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, 3rd ESO syllabus and research project Tutor: Andrés Canga Alonso Facultad de Letras y de la Educación Curso

2 Master s degree final project: Theoretical framework, 3rd ESO syllabus and research project, trabajo fin de estudios de, dirigido por Andrés Canga Alonso (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, 3 rd ESO SYLLABUS AND RESEARCH PROJECT DNI: n Trabajo Fin de Máster Máster en Formación del Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas. Especialidad: Inglés Tutor: Dr. Andrés Canga Alonso Universidad de La Rioja Año académico 2011/2012

4 Table of Contents THEORETICAL FRAMEWORK... 3 SYLLABUS RESEARCH PROJECT INTRODUCTION REVIEW OF THE LITERATURE RESEARCH QUESTIONS METHOD PARTICIPANTS INSTRUMENTS AND PROCEDURES CONCLUSION REFERENCES APPENDIX APPENDIX APPENDIX 2: APPENDIX 3: APPENDIX 4: APPENDIX 5: APPENDIX 6: QUESTIONNAIRE QUESTIONNAIRE APPENDIX 7: APPENDIX 8:

5 PART I THEORETICAL FRAMEWORK 3

6 INTRODUCTION First of all, I have to remark that I have learned a lot of different learning methods focused on English Language Teaching. I will explain some of them and I will try to show all the competencies I have acquired in all the different classes that I have attended. We have to bear in mind that not all the classes have been focused on language learning. We have attended other different ones related with Education and Teaching methods which have been very important for our training too. In this Master we have attended 7 different subjects during the whole year. I will name them and afterwards, I will explain them separately. I will try to remark the most relevant aspects I have found in every subject and the goals I have achieved in this course. First of all, Sociología de la educación has been one of the first subjects we have had. This subject has been important for our training because we have learnt relevant elements and characteristics we have to bear in mind as teachers with our students. These learners can be influenced by different elements as for example: Personal situation at home, economical situation of parents, students behaviour because of the environment or personal situation. The study of social interaction between people includes the analysis of social members in a society and interaction between different people around the world. We can emphasize that Sociology is really closed to different cultures too. Multilingualism and intercultural competence are related to this area and they influence a lot on our students learning. For instance we can have a new student with a different religion, culture, 4

7 problematic personal situation or other different aspects related to the world where we live and we have to face these aspects. In this case, Sociology can be really helpful. Aprendizaje y enseñanza de la lengua extranjera is divided in three parts: - Firstly, we have dealt with some different Websites which can help us to follow several methods related to pronunciation and vocabulary. This websites can be very useful if we want to obtain some information for our students and spread their English knowledge. We have done some practical exercises which have been very positive for our training too. We had been given a list with different elements to bear in mind with our students and we had to explain this information in front of the rest of the class. The notes, I have taken from my partner s work and also from my own work, have been relevant for my development as a teacher. - The second part of the subject refers to a fundamental aspect we have to bear in mind with our students, i.e. multilingualism and intercultural communication. We have learnt different things about multilingualism and relevant aspects related to different cultures. In this part we have tried to work with these elements and apply them to our context; English teaching. I have found it really interesting and I think these elements can help me in a future as a teacher. I have to mention one practical exercise we have made at the end of this part. In this practice we had to design an exercise for our students where we had to add an intercultural factor. Thanks to this exercise we can teach English to our students and at the same time we can teach them some relevant aspects about the target culture. From my point of view, it is really positive to work with this kind of elements because we live in a world which has a lot of different cultures in it and we have to deal with some problems and barriers among us. At the same time, we have to bear in mind 5

8 that we live in a society which is constantly changing and young people are forced to be involved in multiculturalism and participate, respect and know it. - In the third part, and I have to point out that it has been one of the most relevant things I have found in this subject, we have learnt how to create a CLILQUEST. I think that this method can be really helpful for our students and at the same time it is the best way if we want them to interact with other students. In addition, we have acquired information about CLIL, a new learning method which is used in some schools and which is going to be the future for English teachers and students. From my point of view this learning method needs a good explanation to understand it perfectly and in this part of the subject we have acquired all the information we needed to complete our knowledge about CLIL. Finally, we have been recommended many websites to improve our training as teachers and at the same time other different ones focused on different methods we can use to create platforms and sites related to English learning. These online tools are very funny and helpful for us and for our students. It is important to remark that all this information we have been recommended in all the three parts of the subject has one common characteristic which is fundamental in our training: students motivation. In the subject Complementos, I have found different elements which can be really useful for me in the future. We have learned the most important learning methods and we have worked with them. One of the elements we have improved in this subject is how to motivate our students. Our teacher has tried to transmit us how important this element is. Our students need to be active in class. An active participation is fundamental for them. The role of the 6

9 teacher is related with this consequence. It is essential to create a really good atmosphere among learners. In this subject we have learned some steps we can follow to create this atmosphere, some barriers we can find among our students and at the end possible solutions we can find to solve problems with them. Another important point which can be very useful is the list we can see about different types of students. All the steps you have to follow and all the characteristics they can present. Finally we have been given a list with the most important learning methods and we have worked with them. At the end we had to carry out an exercise with every learning method and this have been really positive because I have worked with all of them and after using them I have selected the methods I find more useful. From my point of view and if I had to work these methods with my students I would use: Grammar translation method, CLIL and the Communicative Approach because I think these kinds of methods can be more beneficial for my students and they can acquire a better English knowledge with them. Procesos y contextos educativos has been one of the first subjects we have studied in this Master. I would say that this subject has been the base of our training as teachers. I have learned some important elements which will be essential in my future as a teacher. One of the objectives this subject presented was the principal idea and essential characteristics of being a teacher. We have learned how to create a Didactic Unit. This is one of the most important elements to organize all the work we are going to employ with our students. The organization of a Didactic Unit requires some steps we have to bear in mind and thanks to this learning we have improved our way to create them. 7

