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 Education Sciences
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
To consolidate an upper-intermediate level in English (writing and reading). By the end of the course, students should be able to understand and produce both general and specialized texts (field of second language acquisition.
To consolidate grammar, lexical and discourse structures needed for an effcient communication (upper-intermediate level).
To review and consolidate structures and vocabulary of English, thus equipping students with the linguistic tools to enable them to communicate effectively in everyday and academic situations.
By the end of the course, students should be able to apply the theoretical and practical knowledge they have gained to their own teaching practice.
A. Practice of written skills in English: reading and writing
B. Teaching written skills
1. Differences between written and spoken texts
2. Teaching reading
2.1 Approaches and methods
2.2 Efficient reading: reading skills and subskills (estrategias / técnicas)
2.3 Types of reading tasks and activities
2.4 Selecting reading materials
3. Teaching writing
3.1 Efficient writing: stages in the writing process
3.2 Types of writing tasks and activities
3.3 Feedback on writing
Bibliografía básica:
Murphy, R. 2004. English Grammar in Use. Upper-Intermediate. Cambridge: C.U.P.
Pinter, A. 2017. Teaching young language learners. Oxford : Oxford University Pres s.
Savage, A. & P. Mayer. 2006. Effective Academic Writing 2. The Short Essay. Oxford: O.U.P.
Bibliografía complementaria:
Bloque de lingua:
Eastwood, J. 2006. Oxford Practice Grammar (Intermediate) (with key and CD Rom). Oxford: O.U.P.
Redman, S. 2003. English Vocabulary in Use. Pre-Intermediate and Intermediate. Cambridge: C.U.P.
Reading
Ediger, A . & C. Pavlik. 2000. Reading Connections Intermediate. Oxford: O.U.P.
Flynn, K. 2006. Panorama Building Perspective Through Reading 2. Oxford: O.U .P.
Greenall, S. & D. Pye. 1997. Reading 2 Cambridge: C.U.P.
Pasternak, M. & E. Wrangell. 2007. Well Read 2. Oxford: O UP
Reading and vocabulary
Adelson-Goldstein J. & L. Howard. 2004. Reading Strategies and Cultural Awareness Read and Reflect 1. Oxford: OUP
Huizenga, J. & L. Huizenga. 2005. Totally True 2. Oxford: OUP
Lougheed, L. 2005. People, Places, and Things 2. Oxford: OUP
Writing
Barnard R. & D. Zemach. 2005. Writing for the Real World 1. Oxford: OUP
Zemach, D. & C. Islam. 2005. Writing in Paragraphs Oxford: MacMillan
Bloque de didáctica:
Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: C.U.P.
Dunn, O. 2014. Introducing English to Young Children: reading and writing. Lo ndon: Collins.
Hall, N. & A. Robinson. 2003. Exploring writing and play in the early years. London: David Fu lton.
Halliwell, S. 2004. Teaching English in the primary classroom. London: Longman.
Harmer, J. 2003. How to teach English: an introduction to the practice of English Language teaching. Harlow: Pearson Education.
Harmer, J. 2007. The Practice of English Language Teaching. Harlow: Pearson Education.
Hearn, I & Garcés, A. 2003. Didáctica do Inglés para Primaria. Madrid: Pearson Education .
Hedge, T. 2000. Teaching and Learning in the Language Classroom. Oxford: OUP
Lewis, G. 2004. The Internet and young learners. Oxford: Oxford University Pres s.
Lindsay, C. & P. Kinght. 2006. Learning and Teaching English. A course for teachers . Oxford: O.U.P.
Phillips, S.2003. Young Learners. Oxford: O.U.P.
Pinter, A. 2006. Teaching Young Language Learn ers. Oxford: O.U.P.
Reilly, J. & V. Reilly. 2005. Writing with children. Oxford: OUP.
Reilly, V. & S. M. Ward. 2003. Very young learners. Oxford: OU P.
Scott, W. A. & L. H. Ytreberg. 1990. Teaching English to children. London: Longman.
Slattery, M. J. W. 2001. English for primary teachers: a handbook of activities and cla ssroom language. Oxford: OUP
Ur, P. 2013. A Course in English Language Teaching. Cambridge: C.U.P.
Vale, D. & A. Feunteun. 2011. Teaching Children English. Cambridge: C .U.P.
Wright, A. 2003. Creating stories with children. Oxford: OUP
O material espefíco do curso poderás atopalo no Campus Virtual
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 appropri ate 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 view to developing arguments and solving problems.
B.4. Capacity to convey information in both specialized and nonspecialized fields
TRANSVERSAL
T.1. Instrumental knowledge of foreign languages.
Teaching sessions will be held in English.
Activities will be done in big, medium-sized or small groups, and also individually. Class time will be devoted to the development of the competences related to the process of teaching and learning a foreign language in Primary Education, paying special attention to receptive and productive written skills.
On the other hand, students will improve their communicative competence by dealing with lexical, morphological and syntactic aspects of the foreign language.
