![]() | Guía Docente 2024-25 ENGLISH I |
BASIC DETAILS:
Subject: | ENGLISH I | ||
Id.: | 32475 | ||
Programme: | GRADUADO EN EDUCACIÓN INFANTIL/INFANT EDUCATION. PLAN 2015 (BOE 17/08/2015) | ||
Module: | APRENDIZAJE DE LENGUAS Y LECTOESCRITURA | ||
Subject type: | MATERIA BASICA | ||
Year: | 1 | Teaching period: | Anual |
Credits: | 9 | Total hours: | 225 |
Classroom activities: | 102 | Individual study: | 123 |
Main teaching language: | Inglés | Secondary teaching language: | Castellano |
Lecturer: | Email: |
PRESENTATION:
The subject takes into consideration the knowledge and competences Primary school teachers will need in order to use English effectively through focusing on the key issues involved in learning and teaching English in the 21st century. Throughout the course students will play the role of learner and teacher with the aim of improving their English skills, learning about teaching through English and applying the knowledge acquired in their future teaching practice. During the first semester, students will work intensively on improving their English skills (listening, speaking, reading and writing), which will help them with the demands of other subjects taught through English. During the second semester, the focus will be on exploring the teaching of English as an additional language: teaching methodologies and approaches; learning how to teach listening, speaking, reading and writing to primary learners; developing a lesson plan and learning how to assess young learners. Learning will be reinforced through visits to schools where students can acquire first-hand experience regarding the joys and challenges of teaching young learners.
PROFESSIONAL COMPETENCES ACQUIRED IN THE SUBJECT:
General programme competences | G01 | Capacity to analyse and synthesise information from different sources. |
G03 | Capacity to organise, plan and self-assess the work undertaken. | |
G07 | Capacity for interpersonal communication in English (oral and written) at a minimum B2 level (per the Common European Framework of Reference for Languages) to adapt to the academic and professional requirements of the Degree. | |
G10 | Capacity to generate new ideas through initiative, innovation and creativity for effective adaptation to educational needs and the job market. | |
G12 | Capacity to self-assess, nurturing learning, scientific research, practice based on evidence and scientific and social progress. | |
Specific programme competences | E42 | Know the language and literacy curriculum at this stage as well as the theories on acquisition and development of the corresponding material learned. |
E43 | Encourage speaking and writing capacities. | |
E44 | Know and master techniques in oral and written expression. | |
E45 | Know oral tradition and folklore. | |
E46 | Understand the change from orality to writing and know the different language registers and usage. | |
E47 | Know the learning process and methodology for reading and writing. | |
E48 | Address language learning situations in multilingual situations. | |
E49 | Recognise and assess suitable usage of verbal and non-verbal language. | |
E50 | Know and use resources suitably to encourage reading and writing. | |
E51 | Obtain literary training and be particularly aware of children's literature. | |
E52 | Be able to initiate a first look at a foreign language. | |
Regulated profession competences | P10 | Express oneself orally and in writing and master the use of different expressive techniques. |
P15 | Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career. | |
P17 | Reflect on classroom practices to innovate and improve teaching. Acquire the habits and skills to learn alone or with others and foster this among the pupils. | |
Learning outcomes | R01 | Communicate in a foreign language (English) in the spoken and written forms. |
R02 | Know the different registers and use of English. | |
R03 | Design educational material from children's literature and audiovisual and written press material in English. | |
R04 | Develop a unit of didactic material for a foreign language (competences, content, procedures, assessment). | |
R05 | Be aware of the general orientation and organisation of foreign languages at the primary level. | |
R06 | Assess the foreign language (English) learning strategies. |
PRE-REQUISITES:
Having a B1 level is a pre-requisite for this degree programme and the course will start at an inital B2 level. If you have a low B1 level, it is your responsibility to reach the level required through independent study and language support courses, either at the Instituto de Lenguas Modernas or other centres. The Instituto de Lenguas Modernas provides language support classes for those students who have not reached the required B1 level. Please speak to your lecturer regarding how you can enrol in these courses.