10 At the same time, we have acquired the information we needed about how a school works. We have seen important elements as for example all its different areas. We have learned how to elaborate and organize a complete syllabus. We have worked these different parts with some practical exercises and we have been forced to group work to interact with other future teachers. This has been very useful because we will have to work with other people when we become teachers, so that these exercises have shown us how we can organize all the work and how we have to respect different opinions and ways of working. (We have seen some behavioural rules and norms which are essential in a school). Innovación e investigación has been one of the subjects where we have learned some steps to conduct our Research Project. Besides, we have seen other innovative exercises related to English learning. Our teacher has given to us a lot of handouts with some practical exercises related to this topic and we have had to work them in groups trying to develop new techniques to employ them with our future students. At the same time, one thing I have learnt in this subject, which can be very useful for me in the future, has been every different reading we have been given with some relevant information about innovative teaching techniques written by researchers who have applied these techniques among different students and have proved if they worked or not. From my point of view these kinds of handouts have two positive aspects. On the one hand, these studies have helped us to develop our Research Project. In these articles we have seen different structures of a research and the steps that their authors have followed. On the other hand, it is clear that these documents can be very helpful for us in the future because they show us a lot of different techniques which have been applied, so that we can clearly see the barriers it presents among the students and all the 8

11 possible errors and problems a teacher can face if he or she decides to employ this kind of methods. In this subject we have attended some presentations related to English teaching which have been really interesting for our training. We have extracted all the information we could because after these presentations we had to elaborate a complete Portfolio where we had to include them. These presentations have been carried out by different professors, teachers and researchers, some of them were foreigners and the rest of them came from other Spanish communities. In these presentations we have acquired some knowledge about different techniques we can employ with our students, some of them related to modern technology, as for example: presentations carried out with the program Prezi which contains a lot of data in a reduced space and some online games focused on vocabulary learning. During my Practicum I have acquired a better experience in this area. I have worked with students of different levels. The best way to learn something is to practice it and these two months have been really positive for my training. I have learnt some new techniques to motivate my students and to create a good atmosphere in the classroom. If students are not motivated or they feel frustrated during the class they will be lost and some of them will try to interrupt the normal rhythm of the class. It is very important to maintain them motivated and it is essential that they enjoy your classes. In this period I have noticed that you have to interact with your students, know them and their limits and try to obtain the best results you can. If you let students interact with each other, they will feel more self-confident and they will work better so that you will be more satisfied and they will be satisfied too. 9

12 Evaluation is one of the most important parts of this job, because you have to check their knowledge and you have to confirm that students have understood all the information you have tried to transmit. During my Practicum I had the opportunity of evaluating one group of students and I have learned some techniques to evaluate their knowledge. Finally, I had worked with other teachers who have given me a lot of information about being a teacher. I have been involved in this atmosphere and I have experienced how to work with other people with a same objective: education. In Aprendizaje y desarrollo de la personalidad I have been given a lot of information about all the different stages a student suffers from childhood to adolescence. One of the most important things I have learned in this subject has been all personal characteristics students can present depending on his age and the problems and barriers you have to face with them in those situations. Our teacher has shown us some different solutions we can find if we are dealing with a problem. These solutions have been given to us thanks to practical exercises where we had a problem with a student and we had some questions to solve them. From my point of view this has been really positive and dynamic because it is the better way to put yourself in that situation and at the end if you have one problem with a student in the future you will have to use your psychology to try to find a solution. We have observed some social problems which are always present in our life, as for example: bullying, anorexia, bulimia, and economical problems. Nowadays, we live in a world where you can easily find one of these problems and if you have a guide to try to solve them or if you have an experience in this kind of problem it will be easier to deal with it. 10

13 Finally, I have to remark that this subject has provided us a better understanding of teenagers and what they think. It is not easy to interact with them, but if you have a guide and some possible solutions to this reactions and behaviours it will be much easier to create a properly atmosphere. To sum up, all the subjects have contributed to our training and if you mix all the information we have been provided, it will be easier to deal with your work and to become a great teacher in the future. 11

14 PART II SYLLABUS 12

15 JUSTIFICATION Nowadays we are living in a world where people really depend on different languages. English has become one of the most important tools to communicate with other parts of the world in different contexts. In these Didactic Units I will try to develop the 4 skills: Reading, Listening, Speaking and Writing. My students will have to acquire different elements related to these skills. In order to develop them I will have to make them communicate with each other in English thanks to some role plays and oral activities depending on the topic and the unit. I will also have to help them to improve their written skills with the help of compositions. In addition, I will focus my attention on some linkers which are really helpful for their oral and written skills. We will try to learn and revise the most important grammar structures and we will use some practical exercises to improve their learning. These grammar structures will be used in role plays and in written activities too. I will play some listening tasks related to every unit to improve their listening comprehension in English. This activity will be practiced one or twice per unit. Finally, at the end of every term, they will sit for a test to check their knowledge and the mark they obtain will be added to the rest of the elements included in the part concerning evaluation. EDUCATIONAL CONTEXT All these units will be carried out in the same educational context with a 3 rd ESO group. There will be 23 children in the class who study at IES Inventor Cosme García. This 13

16 group is presented as an average group with a lower intermediate level of proficiency in English, and without any particular problem worth to be highlighted. OBJECTIVES - To value language and communication as basic tools of comprehension to participate in a multicultural society where stereotypes and discriminations are avoided. - To achieve the communicative oral, written and audiovisual competences in English to communicate with the other people and to express opinions and personal ideas. - To use the information and communication technology (ICT) to find, to obtain, elaborate and present information, opinions and feelings using different types as power point presentations, blogs, wikis, web quests, and social networks. - To interact, produce English conversations and understand spoken discourse, adopting a cooperative attitude and taking active. - To express in a foreign language in situations of communication adopting a suitable, participative and respectful attitude. - To understand oral and written speeches in social and cultural contexts. - To understand and create texts and compositions using the basic knowledge and all grammar structures learnt during the academic year. - To show an active attitude in learning foreign languages and to participate in the process and evaluation and classroom language acquisition. 14

