Engelsk 1

Knowledge:

At the end of the course the student will have knowledge of:

• The English sound system and the main intonation patterns in English and their functions
• The main differences between British English and American English pronunciation (based on the model accents Received Pronunciation and General American)
• The most common problems in the acquisition of English pronunciation, with special reference to Norwegian learners
• English vocabulary, vocabulary acquisition, and insight into cultural conventions for language use
• Teacher beliefs and different teacher roles related to the nature of the lesson aim and the background experiences of the learners
• How young language learners learn and acquire a foreign language based on current theories, practices and their expected progression throughout primary school, with a focus on early language learning
• The current and forthcoming national curriculum for English in schools, and how it relates to the Common European Framework of Reference for Languages
• A variety of methods, ways of planning and strategies which can be used in a motivating and creative language classroom to provide differentiation and support learning and autonomy in all the learners
• How the five skills involved in communicating in a foreign language (listening, speaking, interaction, reading, and writing), together with pronunciation and vocabulary, and the five basic skills of the curriculum, are best taught in an integrated manner and progression

Skills:

At the end of the course the students should be able to:

• Explain how English sounds are articulated, read and produce phonemic transcription and explain the basic functions of English intonation
• Distinguish between the RP and GA accents, describe the main differences between them and use this in teaching English
• Explain why certain aspects of English pronunciation may cause problems to second language learners, especially Norwegian ones, and be able to design activities and teaching materials to address these problems
• Be a good role model for the pupils, using oral and written English confidently and functionally and adapting language use to the target group in different situations.
• Take on a number of different teacher roles according to the nature of the lesson aim and the background experiences of the learners
• Use the current and forthcoming English subject curriculum, the CEFR, and current language acquisition theories in lesson planning, for setting learning aims, and evaluating student learning
• Plan, lead, and evaluate pupils' learning development in a way that takes into consideration pupil diversity when it comes to different needs and cultural and language backgrounds, and promote independent and group learning
• Help create a safe learning environment with varied, differentiated and meaningful learning activities that promote development of listening, writing, reading, and speech, a gradually larger vocabulary for all pupils, and use of language strategies

General competencies:

The student:

• Can use oral and written English confidently and functionally, and can adapt language use for different purposes and contexts (ex. Academic and grades 1-7)
• Can apply their knowledge of English phonetics and phonology to improve their own pronunciation and to improve their English language teaching
• Can reflect on their own learning and teaching practice in relation to subject knowledge and didactic approaches according to the current and forthcoming national curriculum for primary school
• Can work independently and together with others to be able to solve identified problems associated with pupils' learning and development in English