This document contains a summary of techniques for autonomous language learning. It discusses the concept of autonomy in learning, where the learner takes full responsibility for their learning process and decisions. It then provides a sample curriculum for an English language course consisting of 4 activities: [1] introducing the course objectives and materials, [2] having students complete a questionnaire on their expectations and language practice habits, [3] forming student teams and distributing first reading, and [4] analyzing the reading in groups and as a class. Each activity lists its objective, materials, and description.

1. Clave: SARJIN-ENP7
José Azael Salazar Rocha
Inglés
Escuela Nacional Preparatoria, Plantel 7 “Ezequiel A. Chávez”
AUTONOMÍA
Este término describe la situación en la que el aprendiente es totalmente
responsable por todas las decisiones concernientes con su aprendizaje y la
implementación de esas decisiones. En la autonomía total el profesor o la
institución no están implicados y el aprendiente también es independiente de
materiales especialmente preparados.
La autonomía debe a su vez conllevar también que el aprendiente: Realice el
análisis de sus necesidades, especifique objetivos, seleccione los procesos
para alcanzar sus objetivos y evalúe en qué grado está alcanzándolos.
Dickinson, Leslie. 1987. Self-Instruction in Language Learning. Cambridge
University Press.
Nombre de Objetivo Material Descripción /Tiempo
la actividad
1. Dar a El alumno Copias del El profesor les explicará qué habilidades estarán en
conocer el conocerá los programa. juego durante algunas sesiones a forma de ejemplo,
programa contenidos que cómo será el trabajo durante el curso y pondrá énfasis
podrá manejar en el valor de la práctica.
comunicativamente Se les pregunta quién sabe tocar un instrumento o
después de cada dibujar animé japonés o jugar algún deporte en
unidad y del curso específico.
Se les pregunta si con una explicación de las partes de
un instrumento musical, las características de los trazos
del animé japonés o las reglas de un deporte “yo
profesor” estoy capacitado para desarrollar tal o cual
actividad.
Se les lleva a la deducción y reflexión del valor y papel
de la práctica en el desarrollo de cualquier habilidad.
Los alumnos leen en equipo los programas, síntesis en
realidad de éstos; con los objetivos y las unidades
parcialmente descritas.
50 MINUTOS
2. El alumno Material de El maestro les pide que contesten el cuestionario de
Responde participará de la trabajo, forma honesta y personal.
el planeación del pizarrón y 1. ¿CUÁLES SON MIS EXPECTATIVAS DEL
cuestionario curso. marcador. CURSO?
Los 2. ¿CUÁLES SON MIS EXPECTATIVAS DEL
alumnos PROFESOR?
ocupan una 3. ¿QUÉ PUEDO HACER YO PARA MEJORAR
hoja de su MI NIVEL DE INGLÉS?
cuaderno. 4. ¿DÓNDE ESCUCHO, LEO O HABLO INGLÉS?
5. ¿CUÁNDO PRACTICO EL INGLÉS?
6. QUÉ ME GUSTA EN UN CURSO DE
IDIOMAS?
25 – 30 MINUTOS

2. 3. El alumno El profesor les da a conocer que a fin de evitar las
Formación conocerá la forma dudas sobre quién es A y quién es B en algunas
de equipos de trabajar en lo actividades, o quién trabaja con quién, la mayoría de las
y reparto de sucesivo a fin de veces trabajarán con el compañero de al lado y en
material evitar pérdidas de equipos reducidos. Se hacen breves conversaciones
tiempo posteriores. como:
A- What is your name?
B- My name is Octavio; what is your name?
A- My name is Brenda
Se les recuerda lo que se comentó en la sesión anterior
sobre la necesidad de tiempo para practicar el idioma y
se recalca la conveniencia de saber qué hacer y con
quién para administrar el tiempo de clase en lo que
realmente es útil para ellos.
Se les da el primer material de lectura:
“LEARNING TIPS”
15 – 20 MINUTOS
4. Análisis El alumno Texto En pequeños equipos de cuatro o tres, los alumnos
de un texto reconocerá y LEARNING leerán de manera no detallada un tip por equipo, lo
analizará la idea TIPS comentan dentro de sus grupos de trabajo y luego lo
principal de un con la clase.
texto. El profesor vincula los primeros tips con lo que se ha
hablado anteriormente sobre el papel de la práctica en
el desarrollo de una habilidad; la comunicativa en este
caso.
El profesor abunda sobre los tipos de aprendientes que
hay y otras dudas o subtemas relevantes del texto
Se busca la participación de la clase relacionando el
texto con la idea de la necesidad de la práctica para
desarrollar habilidades comunicativas.
El maestro comenta algunas respuestas que los
alumnos dieron en el cuestionario sobre el cuándo y
dónde practican el idioma meta. El maestro sugiere un
mayor tiempo de práctica e introduce los conceptos de
aprendizaje auto-dirigido y autónomo.
Les pregunta qué saben sobre la MEDIATECA de su
plantel. Comenta con ellos.
Cierre del análisis del texto mediante un comentario
personal por escrito de tarea en que el alumno comente
cuáles son sus debilidades en el idioma, cuáles tips del
texto le parecen factibles y; qué le gustaría encontrar en
una MEDIATECA e ir a la de su plantel a averiguar si
ésta tiene lo que él desea.
50 MINUTOS (TAREA ASIGNADA PARA LA
SIGUIENTE CLASE)
Anexo 1
LEARNING TIPS
Learning to communicate in another language may be challenging, but it
is also a very rewarding and enriching experience. It is the best passport
to discovering another culture. Here are a few tips we’ve put together to
help you make the most of the experience.

