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 in infant education.
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 a B2.
3. skills and know-how
a. To be able to apply linguistic theoretical knowledge and functions to listening, speaking and interaction.
b. Analyse educational multilingual models and apply the knowledge obtained to concrete situations.
c. Solve problems related to 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 infant education.
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.
Contents
1.Conceptual, procedural and attitudinal contents will be introduced and developed throughout the course. As regards conceptual contents, the 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, give commands, express opinions, preferences and wishes, etc.). Besides, the development of the students’ lexicon will be achieved by covering a variety of semantic fields (numbers, colours, food and drink, means of transport, personal identification, the family, toys, the Arts, animals, 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, telling classical stories related to children’s literature, 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 infant education 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, TPR activities, games, songs and chants, poems and rhymes, handicraft activities, classroom management, planning and assessing, teaching units, the use of didactic materials, resources including ICT.
Basic and complementary bibliography
1.-Compulsory reading for students choosing continuous assessment: selected passages from the following books:
Harmer, J. (2012). Essential Teacher Knowledge. London: Pearson
Harmer, J. (2007). How to Teach English. London: Pearson Longman
Phillips, S. (1993).Young Learners. Oxford:UP
Phillips, S. (2008). Incredible English Kit. Oxford: University Press.
Reilly, V. & Ward, S. (2000). Very Young Learners. Oxford: UP
Stempleski, S. (2006). Talk Time. Oxford:UP
Richards, J.C (2006) Developing Tactics for listening. Oxford:UP;
Some of the basic materials for the study of the subject will be made available at the photocopier’s or in “Campus Virtual” before the beginning of the course
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)
COMPETENCES
GENERAL
G.2. To be able to promote and facilitate learning in infant education from a global perspective that integrates the different dimensions, cognitive, emotional, psychomotor and volition.
G.6. To have the necessary knowledge of language development in very young learners, to be able to identify possible dysfunctions and pay attention to their correct evolution. Be effective when facing situations of language learning in multilingual and multicultural contexts. Be proficient in oral and written expression and master the use of different expression techniques.
G.11. Capacity to reflect upon classroom practice to be able to innovate it and to improve it. To be able to acquire habits and skills for cooperative and autonomous learning and to promote it among the students.
SPECIFIC
E44. To know and to master oral and written expression techniques in the foreign language.
E47. To know the learning processes implied in reading and writing and how to teach them.
E.48. Face language learning situations in multilingual contexts.
E.52. To be able to promote a first contact with a foreign language.
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 and have the necessary competence to solve problems within their study area.
B.3. Students should show skill in gathering and interpreting relevant data within their study area.
B.4. Students should be able to transmit information, ideas, problems and their solutions to both specialized and non-specialized public.
B.5. Students should be able to develop the necessary learning abilities to continue study autonomously.
TRANSVERSAL
T.1. Instrumental knowledge of foreign languages.
Teaching methodology
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. Some general lectures will be devoted to the development of the competences related to the process of teaching and learning a foreign language in Infant 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. Special attention will be paid to story telling.Tutorials (for small groups or single students) will be monitoring sessions devoted to the students’ supervision and the encouragement of autonomous learning.
Assessment system
The system of assessment for this subject will be as follows:
1. Participation (5%): lists of attendance, classroom presentations. Competences: G2, G6, G11, E44, E47, B1, B5, T1
2. Specific tests (50%): writing, grammar and vocabulary, reading, listening, speaking Competences: G2, G6, G11, E44, E47, B1, B2, B3, B4, B5, T1
3. Written tasks (30%): reading tests, essays, other activities. Competences: G2, G6, E44, E47, E48, E52, B1, B2, B3, B4, B5, T1,
4. Presentations (15%): Classroom presentations. Competences: G1, G6, G11, E44, E47, E48, E52, B1, B2, B3, B4, B5, T1,
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 former items.
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.
Considering the general requisites of the subjects in the new degrees adapted to the EHEA, and also the particular features of this subject, the system of assessment which students will be offered by default is the one explained above, that is, continuous assessment plus final test. Consequently, attendance at a minimum of 80% of the sessions is compulsory.
