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Type A
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Code |
Competences Specific | | | A1 |
Dominar els corrents teòrics i enfocaments metodològics bàsics que caracteritzen els processos d'ensenyament i aprenentatge d'una llengua estrangera en general i de la llengua anglesa en particular |
| | A2 |
Dominar els fonaments lingüístics bàsics de la lingüística teòrica i aplicada |
| | A3 |
Posseir un coneixement avançat de la llengua anglesa oral i escrita a tots els nivells i del seu sistema lingüístic (lèxic, fonètic, gramatical, pragmàtic, discursiu) i donar-li un tractament didàctic adequat |
| | 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 |
| | 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 |
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Type B
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Code |
Competences Transversal | | | B1 |
Learning to learn |
| | B2 |
Resoldre problemes complexos de manera efectiva en contextos multidisciplinaris relacionats amb el camp de l'ensenyament de la llengua anglesa |
| | B3 |
Aplicar pensament crític, lògic i creatiu, en l'avantguarda del camp d'estudi, en un context d'investigació |
| | B4 |
Autonomy, responsibility and initiative |
| | B6 |
Comunicar informació, idees, conclusions, problemes i solucions - i les raons que els sustenten - de manera clara i efectiva en públic o àmbit tècnic concret |
| | B7 |
Sensibilització en temes mediambientals |
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Type C
|
Code |
Competences Nuclear | | | C2 |
Be able to manage information and knowledge |
| | C3 |
Be committed to ethics and social responsibility as citizens and professionals |
| | C4 |
Be able to define and develop their academic and professional project |
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Type A
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Code |
Learning outcomes |
| | A1 |
Integra els coneixements teòrics amb les realitats a les quals es poden projectar
| | | A2 |
Domina els coneixements, aptituds i habilitats necessàries per a redactar i defensar treballs de recerca a nivell internacional
| | | A3 |
Desenvolupa el sentit de l'escriptura científica sobre temes relacionats amb l'àmbit de l'ensenyament-aprenentatge de la llengua anglesa
| | | A4 |
Formula hipòtesis de partida i utilitza una metodologia que permeti extreure conclusions vàlides i argumentar de manera adequada i raonada
| | | A8 |
Desenvolupa adequadament tot un seguit de competències específiques, transversals i nuclears en un projecte integrador
Desenvolupa l'esperit analític, creatiu i crític en el moment de definir i portar a terme un projecte
Busca, obté, processa, analitza, sintetitza i comunica informació críticament (oral, impresa, audiovisual, digital o multimèdia), la transforma en coneixement per elaborar i redactar un treball acadèmic rigorós tant de caràcter docent com a investigador, considerant les fonts bibliogràfiques adequades en el camp de l'ensenyament-aprenentatge de la llengua anglesa
Gestiona i utilitza de manera competent bases de dades electròniques i d'altres fonts
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Type B
|
Code |
Learning outcomes |
| | B1 |
Make significant contributions and be responsible for some innovation.
| | | B2 |
Identify problems and take decisions to solve them.
Collect the information they need so that they can solve problems using data and not subjective opinion, and subjecting the information at their disposal to logical analysis.
Follow a logical method to identify the causes of a problem and not merely accept the symptoms.
Provide alternative solutions to a problem and evaluate risks and advantages.
Draw up strategies to solve problems.
Understand problems and be able to break them down into manageable parts.
Adopt a method of analysis that enables them to identify non-obvious causes and evaluate their impact on problems.
Present possible solutions that are mostly effective at solving problems.
Find appropriate solutions.
Adopt realistic strategies for solving problems.
Anticipate problems before they arise.
Analyze problems and their causes from an overall perspective and in the medium and the long term.
| | | B3 |
Reflect on new ways of doing things.
Search for new procedures and methods.
Analyze the risks and benefits of innovation.
Be aware of who is affected by innovation and how.
Find new methods for doing things.
Put forward new ideas, opportunities or solutions to familiar problems and/or processes.
Identify things that need to be improved in complex situations and contexts.
Find new methods for doing things.
| | | B4 |
Manage and organize their work and time as scheduled.
Present results before the stipulated deadlines.
Present results in the appropriate way in accordance with the bibliography provided and before the deadline.
Analyze their limitations and the chances they have of carrying out the task/job.
Decide what needs to be done for a particular job/project and do it according to schedule.
| | | B6 |
Use other media to support the message of their presentations.
Draft documents with the appropriate format, content, structure, language accuracy and register, and illustrate concepts using the appropriate conventions: formats, titles, footnotes, captions, etc.
Prepare their presentations and use a variety of presentation strategies (audiovisual support, eye contact, voice, gesture, time, etc.).
| | | B7 |
Understand sustainability from an interdisciplinary perspective, bearing in mind the global situation and the challenges it
poses.
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Type C
|
Code |
Learning outcomes |
| | C2 |
Critically evaluate information and its sources, and add it to their own knowledge base and system of values.
Have a full understanding of the economic, legal, social and ethical implications of accessing and using information.
Reflect on, review and evaluate the information management process.
| | | C3 |
Be respectful of the values of a culture of peace and democracy.
| | | C4 |
Develop resources and strategies that will ease their transition into working life.
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| Selection technique and assignment |
| Procedures |
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Details on this subject will be provided on the first day of classes. |
| Methodologies :: Tests |
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Competences |
(*) Class hours
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Hours outside the classroom
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(**) Total hours |
| Introductory activities |
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0 |
0 |
0 |
| Selection/assignation of Bachelor's /Master's final project |
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0 |
0 |
0 |
| Mechanisms for coordinating and monitoring the Bachelor's /Master's final project |
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0 |
0 |
0 |
| Composition of the Bachelor's /Master's final project |
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0 |
0 |
0 |
| Presentation and defence of the Bachelor's /Master's final project |
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0 |
0 |
0 |
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(*) 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. |
| Specific action plan / execution |
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Description |
| Introductory activities |
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| Selection/assignation of Bachelor's /Master's final project |
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| Mechanisms for coordinating and monitoring the Bachelor's /Master's final project |
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| Composition of the Bachelor's /Master's final project |
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| Presentation and defence of the Bachelor's /Master's final project |
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| Coordination and monitoring mechanisms |
| Evaluation criteria and procedures |
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| Methodologies |
Competences |
Description |
Weight |
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| Others |
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| Other comments and second exam session |
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| Basic |
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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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