Universidad Gerardo Barrios School of Art and Science Degree in English Language Subject: English Language Teaching Methods II Professor: B.A. Allison Marcell Palacios Assignment: PDP Framework Student: Kener Adiel Luna Bonilla Krisia Nohemy Nolasco Canales Deadline: 10/10/2021 Name of the students: Kener Adiel Luna Bonilla, Krisia Nohemy Nolasco Canales Curriculum/Institution: EFL Subject/Grade: English, 7th grade Country: El Salvador Original Curriculum Modifications Unit 1. Nice to meet you: Students understand and Unit 1. Nice to meet you: Students will learn and produce vocabulary related to introductions, greetings, understand new vocabulary related to introductions, names, numbers and courtesy expressions in order to greetings, names, courtesy numbers and expressions to fulfill basic communication needs valuing the importance improve speaking and listening, valuing the importance of of learning English and cooperative work with classmates. learning English and work cooperatively with classmates. Unit 2. The classroom: students use appropriate Unit 2. The classroom: Students demonstrate effective vocabulary and structures to describe characteristics and use of vocabulary and structures in order to describe location of classroom objects and talk about personal characteristics and location of classroom objects and talk belongings in the classroom and the exchange opinions about personal classroom belongings and exchange about classmates' belongings in the classroom, showing opinions about peers’ classroom possessions; moreover, courtesy and respect in the participation of others. they give and follow classroom commands showing Unit 3. My family is from El Salvador: Students use courtesy and respect. vocabulary Unit 3. My family is from El Salvador: Students use vocabulary related to family ties, language and nationalities in order to give general information pertaining related to family ties, language and nationalities to give general information about age, nationality, number of family members, occupation and to age, nationality, number of family members, occupation typical foods; in addition, they correctly express moods and language; also, they express moods and describe and describe characteristics of family members. characteristics of family members. Unit 4. Goods: students learn and express language Unit 4. Goods: Students understand and produce language related to prices, clothing, furniture, food and related to prices, clothing, furniture, food, and beverages to learn how to order and buy goods. drinks in order to learn how to ask for and purchase goods as well as get acquainted with the role of Customer Unit 5. Holidays: students learn and express numbers, Service and consumer’s rights. days of the week and months of the year to communicate ideas about holidays in our country. In addition, they get Unit 5. Holidays: Students recognize and use ordinal numbers, days of the week and months of the year in involved in conversations to say age, place / date of birth and general personal information. order to communicate ideas about age, and national and international holidays. Furthermore, they engage in Unit 6. A perfect day: students interpret and use language conversations in order to tell age, place/date of birth and appropriately related to the weather, habitual actions, and general personal information. entertainment to carry on a conversation about daily routines and schedules, the frequency of habitual Unit 6. A perfect day: Students interpret and use language related to time, habitual actions, and entertainment in order to keep a conversation going about activities, hobbies, and the places they usually visit within our country like the tourist sites that exist within it. daily routines and schedules, frequency of habitual activities, hobbies and leisure time activities We think that this curriculum needs changes because in These changes will help students relate more with our some points there are parts that do not involve the students country and thus can adapt to real life, it will also allow much and it was not focused on the production or the students to become more involved during classes, in addition expression of their learning, also it does not involve the to serving as support so that they can become more involved context of the country which is an important point to deal with in the learning process. because in this way they can prepare for real life in our country. Books in comparison Important aspects consider about each book Book 1 Book 2 Hey there! A1 My World 1 Book 1 This book is Book 2 highly This book is very interesting recommended for teachers because it serves as a tool for because in this there are the development of each unit. different topics that facilitate It also serves as a guide for student learning, it is also teachers because through it advisable to use this material various activities can be to carry out tasks because it carried out in which students has a specific section for it, it are involved, so they can also quality facilitates of improving develop their skills target communication language, in addition to that it between users through the has a great variety of topics different techniques that can of interest that are very useful be used when making use of when it comes to catch the this book. attention of students. Finally, this book has a fantastic feature called: picture dictionary. It consists of a dictionary, but instead of containing concepts, it contains pictures related to the words. o Hey there! A1: o The Importance of Including Culture in EFL: https://books.google.com.do/books/about/HEY_ Teachinghttps://core.ac.uk/download/pdf/236429898.pdf THERE_1_TEACHERS_EDITION.html?id=JeLZPgAACAAJ o Adapting EFL teaching to the needs of Young (The physical version of the book is owned.) Learners: o My World 1: https://www.linkedin.com/pulse/adapting-efl-teaching-needs- https://www.goodreads.com/book/show/13655441-my-world young-learners-ollie-wood (The physical version of the book is owned.) o Curriculum change as learning: In search of better implementation: https://www.sac.smm.lt/bmt/wp-content/uploads/2009/09/1Passi-Sahlberg-Curriculum-change-as-learning.pdf Conclusion: In conclusion, we have learned the importance of changing and adapting a curriculum. A curriculum is an essential tool used by thousands of teachers around the world because it provides needed information to develop the teaching and learning process. Some of the parts that form a curriculum are objectives, skills, attitudes, materials, etc. That is the reason why this is a relevant utensil in teachers' every day. Although the curriculum states everything that must be done by the teacher during the scholar year, it does not mean that it is untouchable or unchangeable. Maybe not all teachers opt to do this, but it is an option. They can adapt and change the curriculum for several reasons. They can modify the curriculum to cover the students' learning needs, update it, adapt it to students' context, bring more productive lessons, etc. A teacher should not feel discouraged to implement new changes to the curriculum because these changes are done for a good cause. Would you use this curriculum in your classroom? If you were a teacher in a public school, would you Yes. The content that the curriculum includes is relevant and prefer to work with or without books? appropriate to the target level of learning. Even if it is not I would prefer to work with books because books are an perfect, teachers can modify it as they please and adapt it to essential tool for teachers, even though not all of them are as the students’ learning needs. Also, teachers could just the we would like it to be. It also helps as a guide for teachers to curriculum just as a guide to know more in depth the topics have an idea of activities to realize during the lesson. Finally, that could be carry out for the students. books support the conceptual content of lessons. Evidence: Zoom and Discord were used to work cooperatively during the activity’s process.
