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.

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 a daily task done regarding the things worked in class. 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 tasks by anyone who is not 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.

REFERÈNCIES BIBLIOGRÀFIQUES BÀSIQUES

ELLIS, R (1997) Understanding Second Language Acquisition. OUP

ELLIS, R (2001) The Study of Second Language Acquisition. OUP

GASS, S & SELINKER, L (2001) Second Language Acquisition: An
Introductory Course. Second Edition. Lawrence Erlbaum Associates.

ISBN: 0-8058-3527

HALLIWELL, S (1992) Teaching children in the primary classroom. LONGMAN

LEWIS, G (2009) Bringing technology into the classroom OUP

LIGHTBOWN, Patsy M & SPADA, Nina (2006) How languages are learned, Revised edition OUP

RICHARDS, J & RODGERS,T (1984) Approaches and methods in language teaching. OUP

SCRIVENER, J (2005) Learning Teaching. Macmillan Books for Teachers.

STERN, H.H. (1983) Fundamental concepts of language teaching. OUP

Departament d’Educació. Generalitat de Catalunya. CURRICULUM EDUCACIÓ PRIMÀRIA (Anglès). 2009

DOCUMENTS

Content and Language Integrated Learning (CLIL) at School in Europe

Eurydice. The information network on education in Europe

· Common European Framework of Reference for Languages: Learning, Teaching, Assessment.Strasbourg: Council of Europe, 2001.