One of the many difficulties that the teacher must overcome consists of defining the contents that must appear in a course plan. What aspects should be included in each level of education? On the development of which skills should the teacher's attention affect each course? When is the best time to deal with sociocultural issues? These and many other such questions are not always easy to answer.
In this brief analysis we do not intend but to present our considerations of the elements that could be taken into account when designing the curriculum of the specialty of English in the different careers of the headquarters of the Universidad de Oriente in the municipality of San Luis. We also addressed the way in which the English subject could be designed in the new conditions of universalization of higher education.
Undoubtedly important topics such as the number of students per group, the total weekly class hours, available teaching material, etc. It should be starting points. What I propose is to present some general considerations on the definition of objectives and content. It is evident that the conception of language that each teacher defends will reflect the importance it attaches to linguistic, social, cultural, metalinguistic and / or extralinguistic aspects.
Traditionally, the learning of foreign languages is linked to cultural reasons: to transmit or receive cultural information or access different human experiences, it is necessary to know a foreign language. In this sense, a language is configured as a resource for communication that allows us to approach values different from those known through the mother tongue.
Such a vision, defended by many scholars, reflects the close link between language and culture and supposes the teaching of an ES perfectly articulated with the culture of the people (s) who speak that language.
However, you cannot think of teaching a foreign language without having other values in mind, such as the capacity for reflection that your study fosters. When studying a foreign language, one invariably reflects on the uses and functioning of the mother tongue. In this sense, knowing an LE also implies acquiring the ability to adapt the discourse (oral or written) to certain context situations, that is, it is essential to observe how the language is used to achieve certain effects or to provoke certain reactions or attitudes in the interlocutor, and of course, the means used for this purpose may vary from one language to another.
A teaching that deals with such aspects, that is, that takes them as its main objectives, will not be content to only deal with linguistic factors, but will also, and mainly, try to make the learner perceive the importance of other elements that interfere in the production and / or reception of a text, such as the interlocutors or the situation in which the communication occurs.
Thus, knowing a language is much more than knowing "things" about the language: it is being able to interact properly in a communication situation; it is knowing how to interpret the different forms that users of the foreign language use in the same way that they interpret them. Therefore, teaching a language involves including linguistic, cultural and extra-linguistic issues in your teaching.
On the other hand, those who study a foreign language do so driven by different reasons: personal, professional, academic, etc., but, as varied as the reasons may be, the learner usually has a communicative objective. The student who wants to learn an LE for academic reasons, for example, may need to read texts written in that language. He who does it for professional reasons, in addition to reading, may need to express himself orally in that language during a business meeting.
Thus, learning an LE means much more than learning linguistic forms: it mainly means appropriating its discursive possibilities and the ways in which that language organizes and interprets reality based on the constitution of meanings and its possibilities of expression.
Considering the functions of languages and the purposes of the students who are preparing to learn them, as indicated above, you can try to establish the objectives of their teaching and the contents that must be included in the design of a course.
There is a general consensus that when thinking about teaching a foreign language you have to set general objectives and specific objectives. Chagas, V. (1979) points out that the general objectives are those that are oriented "no sense of comprehensive training to develop, in connection with the other curricular and extracurricular components, ways of thinking and of individual and socially usefulness." Such an affirmation implies thinking the objectives for teaching in its entirety and not only for the foreign language and working from an interdisciplinary perspective, seeking the integration of the teaching of the foreign language with the other subjects of the curriculum. It is, therefore, about setting broad goals that will only be achieved in the long term.
The specific objectives, according to Chagas, come from the "natureza da propria lngua estudada" and focus on the practical command of the language and the knowledge of the culture of the people (s) who speak it. The author subdivides such student-centered goals into three categories: instructional goals, educational goals, and cultural goals.
For Chagas, the immediate instructional objectives encompass mastery of the four language skills: understanding, speaking, reading, and writing. Therefore, in compulsory education, the contents, strategies and activities proposed must consider the development of aspects related to comprehension and oral and written production.
The educational objectives, considered mediate, should contribute to «enhance or concoct one's own language, increase the ability to learn other languages as well, and develop appropriate relationships between or individual to society» (Chagas, 1979: 139 et seq.), Among other aspects.
The cultural or final objectives, in turn, highlight the importance of language also for the culture it disseminates, that is, «learning a language and also making and feeling a different way of facing life, seeing or the world of a new dimension ».
