Course competences | |
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Code | Description |
2.2.II.01. | Be able to communicate fluently, correctly and in a socially satisfactory way within the parameters required at the B2 level of the Common European Framework of Reference (Independent User: Advanced), deepening in the development of the five communication skills of the foreign language: listening, reading, speaking, interacting and writing. |
2.2.II.02. | Develop verbal and non-verbal communication strategies to facilitate the transmission and understanding of the message, paying special attention to the communication structures that the teacher needs to interact with the pupils in the Early Childhood Education classrooms. |
2.2.II.03. | Select and elaborate on oral and written texts that are relevant and of interest to Early Childhood Education pupils that promote the learning of the English language. |
CB02 | Apply their knowledge to their job or vocation in a professional manner and show that they have the competences to construct and justify arguments and solve problems within their subject area. |
CT01 | Knowledge of a second foreign lanugage. |
Course learning outcomes | |
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Description | |
Know how to express and interact fluently and correctly within the parameters required by level B2 of the Common European Framework of Reference for Languages, participating without prior preparation in conversations that deal with daily and more specific topics, expressing personal opinions and exchanging information on topics of general, personal or professional interest. | |
Identify and master the grammatical and discursive tools of the English language to produce oral and written discourses with coherence and textual cohesion. | |
Analyse and produce simple and complex sentences (nominal, relative, conditional, infinitive, gerund, and participle). | |
Reflect on the functioning of the coherence and cohesion resources present in texts belonging to different discursive genres. | |
Know how to use songs, games, and stories to practice the most relevant aspects of the English language in children's classrooms from a communicative and playful prism. | |
Additional outcomes | |
Description | |
Training Activity | Methodology | Related Competences (only degrees before RD 822/2021) | ECTS | Hours | As | Com | Description | |
Project or Topic Presentations [ON-SITE] | Assessment tests | 2.2.II.02. | 0.4 | 10 | Y | N | ||
Study and Exam Preparation [OFF-SITE] | Self-study | CB02 | 2 | 50 | Y | N | ||
Writing of reports or projects [OFF-SITE] | Guided or supervised work | 2.2.II.03. | 1.6 | 40 | Y | N | ||
Final test [ON-SITE] | Assessment tests | CB02 | 0.25 | 6.25 | Y | Y | ||
Class Attendance (theory) [ON-SITE] | Lectures | CT01 | 0.75 | 18.75 | Y | N | ||
Class Attendance (practical) [ON-SITE] | Cooperative / Collaborative Learning | 2.2.II.01. | 1 | 25 | Y | N | ||
Total: | 6 | 150 | ||||||
Total credits of in-class work: 2.4 | Total class time hours: 60 | |||||||
Total credits of out of class work: 3.6 | Total hours of out of class work: 90 |
As: Assessable training activity Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).
Evaluation System | Continuous assessment | Non-continuous evaluation * | Description |
Final test | 70.00% | 70.00% | |
Progress Tests | 10.00% | 10.00% | |
Oral presentations assessment | 20.00% | 20.00% | |
Total: | 100.00% | 100.00% |
Not related to the syllabus/contents | |
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Hours | hours |
Unit 1 (de 4): | |
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Activities | Hours |
Project or Topic Presentations [PRESENCIAL][Assessment tests] | 3 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 15 |
Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 10 |
Final test [PRESENCIAL][Assessment tests] | 2 |
Class Attendance (theory) [PRESENCIAL][Lectures] | 6 |
Class Attendance (practical) [PRESENCIAL][Cooperative / Collaborative Learning] | 7 |
Group 30: | |
Initial date: 04-09-2023 | End date: 04-10-2023 |
Group 33: | |
Initial date: 04-09-2023 | End date: 04-10-2023 |
Unit 2 (de 4): | |
---|---|
Activities | Hours |
Project or Topic Presentations [PRESENCIAL][Assessment tests] | 3 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 15 |
Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 10 |
Final test [PRESENCIAL][Assessment tests] | 2 |
Class Attendance (theory) [PRESENCIAL][Lectures] | 6 |
Class Attendance (practical) [PRESENCIAL][Cooperative / Collaborative Learning] | 7 |
Group 30: | |
Initial date: 09-10-2023 | End date: 01-11-2023 |
Group 33: | |
Initial date: 09-10-2023 | End date: 01-11-2023 |
Unit 3 (de 4): | |
---|---|
Activities | Hours |
Project or Topic Presentations [PRESENCIAL][Assessment tests] | 3 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 15 |
Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 10 |
Final test [PRESENCIAL][Assessment tests] | 2 |
Class Attendance (theory) [PRESENCIAL][Lectures] | 6 |
Class Attendance (practical) [PRESENCIAL][Cooperative / Collaborative Learning] | 6 |
Group 30: | |
Initial date: 06-11-2023 | End date: 29-11-2023 |
Group 33: | |
Initial date: 06-11-2023 | End date: 29-11-2023 |
Unit 4 (de 4): | |
---|---|
Activities | Hours |
Project or Topic Presentations [PRESENCIAL][Assessment tests] | 1 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 5 |
Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 10 |
