foreign language ii: english module guide 2017-2018 · g9. innovation and creativity ... science or...

Foreign Language II: English

Module Guide 2017-2018

Grau de Mestre/a en Educació Primària

33664 Foreign Language II: English. Course description 2017 - 2018

FLORIDA UNIVERSITÀRIA – Grau en Mestre/a en Educació Primària

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INDEX

1.- Identification ................................................................................................................................... 2

2.- Description and general objectives ........................................................................................ 2

3.- Specific pre-requisites ................................................................................................................. 3

4.- Competences ................................................................................................................................... 3

5.- Learning Outcomes ....................................................................................................................... 5

6.- Activities and methodology ....................................................................................................... 7

7.- Syllabus .............................................................................................................................................. 8

8.- Assessment ...................................................................................................................................... 9

9.- Students in Special Situations ................................................................................................. 12

10. References ..................................................................................................................................... 12

11. Specific regulations .................................................................................................................... 15

12. Office hours ................................................................................................................................... 15

© FLORIDA UNIVERSITÀRIA Este material docent no podrà ser reproduït total o parcialment, ni transmetre’s por procediments electrònics, mecànics, magnètics o per sistemes de emmagatzemament i recuperació informàtica o qualsevol altre medi, ni prestar, alquilar o cedir el seu us de qualsevol altra forma, amb o sens ànim de lucre, sense el permís previ, per escrit, de FLORIDA CENTRE DE FORMACIÓ, S.C.V.



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1.- Identification

Subject: 33664 Foreign Language II: English

Module: Foreign Language Teacher in Primary Education

Type of module: Elective subject

ECTS: 6 ECTS

Course: Primary Teacher Education

Level/term: Level 4 / 1st term

Department: Education

Teacher: Abraham Cerveró [email protected] Office D.2.1 Office hours: Mondays: 13 - 14 Fridays: 10:45 – 11:45

Language English

2.- Description and general objectives

The aim of this course is to review the discursive, functional, phonological,

phonetic, spelling, grammatical, lexical-semantic and socio-cultural contents of

the English language and the deepening into their knowledge, especially on a

practical level oriented towards the teaching and learning of a foreign language

(English) in Primary Education, such knowledge of the language systems will

be implemented and used in the classroom through group communicative

activities based on assigned production and comprehension tasks in the foreign

language in specific contexts. Regarding the common reference level, as

defined by the Common European Framework of Reference for Languages

(CEFR), the subject must prepare the students to reach level B2 Advanced (or

Vantage), which Wilkins described as "limited operational domain" and Trim as

"the appropriate response to normal”.

This course is intended primarily to develop a proper use of the language

among students, as well as making them aware of the aforementioned content



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with the practical guidance described above. The contents are related to those

dealt with in the subject “English Language I” in year 3.

3.- Specific pre-requisites

Students are required to prove their competence in English in a standard

of CERF Level B2 or higher. Previous knowledge on language teaching

acquired in the course English language for teachers.

4.- Competences

FLORIDA UNIVERSITARIA’S COMPETENCES

G1. ICT

G2. Oral Communication

G3. Written Communication

G4. Foreign Language Fluency

G5. Team-working

G6. Conflict Solving

G7. Life-long Learning

G8. Commitment and Ethics

G9. Innovation and Creativity

COURSE COMPETENCES

BASIC AND GENERAL

BC1. Ability to possess and understand knowledge on a field of study which is based on the secondary education. It includes some aspects related to this specific knowledge which proceed from the latest research.

BC2. Ability to apply knowledge to his work in a professional way and to be able to be competent on elaborating and defending a position when reasoning and solving problems in the field of study.

BC3. Ability to gather and interpret relevant data in order to explain ideas that support their reasons in topics related to social issues, science or ethics.

BC4. Ability to transmit information, ideas, issues and solutions to a specialized or non-specialized audience.

BC5. Ability to develop Learning strategies to continue their long-life

Learning process with a high degree of autonomy.



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GC1. Ability to be proficient in Spanish and Catalan.

GC2. Ability to use ICT tools properly as a usual tool.

GC3. Ability to analyse critically and bring critically in the lectures the most relevant issues to today's society that affect promotes ties between families and schools: social and educational impact of audio-visual languages and screens; changes in gender relations and multicultural, intercultural and intergenerational; discrimination and social inclusion and sustainable development; and also to promote educational actions to prepare for an active and democratic citizenship as well as to be committed to equality, especially among both men and women.

GC4. Ability to promote cooperative learning activities as well as individual effort.

GC5. Ability to assume long-life learning processes with respect pedagogical and social scientific changes.

GC6. Ability to get to know the interaction processes and communication in the classroom.

GC7. Ability to recognize the identity of each educational stage and their cognitive, psychomotor, social, communicative and affective characteristics.

