| CODE | LHS5002 | ||||||||
| TITLE | Técnicas y habilidades docentes / Teaching Techniques | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||
| DESCRIPTION | This study-unit seeks to equip becoming-teachers of Spanish with the practical skills needed for the preparation, delivery and evaluation of lessons. Given that lessons form part of a bigger unit (didactic unit, subject syllabus and National Curriculum Framework) and a wider preparation, the aspiring teacher will be familiarised with and asked to critically analyse the subject syllabi, textbooks available in secondary schools and resources available online for a number of factors that need to be taken into consideration when designing schemes of work, lesson plans and activities. These reflections will then help us to better understand the importance of the following aspects for the teaching and learning of SFL: (i) the articulation of objectives and learning outcomes; (ii) the inclusion, sequencing and treatment of the four language skills and the different components of the language; (iii) the introductory and concluding activities; (iv) the creation of communicative activities; (v) the sequencing of the latter in a lesson plan; (vi) time management issues; (vii) instructions and questioning techniques; (viii) grouping possibilities; and (xix) the importance of lesson and self-evaluation practices. Study-Unit Aims: - To familiarise students with the different levels of planning entailed in the teaching of SFL. - To assist the students in the preparation of schemes of work, lesson plans, activities and complimentary materials which facilitate the teaching and learning process of SFL. - To reflect on the tasks, techniques and materials used for the teaching and assessment of language skills. - To help students design lessons which develop all learners' language skills. - To reflect on the tasks, techniques and materials used for the teaching of grammar and vocabulary. - To help students create lessons and materials for the teaching of grammar and vocabulary. - To develop effective inclusive classroom practices, which foster the principles set fort in the current curriculum. - To help students investigate the role of lesson and self-evaluation in the teaching and learning process of SFL. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - identify the different levels of planning that are required in order to deliver sound SFL lessons. - contemplate the advantages resulting from the presentation of grammar and vocabulary in a contextualised real-life situation that highlights use over form. - identify the appropriate didactic sequences and tasks associated with each of the four language skills. 2. Skills: By the end of the study-unit the student will be able to: - design inclusive activities and tasks aimed at developing learners' competencies associated with a given/a number of language skill/s. - create a well-sequenced scheme of work which presents language skills and components in a timely and meaningful manner in order to help nurture the development of learners' communicative competence in the target language. - produce a reflective writing which evaluates his/her preparation and delivery of a particular lesson, highlighting strengths and areas for improvement, as well as proposing possible strategies and techniques that can help him/her overcome identified challenges. Main Text/s and any supplementary readings: Main Texts: - Alonso, E. (2012). Soy profesor/a: Aprender a enseñar 1. Madrid: Edelsa. - Alonso, E. (2013). Soy profesor/a: Aprender a enseñar 2. Madrid: Edelsa. - García Santa-Cecilia, Á. (2000). Cómo se diseña un curso de lengua extranjera. Madrid: Arco Libros. - Sánchez Lobato, J. (1999). La expresión escrita en el aula E/LE. Madrid: SGEL. - Sánchez Lobato, J. (2000). El desarrollo de la expresión oral en el aula E/LE. Madrid: SGEL. - Sánchez Lobato, J. (2000). La comprensión lectora en el aula de E/LE. Madrid: SGEL. - Sánchez Lobato, J. (2001). El desarrollo de la comprensión auditiva en el aula de E/LE. Madrid: SGEL. - Woodward, T. (2004). Planificación de clases y cursos. Cambridge: Cambridge University Press. Supplementary Readings: - Alonso, E. (1994). ¿Cómo ser profesor/a y querer seguir siéndolo? Madrid: Edelsa. - Consejo de Europa (2001). Marco Común Europeo de Referencia para las Lenguas: aprendizaje, enseñanza, evaluación. Madrid: Instituto Cervantes - Ministerio de Educación Cultura y Deporte, Anaya. - Dorrego, L., del Hoyo M. A. and Ortega, M. (2006). Propuesta para dinamizar la clase de E/LE: + de 80 juegos y actividades teatrales. Madrid: Edelsa. - Giovaninni, A. et al. (2005). Profesor en acción 2. Madrid: Edelsa. - Giovaninni, A. et al. (2006). Profesor en acción 3. Madrid: Edelsa. - Instituto Cervantes (2006). Plan Curricular del Instituto Cervantes. Niveles de referencia para el español. Madrid: Instituto Cervantes – Biblioteca Nueva. - Lindstromberg, S. (Ed.) (2001). 110 actividades para la clase de idiomas. Cambridge: Cambridge University Press. - Sánchez Lobato, J. and Santos Gargallo, I. (eds.) (2004). Vademécum para la formación de profesores. Madrid: SGEL. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: A first-cycle degree (70 ECTS) in Spanish and Latin American Studies | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Alessia Cilia Portelli |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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