• 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 English language at least at level C1 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 Primary classroom.
• To  acquire  knowledge  and  competence  to  develop  activities  which  can promote primary students’ oral communication and interaction.
• To     demonstrate       familiarity      with     the     basic     teaching      strategies      for communication used in a Primary classroom context.
• To acquire knowledge and competence to elaborate, develop and evaluate the language of the classroom.
• 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 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 Primary 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.
 

Teóricos

• MODULE 1. Communicative Methodologies in Language Teaching and Learning
• MODULE 2. Teaching Listening Skills
• MODULE 3. Speaking Skills in the English Classroom
•  MODULE 4. English Phonetics and Phonology
• MODULE 5. Teaching Phonetics and Pronunciation

b) Prácticos
•  MODULE 1. Review of examples of communicative methodologies and materials. Development of 
proposals to promote oral skills in the foreign language classroom.
•  MODULE 2. Analysis and design of listening comprehension activities.
•  MODULE 3. Analysis and design of speaking activities.
•  MODULE 4. Recognition of English phonemes and phonetic transcription.
•  MODULE 5. Techniques and resources for phonetic practice in the classroom.
 

Books:

Brown, G. and Yule, G. (1983) Teaching the Spoken Language. Cambridge: CUP. Byrne, D. (1987) Techniques for Classroom Interaction. London: Longman.

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.

Harmer,  Jeremy 2008: The  Practice  of  English  Language  Teaching.  Harlow: Pearson Longman

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.

McMahon, A. (2002) An Introduction to English Phonology. Edinburgh: Edinburgh University Press.

Nicholson, T. (2006) Phonics Handbook. London: Whurr Publishers.

Scrivener,  Jim  2004: Learning  Teaching.  A  Guidebook  for  English  Language Teachers. Oxford: Macmillan.

Sion, Chris. (2001) Creating conversation in Class. London: Delta Publishing.

Slattery, M. and Willis, J. (2001) English for Primary Teachers. Oxford: OUP. Turnbull, M. and Dailey-O’Cain, J., eds. (2009) First Language Use in Second and Foreign Language Learning. Bristol: Multilingual Matters.

Westwood, P. (2008) What Teachers Need to Know About Spelling. Camberwell, Vic.: ACER Press.

Willis, J. (1999) Teaching English Through English. London: Longman.

Other references:

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.

-  Evaluación continua (Asistencia presencial y participación activa y sistemática en tareas del 
aula): 15%
-  Examen escrito: 25%
-  Exámenes prácticos: 20%
-  Desarrollo de trabajos y prácticas grupales: 40% (Desarrollo de supuestos prácticos: 20% + 
Trabajos teórico- prácticos: 20%)

Evaluación formativa y competencial basada en las capacidades de los alumnos para el análisis, la síntesis y el desarrollo de planificaciones de aula en las que demuestren una correcta asimilación de teorías y una actualizada puesta en práctica de recursos y estrategias metodológicas adaptadas a las necesidades educativas de los alumnos. Se utilizarán portafolios
de tareas, casos prácticos para su resolución y pruebas objetivas.
 

Se recomienda encarecidamente asistir a clase y participar activamente, implicarse de forma regular en la realización de las tareas y consultar con frecuencia las lecturas de referencia y otros materiales didácticos y de aprendizaje.
Posibilidad de solicitar seguimiento no presencial por alguna de las causas recogidas en el
Reglamento de Evaluación de la Universidad de Salamanca/de la Facultad de Educación y Turismo, en cuyo caso la evaluación se lleva a cabo de la siguiente manera: 50% Examen escrito / 50% Trabajo teórico- práctico.