|
Type A
|
Code |
Competences Specific | | | A5 |
Dominar la llengua anglesa des d’un punt de vista teòric i pràctic i expressar-s’hi oralment i per escrit de manera fluida i precisa. |
|
Type B
|
Code |
Competences Transversal | | | B4 |
Autonomy, responsibility and initiative |
|
Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | A5 |
Domina la gramàtica i el vocabulari de la llengua anglesa a un nivell avançat.
Mostra un maneig de la llengua anglesa (de forma oral i/o escrita) en contextos diversos a un nivell avançat.
Desenvolupa la capacitat de comprensió oral i/o escrita per a satisfer les necessitats d’ús de la llengua anglesa a un nivell intermedi-avançat.
Desenvolupa la capacitat d’expressió oral i/o escrita per a satisfer les necessitats que vagin més enllà de l’ús purament instrumental de la llengua anglesa a un nivell avançat.
|
|
Type B
|
Code |
Learning outcomes |
| | B4 |
Manage and organize their work and time as scheduled.
Present results before the stipulated deadlines.
|
|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
| 1. Language and linguistics: Part 1 (Part 2 in Llengua Anglesa IV) |
1.1 Language
1.1.1 Spoken vs. written language
1.1.2 Formal vs. informal language
1.1.3 Standard vs. non-standard vs. incorrect language
1.2 Linguistics
1.2.1 Major subfields of linguistics
1.2.2 Minor subfields of linguistics
1.3 Morphology
1.3.1 The scope of morphology
1.3.2 Words, morphemes, roots, affixes, stems and bases
1.4 Syntax
1.4.1 The scope of syntax
1.4.2 Words, phrases, clauses and sentences
1.5 Prescriptive and descriptive grammars and rules
1.6 Native speakers’ intuitions about language rules
1.6.1 What do we need to speak a language?
1.6.2 Native and non-native, and unconscious and conscious language acquisition and knowledge
1.7 Form, function and meaning
1.8 English vs. Catalan/Spanish (considered in sections 2 to 5 below)
1.8.1 Usage
1.8.2 Error analysis: identification, explanation and correction
1.8.3 Translation
|
| 2. Sentences |
2.1 Simple sentences
2.2 Multiple sentences
2.2.1 Compound (coordination)
2.2.2 Complex (subordination)
2.3 Active vs. passive sentences
2.4 Affirmative vs. negative sentences
2.4.1 The scope of negation
2.4.2 Assertion vs. non-assertion
2.4 Major sentences
2.4.1 Declarative sentences / Declaratives / Statements
2.4.2 Interrogative sentences / Interrogatives / Questions
2.4.2.1 Yes/No
2.4.2.2 Wh- / Wh-word / Information
2.4.2.3 Tag
2.4.2.4 Embedded
2.4.2.5 Indirect
2.4.2.6 Reported
2.4.2.7 Declarative
2.4.2.8 Alternative
2.4.2.9 Rhetorical
2.4.2.10 Exclamatory
2.4.3 Imperative sentences / Imperatives / Orders/Commands/Directives
2.4.3.1 1st person
2.4.3.2 2nd person
2.4.3.3 3rd person
2.4.4 Exclamatory sentences / Exclamatives / Exclamations
2.4.3.1 What
2.4.3.2 How
2.5 Minor sentences
2.5.1 Irregular sentences
2.5.1.1 Formulaic subjunctive
2.5.1.2 Irregular wh-questions
2.5.1.1 Subordinate clauses used as sentences
2.5.1.2 Adverbials with the force of commands
2.5.1.1 Aphorisms
2.5.1.2 Interjections
2.5.1.1 Formulae for specific communication situations
2.5.1.2 Incomplete utterances in informal conversation
2.5.1 Block language
|
| 3. Subordinate clauses: Part 1 (Part 2 in Llengua Anglesa IV) |
3.1 Relative/Adjectival clauses
3.1.1 Defining/Restrictive
3.1.2 Nondefining/Nonrestrictive
3.1.3 Sentential/Co-ordinate
3.1.4 Functions of relative pronouns
3.1.4.1 Subject
3.1.4.2 Direct object
3.1.4.3 Prepositional object
3.1.4.4 Possessive
3.1.4.5 Adverbial: place, time and reason
3.1.5 Relative clauses vs. appositive clauses vs. apposition
3.2 Adverbial clauses
3.2.1 Classification according to verb form
3.2.1.1 Finite
3.2.1.2 Nonfinite
3.2.1.2.1 -ing participle
