Mención de Lengua Inglesa

Formación específica

Maestro de Educación Infantil con Mención en Lengua Inglesa

1. Introduction and general concepts
2. What is planning? To plan or not to plan, that is the question.
3. Planning: Types, categories and laws
4. Introduction to a lesson plan
5. Aims and concepts in a lesson plan
6. Assumptions and anticipated language problems
7. Methodology, materials and resources
8. Procedures, lesson components and skills
9. Assessment
10. Topic webs

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

Books:

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.

London: Richmond.

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

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.

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%

Written  assignments,  oral  presentations;  testing  tools;  teacher,  peer  and  self- assessment of teaching performance.

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.

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