Degree | Type | Year |
---|---|---|
2500798 Primary Education | OT | 4 |
You can view this information at the end of this document.
It is necessary to have a WELL-ACHIEVED C1 (CEFR) level of English or Cambridge Advanced English Certificate (CAE) (entry requirement). With a narrowly-passed C1 or CAE exam, students might find the course hard to pass.
This course aims at providing pre-service English teachers with the necessary linguistic and communicative resources to act efficiently and accurately as teaching professionals in English. For that reason, the first part of this course will be devoted to improving students’ pronunciation. The approach will be applied. The focus will be on segmental aspects of English (vowels and consonants) and emphasis will be placed on the comparison between the phonological systems of Catalan/Spanish and English. The model will be Standard British English, although aspects of the North-American standard (GA) will also be discussed. This standard will also be accepted in students’ productions. The second part of the course aims at widening and specializing both the vocabulary and the communicative strategies of students, so that they are able to manage not only learning but also organizational and behavioural matters in the English classroom entirely in English. Various key aspects of classroom discourse will be discussed from a comparative and functional perspective.
Part 1: Spoken English: Aspects of pronunciation and stress
1.1. Basic concepts of general phonetic description
1.2. English vowels & consonants
1.3. Homophones
1.4. Transcription
Part 2: The practice of English language use in professional contexts (English for teaching purposes)
2.1. Why English for teaching purposes: characteristics and rationale.
2.2. Speaking about education in general English: a review of grammar, lexis and idioms.
2.3. ESP: English for Teaching Purposes.
2.3.1. Vocabulary: classroom equipment, children's games and past times, translations of frequent expressions/words in Catalan schooling.
2.3.2. Classroom management: doing a variety of functions in the class; pragmatic considerations.
2.3.2.1. Giving instructions and making requests: issues of register and politeness.
2.3.2.2. Asking questions; types of questions: linguistic expression and conversational-pedagogical import.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Correction and discussion of practical exercises | 30 | 1.2 | 21, 7, 30 |
Directed discussions in class | 5 | 0.2 | 21, 30, 32 |
Presentation of theoretical concepts | 15 | 0.6 | 26, 32 |
Type: Supervised | |||
Group preparation and oral presentation of a topic | 15 | 0.6 | 14, 27, 21, 35 |
Individual or group tutorials | 25 | 1 | 10, 7 |
Small-group discussion of theory and practice | 9 | 0.36 | 21 |
Type: Autonomous | |||
Exercises and practical activities | 20 | 0.8 | 7 |
Independent study | 17 | 0.68 | 10, 26 |
Supplementary readings | 8.2 | 0.33 | 26, 25, 32 |
The teaching methodology is practical and is based on short in-class presentations of basic concepts, individual and joint correction of exercises and practical cases, and on structured discussions in class linked to issues relevant to the teaching of the English language, language models and linguistic variation.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Active participation and significant contribution to classroom discussion and learning activities (individual) | 5% | 1 | 0.04 | 1, 4, 3, 2, 26, 25, 12, 18, 11, 19, 20, 13, 16, 17, 21, 7, 31, 28, 32, 29, 9, 6 |
In-class test on Part 1 (individual) | 5% | 1 | 0.04 | 26 |
Oral presentation (group work) | 25% | 0.5 | 0.02 | 8, 14, 27, 15, 21, 24, 22, 23, 34, 35, 30, 33 |
Part 1 oral exam (individual) | 20% | 0.3 | 0.01 | 21, 28 |
Part 1 written exam (individual) | 20% | 1 | 0.04 | 10, 26, 21 |
Part 2 written exam (individual) | 25% | 2 | 0.08 | 5, 26, 25 |
Students must bear the following in mind:
1) Only marks equal to or greater than 4.5/10 will be taken into account to calculate the course average.
2) If a student hands in only ONE evaluation task, not enough evidence will have been submitted for assessment. S/he will be assessed as "no avaluable".
3) If a student hands in MORE THAN ONE evaluation task, enough evidence will have been submitted for assessment. S/he may then fail or pass the course.
4) VERY IMPORTANT: Total or partial plagiarism of any assessment items will mean that students will fail the whole course and not just the specific assignment. It will not be possible to re-assess the course. PLAGIARISM means copying from sources without identifying them -whether one sentence, one paragraph or a whole text- and then pretending it is the students' (THIS INCLUDES COPYING FROM THE INTERNET), and it is a major offence. Students must learn to respect others' intellectual property rights and to identify sources. It is necessary that they learn to be responsible for the originality and authenticity of their own texts.
5) Students are required to employ non-sexist language in their written and oral productions. For guidelines on how to do this, they are advised to check the website of the Linguistic Society of America (LSA): https://www.linguisticsociety.org/resource/guidelines-inclusive-language. Appropriate use of language will be part of the assessment criteria.
6) The teaching staff will grade the assessment activities within a period of no more than 20 working days in the academic calendar.
Assessment dates:
-In-class test on Part 1: 9th October 2024
-Oral presentation: 11th and 18th December 2024
-Part 1 oral exam: 30th October 2024
-Part 1 written exam: 6th November 2024
-Part 2 written exam: 18th December2024
-Reassessment: 5th February 2025
Reassessment:
Reassessment will only be possible in the following cases:
-Students having passed (with a 5/10) activities weighing 60% (or greater) of the coursemark.
