Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Syllabus of the Course Teaching English to children, adolescents and adults,
Code 518004
1. Course Information

The course is part of the academic unit: Escuela de Ciencias de la Educación

ECEDU

Academic degree level: Profesional Training field: Disciplinar

Number of credits: 3 Course type: Methodological

The course does not have a re-Take Course designed by: Diana
exam Constanza Cruz Galeano

Course updated by: N/A

Date of design: Wednesday, November

Date of update: N/A
10, 2021

Course Description:
The course Teaching English to children, adolescents, and adults is a methodological
(theoretical-practical) course of the specific disciplinary component. The course is
part of the route of pedagogical and educational practice of the immersion phase of
the program and belongs to the second core problem named, pedagogical and
didactic strategies with the use of ICT for the strengthening of teaching in foreign
languages, and has three academic credits.
From the immersion phase, it is sought that the teachers in training apply different
teaching strategies through the planning and designing of learning activities using
technological tools in various educational contexts.
The Teaching English to Children, Adolescents and Adults course has the following
structure:
Number of credits 3

Units 5

Total of practice hours: 64 48 hours: In situ practice.

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 10 hours: Activities related to the course.
6 hours: ESAPEC sessions.

The course is developed from the immersion phase of the Pedagogical and
Educational Practice under Resolution 18583 of 2017 of the Ministry of National
Education. Thus, immersion allows the participant's direct intervention with students
and communities, facilitating learning about the discipline's didactics, its pedagogical
processes, and the teaching styles that can be strengthened in its teaching practice.
It is conceived as a training strategy that articulates the knowledge and practices of
the teaching work with the sociocultural and educational contexts, from Observation
(practice courses old programs), immersion, and research in pedagogical and
educational practice.
This course has the following scenarios for the development of pedagogical and
educational practice activities:
 Physical scenarios: Are those that allow the development of practical activities
at the branches of the UNAD or that are operated under alliances established
with other institutions, companies, or organizations, meeting the quality
characteristics and conditions required to satisfy the planned learning process
from face-to-face, virtual or alternating exercise.

 Basic and secondary educational institutions

 SINEP – Bachillerato virtual
 SINEP – Ombrella
 English Clubs
 Online Language Community

 Simulated scenarios supported by information and communication

technologies: Are those where practical learning is developed through the use
of computer tools that rely on state-of-the-art technology, specialized
software, simulators, and virtual laboratories, among others, that operate
online or by download.

The course has the Pedagogical Practices Simulator as an academic tool that allows
students of the Bachelor’s degrees to propose and carry out simulated pedagogical
and didactic practices, based on problem situations, to strengthen the competencies
of graduate training, that can be applied in their field practices, in the different
learning environments in task 4 evaluation.

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 2. Course Learning Purpose:

The course learning purpose is the following:

Apply different teaching strategies through the planning and designing of learning
activities using technological tools in virtual and face-to-face environments for
teaching English to children, adolescents, and adults.

3. Learning Outcomes:

At the end of the course the student will be able to:

Learning Outcome 1: reflect on the process of previous teaching and learning
experiences, through the analysis of personal learning situations.

Learning Outcome 2: apply lesson plans and activities suitable for children,
adolescents, and adults, through the use of different technological tools.

Learning Outcome 3: solve problem situations in context by implementing different

teaching strategies, through the practicum simulator and pedagogical practice
activities proposed.

Learning Outcome 4: design a didactic unit according to the students’ ages and
contexts, incorporating activities suitable for virtual and face-to-face environments.

4. Learning Strategy:

The Learning Strategy for the course is: task-based learning strategy.

This Learning Strategy is based on three phases called: Pre-task, Task, and Post-
task cycle. Each of these moments will require certain information specific for the
development of the task and the achievement of the proposed objective (s).

The Learning Strategy in this case is organized into 5 Tasks in which the pre-task is
named task 1 and the post-task is named task 5 as follows:

 Task 1: Reflection based on good and bad experiences – guiding questions.

 Task 2: Working plan and setting.
 Task 3: Application of lesson plans for children, adolescents, and adults.
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  Task 4: Simulated scenario and final forms.
 Task 5: Designing a Didactic Unit

5. Course Contents and Bibliographic References

Unit 1. Recognition, Observation, and Planning.

In this unit, the following contents will be addressed:

 Educational experiences.
 Active online teaching strategies.
 Lesson planning.

To address the contents, the following bibliographic references are required:

Arends, R. (2014). Learning to Teach. (9th ed., pp. 25-29). Academia.edu.