17 COMPETENCES All these competences will be applied to the syllabus presented in this Master s Thesis: - Linguistic and audiovisual competence: Ability to express thoughts, feelings and opinions in both oral and written form and to interact in different cultural contexts. It is also the ability to use different kind of tools to communicate. - Artistic and cultural competence: Importance of the creative expression of ideas, experiences and emotions thanks to music, literature, and the visual arts. Students should be able to be creative and sensitive towards artistic works. - Digital competence: The use of information and communication technologies (ICT). Students should be familiar with Web quests and Wikis. They should know how to use Power point and to find and select materials from the Internet. - Learn how to learn: Ability to organize their own learning, individually, in pairs, or in groups, awareness of methods and opportunities. At the end of each unit students should evaluate themselves. Students should apply learning strategies they have learnt. - Sense of initiative and autonomy: Creativity and innovation and the ability to carry our projects to achieve objectives. Students should be active and creative. They should be autonomous and contribute in all the activities. - Knowledge and interaction with the world: Knowledge of social and political concepts and structures. Students should know how to cooperate in workgroup. They will have to negotiate all the time the contents present in their activities and works. - Social and civic competence: All forms of behaviour to participate in an effective and constructive way in social and working life. 15

18 TIMING Every unit will be developed in 7 sessions of 50 minutes. The 4 skills my students have to acquired will be included in these sessions. Every unit will be finished more or less in 2 weeks approximately. SESSIONS SKILLS TIME 1 st Session Reading/Listening/Writing/Reading 50 min 2 nd Session Reading/Listening/Writing/Reading 50min 3 rd Session Reading/Listening/Writing/Reading 50min 4 th Session Reading/Listening/Writing/Reading 50 min 5 th Session Reading/Listening/Writing/Reading 50 min 6th Session Reading/Listening/Writing/Reading 50 min ATTENTION TO DIVERSITY This group does not need any special attention and there are not curricular adaptations to be made. There is one girl who has a little hearing disability but she does not need any particular adaptations. It is important to take into account all different cultures this group presents. We must have intercultural awareness. We will work with multiculturalism and intercultural in communication. Students will be forced to interact with other students and to learn about other cultures and habits. 16

19 MATERIAL AND RESOURCES One of the most useful I have found is PowerPoint presentations together with the slide projector. Students are more motivated when you use this kind of material with them, and, at the same time they have more time to take some notes. I will use Prezi too. This program can be a little bit more difficult than the PowerPoint but it contains a lot of information in a reduced space so I think it can be really helpful for my students learning. I have used other resources as for example YouTube which can show a lot of information and at the same time it can be really funny among students. This technique is really useful because it improves their motivation. I will use this program to play one video related with the intercultural communication too. In their Textbook and Workbook they can find some extra activities and explanations which can be very useful if they want to continue working at home. I have decided to create with this group a new "blog" for all the students and the teacher. There, students will share their feelings and opinions about some topics I will propose every week. Once a week we will see one or two blogs in the class and we will try to correct some mistakes. I will read follow their bogs weekly. It is important to bear in mind that this blog will be all written in English. METHODOLOGY I will use English as the vehicular language in the classroom since they are students who will be adults in the future and they will have to travel abroad so that they will 17

20 need another language to communicate with other people. They have to be aware of the different cultures they have around them so I will try to focus on some relevant aspects related to multiculturalism. The use of the first language will be reduced during the class and they will have to express themselves in English all the time. If one day they want to go abroad and meet different people they will have to speak in other language to interact with them, thus I will try to help them develop the ability to speak in English all the time. There will be some exceptions as for example when they do not understand a word or an exercise. Then, I will have to try another technique, as for example translating the word or the sentence into Spanish, to explain this kind of doubts. As regards spoken production and interaction, they will have to work individually and in pairs. They will have to create different conversations so that they will need a partner to practice their oral skills. Teenagers live in a world where they feelings are really important and they are changing their emotions all the time. As the responsible of the class and the unit, I will try to encourage an active participation of all the students during the class. I will not correct all their mistakes, only the most important mistakes. Sometimes, they will have to take notes about some mistakes which can be considered as typical mistakes in English because students tend to commit this kind of mistakes when they are learning English and we will have to correct them. ASSESSMENT The assessment of all their work will be checked in the following way: 18

21 During each term: - Compositions will be the 20% of the final mark. - Oral tasks will be the 10% of the final mark. - The Final exam will be the 50% of the final mark. (The exam of the book will be the 10% of this total). - Workbook will be the 10% of the final mark. - Participation during the class will be the 10% of the final mark. At the end of the academic year: The final mark of the first term will be the 30%. The final mark of the second term will be the 40%. The final mark of the third term will be the 30%.. DIDACTIC UNIT 1: LET S TALK ABOUT English! 19

22 INTRODUCTION We live in a world where English is really important for us. If we want to travel or to live abroad we have to speak English because it is one of the most important languages in the world. This unit will be focused on this importance of English and typical situations where we need to use this language. OBJECTIVES To have an everyday conversation with other student in English. They will have to be able to use English in a train station, in an airport or in the street. To write and to pronounce correctly the vocabulary presented on the blackboard. To use the present simple and continuous and distinguish between their usage. To write a short paragraph using the vocabulary and the grammar they have learnt in this Unit. BLOCK 1. Listening, spoken production and spoken interaction - Understanding oral using audio-visual and technologic tools to extract specific information. - Spoken interaction in simulated situations using verbal written communication CONTENTS BLOCK 2. Reading and Writing - Interest in participating actively in role plays and interventions. -Reading and understanding texts in order to use the information in the development of different oral and written tasks - Reading and writing texts related to feelings situations and focused on their reading and writing skills. - Use of PowerPoint to read/write information and use the Internet to find different information. - Interest in the presentation of written texts (weekly). BLOCK 3. Knowledge of the language. Linguistic Knowledge Reflection on learning Identification of aspects of phonology, rhythm and intonation of the Foreign Language, and their use in the comprehension and production of spoken texts. - Identification and use of vocabulary and grammar structures with fluency and accuracy. - Interest in using the Foreign Language correctly in varied situations. (Personal opinions and situations where they have to express their opinion and feelings) - Learning of different procedures, new vocabulary and grammar structures - Use of all these technologies to adapt them to students daily routine. - Cooperation in team-work or in pairs in order to achieve a common goal. BLOCK 4. Socio-cultural Aspects Intercultural Awareness and - Interest and receptive attitude in discovering information about other kind of people and different cultures. - Interest in other countries with different cultures and ways of living. - Respect for classmates and teachers to create a good atmosphere in class. ASSESSMENT Complete understanding of the new vocabulary (and synonyms) Acquisition of the present simple and continuous. Ability to read texts and pronounce words correctly. Ability to get a good comprehension about a text. Ability to create a useful conversation if they go abroad. 20

