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UNIVERSITY OF EL SALVADOR
FACULTAD MULTIDISCIPLINARIA DE OCCIDENTE
ENGLISH LANGUAGE DEPARTMENT

GENERALITIES

SUBJECT : DIDACTICS OF THE ENGLISH LANGUAGE III

GROUP 3

TERM : SEMESTER II, 2016

REQUIREMENTS : DIDACTICS OF THE ENGLISH LANGUAGE II

SCHEDULE :

CREDITS : 4.U.V
INSTRUCTOR : LICDA.ROXANA LEONOR VILLEDA DE TRIGUEROS

COURSE DESCRIPTION

This is the third course of a continuum of three courses in language teaching methodology,
approaches, and techniques taught to students of Licenciatura en Idioma Ingles, Opción:
Enseñanza. The main goal of this course is to provide students with different tools and
tenets in the vast field of the teaching and learning process through the use of fundamental
theoretical bases and practical skills to function as effective and reflective EFL/ESL
practitioners.
This course relies heavily on sound methodological procedures, controlled-inside-the-class
teaching practicum, elaboration of didactic materials, and execution of educational research
to some extent. In addition, the students will be introduced to the complex world of
bilingualism and assessment.

PROTOCOL
ASSESSMENT EVALUATION PROTOCOL ACCORDING TO THE
ADMINISTRATIVE RULES OF THE UNIVERSITY OF EL SALVADOR
(CHAPTER IV. EVALUATION)
Art. 14. - La evaluación en las diferentes unidades de aprendizaje será un proceso continuo
y no podrá ser inferior a cinco durante el ciclo. Estas evaluaciones, corresponderán al criterio de
libertad de cátedra, considerando la naturaleza de las mismas.
Art. 15. - La escala de calificación en todo lo concerniente a las evaluaciones será de cero
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punto cero (0.0) a diez punto cero (10.0).

Art. 16. - La nota mínima de aprobación por unidad de aprendizaje será de seis punto cero
(6.0).
Art. 17. - La calificación de cada actividad evaluada se deberá considerar hasta la centésima
y la nota final deberá aproximarse a la décima inmediata superior cuando la décima sea igual o
mayor a cinco (5).
Art. 17 – A. - Los alumnos de todas las Facultades de la Universidad que al finalizar el Ciclo
Académico, obtuvieren una nota final entre 5.00 y 5.94 en una o más asignaturas, cursos,
módulos, áreas integradas o cualquier otro tipo de unidad de aprendizaje, tendrán derecho a un
Examen de Suficiencia de cada una, en el cual se examinarán todos los contenidos desarrollados
en las mismas; y podrá incluir pruebas escritas y/o prácticas clínicas o de laboratorio y otras;
según las particularidades de la especialidad.
La Junta Directiva de la Facultad, aprobará la calendarización de los exámenes; garantizando
que entre cada evaluación medie un lapso de 24 horas como mínimo. La Dirección o Jefatura
responsable, comunicará el calendario antes mencionado por los medios a su alcance.
Los profesores de cada unidad de aprendizaje reportarán a la Administración Académica Local
en un recolector oficial, los resultados obtenidos en el examen de suficiencia. La nota del
examen de suficiencia se promediará con la calificación final obtenida en el ciclo, y el promedio
será la nota final definitiva.
Las Facultades que tengan regulados exámenes de reposición, remediales o similares durante el
desarrollo del ciclo, deberán mantenerlos en su sistema de evaluación”. (1)
“En el caso de la Facultad de Odontología, el Examen de Suficiencia se regirá conforme lo
establezca el Reglamento Especial de Evaluación de la Facultad”. (3)

Interpretación Autentica del art. 17 – A. (2)

