Foreign Language III: Oral and Written Receptive Skills Grado en Magisterio de Educación Primaria Universidad de Alcalá 2018/2019 3rd Year 2nd Term
SUBJECT HANDOUT Subject: Code: 430032 Lengua extranjera III: Destrezas de Comprensión Oral y Escrita Degree: Department Grado en Magisterio de Educación Primaria Filología Moderna Filología Inglesa Type: ECTS: 6 Optional Year and semester: Teacher: Tutoring hours: Language: 3 rd year, 2 nd semester Alexandra Santamaría Urbieta Will be specified at the beginning of the course. English 1. INTRODUCTION Every teacher of Primary Education must have sufficient knowledge of English to, in addition to managing the five language skills effectively (speaking, listening, writing and reading), be able to teach such language to students between the ages of six and twelve years old. The subject "Foreign Language III: Oral and Written Receptive Skills" has as main objective that the student, future teacher, becomes aware of the importance of having an adequate level of communication in English to be able to perform this function. To this end, the communicative competence will be worked through the development of its various sub-competences, with special emphasis on the acquisition of strategies related to speaking and listening skills (oral dimension), on the one hand, and reading and writing (written dimension), on the other. Prerequisites and recommendations: To take this course it is expected that students have previously acquired the B2 level of the English language (Common European Framework of Reference for Languages). Students begin with a B2.2 level and are expected to achieve a C1.1. level- 1.b PRESENTATION 2
Foreign Language III: Oral and Written Receptive Skills is divided into different units, which make up six European Credit Transfer and Accumulation System (ECTS) credits. Each credit corresponds to 25 hours of work on the part of the student. Thus, the total number of hours of study that the student will have to devote to this subject is 150. This subject is specifically oriented towards the development of the different skills in using the English language, focusing special attention on the professional environment. The continuous evaluation (which includes the completion of the exercises in the units) will be designed to measure the student s successful achievement of the can dos for which they are trained along the course. There will also be teacher training activities for the students to practice along the semester. Students should attend classes and tutorials (47 hours), read the basic bibliography for the course, study the main didactic points and do the corresponding activities in the indicated time and manner. 2. COMPETENCES General competences: 1. To develop comprehensive reading abilities, analysis and synthesis for a correct manifestation of English speaking and writing skills. 2. To communicate ideas and express oneself correctly in the oral and written dimensions in English. 3. To strengthen the ability of autonomous learning and teamwork. 4. To know and know how to use information and communication technologies in teaching-learning contexts of foreign languages. Specific competences: 1. Ability to perform with reasonable fluency and correction narrations or simple descriptions at the oral and written level of topics related to the teaching activity in the primary school. 2. Ability to exchange information using a basic repertoire of grammatical and syntactic structures of the English language to help maintain a conversation. 3. Ability to understand specific written information related to everyday topics or to the teaching profession in the primary school, identifying both the general message and the specific details. 3. CONTENTS Since this option belongs to the second semester of the third year of the Bachelor's Degree in Early Childhood Education and temporarily coexists with the internship 3
period that students have to complete in an educational center for 6 weeks, the classes of this subject are concentrated in 9 weeks, as stipulated by the faculty organization and approved by the Faculty Board. Week 01 02 03 04 05 06 07 08 09 Content (per session) - Introduction to the course - Learning language skills and strategies - Teaching language skills and strategies - Group Tutorial - Workshop 1 - Workshop 2 - Revision 4. LEARNING-TEACHING METHODOLOGIES-FORMATIVE ACTIVITIES 4.1. Distribution of credits (in hours) Number of lectures: 50 - Reduced group classes and mid-term exam: 45 hours. - Group seminar (1 hour) - Workshops (2 hours) 4