3.2.1.2.2 -ed participle
3.2.1.2.3 to infinitive
3.2.1.3 Verbless
3.2.2 Classification according to meaning
3.2.2.1 Comparison
3.2.2.2 Condition
3.2.2.3 Contrast/Concession
3.2.2.4 Manner
3.2.2.5 Place
3.2.2.6 Purpose/Intention/Finality
3.2.2.7 Reason/Cause
3.2.2.8 Result/Consequence
3.2.2.9 Time
3.3 Nominal clauses (see Llengua Anglesa IV: Nominal clauses)
|
| 4. Discourse markers, connectors and modifiers |
4.1 Their communicative value
4.2 Classification according to meaning
4.2.1 To express personal opinion or point of view
4.2.2 To indicate or agree with facts
4.2.3 To suggest sincerity
4.2.4 To express certainty or doubt
4.2.5 To pause for thought or to try to express something in a different way
4.2.6 To list or put in order
4.2.7 To add, reiterate, equate, and emphasize or reinforce
4.2.8 To refer to something else
4.2.9 To replace
4.2.10 To illustrate, exemplify or rephrase
4.2.11 To build up an argument
4.2.12 To sum up
4.2.13 To reach conclusions
4.2.14 To contrast or compare
4.2.15 To indicate condition
4.2.16 To express means
4.2.17 To indicate purpose, aim or objective
4.2.18 To express cause, motive or reason
4.2.19 To indicate result or consequence, or draw conclusion or inference
4.2.20 To express balance
4.2.21 To relate the unexpected, paradoxical or contradictory
4.2.22 To modify what is/has been said or written
4.2.23 To intensify a statement
4.2.24 Time expressions
4.2.25 Miscellaneous
|
| 5. Words: Part 1 (Part 2 in Llengua Anglesa IV) |
5.1 Word structure
5.1.1 Lexical/Content vs. functional/grammatical word classes/categories
5.1.2 Open- vs. closed-system word classes/categories
5.1.3 Morphologically simple vs. complex words
5.1.4 Free vs. bound morphemes
5.1.5 Bound morphemes/affixes: prefixes vs. suffixes
5.1.6 Bound morphemes/affixes: inflectional vs. derivational
5.1.7 Words as lexemes, word forms and grammatical/morphosyntactic words
5.1.8 Words, morphemes, roots, affixes, stems and bases
5.2 Word classification
5.2.1 Nouns: Part 1 (Part 2 in Llengua Anglesa IV)
5.2.1.1 Common vs. proper
5.2.1.2 Concrete vs. abstract
5.2.1.3 Countable vs. uncountable
5.2.1.4 Gender: masculine vs. feminine vs. neutral
5.2.1.5 Number: singular vs. plural
5.2.1.6 Case: common vs. genitive/possessive
5.2.1.7 Collective nouns
5.2.1.8 Noun-verb contrasts
5.2.1.9 Compound nouns (see Llengua Anglesa IV: Word-formation processes)
5.2.2 Verbs: Part 1 (Part 2 in Llengua Anglesa IV)
5.2.2.1 Regular vs. irregular
5.2.2.2 State/Stative vs. action/actional/dynamic
5.2.2.3 Verb forms: time, tense and aspect
5.2.2.4 Copular vs. intransitive vs. monotransitive vs. complex transitive vs. ditransitive
(see Llengua Anglesa IV: Verb complementation)
5.2.2.5 Multi-word verbs (see Llengua Anglesa IV: Multi-word verbs)
5.2.3 Adjectives: Part 1 (Part 2 in Llengua Anglesa IV)
5.2.3.1 Word order
5.2.3.2 Attributive vs. predicative
5.2.3.3 Qualitative vs. classifying
5.2.3.4 Gradability
5.2.3.5 Comparison: absolute vs. comparative vs. superlative degrees
5.2.3.6 -ing vs. –ed
5.2.3.7 Adjectives vs. nouns
5.2.3.8 Adjectives vs. verbs
5.2.3.9 Compound adjectives (see Llengua Anglesa IV: Word-formation processes)
5.2.4 Adverbs
5.2.4.1 Types: time, place, manner, degree and frequency
5.2.4.2 Word order
5.2.4.3 Gradability
5.2.4.4 Comparison: absolute vs. comparative vs. superlative degrees
5.2.4.5 Adverbs vs. adjectives
5.2.5 Pronouns
5.2.5.1 Classes: personal, possessive, reflexive, demonstrative, reciprocal, indefinite, interrogative, relative and numerals
5.2.5.2 Person
5.2.5.3 Number
5.2.5.4 Gender
5.2.5.5 Case
5.2.6 Determiners
5.2.6.1 Predeterminers, central determiners and postdeterminers
5.2.6.2 Generic vs. nongeneric reference