Dada en el salón de sesiones de La Asamblea General Universitaria, a los cinco días del mes de
diciembre de dos mil tres.
Art. 1. - Interprétese auténticamente el artículo 17-A del Reglamento de la Administración
Académica de la Universidad de El Salvador, en el sentido siguiente:
Los Reglamentos Especiales de Aplicación General en la UES, como el de la Administración
Académica, prevalecen sobre los reglamentos específicos de cada Facultad, y quedan derogadas
tácitamente todas las disposiciones que en esta materia contraríen el Reglamento Especial de
Aplicación General.
El Reglamento de la Administración Académica de la Universidad de El Salvador y sus reformas,
prevalece sobre los Reglamentos Específicos de Evaluación de las diferentes Facultades.
El examen de suficiencia sustituye cualquier otro examen cuya nota se promedie con la nota
final y no comprende los exámenes que sustituyen la nota de una evaluación determinada.

Art. 17 – B. - Los docentes después de realizar cualquier tipo de prueba escrita como
exámenes, laboratorios, reportes, trabajos y otros; tendrán la obligación de exponer la solución
de dicha prueba, con su respectivo porcentaje ante los estudiantes evaluados; estos
porcentajes deberán aparecer previamente en el test o guía respectiva.
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Dichas pruebas serán calificadas y devueltas al estudiante en el plazo de 20 días hábiles después
de la fecha de realización o recepción de la misma.
Cuando el profesor responsable de la asignatura programe algún tipo de evaluación oral,
elaborará un banco de preguntas o ítems con su correspondiente ponderación, que entregará
con antelación al Coordinador de área o módulo, al Jefe de Departamento o al Director de la
Escuela, según corresponda.
La calificación de toda evaluación siempre se consignará en tinta o lapicero, en números y en
letras.” (1)

Art. 18. - Si el estudiante no se presentare a una evaluación por causas justificadas éste
podrá solicitar por escrito realizarla diferida a más tardar dentro del quinto día hábil de haberse
realizado.
El Jefe de la unidad docente responsable de la cátedra, resolverá inmediatamente de
presentada la petición, indicando la fecha probable para realizar la evaluación diferida. Podrá
establecer fecha fija de diferidos dentro de la programación del ciclo.

Art. 19. - La ausencia a una actividad evaluativa se justificará por:

a) Motivos de Salud;
b) Problemas Laborales;
c) Interferencia con otras actividades académicas;
d) Duelo:
e) Impedimento por caso fortuito o fuerza mayor;
f) Programación de dos o más evaluaciones con una ponderación igual o mayor al 15%.

Art. 20. - Una vez publicadas las notas de cualquier evaluación, los estudiantes tendrán
derecho dentro de los tres días hábiles siguientes a solicitar en forma individual o
colectivamente y por escrito la revisión de prueba. La Dirección o Jefatura de la Escuela o
Departamento que sirve la unidad de aprendizaje, señalará día, hora y lugar dentro de los
recintos universitarios para realizarla; el alumno tendrá derecho a estar presente al momento
de realizarse la revisión y exponer las observaciones pertinentes, los resultados deberán
hacerse constar en un acta la cual firmarán el docente y el estudiante si éste último estuviera
presente.
El estudiante que no estuviere conforme con el resultado de la revisión podrá solicitar se le
practique una nueva revisión, a más tardar dentro de los tres días hábiles siguientes,
exponiendo por escrito las razones de su inconformidad a la Dirección o Jefatura
correspondiente, quien señalará día, hora y lugar dentro de los recintos universitarios para
realizarla. Esta segunda revisión la realizará dicha Dirección o Jefatura con la presencia del
Docente responsable y otro docente de la respectiva especialidad, quienes oirán las
observaciones del estudiante y la nota que así se establezca no admitirá recurso alguno.
La calificación de la prueba objeto de revisión únicamente se podrá mantener o aumentar.”(1)

Art. 21. - El sistema de evaluación será de responsabilidad del coordinador de cátedra en lo

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referente a las actividades, ponderación y calendarización.