23 DIDACTIC UNIT 2: TEENAGERS INTRODUCTION OBJECTIVES Teenagers are a very important part in Education. Teachers have to know their students and their feelings which are related to their age. In this unit we will know a little bit better their feelings, problems and solutions they try to find to solve this kind of problems. To talk about their feelings and opinions using some linkers and the vocabulary learnt in the unit. To write and to say the correct pronunciation of this vocabulary on the blackboard. To use the relative clauses and their relative pronouns correctly. To write a little compositions about themselves (feelings, hobbies and problems) or other students as the point of view of a teenagers. BLOCK 1. Listening, spoken production and spoken interaction - Understanding oral using audio-visual and technologic tools to extract specific Information. - Spoken interactions in simulated situations using verbal written Communication - Interest in participating actively in role plays and interventions. CONTENTS BLOCK 2. Reading Writing and -Reading and understanding texts in order to use the information in the development of different oral and written tasks - Reading and writing texts related to feelings situations and focused on their reading and writing skills. - Use of PowerPoint to read/write information and use the Internet to search different information. - Interest in the presentation of written texts (weekly). BLOCK 3. Knowledge of the language. Linguistic Knowledge Reflection on learning Identification of aspects of phonology, rhythm and intonation of the Foreign Language, and their use in the comprehension and production of spoken texts. - Identification and use of vocabulary and grammar structures with fluency and accuracy. - Interest in using Foreign Language correctly in varied situations. (Personal opinions and situations where they have to express their opinion and feelings) - Learning of different procedures, new vocabulary and grammar structures - Use of all these technologies to adapt them to a daily routine. - Cooperation in a team-work or in pairs in order to achieve a common work. 21

24 BLOCK 4. Socio-cultural Aspects Intercultural Awareness and - Interest and receptive attitude in discovering information about other kind of people and different cultures. - Interest in other countries with different cultures and ways of living. - Respect for classmates and teachers to create a good atmosphere in class. ASSESSMENT Complete understanding of the new vocabulary related to teenagers and they feelings. Acquisition of relative clauses. Ability to read texts and pronounce words correctly. Ability to get a good comprehension about a text. Ability to create a useful Role Play about their own problems and worries Ability to understand audiovisual activities. DIDACTIC UNIT: UNIT 3: TECHNOLOGIES INTRODUCTION OBJECTIVES Our society depends on the new technologies which have been increasing in the last years. Teenagers should learn all the information they can about this new world. In this unit, we will try to learn some new vocabulary related to information and communication technologies (ICT) and how to use them in language learning. To know the new technologies and to explain them using English language. To know how to use different technologies which can help them to learn English( websites, PowerPoint, Prezi) To know some vocabulary related to the topic, Technologies. To write and to say the correct pronunciation of this vocabulary on the blackboard. To use the past simple and continuous and to mix them with the present simple and present continuous correctly. To write a little paragraph using the vocabulary and the grammar they have learnt in this unit. BLOCK 1. Listening, spoken production and spoken interaction - Understanding oral using audio-visual and technologic tools to extract specific Information. - Spoken interactions in simulated situations using verbal written Communication - Interest in participating actively in role plays and interventions. CONTENTS BLOCK 2.Reading Writing and -Reading and understanding texts in order to use the information in the development of different oral and written tasks - Reading and writing texts related to feelings situations and focused on their reading and writing skills. - Use of PowerPoint to read/write information and use the Internet to search different information. - Interest in the presentation of written texts (weekly). 22

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

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 report: Theoretical background, course syllabus, research and innovation

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

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

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

COMPLEMENTOS PARA LA FORMACIÓN DISCIPLINAR EN INGLÉS. Máster en Formación del Profesorado. Universidad de Alcalá

COMPLEMENTOS PARA LA FORMACIÓN DISCIPLINAR EN INGLÉS. Máster en Formación del Profesorado. Universidad de Alcalá COMPLEMENTOS PARA LA FORMACIÓN DISCIPLINAR EN INGLÉS Máster en Formación del Profesorado Universidad de Alcalá Curso Académico 2015/2016 GUÍA DOCENTE Nombre de la asignatura: Complementos para la formación

More information

CLIL UNIT: ANIMALS, OUR FRIENDS

CLIL UNIT: ANIMALS, OUR FRIENDS CLIL UNIT: ANIMALS, OUR FRIENDS Cristina Benítez García PALE 2010 INDEX.- 1) Background 3 2) Topic 3 3) Goals 3 4) Contents 5) Relation of the unit with the Basic Competences 4 6) Tasks 4 7) Standard matrix

More information

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, Bachillerato syllabus & research

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

Guía docente de Idioma Extranjero y su Didáctica: Inglés

Guía docente de Idioma Extranjero y su Didáctica: Inglés Guía docente de Idioma Extranjero y su Didáctica: Inglés 1. DATOS INICIALES Titulación Maestro de Educación Infantil y Maestro de Educación Primaria Módulo Materia Idioma Extranjero y su Didáctica: Inglés

More information

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy Our Lady of Lourdes Catholic Nursery & Primary School Modern Foreign Language Policy September 2014 Review Date: September 2016 INTRODUCTION This subject policy is one in a series that makes up the Whole

More information

Learning Spanish through blogging. Application of ICT to language learning and teaching at Reykjavík University