Interactive sessions (for medium-sized groups) will also be focused on the development of the students’ communicative competence, particularly as regards reading and writing skills, by means of activities devised to check students’ comprehension and production of written texts.
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.
The Teaching Methodology described above applies to “Scenario 1: Adapted Normality” as described in the “Directrices para o desenvolvemento dunha docencia presencial segura: Curso 2020/2021” (“Guidelines for the development of safe fase-to-face teaching: Academic Year: 2020-2021”; Consello de Goberno of the USC, 19 June 2020). In the event of a change of scenario, both the Assessment System and the Teacing Methodology will undergo the changes described in the section below: “REMARKS: CONTINGENCY PLAN”.
1) First sitting:
CONTINUOUS ASSESSMENT:
- CLASS PARTICIPATION: 5%
- WRITTEN TASKS: 25 %
- PRESENTATIONS: 20%
FINAL TEST: 50 %
Students with exemption of attendance:
WRITTEN TEST: 90%
ORAL TEST: 10%
Students that weren’t able to pass the subject in the first call (May)
CONTINUOUS ASSESSMENT: (same grade as in the first sitting)
- CLASS PARTICIPATION: 5%
- WRITTEN TASKS: 25 %
- PRESENTATIONS: 20%
FINAL TEST: 50 %
IMPORTANT NOTES:
1) If fraudulent practices are detected in assignments or exams of any kind, this will bring about a direct fail in the subject, in application of article 16 of “Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións” :
“A realización fraudulenta dalgún exercicio ou proba exixida na avaliación dunha materia implicará a cualificación de suspenso na convocatoria correspondente, con independencia do proceso disciplinario que se poida seguir contra o alumno infractor. Considerarse fraudulenta, entre outras, a realización de traballos plaxiados ou obtidos de fontes accesibles ao público sen reelaboración ou reinterpretación e sen citas aos autores e das fontes”.
2) The Assessment System described above will be valid for SCENARIO 1. For SCENARIOS 2 & 3 please follow the indications included below in the section ‘REMARKS: CONTINGENCY PLAN’
Students are expected to devote at least 74 hours of work outside the classroom
An upper-intermediate of English is strongly recommended. Students should have passed the subject
1) CONTINGENCY PLAN
1.1. Methodology:
If the health authorities decree the application of “Scenario 2: Distancing” or “Scenario 3: Lockdown”, the methodology will be adapted to the guidelines establised by the University of Santiago de Compostela, and to the parameters set by our faculty. This means that those activities that cannot be carried out in a face-to-face manner will be carried out online, using the institutional tools made available by the USC, which may involve using synchronous activities (mainly, via TEAMS) and/or asynchronous activities (mainly via TEAMS or Moodle), depending on the type of activity.
2.2. Assessment:
If we are obliged to adopt a blended teaching modality (in Scenario 2), the assessment system will be the same as for Scenario 1. If this is not posible in Scenario 2, and, obviously, in Scenario 3, face-to-face activities and exams will be replaced by online activities and exams (synchronous and/or asynchonous; oral and/or written) using the above mentioned insitutional tools.
Students are expected to complete all assignments and readings suggested by the lecturer(s), and to come to the sessions prepared to discuss them.
2)Students must visit the eLearning platform for the course regularly. Students are expected to check their university email on a regular basis: announcements and last-minute changes will be notified via the teaching platform.
3) No emails using a non-institutional account will be replied by the teachers, so students must contsct the teachers using their USC email account and, preferably, via the teaching platform.
4) We encourage our students to be enviromentally responsible, avoiding overuse of plastic, ink and paper.
5) GENDER PERSPECTIVE:
In attention to criteria of gender equality in the university environment, it is recommended to make use of non-sexist language both in the daily classroom work and in academic work. Information can be obtained in this regard at the link:
http://www.usc.es/export/sites/default/gl/servizos/oix/descargas/lingua…
Susana Maria Doval Suarez
- Department
- English and German Philology
- Area
- English Philology
- Phone
- 881811855
- susanamaria.doval [at] usc.es
- Category
- Professor: University Lecturer
Elsa María González Álvarez
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- Phone
- 881811860
- elsa.gonzalez [at] usc.es
- Category
- Professor: University Lecturer
Elena Guerreira Labrador
- Department
- English and German Philology
- Area
- English Philology
- elena.guerreira.labrador [at] usc.es
- Category
- Ministry Pre-doctoral Contract
| Thursday | |||
|---|---|---|---|
| 09:00-10:00 | Grupo /CLE_01 (A - Z) | English | (NORTH CAMPUS) - CLASSROOM 51 |
| 10:00-11:00 | Grupo /CLIS_01 (A - Z) | English | (NORTH CAMPUS) - CLASSROOM 51 |
| 06.02.2021 09:30-11:30 | Grupo /CLE_01 (A - Z) | (NORTH CAMPUS) - CLASSROOM 32 |
| 07.12.2021 12:00-14:00 | Grupo /CLE_01 (A - Z) | (NORTH CAMPUS) - CLASSROOM 32 |