3. • Find out what kind of learner you are
Ask yourself, do I learn something better when I see it written down? Do
I only need to hear something a few times before I know it? Do I like to
learn grammar rules by heart? Are there other strategies that work well
for me? If you recognize your strengths, you can use them to work more
effectively.
When learning a language, it is important to use a variety of strategies
(using the book, listening to the recording, rehearsing dialogues, learning
vocabulary, writing things down, listing verb forms, etc.) to practise the
different skills of listening, speaking, reading and writing. Work out what
your preferred learning style is and use it to your advantage.
• Work at your own pace
Make the most of the time you have available to study. As a general rule,
don’t try and do too much at once. You will often find you can learn more
effectively if you study for half an hour or so at regular intervals, rather
than try to do a whole unit in one sitting.
With the best will in the world, there will be times when you don’t feel like
studying. Try not to skip your session, though, and organize your work
according to your mood. If you’re tired, choose less demanding tasks
such as repeating activities; if you lack concentration, read a foreign
magazine article about a subject which really interests you.
• Why not learn with someone else?
It helps if you can learn with someone else. If you can persuade a friend
or family member to study with you, it will give you extra impetus to keep
working. Agree times to meet and set goals for the week, and test each
other regularly.
• Remember that you can go a long way with just a little language

4. Even if you feel unsure about your ability to form correct, complete
sentences, you’ll find that it is possible to communicate with just a few
words. Above all, don’t worry about getting things wrong: people will still
be able to understand you. They will also appreciate that you are making
the effort to speak their language and will be more receptive. The more
confidence you gain in actually communicating, the more fluent you’ll
become.
• Don’t get stuck by a word you don’t know
Practise improvising ways of getting your meaning across when speaking
spontaneously, even if you don’t know the exact words or phrases. Think
of things you might want to say whenever you have spare time – while
you’re travelling, for instance. A basic example is the use of tenses. If
you don’t know the past tense but want to talk about yesterday, use the
verb in the present tense and use the word for ‘yesterday’. With practice,
you’ll find that you will improve your ability to approximate and to
describe things, even if you are aware that you do not have the exact
vocabulary or specific phrases. Use facial expressions, hand
movements, anything to get your meaning across. The important thing is
to build up your confidence so you’re not afraid of getting involved in a
conversation.
• Language learning is also about intuition
Guesswork is an important strategy in learning a new language and you
will probably be pleasantly surprised at how often you’re right.
When listening to recorded material, you aren’t expected to understand
everything first time round. If you play the same piece several times, you
will most probably understand something new each time. Learn to make
maximum use of all the clues you can pick up. For example, what do the
speakers sound like? Happy? Angry? Calm? etc.
Also, in most European languages a lot of words have a common origin,
which will help you build your knowledge more quickly. After a while you

5. should also be able to identify common patterns between English and the
language you’re learning, for example French equivalents of English
words ending in –ly often end in –ment.
• Speak, speak, speak!
Practise speaking as often as you can – even speaking to yourself is
good practice.
Try recording yourself whenever you can – especially when doing the
pronunciation practice activities. When you listen to it afterwards, don’t
worry if you sound hesitant or have made mistakes. It is important to
evaluate your performance. Compare your pronunciation with the master
version, see how you can do better and have another go. If you do this
several times, you will find that each version is better than the last.
Read aloud whenever possible: it will help you memorize vocabulary and
structures. Going through the same dialogue several times is a good
idea too.
• Build up your vocabulary
A wide vocabulary is the key to successful language learning but don’t
try to learn too much at once. It’s best to study frequently, for short
periods of time. Take a maximum of six or seven items of vocabulary and
learn them. Put them into sentences to fix them in your mind, then come
back to them later. Much of the vocabulary in the course is presented by
topic. Learning vocabulary in this way is usually very effective.
• Get the right tools
You may find you want a bilingual dictionary to help translate new words
and expressions as you expand your vocabulary. When choosing a
dictionary, make sure you pick one that gives you plenty of information
on usage through illustrative examples, rather than one which only gives
translations for each word with no guidance as to which ones to use in
which contexts.

6. Alternatively, you may find a vocabulary builder useful. These are
usually arranged thematically and allow you to learn lists of words and
expressions associated with a particular topic.
• Get used to hearing everyday language at normal speed
Apart from listening to the course recordings, you could watch films with
subtitles, listen to a foreign radio station, or watch foreign language TV
stations if you have satellite or cable TV. Even if you don’t understand
much of what is being said, it is a good way of getting used to sounds
and intonations. Choose programmes according to your own interests,
you’ll learn much more effectively about subjects you’re keen on.
International news is a good thing to listen to, particularly if you have
already heard the news in English that day. Pictures will give you clues.
You’ll find that you are picking up a lot of vocabulary by making use of
the subtitles especially for expressions that occur regularly.
And most of all, have fun!