-All essays, activities and exercises must be submitted in due time and proper form. -Students who violate University rules on academic dishonesty (plagiarism, cheating, etc) will be subject to disciplinary penalties, including failing that exam or activity, or even failing the course.-Regular attendance and active participation is very important for the study of this subject, and will be assessed as part of the Directed Discussion grade.  -Students who do not attend the official exam will obtain a "Non Presentado" (absent from assessment) mark. -In the July and subsequent opportunities students will have to take the Final Exam, an equivalence to the oral presentation, and they will have to submit all other activities determined by the professor (a long essay, a PDF or PPT printed presentation, etc). These items will have to be submitted by the end of the official exam day.-Those who are officially registered as part-time students, and have been granted permission not to attend classes, as stipulated in the regulations of this University, will be assessed in either of the opportunities according to the same criteria specified for the second opportunity.-ADI is a university office specialised in attending to members of the university with special needs due to discapacity or other differentiating situations with regard to the rest of the community. Students can talk to the coordinator for more information, or contact ADI directly at <a href="http://www.udc.es/cufie/adi/">http://www.udc.es/cufie/adi/</a>, or by phone ext. 5622, or via email: <a href="mailto:adi@udc.es">adi@udc.es</a>.- Students who are in a situation of vulnerability (including harassment or abuse due to their gender, sexuality, ethnicity or social class) should contact the teaching staff or the Office for Gender Equality (<a href="mailto:directora.oix@udc.es?subject=Denuncia%20acoso&body=Quero%20denunciar%20unha%20situaci%C3%B3n%20de%20acoso%20sexual%20ou%20por%20raz%C3%B3n%20de%20sexo%3A%0A%20">directora.oix@udc.gal</a>).

Learning outcomes	Study programme competences
Analizar a adecuación dos contidos en linguas extranxeiras (inglés).	AJ1 AJ2 AJ3 AJ4 AJ5 AJ16 AJ18	CC2 CC3 CC4 CC5 CC6 CC7 CC8
Coñecer os contidos relevantes na especialidade de LEs.	AJ1 AJ2 AJ3 AJ4 AJ5 AJ16 AJ18	CC2 CC3 CC4 CC5 CC6 CC7 CC8

Topic	Sub-topic
ESL major topics.	Attention to specific themes from the set of subjects in the ESL public examination.
Critical analysis of contents in foreign language teaching.	Crítical discussion about methodology and the teaching of a foreign language.
Knowledge of relevant contents in foreign language teaching.	Critical discussion about the students' class presentations (simulations of real classes in secondary education).
Models and guidelines in SLA.	Discussion and development of models and guidelines in SLA.

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Directed discussion	A1 A2 A4 A5	10	0	10
Oral presentation	A3 A16 A18 C2 C3	10	60	70
Long answer / essay questions	C2 C6	1	3	4
Guest lecture / keynote speech	A3 A4 A16 C4 C5 C6 C7 C8	7	7	14

Personalized attention		2	0	2

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

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.

Methodologies	Competencies	Description	Qualification
Oral presentation	A3 A16 A18 C2 C3	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	C2 C6	Final exam. The professor will look at parameters of written expression and coherence.	20
Directed discussion	A1 A2 A4 A5	Students are required to participate at all times and to maintain a critical attitude towards topics and presentations.	30

Assessment comments
<p>-All essays, activities and exercises must be submitted in due time and proper form. </p><p>-Students who violate University rules on academic dishonesty (plagiarism, cheating, etc) will be subject to disciplinary penalties, including failing that exam or activity, or even failing the course.</p><p>-Regular attendance and active participation is very important for the study of this subject, and will be assessed as part of the Directed Discussion grade.  </p><p>-Students who do not attend the official exam will obtain a "Non Presentado" (absent from assessment) mark. </p><p>-In the July and subsequent opportunities students will have to take the Final Exam, an equivalence to the oral presentation, and they will have to submit all other activities determined by the professor (a long essay, a PDF or PPT printed presentation, etc). These items will have to be submitted by the end of the official exam day.</p><p>-Those who are officially registered as part-time students, and have been granted permission not to attend classes, as stipulated in the regulations of this University, will be assessed in either of the opportunities according to the same criteria specified for the second opportunity.</p><p>-ADI is a university office specialised in attending to members of the university with special needs due to discapacity or other differentiating situations with regard to the rest of the community. Students can talk to the coordinator for more information, or contact ADI directly at <a href="http://www.udc.es/cufie/adi/">http://www.udc.es/cufie/adi/</a>, or by phone ext. 5622, or via email: <a href="mailto:adi@udc.es">adi@udc.es</a>.</p><p>- Students who are in a situation of vulnerability (including harassment or abuse due to their gender, sexuality, ethnicity or social class) should contact the teaching staff or the Office for Gender Equality (<a href="mailto:directora.oix@udc.es?subject=Denuncia%20acoso&body=Quero%20denunciar%20unha%20situaci%C3%B3n%20de%20acoso%20sexual%20ou%20por%20raz%C3%B3n%20de%20sexo%3A%0A%20">directora.oix@udc.gal</a>). </p>

Basic
	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 FRAMEWORK OF REFERENCE 1. Organic Law 8/2013 (LOMCE): https://www.boe.es/diario_boe/txt.php?id=BOE-A-2013-12886 Referencia general y punto de partida para la programación. 2. Royal Decree 1105/2014: https://boe.es/diario_boe/txt.php?id=BOE-A-2015-37 Referencia básica para el Currículo de ESO y Bachillerato (especial atención págs.. 422+). 3. 2006/962/EC (Council of Europe). http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32006H0962&from=EN Información sobre las key competences. 4. Decree 86/2015 Galicia http://www.xunta.gal/dog/Publicados/2015/20150629/AnuncioG0164-260615-0002_es.html Datos sobre el currículo de ESO y Bachillerato en el ámbito gallego. 5. Order ECD/65/2015 https://www.boe.es/boe_gallego/dias/2015/01/29/pdfs/BOE-A-2015-738-G.pdf Relación entre key competences, contents y assessment criteria. 6. Resolution of the 27th July 2015 http://www.xunta.gal/dog/Publicados/2015/20150729/AnuncioG0164-240715- 0003_es.html Instrucciones para la implementación del currículo en Galicia. 7. Decree 79/2010: http://www.edu.xunta.gal/portal/sites/web/files/protected/content_type/advertisement/2010/05/25/20100525_decreto_pluringuismo.pdf Atención a plurilingüismo/ lenguas de instrucción 8. Common European Framework of Reference (CEFR: 2001) https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf Guías enseñanza lenguas extranjeras y niveles
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