![]() | Guía Docente 2024-25 EDUCATIONAL MATERIALS IN FOREIGN LANGUAGE |
BASIC DETAILS:
Subject: | EDUCATIONAL MATERIALS IN FOREIGN LANGUAGE | ||
Id.: | 32559 | ||
Programme: | GRADUADO EN EDUCACIÓN PRIMARIA/PRIMARY EDUCATION.PLAN 2015 (BOE 17/08/2015) | ||
Module: | MENCIÓN LENGUA EXTRANJERA (INGLÉS) | ||
Subject type: | OPTATIVA | ||
Year: | 4 | Teaching period: | Primer Cuatrimestre |
Credits: | 6 | Total hours: | 150 |
Classroom activities: | 72 | Individual study: | 78 |
Main teaching language: | Inglés | Secondary teaching language: | Castellano |
Lecturer: | Email: |
PRESENTATION:
This subject aims to provide students with the skills to develop, evaluate and adapt materials for the learning and teaching of English. Students will learn how to select materials in a critical way while they will be able to create theirs using a wide range of tools. Throughout the course, students will get familiar with diverse resources which will be necessary for their teaching both in Infant and Primary Education. This subject is part of the specialization Mención Lengua Extranjera.
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. | |
G06 | Capacity for oral or written interpersonal communication in Spanish to different audiences and using suitable means. | |
G08 | Capacity to absorb social and humanistic concepts within a rounded university education which allows the development of ethical values such as solidarity, interculturality, equality, commitment, respect, diversity, integrity, etc. | |
G09 | Capacity to formulate social transformation proposals, considered ethically, based on democracy and basic rights. | |
G11 | Capacity to establish and fulfil the most suitable quality criteria and to employ work methods and strategies oriented towards continuous improvement. | |
Specific programme competences | E13 | Foster group work and individual work and effort. |
E15 | Know how to tackle multicultural school situations. | |
E50 | Be aware of the difficulties in learning the official languages for pupils from other countries. | |
E51 | Address language learning situations in multilingual situations. | |
E52 | Communicate in a foreign language in the spoken and written form. | |
E70 | Capacity to understand the main ideas of complex texts which cover specific and abstract topics, even if they are technical - as long as they remain within the person's field of specialisation. In addition, capacity to understand the pedagogical bases in the holistic learning of content and foreign language. | |
E71 | Capacity to interact with native speakers with sufficient fluency and ease that the communication occurs with minimal effort on the part of either speaker. | |
E72 | Capacity to work as a Primary School English Teacher using the CLIL (Content and Language Integrated Learning) method. | |
E73 | Capacity to produce clear, detailed texts and design didactic units in line with the pedagogical principles for learning content and foreign languages. | |
Regulated profession competences | P01 | Know the curriculum areas of Primary Education, the interdisciplinary relationship between them, evaluation criteria and the body of didactic knowledge for the teaching and learning procedures, respectively. |
P02 | Define, plan and assess teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school. | |
P03 | Effectively address language learning situations in multicultural and multilingual situations. | |
P07 | Stimulate and value the effort, persistence and personal discipline of the pupils. | |
P08 | Know the organisation of primary schools and the variety of activities of which they are comprised. | |
P10 | Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career. | |
P12 | Take on the educational side of teaching and foment democratic education for an active citizenry. | |
P16 | Acquire the habits and skills to learn alone or with others and foster this among the pupils. | |
Learning outcomes | R01 | Identify sources to obtain foreign language resources and materials. |
R02 | Critically assess the current foreign language resources and materials. | |
R03 | Know how to include the chosen resources and materials in the curriculum. | |
R04 | Create simple foreign language materials applicable to classroom needs. |
PRE-REQUISITES:
Having a B2 level is highly recommended to be able to cope with the course requirements. Even so, students should commit themselves to improving their level of English. Besides, an active and participative attitude is expected during the sessions.
SUBJECT PROGRAMME:
Observations:
The subject is organized in three blocks, each of them divided in different units.
- Block I: Materials Development
- Block II: The Textbook
- Block III: Developing Materials for Young Learners
The sessions will be organized in a way that combines theory and practice, although the approach will be mainly practical.
Subject contents:
1 - BLOCK I: MATERIALS DEVELOPMENT |
1.1 - Pedagogic Approaches |
1.2 - Topic Issues |
1.3 - Materials Evaluation vs Material Analysis |
1.4 - Adapting Materials |
1.5 - Where to Start |
1.6 - Practical Aspects |
2 - BLOCK II: THE TEXTBOOK |
2.1 - Selecting a Textbook |
2.2 - Beyond the Textbook |
3 - BLOCK III: DEVELOPING MATERIALS FOR YOUNG LEARNERS |
3.1 - Using Stories |
3.2 - Using Songs, Chants and Nursery Rhymes |
3.3 - Using Drama |
3.4 - Using Games |
3.5 - ICT Materials |
3.6 - Using Phonics |
3.7 - Using Films and Videos |
3.8 - Teaching the Four Skills: Speaking and Writing |
3.9 - Teaching the Four Skills: Listening and Reading |
3.10 - Theme-based Teaching and Learning |
3.11 - Task-based Teaching and Learning |
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:
A wide range of teaching and learning methodologies will be used in this course. The sessions will be based mainly on both the constructivist and the communicative approach, so students will be required to participate actively in order to construct their learning and opinions on the variety of topics discussed.