Las calificaciones obtenidas en las evaluaciones realizadas durante el ciclo, se les notificarán a
los estudiantes dentro de las dos semanas hábiles de haberlas realizado.

Art. 22. - Las Administraciones Académicas Locales regionales enviaran a la Administración

Académica Central las evaluaciones realizadas por los estudiantes, a más tardar dentro de la
tercera semana después de finalizado el ciclo respectivo de conformidad con el art. 10 literali).

PROTOCOL FOR THE DEVELOPMENT OF ANY ASSESSMENT ACITIVITY

IN CLASS

 The presentations will be carried out in the classroom assigned for that
date.

 Each presentation will be done in groups of four or five.

 Each presentation will be evaluated according to the criteria assigned.

 Each presentation will last 45 minutes maximum. If the group goes over
time the activity will be stopped.

 Written reports must be presented for each oral activity.

 Students’ assessment will be revised immediately after each presentation.

 The members of the group will dress formally in each presentation.

 Notes will be permitted when presenting at the front.

 Each presentation will be a group grade.

 The cellphones will be kept in vibration mode.

 The students have the right to leave the room when needed.

 The written tests will be done written in groups.

 The students will register in the group of Facebook to have access to all
the information provided by the teacher about assessment.

 The students must take notes in each class since they will be expository
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lectures.

 The written evaluations will consist between 40 to 50 items

 Each written evaluation will last a maximum of 30 minutes.

 The written reports will be included in a green folder.

 The written reports will be typed electronically.

 The students will present an e-pholio in groups of five. They will do this in
a blog and they will turn in the electronic address the third week of class.

 The blog or e-pholio will be assessed according to the items stated by the
teacher.

 The assessment of the blog or e-pholio depends on the assessment of

the students teaching practice.

 If a student omits his/her teaching practice, he/she cannot participate in

the development any blog or e-pholio actitiy.

 The material display activity will be carried on the kiosk near the cafeteria
for which the teacher will ask for permission at the beginning of the cycle.

 The teacher will assign a map of the areas that correspond to each group.
This will be given a month before the activity.

 The students will meet at twelve o’clock to begin setting their material.

 The material display may last two or three hours from 12 to 2:40 pm

 The Teacher will check each zone before, during and after the event.

 The students will keep the place clean.

 If students have taken any equipment or furniture from other places they
have the compromise to return it as soon as possible leaving each zone
clean.
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 The students will dress properly during any event.

 The students will keep a file with 100 signatures from their visitors at the
material display.

 The material display will be evaluated according to the criteria establish

by the teacher.

 The students have the compromise to carry out the activities established
in the syllabus.

 The students will have the compromise to work in the same group for the
development of the activities established in the syllabus.

 The students will write a lesson plan with their group and they will have
three opportunities to improve their grade.

PROTOCOL FOR TEACHING AT HIGH SCHOOL LEVEL

 The application to carry out the teaching practice at any high school level
will be downloaded from Facebook”.

 The teacher-student will carry out his/her teaching practice under the
school rules arrangement.

 The teacher-student will dress properly for their teaching practice.

 The teacher student will use a proper haircut in their teaching practice.

 The tutor will fill out a form to assess the teacher-student´s practice.

 The teacher-student will ask the principal or tutor for a recommendation

letter of his/her behavior and academic development.

 The participants will sign their attendance properly sealed and signed by
the principal and at the end of the cycle they will present it to the teacher
in charge of the subject.

 The participants will be evaluated daily by their tutors according to a

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criteria establish by the DEI III teacher.

 If there is no tutor assigned, the students may be evaluated by the

principal o vice principal.

 The students will carry out their teaching practice at high school level.
There will be no exceptions. On the contrary their teaching practice grade
will be invalidated.

 The students will carry out 20 hours of teaching practice at high school
level.

 The teaching practice includes any activity carried out at high school.

 Their teaching practice is a requirement for the development and

assessment of the blog or e-folio.

