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English 3: Four skills C / methodology C32125/3422/1920/1/30
Study guide

English 3: Four skills C / methodology C

32125/3422/1920/1/30
Academic year 2019-20
Is found in:
  • Bachelor of Education: Secondary Education
This is a single course unit.
Study load: 3 credits
Weight: 3,00
Total study time: 75,00 hours
Possible deadlines for learning account: 30.11.2019 (Course takes place from beginning until end of academic year)
Nature: Specific mandatory course
It is not possible to enrol in this course unit under
  • exam contract (to obtain a credit).
  • exam contract (to obtain a degree).
Teaching staff: Vanduffel Peter
Language course: Yes, English
Languages: English
Scheduled for: Second Semester
This course unit is marked out of 20 (rounded to an integer).
Re-sit exam: is possible.
Possibility of tolerance: You have to pass this course unit (will never be tolerated).
Preservability: The result of this course unit is preservable according to the terms of the program you are enrolled for.

Course Content

As a third-year student of the Four skills C and methodology C course you are invited to:

  • Develop a learning tool for one or some of the objectives of an English syllabus for public education in Flanders
    that helps Ls to improve their English
  • Give a methodologically relevant opinions on the following topics, based on your online contributions, peer evaluations and discussions in class (methodology sessions):
    • Classroom interaction
    • Giving feedback
    • Classroom discipline
    • Younger and older learners
    • Learner motivation and interest
  • Integrate practice of the 4 skills into the methodology sessions
  • Experience what life is like in an English speaking environment (out-of-school activities in an English speaking country/region)
This Course is only organised as a face-to-face course, as described in the educational procedure and curriculum table, in academic years that start in even years (2018, 2020, …). In academic years that start in odd years, this course is organised as blended or distance learning. When the course is organised as a blended learning course, there are no out-of-school activities guided by the lecturer.

Type of Teaching

Education with personal contact
Lecture18,00 hours
Preparation for the course
Course preparation57,00 hours

Course Objectives

  • Learning Outcome 1: Students can use the appropriate language to do the methodology tasks (contributions and buddy work) (BI 1.1, 1.2, 1.3, BI 2.1, BI 3.1, 3.2, BI 4.2, BI 5.4, BI 7.1, 7.5)
  • Learning Outcome 2: Students can give a methodologically relevant opinion on the following topics, based on discussion in class: (BI 1.1, 1.2, 1.3, BI 2.1, BI 3.1, 3.2, 3.3, BI 5.4, BI 7.1, 7.5, BI 9.1)
    • Using course books
    • Teaching listening
    • Teaching speaking
    • Teaching reading
    • Teaching writing
    • Topics and situations in a language course
    • Testing
  • Learning Outcome 3: Students can prepare and tutor lessons independently and apply the Modern Foreign Languages syllabus taking into account of the relevant teaching principles (BI 1.1, 1.2, 1.3, BI 2.1, BI 3.1, BI 3.2)
  • Learning Outcome 4: Students can integrate and apply ICT technologies to tasks and assignments (BI 3.4)
  • Learning Outcome 5: Students can develop a learning tool that helps Ls to improve their English for one or some of the objective(s) of an English syllabus for state education in Flanders (BI 3.1, 3.2, BI 4.1, 4.2, BI 1.1, 1.2, 1.3)
  • Learning Outcome 6: Students experience what life in Britain (more specifically in an English speaking city/town) is like by going there (BI 3.1, 3.2, BI 10.1, 10.2)
  • Learning Outcome 6: Students can explore an English city/town by carrying out street interviews, making photos of landmarks/typical sights, doing a city/town trail, visiting museums, ...(BI 3.1, 3.2, 3.4, BI 10.1, 10.2)
  • Learning Outcome 7: students can describe differences and similarities between Belgian schools and a school they visit(ed) in an English speaking city/town (3.1, 3.2, BI 10.1, 10.2)
  • Learning outcome 8: Ls can make an English activity for Flemish secondary school Ls in an English speaking city/town they visit (BI 1.2, BI 2.3, 2.4, BI 4.1, BI 10.2)