However, in exceptional cases (for example, those students exempt from attendance: see “Remarks”), and always under the lecturer’s supervision, students may be assessed only by means of a final exam, where the highest mark that can be granted will be a pass (5). This exam consists of the following activities:
a) Essay on a topic related to ELT: 2 points
b) Grammar and vocabulary test: 2 points
c) Listening test (listening passage and comprehension questions): 3 points
d) Individual oral interview: 3 points
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.
If the results achieved do not meet the objectives established for the subject, students will have to sit for it again. In that case, they will be able to choose between final assessment (take the final exam worth 10 points) and mixed assessment (continuous assessment + final tests). In the latter case, students will keep the mark obtained for continuous assessment activities and will only sit for the final tests worth 5 points. In further resits, students will be granted final assessment by default.
Finally, students are reminded that their systematic and unjustified failure to comply with the requirements of attendance will result in compulsory assessment by means of the aforementioned final exam.
DIFFERENT SPECIFIC CASES OF EVALUATION:
1. Students with partial or total exemption of attendance. These students should contact the teachers in charge of the subject during the first two weeks since the beginning of the academic course to design a working and evaluation plan with the teachers. Failure to do this implies that the student is no longer interested in doing the subject. Some practical sessions are of obligatory to get through the subject, for example, microteaching sessions and some oral presentations. If the students don't comply with this they will have to sit a final written and oral exam.
2. Students with and attendance between 50% and 80%. These students will be marked only in parts B, C and D, as to be able to get a mark in A it is compulsory to have a minimum of 80% attendance. This type of student will be able to present his written production and his oral presentation.
3. Students that attend fewer than 50% of the classes. These students will be marked only in parts B, C and D. To be able to get through the subject he must sit a final exam (maximum 4 points). According to the methodology followed in this subject, such limited attendance will have an influence on the acquisition of competences, especially the linguistic ones. Therefore if such a student doesn’t pass parts C and D he should show in a proper way that he has mastered these competences by means of an oral exam in foreign language (English and French) that will amount to 3 points between them.
4. Students that weren’t able to pass the subject in the first call.
a. Those who have a minimum of 80% of compulsory attendance activities and have been assessed during the course in the four parts (A, B, C and D) will have these marks saved for the second opportunity. He should only pass the final test (maximum 4 points).
b. Those who haven’t been marked in the 4 parts must pass a final exam (4 points maximum), and an oral exams in the foreign language (English). They will amount to 3 points between them.
5. Students who are taking the course again should contact in the first fifteen days of the academic course the teachers of the subject to design a work plan and a system of evaluation. Failure to do this implies that the student is no longer interested in doing the subject.
Nonetheless, to be able to pass the subject the student should get 5 points minimum and should pass the specific exams.
Besides some other evaluation criteria that will be told to the students in the appropriate moment, this is the general criteria for the evaluation of the student’s academic work:
1. An open and receptive attitude on the part of the student to learn new contents and incorporate them to his training as a future teacher of Infant Education.
2. An active participation in class related to the syllabus contents and commitment to the tasks pursued in class.
3. Knowledge and mastering of the key concepts, theories and methods learnt in the subject and the ability to relate them with the learning of languages.
4. The ability to integrate them in the students’ knowledge as a future teacher of Infant Education.
5. A competence to know how to apply the knowledge obtained to solve practical cases.
6. The quality of the autonomous activities (reports, papers,…) that includes the contents as well as a tidy and well-arranged presentation of the activities before de deadlines.
7. The linguistic competence both oral and written shown through the propriety and expressive correctness.
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.
Study time and individual work
As shown in the Degree Report, students are expected to devote at least 111.5 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
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 as regards written and oral communication in the students’ L1 (Spanish /Galician).
Those students who, due to exceptional circumstances, cannot attend classroom sessions regularly will be able to opt for final assessment and thus sit only a final exam (see “Assessment”). To that end, students must contact the lecturer before starting the course or within the first fortnight in order to report on their situation and, if necessary, establish an individual work schedule. In order to make the most of the subject, students in this situation are advised to keep in touch with the lecturer and monitor their work using private tutorials, virtual platforms, email, etc.
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 | |||
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16:00-17:30 | Grupo /CLIL_01 | English | Classroom 21 |
17:30-19:00 | Grupo /CLE_01 | English | Classroom 20 |
06.04.2024 12:00-14:00 | Grupo /CLE_01 | Classroom 22 |
07.09.2024 19:00-21:00 | Grupo /CLE_01 | Classroom 29 |