SONG AND SHORT SOTIRES IN THE ENGLISH CLASSROOM
Información sobre el evento
Descripción
Songs and short stories are usually attractive for children. At the same time, they can provide invaluable models in terms of language and structure, and they can be an excellent source of inspiration to practise communicative skills. Therefore, it seems that they could be a good tool to teach English in the Infant and Primary school classroom in a fun and effective way.
Taking into account this view, teachers should acquire the necessary skills to regularly use songs and short stories in their classrooms.
The aim of this course is to provide students of the Infant and Primary Teacher Training degrees with ideas to implement stories and songs in their EFL classrooms effectively. This course will also be useful for students to practise and develop their communicative skills (listening, speaking, reading and writing) as well as their English in general.
METHODOLOGY
This is mainly a face to face course. Course time will be devoted to participants’ discussions, practical activities where students will experience how to use songs and short stories to teach/learn EFL, and occasional brief theoretical presentations of the key concepts. Activities will be student-centred and based on cooperative and collaborative learning.
The teaching-learning methodology will be active and dynamic, having as its main aim to create a communicative atmosphere. Thus students will be improving their competence in the English language as well as reflecting on this progress, enabling them to transfer their learning experience to their teaching practice.
Some articles with the main contents of the module will be uploaded before the face to face sessions on the platform. Students are expected to get familiar with these contents before they are presented in class.
CONTENTS
Unit 1. Introduction to Songs and Short Stories in the EFL Classroom
General characteristics of songs. General characteristics of short stories. What can we use songs and short stories in the EFL classroom for? The linguistic and the communicative dimension of songs and short stories.
Unit 2. Songs to Practise and Develop Communicative Skills
How to use songs to develop communicative skills in the EFL classroom (practical examples).
Unit 3. Short Stories to Practise and Develop Communicative Skills
How to use short stories to develop communicative skills in the EFL classroom (practical examples).
Unit 4. Songs in the Infant Education Classroom
Why are songs useful in the Infant EFL classroom? How to choose songs for the EFL Infant Education classroom. How to use songs in the EFL Infant Education classroom (practical examples).
Unit 5. Songs in the Primary Education Classroom
Why are songs useful in the Primary EFL classroom? How to choose songs for the EFL Primary Education classroom. How to use songs in the EFL Primary Education classroom (practical examples).
Unit 6. Short Stories in the Infant Education Classroom
Why are short stories useful in the Infant EFL classroom? How to choose short stories for the EFL Infant Education classroom. How to use short stories in the EFL Infant Education classroom (practical examples).
Unit 7. Short Stories in the Primary Education Classroom
Why are short stories useful in the Primary EFL classroom? How to choose short stories for the EFL Primary Education classroom. How to use short stories in the EFL Primary Education classroom (practical examples).
ASSESSMENT
Assessment will be mainly formative. Students will be required to attend all face to face sessions and participate actively. They will also be expected to read the corresponding articles and documents before the sessions. This component will count 70% towards the final grade.
At the end of the course, students will be asked to submit a final reflection on the importance of songs and short stories in the EFL classroom (Infant and/or Primary) (700 words), and their progress through the module. This component will count 30% towards the final grade.
Regarding the level of English, students will be asked to work at B1.2 level (Common European Framework of Reference).
Modalidad: Presencial: 25 horas :21 presenciales (7 sesiones de 16h a 19h. (27 feb, 6, 13, 20 y 27 marzo, 3 y 10 de abril) y 4 de trabajo autónomo.
Certificación y reconocimiento de 1 crédito ects.