TRABAJO FIN DE ESTUDIOS

Size: px
Start display at page:

Download "TRABAJO FIN DE ESTUDIOS"

Transcription

1 TRABAJO FIN DE ESTUDIOS MÁSTER UNIVERSITARIO EN PROFESORADO DE ESO, BACHILLERATO, FP Y ENSEÑANZA DE IDIOMAS INGLÉS Master s degree final project: Theoretical framework, Bachillerato syllabus & research project Christopher John Hadfield Tutor: María del Pilar Agustín Llach Facultad de Letras y de la Educación Curso

2 Master s degree final project: Theoretical framework, Bachillerato syllabus & research project, trabajo fin de estudios de Christopher John Hadfield, dirigido por María del Pilar Agustín Llach (publicado por la Universidad de La Rioja), se difunde bajo una Licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 Unported. Permisos que vayan más allá de lo cubierto por esta licencia pueden solicitarse a los titulares del copyright. El autor Universidad de La Rioja, Servicio de Publicaciones, 2012 publicaciones.unirioja.es

3 MASTER S DEGREE FINAL PROJECT THEORETICAL FRAMEWORK, BACHILLERATO SYLLABUS & RESEARCH PROJECT Christopher J. Hadfield Trabajo Fin de Master, 2012 Master en Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas

4 TABLE OF CONTENTS INTRODUCTION: THEORETICAL FRAMEWORK OF THE SUBJECTS OF MASTER S DEGREE SYLLABUS INTRODUCTION EDUCATIONAL CONTEXT OBJECTIVES COMPETENCES CONTENTS METHODOLOGY ATTENTION TO DIVERSITY ASSESSMENT ASSESSMENT CRITERIA ASSESSMENT PLAN DIDACTIC UNITS DISTRIBUTION OF UNITS IN TIME UNIT 5: RUBBISH! INTRODUCTION OBJECTIVES COMPETENCES CONTENTS METHODOLOGY ATTENTION TO DIVERSITY 43

5 ACTIVITIES ASSESSMENT MATERIALS & RESOURCES MATERIALS AND RESOURCES RESEARCH PROJECT INTRODUCTION WEBQUESTS REVIEW OF LITERATURE RESEARCH QUESTIONS METHOD AND DESIGN PARTICIPANTS INSTRUMENTS PROCEDURES WORKING PLAN CONCLUSIONS 69 REFERENCES 70 APPENDIX 73

6 INTRODUCTION This final project strives to reflect and express the skills and academic knowledge acquired over the period of the academic year at the University of La Rioja from 2011 to It is an accumulation of academic training attained by the trainee teacher, Christopher J. Hadfield of Secondary School Teaching. The project is split into three parts or sections. Section One is composed of the theoretical framework necessary for the modules within the Master s Degree regarding the teaching and learning process. Section Two reveals and develops a syllabus for a group of students in the second year of Bachillerato. The syllabus is developed from a textbook used at a Secondary School in Spain and it fulfils the criteria set forth by the Spanish State Curriculum for this educational level. Section Three presents a Research Project on the advantages of WebQuests over traditional methods on the acquisition and learning of vocabulary. 1. THEORETICAL FRAMEWORK OF THE MODULES OF MASTER S DEGREE The content of the following section will be a theoretical framework providing details of the modules covered within the Master s Degree with respect to the teacherlearning process. It includes and explains an account of the competences assimilated from these subject disciplines and an explanation on the interaction and contribution of these modules in the materialization of teaching and teacher practice. The subjects of the Master s Degree are divided into two modules. The first module is the Generic or Common Modules, which concern themselves essentially with non-

7 linguistically minded matters but ones which provide the trainee teacher with the bedrock of teaching, namely: sociology, psychology and pedagogy. The second module relates to more specific or specialized matters, which deal with hands-on teacher related matters like the legal side, and an in depth outline of theory and practice. Regarding the generic side of the degree and more specifically sociology, it can be said to be weighed in favour of education but takes on board more statistical matters which are unconnected with education per se, but could be construed as having implications if one considers that statistics are part of the make-up of education. The module focuses on the social elements of education and the influence of the family on education in general. Great emphasis is placed on teachers and the conditions of the work place and the effects that teaching has on the life of the teacher as a whole. The social problems and welfare of the teacher is covered, not just the rookie but also the old-hand. The statistics is an element introduced to compare schools, teachers and other countries and conclude ideas from the lectures and transform them into conclusive reports in the tutorials. The psychology module is dedicated to the cognitive, social, personal, physical and mental behaviour of the child through to adolescence, with special emphasis placed on the teenager. It also includes the learning processes undertaken by children and the models of educational learning. It deals with the psychological problems like bullying, peer pressure and distractions both sexually and intellectually, which are experienced by the adolescent. Forms of punishment are dealt with in tutorials and ways of motivating the student. Re-enactments are acted out and tests are given to the trainee teachers as part of their own educational process. The trainee teachers glean adequate

8 knowledge about the adolescent from this module and feel prepared to tackle many a conflictive moment in the classroom. The pedagogy module is mainly concerned with the mechanics of teaching and the design of curricula and education plans and syllabuses. The major thinkers in this field are taught and the seminars are packed with the mechanics of teaching and designing. The subject matter is didactics and educational centres and school organization in the Spanish Education system. The course provides the trainee teacher with the basic knowledge and strategic know-how which are essential for any trainee teacher just starting out. Topics such as organizational structure within the secondary school, the staff and workers within the colleges, the rooms and layout of any centre and the official state laws of the education system in Spain. The seminars are more active and more feedback is responded to. Projects are issued and presentations are given, all of which facilitates the procedure and practice of the trainee teacher in preparation. The specific module, or specialized subjects, is made up of the following thematic units: Complements for the Training of Foreign Language Teachers, Foreign Language Learning and Teaching, and, Educational Innovation and Research. Complements for the Training of Foreign Language Teachers deals with foreign language teaching or in this case, English Language Teaching as an academic subject and the teacher training within the subject. The module covers the history of foreign language teaching and learning from early methods through to the modern methods. Humanistic, linguistic, content and communicative approaches are covered within this period. This is a very useful course as day-to-day problems in the classroom are covered like testing, discipline, classroom layout, classroom interaction,

