![]() | Guía Docente 2024-25 ENGLISH II |
BASIC DETAILS:
Subject: | ENGLISH II | ||
Id.: | 32536 | ||
Programme: | GRADUADO EN EDUCACIÓN PRIMARIA/PRIMARY EDUCATION.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: | 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 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:
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:
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:
HARMER, Jeremy. Essential Teacher Knowledge: Core Concepts in English Language Teaching. Harlow: Pearson Education Ltd., 2012. |
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. |
Recommended bibliography:
CAMERON, Lynne, Penny McKey. Bringing Creative Teaching into the Young Learners' Classroom. Oxford: Oxford University Press, 2010. |
HANCOCK, Mark. English Pronunciation in Use Intermediate with Answers. Cambridge: Cambridge University Press, 2007 |
HARMER, Jeremy. The Practice of English Language Teaching, 3rd ed. Essex: Longman ELT, 2001. |
REDMAN, Stuart. English Vocabulary in Use:Intermediate. Cambridge:CUP, 2003. |
WRIGHT, Andrew. Storytelling with Children (Resource book for teachers). Oxford: Oxford University Press, 2009. |
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/ |
* Guía Docente sujeta a modificaciones