INGLÉS PARA PROFESIONALES DE LA EDUCACIÓN

INGLÉS PARA PROFESIONALES DE LA EDUCACIÓN

GRADO EN EDUCACIÓN SOCIAL. Curso: 2017/2018

1. Datos de la asignatura

(Fecha última modificación: 21-07-17 21:49)
Código
104309
Plan
ECTS
6.00
Carácter
BÁSICA
Curso
1
Periodicidad
Segundo cuatrimestre
Área
FILOLOGÍA INGLESA
Departamento
Filología Inglesa
Plataforma Virtual

Campus Virtual de la Universidad de Salamanca

Datos del profesorado

Profesor
Dolores Gabriela Alonso Mulas
Grupo/s
1
Departamento
Filología Inglesa
Área
Filología Inglesa
Centro
Fac. Educación
Despacho
44 (edificio Europa)
Horario de tutorías

Miércoles y Jueves de 10 a 12 horas

Miércoles y Jueves de 16 a 17 horas

URL Web
-
E-mail
dalmu@usal.es
Teléfono
923 294500 ext. 3367

2. Sentido de la materia en el plan de estudios

Bloque formativo al que pertenece la materia.

Grado Educación Social

Papel de la asignatura.

Inglés para profesionales de la Educación

Perfil profesional.

Educador Social

3. Recomendaciones previas

Activities in this course will be conducted in English, so students are expected to have at least an A2+ entry level of English according to the Common European Framework for Languages (CEFR): http://www.coe.int/T/DG4/Linguistic/CADRE_EN.asp

4. Objetivo de la asignatura

On completion of this course, students must be able to express themselves both orally and in written English to at least a B1 level according to the Common European Framework. B1 is an internationally recognised benchmarch of language ability. At B1 level, typical users are expected to be able to use real language skills such as these:

  • take part in conversation, asking and answering questions, making requests, asking for permission, asking for information, making suggestions, talking freely about familiar topics, etc.
  • understand the main points of straightforward instructions or public announcements.
  • understand the meaning of recorded spoken material (i.e. everyday life information, announcements, discussions, etc.)
  • read texts (i.e. newspapers and magazines) and understand the main points as well as showing you can use vocabulary and structure by completing set tasks.
  • deal with most of the situations you might meet when travelling as a tourist in an English-speaking country.
  • ask simple questions and take part in factual conversations in a work / educational environment.
  • write fact files, letters, stories, messages (150 words) on familiar matters.

5. Contenidos

Teoría.

· Lectures and Practical Classes:

In these classes, particular attention will be devoted to receptive skills of listening and reading:

The Reading skill (Samples of Can do activities): read an e-mail about someone’s physical appearance, read about someone’s choices & abilities, understand magazine articles, read a survey for a research company, read different brochures about holiday destinations, understand a recipe, read a newspaper advert, read a film review, read some extracts from a biography, read a newspaper article, etc.

The Listening skill (Samples of Can do activities): listen to a radio interview, listen to someone’s daily routine, listen to a song, listen to a TV news report, listen to a conversation about a film, listen to different dialogues, listen to two people talking about a particular topic, etc.

Samples of linguistic functions: expressing obligation, apologising, refusing, encouraging, advising, predicting, suggesting a solution, disagreeing, expressing preferences, asking for clarification, describing feelings, offering help, etc.

Samples of language focus: revision of question forms, verbal tenses, modal verbs, use of articles, quantifiers with countable and uncountable nouns, comparative and superlative adjectives, the passive voice, conditional sentences, etc.

Seminars:

In seminars, special attention will be devoted to productive skills of speaking and writing. 

The Speaking skill (Samples of Can do activities): ask for and give information, talk about personal likes and dislikes, ask for and give personal details, compare people, tell a friend about future plans, exchange opinions, explain why you particularly like a film, book, piece of music, etc, talk for an extended period about a familiar topic, participate in reaching a group decision, make a simple informal presentation, etc.

The Writing skill (Samples of Can do activities): write about personal events in the past, write about what you would do in a hypothetical situation, write an e-mail to a friend you haven’t talked to for a long time, write a composition describing similarities or differences, write a thank-you note, write an informal letter to a friend, give advice, make suggestions, etc.

Samples of Vocabulary and topics for speaking and writing: leisure activities, hobbies and interests, words to describe feelings, daily routines, dates and special occasions, physical appearance and personal characteristics, holidays, ambitions and dreams, geographical features, health and accidents, everyday objects, etc.

· Workshops:

A basic introduction to the practice of English language teaching will be provided: classroom English, different classroom materials, listening, speaking, reading and writing activities, etc.

· Group tutorials:

Presentation of learning materials and discussion on learning styles.

Analysis and evaluation of extra-curricular activities.

 

6. Competencias a adquirir

Básicas / Generales.

DP 28  To be able to express oneself orally and in writing in English language to at least a B1 level according to the Common European Framework.

DI 20  To promote interest in the English language at the initial stage.

DP 29  To introduce English language content in the syllabus through appropriate teaching resources and to develop the relevant student competences.

