Type A
|
Code |
Competences Specific | | A4 |
Analyses, plans, designs, develops, and assesses the teaching-learning of English in line with an adequate teaching plan and methodological approach |
| A5 |
Identifies, describes, analyses, and evaluates resources, strategies, methods and didactic processes used in teaching English, and applies them adequately in any EFL/ESL context, in line with students’ needs |
| A7 |
Analyses, compares, manages, and assesses student-teacher interactions in line with students’ needs |
| A8 |
Applies the research methods used in applied linguistics and EFL to design and create thorough teaching, academic and/or research projects, and is able to implement their results in the classroom |
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 |
Plans, analyses, compares and evaluates an English teaching plan at different levels; develops and applies customised teaching methodologies for groups or individuals in response to classroom diversity
| | A5 |
Argues and explains why, when and how to work the communicative skills in an English classroom
| | A7 |
Develops the ability to identify difficulties in learning, and resorts to the appropriate methodology in overcoming them
| | A8 |
Identifies, describes and analyses the main methodological approaches to teaching English as a foreign language
|
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 |
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. TEACHING UNIT - 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
|
5. Learning Teaching |
5.1 Teacher development |
4. Alternative educational models |
4.1 Montessori
4.2 Waldorf-Steiner
4.3 Froebel
4.4 Reggio Emilia |
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
1 |
2 |
3 |
Lecture |
|
10 |
30 |
40 |
Simulation |
|
4 |
43 |
47 |
Assignments |
|
4 |
43 |
47 |
Forums of debate |
|
1 |
5 |
6 |
Personal attention |
|
5 |
2 |
7 |
|
|
(*) 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 methodologies and approaches |
Simulation |
Hands-on experience, in-class teaching simulation,
|
Assignments |
Written assignments. Submitted online. |
Forums of debate |
Participation in the online course forum of discussion |
Personal attention |
face-to-face as well as online tutoring |
Description |
This subject is a blended course - it involves both face-to-face as well as online classes/activities. All students will receive personalized feedback for each task. Online forum will be a key feature, all posts are read and responded to by the instructor. Online tutoring is available throughout course duration,both via Moodle and Skype. |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Simulation |
|
|
60% |
Assignments |
|
|
40% |
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 |
|
- 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 |
Subjects that are recommended to be taken simultaneously |
SECOND LANGUAGE ACQUISITION/12865101 | COMPUTER-ASSISTED LENGUAGE LEARNING (CALL) AND NEW TECHNOLOGIES IN ELT/12865104 |
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(*)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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