Degree | Type | Year | Semester |
---|---|---|---|
4310486 Teaching in Secondary Schools, Vocational Training and Language Centres | OT | 0 | A |
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
It would be desirable to have a minimum level of C1 to register for this module.
This subject is aimed at future teachers of English as a Foreign Language (TEFL) so that they may become familiar with basic teaching strategies for teaching English to teenagers and adults in institutional contexts and acquire basic knowledge and skills to help them continue to improve as teachers of English throughout their professional lives. These goals are based on the following learning objectives:
Students taking this subject are reminded that on completing all course requirements they are eligible to be English teachers, meaning that they need to be strong language models for students. Students who enrol in this subject are expected to be able to express themselves fluently, accurately and appropriately in English - in terms of grammar, vocabulary and pronunciation - in everyday situations and in all situations related to the teaching profession (debates, reports, oral presentations, classroom management, etc.). They should also be able to read and comprehend informative, literary and professional texts without difficulty.
This Master’s Degree is aligned with European policies and guidelines promoting plurilingual competences. For this reason, it is expected that students display a receptive, appreciative an open attitude to the use of languages other than English in this course, whether known to the student or otherwise.
ENGLISH (10 ECTS)
- Common European Framework of Reference (CEFR) for languages: learning, teaching, evaluation
- Academic oral and written skills
- Second language aquisition (SLA) theories and practices
- Literary and audiovisual production and popular culture for adolescent and adult learners
The methodology of face-to-face sessions will combine lectures and teacher-led activities with student-led work, pair and groupwork, presentations, debates and project-based learning. This requires active participation on behalf of students and the sustained use of the target language. English is the language in which the great majority of teaching and learning and assessment activities will be carried out.
Within the schedule set, 15 minutes of one class will be reserved for students to evaluate their lecturers and their course through questionnaires.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
On-campus instructor-led activities (lectures, classroom practice, examples, case studies) | 62.5 | 2.5 | 1, 3, 4, 6, 10, 5, 9, 14, 8, 11, 13, 15 |
Type: Supervised | |||
Specialized or on-campus conferences: attention to groups or individuals | 50 | 2 | 1, 2, 3, 4, 6, 10, 5, 7, 9, 14, 8, 11, 12, 15 |
Type: Autonomous | |||
Distance and autonomous learing activities | 137.5 | 5.5 | 1, 2, 3, 4, 6, 9, 14, 8, 12, 13, 15 |
The following requirements need to be met to pass this module:
Continuous assessment. Calculation of the final mark:
Exact dates for continuous assessment will be confirmed at the start of the course through a course calendar published on the class Moodle following this proposal:
<tdvalign="top" width="557">Academic oral presentation (No reassessment)
ACTIVITY / ASSESSMENT TASK |
% |
DATE |
English initial diagnostic test (No reassessment) Individual |
5 |
October 2023 |
Literature paper (Possible reassessment) Individual |
20 |
March 2024 |
Oral academic Presentation (No Reassessment) Individual |
20 |
December 2023 |
Written academic paper (Possible reassessment) Individual |
20 |
December 2023 |
English final diagnostic test (Possible reassessment) Individual |
20 |
January 2024 |
Project (No reassessment) Group |
15 |
January 2024 |
Reassessment test. Individual |
|
February 2024 |
TOTAL |
100 |
|
Evaluation:
Review:
Appeals:
Re-assessment:
Single assessment:
Exact dates for single assessment will be confirmed at the start of the course through a course calendar published on the class Moodle following this proposal:
ACTIVITY / ASSESSMENT TASK |
% |
DATE |
English diagnostic test (Possible reassessment) |
30 |
February 2024 |
Literature paper (Possible reassessment) |
20 |
February 2024 |
Academic oral presentation (No reassessment) |
20 |
February 2024 |
Written academic paper (No reassessment) |
30 |
February 2024 |
Reassessment test |
|
16 February 2024 |
TOTAL |
100 |
|
Review:
Appeals:
IMPORTANT:
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Academic oral presentation | 20% | 0 | 0 | 1, 3, 10, 8, 15 |
English - Diagnostic Tests | 25% | 0 | 0 | 1, 8, 12, 15 |
Literature paper | 20% | 0 | 0 | 1, 3, 4, 10, 5, 7, 9, 8, 13, 15 |
Project | 15% | 0 | 0 | 1, 3, 4, 6, 7, 9, 14, 11, 12, 13, 15 |
Written Academic paper | 20% | 0 | 0 | 1, 2, 3, 4, 6, 10, 5, 7, 9, 14, 8, 11, 12, 13, 15 |
Bibliografia
Kennedy-Scanlon, M., Pladevall, E., Cebrián, J. (2012). Guided Error Correction: Exercises for Spanish-speaking students of English. Level B2. Bellaterra: Servei de Publicacions UAB.
Kennedy-Scanlon, M., Cebrián, J., Bradbury, J. (2009). Guided Error Correction: Exercises for Spanish-speaking students of English. Level C1-Book 1. Bellaterra: Servei de Publicacions UAB.
Kennedy-Scanlon, M., Cebrián, J., Bradbury, J. (2010). Guided Error Correction: Exercises for Spanish-speaking students of English. Level C1-Book 2. Bellaterra: Servei de Publicacions UAB.
Bibliografia recomenada
Bailey, Kathleen. M. (2007). Practical English language teaching: Speaking. Higher Education Press.
Celce-Muria, Marianne (2001). Teaching English as a second or foreign language. Boston: Heinle & Heinle / Thomson Learning.
Council of Europe (2020). Marc europeu comú de referència per a les llengües: aprendre, ensenyar, avaluar. Strasbourg. Council of Europe. Disponible a: https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4
Council of Europe (2005). Política lingüística del Consell d’Europa En Plurilingual education in Europe. Strasbourg: Council of Europe, pp.6-8. Disponible en: www.coe.int.
Dalton-Puffer, Cristiane. (2007). Discourse in content and language integrated learning. Amsterdam: John Benjamins.
Moore, Emilee. (2016). Aprendizaje de lenguas e interacción social. En D. Masats & L. Nussbaum (Eds.) Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatòria. Madrid: Síntesis, pp. 35-58.
Murphy, Raymond. (2008). Essential Grammar in Use. Cambridge: CUP
Nussbaum, L. (2001). El discurso en el aula de lengua extranjera. A Nussbaum, L. & Bernaus M. (Eds.) Didáctica de las lenguas extranjeras en la educación secundaria obligatoria. Madrid: Síntesis, pp. 137-172.
Swan, Michael. (2002). Practical English Usage. Oxford: OUP
Walsh, Steve (2013). Classroom discourse and teacher development. Edinburgh University Press.
We don't use any.