Educational guide
IDENTIFYING DATA 2021_22
Subject B2-C1 English and ELT for Spanish-speaking students of Primary Education. Code 01013035
Study programme
1013 - GRADO EN EDUCACIÓN PRIMARIA
Descriptors Credit. Type Year Period
6 Compulsory Third Second
Language
Ingles
Prerequisites
Department FILOLOGIA MODERNA
Coordinador
LABRADOR DE LA CRUZ , MARÍA BELÉN
E-mail mblabc@unileon.es
raodo@unileon.es
Lecturers
LABRADOR DE LA CRUZ , MARÍA BELÉN
O'DOWD , ROBERT ALEXANDER
Web http://
General description This EGP (English for General Purposes) course focuses on the extensive practice of the four communicative skills - at B2 level in the productive skills (speaking, writing) and C1 level in the receptive skills (reading and listening) and on ELT methodology for young learners. Students will become more proficient in English through the accomplishment of tasks and through class discussions on the appropriate use of advanced vocabulary, idiomatic expressions and textual conventions to convey different pragmatic functions in a variety of contexts.
Tribunales de Revisión
Tribunal titular
Cargo Departamento Profesor
Presidente FILOLOGIA MODERNA GUTIERREZ LANZA , MARIA DEL CAMINO
Secretario FILOLOGIA MODERNA PEREZ DIEZ , MARIA DEL CARMEN
Vocal FILOLOGIA MODERNA DIEZ FERNANDEZ , MARIA DE LOS ANGELES
Tribunal suplente
Cargo Departamento Profesor
Presidente FILOLOGIA MODERNA MORENO FERNANDEZ , ANA ISABEL
Secretario FILOLOGIA MODERNA MARTIN JUNQUERA , IMELDA
Vocal FILOLOGIA MODERNA RAMON GARCIA , NOELIA

Competencias
Code  
A9065
A9067
A9068
A9069
B999
B1002
B1004
B1011
B1014
B1017
B1018
B1020
B1023
B1024
C2
C3
C4

Learning aims
Competences
By the end of the course, the students will be able to demonstrate they have reached a C1 level in reading and listening comprehension in English. A9065
A9067
B1002
B1017
By the end of the course, the students will be able to demonstrate they have reached a B2 level in speaking and written production in English. A9065
A9067
A9069
B1002
B1017
C4
By the end of the course, the students will be able to outline key methodological principles, methods, techniques and strategies which should be taken into account when teaching EFL to Primary school learners. A9065
B999
B1011
C2
By the end of the course, the students will be able to solve practical cases related to the teaching of English in Primary Education. B999
B1004
B1014
B1020
B1023
C2
C3
By the end of the course, the students will be able to create a portfolio of oral and written learning evidences after participating in a telecollaborative project. A9067
A9068
B1018
B1020
B1023
B1024
C4
By the end of the course, the students will be able to design a digital escape room for the teaching of English in Primary Education. A9068
B1004
B1011
B1023
C4

Contents
Topic Sub-topic
Unit 1. LEARNERS’ NEEDS. DIDACTICS FOCUS:
- Teaching English to young learners in the context of primary school; characteristics of YL.
- Catering for learner diversity; SEN; learning styles; multiple intelligences; creativity; the 7 Rs; the C-Wheel.
LANGUAGE AND COMMUNICATION FOCUS:
- Describing personality and emotions. Commonly confused adjectives.
- The Language of Quotes; figures of Speech.
Unit 2. THE WORLD AROUND THEM. DIDACTICS FOCUS:
- Learning by doing, pretend play, role-playing, hypothetical situations based on real life; realia.
LANGUAGE AND COMMUNICATION FOCUS:
- Describing objects, food, meals, people, places and pictures.
- The senses; physical description; materials.
- Measurement: length, width, height, thickness, depth.
- Purpose function; process function.
- Conditional tense; modal verbs of deduction.
Unit 3. LEARNING AND TEACHING ENGLISH AS A FOREIGN LANGUAGE. DIDACTICS FOCUS:
- Nature vs nurture; the critical period hypothesis; feral children; language acquisition and language learning; the learning process; learning strategies; principle of distributed practice; types of motivation.
- Sociolinguistics and variation in English.
- Foreign language teaching methods; LSP; CLIL; EMI; planning: approaches>methods>procedures>techniques; curriculum>syllabus>unit>lesson>task.
LANGUAGE AND COMMUNICATION FOCUS:
- Specialized vocabulary related with Foreign Language Teaching.
- Academic language to express cognitive functions: defining, describing, classifying, exemplifying, contrasting.
Unit 4. CLASSROOM MANAGEMENT, ERROR CORRECTION AND ASSESSMENT. DIDACTICS FOCUS:
- Classroom management; grouping techniques; the role of questions; eliciting language; prompts; discipline problems.
- Formative assessment; diagnostic and summative evaluation.
- Corrective feedback; teacher-, peer- and self-correction.
- Thinking skills – RBT (Revised Bloom’s Taxonomy)
- Krashen’s comprehensible input hypothesis, Vygotsky’s Zone of Proximal Development
- Bruner: scaffolding and spiral curriculum