Learning Spanish through blogging. Application of ICT to language learning and teaching at Reykjavík University Learning Spanish through blogging. Application of ICT to language learning and teaching at Reykjavík University Pilar Concheiro Ásrún Matthíasdóttir Reykjavík University Reykjavík/Iceland E-mail: pilar@ru.is,

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

Active methodology in the Audiovisual communication degree

Active methodology in the Audiovisual communication degree Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 2 (2010) 4487 4491 WCES-2010 Active methodology in the Audiovisual communication degree J.L Gimenez-Lopez a *, T. Magal

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

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

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

Malted SAFE AND HEALTHY SAFE AND HEALTHY

Malted SAFE AND HEALTHY SAFE AND HEALTHY SAFE AND HEALTHY GENERAL OBJECTIVES To understand oral and written texts that include vocabulary about healthy habits, behavioural rules and basic structures about the unit. To produce oral and written

More information

This section looks at useful on-line resources for foreign language

This section looks at useful on-line resources for foreign language Entre Lenguas. Vol. 13 Enero - Diciembre 2008 111 Pozzobon, Claudia * La Prof. Pozzobon es Profesora - Investigadora de la Escuela de Idiomas Modernos, Facultad de Humanidades y Educación, Universidad

More information

Guide 1. Entering into the business world

Guide 1. Entering into the business world UNIVERSIDAD EAN FACULTAD DE ESTUDIOS EN AMBIENTES VIRTUALES INGLÉS DE NEGOCIOS BÁSICO La versión imprimible considera solo una parte del módulo; por lo tanto, es indispensable revisar cuidadosamente el

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

How to enable students to become more independent essay writers

How to enable students to become more independent essay writers How to enable students to become more independent essay writers Ilene Ann Smalec Malloy UEM Lab - Universidad Europea de Madrid Abstract This paper has resulted after examining the poor results of academic

More information

How to become a successful language learner

How to become a successful language learner How to become a successful language learner By Alison Fenner English and German Co-ordinator, Institution Wide Language Programme Introduction Your success in learning a language depends on you! You may

More information

Development of an English syllabus for the 2 nd year of Secondary Education (3 rd term)

Development of an English syllabus for the 2 nd year of Secondary Education (3 rd term) Development of an English syllabus for the 2 nd year of Secondary Education (3 rd term) Desarrollo de una programación didáctica de inglés para 2º ESO durante el 3º trimestre Master s Degree in Secondary

More information

St. Nathy s College. Subject Department Plan for German

St. Nathy s College. Subject Department Plan for German St. Nathy s College Subject Department Plan for German 2012-2013 St. Nathy s College Mission Statement St. Nathy s College was established to act as a Centre of Learning. We strive to achieve this within

More information

Memorias del XI Encuentro Nacional de Estudios en Lenguas (2010) ISBN: 978-607-7698-32-6 JCLIC A PLATFORM TO DEVELOP MULTIMEDIA MATERIAL

Memorias del XI Encuentro Nacional de Estudios en Lenguas (2010) ISBN: 978-607-7698-32-6 JCLIC A PLATFORM TO DEVELOP MULTIMEDIA MATERIAL JCLIC A PLATFORM TO DEVELOP MULTIMEDIA MATERIAL Abstract Bianca Socorro García Mendoza Eduardo Almeida del Castillo Tecnológico de Estudios Superiores de Ecatepec Facultad de Estudios Superiores Acatlàn,

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

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

English Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2

English Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Table of Contents Rationale... Topic flow charts for Grades 1-4... Minimum Learning Competencies for

More information

UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES

UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES SUBJECT S PROGRAM ENGLISH I CAREERS IN WHICH THIS SUBJECT IS TAUGHT PSYCHOLOGY ACCOUNTING MARKETING BUSINESS MANAGEMENT

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

Learner autonomy in language learning? Is that posible?

Learner autonomy in language learning? Is that posible? Learner autonomy in language learning? Is that posible? Gabriela Ladrón de Guevara de León Universidad Autónoma de la Ciudad de México Abstract Learner autonomy has been considered an essential part of

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

UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES

UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES SUBJECT S PROGRAM ENGLISH III CAREERS IN WHICH THIS SUBJECT IS TAUGHT PSYCHOLOGY ACCOUNTING MARKETING BUSINESS MANAGEMENT

More information

TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE IN BUSINESS CLASSES

TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE IN BUSINESS CLASSES 22 TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE IN BUSINESS CLASSES Roxana CIOLĂNEANU Abstract Teaching a foreign language goes beyond teaching the language itself. Language is rooted in culture; it

More information

SPANISH ESSENTIAL CURRICULUM

SPANISH ESSENTIAL CURRICULUM UNIT 1 UNIT OVERVIEW: Students will meet the curricular goals and objectives by: Responding to and initiating greetings and farewells Spelling and providing names Describing people and their personalities

More information

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist Lesson Plan English First Additional Language Grade 5 Content in context: Text from other Learning Area - Whether Los and ASs Learning Activities Details of Assessment Barriers to Learning LO 1 Listening

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

Tibiscus University of Timişoara, România. 1. Aspects of the Computer Assisted English Language Learning

Tibiscus University of Timişoara, România. 1. Aspects of the Computer Assisted English Language Learning The Effectiveness of Computer Assisted Classes for English as a Second Language Ioana Iacob Tibiscus University of Timişoara, România ABSTRACT. The present study aims to evaluate the efficiency of the

More information

Spoken English for Work (SEW) exams Guide for Teachers (B1)

Spoken English for Work (SEW) exams Guide for Teachers (B1) Spoken English for Work (SEW) exams Guide for Teachers (B1) Trinity College London 89 Albert Embankment London SE1 7TP UK T +44 (0)20 7820 6100 F +44 (0)20 7820 6161 E esol@trinitycollege.co.uk www.trinitycollege.co.uk

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

Pontificia Universidad Católica del Ecuador Facultad de Comunicación, Lingüística y Literatura Escuela de Lenguas Sección de Inglés