It is also highly recommended to take advantage of academic tutorial sessions regarding other resources and materials you can use to help you reach the required level.
Returning students (students who are repeating the course) must contact the lecturer by 16 September in order to arrange a tutorial and devise a study plan to help them deal with the demands of the subject. Class attendance for returning students is compulsory (unless students can justify non-attendance) and students must submit the same continuous assessment assignments (individual work, group work, Written tests, ePortfolio) as new students. Any returning student must commit to attending at least 4 tutorials during the course (2 in the first semester and 2 in the second semester). It is the responsibility and obligation of the student to contact the lecturer and arrange times for tutorials. Students who do not attend tutorials or submit assessment tasks will not be able to sit the Final Exam.
SUBJECT PROGRAMME:
Observations:
Subject contents:
1 - Unit 1 Eating in...and out; modern families |
1.1 - Developing listening, speaking, reading and writing skills |
1.2 - Academic skills: Listening skills: Identifying main ideas in a presentation Speaking skills: Giving an introduction to a presentation |
2 - Unit 2 Spending money; changing lives |
2.1 - Developing listening, speaking, reading and writing skills |
2.2 - Academic skills: Reading skills: Main and supporting ideas; making notes Writing skills: Topic sentences |
3 - Unit 3 Survive the drive; men, women and children |
3.1 - Developing listening, speaking, reading and writing skills |
3.2 - Academic skills: Identifying different points of view; Recognising turn-taking language Speaking skills: Putting forward different points of view |
4 - Unit 4 Bad manners; Yes, I can! |
4.1 - Developing listening, speaking, reading and writing skills |
4.2 - Academic skills: Listening skills: Predicting and listening; listening for key detail Speaking skills: Giving examples in presentations |
5 - Unit 5 Sporting supersticions; #thewaywemeet |
5.1 - Developing listening, speaking, reading and writing skills |
5.2 - Academic skills: Reading skills: Interpreting factual data; Understanding logical connections Writing skills: Summarising from factual data; Showing logical connections |
6 - Unit 6 Behind the scenes; every picture tells a story |
6.1 - Developing listening, speaking, reading and writing skills |
6.2 - Academic skills: Listening skills: Using visual information to help with listening; using visual clues to predict Speaking skills: Referring to visual support; moving to a new topic |
7 - Unit 7 Live and learn; the hotel of Mum and Dad |
7.1 - Developing listening, speaking, reading and writing skills |
7.2 - Academic skills: Reading skills: Following a narrative Writing skills: Writing a case study narrative |
8 - Unit 8 The right job for you; have a nice day! |
8.1 - Developing listening, speaking, reading and writing skills |
8.2 - Academic skills: Listening skills: Following a discussion; distinguishing main points made by speakers Speaking skills: Checking understanding; Confirming a point |
9 - Teaching English as a Second Language |
9.1 - How de we learn languges? |
9.2 - What is bilingualism, multilingualism, plurilingualism and ELF? |
9.3 - ESL teaching approaches and methodologies |
9.4 - Class Management |
10 - Teaching listening and speaking skills |
10.1 - Comparison of listening in L1 outside class and listening to English in class |
10.2 - Analysing different listening tasks |
10.3 - Evaluating different listening techniques |
10.4 - Designing and microteaching a listening activity |
10.5 - Experiencing a speaking activity |
10.6 - Analysing speaking activities for early childhood classes |
10.7 - Evaluating speaking activities and dealing with related problems |
10.8 - Designing and microteaching a speaking activity |
11 - Teaching Reading and Writing skills |
11.1 - Comparing reading in L1 and reading English in infant and primary contexts |
11.2 - Evaluating different reading activities |
11.3 - Different ways to teach reading |
11.4 - Designing and microteaching a reading activity |
11.5 - Analysing writing activities and creating pre- and post- writing activities |
11.6 - Microteaching a pre- and post writing activity |
12 - Developing a Lesson Plan |
12.1 - Deciding on key elements of a lesson plan |
12.2 - Deducing a lesson plan |
12.3 - Defining the learning outcomes of a lesson plan |
12.4 - Putting a lesson plan together |
12.5 - Evaluating lesson plans |
12.6 - Assessing Young Learners |
Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.