5.2.6.3 Specific vs. nonspecific reference
5.2.6.4 Determiners vs. adjectives
5.2.6.5 Determiners vs. pronouns
5.2.7 Auxiliaries
5.2.7.1 Primary auxiliaries
5.2.7.2 Modal auxiliaries
5.2.7.3 Tense
5.2.7.4 Aspect
5.2.7.5 Mood
5.2.7.6 Voice
5.2.8 Prepositions
5.2.8.1 Types: time, place, manner, direction, instrument and agent
5.2.8.2 Simple vs. compound
5.2.8.3 -ing participle
5.2.8.4 Meaning
5.2.8.5 Use
5.2.8.6 Noun + preposition
5.2.8.7 Verb + preposition
5.2.8.8 Adjective + preposition
5.2.8.9 Prepositions vs. adverbs
5.2.9 Conjunctions
5.2.9.1 Coordinating
5.2.9.2 Subordinating
5.2.9.3 Conjunctions vs. prepositions
5.2.10 Interjections
5.2.11 Particles
5.3 Words and word relations
5.3.1 Homonymy
5.3.2 Homophony
5.3.3 Homography
5.3.4 Polysemy
5.3.5 Synonymy
5.3.6 Antonymy
5.3.7 Hyponymy
5.4 False cognates/friends
5.4.1 True cognates
5.4.2 Partial false cognates
5.4.3 Total false cognates
5.4.4 Graphic (spelling) vs. phonetic (pronunciation) cognates
5.5 Words often confused
5.6 Proverbs, idioms and sayings
5.7 Word-formation processes (see Llengua Anglesa IV: Word-formation processes)
|
| 6. Practical component |
This course includes biweekly oral practice sessions that concentrate on intensive speaking and listening exercises. |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
2 |
0 |
2 |
| Lecture |
|
12 |
12 |
24 |
| Problem solving, classroom exercises |
|
28 |
28 |
56 |
| Problem solving, exercises |
|
0 |
28 |
28 |
| Presentations / expositions |
|
2 |
8 |
10 |
| Personal tuition |
|
1 |
0 |
1 |
| |
| Mixed tests |
|
6 |
18 |
24 |
| Oral tests |
|
1 |
4 |
5 |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
– Course presentation: objectives, contents, methodology, course planning, assessment, bibliographical references and relation to the rest of the degree program
– Instructions to carry out exercises, tasks and assignments
– Feedback to whole group on work done and tests taken |
| Lecture |
– Presentation of course contents by means of explanation, exemplification and audiovisual aids
– Students' active participation: questions and contributions |
| Problem solving, classroom exercises |
– Exercises of a miscellaneous type directly connected with theoretical course contents, to be corrected and discussed in class and aimed at the understanding and assimilation of course contents: translation, sentence transformations, error identification and correction, syntactic analysis, listening comprehension tasks, oral presentations, etc. |
| Problem solving, exercises |
– Exercises of a miscellaneous type directly connected with theoretical course contents, designed to provide extra practice for students to understand and assimilate course contents: translation, sentence transformations, error identification and correction, syntactic analysis, listening comprehension tasks, oral presentations, etc. |
| Presentations / expositions |
– Individual and group oral presentations held during classroom sessions
– Previous preparation on students' part or improvised
– Feedback from instructor and classmates after presentation |
| Personal tuition |
– Individual or group
– Solve doubts concerning course contents, mechanics or evaluation
- Provide feedback
– Provide additional support
– Make suggestions for improvement
– Advice on remedial work
– Check on student progress |
|
Description |
|
– Individual or group
– Solve doubts concerning course contents, mechanics or evaluation
– Provide feedback
– Provide additional support
– Make suggestions for improvement
– Advice on remedial work
– Check on student progress |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Mixed tests |
|
Grammar & Writing Sessions:
Written Test 1
Written Test 2
Written Test 3
Written Test 4
Written Test 5 |
15%
15%
15%
15%
15% |
| Oral tests |
|
Listening & Speaking Sessions:
Oral Test 1
Oral Test 2 |
10%
10% |
| Others |
|
Listening & Speaking Sessions: Participation |
5% |
| |
|
Other comments and second exam session |
|
Convocatòria 1: Continuous evaluation Pass mark: 60%Minimum of 50% in each of the 5 written tests to passMinimum of 50% in each of the 2 oral tests to pass
Convocatòria 2: Final exams
Pass mark: 60% |
| Basic |
|
A good part of the material for the course will be provided in class. **Algeo, J. 1974. Exercises in Contemporary English. San Diego, CA, USA: Harcourt Brace Jovanovich. Bauer, L. 1983. English Word-formation. Cambridge: CUP. Börjars, K. and K. Burridge. 2010. Introducing English Grammar. London: Hodder Education. Burton-Roberts, N. 1997. Analysing Sentences: An Introduction to English Syntax (2nd Ed.). Harlow, Essex, England: Pearson. Carter, R. and M. McCarthy. 2006. Cambridge Grammar of English: A Comprehensive Guide: Spoken and Written English; Grammar and Usage. Cambridge: CUP. Chalker, S. 1992. A Student’s English Grammar. Workbook. Harlow, Essex, England: Longman. Collins Cobuild English Grammar. 1997. Glasgow: Harper Collins. Collins Cobuild English Usage for Learners (2nd Ed.). 2004. Glasgow: Harper Collins. Cowan, R. 2008. The Teacher’s Grammar of English. Cambridge: CUP. Graver, B.D. Advanced English Practice. Oxford: OUP. Greenbaum, S. and G. Nelson. 2002. An Introduction to English Grammar. Harlow & London: Pearson. **Greenbaum, S. and R. Quirk. 1990. A Student’s Grammar of the English Language. Harlow & Essex, England: Longman. **Huddleston, R. and G. K. Pullum. 2002. The Cambridge Grammar of the English Language. Cambridge: CUP. Jackson, H. 2002. Grammar and Vocabulary. A Resource Book for Students. London & New York: Routledge. Katamba, F. 1993. Morphology. London: Macmillan. Kreidler, C.W. 1998. Introducing English Semantics. London & New York: Routledge. Matthews, P. 1991. Morphology. Cambridge: CUP. Muñoz, C. 1994. Clause Analysis: A Practical Approach. Barcelona: Publicacions i Edicions de la Universitat de Barcelona. **Parrot, M. 2000. Grammar for English Language Teachers. Cambridge: CUP. Plag, I. 2003. Word-Formation in English. Cambridge: CUP. **Swan, Michael. Practical English Usage. Oxford: OUP. Thomas, L. 1993. Beginning Syntax. Oxford: Blackwell. |
| Complementary |
|
|
| Subjects that continue the syllabus |
| ENGLISH LANGUAGE IV/12274112 | | ENGLISH LANGUAGE VI/12274116 | | ENGLISH LANGUAGE V/12274115 |
|
| Subjects that are recommended to be taken simultaneously |
| INTRODUCTION TO ENGLISH LITERATURE/12274121 | | THE SOUND SYSTEM IN ENGLISH I/12274113 | | INTRODUCTION TO THE CULTURE OF THE ENGLISH-SPEAKING COUNTRIES/12274123 |
|
| Subjects that it is recommended to have taken before |
| ENGLISH I/12274002 | | ENGLISH II/12274003 | | COMMUNICATION SKILLS: READING AND WRITING II/12274110 | | COMMUNICATION SKILLS: SPEAKING AND WRITING II/12274108 | | COMMUNICATION SKILLS: SPEAKING AND LISTENING I/12274107 | | COMMUNICATION SKILLS: READING AND WRITING I/12274109 | | ENGLISH LANGUAGE II/12274106 | | ENGLISH LANGUAGE I/12274105 |
|
| |
| Other comments |
|
It is strongly advisable to have previously passed the following courses:
Anglès I
Anglès II
Llengua Anglesa I
Llengua Anglesa II
Destreses Comunicatives: Reading and Writing I
Destreses Comunicatives: Reading and Writing II
Destreses Comunicatives: Speaking and Listening I
Destreses Comunicatives: Speaking and Listening II |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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