Thus, the acquisition of linguistic knowledge is necessary for adequate understanding and expression (oral and written), while the development of the critical spirit and free expression would allow, based on reflection on the cultural similarities and differences between peoples involved (from the foreign language and the mother tongue), access different cultures and uses of the foreign language depending on specific social contexts.
As it can be observed, when establishing the objectives for teaching an LE, much more must be considered than the development of exclusively linguistic content.
If, in addition to the above, the proposals of the Common European Framework of Reference for the teaching of foreign languages and the National Curricular Parameters are analyzed, it will be concluded that both walk coherently in the same direction.
We assume that the frequent objectives established for the teaching of foreign languages at basic levels intend that the student becomes capable of:
- identify the different linguistic variants of a language; choose the appropriate record for the situation in which the communication is processed; choose the vocabulary that best reflects the idea to be transmitted; understand how a certain form of expression can be interpreted literally in terms of social and / or cultural aspects; understand to what extent such statements reflect the way of being, thinking, acting and feeling of those who produce them; use aspects such as coherence and cohesion in production in a foreign language; master the verbal and non-verbal strategies that are activated to compensate for communication failures and to favor effective communication and achieve the intended effect.
Such goals comprise both the general objectives and the specific objectives according to the Chagas classification (1979), since having knowledge of a foreign language means much more than being able to «decode oral and written messages, requires command of vocabulary and command of the possibilities of constructing and understanding correct sentences ».
Through this work we present a design proposal for the introduction of the English subject in the educational teaching process of the pedagogical headquarters of the municipality of San Luis. For the preparation of the document, aspects addressed in the Curricular Design course were considered, which are summarized in the curriculum proposal or model of the researcher Hilda Taba based on her book: «Curriculum Development: Theory and Practice» that was published in 1962 and represents a continuation of Ralph Tyler's work. It emphasizes the need to develop school programs, based on a curriculum theory that is based on the demands and needs of society and culture.
The result of this analysis carried out through the investigation constitutes the guide to determine the educational objectives, select the contents and decide the type of learning activities that should be considered. In this way, he introduces the notion of diagnosis of social needs into the support of curricular planning.
This notion has sometimes involved the elaboration of study programs, reducing them to very specific, immediate or utilitarian demands, which go against the theoretical formation of the subject.
The curriculum model establishes two levels:
- The one that refers to the bases for the elaboration of the curriculum relating the requirements of society and the individual with the school; The other that refers to the elements and phases to elaborate and develop the curriculum.
The first level establishes as necessary that the curriculum be based on:
- the functions of the school in society and culture, the processes of development and student learning; the nature of knowledge.
The second level establishes that in the development of the curriculum the main elements are:
- needs assessment; formulation of objectives; content selection; content organization selection of learning experiences; determination of what must be evaluated and the ways and means to do it.
In the proposed General Cycle of the English subject for I year in conditions of universalization of higher education, somehow the main elements contributed by Chagas and Taba for the development of the curriculum are evidenced.
It has an introduction where the study needs of the English language and their contributions are related as a complement to the student's comprehensive training, encompassing fundamental contents that allow establishing the relationships between the skills developed in the study of the subject and other branches of the subject. social activity.
The educational and instructive objectives of the subject are formulated taking into account the new conditions of the teaching process in the midst of the universalization of education and the characteristics of the subject in the municipal framework. A proposal of the thematic plan for the work of the signature together with its possible organization within the teaching process, the forms of treatment of the contents and the actions of the teacher and the student are established, as well as a proposal for the evaluation of the contents.
Introduction
The strategy of universalization of higher education is considered the coherent expression of the application of the thought of the leader of the Cuban Revolution in the consolidation of our social project, especially regarding the battle of ideas as a platform for the renewal of Cuban socialism and its emphasis on the fight for the development of a comprehensive general culture.
The teaching of English complements the student's comprehensive training by covering fundamental contents that allow establishing the necessary relationships between the skills developed in the study of the subject and other branches of social activity. Its content covers three fundamental spheres of knowledge.
- The general Theorist: the main skills are dealt with but applied specifically to the context of universalization in the different careers The applied theorist: where the subject fundamentally provides ways for elementary communication and the use of bibliographies in this language The Practical: The course would be aimed at the formation of linguistic skills with an emphasis on reading skills and oral expression.
