ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.25 Hours of tutorials: 2.25 Expository Class: 18 Interactive Classroom: 18 Total: 112.5
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject 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
Course objectives
1. General
a. Train students as future teachers in the learning and practice of oral skills: listening, speaking and interacting in daily communicative and academic contexts.
b. To master the competences enumerated in the previous section and to be able to teach them at primary school level.
Besides, this subject is intended to train students in:
2. Declarative knowledge
a. To know how to teach and learn foreign language oral skills in multilingual contexts.
b. To get to know the nature of multilingual situations in the class and their relation to the teaching and learning of languages according the Common European Framework of Reference for Languages (CEFR).
c. Master the basic contents of language methodology from a multilingual perspective.
d. Knowledge of foreign languages, especially oral skills in English, starting from B1.2 and trying to reach B2.
3. skills and know-how
a. To be able to apply language theoretical knowledge and functions in listening, speaking and interaction.
b. Analyse educational multilingual models and apply the knowledge obtained to concrete situations.
c. Solve problems related the teaching and learning of English oral skills.
d. Encourage foreign language communicative skills in the students.
f. Handle appropriately applied knowledge about foreign language syllabus design as regards oral skills in Primary school level.
4. existential competence
a. Show a respectful and positive attitude towards linguistic diversity as an expression of cultural heritage.
b. Value the importance of these attitudes in the teaching of languages and their cultures.
1.Conceptual, procedural and attitudinal contents will be introduced and developed throughout the course. As regards conceptual contents, the receptive and productive skills of listening-speaking-interacting will be developed taking linguistic, sociolinguistic, pragmatic and strategic competence into account.
Within linguistic competence, attention will be paid, on the one hand, to the introduction, revision and acquisition of a deeper knowledge about grammatical structures and notions (verb tenses, frequency adverbs, relative clauses, questions, the passive voice, reported speech, conditionals, non-finite clauses, etc.) with a view to helping students to do things with language using oral skills (describe and narrate, ask for and transmit information, express modality, express opinions, preferences and wishes, etc.). Besides, the development of the students’ lexicon will be achieved by covering a variety of semantic fields (food and drink, tourism and leisure, mass media, the Arts, science and technology, etc.) as well as topics of morphological and semantic interest (word classes, false friends, idioms, stylistic and geographical variation, register etc.). There will be a review of a phonological and phonetic nature, dialect and accent, intonation patterns, weak and strong forms, elision, assimilation and juncture.
Sociolinguistic competence will be developed through the acquisition of knowledge about set formulae for everyday interaction, register differences, expressions of folk wisdom, social relations (use and choice of greetings, use and choice of address forms, conventions for turn taking, use and choice of expletives), how to express politeness, how to recognize stylistic and geographical variation, etc. Within Dialect and Accent students will be trained to recognize: social class, regional provenance, national origin, ethnicity and occupational group. To achieve the latter students will be introduced to markers that refer to lexicon, grammar, phonology, vocal characteristics, paralinguistics, and body language.
Pragmatic and strategic competence will be achieved by training students so that they will be able to construct, organize and connect oral utterances, use strategies to enhance verbal and nonverbal communication (body language, pause fillers, etc.), recognize genres and subgenres (narrations, descriptions, instructions, etc.), and so on.
Concerning procedural contents or skills, students will develop both productive (speaking and interacting) and receptive (listening comprehension) skills in an integrated way in order to reach the expected level of communicative competence. Lastly, as regards attitudinal contents, students will learn to appreciate linguistic diversity, to trust their possibilities for self-learning and learn from their errors and to develop open-minded, collaborative and respectful attitudes.
2.Methodological contents.
Students will be acquainted with the basic approaches and methodology for ELT in the primary classroom. Strategies, techniques and tools will be taken into account. Within this general framework, special attention will be paid to the teaching and learning of the oral productive and receptive skills, classroom management, planning and assessing, teaching units, the use of didactic materials, resources including ICT.
1.-Compulsory reading for students choosing continuous assessment: selected passages from the following books:
Latham, C. et al. (2014). English File. 3rd. edition, upper-intermediate. Oxford:UP
Alexander, L.G. (1988) Longman English Grammar. London: Longman
--------------- (1990) Longman English Grammar Practice. London: Longman
Berk, L.M. (1999). English Syntax: from Word to Discourse. Oxford: University Press.
Carstairs-McCarthy, A. (2002). An Introduction to English Morphology. Edinburgh: University Press.
Close, R.A. (1975) Reference Grammar for Students of English. London: Longman.
Freeborn, D. (1995). A Course Book in English Grammar. Macmillan.
Hewings, M. (1999). Advanced Grammar in Use. Cambridge: U.P.
Huddleston, R.D. & Pullum, G. (2002). The Cambridge Grammar of the English Language. Cambridge: U.P.
