THE UNIVERSITY OF THE AUTONOMOUS

REGIONS OF THE NICARAGUAN CARIBBEAN

COAST -NUEVA GUINEA CAMPUS

DIDACTICS I - SYLLABUS

I. General Information

o Subject: Didactics I
o Numbers of credits: 4
o Total of hours: 64
o Timetable:
o Academic Plan: Bachelor´s Degree in English Language Teaching
o Study Area: Sciencie of Education and Languages
o Year: II
o Shift of study: Night
o Classroom:
o Professor: Lic. Melvin Samuel Garmendia Meza
o Cell phone & E-mail: (Claro) 57135741 / [email protected]
o Coordinator: MBE. J. Alexander Oporta Barrera
o Adviser: MBE. J. Alexander Oporta Barrera

Nueva Guinea, July 12th, 2021

Designed by Garmendia Meza Melvin Samuel

 I. INTRODUCTION

The course Didactics I is designed to help students develop communication skills

through listening and speaking, techniques and strategies for teaching these skills in an
easy way. By the end of this course, students will be able to understand the reasons for
learning, the different contexts for learning and the management of the classroom, they
will know how to choose appropriate materials and create their own.

The students will properly interact on various topics such as: Learners, Teachers,
Managing the classroom, Describing Learning and Teaching, Teaching Listening and
Speaking and Planning Lessons. The practice activities in this course will allow students
to exercise each of the given skills through concise, practical application. Students will
practice doing presentations understanding the effective organization of a class. This
course will equip students with techniques and strategies to prepare a class in different
contexts and with people of different ages. The number of hours to develop this course
is 64 hours and the number of credits is 4.

II. GENERAL OBJECTIVES

 Practice the way how to teach listening and speaking a variety of texts and
understanding their structures, adjust materials, choose appropriate material that
has the relationships between class and context.

II.1. Procedural and Attitudinal Objectives:

 Continue to develop techniques and strategies for developing the listening and
speaking skills to students of different levels.

 Encourage students to practice personal and academic responsibility, mutual respect

among each member of URACCAN University and their community and to recognize
the capacities, rights and duties of men and women of our society through the
teaching-learning process of listening and speaking skills.

Designed by Garmendia Meza Melvin Samuel

 III. INSTITUTIONAL FILOSOPHY

Vision: To be a leader in the Intercultural Community University model recognized at

the regional, national and international level for its quality and pertinence, which
accompanies processes of management and advocacy, for the construction of
intercultural gender citizenships, which lead to Good Living and the autonomy of
indigenous peoples, Afro-descendants, mestizos and other ethnic communities.

Mission: To train men and women with knowledge, knowledge, skills, values,
principles, humanistic attitudes, sense of entrepreneurship and innovation, in balance
and harmony with Mother Earth to strengthen the autonomy of peoples.

Crosscutting: Institutional principles:

Intercultural perspective of gender University autonomy
Interculturality Accessibility
Autonomy of the peoples Equity
Good living and development with Interculturality
identity Community service
Dialogue of knowledge cultural identity
Institutional articulation Regional unit
National unity
Collective construction
Quality culture

Designed by Garmendia Meza Melvin Samuel

 IV. SUBJECT PLAN

No. Direct Attention Hours

Self-study Total
UNITS
THEORY PRACTICE
1 Learners 2 6 16 24
2 Teachers 2 6 16 24
3 Managing the classroom 2 6 16 24
4 Describing Learning and
4 8 24 36
Teaching
5 Teaching Listening and
4 8 24 36
Speaking
6 Planning Lessons 4 8 24 36
Mid-Term and final Exam 12 12
Total 128 192

Designed by Garmendia Meza Melvin Samuel

 V. EVALUATION

Assessment course: Partial I

Assignment Number Weight Total
(Unit I) Presentation on Reasons 1 5 5
for Learning, Different Contexts for
Learning, and Learner Differences
Platform Welcome Forum 1 5 5
(Unit I) Design of Teaching 1 10 10
Materials based on the age of
learners (Flashcards)
(Unit II) Presentation on Describing 1 5 5
Good Teachers, who teachers are
in class, and Rapport, Teacher
Tasks
Platform Questionnaire about 1 5 5
Learners
(Unit II) Design of evaluation tools, 1 10 10
Rubric
(Unit III) Presentation on How to 1 10 10
Manage the Classroom, The
Teacher in the Classroom, Using
the Voice, Talking to Students
(Unit III) Group discussion about 1 10 10
Giving Instructions, Student Talk
and Teacher Talk, Using the L1,
Creating Lesson Stages, Different
Seating Arrangements, Different
Student Groupings
Attendance N. A 10 10
Participation N. A 5 5
Self-Evaluation N. A 5 5
Mid-Term Exam on Units I, II, and 1 20 20
III
Total 100