9 motivation, using the four skills and approaches and feedback. The fact that so many approaches are covered is reflected in the point that foreign language teaching has always been a popular subject with education. Foreign Language Teaching and Learning is spilt three-fold. It consists of a theoretical input and starts off with the greatest thinkers in language learning and how each has left a mark or has influenced the following generation. The theoretical side explains everything from Structuralism through to Behaviorism to Communicative Competence and Discourse Analysis. Certain theories are explained like the Monitor Theory and Metaphors. Moreover, the legal aspect is also explained and the organic laws and decrees presiding over Spanish language education. The foreign language curriculum is dissected and analysed and teaching programmes from most methods and approaches. The practical side deals with text books and grammar books available on the market today (and previously) with clear grading and explanations. The second part of this module deals with multiculturalism in the school and the effects of multicultural and multilingual schools. Cultural misunderstandings are clarified, intercultural communication is elucidated and concepts such as languaculture are explained. Differences between intercultural, cross-cultural, multicultural and monocultural are given space with the module and readings reflecting the differences. Competence is also covered and the concepts of cultural competence, plurilingual competence and intercultural competence compared and contrasted. The course highlights the growing awareness inside the education establishments of a different future and a highly mixed classroom with varied needs. The third and final part of this subject concerns itself with syllabus planning and materials design with special emphasis on webquests and CLIL. These tools and

10 materials are innovative methods and a modern way of teaching. The use of computer assisted tools is introduced and demonstrated, and online webpages to aid the teacher are utilized for making crosswords, projects, videos, recordings, timelines, nodes, sketches and newspapers. All of these are suggested as classroom tools. CLIL is given special attention and the advantages and pitfalls of using it as a classroom tool. The final module, Educational Innovation and Research, deals with educational and pedagogic innovation in foreign language teaching. The subject is heavily balanced in favour of research projects and the styles, ways and methods used to do research. Questionnaires and interviews are explained carefully and test cases are visualized and studied. The subject matter permits the trainee teacher to recognize and pick out possible shortcomings from case studies. Readings and seminars complement the course and explain it in fuller detail.

11 2. SYLLABUS 2.1. INTRODUCTION The main objective of this section is to lay out and develop a syllabus for the English class in the foreign language curriculum for a second year class of bachillerato. A syllabus can be defined as an organization or plan of a series of classes within a curriculum. This syllabus enables the teacher to impart classes following a procedure and informs the teacher of what to teach, where and when to teach it, how long to spend on the units or themes, which tools to use and how to do it. It is usually descriptive unlike a curriculum which is rather rigid and prescriptive. A syllabus contains relevant information about the course. Also included in a syllabus is an evaluation, a guide to testing or exam information. For the syllabus to be binding it ought to follow the legal guidelines concerning its design, contents and structure and follow the legal framework established by the following official documents: Ley Orgánica de Educación 2/2006, 3 de mayo (BOE 2006) Real Decreto 1467/2007, 2 de noviembre (BOE 2007), which explains the structure of Bachillerato and the minimum requirements for this stage. Decreto 45/2008, 27 de junio (BOR 2008a), which sets out the structure of Bachillerato in La Rioja. Decreto 47/2010, 19 de agosto (BOR 2010), which modifies Decreto 45/2008. Orden 21/2008, 4 de septiembre (BOR 2008b), which regulates the implementation of Bachillerato in the education establishments of La Rioja. Orden 6/2009, 16 de enero (BOR 2009), which regulates the assessment, promotion and graduation of Bachillerato students in La Rioja.

12 This legal framework establishes, regarding foreign language instruction in Spain, a standard which is to be followed in the social structure. According to the Council of Europe instruments are needed in order to create a common language and changes in European society in the 20 th century have led to an impulse in language learning. Humanistic concepts of understanding and their cultural heritage propel us towards a social cohesion within the European states. The Council of Europe has published a white paper on intercultural dialogue in order to project these aims. Functional purposes have grown in importance, also as a result of geo-labour and mobility freedom of work within the European Union. As a consequence of the need to become a multilingual society within a plurilinguistic and multicultural European community, the curriculum pays heed to these callings and falls in line with these guidelines and concepts. Language teaching and learning not only facilitates and enables the student to become a more integrated European citizen, but moreover, promotes and stimulates interest in other languages and cultures. The need to respect other cultures and view them with a tolerant way of thinking is vital to this understanding as well. Ultimately, by heeding the Council of Europe s policies, and the Common European Framework of Reference for Languages (CEFR), whose main aim is to provide a common method of teaching and learning to all languages by using six reference levels, [Table 1: vide infra] the proficiency of foreign language assimilation and competence, will increase. Finally, with the help of, and following the guidelines of the European Portfolio for Languages, the learner will be able to support the development of autonomous education, plurilingualism and intercultural awareness and competence.

13 COMMON EUROPEAN FRAMEWORK of REFERENCE for LANGUAGES BASIC USER INDEPENDENT USER PROFICIENT USER A1 breakthrough B1 threshold C1 operational proficiency or beginner or intermediate or advanced A2 waystage B2 vantage C2 mastery or elementary or upper intermediate or proficiency Table EDUCATIONAL CONTEXT The enclosed syllabus has been prepared and devised for a class of students at the State Secondary Education Centre called Mateo Práxedes Sagasta of Logroño. The school is located in the centre of Logroño next to the main square of the town. The surrounding area is mainly commercial with several public buildings close by such as the town hall, and a couple of ministries. Otherwise, there is a small area of residential dwelling and there are also entertainment facilities. The school is housed in an old building which has changed over the years and is not considered to be a school with a modern look. The actual building where the school is today is around a century old. There used to be an old convent on the site which was demolished to make way for the new building. While the new building was being built the school moved to Barriocepo Street. Then, in 1900 the new school premises was opened and renamed General Institute. According to the Ley Orgánica 10/2002, 23 de diciembre of Quality in Education, the public education centres for bachillerato and Professional Training will be called Institutes of Secondary Education

14 The current Institute has a surface area of 8,200 square metres. Its main buildings surround two square courtyards used as playgrounds. [Table 2: vide infra] On the ground floor there are: 17 classrooms, a gym, three special computer classrooms, a technology workshop, a library, a special music classroom, the main offices and the offices that deal with distance bachillerato. It also has a small cafeteria and a canteen service area. On the first floor, the Institute has 21 classrooms, a physics laboratory, a chemistry laboratory, a natural sciences laboratory, a performance room, a main assembly hall and two staff rooms, and a special drawing room. Educational department sub-rooms are situated on the second floor along with three extra classrooms THE BUILDING OF THE INSTITUTE IN FIGURES MAIN OFFICES 100 M 2 LOCKER ROOMS 50 M 2 DEPARMENTS 300 M 2 SECRETARIAL 70 M 2 CLASSROOMS 2,370 M 2 OFFICES 30 M 2 LIBRARY 350 M 2 STAFF ROOM 120 M 2 WORKSHOP/LABS 570 M 2 CORRIDORS/STAIRS 2000 M 2 AUDIOVISUAL 80 M 2 TOILETS 150 M 2 COMPUTER 130 M 2 STOREROOM 300 M 2 ROOM GYMNASIUM 130 M 2 BOILER ROOM 20 M 2 ASSEMBLY ROOM 350 M 2 KITCHEN 30 M M 2 Table 2 The points of origin of the students of the Institute are very widespread, coming from both old and newer areas of Logroño. According to the educational project, students

