La lengua como comunicación: lenguaje oral y lenguaje escrito. Factores que definen una situación
comunicativa: emisor, receptor, funcionalidad y contexto.
TEMA 2
Communication in the foreign language classroom: verbal and nonverbal communication. Extra
linguistic strategies: nonverbal reactions to messages in different contexts.
TEMA 3
Developing linguistic skills: oral comprehension and expression, written comprehension and
expression. Communicative competence in English.
TEMA 4
Valoración del conocimiento de las lenguas extranjeras como instrumento de comunicación entre
las personas y los pueblos. Interés por la diversidad lingüística a través del conocimiento de una
nueva lengua y su cultura.
The value of a foreign language as a means of communication. Language diversity interest through
the knowledge of a new language and its culture.
TEMA 5
Marco geográfico, histórico y cultural de los países de habla inglesa. Aplicación didáctica de los
aspectos geográficos, históricos y culturales más significativos.
Geographical, historical and cultural frame of the English speaking countries. Didactic application
of the most significant of geographical, historical and cultural aspects.
TEMA 6
Contributios of Linguistics to the foreign language teaching. The linguistic learning process:
similarities and differences between first language acquisition and second language acquisition.
TEMA 7
Oral foreign language. The complexity of comprehending overall meaning in oral interaction: from
hearing to active and selective listening. Speech production: from imitative reproduction to
autonomous production.
TEMA 8
Written foreign language. Approximation, maturation and perfection of the reading-writing process.
Reading comprehension: overall and specific comprehension techniques. Written expression: from
interpretation to production of texts.
TEMA 10
Los códigos ortográficos de la lengua inglesa. Relación sonido-grafía. Propuestas para la didáctica
del código escrito. Aplicaciones de la ortografía en las producciones escritas.
TEMA 11
Lexical and semantics fields in the English language. The necessary lexicon for socialization,
information and expression of attitudes. Types of activities related to the teaching and learning of
lexicon in the foreign language.
TEMA 12
TEMA 13
History and evolution of the foreign language didactic: from Grammar Translation Method to
present approaches.
TEMA 14
Épocas, autores y géneros literarios más adecuados para su aplicación didáctica en clase de
inglés. Tipologías de textos.
Periods, authors and most suitable literary genres for their didactic application in the English class.
Typology of texts.
TEMA 16
Children’s literature in the English language. Didactic application techniques for listening
comprehension, introducing and encouraging reading habits and appreciating the poetic function
of the language.
TEMA 17
La canción como vehículo poético y como creación literaria en la clase de inglés. Tipología de
canciones. Técnicas de uso de la canción para el aprendizaje fonético, lexical y cultural.
Songs as a poetic vehicle and literary creation in the English class. Typology of songs. Song
techniques to learn phonetic, lexical and cultural aspects.
TEMA 18
Functions of games and creativity in the foreign language learning. Definition and typology of
games for language learning a proficiency. Games as a playful technique to achieve foreign
language communicative competence.
TEMA 19
Técnicas de animación y expresión como recurso para el aprendizaje de las lenguas extranjeras. La
dramatización de situaciones de la vida cotidiana y la representación de cuentos, personajes,
chistes, etc. El trabajo en grupos para actividades creativas. Papel del profesor.
Drama techniques as a resource for foreign language learning. Dramatization of everyday situations
and stories. Group work in creative activities. The role of the teacher.
TEMA 20
Foreign language area in the curriculum. Criteria to be reflected in the Educational Project and the
Curricular Project of the school.
TEMA 25
TEMA 24
Aspectos tecnológicos y pedagógicos de la utilización de los materiales audiovisuales (el
periódico, la TV, el magnetófono, el vídeo, etc.) El ordenador como recurso auxiliar para el
aprendizaje y perfeccionamiento de las lenguas extranjeras.
1.1. Visual materials. (Benefits of using visual materials in the English classroom).
Newspapers, magazines, posters, flashcards and worksheets, comics and storybooks, data and overhead
projector, slides, blackboard.
Television, video (integrated approach: pre-viewing, while-viewing, post-viewing) factors: the role of the
teacher and the learner, planning a lesson and techniques: freeze frame, silent viewing, prediction, sound
only. Interactive white board. (Benefits of using it)
TEMA 23
La elaboración de materiales curriculares para la clase de inglés. Criterios para la selección y uso
de los libros de texto. Documentos auténticos y documentos adaptados: limitaciones de su uso. La
colaboración de los alumnos en el diseño de materiales.
Elaboration of curricular materials for the English class. Criteria for selecting and using course
books. Authentic and adapted materials: limitations in their use. Collaboration of pupils in materials
design.
1.1. Variables affecting the selection of materials: the approach (authenticity communicative competence,
natural approach) and the learner (Harmer)
2.2. Criteria for selecting course books, general, layout, print, review tests and specific course or ss
population.
Nunan and Harmer: good pronunciation, grammar, fluency explanation and practice.
TEMA 22
Variables concerning the organization of the English class: Space and time management. Students’
groupings. Selection of methodologies. The role of the teacher.
1. Variables concerning the organization of the English class: space and time management.
Time management suggestions: Using organized lessons. Minimizing non-instructional time. Maintaining
and establishing classroom schedules. Eliminating wasted time.
2. Students’ groupings.
3. Selection of methodologies.
Functional, interactive, meaningful, cooperative learning. Task based and content based learning. Errors.
Skills. Materials. Ict’s. Previous knowledge. Routines. Different learning styles. Input. Variety. Socio cultural
context. Silent periods. Motivation and self-esteem.
TEMA 21
1.1.The task of preparing. Participation several teacher, difficulty the relation elements.
1.3. Pre planning. (We must know about our pupils, our professions and other aspects)
1.6.The programming of a didactic unit. (Distinguish stage in didactic unit presentation, exploitations,
socialization, individualizations, assessment.
1.7. The programming of a session. Warm up, presentation, controlled and guided practice, free practice.
Interactive learning.
Learner centered learning.
Cooperative learning.
Meaningful learning.
Methodological orientations:
Assessment is necessary for several reasons: check ss achieve objectives, teaching practice, evaluate
curriculum.
Evaluation should be done at 2 levels: evaluation learning process: global and continuous. Evaluation
instrument of improvement and correction: initial, continuous and final.