SFEG512310 English: Grammar and Phonetics (5-10) (Spring 2011)

The course is connected to the following study programs

Compulsory for students enrolled on the study programme English 2 for grades 5-10.

Lecture Semester

Spring

The student's learning outcomes after completing the course

KNOWLEDGE:
After completing the course module the students are to:

• have comprehensive knowledge about the nuances of the sound system in English, the grammatical structure of the language and how vocabulary can be developed further
• know about some different English dialects
• know about the historical development of methods and approaches to the teaching of English
• have knowledge about how to integrate oral and written language in inspiring and meaningful activities
• have knowledge about reading and writing as processes
• have knowledge about how different factors can affect second language learning
• have knowledge about different ways of organizing teaching
• have insight on different learning strategies that can help pupils take responsibility for their own learning and language development in a long-term perspective
• have knowledge about the current National Curriculum as a guideline for subject development work

 

SKILLS:
After completing the course module the students are to:

• be able to use the target language confidently and functionally both orally and in writing in different situations and genres with precision, fluency and coherence
• be able to adjust teaching to accommodate the individual pupil by choosing and adapting varied and differentiated learning activities which facilitate the development of the pupils’ receptive and productive skills, through e.g. pedagogical use of digital learning tools
• be able to use oral activities as a point of departure for written activities and vice versa
• be able to make pupils aware of processes connected to reading and writing and how they can use these processes strategically in their own learning
• be able to help pupils create oral and written texts that are fluent, precise, and coherent
• be able to make pupils aware of learning strategies they can choose
• be able to actively use the pupils’ experiences with English and other languages in their teaching

 

GENERAL COMPETENCE:
After completing the course module the students are to:

• be able to reflect on their own learning and practice in relation to ethical values and the responsibility of the school for children and young people’s personal growth in a historical perspective
• be able to work independently and with others in order to indentify, analyze and solve problems connected to pupils’ learning and development in the subject of English
• be able to maintain and develop their own language competence
• be able to function as active contributors in a disciplinary community and be prepared to use new knowledge and research within the subject of English

Content

Lectures, seminars and groups in: 
·        Grammar 
·        Phonetics with Intonation 
·        English methodology/didactics

The course module focuses on the grammatical and phonetic structures of English. Examples of central themes in Grammar are phrase structures, sentence types, syntactic analysis, verb forms and word order. The aim is to reveal the connection between grammatical form and meaning. Comparisons with Norwegian aim to increase awareness about the differences between the two languages. In Phonetics students learn for example the terminology needed to describe and analyze English pronunciation. Practical exercises are included. Two variations of English will be in focus: Received Pronunciation (British English) and General American (American English).

Didactics classes aim to further develop the students’ language awareness, didactic knowledge and skills. We will focus on adapting methods and approaches that comply with the goals of The Knowledge Promotion (National Curriculum). Additionally, we hope to strengthen the ability of the students to choose appropriate teaching resources, such as textbooks which are suitable for the target group. The course module also aims to further develop the students’ knowledge and skills with regard to planning, justifying, carrying out, and evaluating English teaching in connection with the teacher’s roles as language model, supervisor, and facilitator.

Forms of teaching and learning

Teaching will be given in lectures, seminars and groups, as well as in the language laboratory. An Internet-based learning platform will be used to exchange information, hand in assignments and give feedback.

Practical training/internship

Work placement is an integral part of the course and is carried out in close cooperation with the student, the teaching mentor and the course teachers. The students are to have a 10-15 day placement in school (depending on how much practice they have had / will be having during the entire course of their training).

Coursework requirements - conditions for taking the exam

• Three written assignments – (where one is a didactic, reflective paper connected to the student’s work placement) - which must be handed in according to given deadlines and be approved before the student is eligible to take the final examination.
• Obligatory attendance in didactics classes (minimum 80% attendance)

The coursework requirements must be approved before the student can take the examination.

Examination

A five-hour long, individual, written examination comprising a section on Grammar (counting 60%) and a Phonetics section (counting 40%). Both sections must be passed.

No aids are permitted during the examination. Grades are given on a scale from A-F where A is the best grade, E is the lowest passing grade and F is a failing grade.

 

Literature

Bird B. (1997). A Course in English Intonation. Universitetsforlaget.

Bøhn, H. m.fl. (2010). Kompendium: Fagdidaktikk. (Available in the college bookshop)

Dypedahl, M, H. Hasselgård og B. Løken (2006). Introducing English Grammar. Fagbokforlaget.

Drew, I & Sørheim, B. (2009). English Teaching Strategies: Methods for English Teachers of 10 to 16-year-olds.

Jones, D. (16th ed. 2006):  English Pronouncing Dictionary. Eds. Roach, P. et al. Cambridge UP.

Nilsen, T.S. (1996/2002) British and American English Pronunciation.

Nilsen, T. S. & Rugesæter, K. (2008). Basic English Phonetics for Teachers. Universitetsforlaget.

Kunnskapsløftet (2006): Læreplaner for gjennomgående fag i grunnskolen og videregående opplæring, Utdannings- og  forskningsdepartementet.

Relevant material from The European Council.

Material which will be handed out in connection with teaching and/or published on the digital learning platform Fronter.

All students must also have access to an English-English dictionary, for example Collins Cobuild Dictionary, Longman Dictionary of Contemporary English, Oxford Advanced Learner's Dictionary or another dictionary aimed at users who are not native speakers of English (Learner's dictionaries).  

For reference and supplementation:

Fremmedspråksenteret (2008). IKT i språk – en veiledning for lærere. 
http://www.fremmedspraksenteret.no/ikt-veiledning

Bækken, B. (2006). English Grammar: An Introduction for Students of English as a Foreign Language. Fagbokforlaget.

Harmer, J. (2007). How to Teach English. Pearson Language Teaching

Harmer, J. (2007): How to Teach English, Pearson English Language Teaching

Harmer, J. (2007): The Practice of English Language Learning, Pearson English Language Teaching

Hasselgård, H., Johansson, S. & Lysvåg, P. (1998): English Grammar: Theory and Use, Universitetsforlaget

Jones, D. (2006). English Pronouncing Dictionary. (16^th ed.). Cambridge UP

Pinter, A. (2006): Teaching Young Language Learners. Oxford UP.

Swan, M. (3rd ed. 2005): Practical English Usage, Oxford UP 

Williams, M. (2006): Psychology for Language Teachers, Cambridge University Press