

ENSEÑANZA DEL INGLES

1. UNIT 1 - DEVELOPING THE ENGLISH CURRICULUM

   • 1. WHO SPEAKS ENGLISH ?
     • BRAJ KACHRU THREE CIRCLES
       • INNER
       • OUTER
       • EXPANDING
   • 2. WHO LEARNS ENGLISH
     • ENGLISH AS A SECOND LANGUAGE (ESL)
     • ENGLISH AS A FOREIGN LANGUAGE (EFL)
   • 3. GENERAL ENGLISH AND (ESP)
     • ENGLISH FOR SPECIFIC PURPOSES (ESP)
     • ENGLISH FOR SCIENCE AND TECHNOLOGY (EST)
     • ENGLISH FOR ACADEMIC PURPOSES (EAP)
   • 4. CONTENT-BASED LANGUAGE TEACHING AND CLIL
     • CONTENT-BASED LANGUAGE TEACHING (CBLT)
     • CONTENT AND LANGUAGE INTEGRATE LEARNING (CLIL)
       • CONTENT OBLIGATORY LANGUAGE
       • THREE OTHER CS.
         • COMMUNICATION
         • COGNITION
         • CULTURE
       • AREA OF COGNITION
         • HIGHER ORDER THINKING SKILLS (HOTS)
         • LOWER ORDER THINKING SKILLS (LOTS)
   • 5. WHO TEACHES ENGLISH
     • NATIVE-ENGLISH-SPEAKER TEACHERS (NESTs)
     • NON-NATIVE-ENGLISH-SPEAKER TEACHERS (NNESTs)
   • 6. DESCRIBING THE ENGLISH LANGUAGE
     • APPROPRIACY AND REGISTER
       • SETTING
       • PARTICIPANTS
       • GENDER
       • CHANNEL
       • TOPIC
       • TONE
     • DISCOURSE ORGANISATION
       • COHERENCE
       • COHESION
       • GRICE, COOPERATIVE PRINCIPLE
     • WORD MEANING
     • THE SOUND OF THE LANGUAGE
       • PITCH
       • INTONATION
       • SOUNDS AND SPELLINGS
       • STRESS
     • SPEAKING AND WRITING
       • SPEAKING
       • WRITTEN
     • PARALINGUISTICS
       • VOCAL PARALINGUISTICS
       • PHYSICAL PARALINGUISTICS
   • 7. ISSUES IN LANGUAGE LEARNING
     • THE MIND IS A COMPUTER
       • CHOMSkY, VERBAL BEHAVIOR
         • LANGUAGE ACQUISITON DEVICE (LAD)
         • UNIVERSAL GRAMMAR (UG)
       • KRASHEN, INPUT HYPOTHESIS
         • COMPREHENSIBLE INPUT I+1
         • ROUGHLY-TUNED
         • FINELY-TUNED INPUT
     • EXPLICIT AND IMPLICIT KNOWLEDGE
       • FOCUS ON FORM
         • SPADA, GET IT RIGHT IN THE END
         • THRONBURY, GRAMMAR MCNUGGETS
       • NOTICING
         • SCHMIDT, NOTICING
     • LANGUAGE IS FORMING HABITS
       • SKINNER, BEHAVIOURISM
     • LANGUAGE IS GRAMMAR: LANGUAGE IS VOCABULARY
       • NATURAL ORDER
     • THE ROLE OF OTHER LANGUAGE
       • ENGLISH ONLY POLICY
       • L1, CODE OF CONDUCT
     • LEARNING IS ABOUT PEOPLE
       • MOSKOWITZ, CARING AND SHARING IN THE FOREIGN LANGUAGE CLASS
       • CELCE-MURCIA, HUMANISTIC APPROACH TO LANGUAGE LEARNING
   • 8. PLANNING
     • PLANNING PARADOXES
     • THINKING ABOUT LESSONS
       • TEACHING CONTEST
       • SYLLABUS AND CURRICULUM
         • GRAMMAR
         • FUNCTIONAL / SITUATIONAL
         • LEXICAL
       • WHO THE STUDENTS ARE AND WHAT THEY NEED
       • THE MATERIAL AND TECHNOLOGY AVAILABLE
       • TEACHER BELIEFS, APPROACHES AND METHODS
       • THE COURSEBOOK
     • DESIGNING LESSONS
       • LESSON SHAPE AND FEEL
       • LESSON STAGE
       • GROUPING SSTUDENTS FOR ACTIVITIES
     • MAKING A FORMAL PLAN
       • AIMS
       • CLASS PROFILE
       • ASSUMPTIONS
       • PERSONAL/DEVELOPMENTAL AIMS
       • SKILLS AND LANGUAGE FOCUS
       • TIMETABLE FIT
       • POTENTIAL LEANER PROBLEMS AND POSSIBLE SOLUTIONS
       • SUCCESS INDICATORS
     • PLANNING A SEQUENCE OF LESSONS
       • REACTING TO WHAT HAPPENS
       • SHORT AND LONG-TERM GOALS
       • THEMATIC CONTENT
       • LANGUAGE PLANNING
       • ACTIVITY BALANCE
       • SKILLS
   • 9. TEACHING LANGUAGE CONSTRUCTIONS
     • LANGAUGE STUDY IN LESSON SEQUENCE
     • CHOSING STUDY ACTIVITIES
       • FOLLOWING PLANNING ACTIVITIES
       • ASSESING A LANGUAGE STUDY ACTIVITY
       • EVALUATING A STUDY AFTERWARDS
     • KNOWN AND UNKNOWN LANGUAGE
     • EXPLAIN AND PRACTISE
     • STUDYING STRUCTURE AND USE
     • EXPLAINING THINGS
       • MEANING
       • LANGUAGE CONSTRUCTIONS
     • PRACTICE
       • DRILLS
       • REPETITIONS
     • MEET, NEED & PRACTICE
     • DISCOVER AND PRACTICE
       • INDUCTIVE APPROACH
     • REVIEW AND RECYCLE
       • SPACE OUT REPETITION