PROTOCOL FOR BORROWING BOOKS FROM THE TEACHER’S

LIBRARY

 The teacher reserves the right for lending the books.

 The students must leave their DUI and NOT THEIR DUE when borrowing
a book from the teacher’s library.
 If the students keeps the book longer than two hours they must pay a
dollar fine for each hours they keep it more and will be subjects for
omitting their right for borrowing books from the teacher’s library.

Protocol of e-mails

From: mesie54@hotmail.es and roxanatrigueros@yahoo.com

subject matter: BLOG - [Last name and First name] - E-FOLIO

Attached file: BLOG-HIDALGO J-VILLEDA R-E-FOLIO

NOTE: FOLLOW THE PROTOCOL FORMAT FOR ANY E-MAIL. THE NAME OF THE
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ATTACHED FILLED MUST BE THE SAME OF THE SUBJECT MATTER. Consider

writing the last name and the initial of the first name for each group member.

Webinar Activity
 Students will be given a topic and they will have to look for a webinar or they will
have to record one in case they do not find any available on internet.
 The webinar will last 20 or 30 minutes as maximum.
 The 15 minutes resting will be for the students to solve the quizz after each
presentation.
 There will be 2 presentations per day.
 The students of the group presenting will make the quiz.

Reading Activity
 Students will be assigned a topic and they have to look for information to explain
it.
 Students will prepare a reading about the topic.
 Students will make a quizz from the reading.
 The reading activity will last 25 minutes and the the students will have 20
minutes to solve the quizz.
 There will be 2 presentations per day.

COURSE OBJECTIVES

General Objectives:
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1. To provide students with effective tools for EFL teaching and learning
2. To strengthen professional and formative aspects towards the production of
reflective ELT practitioners

Specific Objectives:

1. To provide the students with appropriate techniques and communication activities

so that they grasp the tenets of the EFL classroom environment
2. To train the students so that they learn how to teach English to different levels,
integrating receptive and productive skills
3. To encourage the students to apply various techniques taken from the most
common methods and approaches to teach EFL/ESL
4. To teach students the different syllabuses that they may use of in order to teach an
English class systematically
5. To engage students in quantitative and qualitative research tasks on ESL/EFL to
some extent
6. To stimulate student’s personal, spiritual and moral values.
7. To promote the formative aspects of a person’s well being.

NUT & BOLTS OF THE COURSE

This course will be mainly based on hands-on activities, discussions,

and presentations of the different topics. The instructor and the
students themselves will lead most of the activities. The instructor will
be in charge of providing the students with accessible exemplification
and summaries to facilitate their understanding of the material covered
in class. Controlled-reading and hands-on activities will be the core of
teaching; here the students will be expected to put into practice ELT
tenets and principles, techniques, and activities while doing some
teaching inside the classroom.
During this course students will be divided into small groups and each
group will be assigned a different topic; they will have to look for or to
create a video in form of a webinar. Each group will have to make a
quizz according to their topic, and the rest of the students will have to
solve it after the webinar. The final grade of the presenting group will be
the average of the grades that all the other groups get in the quizz. The
webinar activity and the quizz will be evaluated in the same activity.
In the same groups that students have formed, they will be assigned
another topic. The teacher will provide a reading according to the topic
and they will present this to their classmates. Two different groups will
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present the same day, and the rest of the students will have to solve a
quiz that will be done by the groups presenting.
During this course, the instructor will facilitate and provide appropriate
feedback, error correction, and positive reinforcement. By and large, the
students will also create their own materials and engage in some
research projects to update and upgrade their knowledge of the English
Language teaching and learning principles.
The instructor will also monitor and evaluate the students´ learning
progress by administering quizzes and exams; assigning tasks and
presentations; webinars and reading practices; evaluating both inside-
the-class and outside-the-class teaching practicum and some research
tasks. On the other hand, the students will be expected to be punctual
to classes, do class work, hand in homework and reports on time, write
various reactions papers and a reflective journal, practice EFL/ESL
learning and teaching principles, do lesson planning, prepare for their
inside-the-class teaching practicum, keep a portfolio, and engage in
class actively.
While developing the subject the students will be exposed to activities to
promote respect, punctuality, cooperation, team work, sincerity,
honesty, wellbeing, auto evaluation, reflexions, and respect for
themselves and for others’ personality and work, to develop their
emotional intelligence.
It is also important to mention that a teacher’s appearance is very
important that is why during the development of this subject the
students must learn to dress properly to teach. This will deepen on the
subject matter to be thought.
The students will also solve some quizzes on line which will be a plain
summative assessment. They will also be in touch with technology like
blogs, a virtual class and forums.