GC8. Ability to design, plan and evaluate coeducational activities for multicultural, multilingual and coeducational contexts.

GC9. Ability to team-work with different teachers to mentor every student individually with regard to the teaching plans in the classroom and other facilities at school.

GC10. Ability to understand and apply basic educational research methods and to be able to design innovative educational projects, and state assessment criteria.

GC11. Ability to understand that systematic observation as an essential means to reflect on the practice and reality, as well as to contribute to the innovation and improvement in education.

GC12. Ability to identify and plan actions for students with special needs and mixed-abilities as well as promoting the acquisition of resources to increase their educational inclusion.

GC1. Ability to be proficient in Spanish and Catalan.

GC2. Ability to use ICT tools properly as a usual tool.

SPECIFIC COMPETENCES



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SC157. Ability to teach foreign languages in Primary Education.

SC158. Ability to design and implementing CLIL projects.

SC159. Ability to Support pre-primary school teachers to teach a foreign language.

SC160. Ability to be able to understand and produce orals and written texts in a foreign language in formal and informal settings.

SC161. Ability to consolidate and acquire basic concepts and terms in the grammatical description of the foreign language with regard to phonology, morphology, syntax, semantics and discourse-pragmatics

SC162. Ability to be aware of one’s learning process and developing learning strategies inside and outside the classroom.

SC163. Ability to get to know the most relevant aspects of the foreign culture: geographical facts, history, literature, social institutions, ways of life and traditions.

SC164. Ability to act as a mediator between mother and foreign languages and cultures.

SC165. Ability to interpret the cultural implications of language uses in an appropriate way.

SC166. Ability to get acquainted with the official curriculum for foreign languages.

SC 167. Ability to analyse the relationship between language theories and the teaching of foreign languages.

SC 168. Ability to get to know and analyse the different theories on the acquisition of a foreign language as well as the teaching approaches and the learning skills involved.

SC169. Ability to get to know the specificity of foreign language teaching in the education system.

SC170. Ability to develop skills in order to teach and learn the communicative competence in a foreign language

SC171. Ability to apply balanced assessment criteria with respect to communicative competence, students’ attitudes and learning processes.

5.- Learning Outcomes

Learning Outcomes COMPETENCES



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O1. Produce written and oral messages in English formal and non-formal contexts

B2, B3, B4, B5, B6, B7, B8, B9, B10, SC160, SC161, SC162, SC163, SC164, SC165, SC170, SC171

O2. Describe the correlation between language analysis and teaching a foreign language.

B2, B3, B4, B5, B6, B7, B8, B9, B10, SC168, SC169, SC170, SC171

O3. Analyse and compare cultural systems embodied in the language and literary works.

B1, B2, B3, B4, B5, S4, S5, S6, S8, SC160, SC161, SC162, SC163, SC164, SC165, SC170, SC171

O4. Plan and manage one’s own self-learning and self-assessment.

B2, B3, B4, B5, B6, B7, B9, B12 , SC170, SC171

O5. Plan and manage others’ learning and assessment.

B2, B3, B4, B5, B6, B7, B9, B12 SC170, SC171

O6. Select references and information for a research project.

B1, B2, B3, B4, B5, S4, S5, S6, S8, SC168, SC169, SC170, SC171



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6.- Activities and methodology

The students’ workload in this particular subject is equivalent to 25 hours per credit.

According to this amount, the workload is 150 hours in total; distributed as follows:

• In-class activities (60 hours)

Although classes will be mostly practical, students should also expect theoretical

classes in which the vocabulary and grammar features and the contents of the subject

will be put into practice. Activities will range from: lectures, seminars, workshops, team-

working, etc… The main objective is to improve students’ communicative competence.

The guidance and materials necessary for the development of these activities will be

provided to students either during the classes or uploaded on FloridaOberta. Students

are also expected to bring the textbook and handouts to class on which most activities

will be based.

• Self-study activities (90 hours)

The model of the teacher as researcher in the classroom focuses the student individual

activity in the asking of relevant questions and the search, analysis, processing and

later conveying of information. In this sense, individual and team work will be enhanced.

These projects will be oriented, supervised and assessed by the teacher.

As stated above, the workload is split into the following activities and these are the

approximate percentages of each kind:

IN-CLASS ACTIVITIES

Teaching Model Methodology %

THEORETICAL / PRACTICAL LECTURES

Activities involve the language in communication tasks. All five skills are put into practice, productive skills (Spoken interaction and production and writing). Theoretical support is provided upon request by the students. Students carry out group projects to be developed in and out of the class.

90%

WORKSHOPS Activities related to the subject held in or out of the class and led by experts.

5%

TUTORIALS Meetings about students’ learning progress on competences and contents.

