| Competences |
| 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 |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A5 |
Domina la gramàtica i el vocabulari de la llengua anglesa a un nivell intermedi-alt. Desenvolupa la capacitat de comprensió oral i/o escrita per a satisfer les necessitats d’ús de la llengua anglesa a un nivell intermedi-alt. Desenvolupa la capacitat d’expressió oral i/o escrita per a satisfer les necessitats d’ús de la llengua angles a un nivell intermedi-alt. Coneix i aplica les tècniques i estratègies elementals pròpies del discurs oral i/o escrit. | |
| Type B | Code | Learning outcomes |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| -NARRATIVE TEXTS I Narrative and connecting words. Biographical narratives. Newspaper stories. Eye-witness and narrative reports. |
READING TECHNIQUES FOR ALL THE TEXTS: - How to read a text. 1. Understanding the text as a whole. 2. Skimming for main ideas. 3. Scanning and retrieving specific information. 4. Identifying information to perform a task. 5. Dealing with difficult vocabulary. 6. Understanding complicated sentences. 7. Writer's intention; use of language. 8. Interpreting. 9. Understanding the principles of grammar. -WRITING TECHNIQUES / WORK 1. Produce paragraphs for open-ended questions. 2. Produce descriptive and narrative texts, letters, summaries, brochures etc. 3. Apply the principles of grammar: tenses, question formation, reported speeach, modal verbs. 4. Correct errors and make improvements. |
| -BASIC READING AND WRITING TECHNIQUES | -Preliminary work on three key areas of writing skills: style and register (construction of sentences and paragraphs), cohesion, and punctuation. |
| DESCRIPTIVE TEXTS I: |
Making descriptions interesting. Describing pictures, objects, products, people, places. |
| LETTERS I: |
Informal letters: technical matters (layout), diplomacy and tact. Formal letters: job application, apology, complaint |
| PLAYS: |
Writing of a small play |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
2 | 0 | 2 | ||||||
| Lecture |
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8 | 12 | 20 | ||||||
| Seminars |
|
46 | 72 | 118 | ||||||
| Personal attention |
|
2 | 0 | 2 | ||||||
| Mixed tests |
|
2 | 6 | 8 | ||||||
| (*) 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 | Each class will start with the theoretical and practical principles / guidelines to prepare students for the requirements of the various and diverse texts. |
| Lecture | The lectures focus on the ability to use grammar in order to communicate; they pay special attention to key areas of writing skills like style and register, cohesion and punctuation. The other topics of the syllabus are also explained. |
| Seminars | The texts provided are drawn from a wide range of sources, including newspapers, general interest magazines, leaflets, guides, literary materials, etc., in order to familiarise students with the different text types and forms (descriptive, narrative, literary, etc.) The seminars will focus on the application of effective reading and writing techniques necessary to develop the skills needed by students to tackle the range of tasks required at an advanced level. Grammar is also studied and revised as a route to better writing. |
| Personal attention | Students are always welcome to come to the teacher's office for consultation; you can also email her. |
| Personalized attention |
| Description |
| Students are welcome to use the teacher's office hours for personal consultation or to become acquanted with the basic structure and contents of the course, and to further practise their communication skills in English. I will also be available for consultation, etc. via e-mail. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Seminars |
|
1- There will be a series of texts to read and provide open-ended questions or write summaries, etc. 2-Students will have to write descriptive and narrative compositions similar to the ones provided in the photocopiable materials. They will also write different kinds of letters and a play. Grammar, punctuation, cohesion, coherence, relevant vocabulary will be evaluated too. In general, questions, tasks and activities are designed to demonstrate that students can form an overall impression of the text; they can retrieve specific information, interpret it, use it and produce texts similar to the ones given. Class attendance is then expected, and active participation is essential. 3- On the last day of the course there will also be a general exam based on any activities / exercises practised during the course. |
100% (Pirimera parte 20% segunda parte 40% tercera parte 40%) |
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| Others |
| Other comments and second exam session | |||
|
ALTRES COMENTARIS I SEGONA CONVOCATÒRIA: -Those students who fail the continuous evaluation, or do not come to class regularly, have a second opportunity or official exam (segona convocatòria). In this exam there will be two parts: practicum 70% and theory 30 %. In the first part, the student will have to write, for example, a descriptive story or a letter of complaint or a play. In the second part, the student wil have to develop one of the topics included in the theoretical part of the course. Students can always email the teacher for further information. |
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| Sources of information |
| Basic |
, , , |
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Smalzer, William R. Write to be Read.Cambridge University Press. Gónzalez Vera Pilar. Learning to Write Academic Texts in English. Zaragoza, Mira Editores. 2014 - A photocopiable anthology of reading materials. -A monolingual dictionary. |
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| Complementary | |||||||||
Monolingual dictionaries: -The New Oxford English Dictionary -Cambridge Advanced Learner's Dictionary. Cambridge: Cambridge University Press, 2003. -Collins Cobuild English Dictionary for Advanced Learners. (4th Ed.). Glasgow: HarperCollins, 2001. Useful Usage Books: -Swan, M. Practical English Usage. Oxford: Oxford Univ. Press, 2005.
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| Recommendations |
| Subjects that continue the syllabus | ||
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| Subjects that are recommended to be taken simultaneously | |||
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| Subjects that it is recommended to have taken before | |||
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(*)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.