Jackson, H. (1990). Grammar and Meaning: A Semantic Approach to English Grammar. London: Longman.
Jeffries, L. (1998). Meaning in English. Macmillan.
Leech, G. (1971) Meaning and the English Verb. London: Longman
Leech, G. & Svartvik, J. (1990) A Communicative Grammar of English. London: Longman.
Marshall, J. & Werndly, A. (2002). The Language of Television. London: Routledge.
McCarthy, M. & O’Dell, F. (1999). English Vocabulary in Use. Cambridge: U.P.
McDonald, C. (1992). English Language Project Work. Macmillan.
Murphy, R. (1999). Essential Grammar in Use. Cassette set. Cambridge: U.P.
Murphy, R. (2004). English Grammar in Use: A Self-Study Reference and Practice book for Intermediate Students of English. 3rd. ed. Cambridge: University Press.
Page, S. (2001). 7 Steps to Better Written Policies and Procedures. New York: Process Improvement Publishing.
Peck, J. & Coyle, M. (1999). The Student’s Guide to Writing. Macmillan.
Pridham, F. (2001). The Language of Conversation. London: Routledge.
Quirk, R. et al. (1985) A Comprehensive Grammar of the English Language. London: Longman.
Radford, A. (2004). English Syntax: An Introduction. Cambridge: University Press.
Shepher, J. et al. (1990). Ways to Grammar. London: Macmillan Publishers.
Thomson, a.J. & Martinet, A. V. (1983) A Practical Grammar of Englis. Oxford: U. P.
Thorne, S. (1997). Mastering Advanced English Language. Macmillan.
Algunos de los materiales básicos para el estudio de esta asignatura estarán disponibles en la fotocopiadora o en el “Campus Virtual” antes del comienzo del curso.
2.- Gramáticas y Diccionarios.
Eastwood, J. 2006. Oxford Practice Grammar (Intermediate) with Key and CD Rom. Oxford: O.U.P.
Murphy, R. 2004. English Grammar in Use (with Answers and CD Rom). Camb
2.- Grammars and Dictionaries
Eastwood, J. 2006. Oxford Practice Grammar (Intermediate) with Key and CD Rom. Oxford: O.U.P.
Murphy, R. 2004. English Grammar in Use (with Answers and CD Rom). Cambridge: C.U.P.
Oxford Advanced Learner’s Dictionary (New edition)
3.- Electronic resources
3.1 Methodological
http://www.isabelperez.com/webquest/ejemplos.htm#en
www.childtopia.com ; www.sesamo.com ; http://clic.xtec.es/es/jclic/ etc
3.2 Linguistic
- http://cscwww.cats.ohiou.edu/linguistics/esl/
(Grammar, vocabulary and all the skills)
- http://www.englishclub.com/
(Grammar, vocabulary and all the skills)
- http://www.usingenglish.com
(Grammar, vocabulary and all the skills)
- http://www.saberingles.com.ar/index.html
(Grammar, vocabulary and all the skills)
- http://www.mansioningles.com/index.htm
(Grammar, vocabulary and all the skills)
- http://www.rong-chang.com
(Grammar, vocabulary and all the skills)
- http://www.esl-lab.com
(Listening)
- http://www.elllo.org
(Listening)
- http://www.learnenglish.de/englishchat.htm
(Speaking)
-http://www.elyrics.net
(Song lyrics)
GENERAL
G.1. Capacity to show the acquisition of knowledge of curricular areas, relationships, assessment criteria and didactics in Primary Education.
G.3. Capacity to face multicultural and multilingual situations of language teaching and learning.
G.11. Capacity to become acquainted with, select and use ICTs in the classroom.
SPECIFIC
E1 Capacity to understand the learning processes in the primary school period in the family, social and school context.
E2 Capacity to know the students’ characteristics as well as the motivational and social context characteristics.
E.52. Linguistic competence: Capacity for written and oral communication in a foreign language.
E.53. Didactic competence: Capacity to develop and assess curricular contents using appropriate devices, as well as to promote the development of students’ communicative competence.
BASIC
B.1. Capacity to show the acquisition of knowledge, particularly concerning the students’ field of study.
B.2. Capacity to apply the knowledge thus acquired to their professional field, with a B.4. Capacity to convey information in both specialized and non-specialized fieldsview to developing arguments and solving problems.
TRANSVERSAL
T.1. Instrumental knowledge of foreign languages.
The teaching sessions will be held in English. Concerning the types of groupings to carry out classroom tasks, activities will be done in big, medium-sized or small groups, and also individually. General lectures (for big groups) will be devoted to the development of the competences related to the process of teaching and learning a foreign language in Primary Education, particularly through the lecturer’s presentation of contents and students’ oral presentations. On the other hand, students will improve their communicative competence by dealing with lexical, morphological and syntactic aspects of the foreign language. This will be done by means of activities of different formats (drills; multiple-choice, true-false, rewriting or gap-filling exercises, etc.). Interactive sessions (for medium-sized groups) will also be focused on the development of the students’ communicative competence, particularly as regards listening and speaking skills, by means of activities devised to check students’ comprehension of oral texts, debates, role-plays or dictations. Individual and group assessment will be focused on verifying the acquisition of both linguistic competence and methodological knowledge. Tutorials (for small groups or single students) will be monitoring sessions devoted to the students’ supervision and the encouragement of autonomous learning.