BI 27  To become familiar with various international English as a foreign language teaching situations and strategies.

Específicas.

 Lectures and practical classes:

To develop skills in reading comprehension, listening, speaking and writing in English.

To become aware of the main grammatical structures in English.

To use the suitable vocabulary for a specific context.

· Seminars:

To communicate orally in English on topics within a known socio-cultural or professional area.

To participate in and to develop brief conversations on a one-to-one basis or in small groups.

To develop and apply the basic skills for effective participation in meetings and social situations.

To express and defend personal opinions on different topics.

To give instructions and present activities in the foreign language classroom.

· Workshops:

To reflect upon the teaching and learning process of a foreign language.

To understand the methods, strategies and techniques used in primary education and assume the role of the EFL teacher.

To become familiar with classroom English.

· Group tutorials:

To reflect upon the necessity of foreign language learning in modern societies.

To develop further strategies for the self-study of a foreign language.

To become familiar with didactic resources accessible to the students and the basics of e-learning.

To acquire and develop the necessary tools to improve the students’ competence in a foreign language in a non-academic nvironment.

Transversales.

BP 11 To become familiar with the processes of interaction and communication in the classroom.

BP 13 To promote cooperative work and individual effort.

BP 17 To become familiar with innovative teaching experiences in primary education and apply them.

BP 19 To become familiar with basic techniques and methodologies of educational research and be able to design innovative projects through the identification of evaluation criteria.

7. Metodologías

The course is designed to follow the communicative approach through an integrated syllabus that links grammar, communicative functions and theoretical basis for foreign language teaching. The four skills (listening, speaking, reading and writing) are presented fully integrated, though grammar, pronunciation and lexis will also be practiced. Grammatical structures are presented in communicative contexts covering different topics and through grammatical descriptions that explain their usage. Grammar is exploited by means of practice exercises while strategies to achieve the above mentioned linguistic skills will also be carried out.

Students will be expected to prepare and participate in those activities presented by the teacher or by other classmates. They will be asked to complete the tasks assigned throughout the course, such as giving short oral presentations and producing didactic activities to be presented in the classroom. Reading and writing practice will be mostly carried out as homework to be reviewed during the class time, so they will be asked to read short written texts and produce a number of essays and reports at home. They will also be expected to display activities for conversational practice to take place in the seminar classes. Finally, they will be expected to put into practice the instructions commented on in the group tutorials and to develop strategies for ongoing self-study of a foreign language.

8. Previsión de Técnicas (Estrategias) Docentes

9. Recursos

Libros de consulta para el alumno.

Activities from B1 coursebooks will be used in class, such as: Speakout (Pre-intermediate. Students´Book) Pearson-Longman 2011 or New Cutting Edge (Pre-Intermediate Student’s Book) Pearson-Longman 2005 or New English File (Intermediate Student’s Book) Oxford University Press 2006.                   

Additional audiovisual and reading practice material will be used during the course and provided by the teacher; practice and reference (dictionaries and vocabulary in use) resources will be recommended for further individual or group work.

Otras referencias bibliográficas, electrónicas o cualquier otro tipo de recurso.

Halliwell, S. (1992). Teaching English in the Primary Classroom. London: Longman

Harmer, J. (1998). How to Teach English. London: Longman.

House, S. (1997). An Introduction to Teaching English to Children. London: Richmond.

Madrid, D. & Hughes, S. (2006). Teaching Practice for Language Teachers. Granada: Grupo Editorial Universitario.

Murphy, R. (2007). English Grammar in Use (third edition with answers and CD-ROM). Cambridge: C.U.P.

Murphy, R. (2007). Essential Grammar in Use (with answers and CD-ROM). Cambridge: C.U.P.

Lightbown, P., Spada, N. (2006) How languages  are learned. O.U.P. Oxford

Parrott, M. (2000). Grammar for English Language Teachers. Cambridge: C.U.P.

Roth, G. (1998). Teaching Very Young Children. London: Richmond.

Swan , M. & Walter, C. (1997). How English Works. A Grammar Practice Book. Oxford: O.U.P.

Swan, Michael (1995). Practical English Usage. Oxford: O.U.P.

10. Evaluación

Consideraciones generales.

Assessment will be continuous, so participation in class, regular work and attendance at classes and tutorials will be compulsory. Students will have a final exam in which they will be asked to show their competence at the required B1 level. Furthermore, evaluation will comprise other elements including students’ individual work that will be measured through its impact on in-class activities.

Criterios de evaluación.

Final mark will be comprised of:

  • Regular attendance and active participation: 15%
  • Class presentation (individually or in small groups): 15%
  • Individual essay on linguistic resources: 10% 
  • Final assessment on linguistic competence (a B1 level will be required): 60%

Instrumentos de evaluación.

Written exams, listening practices, oral presentations and expositions, individual papers and other requirements. 

Recomendaciones para la evaluación.

Class attendance and intensive daily practice of the four skills and B1 standard tests are highly recommended. 

Recomendaciones para la recuperación.

ndividual suggestions and remedial action will be provided according to the linguistic profile and diagnosed weaknesses of each student.

11. Organización docente semanal