DATOS IDENTIFICATIVOS 2019_20
Asignatura (*) CONOCIMIENTO Y USO DE LA LENGUA EXTRANJERA I Código 11234207
Titulación
Grado en Educación Primaria (2009)
 Ciclo 1º
Descriptores Cr.totales Tipo Curso Periodo
3 Optativa 1Q
Lengua de impartición
Anglès
Departamento Estudios Ingleses y Alemanes
Coordinador/a
SIERRA ESCOBAR, JESUS
 Correo-e mar.gutierrezcolon@urv.cat
jesus.sierra@urv.cat
Profesores/as
GUTIÉRREZ-COLON PLANA, MARIA DEL MAR
SIERRA ESCOBAR, JESUS
Web
Descripción general e información relevante 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.

Competencias
Tipo A Código Competencias Específicas
 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.
Tipo B Código Competencias Transversales
 B5 Trabajar en equipo de forma cooperativa y responsabilidad compartida
Tipo C Código Competencias Nucleares
 C1 Dominar en un nivel intermedio una lengua extranjera, preferentemente el inglés.

Resultados de aprendizaje
Tipo A Código Resultados de aprendizaje
 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.
Tipo B Código Resultados de aprendizaje
 B5 Colabora activamente en la planificación del trabajo en equipo, en la distribución de las tareas y plazos requeridos.
Tipo C Código Resultados de aprendizaje
 C1 Expresa opiniones sobre temas abstractos o culturales de forma limitada.

Contenidos
tema Subtema
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

Planificación
Metodologías  ::  Pruebas
  Competencias (*) Horas en clase
 Horas fuera de clase
 (**) Horas totales
Actividades introductorias
A10
C1
 4 4 8
Sesión magistral
A10
C1
 2 6 8
Simulación
A10
C1
 4 6.5 10.5
Resolución de problemas/ejercicios en el aula ordinaria
A10
MI4
C1
 8 6 14
Resolución de problemas/ejercicios en el aula ordinaria
A10
MI4
C1
 2 20 22
Presentaciones/exposiciones
A10
MI4
C1
 4 8 12
Atención personalizada
0 0.5 0.5
 
 
(*) En el caso de docencia no presencial, serán las horas de trabajo con soporte virtual del profesor.
(**) Los datos que aparecen en la tabla de planificación son de carácter orientativo, considerando la heterogeneidad de los alumnos

Metodologías
Metodologías
  descripción
Actividades introductorias Activities designed for getting to know each other, for gathering information about the students and for introducing the subject.
Sesión magistral Presentation of the content of the subject
Simulación 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)
Resolución de problemas/ejercicios en el aula ordinaria Formulation, analysis, resolution and debate about problems, trends or techniques related to the teaching and the learning of English.
Resolución de problemas/ejercicios en el aula ordinaria Preparing the final task in group for presenting it in front of the others.
Presentaciones/exposiciones Oral presentation of a group work (previously submitted in writing)
Atención personalizada Personal meetings where we will talk about the subject and about the student to try and orientate her, especially in case of need

Atención personalizada
descripción
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.

Evaluación
Metodologías Competencias descripción Peso        
Simulación
A10
C1
 Mindmap about the motivation topic. 20%
Resolución de problemas/ejercicios en el aula ordinaria
A10
MI4
C1
 The teacher will be observing and taking notes of the participation of the students in the class. 10%
Resolución de problemas/ejercicios en el aula ordinaria
A10
MI4
C1
 Summary of an article proposed throughout the subject. We'll be checking the use of the language, the comprehension of the article... 20%
Presentaciones/exposiciones
A10
MI4
C1
 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. 		50%
Otros  
 
Otros comentarios y segunda convocatoria

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.

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).

Fuentes de información

Básica

 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
Complementaria

 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
Recomendaciones

Asignaturas que continúan el temario
CONOCIMIENTO Y USO DE LA LENGUA EXTRANJERA II/11234216
DIDÁCTICA DE LA LENGUA EXTRANJERA/11234208
COMPETENCIA COMUNICATIVA E INTERCULTURAL EN LENGUA EXTRANJERA/11234222


 
Otros comentarios
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 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.
(*)La Guía docente es el documento donde se visualiza la propuesta académica de la URV. Este documento es público y no es modificable, excepto en casos excepcionales revisados por el órgano competente o debidamente revisado de acuerdo la normativa vigente.