Effective Communication in Language Teaching and Learning

T1- 2lang as comm; 2.1comm; 2.1.1def; 2.1.2elements in comm; 2.2lang; 2.2.1def; 2.2.2characteristics; 2.2.3components; 2.2.4funct; 3oral and written lang; 3.1oral lang; 3.1.1production skills; 3.1.2interactional skills; 3.1.3teaching of oral comm; 3.2written lang; 3.2.1teaching of written comm; 4features which define a comm situation; 4.1speech acts; 4.2context of situation; 4.3context of culture //

T2- 2comm; 2.1def. Comm vs lang; 2.2elements which take part in comm; 2.3types of comm; 2.3.1verbal comm; 2.3.2non-verbal comm; 2.3.3extralinguistic strategies: TPR; 2.3.4comm strategies; 3comm in the f.lang class in P.Ed; 3.1comm lang teaching; 3.2acquisition of the comm c; 3.3teacher's role; 3.4students' different learning styles //

T3 – 2development of the ling skills; 2.1Oral comprehension and expression; 2.1.1Listening; 2.1.2Speaking; 2.2Written comprehension and expression; 2.2.1Reading; 2.2.2Writing; 3Materials and did resources. The use of authentic materials; 4comm c. in the English lang. //

T7 – 2oral comprehension in the f. lang. bottom-up and top-down processing; 3designing listening activ; 3.1pre -listening; 3.2while – listening; 3.3post – listening; 4complexity in understanding the global meaning in oral interaction: from hearing to active and selective listening; 5materials and did resources for listening activ; 6oral production in the f. Lang; 7from imitation to autonomous production. //

T8 – 2learning to read and write in the 1st Lang; 2.1methods; 2.2teacher's role in the R-W process; 3learning to read and write in the f. Lang; 3.1approximation, maturation, and improvement of the R-W process; 3.2techniques for global and specific comprehension of texts; 3.3writing: from interpretation to production. how to improve writing; 3.4writing assessment; 4interactive R-W in english. the use of the digital resources. //

T13 – 2the origins of lang teaching; 3.19th c and 1st half of the 20th c: focus on form; 3.1grammar translation method; 3.2from reform movement to direct method; 3.3oral/ situational method; 3.4audio-lingual method; 3.5audio-visual method; 4. 2nd half of the 20^th c: focus on message; 4.1psychopedagogical approach: comm lang learning and suggestopedia; 4.2total physical response; 4.3natural approach; 5communicative approach. New trends; 5.1student-centred learning. Did methodology; 6learning power approach; 7content and lang integrated learning; 8educational tech. //

T14 – 2approach, method, procedure and technique; 3comm c.; 3.1def; 3.2analysis of its components; 3.3comm c. within the CEFR; 4approaches to syllabus design for f. lang teaching; 4.1structural/ formal s.; 4.2notional/ functional s.; 4.3situational s.; 4.4skill-based s.; 4.5task-based s.; 4.6content-based s.; 5communicative approach; 5.1methodology; 5.2teacher's role; 5.3students' role; 5.4materials and did resources. //

T15 – 2periods and authors; 2.1middle ages; 2.2renaissance; 2.3the 18th c; 2.4the 19th c; 2.5the 20th c; 2.6the 21st c; 3literary genres and text types; 4using storybooks in the english classes. //

T16 – 2children's lit in english through history; 2.1from the middle ages to the 19th c; 2.2from the 20th c to present day; 3outstanding literary works for P.Ed; 4techniques and strategies for using lit in P.Ed; 4.1how to introduce and develop reading habits; 4.2how to improve listening skills; 4.3how to improve reading comprehension; 4.4how to appreciate the poetic funct of lang; 5school library and classroom library as did resources for the literary ed;5.1school library; 5.2classroom library;5.3school reading project. //

T17 – 2importance of songs in the english class; 3neuroscience. Gardner's mmii; 4different learning styles; 5types of songs; 6creativity. song as a poetic vehicle and literary creation; 7how to teach with songs: techniques for the phonetic, lexical and cultural learning. //

T18 – 2neuroscience. Gardner's mmii; 3different learning styles; 4def of games. importance of games in the english class; 5types of games; 6role of creativity to achieve comm c; 7games and the ICTs; 8gamification in education. //

T19 – 2motiv and attitude in the f. lang learning; 3neuroscience. Gardner's mmii; 4students' different learning styles; 5drama in english lang teaching; 6techniques of animation and expression in f. lang learning; 6.1dynamics; 6.2storytelling; 6.3role-playing; 6.4simulations; 6.5dramatization of everyday situations, jokes, etc.; 7creativity in lang teaching. Group work; 7.1creativity; 7.2cooperative l.; 8teacher's role. //

T20 – 2area of the f lang in the curriculum; 2.1Plurilingualism; 2.2common european framework of reference for languages; 2.3european language portfolio; 2.4Lang acquisition process; 3different levels of concretion; 3.1curriculum; 3.2educational project. From the school curricular project to the annual general programming; 3.3did programming (syllabus design) and the classroom planning (the didactic units); 3.4Curricular adaptations. //

T21 – 2Planning in the area of f. lang: did units. From the did programming to the lesson planning; 2.1Did programming (syllabus design): def and elements; 2.2Lesson planning (did units): def and elements; 2.2.1Identification; 2.2.2Curricular concretion; 2.2.3Did transposition: exercise, activ and task; 2.2.4Assessment; 3Criteria for sequencing and timing contents and obj.; 3.1Curriculum: def and elements; 3.2Area profile; 3.3Competency profile; 4Choice of the methodology to be used in the learning and assessment activ; 4.1Methodology; 4.2Assessment. //

T22 – 2Variables to consider when organising the english lessons; 2.1Did methodology; 2.2Grouping students in teams: cooperative l.; 2.2.1Cooperative l.; 2.2.2Cooperative l. in english lang teaching; 2.2.3Distribution of students in teams; 2.2.4Simple and complex cooperative struct; 2.2.5Adaptation of cooperative struct for different levels of lang development; 2.3teacher's role; 2.4students' learning styles and roles; 2.5Space management; 2.6Time management. //

T23 – 2Materials and did resources: classification; 2.1Natural and environmental resources; 2.2Methodological resources; 2.3Personal resources; 2.4Material resources; 3Elaboration of ESL curricular materials; 4Criteria for selecting and choosing a textbook; 4.1Matching the textbook to the curriculum; 4.2Reviewing the skills presented in the textbook; 4.3Reviewing ex and activ in the textbook; 4.4Matching textbooks to students' needs; 4.5Weighing practical concerns; 5Authentic and adapted mat: limitations of use; 6Students' collaboration in designing mat. //

T24 – 2Materials and did resources: classification; 3Pedagogical aspects of using audiovisual materials; 3.1teacher's role; 3.2students' different learning styles; 4Visual, aural and audiovisual materials. The computer as an aux resource; 4.1Visual m; 4.2Audiovisual m; 4.3Aural m; 4.4computer as an aux r; 4.5Is this classification necessary?; 5legal framework. //

T25 – 2Learner-centred f. lang teaching and learning; 2.1Intro to the concept; 2.2Theoretical bases; 2.3Did methodology; 2.4Materials and did resources; 2.5students' different learning styles; 2.6teacher's role; 2.7Assessment in a learner-centred curriculum; 3Motivation and attitudes towards the english lang. Practical applications;4SEM. //