Type A
|
Code |
Competences Specific | | A4 |
Analitzar, planificar, dissenyar, desenvolupar i avaluar el procés d'ensenyament-aprenentatge de la llengua anglesa d'acord amb el currículum i l'enfocament metodològic adequats |
| A5 |
Identificar, descriure, analitzar i avaluar recursos, estratègies, mètodes i procediments didàctics emprats en l'ensenyament de la llengua anglesa i aplicar-los adequadament en qualsevol entorns ILE / ISL i en funció de les necessitats de l'alumnat. |
| A7 |
Analitzar, comparar, gestionar i avaluar la pràctica docent d'acord amb les necessitats de l'alumnat |
| A8 |
Aplicar els mètodes d'investigació propis de l'àmbit de la lingüística aplicada i la didàctica de l'anglès com a llengua estrangera al disseny i elaboració de projectes docents, acadèmics i / o d'investigació rigorosos i implementar els resultats a l'aula d'anglès |
Type B
|
Code |
Competences Transversal | | B1 |
Learning to learn |
| B4 |
Autonomy, responsibility and initiative |
Type C
|
Code |
Competences Nuclear | | C1 |
Be advanced users of the information and communication technologies |
Type A
|
Code |
Learning outcomes |
| A4 |
Planifica, analitza, compara i avalua el currículum docent de llengua anglesa en diferents nivells; desenvolupa i aplica metodologies didàctiques, grupals o individuals i personalitzades, adaptades a la diversitat dels estudiants
| | A5 |
Argumenta i raona sobre com, quan, i de quina manera treballar les destreses comunicatives en la classe de llengua anglesa
| | A7 |
Desenvolupa l'habilitat de detectar dificultats d'aprenentatge, i aplica la metodologia adequada per a superar-les
| | A8 |
Identifica, descriu i analitza els principals enfocaments metodològics utilitzats en l'ensenyament de l'anglès com a llengua estrangera
|
Type B
|
Code |
Learning outcomes |
| B1 |
Adapt the learning objectives put forward by the teaching staff.
Have an overview of the various theories and methodologies of a subject.
| | B4 |
Decide how to manage and organize work and the time required to carry out a task on the basis of an initial schedule.
Suggest ways of improving the quality of work.
|
Type C
|
Code |
Learning outcomes |
| C1 |
Use software for on-line communication: interactive tools (web, moodle, blogs, etc.), e-mail, forums, chat rooms, video conferences, collaborative work tools, etc.
|
Topic |
Sub-topic |
1. Key terminology |
1.1 methodology, method vs. approach, aims, activity vs. task, drill, eliciting, language skills, metalanguage, PPP, rapport, STT vs TTT, syllabus, etc. |
2. The history of L2 methodology: methodologies nd approaches |
2.1. The beginnings : Latin as a role model for l2 learning andfteaching
2.2. The grammar method: Ahn y Ollendorff
2.3. The Natural Method
2.4. Nicholas Gouin (1776-1834)
2.5. Mastery System - Prendergast (1806-1881)
2.6. Meisterschaft System -Rosenthal
2.7. Reformist methods (Germany)
2.8. François Gouin (1831-1896)
2.9. The Grammar - Translation Method
2.10. The Direct Method
2.11. The Audiolingual Method
2.12. The Situational Method
2.13. TPR
2.14. The Natural Approach
2.15. Community Learning
2.16. The Silent Method
2.17. Sugestopedia
2.18. The Communicative Approach
2.19. Task-based learning
|
3. Methodology in action
|
3.1. Before you start:
3.1.1. Classroom organization
3.1.2. The role of a teacher
3.1.3. Different kinds of teachers
3.1.4. First lessons - hints and strategies
3.1.5. Types of classroom activities
3.1.6. Learner types and needs
3.1.7. Feedback
3.2. Classroom Management
3.3. Planning lessons and courses
3.4. Productive skills: speaking and writing
3.5. Receptive skills: reading and listening
3.7. Errors and correction
3.8. Testing
3.9. The use of L1
3.10. Business English
3.11. Tools, techniques and activities
|
4. CLIL |
|
5. Alternative educational models |
5.1 Montessori
5.2 Waldorf-Steiner
5.3 Froebel
5.4 Reggio Emilia
|
6. Learning Teaching |
6.1 Teacher development |
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
1 |
2 |
3 |
Lecture |
|
4 |
28 |
32 |
Simulation |
|
1 |
6 |
7 |
Assignments |
|
4 |
40 |
44 |
Forums of discussion |
|
1 |
5 |
6 |
Portfolios/Learning folder |
|
5 |
50 |
55 |
Personal tuition |
|
1 |
2 |
3 |
|
|
(*) 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 |