15 come from many different parts of La Rioja, and it should also be taken into account the large number of immigrant students living in and around Logroño. They come from European countries like Portugal, Ukraine, Bulgaria, Moldova, Romania, Russia and France. Additionally, African countries namely: Morocco, Senegal, Cameroon, Guinea, Mauritius, Equatorial Guinea and Algeria. From Asian countries there are pupils from India, China, Pakistan and Georgia, and American countries like Colombia, Ecuador, Bolivia, Brazil, Peru, Venezuela, Uruguay, Argentina, Dominican Republic, Chile and Cuba; and even from the USA and Canada. It is also particularly heterogeneous given the Gypsy ethnic diversity, since many of them live in the old town of Logroño. The socio-cultural profile is equally diverse, and mingled in the classrooms there are pupils from very different social classes with which the centre maintains its base values in an open, flexible and liberal line. As already mentioned, the syllabus was devised for the school subject of Foreign Language for the second year of bachillerato within the Upper Secondary Education. This subject is compulsory and carries a load of 3 lessons per week, which corresponds to nearly 3 hours class time. The students have already received a base knowledge of English at the Lower Secondary level and by now their English has covered many areas of grammar, vocabulary and use. They also have been exposed to listening exercises and written exercises as well as practising their orals skills. It is usually the oral skills that have the lowest level. This is unsurprising as neither the teacher nor the pupils have the time to individually go round the class speaking to each and every person. The main objectives now are to develop existing skills and manage communication skills and enrich their vocabulary intake. Furthermore, the range of topics in the text

16 books is more satisfying and knowledgeable for this age group. They should now be developing oral skills better and an improved extent to their rhetoric. Social relations receive particular interest and special attention to scientific and technical subjects as well as the media and cultural and literary speech. While undergoing the bachillerato course it is important to carry on strengthening the autonomy of the students because their interests and needs are more defined, so completing the cycle of education that at this level is vital in order to fulfil the completion and continue the consolidation of existing knowledge and increase further development in new themes which are specialized in terms of academic abilities. Regarding the class to which this syllabus is aimed; it is a second year class of bachillerato, with 20 students of mixed gender. In the class there are 13 native Spanish students, and 7 immigrants: (2 from Pakistan, 2 from Romania, 2 from the Dominican Republic, 1 from Bolivia and one from Bulgaria.) They have quite a high passive level, i.e., written and comprehension, and a lower active level, i.e., spoken and aural. They all have a healthy interest in the subject; however, the girls tend to be stronger than the boys and more participatory. The fact that the immigrant quota is a quarter of the class leans towards multiculturalism. However, in my experience with this class, multiculturalism is too grand a word to describe the atmosphere. They accept each other without any disdain for race or creed. They are all welcoming, helpful and indifferent to cultural diversity. The classroom is equipped with a standard blackboard, a projector and speakers and it has internet possibility. The layout is in rows or two desks with spaces in between. The text book used with this group is called Distinction 2 by Sheila Dignen.

17 2.3 OBJECTIVES As is clearly promulgated in the Real Decreto 1467/2007 (BOE 2007) and the Decreto 45/2008 (BOR 2008a), foreign language teaching for bachillerato will help to develop the following skills: The school aims to provide students with education, maturity, intellectual and human, knowledge and skills that enable them to develop social functions and participating in an active life with responsibility and competence. In this way, students will also be able to access higher education. The Objectives of the bachillerato student are indicated in article 3 of the BOE, and are the following: Exercise democratic citizenship, from a global perspective, and acquire a responsible civic awareness, inspired by the values of the Constitution and human rights, which promote co-responsibility in the construction of a just and equitable society and promotes sustainability. Consolidate a personal and social maturity allowing them to act responsibly and autonomously and develop his/her critical spirit. Anticipate and resolve personal, family and social conflicts peacefully. Promote effective equality of rights and opportunities between men and women, analyze and critically assess existing inequalities and promote real equality and non-discrimination of persons with disabilities. Strengthen the habits of reading, study and discipline, as necessary conditions for the effective use of learning, and as a means of personal development.

18 Master, both in their oral expression as well as written, the Spanish language and, where appropriate, the co-official language of their autonomous community. Express themselves fluently and correctly in one or more foreign languages. Use information and communication technologies with solvency and responsibility. Know and critically assess the realities of the contemporary world, its historical background and the main factors of its evolution. Participate in solidarity in the development and improvement of their social environment. Access basic scientific and technological knowledge and master the basic skills of the chosen mode. Understand the elements and fundamental procedures of research and scientific methods. Know and evaluate in a critical way the contribution of science and technology in the changing conditions of life as well as strengthen the sensitivity and respect for the environment. Strengthen the entrepreneurial spirit with attitudes of creativity, flexibility, initiative, and teamwork, confidence in one same and heartfelt critique. Develop literary and artistic sensitivity, as well as an aesthetic criterion, as sources of training and cultural enrichment. Use sport and physical education for personal and social development. Strengthen attitudes of respect and prevention in the field of road safety. With this in mind, the teacher is well prepared for all eventualities with the students and is minded to concentrate on the overall objectives of the subject, which are the following:

19 Express themselves and interact in an oral way spontaneously, respectfully and be understood by using adequate strategies according to each and every situation which may arise. Write different types of language in a precise, clear and well-structured way, using the appropriate style for communication according to the situation. Understand world information as well as specific information spoken and be able to follow the thread of current affairs in an appropriate and communicative way. Understand various written texts of a general and specific nature and be able to critically interpret them using understandable and comprehensive strategies according to the required tasks and identifying the most important elements within the text and being able to grasp their meaning. Read texts autonomously with several purposes and be able to assess the meaning of the information supplied and take an interest in it for entertainment and / or leisure. Be able to speak and write correctly by means of using the knowledge of the language and the linguistic rules and to start thinking about the way languages function and their roles in different communication situations. Acquire and develop several different learning strategies and use their means with a freehand including information and communication technologies with the aim of using foreign languages autonomously and to maintain a constant interest in learning. Understand and know the basic social and cultural features of the foreign language being learned in order to interpret and understand different cultures and languages.

