|
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 | | | CT3 |
Resoldre problemes complexes de manera crítica, creativa i innovadora en contextos multidisciplinaris |
| | CT4 |
Treballar en equips multidisciplinars i en contextos complexes |
|
Type C
|
Code |
Competences Nuclear |
|
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 |
| | CT3 |
Reconèixer la situació plantejada com un problema en un entorn multidisciplinari, investigador o professional, i afrontar-lo de manera activa
Seguir un mètode sistemàtic amb un enfocament global per dividir un problema complex en parts i per identificar les causes aplicant el coneixement científic i professional
Dissenyar una solució nova utilitzant els recursos necessaris i disponibles per tal d’afrontar el problema
Elaborar un model realista que concreti tots els aspectes de la solució proposada
Avaluar el model proposat contrastant-lo amb el context real d’aplicació i ser capaç de trobar limitacions i proposar millores
| | | CT4 |
Conèixer l’objectiu de l’equip i identificar el seu rol en contextos complexos
Comunicar i actuar amb altres equips per assolir conjuntament els objectius
Comprometre’s i afavorir els canvis i millores necessaris per assolir els objectius de l’equip
Confiar en les pròpies capacitats, respectar les diferències i aprofitar-les en benefici de l’equip
|
|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
| 1. Key terminology |
• methodology
• method vs. approach
• aims
• activity vs. task
• drill
• eliciting
• language skills
• metalanguage
• PPP
• rapport
• STT vs TTT
• syllabus
• other
|
| 2. The history of L2 methodology and its relation to nowadays methods |
• The beginnings: Latin as a role model for l2 learning and teaching
• The grammar method: Ahn y Ollendorff
• The Natural Method
• Nicholas Gouin (1776-1834)
• Mastery System - Prendergast (1806-1881)
• Meisterschaft System -Rosenthal
• Reformist methods (Germany)
• François Gouin (1831-1896)
• The Grammar - Translation Method
• The Direct Method
• The Audiolingual Method
• The Situational Method
• TPR
• The Natural Approach
• Community Learning
• The Silent Method
• Suggestopedia
• The Communicative Approach
• Task-based learning
|
| 3. New approaches to ELT |
• Immersion programmes
• Gamification
• Project Based Learning (PBL)
• Flipped Classroom
• Alternative approaches:
o María Montessori
o Steiner- Waldorf
o Reggio Emilia
o Amara Berri
o Janusz Korczak
o Forest Schools
o Home-Schooling/Un-Schooling
|
| 4. Feedback |
• Types of feedback
• Feedback strategies for instructor-learner interaction
• Group feedback and peer feedback strategies
|
| 5. Assessment |
• Formal and informal assessment
• Teacher -, Peer- and Self-evaluation
• Rubrics
|
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Activitats Introductòries |
|
1 |
0 |
1 |
| Lectura de documentació escrita / gràfica elaborada |
|
12 |
15 |
27 |
| Activitats d’auto seguiment |
|
1 |
1 |
2 |
| Treballs |
|
10 |
20 |
30 |
| Fòrums de debat |
|
10 |
20 |
30 |
| Resolució de problemes, exercicis |
|
5 |
4 |
9 |
| Atenció personalitzada |
|
1 |
0 |
1 |
| |
| |
(*) 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 |
| Activitats Introductòries |
Course presentation |
| Lectura de documentació escrita / gràfica elaborada |
Critical reading and review of assigned material |
| Activitats d’auto seguiment |
Comprehension activities |
| Treballs |
Exact details on the number and type of assignments will be provided on the first day of classes. |
| Fòrums de debat |
Active participation to foster peer interaction with intellectually relevant and insightful contributions to online debates. |
| Resolució de problemes, exercicis |
Practical exercises |
| Atenció personalitzada |
Online tutoring |
|
Description |
|
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 via Moodle. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Treballs |
|
- Assignment 1
- Assignment 2
- Final assignment
|
20%
20%
30% |
| Fòrums de debat |
|
Intellectually relevant and insightful contributions to online debates. |
30% |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
|
| Bàsica |
|
- 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
|
| Complementària |
|
|
|
| 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 |
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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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