TEACHING AND LEARNING METHODOLOGIES AND ACTIVITIES:
Teaching and learning methodologies and activities applied:
Learning and teaching methodologies are based on a socio-constructivist approach in which learners construct and co-construct their understanding of the knowledge and concepts acquired. Classes will normally be based on a communicative approach with students interacting through a wide range of class activities, which will include problem-solving, debates, micro-teaching and role-playing some of the situations that may arise in the classroom. This approach enables maximum student participation and talking time in class. It also encourages cooperative learning and meaningful interaction between students and the development of the professional competences of this degree programme. The Learning Space will be used throughout the course to focus on those areas which are not covered in the syllabus but are considered to be relevant for improving English skills and teaching practice. Students will notified at the start of the course regarding when we will be using the Learning Space and the activities we will focus on.
Student work load:
Teaching mode | Teaching methods | Estimated hours |
Classroom activities | ||
Master classes | 21 | |
Practical exercises | 13 | |
Practical work, exercises, problem-solving etc. | 33 | |
Debates | 5 | |
Coursework presentations | 16 | |
Films, videos, documentaries etc. | 6 | |
Assessment activities | 8 | |
Individual study | ||
Tutorials | 3 | |
Individual study | 30 | |
Individual coursework preparation | 20 | |
Group cousework preparation | 20 | |
Project work | 8 | |
Research work | 8 | |
Compulsory reading | 9 | |
Recommended reading | 5 | |
Portfolio | 20 | |
Total hours: | 225 |
ASSESSMENT SCHEME:
Calculation of final mark:
Written tests: | 10 | % |
Individual coursework: | 20 | % |
Group coursework: | 20 | % |
Final exam: | 30 | % |
Portfolio: | 20 | % |
TOTAL | 100 | % |
*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.
BIBLIOGRAPHY AND DOCUMENTATION:
Basic bibliography:
LARSEN-FREEMAN, Diane.Techniques and Principles in Language Teaching, 2nd ed. Oxford: Oxford University Press, 2000. |
RICHARDS, Jack, C., David Bohlke. Creating Effective Lesson Plans. Cambridge: Cambridge University Press, 2011. |
SCRIVENER, Jim. Learning Teaching. The Essential Guide to English Language Teaching, 3rd ed. London: Macmillan, 2011. |
Students must buy this book as you will be using it in class and form individual study: LATHAM-KOENIG, Christina, Clive Oxenden, Jerry Lambert. English File. Fourth Edition. Student's book and workbook with online practice for speakers of Spanish. Fourth edition. B1 intermediate. Oxford: Oxford University Press, 2019. |
UR, Penny. A Course in Language Teaching: Practice of Theory (Cambridge Teacher Training and Development). Cambridge: Cambridge University Press, 2012. |
Recommended bibliography:
CAMERON, Lynne, Penny McKey. Bringing Creative Teaching into the Young Learners' Classroom. Oxford: Oxford University Press, 2010. |
HARMER, Jeremy. The Practice of English Language Teaching, 3rd ed. Essex: Longman ELT, 2001. |
IOANNOU-GEORGIOU, Sophie, Paulo Pavlos. Assessing Young Learners. Oxford: Oxford University Press, 2003. |
Recommended websites:
BBC Learning English | http://www.bbc.co.uk/learningenglish |
British Council Learning English | http://learnenglish.britishcouncil.org/en/ |
British Council Teaching English | http://www.teachingenglish.org.uk/ |
For learning and teaching English | http://www.isabelperez.com/ |
Improving English skills | https://www.englishcentral.com |
Listening exercises | http://www.elllo.org/months/tasktown.htm |
Practising for B2 | http://www.flo-joe.com/fce/students/ |
Spanish-English Dictionary | http://www.linguee.es/ |
* Guía Docente sujeta a modificaciones