Notes regarding credits...

This course consists of 40 hours of instruction. However, students may earn 45 hours by attending supplemental sessions and completing additional coursework. Please check with your home university to find out whether you need 40 or 45 hours to earn course equivalents.

Note: A placement exam will be required when you arrive on site.

High Advanced

This course is designed for students who have completed or tested out of a minimum of five semesters (or seven quarters) of college-level Spanish. However, students must take a placement exam to determine the course level into which they will be able to enroll.

1. Introduction
This course introduces the fundamentals of the communicative methodology for teaching English as a foreign language to Spanish speakers. The classes are practical and participative and cover the planning of the didactic unit, the four skills, English grammar, vocabulary, audio-visual means and the preparation of materials. Besides the classes, there are practice sessions in which the students teach English to Spanish speaking students in the Center.
2. Program
1. Introduction to communicative methodology.
2. Grammar: the present tense.
3. The basic sequence of the didactic unity ( stages and objectives, activities, skills, work in groups and in pairs.
4. The presentation of the language: situation, text or grammatical focus.
5. The past tense.
6. The blackboard and the overhead projector.
7. Listening skills.
8. Pronunciation: the phonemes, the stressed accent, the rhythm of English.
9. Visual stimulus.
10. Future tense.
11. Vocabulary.
12. Oral dexterity: fluency and precision.
13. Games.
14. Reading skills: skimming and scanning.
15. Verb types.
16. Songs
17. Verb phrases.
18. Writing skills.
19. Correcting errors
20. The evaluation of books.

3. Evaluation
It is obligatory both class attendance and the fulfillment of the practice teaching sessions of English with the groups of Spanish speaking students. There is no final exam if the students turn in a written work over any aspect of the class.

4. Bibliography
BROUGHTON, G., The Practice of English Language Teaching, Longman, 1989.
ELLIS, R., Understanding second language acquisition, Oxford, Oxford University
Press, 1985.
KRASHEN, S.D., The input hypothesis: issues and implications, Harlow: Longman, 1985.
LEECH, G., Meaning and the English verb, Longdon: Longman, 1987.
RICHARDS, J.C., and T. Rodgers., Approaches and methods in language teaching, Longman, 1986.
RICHARDS, J.C., J. Platt., Dictionary of Language Teaching and Applied Lingustics, Harlow: Longman, 1992.
UNDERHILL, A., Sound Foundations, Oxford: Heinemann, 1994.
VINCE, M., Advanced Language Practice, Oxford: Heinemann, 1994.