Course competences | |
---|---|
Code | Description |
CB04 | Transmit information, ideas, problems and solutions for both specialist and non-specialist audiences. |
MLI.01 | Be able to successfully communicate, with fluency and accuracy, at the B2 level of the Common European Framework of Reference (Independent User: Vantage) and develop the five communicate skills of the foreign language: listening, speaking, oral interaction, reading and writing. |
MLI.04 | Acquire the lexical, semantic, grammatical and discursive bases of the English language, to allow students to understand the function of different linguistic units in communication and, thus, acquire the necessary linguistic background to manage a foreign language class in Primary Education. |
MLI.06 | Select and elaborate relevant and interesting oral and written texts for pupils, which allow learning of the English language. |
MLI.11 | Be able to plan what is going to be taught and evaluated, as well as be able to select, elaborate and implement different teaching strategies and several types of activities. |
Course learning outcomes | |
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Description | |
Acquire the necessary phonetic, grammatical and discursive tools so as to use the English language autonomously. | |
Be able to make an oral description or maintain a conversation on a wide range of topics of general interest or related to their specialty. | |
Delve into pupils' development of the communicative competence in the English language, by reading literary texts in their original language, presenting and discussing their characteristics and through written expression. | |
Use songs, games and storytelling to practise the most relevant grammar aspects of the English language in the foreign language classroom from a communicative and functional perspective. | |
Be able to write coherent and cohesive texts on a wide range of topics related to their personal or professional life by using different elements in a linear sequence. | |
Additional outcomes | |
Description | |
Training Activity | Methodology | Related Competences (only degrees before RD 822/2021) | ECTS | Hours | As | Com | Description | |
Class Attendance (theory) [ON-SITE] | Lectures | CB04 | 0.75 | 18.75 | Y | N | ||
Project or Topic Presentations [ON-SITE] | Assessment tests | MLI.01 | 0.4 | 10 | Y | N | ||
Study and Exam Preparation [OFF-SITE] | Self-study | MLI.11 | 2 | 50 | Y | N | ||
Writing of reports or projects [OFF-SITE] | Guided or supervised work | MLI.06 | 1.6 | 40 | Y | N | ||
Final test [ON-SITE] | Assessment tests | MLI.04 | 0.25 | 6.25 | Y | Y | ||
Practical or hands-on activities | MLI.04 | 1 | 25 | Y | N | |||
Total: | 6 | 150 | ||||||
Total credits of in-class work: 1.4 | Total class time hours: 35 | |||||||
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 |
Progress Tests | 20.00% | 0.00% | |
Oral presentations assessment | 10.00% | 20.00% | |
Final test | 70.00% | 80.00% | |
Total: | 100.00% | 100.00% |
Not related to the syllabus/contents | |
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Hours | hours |
Unit 1 (de 4): | |
---|---|
Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 2 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 1 |
Group 30: | |
Initial date: 12-09-2022 | End date: 28-09-2022 |
Group 33: | |
Initial date: 12-09-2022 | End date: 28-09-2022 |
Unit 2 (de 4): | |
---|---|
Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 7 |
Project or Topic Presentations [PRESENCIAL][Assessment tests] | 5 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 24 |
Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 20 |
Group 30: | |
Initial date: 03-10-2022 | End date: 03-11-2022 |
Group 33: | |
Initial date: 03-10-2022 | End date: 03-11-2022 |
Unit 3 (de 4): | |
---|---|
Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 8 |
Project or Topic Presentations [PRESENCIAL][Assessment tests] | 5 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 20 |
Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 15 |
Group 30: | |
Initial date: 07-11-2022 | End date: 30-11-2022 |
Group 33: | |
Initial date: 07-11-2022 | End date: 30-11-2022 |
Unit 4 (de 4): | |
---|---|
Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 8 |
Project or Topic Presentations [PRESENCIAL][Assessment tests] | 5 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 5 |
Group 30: | |
Initial date: 05-12-2022 | End date: 21-12-2022 |
Group 33: | |
Initial date: 05-12-2022 | End date: 21-12-2022 |
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 | ||||
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, A. J and E. Ventola | A Multimodal Approach to Challenging Gender Stereotypes in Children¿s Picture Books | Libro editado | New York | Routledge | 978-0-367-70361-5 | 22 | 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. |