Different active methodologies will be also present during the course such as Cooperative Learning (by means of cooperative grouping) or the use of a varied range of applications and ICTs. As the subject will be taught through English, a CLIL approach will be implemented in the teaching of the course.
Students will be encouraged to attend any activities outside the classroom which may be of interest to them such as Learning Space sessions, workshops, talks or visits to schools.
Students will also be expected to attend tutorials. The lecturer will inform students about tutorial times. Students will be asked to make a previous appointment by email with their lecturer (mjgonzalezf@usj.es).
As regards independent study, students will be expected to complete all independent study tasks mentioned in this syllabus. All students are required to upload their assessment tasks on the PDU before the submission deadline. The assessment criteria will be explained later in this syllabus.
Student work load:
Teaching mode | Teaching methods | Estimated hours |
Classroom activities | ||
Master classes | 15 | |
Practical work, exercises, problem-solving etc. | 18 | |
Debates | 1 | |
Coursework presentations | 5 | |
Films, videos, documentaries etc. | 2 | |
Workshops | 5 | |
Participation in seminars, conferences etc. | 4 | |
Other practical activities | 6 | |
Assessment activities | 5 | |
Extra-curricular activities (visits, conferences, etc.) | 4 | |
Written assignments | 4 | |
Oral defense | 3 | |
Individual study | ||
Tutorials | 2 | |
Individual study | 20 | |
Individual coursework preparation | 12 | |
Group cousework preparation | 6 | |
Project work | 4 | |
Research work | 4 | |
Compulsory reading | 4 | |
Recommended reading | 4 | |
Portfolio | 20 | |
Extra-curricular activities (visits, conferences, etc.) | 2 | |
Total hours: | 150 |
ASSESSMENT SCHEME:
Calculation of final mark:
Final exam: | 20 | % |
Oral defense: | 30 | % |
Portfolio: | 50 | % |
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:
CAMERON, Lynne. Teaching Languages to Young Learners. Cambridge: Cambridge Univesity Press, 2001. |
TOMLINSON, Brian and MASUHARA, Hitomi. The Complete Guide to the Theory and Practice of Materials Development for Language Learning. Oxford: Wiley Blackwell, 2018. |
Recommended bibliography:
CAMERON, Lynne and MCKAY, Penny. Bringing Creative Teaching into the Young Learner Classroom. Oxford: Oxford University Press, 2010. |
CLANDFIELD, Lindsay and HUGHES, John. ETpedia Materials Writing: 500 Ideas for Creating English Language Materials. xxxxxx Pavilion Publishing and Media Ltd, 2017. |
GRAHAM, Carolyn. Creating Chants and Songs. Oxford: Oxford University Press, 2008. |
HEDGE, Tricia. Teaching and Learning in the Language Classroom. Oxford: Oxford University Press, 2000. |
LARSEN-FREEMAN, Diane and ANDERSON, Marti. Techniques and Principles in Language Teaching. Oxford University Press España, 2011. |
MCGRATH, Ian. Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press, 2016. |
MISHAN, Freda and TIMMIS, Ivor. Materials Development for TESOL. Edinburgh: Edinburgh University Press, 2015. |
MOON, Jayne. Children Learning English. Oxford: Macmillan, 2005. |
PUCHTA, Herbert. & ELLIOTT, Karen. Activities for Very Young Learners Book with Online Resources (Cambridge Handbooks for Language Teachers) Cambridge: Cambridge University Press, 2017. |
READ, Carol. 500 Activities for the Primary Classroom. London: Macmillan, 2007. |
SLATTERY, Mary and WILLIS, Jane. English for Primary Teachers: A Handbook of Activities and Classroom Language. Oxford: Oxford University Press, 2016. |
WRIGHT, Andrew. Storytelling with Children. Oxford: Oxford University Press, 2008. |
Recommended websites:
BBC Bitesize | https://www.bbc.com/bitesize |
Cambridge English Online. Flashcard Maker | http://www.cambridgeenglishonline.com/Flashcard_maker/ |
Displays | http://displays.tpet.co.uk/#/home |
Learn English Kids. British Council | https://learnenglishkids.britishcouncil.org/es |
On the Same Page | https://onthesamepageelt.wordpress.com/ |
One Stop English | http://www.onestopenglish.com/ |
Teaching Kids. British Council | https://www.teachingenglish.org.uk/teaching-kids |
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