IDENTIFYING DATA

2016_17

Subject (*)

KNOWLEDGE AND USE OF A FOREIGN LANGUAGE II

Code

11234216

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

VERCHER RIBIS, ELENA

E-mail

elena.vercher@urv.cat

Lecturers

VERCHER RIBIS, ELENA

Web

General description and relevant information

This subject will continue with the task started the previous year. We will try to work on practicing the language (with a clear emphasis to the oral part). We will continue using Task-Based Learning and we will continue using content related to the teaching and learning of English. Thus, the subject will continue having a dual focus: firstly and most important, the language; secondly: getting deeper into content related to the teaching and language of English and its jargon. Again, this subject is NOT the place to learn English. Yes, you will improve it, but you cannot expect to reach the required level just by taking the subject.

Competences

Type A	Code	Competences Specific
	A3	Abordar amb eficàcia situacions d'aprenentatge de llengües en contextos multiculturals i plurilingües. Fomentar la lectura i el comentari crític de textos dels diversos dominis científics i culturals continguts en el currículum escolar.
	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.
	MI3	Ser capaç de planificar, avaluar i desenvolupar activitats d'ensenyament-aprenentatge d'un idioma com a llengua estrangera a 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
	A3	Desenvolupa les destreses docents bàsiques en l'ensenyament-aprenentatge d'un idioma com a llengua estrangera.
	A10	Entén i avalua les diferents metodologies d'un idioma com a llengua estrangera.
	MI3	Dissenya unitats didàctiques i desenvolupa activitats d'ensenyament-aprenentatge d'un idioma com a llengua estrangera.
Type B	Code	Learning outcomes
	B5	Identify the group’s objectives as their own. Help to define, organize and distribute the group’s tasks. Participate actively and share information, knowledge and experience. Finish the tasks assigned to them in the time allowed and with the resources available. Bear in mind the opinions of others and give constructive feedback. Accept and comply with the rules of the group. Help to draw up and apply the team’s work processes. Act constructively to deal with any conflicts in the team. Ensure that the way they communicate and relate to others contributes to the cohesion of the group. Take an interest in the importance of the group’s activity. Take active part in planning the work of the team, and in distributing the tasks and the deadlines. Help to manage the differences, disagreements and conflicts that arise in the group in a positive manner. Encourage all members to take part in the management and smooth running of the team.
Type C	Code	Learning outcomes
	C1	Express opinions on abstract or cultural topics in a limited fashion. Explain and justify briefly their opinions and projects. Understand instructions about classes or tasks assigned by the teaching staff. Understand the basic ideas of radio and television programmes. Understand routine information and articles. Understand the general meaning of texts that have non-routine information in a familiar subject area. Take notes during a class. Write letters or take notes about foreseeable, familiar matters.

Contents

Topic	Sub-topic
Communicative use of English	Using the language for planning modules. Using the language in the classroom
Classroom management in the teaching of English	Using other parts of the classroom and of the school Whole Brain Teaching Basics
Teaching and learning methodologies	Task-based learning: a second, more conscious experience Whole Brain Teaching: from classroom management to the improvement of the acquisition process. Natural Approach in a first approach Psycholinguistic reasons behind the choice of activities and materials
Storytelling in the English class	Interesting stories for the English class Pre and post storytelling activities

Planning

Methodologies :: Tests

Competences

(*) Class hours

Hours outside the classroom

(**) Total hours

Introductory activities

A10

Lecture

A10

Problem solving, classroom exercises

A10

Problem solving, exercises

A10

Problem solving, classroom exercises

A10

Field work/trips

A10

MI3

Personal tuition

(*) 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 back in contact, for gathering information about the students and for introducing the subject.
Lecture	Presentation of the content of the subject.
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, exercises	Practice of the needed skills for the fulfillment of the final task.
Problem solving, classroom exercises	Formulation, analysis, resolution and debate about problems, trends or techniques related to the teaching and the learning of English.
Field work/trips	1 hour of class based on a story. This activity will, if possible, be done in a public library in the province of Tarragona and will be assessed through a video recording.
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 also has 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 asses the attendance to ALL the classes and we will take into account the punctuality.

This will affect directly to the final mark in terms of %, as explained in "other comments"

Problem solving, classroom exercises

A10

We will asses the active participation of the students through an anecdotal in ALL the classes and in the tutoring meetings.

Problem solving, exercises

A10

Recorded oral exposition of a certain topic.

Problem solving, classroom exercises

A10

Summary of an article.

Field work/trips

A10

MI3

The Final Task is a group task from which we will assess the following aspects:
- Written presentation
- Oral presentation in class
- Work done in class with the other group-mates
- Self-evaluation
- Peer-evaluation

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 will also be considered plagiarism).

