Guía Docente 2020-21
ENGLISH I

BASIC DETAILS:

Subject: ENGLISH I
Id.: 32526
Programme: GRADUADO EN EDUCACIÓN PRIMARIA. PLAN 2015 (BOE 17/08/2015)
Module: ENSEÑANZA Y APRENDIZAJE DE: LENGUAS
Subject type: OBLIGATORIA
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: CREAN , FIONA (T) Email: fcrean@usj.es

PRESENTATION:

The subject takes into consideration the knowledge and competences Early Child school teachers will need in order to use English effectively by focusing on the key skills and 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. 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. Students will also start training for the First Certificate exam (FCE) so that they can progressively learn about the exam and practise doing different parts. During the second semester, while students will continue working on their English skills and training for FCE, the focus will also be on the teaching of English as an additional language: what it takes to learn your first language and additional languages; teaching methodologies and approaches; how to teach listening, speaking, reading and writing to young learners; how to develop a lesson plan and how to assess 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 to communicate in English 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 E13 Foster group work and individual work and effort.
E44 Understand the basic principles of the science of language and communication
E45 Acquire literary training and be aware of children's literature.
E46 Know the school curriculum for languages and literature.
E47 Speak, read and write correctly and adequately in the official languages of the corresponding Autonomous Region.
E48 Know the learning process and methodology for written language.
E49 Encourage reading and stimulate writing.
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.
E53 Develop and assess curriculum content through suitable didactic resources and further the corresponding competences among the pupils.
Regulated profession competences P03 Effectively address language learning situations in multicultural and multilingual situations.
P07 Stimulate and value the effort, persistence and personal discipline of the pupils.
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 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 English (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.
 
For some of you participating and using English in class may be a challenge. However, if you make an effort to participate using the English you have, your speaking skills will start to improve.
 
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:

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 - 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 - UNIT 8 LIVING MADE EASY/Teaching listening to young learners
    13.1 - FCE training
    13.2 - Listening, grammar and vocabulary
    13.3 - How to teach listening to young learners
14 - UNIT 8 LIVING MADE EASY/Teaching speaking to young learners
    14.1 - FCE training
    14.2 - Vocabulary, grammar and speaking
    14.3 - How to teach speaking to young learners
15 - Teaching Reading to young learners/UNIT 9 THE GREAT OUTDOORS
    15.1 - How to teach reading to young learners
    15.2 - FCE training
    15.3 - Vocabulary and speaking
16 - Teaching Writing to young learners/UNIT 9 THE GREAT OUTDOORS
    16.1 - How to teach writing to young learners
    16.2 - Grammar, listening and vocabulary
17 - Topics and Themes (Lesson Planning)/UNIT 10 TO THE LIMIT
    17.1 - How to plan a lesson
    17.2 - Listening and grammar
    17.3 - FCE training
18 - Topics and Themes (Lesson Planning)/UNIT 10 TO THE LIMIT
    18.1 - Developing stages of a lesson plan
    18.2 - Vocabulary, grammar and writing
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:

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.
 
Tutorials
Students are encouraged to avail of tutorial sessions as during these sessions, students can ask questions, clarify concepts, ask for additional bibliography, etc. Some tutorial time will be devoted to assistance with group work. Your lecturer will inform you about tutorial times.

 

 

 

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 book preferablly in digital format: COSGROVE, Anthony, Deborah Hobbs, Claire Wijayatilake. Open World B2 First (digital student's book). 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/