ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 102 Hours of tutorials: 6 Expository Class: 18 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician, English
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: English and German Philology
Areas: English Philology
Center Faculty of Teacher Training
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
a) General Objectives
- Introduce students to particular aspects of English language teaching, such as planning and assessment.
- Teach students to relate linguistic theory to teaching practice
- Reflect upon the factors that influence the process of teaching and learning foreign languages
- Provide students with basic skills related to English language teaching
- Make students acquainted with specialized bibliographical references about the topics dealt with in the syllabus
- Provide students with basic theoretical principles and techniques for their own development as future teachers of English
b) Specific Objectives
- Provide patterns and practical orientation for effective classroom management
- Familiarize students with the curriculum of English in Secondary Education and Bachillerato
- Teach students to plan and design courses, leaning units and lessons.
- Make students acquainted with the materials which are commonly used for English language teaching (textbooks, audiovisual and multimedia materials, grammars, dictionaries, glossaries, supplementary sources, etc.).
- Analyse the role of new technologies in English language teaching
- Familiarize students with the latest trends as regards language teaching, particularly with the Common European Framework of Reference for Languages (CEFR) and the European Language Portfolio (ELP)
- Define and explain the main differences between “assessment” and “evaluation”, and consider the importance of both in the process of teaching and learning
The following is an overview of the contents of the syllabus. These contents may undergo slight changes depending on the students’ needs and the development of the course.
Review of basic notions and concepts related to English as a Foreign Language. The English language in the Spanish Educational System
Planning and Programming. Long term planning (course planning). Learning units. Lesson planning
Materials for English language teaching and learning: analysis, selection and evaluation.
Evaluation and assessment. Types, instruments and framework
- Estaire, Sheila and Zanón, Javier, Task-based Teaching, Heinemann, Oxford, 1994.
- Gower, R., Phillips, Diane and Walters, S., Teaching Practice Handbook, Heinemann, Oxford, 1995.
- Grant, Neville, Making the Most of your Textbook, Longman, London and New York, 1987.
- Harmer, Jeremy, How to Teach English, Longman, Harlow, 1994.
- Hill, Jimmy and Lewis, Michael, Practical Techniques for Language Teaching, 2ª ed., Language Teaching Publications, Hove, 1992.
- Palacios, Ignacio et al. Dicionario de ensino e aprendizaxe de linguas. Santiago de Compostela: U. de Santiago, 2009.
- Ribé, Ramón and Vidal, Núria, La Enseñanza de la Lengua Extranjera en la Educación Secundaria, Alhambra Longman, Madrid, 1995. (Chapters 8, 10 and 11)
Salaberri, Sagrario, Lingüística Aplicada a la enseñanza de lenguas extranjeras, Servicio de Publicaciones de la Universidad, Almería, 1999.
- Schellekens, Philida, The Oxford ESOL Handbook, Oxford University Press, Oxford, 2007.
- Ur, Penny, A Course in Language Teaching, Cambridge University Press, Cambridge, 1996.
- Watkins, Peter, Learning to Teach English, Delta Publishing, Peaslake, 2005. (Chapter 16)
- Willis, Jane, Teaching English through English, Longman, Harlow, 1981.
- Woodward, Tessa, Planning Lessons and Courses, University Press, Cambridge, 2001. (Spanish translation, 2002)
* Further bibliographical references and electronic resources will be provided if and when necessary
- Development of teaching skills, particularly those concerning planning and classroom management.
- Transformation of the curriculum into a syllabus with tasks and activities.
- Acquisition of criteria to evaluate didactic materials.
- Acquisition of techniques to implement didactic materials.
- Fostering of a classroom environment which enhances learning and highlights students’ findings.
- Integration of audiovisual and multimedia communication in the process of teaching and learning.
- Knowledge of strategies and procedures for evaluation and assessment. The latter will be understood as a procedure to regulate learning and stimulate the students’ effort.
- Use of references and tools (including the Internet) to search for general and specialized bibliographical resources
- Management of time and resources, priorities, alternative routes and logical errors in decision-making.
