Guía Docente 2020-21
ENGLISH III

BASIC DETAILS:

Subject: ENGLISH III
Id.: 32557
Programme: GRADUADO EN EDUCACIÓN PRIMARIA. 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: 60 Individual study: 90
Main teaching language: Inglés Secondary teaching language: Castellano
Lecturer: JERUE , BENJAMIN ADAM (T)
LAIRLA GONZALEZ, CLARA
Email: bajerue@usj.es
clairla@usj.es

PRESENTATION:

English III focuses on integrating the four practical language skills (reading, writing, speaking and listening) at an advanced level. Each unit contains a wide range of activities to practice the four language skills as well as activities that are focused specifically on grammar, vocabulary and pronunciation. Special attention will be paid to those areas of the English language which concern school teaching at the pre-school and primary levels. In addition to following a text book, class time with be spent enaging with pressing topics in educational theory and policy today.

Students will be provided with the necessary tools to continue their language learning independently outside of the classroom and are also given constant feedback on their progress and potential areas of improvement. Furthermore, students will be given a variety of opportunities to continue developing the basic research skills that are necessary to completing the final year project (TFG). Assessment will be based on a multi-part portfolio, a research project and oral presentation as well as a final exam.

 

 

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 Speak in English fluently, according to the communication situation, in the right place and for the communicative needs.
R02 Formulate oral and written messages in English fluently and correctly to achieve effective communication.
R03 Apply advanced level English grammar and vocabulary in diverse communicative situations.
R04 Independently, fully understand rather difficult texts related to the formal educational field.

PRE-REQUISITES:

This is an advanced level English course and therefore it is highly recommended that student have a B2 level of English. Otherwise, it will be difficult to cope with the level of this subject. The lecturer will happily provide guidance and advice to any students who require extra practice. As a result, students are urged to take advantage of tutorial hours regarding extra resources and materials that they can use to help reach the required level. Furthermore, Students are urged to sign up for the ILM B2 course, which provides extra support and practice. Students should also strongly consider signing up for the CertAcles B2 preparation course.

 

SUBJECT PROGRAMME:

Observations:


The following program follows the structure of the coursebook whike also integrating other in-class activities that ensure that students improve the awareness about important educational themes while improving their level of English. The latter will largely nbe accomplished through research, group discussions and in-class debates.

Subject contents:

1 - Introduction to English III
2 - Personality and work
    2.1 - "We are family"
    2.2 - “A job for life?”
    2.3 - Debate 1
3 - Learning language and word building
    3.1 - “Do you remember...?”
    3.2 - “On the tip of my tongue”
4 - Anger and conflicts
    4.1 - “A love-hate relationship”
    4.2 - “Dramatic license”
    4.3 - Debate 2
5 - Describing sounds, books and films
    5.1 - “An open book”
    5.2 - “The sound of silence”
    5.3 - Debate 3
6 - Time and money
    6.1 - “No time for anything”
    6.2 - “Not for profit?”
    6.3 - A deeper dive
7 - Technology
    7.1 - “Help, I need somebody!”
    7.2 - "Can’t give it up"

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:

Classes will be held in English using a communicative approach and students are expected to be fully active and participating in class at all times. Students will work individually, in pairs or in small groups according to the needs of the class as well as students’ interests and needs as future teachers. The subject will follow the flipped classroom methodology, so students will be required to prepare some content before class as homework to prepare for further work and practice in the classroom. Besides preparing exercises, students will do research about important educational topics at home and come prepared to explain and debate those ideas with their peers. Finally, the portfolio will be a place for students to work continually. The lecturer will check on the student's progress with the portfolio throughout the term to measure their progress.

Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 5
Other theory activities 12
Practical exercises 13
Practical work, exercises, problem-solving etc. 10
Debates 10
Extra-curricular activities (visits, conferences, etc.) 5
Tutorials 5
Individual study
Individual coursework preparation 20
Project work 10
Research work 20
Portfolio 20
Other individual study activities 20
Total hours: 150

ASSESSMENT SCHEME:

Calculation of final mark:

Final exam: 30 %
Oral exam: 30 %
Portfolio: 40 %
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:

LATHAM-KOENIG Cristina, OXENDEN, Clive, LAMBERT, Jerry, CHOMACKI, Kate. English File C1.1 FOURTH EDITION (student's book and workbook together in one volume). Oxford: Oxford University Press, 2020.
Other materials for basic bibliography will be provided via PDU.

Recommended bibliography:

BARTRAM, Mark, PICKERING, Kate. Voyage C1. Oxford: Oxford University Press, 2016
CRYSTAL, David. The Cambridge Encyclopedia of the English Language. Cambridge: Cambridge University Press, 2009.
HEWINGS, Martin. Advanced Grammar in Use, 2nd edition. Cambridge: Cambridge University Press, 2008.
HEWINGS, Martin. English Pronunciation in Use: Advanced. Self-study and classroom use. Cambridge: Cambridge University Press, 2007.
MANNING, Anthony. English for Language and Linguistics in Higher Education Studies Course Book. Reading: Garnet Publishing Ltd., 2008.
MCCARTHY, Michael. English Vocabulary in Use: Advanced. Cambridge: Cambridge University Press, 2002.
O'DELL, Felicity. English Collocations in Use: Advanced. Cambridge: Cambridge University Press, 2008.

Recommended websites:

Cambridge Dictionaries https://dictionary.cambridge.org/
English File Student’s Site – Advanced Third Edition https://elt.oup.com/student/englishfile/advanced3/?cc=global&selLanguage=en
Longman Dictionary of Contemporary English Online https://www.ldoceonline.com/
Macmillan Dictionary https://www.macmillandictionary.com/
Merriam-Webster Learner’s Dictionary http://learnersdictionary.com/
Oxford Advanced Learner’s Dictionary https://www.oxfordlearnersdictionaries.com/
Chalk Beat https://www.chalkbeat.org/
NYT education https://www.nytimes.com/section/education
More resources will be available on the PDU