Grado en Educación Infantil INF119 ESTRATEGIAS PARA LA COMUNICACIÓN ORAL Y ESCRITA II

Transcription

1 Grado en Educación Infantil INF119 ESTRATEGIAS PARA LA COMUNICACIÓN ORAL Y ESCRITA II

2 Asignatura: Estrategias para la comunicación oral y escrita II Formación: Básica Créditos: 6 ECTS Curso: Primero Semestre: Segundo Grupo: 2 EDINF Profesor: Elena Orduna Nocito Curso académico: PREVIOUS REQUIREMENTS Demonstrate sufficient performance in English language, at an oral and written level, so as to be able to follow a B.2.2 course. 2. BRIEF COURSE DESCRIPTION The aim of this course is to improve the student s language competence in order to complete a B2 MCER level. The course is mainly focused on the development of the student s communicative oral and written abilities in the English language and the command of the four specific language skills (reading, writing, listening and speaking). However, a more formal and academic approach will be given to this course by developing those oral and written skills specifically required in a university context. For this purpose, a task-based and communicative approach will used and a wide variety of activities (debates, role plays, dialogues, exercises, pair and team work, collaborative and interactive tasks, presentations, videos, etc.) will be carried out by students and monitored by the lecturer. By the end of the course, students should be able to carry out complex communicative tasks, in their personal, professional and academic life in English at a B2 MCER English. Furthermore, the course aims at improving student s learning autonomy, by making them effective learners and enabling them to assume the responsibility of their own learning process. 3. SKILLS AND COMPETENCIES ACQUIRED BY THE STUDENT AND THE LEARNING OUTCOMES. General competences acquired by the student: Ability to communicate at an oral and written level in the student s mother tongue and in a second language. Ability to acquire skills for interpersonal relations, team work and multidisciplinary groups. Specific competences acquired by the student: Ability to reflect in groups upon ideas regarding the acceptance of norms and respect to others. Promote student s autonomy and singularity by focusing on emotional training and the values of early childhood. Develop skills in order to be able to work in teams with other professional in and outside the school for different purposes such as giving each student the attention required, planning the learning sequence, and organizing working situations in the classrooms and in the playground. Furthermore, ability to identify the peculiarities of the 0-3 age and 3-6 age period. The learning outcomes are: Knowledge of the grammar, lexicon and phonetics of Language A at different levels. Knowledge of the semantic, socio-linguistic and cultural aspects of communication acts in language A. Command of the communicative competence similar to that of a native, controlling the situation, participants and intentions of the communication act. Capacity to apply communicative strategies at an oral and written level in language A. Command of the academic and professional discourse.

3 4. FORMATIVE ACTIVITIES AND METHODOLOGY The methodology used in this course is multidisciplinary, as it combines theory and practical cases with student s work, tutoring sessions, and continuous evaluation. Theoretical- practical sessions: Introduction and use of new language structures in context at a B2 level by using a task-based and communicative approach. During these sessions there will be a theoretical presentation of items and the student will be required to do a wide variety of exercises (individual and in group) similar to those in which he will be involved in his professional and personal life. Basic concepts will be taught through lecturing and classroom participation will be considered a key aspect of this course. Participation means being able to ask questions, answer questions when called upon, volunteering answers to questions and actively listening to others. Tutorials: Tutorial sessions (individual or group) will be held at teachers or student s request so as to monitor the student s development and learning process. Practice and Final course assignment: Students will be required to complete individually a series of activities on grammar, vocabulary, reading, writing, and listening. Furthermore, they will be required to carry out different speaking tasks such as presentations, class debates, etc. using audiovisual materials and support, at times individually and others in groups. All students are required to work outside the classroom in order to ensure the assimilation of course contents and provide understanding of the subject. For the production and delivery of all activities, English will be the only means of communication. 5. EVALUATION SYSTEM 5.1. Ordinary: Midterm exam 20% Directed Activities (essays, oral presentation and pack of exercises) 20% Class Participation (Listenings, Readings, Attendance) 10% Final Exam (written and listening parts) 50% 5.2. Extraordinary: Repeat exam 60% Directed activities 40% 5.3. Restrictions: In order to make up the final average grade, the student is required to attend a 75% of the sessions specified in the syllabus in order to be qualified to sit for the exams. Also, it is necessary to obtain a pass mark (5) in the final exam (either in the regular or repeat evaluation) so as to qualify for a course grade. Any grade under 5 is considered a fail. Furthermore, no written assignments will be accepted after the due date given and plagiarism (illegal and unauthorised copying) will be penalised with a zero grade (0) for the entire course. Those students with official dispensa must talk to their teacher as it is dispensados students responsibility to contact the lecturer at the beginning of the semester and keep updated regarding directed activities and requirements. 6. BIBLIOGRAPHY Basic Bibliography Eales, F. & Oakes, S. (2011) Speak out (Upper intermediate - B2 MCER Level). Student s book. Harlow: Pearson Education Limited. ISBN Additional Bibliography Black, Michael (2006) Objective: IELTS : self - student's book : intermediate. 1st. ed. Cambridge : C. U.P. Cullen, Pauline (2008) Cambridge Vocabulary for IELTS. 1st. ed. Cambridge : C. U.P. Downing and Locke (2006) A University Course in English Grammar. Routledge. London. Gear, Jolene (2010) Cambridge Preparation for the TOEFL test. Cambridge. Greenbaum, S. & Quirk, R. (1990): A Student s Grammar of the English Language. Essex: Longman.