MY TEACHING PHILOSOPHY
Students learn better by doing. I can explain more than once, but if you as learner
do not practice what is being taught you will never get the necessary competences
to teach. It is something you have to experience. To live to be a teacher means to
be constantly updating yourselves. You must know how to listen to others people’s
ideas, methods, techniques, activities, points of view and other. Get the best from
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each author. Examine his or her theory. You will always find something useful or
something that reminds you what to do or what not to do. Be creative. Do not be
afraid of failing. If you do so, just get back in your feet once more. Life goes on.
Live to leave something you will always be remembered for. Go out from your
comfort zone. Do not be afraid of changes. Practice the hermeneutics in every
single thing you do in life. Then at the very end give your point of view with
authority as already having applied your philosophy in your teaching field and in
your life. Live to serve and the world will serve you.
By: Roxana de Trigueros

COURSE EVALUATION

STORY TELLING (GROUP WORK) 10%

Summative and formative assessment
WEEK 3

 MODULE FOUR: EDUCATIONAL TECHNOLOGY AND OTHER

LEARNING RESOURCES ( WEBINARS)
Summative and formative assessment 10%
WEEK 10

10%
MATERIAL DISPLAY four hours display
Formative assessment
WEEK 15 NOV. 18

10%
MODULE FIVE: MIND MAP LANGUAGE ASSESSMENT, PRINCIPLES
AND CLASSROOM PRACTICES (TEACHER’S EXPLANATION)
Summative and formative assessment
ATTENDANCE WEEK 16

E-PORTFOLIO FORMATIVE ASSESSMENT

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WEEK 16 NOV. 24 15%

THE ACTUAL GAME OF ELT (READING ACTIVITIES IN GROUPS)

Summative and formative assessment 10%
WEEK 6

HIGH SCHOOL TEACHING PRACTICE 15%

TUTORS GRADES
FORMATIVE ASSESSMENT
WEEK 13
LESSON PLAN
WEEK 11 FIRST DRAFT 10 %
WEEK 14 FINAL DRAFT NOV. 14

MODULE ONE: CORE CONCEPTS IN EFL / ESL TEACHING 10 %

MICROTEACHING
Summative and formative assessment
 WEEK 1

Here, there are some definitions and explanations of some of the terms that
we are to use constantly during the course.
 A portfolio is a collection of selected student work.
 A webinar is an occasion when a group of people go on line at the same
time to study and discuss something.
 Criteria for Evaluation—the grading system at the University of El
Salvador consists of six categories: 10, 9, 8, 7, 6, and 5 or less. 10 and 9
are excellent; 8 and 7 are good; 6 is satisfactory; 5. 94 or less is failure.
If you want to secede in class, try to be in class all the time; participate
in class; hand in homework; elaborate materials for your practicum; read
your class materials in advance; accept suggestions; work hard on
homework assignments; prepare your practicum the best you can and
participate actively in class.
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COURSE CONTENTS

MODULE ONE: CORE CONCEPTS IN EFL / ESL TEACHING

Summative and formative assessment

 PLANNING LESSONS WEEK 1

Lesson Plans WEEK 1
Researching the language WEEK 1
Getting organized WEEK 1
Follow-up WEEK 2
Planning a series of lessons WEEK 2