5%

Total (40% of the whole subject hours) 100%

SELF-STUDY ACTIVITIES

Teaching model Methodology Percentage



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TEAM WORK Doing research on the contents. Developing criteria to find out the most suitable methodology with regard to the situation.

40%

INDIVIDUAL WORK

Students’ own work and study. 60%

TOTAL (60% del total) 100%

7.- Syllabus

The main target of this module is to boost the communicative competence

of students above the B2 standard according to the CEFRL. That is the reason

why this module has been designed to provide the students with the

opportunities to practice productive and receptive skills: Listening

comprehension (LC), Reading Comprehension (RC), Spoken interaction (SI)

Spoken production (SP), Writing (W). In order to do so, a textbook will be used

as reference source for class practice as well as homework. Nevertheless, these

activities could be complemented or replaced by some others. This syllabus and

schedule may be changed if necessary

Contents

• To develop communicative skills in English through oral and written

activities to practice comprehension, expression and interaction.

• To use grammar structures language functions appropriately different

contexts of communication.

• To make an accurate use of language according to the pragmatic

situation.

• To identify and produce sounds, stress, rhythm, and intonation in

English.

• To self-regulate the learning process and the autonomous learning and

use of ICT.

Unit 1. Professional skills

Unit 2. Power & Money

Unit 3. Poetry & Dreams. Phonetics.



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Unit 4. Rise & Fall

Unit 5. Tears & Laughter

Unit 6. Literature

Planning

Coursework Learning outcomes Hours

Writing & recording a Video CV O1, O3, O4, O5, O6 6

Writing a text with its specific characteristics. O1, O2, O3, O4, O5, O6 10

Preparing communicative activities for classmates. O1, O2, O3, O4, O5, O6 6

Facing a job interview. O1, O2, O3, O4, O5, O6 6

Delivering a speech. O1, O3, O4, O6 6

8.- Assessment

SISTEMES D’AVALUACIÓ I QUALIFICACIÓ

Assessment methods Assessed Learning

outcomes

Percentage

Final Test O1, O3, O4, O6 50%

Project 1: Professional skills O1, O3, O4, O6 15 - 20%

Project 2: Literature O1, O2, O3, O4, O6 15 - 20%

Project 3: Comedy O1, O2, O3, O4, O5, O6 15 - 20%

International workshop: civic education & human rights

O1, O3, O4, O6 5%



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Marking

IMPORTANT NOTICE

Plagiarism is the deliberate and significant insertion in your own work of material

from someone else, for instance, a published source such as a book or article,

or another student’s piece of work, without stating the extent or source or

quoting in inverted commas.

The final mark of this module will depend mostly on the degree of involvement

and the language proficiency. There will be 3 projects and an International

workshop session which will stand for 50% of the final mark. The final test will

stand for 50% and will take into account the assessment of the skills, these are

the amount of marks that each one will stand for out of those 10 marks.

1. Writing: 2.5 marks

2. Listening Comprehension: 1.5 marks

3. Reading Comprehension: 1.5 marks

4. Grammar Competence: 1.5 marks

5. Spoken production & Interaction: 3 marks. Oral activities will be

performed and assessed in class.

It will be strictly compulsory to PASS THE FINAL EXAM (more than five marks

out of ten) and students are required to PASS every part of the test: Listening


Spoken production (SP), Writing (W) and Grammar (G). Students are allowed to

fail ONLY ONE of the skills and the result should be above 4. That means that a

student must, at least, obtain half the marks assigned to each skill. A fail in the

exam will result in a fail in the subject.

RESIT

The 2nd exam in April will stand for 100% of the final mark, this test will include

the assessment of all skills. The same conditions as for the first final test will be

applied:

1. Writing: 2.5 marks



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2. Listening Comprehension: 1.5 marks

3. Reading Comprehension: 1.5 marks

4. Grammar Competence: 1.5 marks

5. Spoken production & Interaction: 3 marks.

It will be strictly compulsory to PASS THE FINAL EXAM (more than five marks

out of ten) and students are required to PASS every part of the test: Listening


Spoken production (SP), Writing (W). Students are allowed to fail ONLY ONE of

the skills and the result should be above 4. That means that a student must, at

least, obtain half the marks assigned to each skill. A fail in the exam will result

in a fail in the subject.



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9.- Students in Special Situations

Attendance is compulsory. Nevertheless, all those students who cannot

attend lectures should let the teacher know in advance. Students will be

assessed on the basis of continuous evaluation. If a student fails to attend a

minimum of 80% of lectures, and s/he can justify with a contract or illness report,

s/he will have to contact the teacher before October in order to arrange a plan.