Autonomous student s work: 100 Total number of hours: 150 - Final written exam (2 hours) - Autonomous methodological content study. - Preparation of reading and listening activities. - Preparation of oral presentations. - Preparation of final task. - Preparation of written exam. 4.2. Methodological strategies, materials and didactic resources Lectures Workshops Seminar Autonomous work Development of the five skills applied to the specific context of teaching English in primary education with a communicative approach to learning in use (action approach.) The student is considered as a social agent that carries out specific tasks through activities communicative linguistics. Development of oral skills through activities related to the practice of teaching English in primary education; as the elaboration and selection of didactic materials. Advice and guidance for the development of the linguistic competence through presentations and oral discussions on the teaching-learning process of English in primary education. The student's responsibility and autonomy in the construction of their own learning through complementary activities and individual preparation are enhanced. MANDATORY - Materials and resources - O Dell, F. y Broadhead, A. (2016). Objective Advanced. Student s Book. Cambridge University Press. Cambridge. ISBN: 978-1-107-67439-7. 5. ASSESSMENT 5
Evaluation procedure: The subject will be evaluated trying to combine different evaluation systems, in order that all students can develop their abilities. The student's continued work will be the guiding instrument of the evaluation system. Consequently, the overall evaluation will be based on: 1) on the active participation of students; 2) in the realization of exercises, works and written tests; 3) in the preparation of oral presentations. Although the entire evaluation process will be inspired by the continuous assessment of the student body, in order to comply with the current regulations on evaluation of learning (approved by the Governing Council on March 24, 2011), the student will be able to take advantage of the procedure of final evaluation in the ordinary call, if it considers that it cannot follow the continuous evaluation. To do this, you must request in writing to the Dean of the Faculty of Education in the first two weeks of teaching the subject, explaining the reasons that prevent you from following the continuous assessment system. Therefore, at the beginning of the semester (after the first two weeks of the semester), students will have taken advantage of one of these two evaluation systems, mutually exclusive: continuous evaluation and final evaluation. A) CONTINUOUS EVALUATION: Students must attend at least 85% of the classes in small groups, actively participating in these sessions and in group seminars, and carrying out the activities that are required throughout the course. In the case of the two workshops, the preparation and oral presentation, as well as the final work, will be compulsory, as will the completion of written exams (a mid-term test, at the end of February approximately, and a final test in May). Those students who fail to pass the subject in the ordinary call (May), must submit to the extraordinary call (June). B) FINAL EVALUATION: For those students who are allowed the final evaluation in the ordinary call, or for those who don t pass it and have to attend the extraordinary call, the evaluation will be made through a written test. Evaluation criteria: To pass the subject, students must demonstrate that they have a good oral and written command (level C1.1) of the English language, acquiring and / or developing the skills outlined above. The evaluation criteria of the learning will be the following: Assistance and active participation in the classes through: a) carrying out exercises and activities; b) oral interventions: formulation of questions addressed to the teacher, answers to questions formulated by the teacher and personal comments to interventions by other students. The effort in the realization of exercises and the quality of the interventions will be valued. Writing an individual final paper. 6
Oral presentation (group). In addition to the capacity for group work, clarity, argumentation, communication skills, fluency, pronunciation, the level of English and the ability to solve problems will be assessed. The conceptual comprehension, the capacity for analysis and synthesis, as well as the integration and application of the contents to diverse communicative situations will be evaluated through written tests. Qualification Criteria: ORDINARY CALL A) The qualification criteria in the case of continuous evaluation will be the following: Active participation in the classes in small groups and carrying out exercises and activities of oral and written comprehension: 10%. Completion of a final paper: 20%. Preparing an oral presentation: 10%. Completion of two written tests on the contents studied throughout the course: 60% (partial 25%, final 35%). These written exams will consist of