Designed by Garmendia Meza Melvin Samuel

 Assessment course: Partial II

Assignment Number Weight Total

(Unit IV) Presentation on 1 10 10
Describing Learning and Teaching,
Children and Language, Acquisition
and Learning, Different Times,
Different Methods
(Unit IV) Group Discussion on 1 10 10
Elements for Successful Language
Learning (ESA), ESA Lesson
Sequences, and ESA and Planning
(Unit IV) Planning a lesson (ESA) 1 25 10
(Unit IV) Planning a lesson (ESA) 1 15 10
Attendance N. A 10 10
Participation N. A 5 5
Self-Evaluation N. A 5 5
Test on Units IV, V, and VI 1 20 20
Total 100

Designed by Garmendia Meza Melvin Samuel

 VI. SYLLABUS TOPICS

Objectives Learning
(Conceptual, Teaching Activities and
Date Unit and Contents Bibliography
procedural and resources Assessment
behavioral) Process
1- Monday, Conceptual UNIT I: Learners Whiteboard and -Syllabus Harmer. J.
September -Know and markers. presentation and (2007). How to
th -Reasons for learning
13 , 2021 understand the evaluation of the teach English.
different learning -Different contexts for Computer. course. Third Edition.
ages. England:
learning
Procedural TV -Power Point Pearson
-Recognize the -Learner differences Presentation done Education.
different contexts for Handouts proposed in by the teacher
learning and the bibliography.
-(Unit I)
teaching.
-Understand learner Electronic copy of Presentation on
differences the book proposed in Reasons for
the bibliography Learning,
Attitudinal
Different
Understand the
Contexts for
importance of
Learning, and
student motivation. Learner
Differences (5
points)
2- Monday, Conceptual UNIT I: Learners Whiteboard and -Power Point Harmer. J.
September -Know and markers. Presentation done (2007). How to
th -Learner differences
20 , 2021 understand the by the teacher teach English.
different learning -The importance of Computer. Third Edition.
styles. -(Unit I) Design England:
Designed by Garmendia Meza Melvin Samuel
 Procedural student motivation TV of Teaching Pearson
Demonstrate your Materials based Education.
-Responsibility for
understanding of the Handouts proposed in on the age of
importance of learning the bibliography. learners;
student motivation Flashcards (10
Attitudinal Electronic copy of Points)
Understand the the book proposed in
importance of the bibliography
student motivation.

3- Monday, Conceptual UNIT II: Teachers Whiteboard and -Power Point Harmer. J.
September -Describe students’ -Describing
markers. Presentation done (2007). How to
good
27th, 2021 by the teacher teach English.
perceptions of good teachers Computer. Third Edition.
-Who teachers are in
teachers. -(Unit II) England:
class
-Describe and -Rapport TV Presentation on Pearson
Describing Good Education.
discuss the roles of -Teacher tasks
Handouts proposed in Teachers, Who
the teacher in the bibliography. teachers are in
relation to the class, and
student.
Electronic copy of Rapport (5
the book proposed in Points)
Procedural the bibliography
-Describe and
discuss the
administrative roles
of the teacher.
-Describe and
discuss the
technical skills of an

Designed by Garmendia Meza Melvin Samuel

 effective teacher.
Attitudinal
-Discuss the
concept of teaching
as science or art.