Final test [PRESENCIAL][Assessment tests] | .25 |
Class Attendance (theory) [PRESENCIAL][Lectures] | .75 |
Class Attendance (practical) [PRESENCIAL][Cooperative / Collaborative Learning] | 5 |
Group 30: | |
Initial date: 04-12-2023 | End date: 20-12-2023 |
Group 33: | |
Initial date: 04-12-2023 | End date: 20-12-2023 |
Global activity | |
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Activities | hours |
Author(s) | Title | Book/Journal | Citv | Publishing house | ISBN | Year | Description | Link | Catálogo biblioteca |
---|---|---|---|---|---|---|---|---|---|
Carter, R. and McCarthy, M. | Cambridge Grammar of English | Cambridge University Press | 2006 | Gramatical aspects of the English Language | |||||
Downing, A. and Ph. Locke | A University Course in English Grammar | London | John Benjamins | 2006 | Description of the English grammar from a functional perspective | ||||
Duran, E. and G. Ozón | English Words and Sentences. An Introduction | Cambridge | Cambridge University Press | 2013 | Introduction to English Grammar | ||||
Foley, M. and D. Hall | My Grammar Lab. Intermediate B1/B2 | Pearson | 2013 | ||||||
Harmer, Jeremy | The Practice of English Language Teaching | Harlow | Pearson | 2015 | Chapters 2, 3 and 15 dealt with teaching grammar to young learners | ||||
Jesús Moya y Cristina Cañamares | Libros álbum que desafían los estereotipos de género y el concepto de familia tradicional | LIBRO | CUENCA | Arcadia.UCLM | 978-84-9044-406-1 | 20 | https://publicaciones.uclm.es/libros-album-que-desafian-los-estereotipos-de-genero-y-el-concepto-de-familia-tradicional/ | ||
Lewis, G. and H. Mol | Grammar for Young Learners | Oxford University Press | 2009 | ||||||
Moya Guijarro A. Jesús. 2017 | Processing Reality in Picture Books | Frankfurt and Main | Peter Lang Verlag, 431-458. | https://www.peterlang.com/view/9783631701409/fm_toc.xhtml#_idContainer000 | |||||
Moya Guijarro, A. Jesús | The Role of Semiotic Metaphor in the Verbal-Visual Interplay of Three Children¿s Picture Books. A Bimodal Systemic-Functiona lApproach. | 2016 | Relación texto-imagen en libros álbum | http://www.atlantisjournal.org/index.php/atlantis/article/view/170 | |||||
Moya Guijarro, A. Jesús | A Multimodal Analysis of Picture Books for Children. A Systemic Functional Approach | UK | Equinox | 9781908049780 | 2014 | A multimodal analysis of nine picture books intented for children in three different stages of cognitive development. The nine picture books can be used to teach English to young children | https://www.equinoxpub.com/equinox/books/showbook.asp?bkid=553&keyword= | ||
Moya Guijarro, A. Jesús y Cristina Cañamares (Ed.) | LIBROS ÁLBUM QUE DESAFÍAN LOS ESTEREOTIPOS DE GÉNERO Y EL CONCEPTO DE FAMILIA TRADICIONAL. ANÁLISIS SEMIÓTICO Y MULTIMODAL | Libro de la Colección Arcadia | Cuenca | Servicio de Publicaciones de la UCLM | 2020 | Análsis verbal y visual de libros álbum que rompen con estereotipos de género. Albacetización visual. | |||
Moya-Guijarro, J and R. Martínez Mateo | Challenging Male Gender Stereotypes in Children's Picture Books. A Social Semiotic and Multimodal Analysis | ATLANTIS 44.1: 164-185 | 2022 | Representation of male characters that challenge gender stereotypes in children's picture books. | http://doi.org/10.28914/Atlantis-2022-44.1.10 | ||||
Moya-Guijarro, Jesús and Eija Ventola | A Multimodal Approach to Challenging Gender Sterertypes in Children's Picture Books | Libro editado | New York | Routledge | 2022 | This collection offers a thorough treatment of the ways in which the verbal and visual semiotic modes interrelate toward promoting gender equality and social inclusion in children¿s picture books. Drawing on cutting-edge theoretical work in multimodality, including multimodal cognitive linguistics, multimodal discourse analysis, and visual social semiotics, the book expands on descriptive-oriented studies to offer a more linguistically driven perspective on children¿s picture books. The volume explores the choice afforded to and the lexico-semantic and discursive strategies employed by writers and illustrators in conveying representational, interpersonal, and textual meanings in the verbal and non-verbal components in these narratives in order to challenge gender stereotypes and promote the social inclusion of same-sex parent families. This book will be of particular interest to students and scholars in multimodality, discourse analysis, social semiotics, and children¿s literature. Chapters 1 & 8 of this book are freely available as downloadable Open Access PDFs under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com. | https://www.routledge.com/A-Multimodal-Approach-to-Challenging-Gender-Stereotypes-in-Childrens/Moya-Guijarro-Ventola/p/book/9780367703592 | ||
Murphy, R. | English Grammar in Use. Thrid Edition | Cambridge University Press | 2013 | ||||||
Nixon Caroline and M. Tomlinson | Primary Grammar Box | Cambridge University Press | 2008 | Grammar games and activities for young learners | |||||
Parrot, M. | Grammar for English Language Teachers | Cambridge | Cambridge University Press | 2010 | |||||
Ramos, I., J. Moya and. J. Albentosa (eds.) | New Trends in English Teacher Education | Cuenca | Ediciones de la UCLM | 2008 | Selection of papers dealing with linguistic and didactic aspects related to the teaching of English as a FL | ||||
Ventola, Eija and A. Jesús Moya (Eds.) | The World Told and the World Shown: Multisemiotic Issues | London | Palgrave Macmillan | 2009 | Tools to analyse the meaning of visual language in context. |