questions of reading and listening comprehension, as well as questions on the didactics of comprehension skills and on lexical aspects derived from the study of the oral and written discourses that have been seen throughout the course. It could happen that the students that at the beginning of the course opt for the continuous assessment system, throughout the course they fail to meet the requirements of compulsory attendance (minimum of 85%) and participation in the classes in small groups, and attendance to mandatory participation in group seminars and workshops. It could also happen that these students, despite having attended classes, do not perform the required activities at all times. In both cases, students will not be able to continue with this evaluation system and will have to take the final exam in the extraordinary call. To pass the subject through the continuous assessment system, you must obtain at least 50% of the maximum overall score (in relation to the evaluation tests described above). Students who do not pass the continuous evaluation of the ordinary call will be examined in the extraordinary call. B) Those students who opt for the final evaluation will take a written test and another oral test. The written exam, which will represent 80% of the final grade, will consist of several parts: questions about methodological contents in relation to oral and written comprehension skills, comprehension questions of an oral discourse, comprehension questions of a written text, besides the writing of a written text and questions about lexical aspects derived from the study of oral and written discourses. With the oral test, which will be 20% of the final grade of the subject, the communicative competence of the students will be evaluated, so they will be asked to simulate or respond to different real situations in the professional context of a future teacher. As in the case of continuous assessment, students must pass a minimum of 50% of the total of the two tests (100%) to pass the course. EXTRAORDINARY CALL Students who fail to pass the subject in the ordinary call (through continuous 7
evaluation or final evaluation) must submit to the extraordinary call and take a written test and oral test on the contents studied throughout the course. The written exam will represent 80% of the final grade and will consist of several parts: questions about methodological contents in relation to oral and written comprehension skills, comprehension questions of an oral discourse, comprehension questions of a written text, as well as the writing of a written text and questions about lexical aspects derived from the study of oral and written discourses. With the oral test, which will be 20% of the final grade of the subject, the communicative competence of the students will be evaluated, so they will be asked to simulate or respond to different real situations in the professional context of a future teacher. As in the case of the ordinary call, students must pass a minimum of 50% of the total of the two tests (100%) to pass the subject. 6. REFERENCES Brown, K. & Hood, S. (1995). Writing Matters: Writing Skills and Strategies for Students of English. Cambridge: CUP. Brumfit, C. (1991). Teaching English to Children. London: Collins ELT. Byrne, D. (1992). Techniques for Classroom Interaction. London: Longman. Byrne, D. (1995). Teaching Oral English. Harlow: Longman. Cameron, L. ( 2001). Teaching Languages to Young Learners. Cambridge: CUP. Estaire, S.. & Zanon, J. (1994). Planning Classwork: A Task-Based Approach. Oxford: Heinemann. Hancock, Mark (2003). English Pronunciation in Use Intermediate. Cambridge University Press. Hornby, A. (2010). Oxford Advanced Learner s Dictionary (8 th Oxford University Press. Edition). Oxford: House, S. (1997). An Introduction to Teaching English to children. London: Richmond. Mann, M. & Taylore-Knowles, S. (2003) Writing: Skills for First Certificate, Ed. MacMillan. Mann, Malcolm and Steve Taylore-Knowles. (2007). Skills for First Certificate: Listening and Speaking. Oxford: MacMillan. McCarthy, M. & O Dell, F. (2005). English Collocations in Use. Cambridge: Cambridge University Press. Moon, J. 2000. Children Learning English. Oxford: Macmillan Heinemann. 8
Murphy, R. (2007). English Grammar in Use (third edition with answers and CD- ROM). Cambridge: Cambridge University Press. Nunan, D (ed.). (2003). Practical English Language Teaching. New York: McGraw Hill. Reilly, V. & Ward, S.M. (1997). Very Young Learners. Oxford: OUP Scoot, W. (2004). Teaching English to Children. Harlow: Longman. Tomalin, B & Stempleski, S. (1996). Cultural Awareness. Oxford: OUP Vale, D. y Feunteun,, A (1998). Enseñanza de ingles para niños: Guía de formación para el profesorado. Madrid: CUP Wallace, C. (1993). Reading. Oxford. OUP. 9