Educational guide | ||||||||||||||||||||||||||||||||||||||||
IDENTIFYING DATA | 2023_24 | |||||||||||||||||||||||||||||||||||||||
Subject | B2-C1 English and ELT for Spanish-speaking students of Primary Education. | Code | 01013035 | |||||||||||||||||||||||||||||||||||||
Study programme |
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Descriptors | Credit. | Type | Year | Period | ||||||||||||||||||||||||||||||||||||
6 | Compulsory | Third | Second |
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Language |
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Prerequisites | ||||||||||||||||||||||||||||||||||||||||
Department | FILOLOGIA MODERNA |
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Coordinador |
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mblabc@unileon.es raodo@unileon.es |
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Lecturers |
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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 |
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Competencias |
Code | |
A9065 | |
A9067 | |
A9068 | |
A9069 | |
B999 | |
B1002 | |
B1004 | |
B1011 | |
B1014 | |
B1017 | |
B1018 | |
B1020 | |
B1023 | |
B1024 | |
C2 | CMECES2 That students know how to apply their knowledge to their work or vocation in a professional manner and possess the skills that are usually demonstrated through the development and defense of arguments and the resolution of problems within their area of study. |
C3 | CMECES3 That students have the ability to gather and interpret relevant data (normally within their area of study) to make judgments that include reflection on relevant issues of a social, scientific or ethical nature. |
C4 | CMECES4 That students can transmit information, ideas, problems and solutions to both a specialised and non-specialised audience |
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 |
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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 |
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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 |
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 |
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Assessment |
Description | Qualification | ||
Presentations / expositions | Oral presentation: report on virtual exchange | 10% |
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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% |
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Personal tuition | Homework submitted through Moodle and in-class work | 5% | |
Mixed tests | Didactics: 1A: Writing. Didactics: 1B: Test. Didactics and Language and communication 1C: Essay about their experience and learning process in the virtual exchange. Language and communication: 2A. Use of English Language and communication: 2B. Listening comprehension. Language and communication: 2C. Reading comprehension |
1A. 10% 1B. 10% 1C. 10% 2A. 10% 2B. 10% 2C. 10% |
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Other comments and second call | |||
If a student does not take or submit one or more tests or assignments, their final mark will be NP (No presentado). It is necessary to meet these two requirements in order to pass the course: - To achieve at least 5 out of 10 in each part of the exam (mixed tests). Only in this case will the other marks be added. - To achieve at least 5 out of 10 in the total mark. At the second call, students will only have to retake the parts that they failed. All the other marks will be kept. The same rules for the first call will apply in further calls. 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 | |||
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