| Educational guide Faculty of Arts |
english |
| Teaching and Learning English as a Foreign/Second Language (2015) |
 Subjects |
| GRAMMAR AND LEXICON IN THE EL CLASSROOM |
| Learning outcomes |
| IDENTIFYING DATA | 2023_24 |
| Subject | GRAMMAR AND LEXICON IN THE EL CLASSROOM | Code | 12865105 | |||||
| Study programme |
|
Cycle | 2nd | |||||
| Descriptors | Credits | Type | Year | Period | ||||
| 3 | Compulsory | First | 1Q |
|||||
| Competences | Learning outcomes | Contents |
| Planning | Methodologies | Personalized attention |
| Assessment | Sources of information | Recommendations |
| Type A | Code | Learning outcomes |
| A3 |
Critically reflects on the teaching-learning of the different linguistic levels (grammar, lexicon, phonetics, and pragmatics) and analyses, elaborates, compares and evaluates didactic proposals to tackle them | |
| A5 |
Analyses, compares, evaluates and selects appropriate materials to present, practice and correct elements of the pronunciation, grammar, lexicon and pragmatics of English Argues and reasons why, when and how to work on the pronunciation, grammar, lexicon and pragmatics of English | |
| A6 |
Elaborates practical proposals and activities to include the different linguistic competences (pragmatics, grammar, lexicon, phonetics) in the teaching plan | |
| Type B | Code | Learning outcomes |
| CT3 |
Recognise the situation as a problem in a multidisciplinary, research or professional environment, and take an active part in finding a solution Follow a systematic method with an overall approach to divide a complex problem into parts and identify the causes by applying scientific and professional knowledge Design a new solution by using all the resources necessary and available to cope with the problem Draw up a realistic model that specifies all the aspects of the solution proposed Assess the model proposed by contrasting it with the real context of application, find shortcomings and suggest improvements | |
| CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions Draw up texts that are structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas Draw up texts that are appropriate to the communicative situation, consistent and persuasive Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience | |
| Type C | Code | Learning outcomes |