20 Value the foreign language in terms of appreciation of the culture of other languages and cultures and recognize its importance as an international vehicle of communication and comprehension in a multicultural society, and also to be conscious of the similarities and differences that exist between different cultures. Strengthen strategies of self-assessment in order to acquire a communicative competence in the foreign language being learned including having initiative, confidence and a responsible outlook concerning attitude COMPETENCES According to the Ley Orgánica 2/2006 de Educación (BOE 2006), there are eight stringently key competences that must be adhered to regarding secondary school education in the Spanish system. The competences relate to attitudes, skills, knowledge and ability. The competences within the syllabus have been devised and designed to boost the student s communicative confidence, as one might expect, and to advance their expertise in the other areas which depend upon competence to aid them in progress. The key competences are the following: Competence in linguistic communication: this competence deals with the role of language as a tool in spoken and written communication, representation, interpretation and comprehension of real life as a means of a knowledgeable construction and organization. It is also seen as a mode of self-regulation of thoughts, emotions and behaviour. Regarding knowledge and attitudes characteristic of this competence, it will allow students to articulate emotions, experiences and their own points of view as well as discussing and

21 constructing a critical and ethical opinion, organizing and regenerating ideas, creating their own thoughts, manipulating a coherent and cohesive style of speech, making decisions and making the most of skills pertaining to listening, reading, speaking and writing. These anilities will also add to the development of self-regard and self-esteem. By learning a different language it obviously contributes to the acquisition of this competence as the students progress in spoken and written skills by using it. Furthermore, it will improve this competence by endorsing students ability to use language in the proper way according to the context. Besides this, acquiring and understanding the rules of the foreign language champions the procurement of this competence. The syllabus develops the students ready awareness of the language and their linguistic expertise along with their comprehension of social and cultural aspects regarding oral communication. Competence in mathematical abilities: this deals with the capability to use figures, numbers and control simple operations, perform mathematical reasoning, identify symbols and characters with the purpose of producing and interpreting information to study more about the spatial and quantitative sides of reality and to have the ability to decipher problems related to everyday comings and goings in life. Although the main objective of the foreign language subject is not to develop too much the students competence in mathematics while undertaking the activities of this syllabus they must learn to reason and debate, formulate hypothesis, deduce and apply rules, which backs up the attainment of this competence. Students will also go through the dates

22 in the foreign language and learn to use measures in another tongue and identify ordinal and cardinal numbers in a linguistically challenging way. Competence in knowledge about the physical world and an interaction with it: this competence deals with the skills needed to interact in the physical world, not only with the natural side of things but also regarding the human one. This ability facilitates the comprehension of occurrences and foresees the consequences and also recognizes the activities tackled in order to better maintain and preserve life and the conditions of all living creatures and beings. This syllabus adds to the development of this competence through student discussions and reflections on matters directly connected to the world around us like the environment, health issues, scientific and technological questions and history, social sciences and the modern day world like consumerism and economy. Competence in digital and computer technology: this competence facilitates the understanding of computer technology and helps us to search, receive and obtain digital information and transform, process and communicate it into real knowledge. It deals with a number of abilities and skills like information access and processing, the different media for transmitting captured information the skill at communicating it on all levels. This syllabus consists of developing this competence in a spoken and written way and they learn how to extract key information and organize it correctly and to be able to assimilate and discuss it properly.

23 Competence in social and public skills: this competence consists of students understanding of the society around them and helps them learn to interact, coexist and address a democratic citizenship. By studying the foreign language, a new culture will be opened for them and they will learn how to respect that culture. Furthermore, they will be expected to show an interest in that new culture and start communicating with other foreign speakers. Henceforward, they will contribute to the growth of this competence. During the development of the course students will learn about the socio-cultural side of the foreign language and be expected to collaborate and cooperate. Competence in cultural and artistic skills: this competence refers to the knowledge, comprehension, appreciation and structural criticism regarding cultural and artistic aspects, and will enable them to encourage and enjoy a particular cultural tradition. Included in the syllabus is an array of activities and events in order to facilitate the competence. Competence in learning to learn: this competence deals with the skills necessary to acquire and initiate a learning process and encourage the student to continue learning in an effective and autonomous way. Moreover, it alerts the student to the conscious needs that enable the learner to process education and learning; including memory, concentration, attention and linguistic expression. The syllabus inspires learners to think about their own education and reflect on different learning patterns and approaches and sift through them to discover and ideal one.

TRABAJO FIN DE ESTUDIOS

TRABAJO FIN DE ESTUDIOS TRABAJO FIN DE ESTUDIOS MÁSTER UNIVERSITARIO EN PROFESORADO DE ESO, BACHILLERATO, FP Y ENSEÑANZA DE IDIOMAS INGLÉS Master s degree final project: Theoretical framework, 3rd ESO syllabus and research project

More information

MAP for Language & International Communication Spanish Language Learning Outcomes by Level

MAP for Language & International Communication Spanish Language Learning Outcomes by Level Novice Abroad I This course is designed for students with little or no prior knowledge of the language. By the end of the course, the successful student will develop a basic foundation in the five skills:

More information

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

THE BACHELOR S DEGREE IN SPANISH

THE BACHELOR S DEGREE IN SPANISH Academic regulations for THE BACHELOR S DEGREE IN SPANISH THE FACULTY OF HUMANITIES THE UNIVERSITY OF AARHUS 2007 1 Framework conditions Heading Title Prepared by Effective date Prescribed points Text

More information

CHARTES D'ANGLAIS SOMMAIRE. CHARTE NIVEAU A1 Pages 2-4. CHARTE NIVEAU A2 Pages 5-7. CHARTE NIVEAU B1 Pages 8-10. CHARTE NIVEAU B2 Pages 11-14

CHARTES D'ANGLAIS SOMMAIRE. CHARTE NIVEAU A1 Pages 2-4. CHARTE NIVEAU A2 Pages 5-7. CHARTE NIVEAU B1 Pages 8-10. CHARTE NIVEAU B2 Pages 11-14 CHARTES D'ANGLAIS SOMMAIRE CHARTE NIVEAU A1 Pages 2-4 CHARTE NIVEAU A2 Pages 5-7 CHARTE NIVEAU B1 Pages 8-10 CHARTE NIVEAU B2 Pages 11-14 CHARTE NIVEAU C1 Pages 15-17 MAJ, le 11 juin 2014 A1 Skills-based