- Enhancement of the capacity to work in cooperative and multidisciplinary environments
- Lectures
- Debates
- Problem-solving activities
- Pairwork and group work
- Microteaching sessions. Students will deliver oral presentations individually or in small groups
In case of the contingency scenarios 2 or 3 it will be applied what is reflected in the observation section under the title “Contingency plan”
The students’ performance will be assessed by means of the daily observation and monitoring of their work. Students will have to carry out several tasks, and some of them will be done in class. Consequently, attendance is strongly recommended.
The following aspects and percentages will be taken into account for assessment:
a) Attendance and active participation (up to 20%)
b) Design of a learning unit to be presented in the classroom and other practical tasks (up to 80%)
The students who do not comply with the minimum requirements as regards attendance (80% of the sessions) will sit a final exam of the whole subject on the official date. Similarly, the students who do not carry out the assessment tasks which are programmed to be done in class will have to sit a final exam of the part or parts which have not been assessed. If the results achieved do not meet the objectives established for the subject, students will do a resit which will consist in a final exam. In further resits, students will generally be assessed by means of a final exam.
Students will not be marked down as absent if they justify their absence in accordance with the USC Regulations on attendance.
If the course is divided into sections with different lecturers, students will need a pass in each section of the course in order to pass the whole course.
Those students who cannot attend classroom sessions regularly must contact the lecturers before starting the course or within the first fortnight in order to establish a schedule for individual work and assessment. Some practical activities in the course may imply compulsory attendance.
Guidelines for the assessment of students with exemption from attendance (subject to variation depending on particular cases):
Curricular Design (60% of the final grade):
Microteaching session (oral and written presentation): 20%
Exam: 40%
Skills, materials and assessment (40% of the final grade):
Activity of adaptation and design of materials (oral and written presentation): 20%
Exam: 20%
Remarks: In order to pass the course it will be necessary to pass the exams of both sections independently and obtain a total minimum grade of 5 points. The highest grade that can be obtained if attendance regulations are not observed will be 8 points.
Finally, students are also reminded that all their tasks and documents must be original. This means that the same task or document must not be presented to be assessed in different parts of the subject or in different subjects (i.e. “Practicum” and “TFM”).
In case of fraudulent academic work (tasks, exercises, papers or exams) students will be penalized according to the rules and regulations dealing with the academic assessment of university students.
The detection of plagiarism in any of the academic work turned in for grading in this subject will be penalized with a “Fail” in this subject, even when the student has passing marks in other areas of evaluation.
In case of the contingency scenarios 2 or 3 it will be applied what is reflected in the observation section under the title “Contingency plan”
The amount of time that students must devote to the subject will vary depending on the topics discussed and the activities which will be carried out in class. However, it is estimaded that, on average, students will have to devote 8 to 10 hours a week to this subject.
This is a practical subject, and students are expected to hand in several tasks throughout the course. Therefore, attendance and participation are really important.
Contingency plan for academic course 20202021
If scenarios 2 and 3 come to be established by the authorities the methodology will be adapted according to the different faculties and USC regulations. The teaching activities that cannot be carried out face to face will do so in a virtual way using the institutional tools for that end. Synchronous and asynchronous activities will be combined using Teams and Moodle platforms depending on the type of activity.
The evaluation system used in scenario 1 will be maintained in scenario 2 whenever possible. If it is not possible, emphasis will be given to continuous assessment and should it be necessary, online testing both synchronous and asynchronous will be implemented using institutional tools.
Maria Del Mar Viña Rouco
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- mariadelmar.vina [at] usc.es
- Category
- Professor: University Lecturer
Jodee Anderson Mcguire
- Department
- English and German Philology
- Area
- English Philology
- Phone
- 982824713
- jo.anderson [at] usc.es
- Category
- Professor: Temporary PhD professor
| Wednesday | |||
|---|---|---|---|
| 16:00-20:30 | Grupo /CLE_01 | English | Classroom 25 |
| 05.31.2021 16:00-18:00 | Grupo /CLE_01 | Classroom 25 |
| 07.02.2021 16:00-18:00 | Grupo /CLE_01 | Classroom 25 |