Type A
|
Code |
Competences Specific | | A2 |
Masters the main linguistic bases of theoretical and applied linguistics |
| A3 |
Has an advanced knowledge of English at all levels, both in speaking and writing; also knows the linguistic system of English (lexical, phonetic, grammatical, pragmatic, discourse) and can give it an adequate didactic treatment |
| A4 |
Analyses, plans, designs, develops, and assesses the teaching-learning of English in line with an adequate teaching plan and methodological approach |
| A7 |
Analyses, compares, manages, and assesses student-teacher interactions in line with students’ needs |
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 |
| A2 |
Analyses the elements involved in the production and comprehension of a foreign language
| | A3 |
Organises and structures the learning process in terms of a communicative model based on action (comprehension, production, interaction, and oral and written mediation) in line with the Common European Framework of Reference for Languages of the European Council
| | A4 |
Critically and reflexively analyses, compares, evaluates, selects and adapts materials which are adequate to present, practice and correct elements of oral and written communication in English in line with the Common European Framework of Reference for Languages of the European Council.
| | A7 |
Identifies and applies interactive and communicative processes in the classroom; masters and applies the relevant skills and abilities in enhancing learning in the classroom
|
Type B
|
Code |
Learning outcomes |
| B1 |
Contrast their own mental schemas with those of others and exploit the differences as an opportunity to learn.
| | B4 |
Recognize the good and bad points of their approach to a particular task.
|
Type C
|
Code |
Learning outcomes |
| C1 |
Use software for off-line communication: word processors, spreadsheets and digital presentations.
|
Topic |
Sub-topic |
1. Classroom Management. |
1.1. Definitions and variables.
1.2. Group size.
1.3. Seating arrangements.
1.4. Pair and group work.
1.5. Mixed ability.
1.6. Teacher and student roles. |
2. Materials. |
2.1. Coursebooks and supplementary material.
2.2. Analysis of coursebook activities.
2.3. Input and feedback.
2.4. Material development.
2.5. ICT for material development. |
3. Language tests. |
3.1. Assessment types.
3.2. Test specifications.
3.3. Test items.
3.4. Analysis of test results.
|
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
2 |
1 |
3 |
Reading written documents and graphs |
|
6 |
2 |
8 |
IT-based practicals |
|
2 |
10 |
12 |
Debates |
|
6 |
10 |
16 |
Assignments |
|
10 |
20 |
30 |
Personal attention |
|
4 |
2 |
6 |
|
|
(*) 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 |
Face-to-face session to talk about the course programme, Moodle contents and work plan.
|
Reading written documents and graphs |
Class notes and video lectures. |
IT-based practicals |
Completion of Moodle quizzes.
Critical analysis of class material.
Use of ICT to create ELT material. |
Debates |
Online forums to talk about course-related aspects. |
Assignments |
Analysis of lessons in terms of classroom management, material adaptation and material creation. |
Personal attention |
On-line tutorials via Skype or the tutorial forum on Moodle.
|
Description |
Doubts can be solved via the tutorial forum on Moodle or via Skype. |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Reading written documents and graphs |
|
Reading class notes and watching tutorials. |
5 % |
IT-based practicals |
|
Completing quizzes and developing material using ICT |
25% |
Debates |
|
Participating in forums |
10% |
Assignments |
|
Mid-course and final assignment. |
60% |
Others |
|
|
|
|
Other comments and second exam session |
Los estudiantes matriculados en la URV siguen el sistema ECTS y tienen derecho a las convocatorias de evaluación indicadas en la normativa académica de grado y máster vigente. |
Basic |
Harmer, Jeremy, How to Teach English, 1, 2007
Hugh, Arthur, Testing for Language Teachers, 2, 2003
Scrivener, Jim, Learning Teaching, 1, 2005
Scrivener, Jim, Classroom Management Techniques, 1, 2012
Mc Grath, Ian, Materials Evaluation and Design for Language Teaching, 1, 2002
Mc Grath, Ian, Teaching Materials and the Roles of EFL/ESL Teachers, 1, 2013
Alderson, Charles, Language Test Construction and Evaluation, 1, 1998
Woodward, Tessa, Planning Lessons and Courses, 1, 2001
Tomlinson, Brian, Materials Development in Language Teaching, 1, 1998
|
|
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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