This subject has the responsibility of contributing to the comprehensive formation of habits, skills and strategies, as well as motivations that facilitate and stimulate the learning of the foreign language and that, as a rule, allow you to orient yourself actively by using communicative approach techniques and procedures in the individual and collective construction of the knowledge necessary for professional development, the independent practice of the language and self-management to achieve the deepening for the acquisition of the contents studied and its subsequent use in the different specialties.
The English program will be structured taking into account the general educational and instructional objectives, the diagnosis of the difficulties presented by the students of each specialty as a reflection of the level of competence achieved to assimilate and face the changes and improvements of the program in the conditions of universalization..
The contents should cover the development of linguistic competences in an integrative didactic-methodological conception in social and professional situations, by taking advantage of the experiences of students in their working, professional and practical life.
Students in the English Program acquire a knowledge of practical English for general, academic or professional purposes. In levels 1-4, students focus on developing a fundamental ability of English in an interactive classroom setting. Course work emphasizes the skill necessary for oral and written communication. Instruction covers all areas of language development: practical vocabulary, basic language structures, and the essentials in reading, writing, listening, and speaking.
The study of the contents of the program should encourage students:
- They approach the foreign language through the acquisition of basic elements of speech in diverse oral situations, related or not to the profession. Be able to consult bibliographies in this language that can promote the exercise of thinking, learning to learn, study and process information for your professional development.
General objectives of the subject
Educational objectives.
Students must:
- Expand their scientific conception of the world through the contents studied at the first level of the discipline. Understand and identify with the method and procedures applied to the signature so that they can participate actively and consciously in the teaching-educational process and the At the same time they can derive the maximum advantage from the English language. Establish the necessary relationships between the skills developed in the study of the subject and other branches of social activity. Be aware of the study of the foreign language as a means of international communication in different spheres of social life to develop interest in learning the language.Develop a love for the profession by linking the content received in this subject with that of the rest of the subjects and their professional performance.
Instructional Goals
- Understand oral expression in the English language in order to react verbally in correspondence with the situation presented. Orally express elementary communicative purposes using the necessary grammatical structures and vocabulary in an acceptable way. Read medium complexity texts written in the English language with some speed. Express in writing elementary communicative purposes using grammatical structures in an acceptable way. Critically evaluate simple materials with scientific-popular and social political content.
Thematic Plan
| Topic | Title | total time h / class |
| #one | Understand and use orally and in writing the communicative functions corresponding to social relations. The alphabet. | 4 h / c |
| #two | Understand and use orally and in writing the communicative functions corresponding to requesting and giving information. The numbers. | 3 h / c |
| #3 | Daily activities. The family. Adverbs. | 3 h / c |
| #4 | Description of sites. Identification of household items | 2 h / c |
| # 7 |
Proposal for dosage of the contents.
It is assumed that each class hour has a duration of 90 minutes and the meetings are biweekly in a period of six months.
| Encounter # 1 | Introduction. (Diagnosis). Topic 1 |
| Encounter # 2, 3,4 | Topic # 1 (Diagnosis) |
| Encounter # 5, 6,7 | Topic # 2 (Diagnosis) |
| Encounter # 8, 9,10 | Topic # 3 (Diagnosis) |
| Encounter # 11,12 | Theme 4 |
Distribution of content by class hours.
Topic. Overall objective
Class # 1, 2 Address communicational functions related to;
- Greet someone Introduce yourself to a stranger Introduce one person to another Respond to a benefit Say goodbye. The alphabet. Orientation of study guide # 1
Class # 3
- Give thanks Answer thanks Give apologies Accept an excuse Ask permission End a conversation Study Guide Orientation # 2
Class # 4 Systematization of knowledge of topic # 1
(Evaluation)
Topic # 2
General objective
Class # 5
- Ask someone to repeat what they have said. Spell Say the phone numbers Say something is wrong or right. Talk about work, occupations. Presentation of the study guide.
Class # 6
- Ask the meaning of something. Talk about what you know how to do. Express agreement or disagreement. Asking for Money / Giving Guide Orientation # 4
Class # 7
- Systematization of topic # 2 (Evaluation)
Methodological guidelines
The contents will be addressed sequentially with receptive and active use, constantly reviewing and deepening what has already been studied so that learning follows an upward spiral, the communication method should be used as a basis with emphasis on the performance of the student as the center of the class.
Oral expression must be the fundamental element of linguistic practice with exercises that link performance levels. Texts related or not to the specialty of the students can be used.