4 Harrison, Louis & Hutchison, Susan (2013) Achieve IELTS 1. English for International Education : Intermediate-upper intermediate. Heinle Cengage Learning : National Geographic Learning Hewings (2008) Advanced Grammar in Use (with Key). Cambridge. Higby & Hudon, Emily (2009) TOEFL ibt with CD-ROM. New York : Kaplan Jones, D. (1989) English Pronouncing Dictionary. London: Dent, J.M. & Sons Ltd. Kenny (2011) Cambridge Advanced Certificate (with Key) Longman. London. Mc Carthy, M. & O Dell, F. (2008) Academic Vocabulary in Use. Cambridge: Cambridge University Murphy, Raymond (2005) English grammar in Use. Cambridge: C.U.P. Vince (2007) First Certificate Language Practice. London: Macmillan. Vince (2007) Advanced Language Practice. London: Macmillan. Some further comments to the bibliographic materials and references: For those students with a low level of English, it is highly advisable to use Murphy (2005) with the key answers and CD throughout the course so as to catch up with the required level. Make sure you talk to the lecturer in order to schedule a personal working plan. At least once a week, all students should read an extract of an English written document (newspapers, poems, books, stories, magazines, etc.) and listen to some English material (podcasts, news reports, films, TV series). Furthermore, at this level students should work with monolingual and bilingual dictionaries and use pronunciation dictionaries Some references in the field are those published by Oxford University Press, Cambridge University Press, Longman, Collins, Pearson, etc. However, some good quality ones can also be found for free online (Meriam Webster online, Oxford Dictionary Online, etc.). Apart from the more academic references mentioned above, students can find a wide variety of internet resources for practising English at all levels: vocabulary, grammar, listening, games, quizzes. For instance: BBC podcasts online that can be downloaded. Vocabulary exercises Listening activities Reading actividades: British culture and newspapers: Remember, any extra activity can be very useful for improving your language competence. 7. BRIEF CURRICULUM OF THE PROFESSOR: Elena Orduna completed her Ph.D studies on English Philology at The Complutense University of Madrid. Her teaching experience and academic research is carried out in the fields of second Language Teaching and Academic writing, particularly in the English Language, and the history of the English Language. Currently, she holds a position as Head of Studies in Applied Languages Departement at Nebrija University and is a member of the ACLES committee (Asociación de Centros de Lenguas de Enseñanza Superior). Her research activity is currently devoted to two main projects: Vespa Project (Varieties of English for Specific Purposes) which aims at researching on English academic writing of Spanish University Students and AECLIL (Assessment and Evaluation of CLIL methodology) which aims at analysing the implementation of bilingual education in Spanish schools. Furthermore, Elena has participated in different teacher training courses in Spain and at a wide number of language conferences talking, particularly, about issues related to English Language Methodology and Teaching materials, English for Specific Purposes and the History of the English language. 8. INSTRUCTOR S DEPARTMENT LOCATION AND OFFICE HOURS Tutorial schedule will be confirmed in the first couple of sessions to guarantee that the time schedule suits teacher and student s needs. However, it is always advisable to make an appointment with the lecturer beforehand in order to ensure her availability. Dehesa de la Villa Campus. Office 402. Mail: eorduna@nebrija.es; Telf: , ext. 2587