Evaluation

Evaluation(s) for first exam chance
MomentForm%Remark
Exam period JuneOral evaluation15,00Speaking & Listening
Exam period JuneOral evaluation20,00methodology
Exam period JuneWritten evaluation8,00Writing
Exam period JuneWritten evaluation7,00Reading Comprehension
Final evaluation (exam period excluded)Competence test20,00Out-of-school activities:
- Ss can organise activities for Ls in an English speaking town/city
- Ls can explore an English speaking town/city by carrying out tasks
- At the start of the academic year students have to pay an extra fee for the out-of-school activities. Students who have a valid and/or legitimate reason for not taking part have to complete a (substitute) task.
Final evaluation (exam period excluded)Workpiece30,0015%: learning tool
15%: your uploads for the methodology contributions. If you do not upload all the contributions, the score for this part is '0'.
Evaluation(s) for re-sit exam
MomentForm%Remark
Exam period August/SeptemberOral evaluation15,00Speaking & Listening
Exam period August/SeptemberOral evaluation20,00methodology
Exam period August/SeptemberPaper20,00ls make an outline for an out-of-school activities in an English speaking town/city
Exam period August/SeptemberWorkpiece30,00
Exam period August/SeptemberWritten evaluation15,00Writing and Reading

Course Material(s)

guidebook
A Course in Language TeachingMandatory
  • Author: Penny Ur
  • Publisher: CUP
  • Edition: most recent one
  • ISBN-nr: 978-11-076-8467-6
  • Medium: Paper
  • For sale through sales service
  • In stock

Course Material(s): Mandatory

  • Canvas course
    • Files: methodology units
    • Pages
    • Assignments:
      • contributions
      • buddy work
      • Tool
    • ...

