Educational guide

IDENTIFYING DATA

2011_12

Subject

LENGUA EXTRANJERA Y DIDACTICA III:INGLES

Code

01004152

Study programme

MAESTRO DE LENGUA EXTRANJERA

Descriptors

Credit.

Type

Year

Period

Compulsory

Third

First

Language

Prerequisites

Department

FILOLOGIA MODERNA

Coordinador

FERNÁNDEZ LÓPEZ , MARISA

E-mail

mferl@unileon.es
madief@unileon.es

Lecturers

DÍEZ FERNÁNDEZ , MARÍA DE LOS ÁNGELES

FERNÁNDEZ LÓPEZ , MARISA

Web

http://

General description

This content-based course combines English as a foreign language with foreign language teaching methodology for young learners.

During the course the students should acquire a linguistic competence that will allow them to express themselves fluently; they should be able to communicate well in both oral and written English. By the end of the course students should have reached a level which will serve to qualify them as primary school teachers of English as a foreign language.

Tribunales de Revisión

Tribunal titular
Cargo	Departamento	Profesor

Tribunal suplente
Cargo	Departamento	Profesor

Objetivos

This content-based course combines English as a foreign language with foreign language teaching methodology for young learners.

Methodologies

The teaching approach will be task-based and will require the students' active participation and collaboration throughout the course. It will be learner-centred and communicative and will involve the use of ICTs. This approach will reflect the teaching methodology required in primary school teaching. The materials include the textbook and suggested material for individual practice (see below) and a wide range of supplementary materials (including authentic materials and examination practice materials), digital, printed and recorded, which will be made available during the course.

Contents

Topic	Sub-topic

The syllabus is a negotiated content-based one which takes into account the students' linguistic, cultural and learning needs, their interests and their expectations. It involves learning how to teach young learners and includes: i) skills development: pronunciation, speaking skills, listening skills, reading with young learners, writing skills. ii) learner training: developing confidence and motivation, intercultural communication, information and communication technologies in language learning and teaching. iii) learner training in language learning: grammar in the young learner classroom, multiple-choice tasks, using dictionaries, following instructions. This course also involves the integration of all four skills as well as grammar and vocabulary in the development of the students' communicative ability in terms of linguistic competence, socio-linguistic competence, discourse competence, strategic competence, socio-cultural competence and social competence.

Personalized attention

For continuous assessment mark:

The development of an activities portfolio
Prescribed readings
Active participation in self-assessment and peer assessment, in the use of ICTs and in work set in and out of class.

Assessment

	Description	Qualification

Other comments and second call
The students' participation throughout the course will be assessed in oral classroom activities just as the performance of written work. Part of the final mark will depend on a written test based on the contents of the previous language items together with some questions about the prescribed reading of material taken from works on methodology listed in the bibliography. The students will also be given an oral test at the end of the term.

Basic
	TEXTBOOK: - SPRATT, Mary et al. (2007): The TKT (Teaching Knowledge Test) Course, CUP.
Complementary
	SUGGESTED MATERIAL FOR INDIVIDUAL PRACTICE: - LARSEN-FREEMAN, Diane (2000): Techniques and Principles in Language Teaching 2nd edition, Oxford, O.U.P. - SPRATT, Mary (1994): English for the Teacher (A language development course), Cambridge, C.U.P. - WILLIS, Jane (1981): Teaching English through English, Longman - WILLIS, Jane (1996): A Framework for Task-Based Learning, Longman. - NUNAN, David (1991): Language Teaching Methodology. A Textbook for teachers, Prentice Hall. - NUNAN, David (1988): Syllabus Design, O.U.P. - HARMER, Jeremy (1983): The Practice of English Language Teaching, Longman. - WATCYN-JONES, P. (1980): Test your vocabulary 1 to 3, Penguin English (photocopied material) - McCARTHY, M & O'DELL, F. (2001): English Vocabulary in Use, Cambridge, C.U.P. - CAMERON, L. (2001), Teaching Languages to Young Learners, Cambridge, C.U.P. - PHILLIPS, S. (1993), Young Learners, Oxford, O.U.P. - REILLY, V.; WARD, S.M. (1997): Very Young Learners, Oxford, O.U.P. - SLATTERY, M.; WILLIS, J. (2001), English for Primary Teachers, Oxford, O.U.P DICTIONARIES: - The Macmillan English Dictionary for Advanced Learners ISBN 0333 96668 6 Paperback & CD-ROM - Collins COBUILD English Language Dictionary. - Cambridge Learner's Dictionary with CD-ROM - Larousse English/Spanish Bilingual Dictionary - WELLS, J.C. (1990): Pronunciation Dictionary, Harlow, Longman - JONES, Daniel (2003): English Pronouncing Dictionary, 16th ed., CUP GRAMMAR: - MURPHY, R. 2002. English Grammar in Use. A Self-Study Reference and Practice Book for Intermediate Students (With Answers and CD-ROM ISBN 052152931X). Cambridge: Cambridge University Press. - SINCLAIR, John ed.: Collins Cobuild English Grammar, Collins. - LEECH, G & SVARTVIK, J.: A Communicative Grammar of English, Longman. - SWAN, Michael 1995: Practical English Usage. Oxford, O.U.P. - SWAN , Michael & WALTER, Catherine (1997): How English Works. A Grammar Practice Book. (with answers), Oxford, O.U.P. - RAYMOND, Murphy: English Grammar in Use (with answers), Cambridge, C.U.P Links: http://www.bbc.co.uk/worldservice/learningenglish/ http://mylcpodcasts.blogspot.com/ http://www.absolutely-intercultural.com/