IDENTIFYING DATA

2016_17

Subject (*)

KNOWLEDGE AND USE OF A FOREIGN LANGUAGE I

Code

11234207

Study programme

Bachelor's Degree in Primary Education (2009)

Cycle

1st

Descriptors

Credits

Type

Year

Period

Optional

Language

Anglès

Department

English and German Studies

Coordinator

MARTÍN PÉREZ, MARÍA BELÉN

E-mail

mariabelen.martin@urv.cat

Lecturers

MARTÍN PÉREZ, MARÍA BELÉN

Web

General description and relevant information

This subject tries to be a place where the student can use the language. This will be done through the Task-Based Learning with content related to the teaching and learning of English. So, the subject will have a first focus (the language itself), but with also a second one (to familiarize with the teaching and learning of English and the jargon of this process). Anyway, this subject is not the place to learn the language. We will use the language to learn how to teach it, but the student should find a way (if she doesn't have the language) to improve it on her own.

Competences

Type A	Code	Competences Specific
	A10	Reflexionar sobre les pràctiques d'aula per innovar i millorar la labor docent. Adquirir hàbits i destreses per a l'aprenentatge autònom i cooperatiu i promoure’l entre els estudiants.
	MI4	Utilitzar les habilitats docents bàsiques en l'ensenyament-aprenentatge d'un idioma com a llegua estrangera en l'educació primària.
Type B	Code	Competences Transversal
	B5	Teamwork, collaboration and sharing of responsibility
Type C	Code	Competences Nuclear
	C1	Have an intermediate mastery of a foreign language, preferably English

Learning outcomes

Type A	Code	Learning outcomes
	A10	Selecciona una eina web 2.0 que pot ajudar a millorar l’ensenyament de l’anglès i, a travès de la col·laboració en grup, planeja la seva aplicació en una tasca docent. Comprén els principis de la Programació Neuro-Lingüística i de l’Aprenentatge Basat en Tasques i reflexiona sobre el seu impacte tant a la seva pròpia formació com a la formació dels seus futurs estudiants. És conscient de la importància de totes dues metodologies.
	MI4	Utilitza l’anglès com a mitjà de comunicació d’una forma fluida i adequada al nivell d’un/a futur/a mestre d’anglès. Duu a terme el treball en grup i demostra, a través de les seves aportacions i la seva implicació, els coneixements adquirits durant l’assignatura.
Type B	Code	Learning outcomes
	B5	Take active part in planning the work of the team, and in distributing the tasks and the deadlines.
Type C	Code	Learning outcomes
	C1	Express opinions on abstract or cultural topics in a limited fashion.

Contents

Topic	Sub-topic
Communicative use of the foreign language	Knowing and relating to the others The importance of fluency
Communication and learning technologies	2.0 tools we can use in the English class to enhance teaching
Learning and teaching methods for the EFL class	- Task-based learning: introduction and experimentation. - Neuro-linguistic programming tools that can help us enhance our teaching practice

Planning

Methodologies :: Tests

Competences

(*) Class hours

Hours outside the classroom

(**) Total hours

Introductory activities

A10

Lecture

A10

Simulation

A10

6.5

10.5

Problem solving, classroom exercises

A10

Problem solving, classroom exercises

A10

Presentations / expositions

A10

Personal tuition

0.5

(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies

Methodologies

	Description
Introductory activities	Activities designed for getting to know each other, for gathering information about the students and for introducing the subject.
Lecture	Presentation of the content of the subject
Simulation	Practice of the tools the students will be needing for elaborating the final task (both in terms of language and in terms of cognitive knowledge)
Problem solving, classroom exercises	Formulation, analysis, resolution and debate about problems, trends or techniques related to the teaching and the learning of English.
Problem solving, classroom exercises	Preparing the final task in group for presenting it in front of the others.
Presentations / expositions	Oral presentation of a group work (previously submitted in writing)
Personal tuition	Personal meetings where we will talk about the subject and about the student to try and orientate her, especially in case of need

Personalized attention

Description

For knowing the students even better and for having a better idea of their improvement of their communicative competence in English, we will ask the students to meet the teacher in a small group, at least, once during the year. If the students need to talk to the teacher they will try to reach him/her through moodle and, if they need to, they will ask for an appointment for a personal meeting. The teacher has also some attention to students hours in which s/he will be in the office in room 5 of the 1st floor of Ventura i Gasol building.

Assessment

Methodologies

Competences

Description

Weight

Lecture

A10

We will use the attendance as part of the assessment (read "Other comments" for further details).

Simulation

A10

Mindmap about the motivation topic.

Problem solving, classroom exercises

A10

The teacher will be observing and taking notes of the participation of the students in the class.

Problem solving, classroom exercises

A10

Summary of an article proposed throughout the subject. We'll be checking the use of the language, the comprehension of the article...

Presentations / expositions

A10

The Final Task will be developed in a group and we will be assessing:
- The written presentation (language, originality, æsthetics...)
- Oral presentation in the class (quality of the tool, fluency, pronunciation...)
- Effort made within the group (inside and outside the class)

We will take into consideration both the self-assessment and the peer-assessment.