McGraw-Hill. https://www.academia.edu/10529757/Learning_to_Teach.

Boon, B. (2015). Active Online Teaching Strategies-Sharing Best Practices. Research

Gate. https://www.researchgate.net/profile/Belinda-
Boon/publication/272680707_Active_Online_Teaching_Strategies-
Sharing_Best_Practices/links/54eb830f0cf2ff89649ddc6a/Active-Online-
Teaching-Strategies-Sharing-Best-Practices.pdf.

Davis, L. (2016). What Are We Observing and How? NAMTA Journal, 41(3), 173–
182.
http://search.ebscohost.com.bibliotecavirtual.unad.edu.co/login.aspx?direct=t
rue&db=eric&AN=EJ1125301&lang=es&site=eds-live&scope=site

Hinchliffe, G. (2011). What is a Significant Educational Experience?. Research Gate.

https://www.researchgate.net/publication/227711465_What_is_a_Significant_
Educational_Experience.

McVeigh, J. (2011). Lesson planning [Blog]. http://blog.tesol.org/lesson-planning/.

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VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación
APA 7a Edición [PDF]. Universidad Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf

Unit 2: Design, Application, and Microteaching.

In this unit, the following contents will be addressed:

 Strategies to teach English to children.

 Strategies to teach English to Adolescents.
 Strategies to teach English to Adults.
 Creativity in the English class.

To address the contents, the following bibliographic references are required:

Avila, H. (2015). Creativity in the English Class: Activities to Promote EFL Learning.
http://www.scielo.org.co.
http://www.scielo.org.co/pdf/how/v22n2/v22n2a05.pdf.

Cozma, M. (2015). The Challenge of Teaching English to Adult Learners in Today's

World.
https://www.researchgate.net/publication/282599783_The_Challenge_of_Teach
ing_English_to_Adult_Learners_in_Today%27s_World.

Díez, A. (2015). How To Teach Young Learners Like A Pro. Pasco.k12.fl.us.

http://www.pasco.k12.fl.us/library/esol/how-to-teach-young-learners-like-a-
pro_1.pdf.

Cruz, D. (2018). OVI Lesson planning unit 2. [Archivo de video].

http://hdl.handle.net/10596/22383

ELLIOTT, L. (2015). TEACHING ENGLISH TO ADULT LEARNERS. Kpolisa.com.

https://kpolisa.com/KP26/KP26-III-3_Elliott.pdf.

Hashemi, M., & Azizinezhad, M. (2011). (PDF) Teaching English to Children: A

Unique, Challenging Experience For Teachers, Effective Teaching Ideas.
Research Gate.
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 https://www.researchgate.net/publication/271583952_Teaching_English_To_Ch
ildren_A_Unique_Challenging_Experience_For_Teachers_Effective_Teaching_Id
eas.

Lauría de Gentile, P., & Leiguarda de Orué, A. (2012). Getting Teens to Really Work
in Class. Files.eric.ed.gov. https://files.eric.ed.gov/fulltext/EJ997533.pdf.

Lesiak, K. (2015). Teaching English to adolescents. Worldscientificnews.com.

http://www.worldscientificnews.com/wp-content/uploads/2015/06/WSN-7-
2015-246-260.pdf.

Wolfe, P. (2001). The Adolescent Brain –Learning Strategies & Teaching Tips.
Spots.wustl.edu.
http://spots.wustl.edu/SPOTS%20manual%20Final/SPOTS%20Manual%204%2
0Learning%20Strategies.pdf.
Unit 3: Implementation in context.

In this unit, the following contents will be addressed:

 Strategies for teaching English language learners.

 Teaching English to children with special educational needs.
 Teacher’s beliefs about teaching English to primary school children.
 Didactic unit.

To address the contents, the following bibliographic references are required:

Araujo, L. (2013). Strategies for Teaching English Language Learners. Research

Gate.
https://www.researchgate.net/publication/282244406_Strategies_for_Teachin
g_English_Language_Learners.

Bongolan, R., & Moir, E. (2005). Six Key Strategies for Teachers of English-
Language Learners. All4ed.org. https://all4ed.org/wp-
content/uploads/2013/09/SixKeyStrategies.pdf.

Cruz, D. (2021). OVI didactic unit. [Archivo de video]

https://repository.unad.edu.co/handle/10596/41173

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Padurean, A. (2014). Teaching English Language to Children with Special
Educational Needs. Temjournal.com.
http://www.temjournal.com/documents/vol3no4/journals/1/articles/vol3no4/Te
achingEnglishLanguagetoChildrenwithSpecialEducationalNeeds.pdf.

