|
Tipus A
|
Codi |
Competències Específiques | | | MIei2 |
Comprendre els components i les diferents metodologies del procés ensenyament-aprenentatge d’un idioma com a llengua estrangera en educació infantil. |
| | MIei3 |
Ser capaç de planificar, avaluar i desenvolupar activitats d’ensenyament-aprenentatge d’un idioma com a llengua estrangera en educació infantil |
| | MIei4 |
Utilitzar les habilitats docents bàsiques en l’ensenyament-aprenentatge d’un idioma com a llengua estrangera en educació infantil. |
| | Aep10 |
Reflexionar sobre les pràctiques d'aula per innovar i millorar la labor docent. Adquirir hàbits i destreses per a l'aprenentatge autònom i cooperatiu i promoure’l entre els estudiants. |
| | MIep4 |
Utilitzar les habilitats docents bàsiques en l'ensenyament-aprenentatge d'un idioma com a llegua estrangera en l'educació primària. |
|
Tipus B
|
Codi |
Competències Transversals | | | B3 |
Aplicar el pensament crític, lògic i creatiu, demostrant capacitat d’innovació. |
|
Tipus C
|
Codi |
Competències Nuclears | | | C1 |
Dominar en un nivell intermedi una llengua estrangera, preferentment l’anglès. |
|
Tipus A
|
Codi |
Resultats d'aprenentatge |
| | MIei2 |
Comprèn els conceptes de l’ensenyament-aprenentatge d’un idioma com a llengua estrangera.
| | | MIei3 |
Duu a terme activitats grupals/individuals, tenint en compte aquells continguts apresos i aplica principis d’innovació.
| | | MIei4 |
Prepara activitats estretament relacionades amb aspectes culturals de la llengua anglesa, adaptant-les a l’aula a l’hora de programar les sessions.
| | | Aep10 |
Selecciona una eina web 2.0 que pot ajudar a millorar l’ensenyament de l’anglès i, a travès de la col·laboració en grup, planeja la seva aplicació en una tasca docent.
Comprén els principis de la Programació Neuro-Lingüística i de l’Aprenentatge Basat en Tasques i reflexiona sobre el seu impacte tant a la seva pròpia formació com a la formació dels seus futurs estudiants. És conscient de la importància de totes dues metodologies.
| | | MIep4 |
Duu a terme el treball en grup i demostra, a través de les seves aportacions i la seva implicació, els coneixements adquirits durant l’assignatura.
Inventa i crea activitats per tal de fomentar l’ús de la llengua estrangera i les posa en pràctica a l’aula d’educació primària.
|
|
Tipus B
|
Codi |
Resultats d'aprenentatge |
| | B3 |
Troba nous mètodes per fer les coses
|
|
Tipus C
|
Codi |
Resultats d'aprenentatge |
| | C1 |
Comprèn informació i articles de caràcter rutinari
|
| Tema |
Subtema |
| Communicative use of the foreign language |
Knowing and relating to the others
The importance of fluency |
| Communication and learning technologies |
2.0 tools we can use in the English class to enhance teaching |
| Learning and teaching methods for the EFL class |
- Task-based learning: introduction and experimentation.
- Neuro-linguistic programming tools that can help us enhance our teaching practice |
| Metodologies :: Proves |
| |
Competències |
(*) Hores a classe
|
Hores fora de classe
|
(**) Hores totals |
| Activitats Introductòries |
|
4 |
0 |
4 |
| Sessió Magistral |
|
2 |
4 |
6 |
| Simulació |
|
4 |
6.5 |
10.5 |
| Resolució de problemes, exercicis a l'aula ordinària |
|
8 |
6 |
14 |
| Resolució de problemes, exercicis a l'aula ordinària |
|
2 |
26 |
28 |
| Presentacions / exposicions |
|
4 |
8 |
12 |
| Atenció personalitzada |
|
0.5 |
0 |
0.5 |
| |
| |
(*) En el cas de docència no presencial, són les hores de treball amb suport vitual del professor.
(**) Les dades que apareixen a la taula de planificació són de caràcter orientatiu, considerant l’heterogeneïtat de l’alumnat |
Metodologies
| |
Descripció |
| Activitats Introductòries |
Activities designed for getting to know each other, for gathering information about the students and for introducing the subject. |
| Sessió Magistral |
Presentation of the content of the subject |
| Simulació |
Practice of the tools the students will be needing for elaborating the final task (both in terms of language and in terms of cognitive knowledge) |
| Resolució de problemes, exercicis a l'aula ordinària |
Formulation, analysis, resolution and debate about problems, trends or techniques related to the teaching and the learning of English. |
| Resolució de problemes, exercicis a l'aula ordinària |
Preparing the final task in group for presenting it in front of the others. |
| Presentacions / exposicions |
Oral presentation of a group work (previously submitted in writing) |
| Atenció personalitzada |
Personal meetings where we will talk about the subject and about the student to try and orientate her, especially in case of need |
|
Descripció |
|
For knowing the students even better and for having a better idea of their improvement of their communicative competence in English, we will ask the students to meet the teacher in a small group, at least, once during the year.
If the students need to talk to the teacher they will try to reach him/her through moodle and, if they need to, they will ask for an appointment for a personal meeting.
The teacher has also some attention to students hours in which s/he will be in the office in room 5 of the 1st floor of Ventura i Gasol building. |
|
Metodologies |
Competències
|
Descripció |
Pes |
|
|
|
|
| Sessió Magistral |
|
We will use the attendance as part of the assessment (read "Other comments" for further details). |
% |
| Simulació |
|
Mindmap about the motivation topic. |
2 |
| Resolució de problemes, exercicis a l'aula ordinària |
|
The teacher will be observing and taking notes of the participation of the students in the class. |
1 |
| Resolució de problemes, exercicis a l'aula ordinària |
|
Summary of an article proposed throughout the subject. We'll be checking the use of the language, the comprehension of the article... |
2 |
| Presentacions / exposicions |
|
The Final Task will be developed in a group and we will be assessing:
- The written presentation (language, originality, æsthetics...)
