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 reading and producing written English, which enables students to understand and produce both general written texts and written texts within their area of expertise (acquisition and teaching of English as a foreign language).
To reinforce the knowledge of the grammatical, lexical and discourse structures that enable students to communicate effectively (upper-intermediate level).
Students are expected to be able to apply the theoretical and practical knowledge they have gained to their own teaching practice
A. Practice of reading and writing skills in English
1. Reading
2. Writing
B. Teaching reading and writing skills
1. Differences between written and spoken language
2. Teaching reading
2.1 Approaches and methods
2.2 Strategies and techniques
2.3 Types of reading tasks and activities
2.4 Selecting reading materials
3. Teaching writing
3.1 Stages in the writing process
3.2 Types of writing tasks and activities
3.3 Feedback and assessment
Bibliografía básica:
Harmer, J. (2003). How to teach English: An introduction to the practice of English language teaching. Pearson Education.
Pinter, A. (2017). Teaching young language learners. Oxford University Press.
Scott, W. A. & Ytreberg, L. H. (1990). Teaching English to children. Longman.
Spratt, M., A. Pulverness & M. Williams. (2005). The TKT course. Cambridge University Press.
Bibliografía complementaria:
Bloque de lingua:
Eastwood, J. (2006). Oxford practice grammar (Intermediate) (with key and CD Rom). Oxford University Press.
Murphy, R. (2004). English grammar in use: Upper-intermediate. Cambridge University Press.
Reading
Flynn, K. (2006). Panorama building perspective through reading 2. Oxford University Press.
Pasternak, M. & Wrangell, E. (2007). Well read 2. Oxford University Press.
Reading and vocabulary
Huizenga, J. & Huizenga, L. (2005). Totally true 2. Oxford University Press.
Lougheed, L. (2005). People, places, and things 2. Oxford University Press.
Writing
Barnard R. & Zemach, D. (2005). Writing for the real world 1. Oxford University Press.
Zemach, D. & Islam, C. (2005). Writing in paragraphs. MacMillan.
Bloque de didáctica:
Dunn, O. (2014). Introducing English to young children: Reading and writing. Collins.
Hadfield, J. & Hadfield, C. (2008). Introduction to teaching English. Oxford University Press.
Harmer, J. (2007). The practice of English language teaching. Pearson Education.
Lindsay, C. & Knight, P. (2006). Learning and teaching English: A course for teachers. Oxford University Press.
Phillips, S. (2003). Young learners. Oxford University Press.
Slattery, M. J. W. (2001). English for primary teachers: A handbook of activities and classroom language. Oxford University Press.
Thaine, C. (2010). Teacher training essentials: Workshops for professional development. Cambridge University Press.
Ur, P. (2013). A course in English language teaching. Cambridge University Press.
General:
G1. Capacity to show the acquisition of knowledge of curricular areas, relationships, assessment criteria and didactics in Primary Education.
G3. Capacity to face multicultural and multilingual situations of language teaching and learning.
G11. 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.
E52. Linguistic competence: Capacity for written and oral communication in a foreign language.
E53. Didactic competence: Capacity to develop and assess curricular contents using appropriate devices, as well as to promote the development of students’ communicative competence.
Basic:
B1. Capacity to show the acquisition of knowledge, particularly concerning the students’ field of study.
B2. Capacity to apply the knowledge thus acquired to their professional field, with a view to developing arguments and solving problems.
B4. Capacity to convey information in both specialized and nonspecialized fields.
Cross-curricular:
T1. 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. Lectures (big group) will be devoted to the development of the competences related to the process of teaching and learning a foreign language in Primary Education. Besides, students will improve their communicative competence by dealing with lexical, morphological and syntactic aspects of the foreign language.
Seminars (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.
Tutorials (small groups or single students) will be monitoring sessions devoted to supervise students and encourage autonomous learning.
First opportunity:
CONTINUOUS ASSESSMENT:
- PARTICIPATION: 5%
- WRITTEN TASKS: 25%
- FINAL PROJECT: 20%
FINAL TEST: 50%
Students with EXEMPTION OF ATTENDANCE:
WRITTEN TEST: 90%
ORAL TEST: 10%
Second opportunity:
FINAL TEST: 50%
CONTINUOUS ASSESSMENT: (same grade as in the first opportunity)
- PARTICIPATION: 5%
- WRITTEN TASKS: 25%
- FINAL PROJECT: 20%
IMPORTANT REMARK:
If fraudulent practices are detected in assignments or exams, 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”.
Students are expected to devote at least 74 hours of work outside the classroom.
An upper-intermediate level of English (B2) is strongly recommended. Students should have passed the subject 'Teaching and Learning Communicative Skills: English'.
1) 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 teacher(s), so students must contact the teacher(s) using their USC email account (@rai.usc.es).
4) We encourage our students to be environmentally 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. Further information can be obtained at the link:
http://www.usc.es/export/sites/default/gl/servizos/oix/descargas/lingua…
6) Students are not allowed to use their phones, unless directed to do so by the teacher(s) for educational purposes. Students are responsible for the legal and academic consequences of their inadequate use of mobile phones in the classroom.
7) The teaching-learning (classes/tutorials) process is private, which means that it is a communicative process between the teacher(s) and the students.
8) The data protection regulation must be complied with: https://www.usc.gal/es/politica-privacidad-proteccion-datos.
Caio Nogueira Fontes De Castro
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- caio.nogueira [at] usc.es
- Category
- Professor: Reader
Aida Rosende Perez
- Department
- English and German Philology
- Area
- English Philology
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
| 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 |
| 06.05.2023 09:30-11:30 | Grupo /CLE_01 (A - Z) | (NORTH CAMPUS) - CLASSROOM 32 |
| 07.06.2023 12:00-14:00 | Grupo /CLE_01 (A - Z) | (NORTH CAMPUS) - CLASSROOM 32 |