Assessment system
The evaluation of the signature will be systematic taking into account the quality of the preparation that the students develop and its evolution from the diagnosis made; In addition, partial evaluations will be made at the end of each topic, taking an integrative approach.
In all cases, the evaluation must be comprehensive, demanding an adequate use of the language at the elementary level, and the results must be taken into account in the presentation of the knowledge acquired through the solution of the study guides.
Bibliography
1- Basic. The book INTRO and Changes will be used in the adaptation and adjustment of the content to be taught. In addition, the teacher will have the Teacher's Book, Brighter Granmar.
2- Complementary. Depending on the possibilities of the center, texts, recordings and exercises from other series may be used, as well as the tabloid of the English Courses on TV and their videos, which may constitute basic literature.
3- Consultation. Both for your eventual use and for independent study, it is convenient to have a basic level English dictionary, as well as a bilingual English-Spanish dictionary. The Internet, Rainbow high school software, among others, will also serve.
Proposal for a Study Guide for topic 1
Objective.
Understand and expand orally and in writing the communicative functions corresponding to social relations. The alphabet.
Essential Ideas
When establishing oral communication in a foreign language, it is necessary to attend to the differences of formal or informal levels on which the way of reacting to linguistic stimuli, the level of gestures, will depend. At the same time, it is important to create a situation that is closest to reality and to favor the correct pronunciation of the phonological system of the English language.
Indications for the study
To achieve an adequate knowledge of the linguistic sign, the oral practice of at least the basic and situational elements is essential. You should try to imagine the places where the dialogues take place and try to make use of gestures in the same way that you do in your mother tongue. You must use in writing the communicative functions described by the teacher or those you will find in the bibliography or exercises delivered.
Don't be afraid to repeat the things you write out loud, and don't be afraid to say it wrong. You have to accept the language in a fun way and find a partner or more to help you solve the exercises. Do not spend your time learning by heart, just pay attention to the moment and context in which the word phrase appears, Clear copy and if necessary use your own forms to know later the pronunciation of difficult words.
Chores.
Ex 1. Look for the correct pronunciation of the following words and expressions. Be ready to say its meaning.
• May I come in?
• Complete
• I live upstairs
• Sit down
• Yesterday
• University
• Student
• Are you my neighbor?
• Nice to meet you
• Nice to meet you too
• Near hear
• Conversation
• School
• My English teacher
• That's right
• That's wrong
• Show me
• Listen to me
• My sentence in correct
• The same
• It is not important
• Excuse Me
• Building
• This is my picture
• Dinosaurs
• I like England
• My teacher is tall
• I live with my aunt
• Information
• How can I say “book” in English
• Mountain
• Question
• Answer
• The hospital of San Luis
• What do you do?
• Occupation
• Tomorrow
• My address is
Ex 2 Complete the conversation
1- John: ____________Marcia. How ______ _______?
Marcia: Not ____._____ _____you?
John: ________thanks.
2- Bob: ___________ me, ________ you An Carlson?
Marcia: No, ________ __________. My ______Marcia Smith. I live upstairs.
Bob: Oh, _______to_______you, Marcia. _________Bob Field.
Marcia: _________ _________
__________ _________too.
Ex 3 From Spectrum I Workbook develop excercise 11 on page 5
Ex 4 Ex II, page 4, Brighter Granmar
Ex 5 Ex III, page 5 Brighter Granmar
Ex 6 Study lesson fourteen, page 147 Brigheter Granmar, summarizes important elements to deliver.
Ex 7 Do excersice 13, page 6 Workbook Spectrum I
Ex 8 In software Rainbow (select a song by French Canadian Celine Dion, Practice singing, write the lyrics in English).
Bibliography
• Chagas, V. (1979). Special teaching of modern languages. São Paulo, National Ed., 3rd ed. Digital article, (consulted August 2008)
• Psychological, social and philosophical foundations of Hilda taba's curricular model, at http://www.monografias.com (consulted August 2008)
• Taba, Hilda, Curriculum development: Theory and Practice, International Thomson Publishing, June, 1962 4. Taba, Hilda, Albert, Rosa (trad.), Elaboration of the Curriculum, Buenos Aires, Argentina, Editorial Troquel, February, 1993
• Taba, Hilda, Effective Thinking in the Social Studies, National Council for the Social Studies, June, 1967.