-A minimum mark of 3.5 (average course mark) will be necessary to reassess any items.
Evaluation Activities Excluded from Reassessment:
The following activities are not eligible for reassessment:
-in-class test on Part I (this is reassessed by passing the written exam for part 1, English pronunciation)
-oral presentation
-significant contribution to classroom discussion and activities
Procedure for Reviewing Grades Awarded:
On carrying out each evaluation activity, lecturer will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.
Single assessment option
Date: 18th December 2024
Evaluation activities:
Part 1 written exam (individual)-25%
Part 1 oral exam (individual)-25%
Oral presentation (in group or individual) -25%
Part 2 written exam (individual)-25%
The reassessment system will be the same as the one for the continuous assessment option.
The procedure for reviewing the grades awarded will be the same as for the continuous assessment option.
Estebas Vilaplana, Eva (2009) Teach Yourself English Pronunciation: An Interactive Course for Spanish Speakers. Madrid: UNED. See also on: https://canal.uned.es/video/5aa908a9b1111f19028b4567
Smith, Jonathan and Annette Margolis (2007) Pronunciation: Study Book. Garnet Education.
Rogerson, Pamela and Judy B. Gilbert (1990) Speaking Clearly. CUP.
Wells, John C. (2008) Longman Pronunciation Dictionary. Longman
Web resources:
English Pronunciation Training by Núria Gavaldà - https://www.youtube.com/user/ngav1/videos
Department of Phonetics and Linguistics UCL - Identify the symbol:http://www.phon.ucl.ac.uk/home/johnm/flash/findrp.htm
Ladefoged: online course http://phonetics.ucla.edu/course/contents.html
The International Phonetic Association: http://www.langsci.ucl.ac.uk/ipa/ipachart.html
Type IPA phonetic symbols: http://ipa.typeit.org/
Phonetics: The sounds of spoken language (English and Spanish), University of Iowa: http://www.uiowa.edu/~acadtech/phonetics/# (consonant profiles)
BBC Learning English: Pronunciation tips: http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/
Emglish Phonetics and Pronunciation in Barcelona: https://englishphoneticsbcn.com/
Part 2:
Hughes, Glyn S. (2001) A Handbook of Classroom English. Oxford University Press.
Salaberry, Sagrario (1995) Classroom Language.Macmillan.
Slattery, Mary and Jane WIllis (2001) English for Primary Teachers: A Handbook of Activities and Classroom Language. Oxford University Press.
Spratt, Mary (1994) Language for the Teacher: A Language Development Course. Cambridge University Press.
Web resources
http://www.usingenglish.com/files/pdf/classroom-language-moving-around.pdf
https://www.teachingenglish.org.uk/sites/teacheng/files/ELT-17-screen-Language-Improvement.pdf
General reference language materials
Kennedy-Scanlon, Michael, Juli Cebrian & John Bradbury (2011) Guided Error Correction.: Exercises for Spanish-Speaking Students of English. Level C1.1 and C1.2. Publicacions de la UAB.
McCarthy, Michael & Felicity O’Dell (2005) English Vocabulary in Use Advanced. CUP.
McCarthy, Michael & Felicity O’Dell (2005) Test Your English Vocabulary in Use Advanced. CUP.
McCarthy, Michael & Felicity O’Dell (2007) English Phrasal Verbs in Use Advanced. CUP.
McCarthy, Michael & Felicity O’Dell (2008) Academic Vocabulary in Use. CUP.
Parrott, Martin (2000) Grammar for English Language Teachers. CUP.
Vince, Michael (2008) MacMillan English Grammar in Context Advanced. MacMillan Heinemann.
Vince, Michael and Emmerson, P. (2003) First Certificate Language Practice (with key). Macmillan.
Swan, Michael (2005) Practical English Usage (3rd ed.) OUP.
Swan, Michael and Catherine Walter (1997) How English Works: A Grammar Practice Book. Oxford University Press.
Yule, George (2006) OxfordPracticeGrammar. Advanced (with key). Oxford University Press
A selection of Internet resources for language learning and teaching
http://www.bbc.co.uk/worldservice/learningenglish/ (BBC)
http://www.learnenglish.org.uk/ (British Council)
Digital newspapers (news pieces on education)
https://www.theguardian.com/education
https://www.independent.co.uk/news/education
https://www.nytimes.com/section/education
https://www.washingtonpost.com/education/
https://www.irishtimes.com/news/education
https://www.theguardian.com/australia-news/australian-education
Dictionaries
Oxford Advanced Learner’s Dictionary, OUP.
Collins Cobuild English Dictionary, Harper Collins Publishers.
Cambridge Advanced Learner’s Dictionary, CUP.
Collins English-Spanish/Spanish-English Dictionary, 6th ed., Grijalbo.
Longman Language Activator. Longman.
On-line dictionaries
http://www.ldoceonline.com/ (Longman Dictionary of Contemporary English)
http://www.merriam-webster.com/ (Merriam-Webster dictionaries on line)
http://dictionary.cambridge.org/ (Cambridge dictionaries on line)
https://www.freecollocation.com (Online collocations dictionary)
http://wordreference.com (multilingual dictionary)
https://howjsay.com/ (Free online English pronunciation)
Non-applicable
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(TE) Theory | 90 | English | first semester | afternoon |