More information

Elementary (A1) Group Course

Elementary (A1) Group Course COURSE DETAILS Elementary (A1) Group Course 45 hours Two 90-minute lessons per week Study Centre/homework 2 hours per week (recommended minimum) A1(Elementary) min 6 max 8 people Price per person 650,00

More information

Portuguese as Foreign Language Level B.2

Portuguese as Foreign Language Level B.2 Portuguese as Foreign Language Level B.2 SYLLABUS NON-DEGREE GRANTING 1. CURRICULAR UNIT Portuguese as Foreign Language Level B.2 2. MAIN SCIENTIFIC AREA, according to Portaria nº 256/2005, of March 16

More information

stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings,

stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings, Section 9 Foreign Languages I. OVERALL OBJECTIVE To develop students basic communication abilities such as listening, speaking, reading and writing, deepening their understanding of language and culture

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

Study Plan for Master of Arts in Applied Linguistics

Study Plan for Master of Arts in Applied Linguistics Study Plan for Master of Arts in Applied Linguistics Master of Arts in Applied Linguistics is awarded by the Faculty of Graduate Studies at Jordan University of Science and Technology (JUST) upon the fulfillment

More information

Straightforward Advanced CEF Checklists

Straightforward Advanced CEF Checklists Straightforward Advanced CEF Checklists Choose from 0 5 for each statement to express how well you can carry out the following skills practised in Straightforward Advanced. 0 = I can t do this at all.

More information

The New Forest Small School

The New Forest Small School The New Forest Small School Spanish For Children Aged 11 to 16 OCR GCSE in Spanish J732 AIMS AND OBJECTIVES To provide: A meaningful and enjoyable educational experience Known and achievable but challenging

More information

CELTA. Syllabus and Assessment Guidelines. Fourth Edition. Certificate in Teaching English to Speakers of Other Languages

CELTA. Syllabus and Assessment Guidelines. Fourth Edition. Certificate in Teaching English to Speakers of Other Languages CELTA Certificate in Teaching English to Speakers of Other Languages Syllabus and Assessment Guidelines Fourth Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is regulated

More information

PRESCHOOL. Curriculum for the Preschool Lpfö 98

PRESCHOOL. Curriculum for the Preschool Lpfö 98 PRESCHOOL Curriculum for the Preschool Lpfö 98 Revised 2010 Orders to: Fritzes kundservice SE-106 47 Stockholm Telephone: +46 (0)8 598 191 90 Fax: +46 (0)8 598 191 91 E-mail: order.fritzes@nj.se www.fritzes.se

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP)

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory

More information

Modern foreign languages

Modern foreign languages Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

More information

PTE Academic Preparation Course Outline

PTE Academic Preparation Course Outline PTE Academic Preparation Course Outline August 2011 V2 Pearson Education Ltd 2011. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd. Introduction The

More information

Unit: Fever, Fire and Fashion Term: Spring 1 Year: 5

Unit: Fever, Fire and Fashion Term: Spring 1 Year: 5 Unit: Fever, Fire and Fashion Term: Spring 1 Year: 5 English Fever, Fire and Fashion Unit Summary In this historical Unit pupils learn about everyday life in London during the 17 th Century. Frost fairs,

More information

French Language and Culture. Curriculum Framework 2011 2012

French Language and Culture. Curriculum Framework 2011 2012 AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement

More information

Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F 15:00-16:30 PST

Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F 15:00-16:30 PST Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F Instructor Contact Information Office Location Virtual Office Hours Course Announcements Email Technical support Anastasiia V. Mixcoatl-Martinez

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

International training course CATCHING BY GEOCACHING. 15-23th of October

International training course CATCHING BY GEOCACHING. 15-23th of October International training course CATCHING BY GEOCACHING 15-23th of October How geocaching as a method can help to develop 8 EU life long learning competences? Communication in the mother tongue The ability

More information

B. Questions and answers 74. Youthpass in practice. Youthpass in Training Courses. 1 What is Youthpass in Training Courses?

B. Questions and answers 74. Youthpass in practice. Youthpass in Training Courses. 1 What is Youthpass in Training Courses? B. Questions and answers 74 B4 Youthpass in practice Mark Taylor 1 What is? The simple answer is that is a Certificate which describes the activity itself and confirms the participation of a youth worker/youth

More information

Section 8 Foreign Languages. Article 1 OVERALL OBJECTIVE

Section 8 Foreign Languages. Article 1 OVERALL OBJECTIVE Section 8 Foreign Languages Article 1 OVERALL OBJECTIVE To develop students communication abilities such as accurately understanding and appropriately conveying information, ideas,, deepening their understanding

More information

Standards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A

Standards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is

More information

TRABAJO FIN DE ESTUDIOS

TRABAJO FIN DE ESTUDIOS TRABAJO FIN DE ESTUDIOS Título The benefits of using a teaching program based on multiple intelligences theory in spanish efl learners' productive vocabulary knowledge Autor/es Andreea Rosca Director/es

More information

Virginia English Standards of Learning Grade 8

Virginia English Standards of Learning Grade 8 A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation

More information

MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10

MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10 PROCESSES CONVENTIONS MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10 Determine how stress, Listen for important Determine intonation, phrasing, points signaled by appropriateness of pacing,

More information

Correlation: ELLIS. English language Learning and Instruction System. and the TOEFL. Test Of English as a Foreign Language

Correlation: ELLIS. English language Learning and Instruction System. and the TOEFL. Test Of English as a Foreign Language Correlation: English language Learning and Instruction System and the TOEFL Test Of English as a Foreign Language Structure (Grammar) A major aspect of the ability to succeed on the TOEFL examination is

More information

The General Education Program at Sweet Briar College

The General Education Program at Sweet Briar College The General Education Program at Sweet Briar College Introduction The purpose of the General Education Program at Sweet Briar College is to provide all students with a common pattern of skills, experiences

More information

Accelerated Professional Program (APP) Absolute Beginner Varies (Typically 50+ units)

Accelerated Professional Program (APP) Absolute Beginner Varies (Typically 50+ units) APP English 1A Absolute Beginner emphasizes the development of practical language skills with a focus on business-related themes, vocabulary, and grammatical structures. The instructor will tailor the

More information

Teaching English as a Foreign Language (TEFL) Certificate Programs

Teaching English as a Foreign Language (TEFL) Certificate Programs Teaching English as a Foreign Language (TEFL) Certificate Programs Our TEFL offerings include one 27-unit professional certificate program and four shorter 12-unit certificates: TEFL Professional Certificate

