Course Syllabus Design: English Language Teaching for Fifth and Sixth Grade
General Information of the Course:
Course Title: English Language Teaching (Secondary
Level)
Course Duration: 1 month
School: Escuela Secundaria Federal No. 6
Grade and Group: First Grade Group B
Teacher’s Relevant Information (Profile):
Name: Ninfa Guadalupe Gil de Arana Sánchez
Qualifications: Bachelor’s Degree in Classical
Dance
Bachelor's Degree in Accounting
Methodological Course in Teaching
Baby ballet and Pre-ballet
Experience: At the moment teacher of ballet and
jazz
Social Service in Museo Interactivo
Papagayo
Ballet teacher in Studio de Danza
Ballerina
School Context: Escuela Secundaria Federal 6 Av de los Árboles, Heriberto Kehoe
Vicent, 86030 Villahermosa, Tabasco.
The English Language Teaching program aligns with the principles outlined in the Nuevo
Modelo Educativo 2017, emphasizing communicative competence, critical thinking, and
cultural awareness.
The relationship between the languages that coexist in a country influences the value that
society gives them, so that attitudes can be generated positive or negative towards the
acquisition of a second language. Additive bilingualism and subtractive bilingualism are
consequences of such attitudes. It first occurs when in the social environment it is
thought that bilingualism implies cultural enrichment; As a consequence, children
develop the knowledge and use of both languages in harmony. This is why English
classes are currently taught in some of the country's public primary schools.
The Secretaría de Educación Pública has undertaken the task of preserving and
promoting the use of national native languages. For this, the Mother Language subjects
have been created. Indigenous Language and Second Language.
The Foreign Language subject. English, unlike the rest of the subjects, is made up of two
stages: one aimed at the initial degrees of education basic whose purpose is to promote
familiarization and contact with English as a foreign language in students; and the other,
intended for the rest of the levels that make up this educational level, which aims at basic
competence and mastery in this language.
Objective: The objective of this course is to develop
students' English language proficiency in
the areas of listening, speaking, reading,
and writing, with a focus on form-focused
instruction and task-based learning.
Class Methodology: The course will employ a variety of
teaching methodologies, including Form-
Focused Instruction (FFI) and Task-Based
Instruction (TBI). FFI will be used to teach
the linguistic system, focusing on grammar
and vocabulary, while TBI will be utilized
to develop students' language skills through
meaningful tasks and activities.
Form-focused instruction (FFI) refers to
any pedagogical practice aimed at drawing
learners' attention to language form. The
“form” may consist of phonological
(sound), morphosyntactic (word form,
word order), lexical, pragmatic, discourse,
or orthographical aspects of language.
Task-Based Instruction (TBI). Its principal
focus is on the completion of meaningful
tasks. Such tasks can include creating a
poster, producing a newsletter, video, or
pamphlet, or designing a map of the school
or neighborhood.
Theory (FFI): Form-focused instruction (FFI) refers to
“any pedagogical effort which is used to
draw the learners' attention to language
form either implicitly or explicitly …
within meaning-based approaches to
second language (L2) instruction (and) in
which a focus on language is provided in
either spontaneous or predetermined ways”
(Spada, 1997:73).
Form-Focused Instruction (FFI) will be
integrated into lessons to provide explicit
instruction on language forms, including
grammar rules and vocabulary usage.
Practice Class: Students will engage in interactive
activities, group discussions, role-
plays, and language games to
practice and reinforce language
skills.
Materials such as textbooks,
workbooks, audiovisual resources,
and authentic materials will be used
to support learning objectives.
Learning Assessment: Assessment will include formative
and summative methods, including
quizzes, presentations, projects, and
performance tasks.
Rubrics and checklists will be used
to assess students' language
proficiency and progress.
Follow-Up Activities: Follow-up activities will be
assigned to reinforce learning
outside the classroom, including
homework assignments, online
exercises, and collaborative
projects.
Portfolio (Evidences): Students will maintain a portfolio
of their work throughout the course,
including samples of writing,
speaking tasks, and assessments.
Achievement (Aprendizajes Esperados): By the end of the course, students are
expected to demonstrate proficiency in
listening, speaking, reading, and writing in
English, according to the learning
objectives outlined in the curriculum.
Teaching Strategies or Guideline: Teaching strategies will align with the
Nuevo Modelo Educativo, emphasizing
student-centered learning, collaborative
activities, and real-world applications of
language skills.
Schedule of Course Content:
Unit: 1
Content: Unit one covers greetings, public road
signs and physical appearance.
Receptive/Productive Skill(s): Listening, Speaking, Reading, Writing
Suggested Session: Weekly sessions focusing on different
language skills.
Week (1, 2, or 3): 1: Physical description
2: Places
3: Weather
Date: May 13th to May 31th
Time: 60 minutes per class
Total Time/Sessions: 18
Schedule of Video Recording Section:
Video recordings will be scheduled for three sessions: at the beginning, middle, and end
of the course.
Week 1 2 3
May 13th to 17th May 20th May 27th
Monday Recording Monday Monday
Tuesday Tuesday Tuesday
Wednesday Wednesday Wednesday
Recording
Thursday Thursday Thursday
Recording
Social Learning Environment The classroom will be a supportive
(Ambientes Sociales de Aprendizaje): environment where students feel
comfortable practicing English and
collaborating with their peers.
Social Practice of the Language: Communicative activities will encourage
students to use English in real-life
situations, promoting language fluency and
confidence.
Communicative Activity: Role plays, pair work, group discussions,
and presentations will provide opportunities
for students to practice speaking and
listening skills.
Strategies: Differentiated instruction, peer tutoring, and
scaffolded learning activities will be
implemented to accommodate diverse
learning styles and abilities.
Material: Audiovisual resources, authentic materials,
online platforms, flashcards and
supplementary materials.
Visual Aids: Visual aids such as flashcards, posters, and
multimedia presentations will enhance
learning and engagement.
Learning Outcome (Evidencia de Students will demonstrate their learning
Aprendizaje): outcomes through assessments, projects,
and classroom participation.
Integrative Task (Producto Final): The final integrative task will involve a
project where students apply their language
skills to a real-world scenario, such as
creating a presentation or role-playing a
dialogue.
Diagnostic and Learning Styles A diagnostic assessment and learning styles
Questionnaire: questionnaire will be administered at the
beginning of the course to identify students'
strengths, weaknesses, and preferred
learning styles.
Evaluation Tool: Rubrics, checklists, and self-assessment
tools will be used to evaluate students'
progress and achievement throughout the
course.
Bibliography and New Sources of Information:
AGELET, Joan et al., Estrategias organizativas de aula. Propuestas para atender la
diversidad, Barcelona, Graó, 2001.
Aguerrondo, Inés (coord.), La naturaleza del aprendizaje: Usando la investigación para
inspirar la práctica, s/i, OCDE-OIE, UNESCO-UNICEF y LACRO, 2016.
https://www.unicef.org/lac/20160505_UNICEF_UNESCO_
OECD_Naturaleza_Aprendizaje_.pdf
AIMIN, Liang, The Study of Second Language Acquisition Under Socio-Cultural Theory,
China, Universidad of Jinan, 2013.
DIRECCIÓN GENERAL DE DESARROLLO CURRICULAR, Las estrategias y los
instrumentos de evaluación desde el enfoque formativo, México, SEP, 2012.
