Type A
|
Code |
Competences Specific |
|
Common |
|
AC1 |
Teories de l'adquisició de segones llengües. Fonaments pedagògics i psicològics de l'adquisició de segones llengües, amb especial referència a l'adquisició de l'espanyol i l'anglès |
|
AC2 |
Metodologia de l'ensenyament de llengües. Principis teòrics i aplicacions pràctiques per a optimitzar el rendiment de l'aprenentatge d'una segona o tercera llengua |
|
AC3 |
Actituds. coneixements i destreses. Ordenació i estructuració del procés d'aprenentatge segons un model comunicatiu, basat en l'acció (comprensió, producció, interacció i mediació orals i escrites) d'acord amb les orientacions del Marc Comú Europeu de Referència per a les llengües, del Consell d'Europa.) |
|
AC4 |
Fonaments lingüístics. Principis bàsics de les diferents àrees de la lingüística teòrica i aplicada, amb especial incidència en la importància de la pragmàtica en l'ensenyament/aprenentatge de llengües |
|
AC6 |
Sensibilitat lingüística i cultural. Capacitat per a fer servir la multiculturalitat i la diversitat lingüística com a eina enriquidora i complementària en l'ensenyament de la llengua |
|
AC8 |
Familiaritat i competència en l'ús de les noves tecnologies en la classe de llengua. Ús de les noves tecnologies com a eines per a enriquir l'aprenentatge de segones llengües i per a promoure l'autoaprenentatge i l'aprenentatge continuat |
|
AC9 |
Ús instrumental de la llengua. Fluidesa i precisió en l'ús instrumental de la llengua segons l'itinerari |
|
AC10 |
Capacitat de treball en equip. Interacció alumnat-professorat i entre l'equip docent. |
|
Research |
Type B
|
Code |
Competences Transversal |
|
Common |
|
BC2 |
Treballar autònomament amb iniciativa |
|
BC3 |
Flexibilitat. Disponibilitat per a l’adaptació en ambients canviants |
|
BC4 |
Resoldre problemes de manera efectiva |
|
BC5 |
Transferibilitat. Aplicar coneixements i habilitats en entorns nous o no familiars i en contextos multidisciplinars relatius a la seva àrea específica |
|
BC13 |
Learning to learn |
Type C
|
Code |
Competences Nuclear |
|
Common |
|
CC1 |
Domini de l’expressió i la comprensió del/s idioma/es estrangers per al desenvolupament professional derivat del curs del postgrau. |
|
CC2 |
Ús de les eines específiques de TIC per al desenvolupament professional derivat del curs de postgrau. |
|
CC4 |
Desenvolupament d’habilitats informacionals |
Objectives |
Competences |
To review and widen student's knowledge of English grammar.
|
AC1 AC2 AC3 AC4 AC6 AC9 AC10
|
BC3 BC4 BC5 BC13
|
CC1 CC2
|
To improve student´s fluency and accuracy in spoken and written English.
|
AC6 AC8 AC9 AC10
|
BC2 BC4 BC13
|
CC1 CC4
|
Topic |
Sub-topic |
1.Verb Forms
|
1.1. The Present Tenses
1.2. The Past and Perfect Tenses
1.3. The Future
|
2. Question Formation |
2.1. Wh-Questions: Subject Questions and Object Questions
2.2. Yes/No Questions
2.3. Question Tags
|
3. Modal Verbs |
|
4. Adjectives |
|
5. Relative Clauses |
5.1. Relative Pronouns
5.2. Defining Relative Clauses
5.3. Non-Defining Relative Clauses
|
6. Passive Forms |
6.1. Uses
6.2. Formation
6.3. To Have / Get Something Done
|
7.Countable and Uncountable Nouns |
|
8. Conditional Sentences |
8.1. With ‘If’: zero, first, second and third condicional
8.2. I Wish / If Only
8.3. Would Rather
|
9.Reported Speech |
9.1. Uses
9.2. Reporting Verbs
|
10.Infinitives and Gerunds |
|
Methodologies :: Tests |
|
Competences |
(*) Class hours |
Hours outside the classroom |
(**) Total hours |
Introductory activities |
|
2 |
0 |
2 |
|
Problem solving, exercises |
|
12 |
24 |
36 |
Assignments |
|
4 |
40 |
44 |
Integrated methodologies |
|
7 |
14 |
21 |
Presentations / expositions |
|
3 |
30 |
33 |
|
Personal tuition |
|
2 |
10 |
12 |
|
|
(*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
|
Description |
Introductory activities |
Overview of course contents.
Explanation of course structure.
Explanation of course assessment.
|
Problem solving, exercises |
Participants will show they understand the class objectives by doing exercises in class. |
Assignments |
Participants will a) write diary entries to document the responses to the in-class discussions and material; c) give oral presentations; and d) take quizzes. |
Integrated methodologies |
Class material will be introduced through readings, listenings and other activities. |
Presentations / expositions |
Students will be required to give oral presentations in class. |
|
Personal tuition |
Problem solving, exercises |
Integrated methodologies |
Assignments |
Presentations / expositions |
|
Description |
Please see office hours. |
|
|
Description |
Weight |
Problem solving, exercises |
Participants will be given many opportunities to put into practice the content of class material through discussions, oral presentations and other activities. As such, active participation will be very important. |
20 % |
Assignments |
Participants will be expected to write a reflective journal (20%)
Participants will keep a reflective journal to document the responses to the in-class discussions and activities as well as their personal learning. Diary entries will be written both in and outside of class.
|
20 % |
Integrated methodologies |
Class contents will be introduced through readings, listening, oral presentations and other activities. Active participation is very important. |
10 % |
Presentations / expositions |
Participants will be expected to give oral presentations
Participants will be asked to give two oral presentations throughout the course based on a topic of their choice (e.g. their favorite movie, advantages of Internet, etc.). They will also be expected to participate while their peers present by asking questions about the content of their presentations and by giving their opinion. |
20% |
Others |
There will be quizzes. |
30 % |
|
Other comments and second exam session |
|
Basic |
Alexander, L.G., Longman English Grammar, 2005,
Rodrigo Fernandez & Ana Fraile, English Grammar with exercises, 2005, Longman
, Oxford Phrasal Verbs Dictionary for Learners of English, 2003, OUP
Swan, M., Practical English usage, 1995, Oxford
|
|
Complementary |
|
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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