PLANNING EFFECTIVE TEACHING FOR YOUNG LEARNERS (LA PLANIFICACIÓN EFECTIVA DE LA ENSEÑANZA PARA NIÑOS
GRADO EN MAESTRO DE EDUCACIÓN INFANTIL
1. Datos de la asignatura(Fecha última modificación: 20-06-18 12:47)
- Segundo Semestre
- FILOLOGÍA INGLESA
- Filología Inglesa
- Plataforma Virtual
Datos del profesorado
- Blanca García Riaza
- Filología Inglesa
- Filología Inglesa
- E.U. Educación y Turismo de Ávila
- Filología Inglesa (2ª planta)
- Horario de tutorías
- URL Web
- http:english.usal.es;https://moodle.usal.es; www.usal.es/turismo
- 920 353600 Ext. 3884
2. Sentido de la materia en el plan de estudios
Bloque formativo al que pertenece la materia.
Mención de Lengua Inglesa
Papel de la asignatura.
Maestro de Educación Infantil con Mención en Lengua Inglesa
3. Recomendaciones previas
This course has been specifically designed for future infant and early stages primary teachers of English, who will be working either in an EFL context or within a bilingual project, where the English language is used in a natural way to ensure that children are learning to cope with chunks of language while they are developing a knowledge and understanding of the world around them
4. Objetivo de la asignatura
By the end of the course students will be able to:
- Plan lessons and organize, carry out and assess project work through a curriculum which considers the physical, cognitive, social, emotional and cultural development of each individual in the context in which the child lives (the school and his/her environment).
- Work through a topic-based approach that can support children’s acquisition of language and the development of number, literacy and science skills.
- Can weave into the overall planning of a topic web at each year of the infant cycle the four strands (social skills, literacy development, maths and understanding of the world).
- Apply both informal assessment and reports to parents based on “can do” statements, together with more formal assessment based on attainment targets by the end of the infant cycle.
- Introduction and general concepts
- What is planning? To plan or not to plan, that is the question.
- Planning: Types, categories and laws
- Introduction to a lesson plan
- Aims and concepts in a lesson plan
- Assumptions and anticipated language problems
- Methodology, materials and resources
- Procedures, lesson components and skills
- Topic webs
6. Competencias a adquirir
Básicas / Generales.
BP 11 To become familiar with the processes of interaction and communication in the classroom.
DP28 To be able to express oneself orally and in writing in the English language at least at level B2 according to the Common European Framework·
DI 17 To recognize and value the importance of verbal and non verbal communication in the English classroom.
DP 24 To know the teaching and learning process of the English language.
DP 27 To be able to tackle language learning in multilingual settings.
DP 29 To introduce English language content in the syllabus through appropriate teaching resources and to develop the relevant student competences.
DI 20 To promote interest in the English language at the initial stage.
Specific competences that students will be able to develop on completion of this course:
· To acquire linguistic knowledge and competence to work confidently in the Infant and Early Stages Primary classroom.
· To acquire knowledge and competence to develop activities which can promote infant and early stages primary students’ oral communication and interaction.
· To demonstrate familiarity with the basic teaching strategies for communication used in an Infant and Early Stages Primary classroom context.
· To identify expectations for children’s oral language use and development.
· To get knowledge and competence to plan lessons and activities for listening and speaking practice in the Infant and Early Stages Primary classroom.
· To do some basic research on specific set targets of the teaching-learning process and develop presentation skills.
· To get knowledge and competence to elaborate strategies for self-instruction, critical thinking and professional development.
· To get ICT competence to generate teaching resources and materials suitable for the Infant and Early Stages Primary classroom.
BP 13 To promote cooperative work and individual effort.
BP 17 To become familiar with innovative teaching experiences in infant and early stages 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
This course is designed to be taught through face-to-face theoretical sessions that serve as introductory basis to the topics presented in the contents section, so that students are able to work in a collaborative dynamic afterwards. The teacher will provide the students with the theoretical notions in these sessions, and they will be divided in groups to apply the acquired knowledge to the design of a lesson plan that will be handed as final written product and orally presented at the end of the subject.
At the end, they will be asked to individually design a set of activities for a session within a context (age, topic, level…) given by the teacher.
Throughout the course, students will be provided with reading materials, recordings, videos and case studies to become familiar with the contents discussed in each thematic unit. Ongoing self-study of the lesson contents and English language will be encouraged by the teacher who will support students online during the entire course.
8. Previsión de Técnicas (Estrategias) Docentes
Libros de consulta para el alumno.
Cameron, Lynne (2003) Teaching Languages to Young Learners. 5th edition. Cambridge: CUP.
Eke, R. and Lee, J. (2009) Using Talk Effectively in the Primary Classroom. London and New York: Routledge.
Graham, C. (2006) Primary Resource Books for Teachers – Creating Chants and Songs. Oxford: OUP.
Grugeon et al. (2005) Teaching Speaking and Listening in the Primary School. 3rd edition. London: David Fulton Publishers.
House, Susan (1997) An Introduction to Teaching English to Children.
Hughes, G. and Moate, J. (2007) Practical Classroom English. Oxford: OUP.
Jones, Deborah. (2006)Unlocking Speaking and Listening. London: David Fulton Publishers.
Johnson, K. and Morrow, K., eds. (1981) Communication in the Classroom. London: Longman.
Layton, L. and Deeny, K (2002) Sound Practice: Phonological Awareness in the Classroom. 2nd edition. London: David Fulton Publishers.
Lloyd, S. (1998) The Phonics Handbook. 3rd edition. Chigwell: Jolly Learning Ltd. Moon, Jean (2005) Children Learning English. 3rd edition. Macmillan Heinemann. Nicholson, T. (2006) Phonics Handbook. London: Whurr Publishers.
Rábano Llamas M:F: & García Esteban, Soraya. (2015) Inglés para el Grado en Magisterio de Educación Infantil. Alcalá de Henares: Servicio de Publicaciones UAH.
Reilly, V. and Ward, Sheila M. (1997) Very Young Learners. Oxford. Resource Books for Teachers.
Roth, Genevieve (1998). Teaching very young children. London: Richmond. Sion, Chris. (2001) Creating conversation in Class. London: Delta Publishing.
Turnbull, M. and Dailey-O’Cain, J., eds. (2009) First Language Use in Second and Foreign Language Learning. Bristol: Multilingual Matters.
Wright, A. (1995) Storytelling with children. Oxford. Resource Books for Teachers
Otras referencias bibliográficas, electrónicas o cualquier otro tipo de recurso.
Fiction and non-fiction resources for each topic (stories, songs, video and others) will be either provided in class or announced by the teacher so that the student can buy them.
Relevant reference and self-study documents in digital format (word, pdf, ppp, video-clips, audio-tracks) will be available for students in the Studium platform.
Assessment will be continuous, so participation in class, regular work, attendance at classes and the completion of all classroom tasks and assignments will be compulsory.
Criterios de evaluación.
Grading criteria will be distributed as follows:
- Regular attendance and active participation: 10%
- Group presentation of Lesson Plan: 30%
- Lesson plan design (collaborative group task): 40%
- Individual activities for a session: 20%
Instrumentos de evaluación.
Written assignments, oral presentations; testing tools; teacher, peer and self- assessment of teaching performance.
Recomendaciones para la evaluación.
Class attendance and active participation, regular involvement in the completion of tasks and intensive consultation of reference reading and other media learning and teaching materials are highly recommended.
Recomendaciones para la recuperación.
Individual suggestions and remedial action will be provided according to the linguistic and teaching profile and diagnosed weaknesses of each student