|
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 | | | CT2 |
Forming opinions on the basis of the efficient management and use of information |
| | CT4 |
Work in multidisciplinary teams and in complex contexts |
|
Type C
|
Code |
Competences Nuclear |
|
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
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Type B
|
Code |
Learning outcomes |
| | CT2 |
Master the tools for managing their own identity and activities in a digital environment
Search for and find information autonomously using criteria of importance, reliability and relevance, which is useful for creating knowledge
Organise information with appropriate tools (online and face-to-face) so that it can be updated, retrieved and processed for re-use in future projects
Produce information with tools and formats appropriate to the communicative situation and with complete honesty
Use IT to share and exchange the results of academic and scientific projects in interdisciplinary contexts that seek knowledge transfer
| | | CT4 |
Understand the team’s objective and identify their role in complex contexts
Communicate and work with other teams to achieve joint objectives
Commit and encourage the necessary changes and improvements so that the team can achieve its objectives
Trust in their own abilities, respect differences and use them to the team’s advantage
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Type C
|
Code |
Learning outcomes |
| 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. Techniques |
3.1. Controlled
3.2. Semi-controlled
3.3. Free |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
0 |
1 |
1 |
| Reading written documents and graphs |
|
0 |
10 |
10 |
| Assignments |
|
0 |
30 |
30 |
| Forums of debate |
|
1 |
9 |
10 |
| Webcasting |
|
0 |
1 |
1 |
| Self-monitoring activities |
|
0 |
2 |
2 |
| Problem solving, exercises |
|
0 |
12 |
12 |
| Practical cases/ case studies in the classroom |
|
0 |
8 |
8 |
| Personal attention |
|
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 |
| 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. |
| Assignments |
Analysis of lessons in terms of classroom management, material adaptation and material creation. |
| Forums of debate |
Online forum to deal with personal doubts. |
| Webcasting |
Online video communication on different aspects of the subject. |
| Self-monitoring activities |
Checking completion of activities, course progress and feedback received. |
| Problem solving, exercises |
Classroom management situations and questions about material development. |
| Practical cases/ case studies in the classroom |
Analysis of different aspects of class management and material use. |
| Personal attention |
Video calls on Teams
Forum for class doubts. |
|
Description |
|
Doubts can be solved via the tutorial forum on Moodle or via Teams. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Assignments |
|
Mid-course and final assignment |
75% |
| Forums of debate |
|
Forum discussions |
10% |
| Practical cases/ case studies in the classroom |
|
Case studies |
5% |
| Others |
|
Quizzes and identity validation |
15% |
| |
|
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
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
Woodward, Tessa, Planning Lessons and Courses, 1, 2001
Tomlinson, Brian, Materials Development in Language Teaching, 1, 1998
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| Complementary |
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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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