Pontificia Universidad Católica del Ecuador Facultad de Comunicación, Lingüística y Literatura Escuela de Lenguas Sección de Inglés Escuela de Lenguas Sección de Inglés Teléf.: 593-2 2 991700. Ext 1243 1. DATOS INFORMATIVOS: MATERIA: INGLÉS CÓDIGO: 12580 CARRERA: NIVEL: No. CRÉDITOS: OCHO CINCO SEMESTRE / AÑO ACADÉMICO: TERCER SEMESTRE

More information

The importance of teaching listening and speaking skills

The importance of teaching listening and speaking skills MÁSTER EN FORMACIÓN DEL PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS. The importance of teaching listening and speaking skills TRABAJO FIN

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

Pontificia Universidad Católica del Ecuador

Pontificia Universidad Católica del Ecuador 1. DATOS INFORMATIVOS: MATERIA: INGLÉS CÓDIGO: 12580 CARRERA: NIVEL: No. CRÉDITOS: OCHO REGULAR CINCO SEMESTRE / AÑO ACADÉMICO: SEGUNDO SEMESTRE 2011-2012 2. DESCRIPCIÓN DEL CURSO En este curso, los estudiantes

More information

Computer Assisted Language Learning

Computer Assisted Language Learning Computer Assisted Language Learning!" # $ % &'$#($ Abstract $$ $ $ "$"" " "$ $ $ # "$ ( '$$ $ $ " " '' $ $" $ # $"$'" "" '"$' "$$ ) "*$"" +$# "$",-+../$ $$ # "-+..'$' "# "#$ " $$0#$$"$ $""-+.. $ Key words:

More information

Frequently Asked Questions

Frequently Asked Questions Frequently Asked Questions IF I TOOK A FOREIGN LANGUAGE IN HIGH SCHOOL, WHAT LEVEL SHOULD I TAKE AT PCC? PCC offers placement tests in Spanish and French in order to determine which level students should

More information

COMPRENSIÓN LECTORA Y PRODUCCIÓN ESCRITA

COMPRENSIÓN LECTORA Y PRODUCCIÓN ESCRITA COMPRENSIÓN LECTORA Y PRODUCCIÓN ESCRITA Máster en Formación del Profesorado Universidad de Alcalá Curso Académico 2012/2013 GUÍA DOCENTE Nombre de la asignatura: Comprensión Lectora y Producción Escrita

More information

Foreign language teaching in Primary Education in Hungary

Foreign language teaching in Primary Education in Hungary Foreign language teaching in Primary Education in Hungary Ildikó Szabó Kecskemét Teacher Training College, Hungary Resumen El artículo aborda el sistema educativo en Hungría, mencionando los últimos cambios

More information

Promoting Learner Autonomy and Language Awareness Through Blogging

Promoting Learner Autonomy and Language Awareness Through Blogging Promoting Learner Autonomy and Language Awareness Through Blogging Paul Dickinson Abstract The benefits of learner Weblogs, or blogs as they are more commonly known, have been reported in various educational

More information

Tips for Working With ELL Students

Tips for Working With ELL Students Session One: Increasing Comprehensibility One goal for every teacher working with ELL students is to increase comprehensibility. In other words, to increase understanding or make course content more intelligible.

More information

Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage

Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage do not verbally respond to communication in the second language although there is receptive processing. should be actively

More information

Programs. Aprende inglés como sólo una universidad norteamericana te lo enseña

Programs. Aprende inglés como sólo una universidad norteamericana te lo enseña Programs Aprende inglés como sólo una universidad norteamericana te lo enseña Content Springboard English Program...1 English for Practical Communication...2 Academic English Program...3 English for Professional

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

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

Unidad Didáctica del Departamento de Inglés

Unidad Didáctica del Departamento de Inglés Unidad Didáctica del Departamento de Inglés NOMBRE AURORA MARÍA VILLA ESLAVA TEMÁTICA UNIDAD DIDÁCTICA DEL DEPARTAMENTO DE INGLÉS ETAPA ESO Resumen PARA CONSEGUIR BUENOS RESULTADOS EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE,

More information

APEC Online Consumer Checklist for English Language Programs

APEC Online Consumer Checklist for English Language Programs APEC Online Consumer Checklist for English Language Programs The APEC Online Consumer Checklist For English Language Programs will serve the training needs of government officials, businesspeople, students,

More information

Angelina College Liberal Arts Division Spanish 2311 Intermediate Spanish Instructional Syllabus

Angelina College Liberal Arts Division Spanish 2311 Intermediate Spanish Instructional Syllabus Angelina College Liberal Arts Division Spanish 2311 Intermediate Spanish Instructional Syllabus 4/25/14 I. Basic Course Information A. Course Description (as stated in the bulletin, including necessary

More information

Bachelor Degree in Tourism and Hospitality Management

Bachelor Degree in Tourism and Hospitality Management Bachelor Degree in Tourism and Hospitality Management Academic Year: 2015-2016 Teaching guide Area: English language Subject: English language I-1s (B2.1) Period: Semester 1 Lecturers: Ms. Anna Campañá

More information

THE UNIVERSITY OF BIRMINGHAM. English Language & Applied Linguistics SECOND TERM ESSAY

THE UNIVERSITY OF BIRMINGHAM. English Language & Applied Linguistics SECOND TERM ESSAY THE UNIVERSITY OF BIRMINGHAM English Language & Applied Linguistics SECOND TERM ESSAY Student Number: 1277536 MA - TEFL/TESL 2012/2013 Title of option(s) for which work is being submitted: Business English

More information

Cristina Pérez Valverde, University of Granada, Spain

Cristina Pérez Valverde, University of Granada, Spain Cristina Pérez Valverde, University of Granada, Spain ATTITUDES AND VALUES IN TEACHER EDUCATION AND APPRAISAL OF TEACHING POTENTIAL (SPAIN): NATIONAL STANDARDS AND PRACTICES AT THE FACULTY OF EDUCATION

