Guía Docente 2023-24 ENGLISH I |
BASIC DETAILS:
Subject: | ENGLISH I | ||
Id.: | 32475 | ||
Programme: | GRADUADO EN EDUCACIÓN INFANTIL. 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: | 96 | Individual study: | 129 |
Main teaching language: | Inglés | Secondary teaching language: | Castellano |
Lecturer: | Email: |
PRESENTATION:
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:
SUBJECT PROGRAMME:
Subject contents:
1 - Let's start and let's talk |
1.1 - Getting to know your classmates |
1.2 - Vocabulary, reading and grammar |
1.3 - Writing and listening |
2 - UNIT 1 FIGHTING FIT |
2.1 - Health and fitness related vocabulary |
2.2 - Grammar, speaking and listening |
2.3 - FCE training |
3 - UNIT 2 KEEPING IN TOUCH |
3.1 - Social Media and friendship |
3.2 - grammar and vocabulary tasks |
3.3 - FCE training |
4 - UNT 3 BEYOND THE CLASSROOM |
4.1 - Education |
4.2 - Grammar, vocabulary and speaking |
4.3 - FCE training |
4.4 - Education in Toronto |
5 - UNIT 4 A TRIP TO REMEMBER |
5.1 - Holidays and travel |
5.2 - Vocabulary, listening and grammar |
5.3 - FCE training |
5.4 - Writing |
6 - UNIT 5 GRAB SOME CULTURE |
6.1 - Reading, grammar and speaking |
6.2 - FCE training |
7 - FCE Training |
7.1 - Listening |
7.2 - Speaking |
8 - UNIT 6 CLOSER TO NATURE/Introduction to Teaching English as an Additional Language |
8.1 - Languages: Acquisition and Learning |
8.2 - How we learn languages |
9 - UNIT 6 CLOSER TO NATURE/TEACHING METHODOLOGIES AND APPROACHES |
9.1 - Vocabulary, grammar and speaking |
9.2 - Teaching methodologies and approaches |
9.3 - FCE training |
10 - UNIT 6 CLOSER TO NATURE/Describing young learners and instructional scaffolding |
10.1 - FCE training |
10.2 - Describing young learners and scaffolding |
11 - UNIT 7 WHAT'S IN YOUR FOOD?/In the language classroom |
11.1 - Vocabulary, grammar and FCE training |
11.2 - Classroom language |
11.3 - Movement, games and chants with young learners |
12 - UNIT 7 WHAT'S IN YOUR FOOD?/Language teaching with young learners |
12.1 - FCE training |
12.2 - Vocabulary, speaking and grammar |
12.3 - Getting young learners to notice language |
13 - Teaching listening to young learners |
13.1 - How to teach listening to young learners |
13.2 - Types of listening tasks |
13.3 - Planning a listening task |
14 - Teaching speaking to young learners |
14.1 - How to teach speaking to young learners |
14.2 - Strategies to foster spoken interaction in the classroom |
14.3 - Planning speaking tasks |
15 - Teaching Reading to young learners |
15.1 - An introduction to Phonics |
15.2 - Using children's literature |
15.3 - Planning a reading task |
16 - Teaching Writing to young learners |
16.1 - Types of writing tasks |
16.2 - Planning writing tasks |
17 - Lesson Planning |
17.1 - How to plan a lesson |
18 - Lesson Planning |
18.1 - Developing stages of a lesson plan |
19 - Assessing Young Learners and giving feedback |
19.1 - Formative and summative assessment |
19.2 - Types of assessment tasks |
19.3 - Creating assessment tasks |
19.4 - How to give feedback |
20 - Assessing Young Learners and giving feedback |
20.1 - Evaluating assessment tasks |
20.2 - Presenting an assessment task |
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:
Student work load:
Teaching mode | Teaching methods | Estimated hours |
Classroom activities | ||
Master classes | 20 | |
Practical exercises | 11 | |
Practical work, exercises, problem-solving etc. | 30 | |
Debates | 5 | |
Coursework presentations | 14 | |
Films, videos, documentaries etc. | 5 | |
Assessment activities | 8 | |
Tutoriales | 3 | |
Individual study | ||
Tutorials | 3 | |
Individual study | 30 | |
Individual coursework preparation | 24 | |
Group cousework preparation | 22 | |
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:
All students must buy this course book before the course starts: Lewis, S., and Vincent, D. (2019). Open World B2 First Self-study Pack (Student's Book with answers and Workbook with answers and Class Audio) Paquete de productos – Edición estudiante. Cambridge University Press. |
HARMER, Jeremy. Essential Teacher Knowledge: Core Concepts in English Language Teaching. Harlow: Pearson Education Ltd., 2012. |
Recommended 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. |
UR, Penny. A Course in Language Teaching: Practice of Theory (Cambridge Teacher Training and Development). Cambridge: Cambridge University Press, 2012. |
SCRIVENER, Jim. Learning Teaching. The Essential Guide to English Language Teaching, 3rd ed. London: Macmillan, 2011. |
CAMERON, Lynne, Penny McKey. Bringing Creative Teaching into the Young Learners' Classroom. Oxford: Oxford University Press, 2010. |
IOANNOU-GEORGIOU, Sophie, Paulo Pavlos. Assessing Young Learners. Oxford: Oxford University Press, 2003. |
Recommended websites:
British Council Learning English | http://learnenglish.britishcouncil.org/en/ |
British Council Teaching English | http://www.teachingenglish.org.uk/ |
Improving English skills | https://www.englishcentral.com |
Practising for B2 | http://www.flo-joe.com/fce/students/ |
Listening exercises | http://www.elllo.org/months/tasktown.htm |
BBC Learning English | http://www.bbc.co.uk/learningenglish |
For learning and teaching English | http://www.isabelperez.com/ |
Spanish-English Dictionary | http://www.linguee.es/ |
Practise your English | https://www.cambridgeenglish.org/learning-english/activities-for-learners/?level=independent |
* Guía Docente sujeta a modificaciones