4- Monday, Conceptual UNIT II: Teachers Whiteboard and -Power Point Harmer. J.
th
October 4 , -Describe students’ -Teacher tasks markers. Presentation done (2007). How to
2021 by the teacher teach English.
perceptions of good -Teacher skills Computer. Third Edition.
-Teacher Knowledge
teachers. England:
Art or Science? - (Unit II) Design
-Describe and TV Pearson
of evaluation Education.
discuss the roles of
Handouts proposed in tools; The
the teacher in the bibliography. Rubric. (10
relation to the points)
student.
Electronic copy of
the book proposed in
Procedural the bibliography
-Describe and
discuss the
administrative roles
of the teacher.
-Describe and
discuss the
technical skills of an
effective teacher.
Attitudinal
-Discuss the
concept of teaching

Designed by Garmendia Meza Melvin Samuel

 as science or art.

5- Monday, Conceptual UNIT III: MANAGING Whiteboard and -Power Point Harmer. J.
October 11th, -Understand the THE CLASSROOM
markers. Presentation done (2007). How to
2021 by the teacher teach English.
relation of the -Classroom Computer. Third Edition.
teacher’s physical management England:
TV -(Unit III) Pearson
presence to
-The teacher in the Presentation on Education.
classroom
classroom Handouts proposed in How to Manage
management. the bibliography. the Classroom,
-Classify the type of
-Using the voice
The Teacher in
voice a teacher -Talking to students Electronic copy of the Classroom,
must use in the the book proposed in
Using the Voice,
classroom in -Giving instructions the bibliography
different situations. Talking to
Procedural Students (10
-Understand good Points)

communication as a
balance of Student
Talk Time and
Teacher Talk Time.
-Understand when it
is appropriate to use
L1 or L2.
Attitudinal
-Understand the
importance of
physical classroom

Designed by Garmendia Meza Melvin Samuel

 organization.

6- Monday, Conceptual UNIT III: MANAGING Whiteboard and -Power Point Harmer. J.
October 18th, -Understand the THE CLASSROOM
markers. Presentation done (2007). How to
2021 by the teacher teach English.
relation of the Computer. Third Edition.
teacher’s physical -Student talk and England:
TV -(Unit III) Group Pearson
presence to teacher talk
discussion Education.
classroom -Using L1 Handouts proposed in about Giving
management. the bibliography. Instructions,
-Creating lesson stages
-Classify the type of Student Talk
voice a teacher -Different seating Electronic copy of and Teacher
must use in the arrangements the book proposed in
Talk, Using the
classroom in the bibliography
-Different student L1, Creating
different situations. groupings
Procedural Lesson Stages,
-Understand good Different
Seating
communication as a
Arrangements,
balance of Student
Different
Talk Time and
Student
Teacher Talk Time. Groupings (10
-Understand when it points)
is appropriate to use
L1 or L2.
Attitudinal
-Understand the
importance of
physical classroom

Designed by Garmendia Meza Melvin Samuel

 organization.

First Partial (20 points)

MID-TERM EXAM ON UNITS I, II, AND III (20 POINTS)
6- Monday, October 18th, 2021
Individually, you are going to take a test on Units I, II, and III of the Course “How to
Teach English”.

7- Monday, Conceptual UNIT IV: DESCRIBING Whiteboard and -Power Point Harmer. J.
th
October 25 , Know different LEARNING AND markers. Presentation done (2007). How to
2021 teaching methods. TEACHING by the teacher teach English.
Computer. Third Edition.
Procedural
-Children and Language -(Unit IV) England:
-Know and use the
-Acquisition and TV Presentation on Pearson
E-S-A method of
Learning Describing Education.
lesson planning.
-Different times, Handouts proposed in Learning and
Attitudinal different methods the bibliography. Teaching,
-Review and Children and
discuss language
acquisition and Electronic copy of Language,
language learning. the book proposed in Acquisition and
the bibliography Learning,
Different Times,
Different
Methods (10
Points)