 WHEN THE TEACHR IS A NON-NATIVE SPEAKER WEEK 2

 BUILDING AWARENESS AND PRACTICAL SKILLS TO FACILITATE CROSS-
CULTURAL COMMUNICATION WEEK 2
 ACTION RESEARCH, TEACHER RESEARCH, AND CLASSROOM RESEARCH IN
LANGUAGE TEACHING WEEK 3
 RELECTIVE TEACHING IN ELT WEEK 3
 KEEPING UP TO DATE AS AN ESL OR EFL PROFESSIONAL WEEK 3

 STORY TELLING WEEK

THE USE OF DRAMA IN THE CLASSROOM WEEK 3
PPP IN STORY TELLING WEEK 4
READING STORIES IN THE CLASSROOM WEEK 4
LISTENING (AUDIO) TO STORIES IN THE CLASSROOM WEEK 4
USING PIRCTURES IN SOTRY TELLING WEEK 4
USING PUPPETS IN STORY TELLING WEEK 5
VIDEO IN STORY TELLING (ORIGINAL) WEEK 5
THE ROLE OF GAMES AND THE USE OF SONGS IN THE EFL / ESL CLASSROOM WEEK
5

MODULE TWO: KEY ELEMENTS IN EFL / ESL TEACHING

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 TEACHING ADOLESCENTS WEEK 5

 TEACHING ADULTS WEEK 6
 BILINGUAL APPROACHES TO LANGUAGE LEARNING WEEK 6

MODULE THREE: THE ACTUAL GAME OF TEACHING IN ELT

Summative and formative assessment

 INTEGRATING THE “ FOUR SKILLS” WEEK 6

 ESOL WEEK 6
LISTENING WEEK 7
 Aural Comprehension Instruction: Principles and Practices (Joan Morley) WEEK 7
 Skills and Strategies for Proficient Listening (Part Wilcox Petersson) WEEK 7

SPEAKING
 Teaching Oral Skills (Anne Lazaraton) WEEK 7
 Teaching Pronunciation (Janet Goodwin) WEEK 8
 Developing Children’s Listening and Speaking in ESL (Sabrina Peck) WEEK 8

READING
 Teaching Children Literacy Skills in a Second Language (Anne Ediger) WEEK 8
 Developing Adult Literacies ( Gail Weinstein) WEEK 8
 Reading forAcademic Purposes: Guidelines for theESL/EFL Teacher William Grabe and
Fredricka L. Stoller) WEEK 9

WRITING
 Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond
(Elite Olshtain) WEEK 9
 Considerations for Teaching and ESL/EFL Writing Course (Barbara Kroll)
 Grammar in Writing (Jan Frodesen) WEEK 9

 GRAMMAR AND VOCABULARY

 Teaching Grammar (Dianne Larsen-Freeman) WEEK 9
 Cognitive Approaches to Grammar Instruction (Sandra Fotos) WEEK 10
 Vocabulary Learning and Teaching (Jeanette S. DeCarrico) WEEK 10
MODULE FOUR: EDUCATIONAL TECHNOLOGY AND OTHER LEARNING
RESOURCESSummative and formative assessment
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 THE TECHNOLOGY PRYRAMID WEEK 10

 THE STUDENTS THEMSELVES WEEK 10
 OBJECTS, PICTURES AND THINGS (REALIA, PIRCTURES, CARDS, AND CUJISINAIRE
RODS) WEEK 11
 USING THE COURSEBOOK OR NO COURSEBOOK WEEK 11
 WAYS OF SHOWING (THE BOARD, THE FLIP CHART, COMPUTER-BASED PRESENTATION
TECHNOLOGY) WEEK 11
 WAYS OF LISTENING WEEK 11
 WAYS OF FINDING OUT (DICTIONARIES, CONCORDANCERS, SEARCHING THE
INTERNET) WEEK 12
 PRACTICING LANGUAGE ON THE INTERNET AND ON CD-ROM WEEK 12
 WAYS OF COMPOSING (WORD PROCESSING, WORD EDITING, MOUSEPALS, CHAT AND
BLOGGING, AUTHORING, DESIGNING WEBSITES) WEEK 12
 VIRTUAL LEARNING FROM EMAILS TO SIMULATED ENVIRONMENTS WEEK 12