If the student does not contact the teacher or does attend classes, s/he

will have to take a test about all the contents in the course in the first examination

the result of the test will stand for than 50%. In the second examination, the test

will stand for 100%.

Students can have tutorials with the teacher via:

• Email.

• In-office, by appointment only.

If a student is in a special situation s/he must:

• Contact the teacher at the beginning of the term or as soon as you

get to know you will not be able to attend the course.

• Carry out all the activities done in classes.

• Meet the rest of the students outside lectures in group projects.

10. References

Annotated references:

• Clandfield, L & Robb Benne,R. (2011) Global English. Oxford: Macmillan.

Topic-based reference textbook. Most of the contents are developed all

along its syllabus, it also offers the possibility to check grammar and

vocabulary on line as well as many communicative functions.

Basic references:

• Brook-Hart, G. & Own, D. (2012). Complete First Certificate (Student’s

Book). Cambridge. CUP.



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• Carter R. & McCarthy, M. (2006). Cambridge Grammar of English.

Cambridge: CUP.

• Carter R., Hughes, R. & McCarthy, M. (2000). Exploring Grammar in

Context. Cambridge: CUP.

• Carter, R. & Nunan, D. (2001). The Cambridge Guide to Teaching

English to Speakers of Other Languages. Cambridge: CUP.

• Chalker, S. & Weiner, E. (2003). The Oxford Dictionary of English

Grammar. Oxford: OUP.

• Downing, A. & Locke, P. (2003). A University Course in English

Grammar. London: Routledge.

• Gray, L. (2004). English Verbs. McGraw-Hill.

• Hancock, M. (2007). English Pronunciation in Use Intermediate.

Cambridge: Cambridge University Press.

• Murphy, R. (2004). New English Grammar in Use (with Answers).

Cambridge: Cambridge University Press.

• Murphy, R. (2006). English Grammar in Use (Third Edition). Cambridge:

Cambridge University Press.

• Textbooks, grammar books and grammar activities with practical

activities about the use of English and related vocabulary

Complementary references:

• Cameron, L. (2005). Teaching Languages to Young Learners.

Cambridge University Press.

• Celce-Murcia, M. & Ohlstain, E. (2000). Discourse and Context in

Language Teaching. Cambridge: Cambridge University Press.

• Crystal, D. (2003). The Cambridge Encyclopaedia of the English

Language. Cambridge: Cambridge University Press

• McCarthy, M., & O’Dell, F. (2007). Vocabulary in Use: Upper-

Intermediate (with Answers). Cambridge: Cambridge University

• Pérez Esteve, P. & V. Roig Estruch (2004). Enseñar y aprender inglés en

educación infantil y primaria. Ed. Horsori.

• Reyes Torres, E. (2005). Inglés para niños de 3 a 6 años. Ediciones San

Pio X.



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• Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in

language teaching. Cambridge University Press.

E- REFERENCES

Video CV & CV

https://europass.cedefop.europa.eu/es/home

https://www.youtube.com/watch?v=c_PZTAW5piQ

Dictionary on-line

http://www.wordreference.com

http://dictionary.cambridge.org/es/

http://www.macmillandictionary.com/

Listening comprehension

http://www.elllo.org/

http://www.videojug.com/

GENERAL

http://www.bbc.co.uk/worldservice/learningenglish/general/

http://www.eslkid.com

http://www.teachingenglish.org.uk

http://www.britishcouncil.org/kids.htm

http://www.bbc.co.uk/worldservice/learningenglish/

http://www.bbc.co.uk/schoolradio/english/storiesandrhymes

http://www.enchantedlearning.com

http://www.angles365.co

http://www.clilcompendium.com

http://www.euroclic.net

http://www.primarylanguages.org.uk

http://www.educarex.es/recursos/cnice/2006/ingles

http://www.realbooks.co.uk

http://www.atozteacherstuff.com



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http://eslcity.com/english

http://www.isabelperez.com

http://www.multingles.net

http://www.miguelmllop.com

http://www.onestopenglish.com

http://www.haydn.nottingham.sch.uk/linkschildren.htm

http://teachernet.gov.uk

http://www.standards.dfes.gov.uk/primary/publications/languages/framework

http://www.ncaction.org.uk/subjects/mfl/index.htm

http://www.languageassistant.co.uk

http://www.examenglish.com/CEFR/B1.htm

11. Specific regulations

• Being PUNCTUAL will be most appreciated.

• Students MUST bring to class all the necessary resources.

• Students may well use their mobile phones, tablets and laptops in class

but only when told to do so by the teacher.

12. Office hours

Office hours are designed to be a time when students can come to a teacher to

ask questions, get additional help or turn in/pick up work from absences. Office

hours provide a tool for teaching student’s responsibility, accountability and

independent learning. Students are kindly requested to set an appointment via

email before showing up for attention.

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