I. ORDINARY EXAM PERIOD
I.1.- Students who regularly attend classes.
The final mark will be calculated as follows:
a) Participation (10%): Attendance, participation in class presentations and class discussions, completion of tasks.
b) Final specific tests (50%): Made up of an oral component (25%) and a listening component (25%).
c) Written tasks (20%): Essays and other written or reading activities assigned throughout the course.
d) Presentation (20%): Class presentations.
Concerning the assessment activities and their weight in the final grade, in order to pass this subject, students must obtain at least 5 points out of 10 and a pass in each of the aforementioned items. A minimum attendance of 80% is compulsory.
The date on which the final specific tests and the student presentations take place will be established at some point during the term.
STUDENTS ARE REMINDED THAT PLAGIARISM IN WRITTEN ACTIVITIES WILL BE SEVERELY PENALIZED. DISCIPLINARY MEASURES WILL RANGE FROM A FAIL SCORE IN THE WRITTEN ACTIVITY TO THE LOSS OF THE STUDENTS’ RIGHT TO CONTINUOUS ASSESSMENT.
I.2.- Students who have special permission not to attend classes
These students must complete continuous tasks and tests assigned by the teachers throughout the course, which will account for 30% of the final grade. The remaining 70% corresponds to the final oral test (35%) and listening test (35%). The date of both the oral and the listening tests will be announced at some point during the term. A minimum of 5 out of 10 in the tests and continuous tasks is required to pass the subject.
I.3.- Students who are retaking the course.
The assessment system for these students will be the same as for students in I.1 above.
II. EXTRAORDINARY 2nd SITTING
The same system which is outlined for the ordinary exam period in I.1 applies for the July resit. Any section passed in the first opportunity will be retained in the 2nd exam opportunity.
This assessment system is applicable to Scenario 1 as outlined by “Directrices para o desenvolvemento dunha docencia presencial segura: Curso 2020/2021”. If circumstances change, resulting in a change of scenario, the assessment system will be changed according to the information given in the “Comments” section under the heading “Contingency Plan”.
IMPORTANT NOTICE:
In the event of fraudulent or plagiarised work or submissions in tests or exercises, the terms stated in art. 16 of the Normativa de avaliación do rendemento académico dos estudantes e de revision de cualificacións will be applied.
Study time and individual work
As shown in the Degree Report, students are expected to devote at least 112.5 hours to the subject. This amount of time will be distributed as follows: 38.5 hours of class work and 74 hours of work outside the classroom. For further information about students’ work, see the sections of “Assessment” and “Recommendations for the study of the subject”
Recommendations for the study of the subject
Regular attendance at sessions and private tutorials is strongly advised. In that way, the lecturer will be able to monitor the students’ progress and solve possible difficulties. Students should play an active part in classroom activities, do their homework and hand in their assignments before the deadlines. They should work constantly throughout the course, plan their activities and devote some time every week to study and to the practice of the four skills. They should also revise or expand their knowledge by using the supplementary references and the Centre’s resources
Recommendations for the study of the subject
Regular attendance at sessions and private tutorials is strongly advised. In that way, the lecturer will be able to monitor the students’ progress and solve possible difficulties. Students should play an active part in classroom activities, do their homework and hand in their assignments before the deadlines. They should work constantly throughout the course, plan their activities and devote some time every week to study and to the practice of the four skills. They should also revise or expand their knowledge by using the supplementary references and the Centre’s resources
Prerequisites
There are no official prerequisites for this subject. However, an intermediate or close to intermediate level of English (CEFR B1.2 or Cambridge PET) is strongly recommended, as well as an acceptable level with regard to written and oral communication in the students’ L1 (Spanish /Galician).
Jodee Anderson Mcguire
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- Phone
- 982824713
- jo.anderson [at] usc.es
- Category
- Professor: Temporary PhD professor
Katie Rhianna Doyle
- Department
- English and German Philology
- Area
- English Philology
- katie.doyle [at] usc.es
- Category
- Professor: Reader
| Tuesday | |||
|---|---|---|---|
| 10:30-12:00 | Grupo /CLE_01 | English | Classroom 27 |
| 13:30-15:00 | Grupo /CLIL_01 | English | Classroom 20 |
| 05.22.2024 12:00-14:00 | Grupo /CLE_01 | Classroom 20 |
| 06.18.2024 19:00-21:00 | Grupo /CLE_01 | Classroom 23 |