ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 102 Hours of tutorials: 6 Expository Class: 18 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician, English
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: English and German Philology
Areas: English Philology
Center Faculty of Education Sciences
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
a) General
- To acquaint students with specific areas of English language teaching connected with curriculum, syllabus design and lesson planning.
- To draw connections between linguistic theory and pedagogical practice.
- To reflect upon the main factors that influence language learning and teaching.
- To provide students with the basic skills for the teaching of English.
- To acquaint students with the main specialized bibliography regarding the different areas of the course programme.
- To provide students with basic theoretical principles and practical techniques for their own professional development as future teachers of English.
b) Specific
- To acquaint students with general guidelines on syllabus design and lesson planning.
- Tp provide students with general guidelines for an effective classroom management.
- To acquaint students with the organization of the curriculum for English in the Spanish Secondary Education (ESO and Bachillerato) and Schools of Languages (EOIs).
- To acquaint students with the main materials used for English language teaching and learning (textbooks, audiovisual and multimedia materials, grammars, dictionaries, websites and Internet links).
- To examine the role of the new technologies (TICs) in the teaching of English.
- To acquaint students with the main techniques in the teaching of vocabulary, grammar and pronunciation (only if time).
- To study the role of evaluation in the teaching-learning process with special reference to the teaching of English at the Secondary level.
The outline that follows is orientative. It could be modified or changed according to students' ongoing needs and lacks.
1. Unit 1. Introduction. Ice-breaking activities. General discussion.
2. Unit 2: Key Concepts and Issues in ELT
2.1. General revision of key concepts in En glish Language Teaching (ELT).
2.2. Overview of the Curriculum for English in ESO, Bacharelato and EOIs.
3.Unit 3: Language Learning Principles
3.1. The study of Second Language Acquisition
3.2. First Language Acquisition versus Second Language Acquisition
3.3. General and Learner individual factors
3.4. Implications for the teaching of second languages
4. Unit 4: Classroom Management
4.1. Practical tips
4.2. The roles of the teacher and the learner
4.3. Discipline
4.4. Action in case of indiscipline
5. Unit 5: Course and lesson planning
5.1. Year planning
5.2. Units of work
5.3. Lesson planning
6. Unit 6: Teaching Grammar
6.1. Basic principles
6.2. General approaches
6.3. Practical tips
6.4. General techniques
6.5. Questions on grammar presentations
7. Unit 7: Teaching Vocabulary
7.1. Introduction: What is a “word”?
7.2. What vocabulary items are important and what needs to be taught?
7.3. Presenting and learning new vocabulary.
7.4. Consolidating and recycling new vocabulary.
7.5. Practical tasks: Ideas for vocabulary work in the classroom.
7.6. Vocabulary teaching tips
8. Unit 8: Teaching Pronunciation
8.1. Points for discussion
8.2. Improving learners' pronunciation
8.3. Activities for improving learners' pronunciation
9. Unit 9: ELT Teaching and learning materials. Materials production and evaluation.
9.1. ELT materials for the learner.
9.2. ELT materials for the teacher.
9.3. New Technologies in ELT.
9.4. ELT materials evaluation
10. Unit 10: Evaluation of English as a foreign language: types, instruments and frameworks of reference.
10.1. Testing versus evaluation
10.2. Evaluation types
10.3. Evaluation instruments
10.4. Evaluation frameworks of reference
Basic
- Harmer, Jeremy, How to Teach English, Longman, Harlow, 1994.
- Palacios, Ignacio et al. Dicionario de ensino e aprendizaxe de linguas. Santiago de Compostela: U. de Santiago, 2009.
- Ur, Penny, A Course in Language Teaching, Cambridge University Press, Cambridge, 1996.
Complementary
- Estaire, Sheila y Zanón, Javier, Task-based Teaching, Heinemann, Oxford, 1994.
- Gower, R., Phillips, Diane y Walters, S., Teaching Practice Handbook, Heinemann, Oxford, 1995.
- Grant, Neville, Making the Most of your Textbook, Longman, Londres y Joven York, 1987.
- Hall, Graham. The Routledge Handbook of English Language Teaching. Milton Park: Routledge, 2016.
- Hill, Jimmy y Lewis, Michael, Practical Techniques for Language Teaching, 2ª ed., Language Teaching Publications, Hove, 1992.
- Ribé, Ramón y Vidal, Núria, La Enseñanza de la Lengua Extranjera en la Educación Secundaria, Alhambra Longman, Madrid, 1995. (Capítulos 8, 10 y 11)
Salaberri, Sagrario, Lingüística Aplicada a la enseñanza de lenguas extranjeras, Servicio de Publicaciones de lana Universidad, Almería, 1999.
- Schellekens, Philida, The Oxford ESOL Handbook, Oxford University Press, Oxford, 2007.
- Ur, Penny. Ur's 100 teaching tips. Cambridge: Cambridge University Press.
- Watkins, Peter, Learning to Teach English, Delta Publishing, Peaslake, 2005. (Capítulo 16)
- Willis, Jane, Teaching English through English, Longman, Harlow, 1981.
- Woodward, Tessa, Planning Lessons and Courses, University Press, Cambridge, 2001. (Existe también una versión traducida al español de 2002 en la misma editorial).
* When necessary, additional references will be provided together with websites and links for each of the units of the course. Materials for each of the units of the course will also be uploaded in the platform.