Sources of information

Basic	Richards, J. C., & Rodgers, T. S., Approaches and methods in language teaching (2nd ed.), 2001, Cambridge: Cambridge University Press Carle, Eric, The very hungry caterpillar, 2011, Puffin Books Biffle, Chris, Teaching Challenging Teens, 2007, Biffle, Chris, Crazy Professor Reading Game, 2007, Biffle, Chris, Whole Brain Teaching: the Basics, 2008, Biffle, Chris, Power Teachers Training Manual, 2009, Dobbins, Jan; Sim, David; SteveSongs (Musical group), Driving my Tractor, 2009, Barefoot Books Donaldson, Julia; Gravett, Emily, Cave Baby, 2010, Macmillan Children's Donaldson, Julia; Scheffler, Axel, A Squash and a Squeeze, 1993, Macmillan Donaldson, Julia; Scheffler, Axel, The Gruffalo, 1999, Macmillan Donaldson, Julia; Scheffler, Axel, Room on the Broom, 2001, Macmillan Donaldson, Julia; Scheffler, Axel, The Gruffalo's Child, 2005, Macmillan Dörnyei, Zoltan, The Psychology of the Language Learner: Individual Differences in Second Language Acquisition, 2005, Lawrence Eribaum Associates Elis, Rod, Understanding Second Language Acquisition, 1985, Oxford University Press Engel, Christiane, Knick Knack Paddy Whack, 2011, Barefoot Books Fatus, Sophie, Penner, Fred, Here we go round the mulberry bush, 2007, Barefoot Books Gass, S. M., Second Language Acquisition: An Introductory Course, 2008, Taylor & Francis Harter, Debbie, The animal boogie, 2005, Barefoot Books Hora?ek, Petr, Silly Suzy Goose, 2010, Walker Books Krashen, Stephen D., Principles and practice in second language acquisition, 1982, Pergamon Krashen, Stephen D., Comprehensible output?, 1998, sciencedirect.com Krashen, Stephen D.; Terrel, T. D., The natural approach: language acquisition in the classroom, 1988, Phoenix ELT Lightbown, Patsy; Spada, Nina Margaret, How languages are learned, 2006, Oxford University Press Lockhart, Edward A., Power Teaching, an effective methodology?, 2009, URV (Unpublished) Mayo, Diana, The house that Jack built, 2006, Barefoot Books McDonald, Jill; Reed, Susan, Over in the meadow, 2011, Barefoot Books McKee, David, Elmer, 1989, Lee & Shepard Books Monks, Lydia, Aaaarrgghh, spider!, 2006, Egmont Reed, Susan; Oldfield, Rachel, Up, up, up!, 2010, Barefoot Books Richards, Jack C.; Renandya, Willy A., Methodology in language teaching: an anthology of current practice, 2008, Cambridge University Press Seaworthy, Oscar; Aarter, Debbie, Port side pirates, 2007, Barefoot Books Skehan, P., Individual Differences in Second-Language Learning, 1989, Hodder Arnold The shape song swingalong, SteveSongs (Musical group); Sim, David, 2011, Barefoot Books Watts, Eleanor, Storytelling, 2006, Oxford University Press Wright, Andrew, Storytelling with children, 2008, Oxford University Press Adams, P., There was an old lady who swallowed a fly, 1973, Classic books with holes Valerie, T.; Korky, P., Winnie the Witch, 1989, Oxford University Press
	Remember you won't be able to use any of the storybooks in these references for your final task!
Complementary	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 Blackstone, Stella, Ceccoli, Nicoletta, An island in the sun, 2002, Barefoot Books Carle, Eric, The bad tempered ladybird, 2010, Puffin Books Carle, Eric, The bad tempered ladybird, 2010, Puffin Books Donaldson, Julia; Monks, Lydia, What the ladybird heard, 2010, Macmillan Donaldson, Julia; Scheffler, Axel, Monkey Puzzle, 2000, Macmillan Donaldson, Julia; Scheffler, Axel, The smartest giant in town, 2002, Macmillan Donaldson, Julia; Scheffler, Axel, The snail and the whale, 2002, Macmillan Donaldson, Julia; Scheffler, Axel, Charlie Cook's Favorite Book, 2005, Puffin Books Donaldson, Julia; Scheffler, Axel, Stick Man, 2008, Scholastic Donaldson, Julia; Scheffler, Axel, Tabby McTat, 2009, Alison Green Books Harter, Debbie, Walking through the jungle, 2004, Barefoot Books Martin, B.; Carle, E., Brown bear, brown bear, what do you see?, 2007, Puffin McKee, David, Not now, Bernard, 1986, Puffin Books Donaldson, Julia; Scheffler, Axel, Tiddler, 2007, Alison Green Books Waddell, M.; Oxenbury, H., Farmer Duck, 2009, Walker Books Browne, E., Handa's Surprise, 1995, Walker Books Campbell, Rod, Dear Zoo, 2007, Puffin Books Staake, B., The Red Lemon, 2006, Dragonfly books Carle, Eric, The mixed-up Chameleon, 1984, HarperTrophy Andreae, G; Parker-Rees, G., Giraffes can't dance, 2000, Orchard Rosen, M.; Oxenbury, H., We're going on a bear hunt, 1989, Walker Books Monks, Lydia, Ooo, Ooo, Ooo, Gorilla!, 2007, Egmont Shields, G.; Polona, L., The littlest bear, 2011, Macmillan

Recommendations

Subjects that continue the syllabus

COMMUNICATIVE AND INTERCULTURAL COMPETENCE IN A FOREIGN LANGUAGE/11234222

Subjects that are recommended to be taken simultaneously

DIDACTICS OF FOREIGN LANGUAGES/11234208

Subjects that it is recommended to have taken before

KNOWLEDGE AND USE OF A FOREIGN LANGUAGE I/11234207


Other comments
In this second part of the subject we will be targeting for a B-2, so I would recommend all those students who still do not have that level to find a way to improve and reach it before the end of the subject. 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.