 MODULE FIVE: LANGUAGE ASSESSMENT, PRINCIPLES AND CLASSROOM PRACTICES
 Summative and formative assessment

 TESTING, ASSESSING, AND TEACHING/PRINCIPLES OF LANGUAGE ASSESSMENT

(31/10/2013) WEEK 13
 DESIGNING CLASSROOM LANGUAGE TESTS WEEK 13
 ASSESSING LANGUAGE SKILLS (LISTENING, SPEAKING, READING, AND WRITING) WEEK
13
 BEYOND TESTS: ALTERNATIVES IN ASSESSMENT WEEK 13
 GRADING AND STUDENT EVALUATION WEEK 14

REFERENCE MATERIALS:
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Airasian, P. (2001). Classroom Assessment, Concepts & Applications (4th ed.).

NY: McGraw-Hill
Bailey, K, Curtis, A. &Nunan, D. (2001). Pursuing Professional Development: The
Self as Source. Boston: Heinle&Heinle
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language
Pedagogy (2nded).NY: Pearson Education
Celce-Murcia, M.(2001). Teaching English as a Second or Foreign Language.
(3rd ed.). Boston: Heinle&Heinle
Gower, R., Phillips, D. & Walters, S. (2005). Teaching Practice: A Handbook for
Teachers in Training (3rd edition). Thailand: Macmillan Education
Harmer, J. (2000). How to teach English. Malaysia: Addison Wesley Longman
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching.
(2nd.ed). NY: OxfordUniversity Press
Palmer, P. (1998). The courage to Teach: Exploring the Inner Lanscape of a
Teacher’s Life. SF: Jossey-Bass IN., Publishers
Ramsland, K. (1992). The Art of Learning, A Self-Help Manual for
Students. NY: Albany: State University of New York Press
Saphier, J. & Gower, R. (1997). The Skillful Teacher, Building Your Teaching
Skills. (5th ed.). MA: Research For Better Teaching, Inc.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. &Kleiner, A
(2000). A Fifth Discipline Resource: Schools That Learn: A Fifth
Discipline Fieldbook for Educators, Parents, and Everyone who Cares
about Education (1st edition). NY: Doubleday
Ur, P. (2000). A Course in Language Teaching, Practice and Theory. UK:
CambridgeUniversity Press
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“Teaching is leaving a vestige of oneself in the development of

another.  And surely the student is a bank where you can deposit
your most precious treasures.”  ~Eugene P. Bertin

Thursday, August 14th 2014

Compromise Letter

We, all the students from the subject Didactics of the English Language II, are in agree and
make a compromise to fulfill the following steps in order to support the students from the
subject of Seminary II with their current project, and to make everything they need as
support for their project:

 Students will work in the same groups that they formed since the beginning of the semester.

Webinar Activity
 Students will be given a topic and they will have to look for a webinar or they will have to
record one in case they do not find any available on internet.
 The webinar will last 20 or 30 minutes as maximum.
 The 15 minutes resting will be for the students solve the quizz after each presentation.
 There will be 2 presentations per day.
 The students of the group presenting will make the quizz

Reading Activity
 Students will be assigned a topic and the teacher will give them the reading to present.
 Students will make a quizz from the reading.
 The reading activity will last 25 minutes and the rest of the students will have 20 minutes to
solve the quizz.
 There will be 2 presentations per day.
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We all annex our signatures to show that we are in agreement.