5 9. DETAILED PROGRAM OF THE COURSE GRADO: EDUCACIÓN INFANTIL ASIGNATURA: ESTATEGIAS PARA LA COMUNICACIÓN ORAL Y ESCRITA II CURSO: SEMESTRE: 2 CRÉDITOS ECTS: 6 Sesión Sesiones de Teoría, Práctica y Evaluación continua Estudio individual y trabajos prácticos del alumno Horas Presenciales Horas/Seman a Estudio teórico/prácti co y trabajo Course and syllabus explanation. General tips for students. Revision of the main aspects of English vocabulary and grammar. Unit 6: AGE The time of my life Expressing permission, prohibition, obligation and ability. The use of modality in English. Word formation. Talking about the generation gap. Unit 6. : AGE Future me. The expression of future in English. Talking about optimism and pessimism. Expressing wishes and regrets, hopes and plans for the future. Listening to a radio programme. Unit 6: AGE So what you re saying. Persuading techniques. Verb and noun collocations. Working on intonation. Learning to ask for clarification. Unit 6: AGE How to live to. Collocations, stating an opinion, documentary on ageing. Unit revision. Revising the main bibliographic references. Personal Analysis of their level of English according to the CEFR. Debate on the student s future professional career. Students need to do some research on the possibilities their undergraduate programme has and make decisions about their future according to the wishes, hopes and future possibilities. Analysing persuading techniques in English speaking ads Unit 7: MEDIA. 7.1 Best of Beeb. Quantifiers, multi-words and their meanings. Reading articles about programmes descriptions, and discussing TV watching habits. Unit 7: MEDIA. 7.2 The news that wasn t. Reported Speech and reporting verbs. Listening to hoax news and discussing the relationship between celebrities and the media. Unit 7: MEDIA. 7.3 What s in the news. Adding emphasis, analysing the press, tabloids and serious press in the UK. Listening to recent news stories. The the four Ws (what, when, where, and why) Unit 7: MEDIA. 7.4 News blunders. Phrases for re-telling a news story. Reading news papers (students are required to bring a collection of articles for other students to read). Watching some TV news. Writing strategies. How to write a good short 5 paragraph essay: Working on introduction and thesis statement. Looking for curiosities and hoax news on the net. Collecting articles about and an interesting piece of news to be commented in class. Students need to be ready to answer to the four W (what, when, where, and why). Getting started with a draft for an essay, organising ideas, preparing an outline. 11 Writing strategies: Working on paragraph cohesion: topic sentences, supporting sentences and concluding sentences. Linkers and writing a Proof-reading essays and peer correction.

6 conclusion. 12 Writing an essay in class. 13 Midterm exam revision Revising for midterm exam MIDTERM EXAM Unit 8: BEHAVIOUR. 8.1 It s a tough call. Exercises on the Study 15 Conditional structures:2 nd, 3 rd and mixed. Collocations for decision-making. Pronunciation of weak forms. 16 Unit 8: BEHAVIOUR Body clock -ing vs infinitive forms without change of meaning. Idioms connected with time. Talking about attitudes to time and personal daily rhythms Unit 8: BEHAVIOUR Have you got a minute? Adjectives of manner and vocabulary related to people s behaviours. Strategies to solve an awkward situation. Unit 8: BEHAVIOUR The Human Animal. Cultural and family rituals. Watching a programme about body language. Unit 9. TROUBLE. 9.1 Witness. -ing vs infinitive forms with a change of meaning. Talking about crime and related vocabulary. Unit 9: TROUBLE. 9.2 Scam Past modals of deduction. Working on Synonyms. Verbs and dependent prepositions. Unit 9: TROUBLE. 9.3 It s a emergency Reporting an incident. Verb phrases for incidents. Talking about emergency services. Unit 9: TROUBLE. 9.4 Mayday Phrases to negotiate agreement. Documentary on a see rescue. Unit 10: CULTURE Moving experiences Relative clauses, restrictive and non-restrictive. Adjectives to describe films. Participle clauses. Unit 10: CULTURE Popular culture. Watching a TV series (Friends) and discussing American vs European cultural issues. Unit 10: CULTURE On your left Listening to tours and planning for a tour around a famous British, Irish, American or Australian city. Unit 10: CULTURE Banksy. Phrases to describe art, and to discuss opinion. Watching a programme about a famous graffiti artist. Delivery of individual Final Oral Presentations Delivery of individual Final Oral Presentations Final course revision and critical analysis of the course. skills. Exercises on the Study Preparing to report and incident in class and write a 5 paragraph essay on it. Exercises on the Study Looking for information on American and Spanish lifestyles, preparing to discuss the pros and cons. Rehearsing final oral presentations Revising for final exam. Revising for final exam. Revising for final exam TOTAL HORAS DE CLASE TEÓRICA- PRÁCTICA 43.5 TOTAL EXAMENES (Regular and repeat evaluation) 6 TOTAL TUTORIAS 16.5 TOTAL HORAS ESTUDIO PERSONAL 84 = 150 horas