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: Sin Docencia (Ofertada)
Enrolment: No Matriculable (Sólo Alumnado Repetidor)
General
Train students as future teachers in the learning and practice of oral skills: listening, speaking and interacting in daily communicative and academic contexts.
To master the competences enumerated in the previous section and to be able to teach them in infant education.
Moreover, this subject is intended to train students in:
Declarative knowledge
To know how to teach and learn foreign language oral skills in multilingual contexts.
To get to know the nature of multilingual situations in the class and their relation to the teaching and learning of languages according to the Common European Framework of Reference for Languages (CEFR).
Master the basic contents of language methodology from a multilingual perspective.
Knowledge of foreign languages, especially oral skills in English, starting from B1.2 and trying to reach a B2.
Skills and know-how
To be able to apply linguistic theoretical knowledge and functions to listening, speaking and interaction.
Analyze educational multilingual models and apply the knowledge obtained to concrete situations.
Solve problems related to the teaching and learning of English oral skills.
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.
existential competence
Show a respectful and positive attitude towards linguistic diversity as an expression of cultural heritage.
Value the importance of these attitudes in the teaching of languages and their cultures.
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, colors, 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.
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.
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
Methodological http://www.isabelperez.com/webquest/ejemplos.htm#en www.childtopia.com ; www.sesamo.com ; http://clic.xtec.es/es/jclic/ etc
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.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
Capacity to show the acquisition of knowledge, particularly concerning the students’ field of study.
Capacity to apply the knowledge thus acquired to their professional field and have the necessary competence to solve problems within their study area.
Students should show skill in gathering and interpreting relevant data within their study area.
Students should be able to transmit information, ideas, problems, and their solutions to both specialized and non-specialized public.
Students should be able to develop the necessary learning abilities to continue study autonomously.
TRANSVERSAL
Instrumental knowledge of foreign languages.
Due to the fact that this subject is not offered this academic term, only those students who have been previously enrolled will be able to enroll again. Therefore, no class sessions will be taught, per se; however, previously enrolled students do have the right to receive tutorial assistance.
Hence, during the semester, students should arrange tutorial sessions with the professor in charge to clarify any doubts presented when preparing this subject and its assessment.
FIRST PERIOD OF ASSESSMENT:
While this subject is not offered, assessment will be carried out exclusively by written and oral Final Exams, in which the acquisition of the content/skills included in this subject will be evaluated; these Final Exams will be held on the official date as established by the Faculty.
SECOND PERIOD OF ASSESSMENT:
While this subject is not offered, assessment will be carried out exclusively by written and oral Final Exams, in which the acquisition of the content/skills included in this subject will be evaluated; these Final Exams will be held on the official date as established by the Faculty.
If any fraudulent work is found when carrying out any of the assignments or during the Final Exam, the provisions provided in the “Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións” will be applied.
As described in the official study program for this degree, students are expected to devote at least 111.5 hours to the subject.
Students should work constantly throughout the semester, plan their activities, and devote some time every week to the study and practice of the four skills. They should also revise or expand their knowledge by using the supplementary references and the resources that can be accessed in the faculty.
--If plagiarism/cheating is detected, in either the activities or the exam, the sanctions laid out in “Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións” will be applied.
Jodee Anderson Mcguire
- Department
- English and German Philology
- Area
- English Philology
- Phone
- 982824713
- jo.anderson [at] usc.es
- Category
- Professor: Temporary PhD professor
| 06.02.2025 19:00-21:00 | Grupo de examen | Classroom 29 |
| 07.04.2025 12:00-14:00 | Grupo de examen | Classroom 24 |