ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: English and German Philology
Areas: English Philology
Center Faculty of Philology
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
A) General
- To introduce students into the world of English language teaching.
- To compare and contrast linguistic theory and pedagogical practice.
- To reflect upon the factors influencing language learning and language teaching.
- To provide students with basic skills for English language teaching practice.
- To familiarise students with the main literature in the field.
B) Specific
- To acquaint students with basic terminology on the subject.
- To make a critical revision of approaches and methods to language teaching.
- To provide students with general tips and guidelines on classroom management.
- To present and carefully examine a series of techniques for the teaching of the four skills.
- To discuss the role, functions and techniques of vocabulary and grammar teaching.
- To learn how to plan general units of work and individual lessons.
- To examine the role of new technologies in the teaching of English.
- To familiarise learners with the most recent European developments on the teaching and learning of languages: the Common European Framework of Reference for Languages (CEFR) and the European Language Portfolio (ELP).
- To illustrate the main differences between testing and evaluation together with their importance for the teaching process.
- To provide students with basic theoretical principles and practical techniques for their own development as future English language teachers.
The course outline presented in the pages that follow is conceived as a general guide and it is totally tentative. It is not closed in its structure; rather the opposite, it is completely open to suggestions and comments on the students' part. This means that it will have to be necessarily adapted throughout the course according to the students' on-going interests, lacks and needs.
0. Introduction.
- Getting acquainted with the field. Revision of some basic concepts and terminology.
1. Unit 1: Approaches and Methods to Language Teaching.
1.1.- Introduction.
1.2.- Approach, method and technique.
1.3.- The early methods: Grammar Translation, Direct Method, Audiolingual Method.
1.4.- Most recent methods: Suggestopedia, The Silent Way, Total Physical Response (TPR), Community Language Learning (CLL), the Natural Way, Communicative Approach (CA), Task-based approach (TBA), Content-based learning (CBL).
1.5. Recent developments in the teaching of foreign languages: The Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP).
2. Unit 2: Classroom Management.
2.1.- Introduction.
2.2.- General guidelines: Practical tips for lesson management.
2.3.- Classroom interaction.
2.4.- Classroom discipline.
3.- Unit 3: The Teaching of the Four Skills.
3.1.- Teaching listening.
3.2.- Teaching speaking.
3.3.- Teaching reading.
3.4.- Teaching writing.
*4.- Unit 4: Lesson Planning and Evaluation.
4.1.- Introduction. Lesson, syllabus, curriculum.
4.2.- What does a lesson involve?
4.3.- Lesson preparation.
4.4.- Testing versus evaluation: main differences.
4.5.- Testing: reasons for testing, test types, testing principles.
4.6.- Evaluation. Types of evaluation: initial, formative, summative, self-assessment.
4.7.- Evaluation instruments.
4.8.- Evaluating written and spoken skills.
*5.- Unit 5: Teaching Grammar.
5.1.- Introduction.
5.2.- What is meant by “grammar”? Types of grammars.
5.3.- The place and role of grammar teaching.
5.4.- Approaches and techniques for the presentation and practice of grammar.
5.5.- Grammar practice activities.
*6.- Unit 6: Teaching Vocabulary.
6.1.- Introduction.
6.2.- What is vocabulary and what needs to be taught?
6.3.- Presenting new vocabulary.
6.4.- Remembering vocabulary.
6.5.- Ideas for vocabulary work in the classroom.
*This unit will be taught only if there is time available.
Recommended textbooks:
• Harmer, Jeremy. 2007. How to Teach English. Longman. 2nd ed. (with DVD).
• Hill, Jimmie & Michael Lewis. 1992. Practical Techniques for Language Teaching. Hove: Language Teaching Publications. 2nd ed.
• Palacios, Ignacio, Rosa Alonso, Mario Cal, Paula López Rúa & J. Ramón Varela. 2007. Diccionario de enseñanza y aprendizaje de lenguas. Madrid: Enclave-ELE.
• Ribé, Ramón & Nuria Vidal. 1995. La Enseñanza de la Lengua Extranjera en la Educación. Secundaria. Madrid: Alhambra Longman.
• Ur, Penny. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press.
Additional bibliography:
• Alcón, Eva. 2002. Bases lingüísticas y metodológicas para la enseñanza de la lengua inglesa. Castellón: Universidad de Castellón.
• Campbell, Colin & Hanna Kryszewska. 1995. Towards Teaching. Oxford: Heinemann.
