Guía Docente 2020-21
ENGLISH II

BASIC DETAILS:

Subject: ENGLISH II
Id.: 32536
Programme: GRADUADO EN EDUCACIÓN PRIMARIA. PLAN 2015 (BOE 17/08/2015)
Module: ENSEÑANZA Y APRENDIZAJE DE: LENGUAS
Subject type: OBLIGATORIA
Year: 2 Teaching period: Anual
Credits: 9 Total hours: 225
Classroom activities: 106 Individual study: 119
Main teaching language: Inglés Secondary teaching language: Castellano
Lecturer: CREAN , FIONA (T)
VERGARA LEGARRA, NORA (T)
Email: fcrean@usj.es
nvergara@usj.es

PRESENTATION:

English II builds upon the contents and competences acquired during English I, in the first year of the degree programme. The course will focus on two areas: the development of English skills and teaching through English. The development of English skills will focus on grammar, pronunciation and vocabulary along with listening, speaking, reading and writing skills through studying a wide range of contents which will help the student develop his/ her English skills in order to communicate more effectively. Students will develop their skills as teachers through sessions on different areas of teaching methodology and they will learn to apply what they have learnt through microteaching. Throughout the course students will continually be playing the role of learner and teacher with the aim of improving their English skills, learning about teaching through English and applying these skills in their teaching practice.

 

 

 

 

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 Use discourse, adapting it to the communication situation and the role of each speaker with regard to the others, the situation and the communicative needs.
R02 Recognise the importance of English as a highly useful cross-border communication tool to gain access to other cultures.
R03 Frame oral and written messages in English with a certain fluency and correctness to achieve effective communication.
R04 Suitably apply English grammar and vocabulary in all communicative scenarios - academic, work and leisure.
R05 Independently, fully understand averagely difficult texts related to the student's future professional field.
R06 Summarise their ideas in English, employing informed and critical reasoning.
R07 Draw up a project on features of the topics that are significant and relevant, using audiovisual resources and language.

PRE-REQUISITES:

The essential prerequisite for this course is to have passed the subject English I and to have at least a B1 level of English to be able to cope with the level of this subject which is taught at a B2 level of English. Students must attend general English courses within or outside of the University if the level of the course is too difficult for them.
 
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 - Teaching Knowledge
    1.1 - Exploring teachers' roles
    1.2 - Building rapport with learners
2 - Empower Unit 5 Chance
    2.1 - Discussing possible future events
    2.2 - Vocabulary, grammar, listening and speaking tasks
3 - Teaching Knowledge
    3.1 - Language teaching with young learners
    3.2 - Class language for teachers
4 - Empower Unit 5 Chance
    4.1 - Preparing for a job interview
    4.2 - Writing an argument for or against an idea
5 - Teaching Knowledge
    5.1 - Movement and games with young learners
    5.2 - Chants, rhymes and songs for young learners
6 - Empower Unit 6 Around the Globe
    6.1 - Discussing choices
    6.2 - Grammar, reading and vocabulary tasks
7 - Storytelling Workshop
    7.1 - Learning how to tell a story to young learners
    7.2 - Encouraging young learners to speak
    7.3 - Practise telling stories
8 - Empower Unit 6 Around the Globe
    8.1 - Discussing changes
    8.2 - Grammar, vocabulary and writing tasks
9 - Teaching Knowledge
    9.1 - Learning how to manage a class
    9.2 - Dealing with discipline problems
10 - Empower Unit 7 City Living
    10.1 - Discussing living in cities
    10.2 - Grammar, vocabulary, reading, listening and speaking tasks
11 - Empower Unit 7 City Living
    11.1 - Reading on reality TV
    11.2 - Grammar, vocabulary and listening tasks
12 - Empower Unit 7 City Living
    12.1 - Writing emails
    12.2 - Using formal/informal language
13 - Teaching Knowledge
    13.1 - Why Finland has the best education system
    13.2 - Comparing Finnish and Spanish education systems
14 - Empower Unit 8 Dilemmas
    14.1 - Discussing personal finance
    14.2 - Listening, grammar reading and speaking tasks
15 - Empower Unit 8 Dilemmas
    15.1 - Discussing moral dilemmas and crime
    15.2 - Vocabulary, grammar and writing tasks
16 - Empower Unit 8 Dilemmas
    16.1 - Listening, vocabulary and speaking tasks
17 - Pronunciation Workshop
    17.1 - Learning how to improve your pronunciation
    17.2 - Practising pronunciation
18 - Pronunciation Workshop
    18.1 - Word and sentence stress/intonation
    18.2 - Practising pronunciation
19 - Empower Unit 9 Discoveries
    19.1 - Discussing new inventions
    19.2 - Reading, vocabulary, grammar, listening and speaking tasks
20 - Empower Unit 9 Discoveries
    20.1 - Discussing life achievements
    20.2 - Grammar, vocabulary and writing tasks
21 - Empower Unit 10 Possibilities
    21.1 - Speculating about the past
    21.2 - Grammar, vocabulary, reading, listening and speaking tasks
    21.3 - Grammar, vocabulary and writing tasks

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.
 
Independent Study
 
Students are expected to complete all independent study tasks mentioned in this syllabus. These tasks are focused on the development of reading, writing and listening skills along with vocabulary extension. As regards Evaluated Tasks all students are required to upload their completed tasks on the PDU on the submission date. No late submissions will be excepted unless there is a justified reason which must be communicated to the lecturer. All tasks must be completed as they will be evaluated directly or indirectly (through participation, individual work or group work). It is therefore very important to check the PDU every week.
 
 

 

 

 

 

 

Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 40
Practical exercises 3
Practical work, exercises, problem-solving etc. 40
Coursework presentations 20
Tutoriales 3
Individual study
Individual study 63
Individual coursework preparation 22
Group cousework preparation 22
Portfolio 12
Total hours: 225

ASSESSMENT SCHEME:

Calculation of final mark:

Written tests: 20 %
Individual coursework: 20 %
Group coursework: 20 %
Final exam: 20 %
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:

Students must buy this text book at the start of the course as you will be using it throughout the course: DOFF, Adrian et al. Cambridge English EMPOWER B2 COMBO B. Cambridge: Cambridge University Press, 2016.
HARMER, Jeremy. Essential Teacher Knowledge: Core Concepts in English Language Teaching. Harlow: Pearson Education Ltd., 2012.

Recommended bibliography:

HARMER, Jeremy. The Practice of English Language Teaching, 3rd ed. Essex: Longman ELT, 2001.
CAMERON, Lynne, Penny McKey. Bringing Creative Teaching into the Young Learners' Classroom. Oxford: Oxford University Press, 2010.
WRIGHT, Andrew. Storytelling with Children (Resource book for teachers). Oxford: Oxford University Press, 2009.
REDMAN, Stuart. English Vocabulary in Use:Intermediate. Cambridge:CUP, 2003.
HANCOCK, Mark. English Pronunciation in Use Intermediate with Answers. Cambridge: Cambridge University Press, 2007

Recommended websites:

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/
Listening exercises http://www.elllo.org/months/tasktown.htm
Spanish-English Dictionary http://www.linguee.es/