8- Monday, Conceptual UNIT IV: DESCRIBING Whiteboard and -Power Point Harmer. J.
November Know different LEARNING AND markers. Presentation done (2007). How to
st
1 , 2021 teaching methods. TEACHING by the teacher teach English.
Computer. Third Edition.
Procedural
-Elements for successful -(Unit IV) Group England:
Designed by Garmendia Meza Melvin Samuel
 -Know and use the language learning TV Discussion on Pearson
E-S-A method of -ESA lesson sequences Elements for Education.
lesson planning. -ESA and planning Handouts proposed in Successful
Attitudinal the bibliography. Language
-Review and Learning (ESA),
discuss language Electronic copy of ESA Lesson
acquisition and the book proposed in Sequences, and
language learning. ESA and
the bibliography
Planning (10
points)
9- Monday, Conceptual UNIT V: TEACHING Whiteboard and -Power Point Harmer. J.
November SPEAKING AND markers. Presentation done (2007). How to
-Understand the LISTENING
8th, 2021 by the teacher teach English.
importance of -Reasons for teaching Computer. Third Edition.
lesson planning. speaking -(Unit V) England:
-Speaking sequences TV Presentation on Pearson
Procedural -Discussion Reasons for Education.
-Differentiate the More speaking Handouts proposed in Teaching
different stages of a suggestions the bibliography. Speaking,
lesson plan. -Correcting speaking Speaking
-What others do during Electronic copy of Sequences,
-Practice lesson
a speaking activity the book proposed in Discussion,
planning.
the bibliography More Speaking
Attitudinal
Suggestions,
-Internalize about
Correctly
the importance of Speaking, and
lesson planning. What Teachers
Do During a
Speaking
Activity (10
Points)

Designed by Garmendia Meza Melvin Samuel

10- Monday, Conceptual UNIT V: TEACHING Whiteboard and -Power Point Harmer. J.
November SPEAKING AND markers. Presentation done (2007). How to
-Understand the LISTENING
th
15 , 2021 by the teacher teach English.
importance of -Reasons for listening Computer. Third Edition.
lesson planning. -Different kinds of England:
listening TV -(Unit V) Group Pearson
Procedural -Listening levels Discussion on Education.
-Differentiate the -Listening skills Handouts proposed in Reasons for
different stages of a -Listening principles the bibliography. Listening,
lesson plan. -Listening sequences
Different Kinds
-More listening Electronic copy of
-Practice lesson of Listening,
suggestions
planning. the book proposed in Listening
Audio and video
Attitudinal the bibliography Levels,
-Internalize about
Listening Skills,
the importance of
lesson planning. Listening
Principles,
Listening
Sequences,
More listening
Suggestions,
and Audio and
Video (10
Points)

11- Monday, Conceptual UNIT VI: PLANNING Whiteboard and -Power Point Harmer. J.
November -Understand the LESSONS
markers. Presentation done (2007). How to
nd
22 , 2021 by the teacher teach English.
importance of -Reasons for planning Computer. Third Edition.
lesson planning. -A proposal for action -(Unit VI) England:
-Lesson shapes
Designed by Garmendia Meza Melvin Samuel
 Procedural -Planning questions TV Presentation on Pearson
-Differentiate the Planning Education.
different stages of a Handouts proposed in Lessons,
the bibliography. Reasons for
lesson plan. Planning, A
-Practice lesson Electronic copy of Proposal for
planning. the book proposed in Action, Lesson
Attitudinal the bibliography Shapes, and
-Internalize about Planning
Questions (10
the importance of
Points)
lesson planning.

12- Monday, Conceptual UNIT VI: PLANNING Whiteboard and -Power Point Harmer. J.
November -Understand the LESSONS
markers. Presentation done (2007). How to
th
29 , 2021 by the teacher teach English.
importance of -Plan formats Computer. Third Edition.
lesson planning. -Planning a sequence of -(Unit VI) Group England:
lessons TV Discussion on Pearson
Procedural -After the lesson (and
-Differentiate the before the next)
Plan Formats, Education.
Handouts proposed in Planning a
different stages of a the bibliography. Sequence of
lesson plan. Lessons, After
-Practice lesson Electronic copy of the Lesson and
planning. the book proposed in Before the Next
the bibliography (10 Points)
Attitudinal
-Internalize about
the importance of
lesson planning.

Designed by Garmendia Meza Melvin Samuel

 TEST ON UNITS IV, V, AND VI (20 POINTS)

Second Partial (20 points)

Individually, you are going to take a test on Units IV, V, and VI of the Course “How
th
13- Monday, December 6 , 2021 to Teach English.”