Course Material(s): Recommended

Penny Ur, A Course in English Language Teaching, CUP, 2012

Prerequisites

CodeDescriptionLevel
ESOFinal attainment level: secundary educationIntroductory

Acquired competences

CodeDescriptionLevelCategory
SO_LO01LO1: Design powerful learning environments The Education (secondary education) Bachelor graduate formulates specific objectives, designs powerful, stimulating and intercultural learning environments in a safe and supportive classroom environment, uses suitable work forms and a correct assessment method to support the learning and development process. He/she takes the classroom group and the individual student as the basic principle within this context and differentiates when required.SpecializedBG
SO_- GI.1.1K,I,V,ABI 1.1: The Bachelor of Education: secondary education starts from various educational strategies to design active learning environments fitted with varied work formats.
SO_- GI.1.2K,I,V,ABI 1.2: The Bachelor of Education: secondary education uses differentiated work formats (both from convergent and divergent differentiation), group formations and forms of cooperation and uses the initial situation of the pupil (sociocultural; language; metropolitan context; learning and developing performances).
SO_- GI.1.3K,I,V,ABI 1.3: The Bachelor of Education: secondary education designs operational learning objectives and lessen objectives parallel with the development of learning contents and applies interdisciplinary attainment goals.
SO_- GI.1.4K,I,V,ABI 1.4: The Bachelor of Education: secondary education is able to analyse learning contents and structure those in substantive lecture phases, use teaching materials and ICT hereto and translate those phases into active and differentiated learning activities.
SO_- GI.1.6K,I,V,ABI 1.6: The Bachelor of Education: secondary education is able to adequately lead and supervise the learning and development process by means of explanations, narratives, questions, assignments in Standard Dutch or the language of instruction.
SO_LO02LO2: Create a positive learning and living climate The Education (secondary education) Bachelor graduate creates a positive learning and living environment for students where attention is paid to the physical and mental health of the student and the development of an open and pluralist spirit. He/she supports the formation of an attitude amongst students and prepares them for social participation. He/she anticipates on social, cultural and multilingual diversity in a targeted manner within and outside an urban context.SpecializedBG
SO_- GI.2.1K,I,V,ABI 2.1: The Bachelor of Education: secondary education relies on consultation to create a positive living environment for the pupils in the classroom and in school. He/she promotes the emancipation of the pupils through positive feedback, friendliness and empathic ability and he/she responds to the diversity of the class group.
SO_- GI.2.2K,I,V,ABI 2.2: The Bachelor of Education: secondary education makes use of group dynamic and interaction processes, attainment goals and development goals for social skills and knowledge of social development with pupils during the didactic practice. He purposely responds to social, cultural and lingual diversity inside and outside a metropolitan context.
SO_- GI.2.3K,I,V,ABI 2.3: The Bachelor of Education: secondary education supervises attitude formation with pupils and prepares them for social participation and taking responsibility through self-regulatory learning activities.
SO_- GI.2.4K,I,V,ABI 2.4: The Bachelor of Education: secondary education integrates social developments in his didactic activities.
SO_LO03LO3: Fields of study and teaching methodology The Education (secondary education) Bachelor graduate masters the domain-specific professional and educational (basic) knowledge, translates this in a structured, open, critical and creative manner into standard Dutch for students and integrates IT applications.SpecializedDLR
SO_- GI.3.1K,I,V,ABI 3.1: The Bachelor of Education: secondary education masters the domain-specific professional and didactic (basic) knowledge, translates it into Standard Dutch or the language of instruction for the pupils in a structured, critical and creative way.
SO_- GI.3.2K,I,V,ABI 3.2: The Bachelor of Education: secondary education masters all domain-specific professional and didactic (basic) skills, translates those into Standard Dutch or the language of instruction for the pupils in a structured, critical and creative way.
SO_- GI.3.3K,I,V,ABI 3.3: The Bachelor of Education: secondary education is able to start from a content analysis to situate a provided subject matter in horizontal and vertical learning lines (inside and outside the subject) and select , organise and translate those into a pedagogic-didactic approach.
SO_- GI.3.4K,I,V,ABI 3.4: The Bachelor of Education: secondary education integrates ICT applications in the translation of subject matters to pupils.
SO_LO04LO4: Efficient and structured classroom environment The Education (secondary education) Bachelor graduate creates an efficient and stimulating working and learning environment with regard to approach, time and space and deals with administrative tasks correctly.SpecializedBG
SO_- GI.4.1K,I,V,ABI: 4.1: The Bachelor of Education: secondary education creates an efficient and stimulating working and living environment with regard to approach and time.
SO_- GI.4.2K,I,V,ABI 4.2: The Bachelor of Education: secondary education correctly handles administrative tasks.
SO_LO05LO5: Research skills and critical self-reflection The Education (secondary education) Bachelor graduate develops practice-focused research skills, stimulates free and pluralistic research amongst students and is aware and integrates innovative trends within the professional domain and reflects critically about and adjusts his/her own performance.SpecializedDLR
SO_- GI.5.1K,I,V,ABI 5.1: The Bachelor of Education: secondary education is aware of and refers to innovative insights within and outside his subject and integrates recent sources, research results and scientific references in learning activities.
SO_LO09LO9: Social and international commitment The Education (secondary education) Bachelor graduate is committed to the social debate about educational themes and the role of the teacher in society including from an international perspective.SpecializedALG,BG
SO_- GI.9.1K,I,V,ABI 9.1: The Bachelor of Education: secondary education engages and takes part in the social debate on educational themes and the role of teacher in society.
SO_LO10LO10: Open spirit and a citizen of the world The Education (secondary education) Bachelor graduate thinks critically and with an open spirit about developments on socio-political, socio-economical, ideological, cultural aesthetical and cultural-scientific domains and educates students to become committed and responsible citizens of the world.SpecializedALG
SO_- GI.10.1K,I,V,ABI 10.1: The Bachelor of Education: secondary education follows developments in socio-political, socioeconomic, ideological, cultural-aesthetical and cultural-scientific domains, critically assesses those with an open mind and integrates those in the performance of this duties as teacher.
SO_- GI.10.2K,I,V,ABI 10.2: The Bachelor of Education: secondary education takes initiatives to let pupils develop into engaged and responsible world citizens.

Counselling/guidance

  1. The students can ask questions in class or by mail (peter.vanduffel@ehb.be).
  2. Office hours will be published in the Canvas Course as soon as the time table is completed.
  3. For appointments they should check the lecturer's time table and try to find a moment when the lecturer is at school (e.g. time between two periods) that suits them. An appointment can then be made by mail.

Course Sequence

There are no prerequisites for this course.