Última revisión realizada:10/06/2020
Subject Name |
Oral and Written Skills for English Teachers |
Study |
Grado en Maestro de Educación Infantil (Grupo bilingüe) |
ECTS Credits |
6 |
Year and four month period |
Fourth year, first and second four month period |
Type of subject | Optativa |
In this course we will study in depth some of the most important aspects related to effective communication in the classroom. During the following months, we will take a look at techniques we can use to convey contents in the most effective way bearing in mind the students’ interests and needs according to their developmental age. We will start reflecting upon the importance of motivation and how it can influence both teachers and learners’ attitude towards the learning process. Afterwards, we will focus on our role in the classroom as facilitators and how important it is transmitting the right sensations through our body language and intonation. It is also important pointing out the need of planning to ensure maximum understanding providing a stress-free environment both for us and our pupils. This subject also revises the importance of storytelling as a teaching resource, no matter the content we intend to teach. In addition, we cannot forget the importance of communicating in the correct way and, therefore, giving students feedback in a motivational manner to show them that teachers are always willing to help. Finally, we will deal with some concepts about the physiognomy of the speech apparatus to deal with some issues which may appear related to voice problems.
Being a good communicator is not just a matter of theory, so this subject is complemented with interactive activities where you will show your communication abilities through recordings, written tasks and discussions. Communication in the classroom needs to be fluid, suitable according to the students’ needs and the subject we are teaching. This course is the first step to show you that teaching is a passionate trip in which the phrase “practice makes perfect” acquires full sense.
Basic competences
General competences
Specific competences
Unit 1. Commmunication in the classroom I
Overview: current issues
The pre-school child
References
Unit 2. Communication in the classroom II
Communication competence
Speaking anxiety
References
Unit 3. Motivation
Motivation
References
Unit 4. Teacher behaviours
Facilitated learning
Clarity and receiver apprehension
References
Unit 5. Gestures and intonation
Body language
Types of gestures
How to speak
References
Unit 6. Classroom discourse
Classroom discourse
Planning and conducting discussion lessons
References
Unit 7. Planning and management of disruptive behaviour
Planning
Management of Disruptive Behaviour
References
Unit 8. Feedback and assessment
Feedback
Assessment
References
Unit 9. Oral and written feedback
Oral feedback
Written feedback
References
Unit 10. The teacher as a storyteller
Storytelling as a teaching resource
Oral tradition and improvisation
References
Unit 11. Critical literacy
Critical thinking and critical literacy. What is the difference?
Critical literacy in the pre-school classroom
References
Unit 12. Voice
Speech organs
Voice problems
Voice exercises
References
The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.
The activities included in the subject are:
In the weekly program you can find the specific tasks you need to complete in this subject.
These activities are combined with the following aspects:
Basic bibliography
The necessary texts for the study of this subject had been elaborated by UNIR and are available in a digital format for consultation, download and print in the virtual classroom.
Ausubel, D. P. (2002). Adquisición y retención del conocimiento. Una perspectiva cognitiva. Paidós: Barcelona.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
Ellis, G. & Brewster, J. (2014). Tell it Again! The Storytelling Handbook for Primary English Language Teachers. London: British Council.
Gardner, H. (2011). Frames of Mind. The Theory of Multiple Intelligences. Basic Books: New York.
Kearney, P., Plax, T. G., Richmond, V. P. & McCroskey, J. C. (1985). Power in the classroom III: Teacher communication techniques and messages. Communication Education, 34(1), 19-28.
McCallion, M. (1988). The Voice Book. London: Faber and Faber.
McCroskey, J. C. & Richmond, V. P. (1983). Power in the classroom I: Teacher and student perceptions. Communication Education, 32(2), 175-184.
Montessori, M. (2015). El método de la pedagogía científica aplicado a la educación de la infancia. Madrid: Biblioteca Nueva.
Piaget, J. & Inhelder, B. (1997). Psicología del niño. Madrid: Ediciones Morata.
Richmond, V. P. & McCroskey, J. C. (1984). Power in the classroom II: Power and learning. Communication Education, 33(2), 125-136.
Richmond, V. P. (2009). Communication in the classroom: Power and motivation. Communication Education, 39(3), 181-195.
Sanz Pinyol, G. (2014). Comunicación efectiva en el aula. Graó: Barcelona.
Whitin, D. J. & Whitin P.E. (2011). Learning to Read the Numbers. Integrating Critical Literacy and Critical Numeracy in K-8 Classrooms. Routledge: New York. .
The evaluation system is based on the following numerical chart:
0 - 4, 9 |
Suspenso |
(SS) |
5,0 - 6,9 |
Aprobado |
(AP) |
7,0 - 8,9 |
Notable |
(NT) |
9,0 - 10 |
Sobresaliente |
(SB) |
The grade is made up of two components:
On-site final exam (60 %). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject.
Continuous assessment (40 %): this type of assessment will be measured through the different assignments you need to complete during the course:
Remember that you can check the points (value) of each assignment in the weekly program.
Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can do as many as you want to until a maximum grade of 4 points (which is the maximum grade you will be obtaining in the continuous assessment)In the weekly program, you can find the grade of each assignment. .
Assessment method |
Min. Score |
Max. Score |
Participation in forums, classes, etc. | 0% |
40% |
Task, practice cases and activities | 0% |
40% |
Self-evaluation test | 0% |
40% |
On-site final exam | 60% |
60% |
Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:
Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.
Please, take into account the following tips…
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