LANGUAGE AND COMMUNICATION FOCUS:
- Classroom language
- Biding and language used in auctions.
- Some problems with word order, commonly confused words, prepositions, collocations, false friends.
Unit 5. ACTIVITIES, TASKS, TECHNIQUES. DIDACTICS FOCUS:
- Activities vs tasks; Types of tasks (decision-making & production); techniques and thinking skills involved; grading and combining techniques; scaffolding; guided writing; modelling; adaptations of traditional games; dictations; carousel (work stations).
- Designing tasks. Practical cases.
LANGUAGE AND COMMUNICATION FOCUS:
- Use of the –ing form, conditional sentences, reason sentences, the passive, indirect questions, relative clauses, modal verbs, quantifiers, articles, reported speech.
- Compounds
- Narrative structure, vocabulary, expressions and repetitive patterns in stories
Unit 6. MATERIALS AND RESOURCES. DIDACTICS FOCUS:
- The textbook (pros and cons).
- Authentic and adapted materials.
- Verbal and non-verbal language.
- Games and gamification. Learning by playing.
- The use and design of materials:
- Visual aids: charts, graphs, grids, mathematical notations, pictures, comic strips, flashcards, posters, maps, slide presentations, handouts, images, written text.
- Audio aids: songs, rhymes, chants, recordings, podcasts.
- Audio-visual aids: real-world videos and language learning videos. Online apps.
- Kinesthetic aids: realia, puppets, costumes, toys, puzzles, mockups.
LANGUAGE AND COMMUNICATION FOCUS:
- Describing graphs and trends.
- Adjectives and adverbs of manner.
- Vocabulary related with figures, surveys, statistics and presentations.

Planning
Methodologies  ::  Tests
  Class hours Hours outside the classroom Total hours
Problem solving, classroom exercises 26 14 40
 
Presentations / expositions 8 2 10
Portfolios/Learning folder 1 36 37
Personal tuition 1 2 3
 
Lecture 20 6 26
 
Mixed tests 4 30 34
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies   ::  
  Description
Problem solving, classroom exercises Task-based lessons with both a language and a didactic focus applying different teaching methods and techniques.
Presentations / expositions Presentation of the students' experience and opinion of the virtual exchange, including using and creating Escape Rooms and interacting with American students to solve puzzles collaboratively and to discuss intercultural topics.
Portfolios/Learning folder Portfolio including learning evidences (synchronous and asynchronous communications), an essay, the completion of a number of activities in Escape Rooms and the design of an Escape Room for Young Learners.
Personal tuition Feedback of homework submitted through Moodle, as part of the formative assessment.
Lecture Lectures on methodological topics concerning the Teaching of English as a Foreign Language to Primary-school children.

Personalized attention
 
Portfolios/Learning folder
Lecture
Problem solving, classroom exercises
Personal tuition
Presentations / expositions
Mixed tests
Description
The students can request an appointment to solve any kind of doubts related to the course and the evaluation through e-mail.

Assessment
  Description Qualification
Portfolios/Learning folder Portfolio to account for all the activities carried out during the virtual exchange:
A. Telecollaborative tasks (Escape rooms)
B. Learning evidences (synchronous and asynchronous communications)
C. Essay (on your experience about the virtual exchange)
D. Design of a digital Escape
Room addressed to young learners.
A. 5%
B. 10%
C. 10%

Personal tuition Homework submitted through Moodle 5%
Presentations / expositions Oral presentation: report on virtual exchange 10%

Mixed tests A. Didactics (Writing)
B. Didactics (Test)
C. Use of English
D. Listening comprehension
E. Reading comprehension
1A. 10%
1B. 10%
1C. 10%
2A. 10%
2B. 10%
2C. 10%
 
Other comments and second call

Requirements:


- In order to pass the course, it is necessary to pass each part of the exam, the presentation and the portfolio.

- If the average mark is over 5 but one or more marks are below 5, the final mark will be the average mark of those below 5.

- At the second call, students will only have to retake the parts that they failed. All the other marks will be kept. To replace the portfolio and the presentation about the virtual exchange, they will have to do some other assignments/ tests.

- The use of any electronic devices during the examinations is strictly forbidden. A candidate who is suspected of cheating in examinations is liable to disciplinary action.

 


Sources of information
Access to Recommended Bibliography in the Catalog ULE

Basic

Complementary

Foreign Language Methodology Textbooks

Legutke, M., Mueller-Hartmann, A. & Schoker-v. Ditfurth, M. (2009). Teaching English in the Primary School. Stuttgart, Germany: Klett.

Nunan, David. (2011). Teaching English to young learners. Anaheim: Anaheim University Press.

Read, C. (2007). 500 Activities for the Primary Classroom. Macmillan Books for Teachers.

Slattery, M. & Willis, J. (2001). English for Primary Teachers. Oxford: Oxford University Press.

Watkins, Peter. (2012). Learning to teach English. Peaslake (Surrey): Delta.

Willis, D. and J. (2007). Doing Task-Based Teaching (Oxford Handbooks for Language Teachers)

 

Grammar, Vocabulary and Writing Resource Books

Eastwood, John (2005). Oxford Learner’s Grammar. Oxford: Oxford University Press.

Mccarthy, M. and F. O'Dell. (2002). English vocabulary in use. Upper-intermediate. Cambridge: Cambridge University Press.

Murphy, R. (2002). English Grammar in Use. A Self-Study Reference and Practice Book for Intermediate Students, with answers. Cambridge: Cambridge University Press

Shintani, Natsuko. 2016. Input-based Tasks in Foreign Language Instruction for Young Learners. Amsterdam: John Benjamins.

Sowton, Chris. (2012). 50 steps to improving your academic writing: study book. Reading, UK: Garnet Pub.


Recommendations


Subjects that it is recommended to have taken before
English and ELT for Spanish-speaking students of Primary Education: II / 01013007
FOREIGN LANGUAGE APPLIED TO TEACHING II (ENGLISH) / 01013017