Módulo básico

Permite expresarse de forma oral y escrita en Ingles.

Maestro de Educación Infantil 

· 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.

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.

· 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 environment.

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.

Activities from B1 coursebooks will be used in class, such as: 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.

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.

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.

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.

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%

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

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

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