- Oral presentation in the class (quality of the tool, fluency, pronunciation...)
- Effort made within the group (inside and outside the class)
We will take into consideration both the self-assessment and the peer-assessment. |
5 |
| Altres |
|
|
|
| |
|
Altres comentaris i segona convocatòria |
|
This subject is practical and the students must prove their knowledge of it through their participation and the different tasks they must submit. None of the tasks weights more than half of the final grade, so none of the tasks is essential to pass the subject. These two reasons force us to have one only "convocatòria". There are no "remedial exams" or extra works the students can present to pass the subject if they fail. After each task, the students will receive the corresponding feedback that will enable them to improve but they will NOT be able to resubmit the task. The final grade will be calculated out of a formula. This consists on the addition of all the tasks and the participation. We will then calculate this same value and multiply it for the % of attendance. We will add both results and divide them by two. This is: - if student A has a 10 as a result the different tasks but has attended to 75% of the lessons, this student will have a final grade of: 8,75 that comes from: ((10) + (10 75%)) / 2 = 8,75 - if student B has a 5 as a result of the different tasks but has attended a 100% of the lessons, this student will have a final grade of: 5 that comes from: ((5) + (5 100%)) / 2 = 5 - if student C has a 7 as a result of the different tasks but has attended a 10% of the lessons, this student will have a final grade of: 3,85 that comes from: ((7) + (7 10%)) / 2 = 3,85 Note that if we find plagiarism in any of the tasks the student will NOT be allowed to present any other task, and he or she will DIRECTLY FAIL the subject. Depending on the case we might even proceed to file a report of the conduct. All the works presented in this subjectmust be originalandmust be created with the students own command of English (the use of translation tools for translating paragraphs, sentences or expressions OR the correction of the tasks by anyone who is not the own student will also be considered plagiarism). D'acord amb la normativa vigent el professor podrà establir aquelles mesures que consideri oportunes per al bon desenvolupament de les activitats avaluatives. Les mesures podrien incloure limitacions pel que fa a l'ús o tinença de dispositius de comunicació i transmissió de dades durant la realització de les proves i seran d'obligat compliment per part de l'estudiantat. |
| Bàsica |
Scott Windeatt, David Hardisty, and Diana Eastment, The Internet, 2000, Oxford University Press
Aisha Walker and Goodith White, Technology Enhanced Language Learning, 2013, Oxford University Press
Gordon Lewis, Bringing technology into the classroom, 2010, Oxford University Press
Gordon Lewis, The Internet and Young Learners, 2004, Oxford University Press
Robinson, Ken, School kills creativity, 29/12/2010, http:// www.ted.com/talks/ ken_robinson_says_schoo
Churches, R., & Terry, R., NLP for teachers : how to be a highly effective teacher, 2007, Bancyfelin: Crown House
Terry, R., Churches, R., & Mobbs, A., The NLP toolkit : innovative activities and strategies for teachers, trainers and school leaders., 2009, Bancyfelin: Crown House
Bandler, R., & Grinder, J., Frogs into princes : neuro linguistic programming, 1979, Moab, Utah: Real People Press
, Wikipedia article on mind mapping, 30/12/2010, http:// en.wikipedia.org/wiki/Mind_map
Richards, J. C., & Rodgers, T. S., Approaches and methods in language teaching (2nd ed.), 2001, Cambridge: Cambridge University Press
, Examples of Body Language, 03/01/2011, http:// deltabravo.net/custody/body.php
Maguire, Tom, Surviving a Classroom Presentation, the non verbal way, 03/01/2011, http://www.xtec.net/ %7Ejmaguire/articles/survivin
Rosen, Michael, We're going on a bear hunt, 2009, Barefoot Books
|
|
| Complementària |
Gilian Porter Lardousse, Role Play, 1987, Oxford University Press
Colin Campbell and Hanna Kryszewska, Learner-based teaching, 1992, Oxford University Press
Mary Slattery and Jane Willis, English for Primary Teachers, 2001, Oxford University Press
Lightbown, Patsy; Spada, Nina Margaret, How languages are learned, 2006, Oxford University Press
|
|
| Assignatures que en continuen el temari |
| CONEIXEMENT I ÚS DE LA LLENGUA ESTRANGERA II/11904202 |
|
| |
| Altres comentaris |
|
In this subject we will be targeting for a B2, because it is the first subject in the Minor, but after this, all the subjects in the Minor will be targeting to a C1 (less than a C1 would make it impossible to teach whole classes in English and with enough quality), so I would recommend all those students who still do not have one or the other level to find a way to improve and reach it before the end of the subject.
Any way, we want to be crystal clear that THESE SUBJECTS (the Minor ones) ARE NOT THE PLACE TO LEARN ENGLISH. These subject are the place TO LEARN HOW TO TEACH ENGLISH and we will be targeting that.
Attendance is not only compulsory, but a very important part of the subject: no attendance means no use of the language and no experiencing of the proposed activities and, therefore, no proper learning. Students should come to every class, if possible.
Participation is basic. The more you participate the more you'll learn. How much you improve as an English speaker and as an English teacher will highly depend on this. |
(*)La Guia docent és el document on es visualitza la proposta acadèmica de la URV. Aquest document és públic i no es pot modificar, llevat de casos excepcionals revisats per l'òrgan competent/ o degudament revisats d'acord amb la normativa vigent |
|