Designed by Garmendia Meza Melvin Samuel

 VII. METHODOLOGY RECOMMENDED FOR THE TEACHER TO CARRY OUT
THE TEACHING-LEARNING PROCESS

It is recommended that English teachers, of URACCAN University, follow a

communicative approach to facilitate the teaching-learning process of this course,
taking into consideration that the communicative approach in language teaching starts
from a theory of language as communication. According to Hymes (1972) the goal of
language teaching is to develop communicative competences.
Some of the characteristics to have in mind are:

 Learners learn a language through using it to communicate.

 Prior experiences of the students are important.
 Authentic and meaningful communication should be the goal of classroom
activities.
 Fluency is an important dimension of communication.
 Communication involves the integration of different language skills (listening-
speaking and writing-reading)
 Learning is a process of creative construction and involves trial and error.

The Pedagogical Model of URACCAN University underlines other significant

suggestions to carry out the teaching-learning process; for instance, teachers have to
"encourage and promote research, guide their work based on student’s prior knowledge
and experiences, promote entrepreneurship and creativity, and promote the
development of classroom environments where the student meets the most important
role in the classroom, through their active participation. (URACCAN, 2004, p. 17)

In conclusion, it is suggested to use authentic materials such as books with audio CDs
recorded and designed by native speakers, movies tackling important topics, English
langue laboratory, board games, websites, visit of English peaking people -available in
the community-, dictionaries and other sources found in the community and that are
easy for the students to use. Moreover, to make the oral production more meaningful,

Designed by Garmendia Meza Melvin Samuel

the students and teachers will use the English Language as a medium of
communication and interaction inside and outside the classroom.

VII. TEACHING SOURCES

English professor will use the following teaching material in order to meet the objectives
of this course:

Bibliography:

 Computers to be used in the classroom

 TV
 Internet
 Language Laboratory
 Monolingual English dictionary
 English-Spanish dictionary
 Book: Harmer. J. (2007). How to teach English. Third Edition. England: Pearson
Education.
 Classroom with chairs, whiteboards, light, tables and fans.

VIII. ASSESSMENT PROCESS

The assessment process in this course will be accomplished by taking into

consideration a wide variety of teaching strategies and techniques, for instance, oral
presentations, listening exercises, debates, small talks, conversations, tours,
simultaneous interpretation exercises, tour guide exercises and discussions of issues.

Moreover, English professors must pay attention to what URACCAN Pedagogical Model
suggests regarding evaluation "the assessment is a continuous process that must
accompany the learning process as both are inseparable. (URACCAN, 2004, p. 17)

Thus, some strategies suggested are:

a. Take into consideration the students’ needs to the extent that their motivation is the
engine that drives learning.

Designed by Garmendia Meza Melvin Samuel

b. Use interactive activities looking for meaningful interaction.
c. Take into account the contexts in which the students interact and their own
experiences when teaching.
d. Understand that through errors the students also can learn.
e. Apply techniques for individual and group work.
f. Encourage students to be self taught.

It means that, it is also mandatory that professors put into effect different ways to
assess their students’ learning process such as diagnostic evaluation, formative
evaluation and summative evaluation.

Finally, the English teachers have to know that in order to decide if a student passed or
failed the course, they have to provide a quantitative grade. According to URACCAN
University, its grading system is a numeric scale from 0 to 100; the minimum grade for
approval requires 60%. However, it is suggested that the evaluation and assessment
process of this course be carried out on basis of cumulative and individually work done
by the students.

IX BIBLIOGRAPY USED TO DESIGN THIS COURSE

Basic Books

Harmer. J. (2007). How to teach English. Third Edition. England: Pearson Education.

Complementary Books

Abbot, M., Morris, A. & TEFL Peace Corps Volunteers. (2012). Teaching as a Foreign
Language: Manual of Activities, Grammar, Teaching Strategies, and Vocabulary
for the Nicaraguan Classroom, third edition. Nicaragua.

Larsen-Freeman, D. and Anderson, M. (2011). Techniques & Principles in Language

Teaching, Third Edition. Oxford University Press.

Designed by Garmendia Meza Melvin Samuel

Wilson, J. J. (2008). How to teach Listening; Third Edition: Pearson Education.
Recuperado de https://www.amazon.com/How-Teach-Listening-Wilson-2008-05-
15/dp/B01JXRXM6E.

Designed by Garmendia Meza Melvin Samuel