General Websites
http://esl.fis.edu/learners/advice/syntax.htm
http://faculty.washington.edu/dillon/GramResources/
http://www.teach-nology.com/teachers/subject_matter/literature/grammar/
http://www.ghostwritinguncovered.com/2009/09/10-of-the-best-english-gra…
http://www.lel.ed.ac.uk/~gpullum/SIEG/otherstuff.html
http://www.societaslinguistica.eu/resources/data_resources.htm
http://primus.arts.u-szeged.hu/bese/index.htm
https://www.dicenlen.eu/es/diccionario/inicial/a
Competences E6, E7, E8, E9, E10, E11
- Development of teaching skills with special reference to course and lesson planning, and classroom management.
- Transformation of general curriculum guidelines into activities and tasks.
- Acquisition of evaluation criteria for the analysis of teaching materials.
- Acquisition of general techniques for the implementation of teaching materials.
- Fostering of a general atmosphere that promotes learning and considers students' contributions and initiatives.
- Development of skills for the use of new technologies in the teaching of English.
- Development of skills for an effective teaching of vocabulary, grammar and pronunciation.
- Use of bibliographical references and the Internet in the teaching of English.
- Good management of time and effective organization of the resources available, establishing priorities, alternative ways and means, and identifying weaknesses in the decision-making process.
- Fostering of the abilities to work in cooperative, pluridisciplinary and plurilingual contexts.
Teacher’s explanations will alternate with practical activities, exercises, general discussions and debates, and hands-on sessions. Some of these exercises will be done in groups and/or pairs as required. Students are expected to participate actively in the teaching process. Microteaching sessions will also be used for the students' presentations of their work. Autonomous learning and self-assessment will be fostered.
Additional materials for the different units of the course will be available through the e-learning platform.
Students' progress in the different aspects of the course will be evaluated on the basis of a series of assignments and practical tasks.
Students will have to complete satisfactorily the tasks proposed. Some of these will be done in class. This means that class attendance is compulsory. Students are expected to participate very actively in the course.
The students who do not fulfill this requirement will be evaluated exclusively on the basis of a final theoretical and practical exam.
Students, individually or in small groups, will have to present some of their work in class. All the materials prepared will have to be handed in at the end of the presentations for assessment.
Student’s work will be basically assessed according to the following:
a) Active class participation (10%).
b) Tests, readings, presentations and other practical tasks (90%).
Those students who do not attend a minimum of 85% of the lessons and lectures (36 hours) and/or who do not complete the tasks set satisfactorily will have to sit a final exam for the whole course. The same applies to those students who have to sit the July exam as well as to those students who were granted special permission from the Faculty authorities not to attend lessons. Notable (8) will be the highest grade that can be awarded to those students who have been granted special permission from the Faculty authorities not to attend lessons.
If academic dishonesty, fraudulent or suspicious practices are detected in assignments or exams of any kind, the "Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións" will be applied.
The time devoted to the study of this course may vary from week to another although it is reckoned that students will have to study on their own a total of 8-10 hours a week, including the time for tasks and assignments.
This is a very practical course. This means that class attendance and active class participation are a requirement. Students are expected to hand in several tasks and assignments during the school year.
ENVIROMENTAL RESPOSIBILITY
Students should comply with enviromental legislation when submiting their work and assignments. This means, for example, that both sides of the paper should be used for printing, staples should be avoided, blank sheets should not be used to separate different sections of the document, the inclusion of appendices that have no direct connection with the topics discussed in the assignment should also be avoided.
GENDER PERSPECTIVE
All individual should be respected in equal terms. Sexist language should be avoided. For further information on this issue, please see the following link:
https://www.usc.es/export9/sites/webinstitucional/gl/servizos/oix/desca…
DATA PROTECTION
It is mandatory to comply with the regulations regarding the university regulations on data protection (https://www.usc.gal/es/politica-privacidad-proteccion-datos).
COMMUNICATION
Students are asked to use the university electronic address (@rai.usc.es) when addressing their teachers. The use of institutional electronic tools is mandatory: Campus Virtual, Microsoft Office 365 and other provided by the Faculty of Education, and other which have been previoulsly authorised by the University (Lifesize, etc.).
The teaching learning process (lectures, tutoriakls, seminars) is private, understanding by this the exchange of communication between the teachers and students enrolled in the course.
PLAGIARISM AND INCORRECT USE OF TECHNOLOGIES IN THE COMPLETION OF TESTS AND ASSIGNMENTS
If academic dishonesty, fraudulent or suspicious practices are detected in assignments or exams of any kind, the "Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións" will be applied.
Ignacio Miguel Palacios Martinez
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- Phone
- 881811890
- ignacio.palacios [at] usc.es
- Category
- Professor: University Professor
| Wednesday | |||
|---|---|---|---|
| 16:00-19:00 | Grupo /CLE_01 | English | (NORTH CAMPUS) - CLASSROOM 24 |
| Thursday | |||
| 16:00-19:00 | Grupo /CLIS_01 | English | (NORTH CAMPUS) - CLASSROOM 32 |
| 05.22.2025 16:00-18:00 | Grupo /CLE_01 | (NORTH CAMPUS) - CLASSROOM 25 |
| 06.30.2025 18:00-20:00 | Grupo /CLE_01 | (NORTH CAMPUS) - CLASSROOM 51 |