Theoretical introduction to the subject |
Lecture |
Theory of L2 teaching, a review of methodlogies and approaches |
Simulation |
Hands-on experience, in-class teaching simulation |
Assignments |
Written assignments. Submitted online. |
Forums of discussion |
Participation in the online course forum of discussion |
Portfolios/Learning folder |
Course portoflio and contents |
Personal tuition |
face-to-face as well as online tuition |
Description |
online tutoring available throughout course duration |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Simulation |
|
|
|
Assignments |
|
|
|
Forums of discussion |
|
|
|
Others |
|
1. Assignment 1 2. Assignment2 3. Simulation 4. Final assignment 5. Online discussion forum, participation and Moodle |
|
|
Other comments and second exam session |
|
Basic |
|
- Brown, H.D., Teaching by Principles: An Interactive Approach to Language Pedagogy. London: Pearson
Longman, 2005
- Gebhard, J.G., Teaching English as a Foreign or Second Language: A Teacher Self-development and
Methodology Guide. Michigan: The University of Michigan Press, 2006 Nunan, D., Language teaching methodology: a textbook for teachers. New York [etc.] : Prentice Hall, 1991
- Sanad, H., The Basics of Methodology: A Helping Guide For Pre-Service And In-Service Teachers Majoring In
English As A Foreign Or Second Language. Saarbrücken: VDM Verlag Dr. Müller, 2011
- Scrivener, J., Learning teaching: a guidebook for English language teachers. Oxford: Macmillan, 2005
- Thornbury, S., Uncovering grammar. Oxford: Macmillan Heinemann English Language Teaching, 2001
Thornbury, S., How to Teach Speaking. Essex: Pearson Education: 2005
- Ur, P., A Course in English Language Teaching. Cambridge: CUP, 1999
|
Complementary |
|
Brown, H.D., Teaching by Principles: An Interactive Approach to Language Pedagogy. London: Pearson
Longman, 2005Brumfit, C., Communicative methodology in language teaching: the roles of fluency and accuracy. Cambridge [etc.]:
Cambridge University Press, 1984 Celce-Murcia, M., Discourse and context in language teaching: a guide for language teachers. Cambridge: Cambridge
University Press, cop. 2000 Dale, E., Audiovisual methods in teaching. New York [etc.] : Holt, Rinehart and Winston, 1969
Dudeney, G., Ur, P., The Internet and Language Classroom: A practical Guide for Teachers. Cambridge: CUP, 2007
Gebhard, J.G., Teaching English as a Foreign or Second Language: A Teacher Self-development and
Methodology Guide. Michigan: The University of Michigan Press, 2006 Gower, R., Teaching practice handbook. Oxford: Macmillan Education, 2005 Grabe, W., Reading in a second language moving from theory to practice. New York: Cambridge University Press,
cop.2009 Kenworthy, J., Teaching English pronunciation. London [etc.] : Longman, 1987Lazar, G., Literature and language teaching: a guide for teachers and trainers. Cambridge: Cambridge University
Press, 1993 Lewis, M., The Lexical approach: the state of ELT and a way forward. Hove: Language Teaching Publications, cop.
1993 McKay, H., Teaching adult second language learners. Cambridge: Cambridge University Press, 1999Mehisto, P., Uncovering CLIL: Content and Language Integrated Learning in bilingual and multilingual education.
Oxford: Macmillan Education, cop. 2008 Moon, J., Children learning English. Oxford: Macmillan Heinemann English Language Teaching, 2000 Nunan, D., Designing tasks for the communicative classroom. Cambridge [etc.]: Cambridge University Press, 1989 Nunan, D., Language teaching methodology: a textbook for teachers. New York [etc.] : Prentice Hall, 1991 Richards, J. C., Approaches and methods in language teaching. Cambridge: University Press, 2001 Richards, J.C., Renandya W. A., Methodology in language teaching: an anthology of current practice. New York
[etc.]: Cambridge University Press, 2002 Warschauer, M., E-Mail for English teaching: bringing the internet and computer learning networks into the language
classroom. Alexandria: TESOL, cop. 1995 Vandergrift, L., Teaching and learning second language listening: metacognition in action. New York : Routledge,
2012 |
(*)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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