More information

English Language (first language, first year)

English Language (first language, first year) Class contents and exam requirements English Language (first language, first year) Code 30123, Learning Path 1 Head Teacher: Prof. Helen Cecilia TOOKE Objectives pag. 2 Program pag. 2 Set and recommended

More information

CREATING LEARNING OUTCOMES

CREATING LEARNING OUTCOMES CREATING LEARNING OUTCOMES What Are Student Learning Outcomes? Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion

More information

Reading Listening and speaking Writing. Reading Listening and speaking Writing. Grammar in context: present Identifying the relevance of

Reading Listening and speaking Writing. Reading Listening and speaking Writing. Grammar in context: present Identifying the relevance of Acknowledgements Page 3 Introduction Page 8 Academic orientation Page 10 Setting study goals in academic English Focusing on academic study Reading and writing in academic English Attending lectures Studying

More information

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS Adapted from the AACU LEAP rubrics, the Bases of Competence skills, Ontario Council of Academic Vice-Presidents Graduate Degree Level Expectations,

More information

Middle School Course Catalog

Middle School Course Catalog Middle School Course Catalog 2015-2016 1 P a g e Mater Academy of Nevada School Mission Statement The mission of Mater Academy of Nevada is to provide an innovative, challenging, multi-cultural education,

More information

OKLAHOMA PRIORITY ACADEMIC STUDENT SKILLS FOR LANGUAGES, INTERMEDIATE LEVEL RANGE

OKLAHOMA PRIORITY ACADEMIC STUDENT SKILLS FOR LANGUAGES, INTERMEDIATE LEVEL RANGE Prentice Hall: Encuentros Maravillosos Gramática A Través De La Literatura 1998 (Foreign, Native American, and/or American Sign Language) Intermediate Level Range Students will exhibit these skills at

More information

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. The

More information

COURSE OBJECTIVES SPAN 100/101 ELEMENTARY SPANISH LISTENING. SPEAKING/FUNCTIONAl KNOWLEDGE

COURSE OBJECTIVES SPAN 100/101 ELEMENTARY SPANISH LISTENING. SPEAKING/FUNCTIONAl KNOWLEDGE SPAN 100/101 ELEMENTARY SPANISH COURSE OBJECTIVES This Spanish course pays equal attention to developing all four language skills (listening, speaking, reading, and writing), with a special emphasis on

More information

B2+ Student s Book David Spencer

B2+ Student s Book David Spencer B2+ Student s Book David Spencer Contents 1 p6 Reading Vocabulary Grammar Quirkology human behaviour Sociology, psychology, etc Past tenses Social research experiment Body idioms and human interaction

More information

Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers

Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers What is the Common European Framework of Reference? The Common European Framework of Reference gives

More information

Middlesex Community College Spring 2015

Middlesex Community College Spring 2015 Middlesex Community College Spring 2015 ENG 101: Composition # 1182 Online Course Semester Begins: 1/21/15 Instructor: Professer Joan Donati Contact Information 3 credit hours Email: Use Blackboard email

More information

EAS Basic Outline. Overview

EAS Basic Outline. Overview EAS Basic Outline Overview This is the course outline for your English Language Basic Course. This course is delivered at pre intermediate level of English, and the course book that you will be using is

More information

Study Plan. Bachelor s in. Faculty of Foreign Languages University of Jordan

Study Plan. Bachelor s in. Faculty of Foreign Languages University of Jordan Study Plan Bachelor s in Spanish and English Faculty of Foreign Languages University of Jordan 2009/2010 Department of European Languages Faculty of Foreign Languages University of Jordan Degree: B.A.

More information

Straightforward Intermediate Practice Online

Straightforward Intermediate Practice Online Macmillan Practice Online is the easy way to get all the benefits of online learning and with over 100 courses to choose from, covering all competence levels and ranging from business English to exam practice

More information

English Language Proficiency Standards: At A Glance February 19, 2014

English Language Proficiency Standards: At A Glance February 19, 2014 English Language Proficiency Standards: At A Glance February 19, 2014 These English Language Proficiency (ELP) Standards were collaboratively developed with CCSSO, West Ed, Stanford University Understanding

More information

COMPUTER TECHNOLOGY IN TEACHING READING

COMPUTER TECHNOLOGY IN TEACHING READING Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn

More information

Exam Information: Graded Examinations in Spoken English (GESE)

Exam Information: Graded Examinations in Spoken English (GESE) Exam Information: Graded Examinations in Spoken English (GESE) Specifications Guide for Teachers Regulations These qualifications in English for speakers of other languages are mapped to Levels A1 to C2

More information

Speaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams.

Speaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams. About Collins series has been designed to be easy to use, whether by learners studying at home on their own or in a classroom with a teacher: Instructions are easy to follow Exercises are carefully arranged

More information

English Discoveries Online Alignment with Common European Framework of Reference

English Discoveries Online Alignment with Common European Framework of Reference English Discoveries Online Alignment with Common European Framework of Reference COPYRIGHT NOTICE English Discoveries Online, its documentation, and all related materials are copyrighted. All rights are

More information

PICAI Italian Language Courses for Adults 6865, Christophe-Colomb, Montreal, Quebec Tel: 514-271 5590 Fax: 514 271 5593 Email: picai@axess.

PICAI Italian Language Courses for Adults 6865, Christophe-Colomb, Montreal, Quebec Tel: 514-271 5590 Fax: 514 271 5593 Email: picai@axess. PICAI Italian Language Courses for Adults 6865, Christophe-Colomb, Montreal, Quebec Tel: 514-271 5590 Fax: 514 271 5593 Email: picai@axess.com School Year 2013/2014 September April (24 lessons; 3hours/lesson

More information

Undergraduate Psychology Major Learning Goals and Outcomes i

Undergraduate Psychology Major Learning Goals and Outcomes i Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical

More information

Course Title: Spanish III Course Number: NM 112545101 RISD 08311 Open to grades: 9-12

Course Title: Spanish III Course Number: NM 112545101 RISD 08311 Open to grades: 9-12 Course Title: Spanish III Course Number: NM 112545101 RISD 08311 Open to grades: 9-12 Credit: One unit Prerequisite: Successful completion of Spanish I and II with a grade of 80% or above or a significant