More information

A reflective teaching practice experience: a case study

A reflective teaching practice experience: a case study A reflective teaching practice experience: a case study Bertha Paredes Zepeda Hilda Hidalgo Avilés Universidad Autónoma del Estado de Hidalgo Abstract This paper aims to share an experience of how students,

More information

Support for Student Literacy

Support for Student Literacy Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before being

More information

Case Study 2 Learning though blogging: a case study with business Spanish students at Reykjavik University

Case Study 2 Learning though blogging: a case study with business Spanish students at Reykjavik University Case Study 2 Learning though blogging: a case study with business Spanish students at Reykjavik University Pilar Concheiro 1. Introduction In a knowledge society where competence domains are widened and

More information

MODELO DE GUÍA DOCENTE PARA UNA ASIGNATURA 1 FACULTAD DE LETRAS

MODELO DE GUÍA DOCENTE PARA UNA ASIGNATURA 1 FACULTAD DE LETRAS FACULTAD DE LETRAS MODELO DE GUÍA DOCENTE PARA UNA ASIGNATURA 1 FACULTAD DE LETRAS 1. DATOS GENERALES DE LA ASIGNATURA ASIGNATURA: Inglés para el Comercio Exterior CÓDIGO: CARÁCTER (señalar con una X la

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

Voice Recording as a Resource to Increase Oral Production

Voice Recording as a Resource to Increase Oral Production Voice Recording as a Resource to Increase Oral Production Ana Guadalupe Torres Hernández, Alejandro Vera Pedroza, Isaí Guevara Bazán Universidad Veracruzana (Mexico) guatorres@uv.mx Abstract This research

More information

A Guide for Educators of English Language Learners

A Guide for Educators of English Language Learners A Guide for Educators of English Language Learners "The struggle for justice does not end when the school bell rings" Table of Contents Section 1: A General Overview of ELL Education K-12 in New York City

More information

Powerful English Speaking

Powerful English Speaking Powerful English Speaking Table of Contents I. Introduction II. The Effortless English System Overview III. Body IV. Mind V. Method VI. Next Step VII. Doʼs & Donʼts VIII. Lessons Introduction What is English

More information

How to teach listening 2012

How to teach listening 2012 How to teach listening skills "Great speakers are not born, they re trained." - Dale Carnegie (1921) Intended Learning Outcomes (ILOs) To enhance deeper understanding of the process of listening as a communicative

More information

SAMPLE UNIT FOR GRADE 1 (Secondary Education)

SAMPLE UNIT FOR GRADE 1 (Secondary Education) SAMPLE UNIT FOR GRADE 1 (Secondary Education) (Adapted from: Madrid, D, y Ortega Martín, J. L. (2006): Teaching Practice Workbook for Language Teachers. Granada: Grupo Editorial Universitario, pp. 83-106,

More information

Pontificia Universidad Católica del Ecuador Facultad de Comunicación, Lingüística y Literatura Escuela de Lenguas Sección de Inglés

Pontificia Universidad Católica del Ecuador Facultad de Comunicación, Lingüística y Literatura Escuela de Lenguas Sección de Inglés Facultad de Comunicación, Lingüística y Literatura Escuela de Lenguas Sección de Inglés E-MAIL: fcll@puce.edu.ec Fax:593-2 2 991595 Teléf.: 2991700. Ext 1243 1. DATOS INFORMATIVOS: MATERIA INGLÉS CÓDIGO:

More information

Assessment of the project

Assessment of the project Assessment of the project International Marketing Offensive for Smart Phones in China 1. Assessment of the project itself In November 2014 we started preparing our project which was an international marketing

More information

L2 SKILLS AND THE USE OF COMPENSATION STRATEGIES: THE CASE OF ADULT LEARNERS

L2 SKILLS AND THE USE OF COMPENSATION STRATEGIES: THE CASE OF ADULT LEARNERS L2 SKILLS AND THE USE OF COMPENSATION STRATEGIES: THE CASE OF ADULT LEARNERS Beatriz López Medina Universidad Antonio de Nebrija Resumen El siguiente artículo se basa en el análisis de las estrategias

More information

HAZARD'S TREATMENT IN SECONDARY SCHOOL Pilar Azcárate, José MªCardeñoso and Anna Serradó U. Cádiz and U. Granada

HAZARD'S TREATMENT IN SECONDARY SCHOOL Pilar Azcárate, José MªCardeñoso and Anna Serradó U. Cádiz and U. Granada HAZARD'S TREATMENT IN SECONDARY SCHOOL Pilar Azcárate, José MªCardeñoso and Anna Serradó U. Cádiz and U. Granada The research work that we present is framed in an investigation agenda whose aim is to study

More information

SPAN 203: Intermediate Spanish I

SPAN 203: Intermediate Spanish I SPAN 203: Intermediate Spanish I Course Description and Objectives SPAN 203 is a three-credit hour course designed to continue your study of the Spanish language and the many facets of Hispanic culture,

More information

CHAPTER 11. Business Chinese for Local Businesses. Chun-Yi Peng. City University of New York. 1 Introduction

CHAPTER 11. Business Chinese for Local Businesses. Chun-Yi Peng. City University of New York. 1 Introduction CHAPTER 11 Business Chinese for Local Businesses Chun-Yi Peng City University of New York 1 Introduction This report proposes a Chinese course for business purposes aimed to help students understand and

More information

Borrowing & Saving: Week 1

Borrowing & Saving: Week 1 The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Intermediate Level (CASAS reading scores of 201-220)

More information

ASIGNATURA: CLIL Materials Development CÓDIGO: MEBS08

ASIGNATURA: CLIL Materials Development CÓDIGO: MEBS08 Máster en Educación Bilingüe para Profesores de Primaria y Secundaria ASIGNATURA: CLIL Materials Development CÓDIGO: MEBS08 Subject: MEBS08 CLIL Materials Development Credits: 4 Type: Compulsory Course:

More information

II International Conference in Applied Linguistics to Foreign Language Teachin: Towards Multilingualism

II International Conference in Applied Linguistics to Foreign Language Teachin: Towards Multilingualism II International Conference in Applied Linguistics to Foreign Language Teachin: Towards Multilingualism Nebrija University is pleased to invite you to the II International Conference of Applied Linguistics

