2023_24
Guia docent 
Facultat de Lletres
A A A 
català 
Grau en Anglès (2009)
 Assignatures
  L'ANGLÈS COM A LLENGUA ESTRANGERA
   Continguts
Tema Subtema
1. English teaching today: what do I need to know? 1.1 Teaching priorities
1.2 English as an international language
1.3 Language-acquisition theories and teaching methodologies
1.4 Computerized teaching materials
1.5 Motivation
2 The lesson 2.1 The lesson: different perspectives
2.2 Functions of the teacher in the English language lesson
2.3 Interaction patterns in the lesson
2.4 Lesson preparation
2.5 Written lesson plans
3 The text
 3.1 What is a text?
3.2 Teaching the text: the goals
3.3 Comprehension of content
3.4 Language learning
3.5 Discourse analysis
3.6 Follow-up tasks
4 The task
 4.1 The language-learning task
4.2 Task evaluation
4.3 Organizing tasks
4.4 Interest
4.5 Homework
5 Teaching vocabulary 5.1 What is vocabulary?
5.2 What students need to learn: aspects of vocabulary knowledge
5.3 How best to teach vocabulary: some facts and figures
5.4 Presenting new vocabulary: selection and presentation
5.5 Vocabulary review: consolidating and extending lexical knowledge
5.6 Vocabulary assessment
6 Teaching grammar 6.1 What is grammar?
6.2 What students need to learn: standards of grammatical acceptability
6.3 How best to teach grammar: explicit and implicit processes
6.4 Presenting grammar: explanations
6.5 Grammar practice:consolidating and automatizing grammatical knowledge
6.6 Grammar assessment
7 Error correction
 7.1 Error correction: for and against
7.2 Attitudes to error correction
7.3 Student preferences
7.4 Oral correction
7.5 Written correction
8 The skills 8.1 Teaching reading
8.2 Teaching writing
8.3 Teaching listening
8.4 Teaching speaking
9 Assessment and testing 9.1 Functions and types of assessment
9.2 Giving a grade
9.3 Test design (1): testing accuracy
9.4 Test design (2): testing comprehension and fluency
9.5 Administering tests in class
10 The syllabus
10.1 What is a syllabus?
10.2 Types of language syllabus
10.3 Using an approved syllabus
10.4 Evaluating the syllabus
11 Materials 11.1 How necessary is a coursebook?
11.2 Coursebook evaluation and selection
11.3 Adapting course materials
11.4 Supplementary materials (1): paper
11.5 Supplementary materials (2): digital
12 Teaching content 12.1 Different kinds of content
12.2 Cultural content
12.3 Content and language integrated learning (CLIL)
15.4 Literature as a component of the English course
15.5 Underlying messages
13 Classroom interaction
 13.1 Teacher questioning
13.2 Group and pair work
13.3 Individual work
13.4 Blended learning
14 Learner differences 14.1 Age
14.2 teaching heterogeneous (mixed) classes
15 Teacher development 15.1 The first year of teaching
15.2 Lesson observation
15.3 Ongoing development
15.4 Development through reading and further study
15.5 Further development: your own contribution