More information

A. The master of arts, educational studies program will allow students to do the following.

A. The master of arts, educational studies program will allow students to do the following. PROGRAM OBJECTIVES DEPARTMENT OF EDUCATION DEGREES OFFERED MASTER OF ARTS, EDUCATIONAL STUDIES (M.A.); MASTER OF ARTS, SCIENCE EDUCATION (M.S.); MASTER OF ARTS IN GERMAN WITH TEACHING LICENSURE (M.A.);

More information

Instruction: Design, Delivery, Assessment Worksheet

Instruction: Design, Delivery, Assessment Worksheet Reading Specialist Instruction: Design, Delivery, Assessment Worksheet Sponsoring Organization University of Massachusetts Amherst Program/Group of Programs Reading Specialist Required Documents Program

More information

LEVEL 5-1 - New Headway Intermediate

LEVEL 5-1 - New Headway Intermediate LEVEL 5-1 - New Headway Intermediate SKILLS-BASED SPEAKING Students should be able to GRAMMAR VOCABULARY PRONUNCIATION LISTENING WRITING TOPICS: Exploring the World Unit 1 PG 6-13 ask and answer questions

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Introduction to the Common European Framework (CEF)

Introduction to the Common European Framework (CEF) Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching

More information

South Texas College Division of Liberal Arts and Social Sciences Visual Arts and Music Music Theory III MUSI 2311 Master Syllabus Fall 2011

South Texas College Division of Liberal Arts and Social Sciences Visual Arts and Music Music Theory III MUSI 2311 Master Syllabus Fall 2011 Chair s Information: Name of Chair: Phyllis L. Evans Office: Pecan Campus, Building B-118 Telephone: (956) 872-2668 Fax: (956) 872-2505 E-mail: pevans@southtexascollege.edu Course Information: Course Name:

More information

Indiana University-Purdue University International Language and Culture Studies Fall 2013 Spanish S112: Elementary Spanish II

Indiana University-Purdue University International Language and Culture Studies Fall 2013 Spanish S112: Elementary Spanish II Indiana University-Purdue University International Language and Culture Studies Fall 2013 Spanish S112: Elementary Spanish II Textbook: Mosaicos, 5/e, by Matilda de Castells, Elizabeth Guzmán, Paloma Lapuerta,

More information

2012 VISUAL ART STANDARDS GRADES K-1-2

2012 VISUAL ART STANDARDS GRADES K-1-2 COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student will

More information

Teaching Framework. Framework components

Teaching Framework. Framework components Teaching Framework Framework components CE/3007b/4Y09 UCLES 2014 Framework components Each category and sub-category of the framework is made up of components. The explanations below set out what is meant

More information

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS CURRICULUM FOR INTRODUCTION TO JOURNALISM GRADES 9 & 10 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Christine H. Salcito, Director of Curriculum

More information

BACHELOR IN ECONOMICS FIRST YEAR

BACHELOR IN ECONOMICS FIRST YEAR BACHELOR IN ECONOMICS FIRST YEAR Course English Code 802343 Module Basic Formation Area Nature Credits Compulsory 6 ES Attendance Non Attendance Year First Semester 1 COORDINATION Modern Language: English

More information

Graded Examinations in Spoken English (GESE)

Graded Examinations in Spoken English (GESE) Graded Examinations in Spoken English (GESE) Syllabus from 1 February 2010 These qualifications in English for speakers of other languages are mapped to Levels A1 to C2 in the Common European Framework

More information

Programme Specification (Postgraduate) Date amended: March 2012

Programme Specification (Postgraduate) Date amended: March 2012 Programme Specification (Postgraduate) Date amended: March 2012 1. Programme Title(s): MA in Applied Linguistics and TESOL 2. Awarding body or institution: University of Leicester 3. a) Mode of study Campus:

More information

General English Advanced CEFR Level: C1/C2

General English Advanced CEFR Level: C1/C2 General English Advanced CEFR Level: C1/C2 Author of the syllabus: Nicole E. Schwab Email: nicole@ca-institute.com Phone: +420 773 994 129 Signature and stamp: Coordinator: Erik L. Dostal Email: erik@ca-institute.com

More information

Teaching Methodology Modules. Teaching Skills Modules

Teaching Methodology Modules. Teaching Skills Modules 3.3 Clarendon Park, Clumber Avenue, Nottingham, NG5 1DW, United Kingdom Tel: +44 115 969 2424. Fax: +44 115 962 1452. www.ilsenglish.com. Email: frances@ilsenglish.com Teacher Development Modules for Teachers

More information

Italian Language & Culture Courses for Foreigners. ITALY Language Training

Italian Language & Culture Courses for Foreigners. ITALY Language Training Italian Language & Culture Courses for Foreigners ITALY 1 Good Practice Executive Summary Founded in the early 1920's with the aim of teaching Italian civilisation and artistic heritage to foreigners,

More information

Integrating the Common Core Standards into the Music Curriculum

Integrating the Common Core Standards into the Music Curriculum Place Photo Here, Otherwise Delete Box Integrating the Common Core Standards into the Music Curriculum Tom L. Foust January 24 th, 2013 Illinois Music Educators Conference Peoria, Illinois What is the

More information

EVALUATING A FOREIGN LANGUAGE IN PRIMARY EDUCATION

EVALUATING A FOREIGN LANGUAGE IN PRIMARY EDUCATION REVISTTA ELLECTTRÓNI ICA INTTERNACI I IONALL ISSN I 11557766- -77880099 EVALUATING A FOREIGN LANGUAGE IN PRIMARY EDUCATION Plácido Bazo University of La Laguna placido@bazoypenate.com Marcos Peñate University

More information

English. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English

English. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English English Stage 6 Syllabus English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English Original published version updated: Nov/Dec 1999 Board Bulletin/Official

More information

SPANISH UNDERGRADUATE COURSE DESCRIPTIONS

SPANISH UNDERGRADUATE COURSE DESCRIPTIONS SPANISH UNDERGRADUATE COURSE DESCRIPTIONS SPAN 111 Elementary Spanish (3) Language laboratory required. Credit Restriction: Not available to students eligible for 150. Comment(s): For students who have

More information

Department of Modern Languages SYLLABUS

Department of Modern Languages SYLLABUS Department of Modern Languages SYLLABUS COURSE: SPN 2200, INTERMEDIATE SPANISH I FOR NON-HERITAGE LEARNERS TERM: Spring 2015 DAYS: Monday, Wednesday, Friday CREDIT: 3 semester hours PREREQUISITE: SPN 1131