More information

Youngstown State University Department of Foreign Languages and Literatures Syllabus Summer Session I 2015

Youngstown State University Department of Foreign Languages and Literatures Syllabus Summer Session I 2015 Youngstown State University Department of Foreign Languages and Literatures Syllabus Summer Session I 2015 Course: SPAN 1550 Instructor: Dr. Servio Becerra CRN: 30327 E-Mail: stbecerra@ysu.edu MTWR: 8:00-10:15

More information

PART A: I TRODUCTIO. I. Rationale

PART A: I TRODUCTIO. I. Rationale The use of songs to improve listening skills for students at ITC Foreign Language Centre in Haiphong = Sử dụng bài hát nhằm cải thiện kỹ năng nghe cho sinh viên tại trung tâm ngoại ngữ ITC, thành phố Hải

More information

The use of listening learning strategies by Lengua Inglesa students in five Mexican universities: preliminary results

The use of listening learning strategies by Lengua Inglesa students in five Mexican universities: preliminary results The use of listening learning strategies by Lengua Inglesa students in five Mexican universities: preliminary results [no abstract] Floricely Dzay Chulim Centro de Enseñanza de Idiomas Universidad de Quintana

More information

SPANISH FOR CRIMINAL JUSTICE INSTRUCTOR: Latrina R. Thompson OFFICE: Paulding Campus

SPANISH FOR CRIMINAL JUSTICE INSTRUCTOR: Latrina R. Thompson OFFICE: Paulding Campus SPAN 2034 FALL 2012 SPANISH FOR CRIMINAL JUSTICE INSTRUCTOR: Latrina R. Thompson OFFICE: Paulding Campus EMAIL: lthomp72@kennesaw.edu OFFICE HOURS: by Appt. CLASS: Room #207, Paulding Campus TEXT: Spanish

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

Using an Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision by Sylvie Kashdan

Using an Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision by Sylvie Kashdan Using an Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision by Sylvie Kashdan An audio recorder is one of the important tools that should be used in every lesson for new

More information

MAIN CHALLENGES IN TEACHING ENGLISH TO CHILDREN AGED 6-12

MAIN CHALLENGES IN TEACHING ENGLISH TO CHILDREN AGED 6-12 MAIN CHALLENGES IN TEACHING ENGLISH TO CHILDREN AGED 6-12 For the last 15 years it has become a European standard to introduce foreign languages, especially English, in primary schools and kindergartens.

More information

SPANISH COURSE FOR FOREIGNERS - BASIC 2

SPANISH COURSE FOR FOREIGNERS - BASIC 2 SPANISH COURSE FOR FOREIGNERS - BASIC 2 I. COURSE DESCRIPTION The main objective of the course "Spanish for Foreigners," Basic Level 1, is to develop in its participants those basic communication skills

More information

READING SPECIALIST STANDARDS

READING SPECIALIST STANDARDS READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental

More information

TEFL Cert. Teaching English as a Foreign Language Certificate EFL MONITORING BOARD MALTA. January 2014

TEFL Cert. Teaching English as a Foreign Language Certificate EFL MONITORING BOARD MALTA. January 2014 TEFL Cert. Teaching English as a Foreign Language Certificate EFL MONITORING BOARD MALTA January 2014 2014 EFL Monitoring Board 2 Table of Contents 1 The TEFL Certificate Course 3 2 Rationale 3 3 Target

More information

Enhancing Technology College Students English Listening Comprehension by Listening Journals

Enhancing Technology College Students English Listening Comprehension by Listening Journals Enhancing Technology College Students English Listening Comprehension by Listening Journals Jung-chuan Chen* Department of Applied Foreign Languages, Nanya Institute of Technology Chung-Li, Taiwan, 32034

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

Instructional & Motivational Strategy Plan

Instructional & Motivational Strategy Plan Instructional & Motivational Strategy Plan Anthony Saba Dr. Lisa Dawley Edtech 512: Online Course Design 10/18/2009 2 Table of Contents Instructional Strategy Plan... 3 Orientation to Learning... 3 Instructional

More information

An Analysis of the Eleventh Grade Students Monitor Use in Speaking Performance based on Krashen s (1982) Monitor Hypothesis at SMAN 4 Jember

An Analysis of the Eleventh Grade Students Monitor Use in Speaking Performance based on Krashen s (1982) Monitor Hypothesis at SMAN 4 Jember 1 An Analysis of the Eleventh Grade Students Monitor Use in Speaking Performance based on Krashen s (1982) Monitor Hypothesis at SMAN 4 Jember Moh. Rofid Fikroni, Musli Ariani, Sugeng Ariyanto Language

More information

Programme 6: International Business Economics (IBE) 2nd year

Programme 6: International Business Economics (IBE) 2nd year Programme 6: International Business Economics (IBE) 2nd year Maximum number of students: 10 English: equivalent to IELTS 6.0 the student s major should be business related The student should have successfully

More information

Pre-requisite: LAN 113, with a grade C or better or equivalent placement.

Pre-requisite: LAN 113, with a grade C or better or equivalent placement. Division of Arts, Humanities & Wellness Department of World Languages and Cultures Course Syllabus SPANISH II LAN 230 Semester and Year: Spring 2014 Course and Section number: 230- Meeting Times: Location:

More information

GESE Elementary steps. Guide for teachers, Grades 4 6

GESE Elementary steps. Guide for teachers, Grades 4 6 GESE Elementary steps Guide for teachers, Grades 4 6 What is Trinity College London? Trinity College London is an independent international exams board, fully accredited in England as an awarding body.

More information

M. Luz Celaya Universidad de Barcelona mluzcelaya@ub.edu

M. Luz Celaya Universidad de Barcelona mluzcelaya@ub.edu María del Pilar García Mayo and María Luisa García Lecumberri, eds. 2003: Age and the Acquisition of English as a Foreign Language. Clevedon: Multilingual Matters. M. Luz Celaya Universidad de Barcelona

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

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