• Council of Europe. 2002. Common European Framework: Teaching, Learning and Evaluation. Cambridge: Cambridge University Press.
• Council of of Europe. 2018. Common European Framework of Reference for Languages. Learning, Teaching, Assessment. Companion Volume with New Descriptors. Cambridge: Cambridge University Press.
• Estaire, Sheila & Javier Zanón. 1994. Task-based Teaching. Oxford: Heinemann.
• Fernández Pérez, Milagros (ed.). 1996. Avances en Lingüística Aplicada. Santiago de Compostela: Servicio de Publicaciones de la Universidad.
• Gower, Roger, Diane Phillips & Steve Walters. 1995. Teaching Practice Handbook. Oxford: Heinemann.
• Grant, N. 1987. Making the Most of your Textbook. London and New York: Longman.
• McLaren, Neil & Daniel Madrid. (eds.). 1996. A Handbook for TEFL. Alicante: Madrid.
• McLaren, Neil, Daniel Madrid & Antonio Bueno. 2005. TEFL in Secondary Education. Granada: Universidad de Granada.
• Moskowitz, Gertrude. 1978. Caring and Sharing in the Foreign Language Classroom. Rowley, Mass.: Newbury House.
• Nunan, David. 1988. The Learner-Centred Curriculum. Cambridge: Cambridge University Press.
• Prodomou, Luke. 1992. Mixed-ability Classes. London and Basingstoke: Macmillan.
• Richards, Jack & Theodore Rodgers. 1986. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
• Salaberri, Sagrario. 1999. Lingüística Aplicada a la enseñanza de lenguas extranjeras. Almería: Servicio de Publicaciones de la Universidad.
• Stern, Hans Heinrich. 1983. Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
• Ur, Penny. 1988. Grammar Practice Activities. Cambridge: Cambridge University Press.
• Willis, James. 1981. Teaching English through English. Harlow: Longman.
CG1 and CG8 (Memoria Verificada).
Development of language skills, with particular attention to oral presentation skills.
Development of pedagogical skills. This includes teaching techniques (lesson planning, grammar teaching, vocabulary teaching, the teaching of the four skills, etc.) as well as classroom management strategies.
Teacher’s explanations will alternate with practical activities and exercises. Some of these exercises will be done in groups and/or pairs as required. Students are expected to participate actively in the teaching process. 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 (Campus Virtual).
Students' progress in the different aspects of the course will be evaluated on the basis of a series of assignments, oral presentations and practical tasks, some of which will be done in class. This means that class attendance is really important. Students are expected to participate very actively in the course.
All the students will be required to sit a final test which is worth 50% of the final grade.
Students' work will be assessed according to the following:
a) ACTIVE participation in class: 10%
b) Oral presentation and practical tasks: 40%
c) Final Exam: 50%
June call: the evaluation system will be the same as in May.
Those students who cannot attend lessons due to timetable coincidences (no matter they are taking the subject for the first time or not) and those who have been granted special permission not to attend lessons regularly from the Faculty authorities may choose the same evaluation system as those students who come to class on a regular basis or they can sit the final exam (100% of the final grade). They will have to inform their teacher at the beginning of the semester.
IMPORTANT: It is strongly recommended to use additional materials (even from the internet) and bibliography to prepare assignments and tasks, but PLAGIARISM of any kind will imply FAILING the whole subject. In the event of fraudulent tasks or exams the "Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións" will be implemented.
The time devoted to the study of this course may vary from one week to another although it is reckoned that students will have to study on their own a total of 6 hours a week, including the time for tasks and assignments.
This is a very practical course. This means that class attendance and class participation are a requirement. Students are expected to present several tasks and assignments during the school year.
Students should have fluency in both oral and written language (they should reach level C1 according to the Common European Framework of Reference for Languages or CEFR).
Maria Paloma Nuñez Pertejo
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- Phone
- 881811860
- pnunez.pertejo [at] usc.es
- Category
- Professor: University Lecturer
| Tuesday | |||
|---|---|---|---|
| 10:00-11:00 | Grupo /CLIS_01 | English | D08 |
| 05.19.2025 09:30-13:30 | Grupo /CLIS_01 | C09 |
| 05.19.2025 09:30-13:30 | Grupo /CLE_01 | C09 |
| 06.24.2025 09:30-13:30 | Grupo /CLIS_01 | C09 |
| 06.24.2025 09:30-13:30 | Grupo /CLE_01 | C09 |