Others

Other comments and second exam session

This subject is practical and the students must prove their knowledge of it through their participation and the different tasks they must submit.

None of the tasks weights more than half of the final grade, so none of the tasks is essential to pass the subject.

These two reasons force us to have one only "convocatòria". There are no "remedial exams" or extra works the students can present to pass the subject if they fail.

After each task, the students will receive the corresponding feedback that will enable them to improve but they will NOT be able to resubmit the task.

The final grade will be calculated out of a formula. This consists on the addition of all the tasks and the participation. We will then calculate this same value and multiply it for the % of attendance. We will add both results and divide them by two.

This is:

- if student A has a 10 as a result the different tasks but has attended to 75% of the lessons, this student will have a final grade of: 8,75 that comes from: ((10) + (10 75%)) / 2 = 8,75
- if student B has a 5 as a result of the different tasks but has attended a 100% of the lessons, this student will have a final grade of: 5 that comes from: ((5) + (5 100%)) / 2 = 5
- if student C has a 7 as a result of the different tasks but has attended a 10% of the lessons, this student will have a final grade of: 3,85 that comes from: ((7) + (7 10%)) / 2 = 3,85

Note that

if we find plagiarism

in any of the tasks

the student will NOT be allowed to present any other task, and he or she will DIRECTLY FAIL the subject.

Depending on the case we might even proceed to file a report of the conduct.

All the works presented in this subject must be original and must be created with the students own command of English (the use of translation tools for translating paragraphs, sentences or expressions or the correction of the work by somebody else than the own student will also be considered plagiarism).

D'acord amb la normativa vigent el professor podrà establir aquelles mesures que consideri oportunes per al bon desenvolupament de les activitats avaluatives. Les mesures podrien incloure limitacions pel que fa a l'ús o tinença de dispositius de comunicació i transmissió de dades durant la realització de les proves i seran d'obligat compliment per part de l'estudiantat.

Sources of information

Basic	Robinson, Ken, School kills creativity, 29/12/2010, http:// www.ted.com/talks/ ken_robinson_says_schoo Churches, R., & Terry, R., NLP for teachers : how to be a highly effective teacher, 2007, Bancyfelin: Crown House Terry, R., Churches, R., & Mobbs, A., The NLP toolkit : innovative activities and strategies for teachers, trainers and school leaders., 2009, Bancyfelin: Crown House Bandler, R., & Grinder, J., Frogs into princes : neuro linguistic programming, 1979, Moab, Utah: Real People Press , Wikipedia article on mind mapping, 30/12/2010, http:// en.wikipedia.org/wiki/Mind_map Richards, J. C., & Rodgers, T. S., Approaches and methods in language teaching (2nd ed.), 2001, Cambridge: Cambridge University Press , Examples of Body Language, 03/01/2011, http:// deltabravo.net/custody/body.php Maguire, Tom, Surviving a Classroom Presentation, the non verbal way, 03/01/2011, http://www.xtec.net/ %7Ejmaguire/articles/survivin Rosen, Michael, We're going on a bear hunt, 2009, Barefoot Books Aisha Walker and Goodith White, Technology Enhanced Language Learning, 2013, Oxford University Press Gordon Lewis, Bringing technology into the classroom, 2010, Oxford University Press Gordon Lewis, The Internet and Young Learners, 2004, Oxford University Press Scott Windeatt, David Hardisty, and Diana Eastment, The Internet, 2000, Oxford University Press

Complementary	Mary Slattery and Jane Willis, English for Primary Teachers, 2001, Oxford University Press Colin Campbell and Hanna Kryszewska, Learner-based teaching, 1992, Oxford University Press Gilian Porter Lardousse, Role Play, 1987, Oxford University Press Lightbown, Patsy; Spada, Nina Margaret, How languages are learned, 2006, Oxford University Press

Recommendations

Subjects that continue the syllabus

KNOWLEDGE AND USE OF A FOREIGN LANGUAGE II/11234216

DIDACTICS OF FOREIGN LANGUAGES/11234208

COMMUNICATIVE AND INTERCULTURAL COMPETENCE IN A FOREIGN LANGUAGE/11234222


Other comments
In this subject we will be targeting for a B2, because it is the first subject in the Minor, but after this, all the subjects in the Minor will be targeting to a C1 (less than a C1 would make it impossible to teach whole classes in English and with enough quality), so I would recommend all those students who still do not have one or the other level to find a way to improve and reach it before the end of the subject. Any way, we want to be crystal clear that THESE SUBJECTS (the Minor ones) ARE NOT THE PLACE TO LEARN ENGLISH. These subject are the place TO LEARN HOW TO TEACH ENGLISH and we will be targeting that. Attendance is not only compulsory, but a very important part of the subject: no attendance means no use of the language and no experiencing of the proposed activities and, therefore, no proper learning. Students should come to every class, if possible. Participation is basic. The more you participate the more you'll learn. How much you improve as an English speaker and as an English teacher will highly depend on this.

(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.