More information

Top Notch Second Edition Level 3 Unit-by-Unit CEF Correlations

Top Notch Second Edition Level 3 Unit-by-Unit CEF Correlations Top Notch Second Edition Level 3 Unit-by-Unit Correlations Full Course Correlation with International Standards and Exams LEVEL PTE ALTE UCLES IELTS TOEIC TOEFL (paper) TOEFL ibt Fundamentals A1 - - -

More information

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource

More information

Stamford Green Primary School Spanish Curriculum Map. September 2014

Stamford Green Primary School Spanish Curriculum Map. September 2014 Stamford Green Primary School Spanish Curriculum Map September 2014 Contents Page Essential characteristics of linguists Page 3 Aims of the National Curriculum Page 4 Early Years Page 5 Year 1 Expectation

More information

DoQuP project. WP.1 - Definition and implementation of an on-line documentation system for quality assurance of study programmes in partner countries

DoQuP project. WP.1 - Definition and implementation of an on-line documentation system for quality assurance of study programmes in partner countries DoQuP project WP.1 - Definition and implementation of an on-line documentation system for quality assurance of study programmes in partner countries Deliverable 1.3 - Methodologies and procedures of definition,

More information

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) Prentice Hall: Sendas Literarias 1, Español Completo Para Hispanohablantes with Guía del maestro 2001 Students will exhibit these skills at the end of a K 12 sequence. Communication: Communicate in Languages

More information

Programme Specification: BA Teaching English as a Foreign Language

Programme Specification: BA Teaching English as a Foreign Language Programme Specification: BA Teaching English as a Foreign Language 1. Programme title Teaching English as a Foreign Language 2. Awarding institution Middlesex University 3. Teaching institution Middlesex

More information

Courses Description. ELI 600 Second Language Acquisition 3

Courses Description. ELI 600 Second Language Acquisition 3 Courses Description ELI 600 Second Language Acquisition 3 This course introduces the students to the major theories and issues in second language acquisition, as well as the theories and assumptions that

More information

Nefertari International Schools IBDP Candidate School Whole School Language Policy

Nefertari International Schools IBDP Candidate School Whole School Language Policy Nefertari International Schools IBDP Candidate School Whole School Language Policy Release Date: September 2014 To be Reviewed: September 2019 Introduction Before framing the language policy for the International

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The fourth grade student: Reading uses text features to predict content and monitor comprehension (for example,

More information

Curso académico 2015/2016 INFORMACIÓN GENERAL ESTRUCTURA Y CONTENIDOS HABILIDADES: INGLÉS

Curso académico 2015/2016 INFORMACIÓN GENERAL ESTRUCTURA Y CONTENIDOS HABILIDADES: INGLÉS Curso académico 2015/2016 INFORMACIÓN GENERAL ESTRUCTURA Y CONTENIDOS HABILIDADES: INGLÉS Objetivos de Habilidades: inglés El objetivo de la prueba es comprobar que el alumno ha adquirido un nivel B1 (dentro

More information

2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015)

2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015) 2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015) College-wide Goal 1: Intellectual Engagement PG1 Students will demonstrate the ability to think critically and

More information

MASTER S DEGREE PROJECT IN ENGLISH LANGUAGE TEACHING

MASTER S DEGREE PROJECT IN ENGLISH LANGUAGE TEACHING 1. TITLE PAGE 2. INDEX TABLE OF CONTENTS 3. INTRODUCTION 3 4. THEORETICAL FOUNDATION OF THE MASTER S DEGREE PROJECT 3 4.1 THEORETICAL BASIS: Psychological, sociological, pedagogical and epistemological

More information

General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School Education.

General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School Education. General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School. 1 Grade 1-9 Curriculum Guidelines 1 Preface In keeping with the 21st century and the global trends of educational reform,

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award BA (Hons) 4 Programme Title French and Business Studies, German and Business

More information

TRABAJO FIN DE ESTUDIOS. An online training programme for the improvement of listening skills in spanish secondary education

TRABAJO FIN DE ESTUDIOS. An online training programme for the improvement of listening skills in spanish secondary education TRABAJO FIN DE ESTUDIOS Título An online training programme for the improvement of listening skills in spanish secondary education Autor/es Jacopo Lilli Director/es Andrés Canga Alonso Facultad Facultad

More information

CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES

CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES With Revisions as Proposed by the General Education Steering Committee [Extracts] A. RATIONALE

More information

12TH OECD-JAPAN SEMINAR: GLOBALISATION AND LINGUISTIC COMPETENCIES: RESPONDING TO DIVERSITY IN LANGUAGE ENVIRONMENTS

12TH OECD-JAPAN SEMINAR: GLOBALISATION AND LINGUISTIC COMPETENCIES: RESPONDING TO DIVERSITY IN LANGUAGE ENVIRONMENTS 12TH OECD-JAPAN SEMINAR: GLOBALISATION AND LINGUISTIC COMPETENCIES: RESPONDING TO DIVERSITY IN LANGUAGE ENVIRONMENTS ENGLISH EDUCATION AND POLICY IN JAPAN Tetsuya Kashihara Institut d'etudes Politiques

More information

Straightforward Pre-intermediate Practice Online

Straightforward Pre-intermediate Practice Online Macmillan Practice Online is the easy way to get all the benefits of online learning and with over 100 courses to choose from, covering all competence levels and ranging from business English to exam practice

More information

Course Descriptions. General Education Course Description. Science and Mathematics

Course Descriptions. General Education Course Description. Science and Mathematics Course Descriptions General Education Course Description Science and Mathematics MA150 Mathematics and Statistics for Daily Life 3 (2-2-6) Percentage and ratio, introductory logic, simple and complex interest

More information

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD Modern Foreign Language Policy January 2013 ST PETER S MODERN FOREIGN LANGUAGE (MFL) POLICY RATIONALE In the knowledge society

More information

CULTURAL STUDIES AND CROSS-CULTURAL CAPABILITY

CULTURAL STUDIES AND CROSS-CULTURAL CAPABILITY 1 Course Syllabus CODE number: CMM 302G CULTURAL STUDIES AND CROSS-CULTURAL CAPABILITY Number of ECTS: 6 Contact Details for Professor Jan Walravens Tel: +32(0)26148170 (Vesalius College reception) E-mail:

More information

GUIDE TO THE ESL CENTER at Kennesaw State University

GUIDE TO THE ESL CENTER at Kennesaw State University GUIDE TO THE ESL CENTER at Kennesaw State University The ESL Center: A Brief Overview The ESL Center at Kennesaw State University is housed in University College. The Center has two locations: the Kennesaw

More information

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),

More information