Study programme competencies |
Code
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Study programme competences
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A1 |
Coñecer o valor formativo e cultural das materias correspondentes á especialización. |
A2 |
Coñecer os contidos que se cursan nos respectivos ensinos. |
A3 |
Coñecer a historia e os desenvolvementos recentes das materias e as súas perspectivas para poder transmitir unha visión dinámica das mesmas. |
A4 |
Coñecer contextos e situacións en que se usan ou aplican os diversos contidos curriculares. |
A5 |
Coñecer os desenvolvementos teórico-prácticos do ensino e a aprendizaxe das materias correspondentes. |
C2 |
Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
C3 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C5 |
Entender a importancia da cultura emprendedora e coñecer os medios ao alcance das persoas emprendedoras. |
C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
C8 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
Learning aims |
Subject competencies (Learning outcomes) |
Study programme competences |
Analizar a adecuación dos contidos en linguas extranxeiras (inglés). |
AJ1 AJ2 AJ3 AJ4 AJ5
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CC2 CC3 CC4 CC5 CC6 CC7 CC8
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Coñecer os contidos relevantes na especialidade de LEs. |
AJ1 AJ2 AJ3 AJ4 AJ5
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CC2 CC3 CC4 CC5 CC6 CC7 CC8
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Contents |
Topic |
Sub-topic |
Contents from the curricula in Foreign Language Teaching. |
- Topics from the official list of subjects in the foreign languages public examinations.
- Oral and written performance and practice. |
Planning |
Methodologies / tests |
Ordinary class hours |
Student’s personal work hours |
Total hours |
Directed discussion |
3 |
26 |
29 |
Oral presentation |
4 |
40 |
44 |
Long answer / essay questions |
1 |
20 |
21 |
Guest lecture / keynote speech |
2 |
2 |
4 |
|
Personalized attention |
2 |
0 |
2 |
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(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Directed discussion |
Discussion and assessment of subjects and student presentations. |
Oral presentation |
Each student will deliver at least one oral presentation on one topic of their choice from the official list of subjects for the public examination in Foreign Language teaching. Professors will explain in detail the strategies and dynamics to deliver a successful presentation, including content development and organization, and also the specific mechanics of a presentation: organization, coherence, language proficiency, and body language among many other aspects).
|
Long answer / essay questions |
Every student will write an essay in the official exam date about one topic from the official list of subjects (it should be a different topic from those presented in class). |
Guest lecture / keynote speech |
Professors will discuss the different topics and presentations, and might be able to invite a keynote speaker to discuss relevant topics with students. |
Personalized attention |
Methodologies
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Directed discussion |
Oral presentation |
|
Description |
After each presentation, the professor will open a debate to the class in order to analyze its organization, development and accuracy. Each student will receive input from fellow students and professors about his or her performance. |
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Assessment |
Methodologies
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Description
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Qualification
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Directed discussion |
Students are required to participate at all times and to maintain a critical attitude towards topics and presentations. |
20 |
Oral presentation |
Contents and performance will be assessed on a qualitative basis, paying particular attention to aspects of organization, coherence, delivery, language proficiency, and body language among other aspects. |
50 |
Long answer / essay questions |
Final exam. The professor will look at parameters of written expression and coherence. |
30 |
|
Assessment comments |
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Sources of information |
Basic
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Council of Europe (2001). The Common European Framework of Reference for Languages . Cambridge: CUP. Dinçay, T. (2010). A Quick Chronological Review of the ELT Methods along with their Techniques andprinciples: Choosing Eclecticism from along Language Teaching Methods. Ocak-Subal-Mart,147. Ankara University: Dil Dergisi. Maicusi, T., Maicusi, P. & Carrillo López,M.J. (1999-200). The Error in the Second Language Acquisition. Encuentro. Revista de investigación e innovaciónen la clase de idiomas, 11, pp.168-173. McLaughlin, B. (1987). Theories of second-language learning . London: Arnold. Mitchell, R. & Myles, F. (1998). Second language learning theories . London: Arnold. Richards, J.C. &Rodgers, T.S. (2001). Approaches andMethods in Language Teaching. Cambridge: Cambridge University Press. Sánchez-Reyes, S. (2011). The Common European Framework of Reference. In House, S. (coord.), Ingles Complementos de formacióndisciplinar. Theory and Practice in English Language Teaching. Vol.9, ( pp.85-100). Barcelona: Grao |
Complementary
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Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
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