Shinde, M. B. 1. maheshshinde111@gmail. co., & Karekatti, T. K. (2012). Pre-

Service Teachers’ Beliefs about Teaching English to Primary School Children.
International Journal of Instruction, 5(1), 69–86.
http://search.ebscohost.com.bibliotecavirtual.unad.edu.co/login.aspx?direct=tr
ue&db=eue&AN=71947070&lang=es&site=eds-live&scope=site

6. Organization of Weekly Academic Activities and Course Evaluation Plan

Initial Moment:

Task 1 Reflection based on good and bad experiences – guiding questions

To be developed from week 1 to week 2
This responds to Learning Outcome: 1

The activities are: To answer the questions proposed in the guide and to create a
folder and share it with the tutor.

Evaluation of Task 1

The evaluation criteria for this activity are:

 Answer the questions from the guide.
 Create a folder and share it with your tutor.
 Demonstrate command of the language.

The highest score for this activity is 25 points, corresponding to 5% of the course
evaluation.
Intermediate Moment

Task 2 Working plan and setting

To be developed from week 3 to week 6
This responds to Learning Outcome: 1

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The activities are: To get the official documents from the practicum, observe a class
filling a field note, propose a work plan, participate in the ESAPEC meeting,
collaborative create a booklet, and write a reflection based on questions proposed.

Evaluation of Task 2

The evaluation criteria for this activity are:

 Submit the introducing letter and ARL.

 Fill in the work plan.
 Observe a class and fill in the Field Notes.
 Design a booklet including tips for teachers, parents, and students.
 Participate in the first ESAPEC meeting.
 Write a group reflection answering the proposed questions.

The highest score for this activity is 100 points.

Task 3 Application of lesson plans for children, adolescents, and adults.

To be developed from week 7 to week 11
This responds to Learning Outcome: 2
The activities are: To write two analytical summaries, design three lesson plans, give
feedback, record three micro-teachings, and participate in the ESAPEC.

Evaluation of Task 3

The evaluation criteria for this activity are:

 Write two analytical summaries.

 Design three lesson plans.
 Give feedback over the lesson plans designed.
 Record three micro-teachings.
 Demonstrate command of the spoken competence.
 Participate in the second ESAPEC meeting.

The highest score for this activity is 140 points.

Task 4 Simulated scenario and final forms.

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To be developed from week 12 to week 14

This responds to Learning Outcome: 3

The activities are: To write a summary, solve a problem situation, participate in the
ESAPEC, and upload the corresponding forms and evidence.

The evaluation criteria for this activity are:

 Write a paragraph summarizing the reference chosen.
 Develop the simulated practice in the corresponding space.
 Participate in the third ESAPEC meeting.
 Submit the format of attendance to the practice place.
 Fill in the forms required.
 Deliver evidence of the practice development.

The highest score for this activity is 110 points.

Final Moment

Task 5 Designing a Didactic Unit

To be developed from week 14 to week 16
This responds to Learning Outcome: 4

The activities are: Watch the OVI, design a didactic unit, record a meaningful
pedagogical experiences video.

Evaluation of Task 5
The evaluation criteria for this activity are

 Design a didactic unit including the aspects required.

 Share the didactic unit using an online tool.
 Record a video telling about a meaningful practice experience.
 Demonstrate command of the language.

The highest score for this activity is 125 points.

The highest score for this evaluation moment is 125 points, corresponding to 25% of
the course evaluation.

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 7. Teacher’s Support

To respond to the quality criteria required by pedagogical and educational practice,

established in Resolution 18583 of 2017, among the strategies developed by the
ECEDU, define the "Face-to-face Accompaniment Strategy of the ESAPEC School of
Education Sciences" which consists of a certain number of face-to-face
accompaniments to groups of student practitioners, at UNAD headquarters, in the
interaction of graduates in training and practice teachers of ECEDU of each site, as
established by the criteria of pedagogical and didactic order of each course and in
correspondence with the number of contact hours in the practice setting, which
establishes a total of 6 hours for this course.

In this context, students must fulfill 3 additional sessions in the framework of the
"ESAPEC ECEDU Face-to-Face Accompaniment Strategy" which will be linked to tasks
2, 3, and 4, the participation is mandatory.

Additionally, to develop the course activities, you will have the support of a teacher
or tutor. The options for this academic support are:

 Virtual Campus E-mail

 Collaborative Forums
 Skype Sessions
 Online Conference Sessions or Web Conferences

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