IDENTIFYING DATA 2020_21
Subject (*) ENGLISH LANGUAGE IV Code 12274112
Study programme
Bachelor's Degree in English Studies (2009)
 Cycle 1st & 2nd
Descriptors Credits Type Year Period
6 Compulsory Third 2Q
Language
Anglès
Department English and German Studies
Coordinator
GALLEGO BALSÀ, LÍDIA
 E-mail lidia.gallego@urv.cat
georgina.alvarez@urv.cat
Lecturers
GALLEGO BALSÀ, LÍDIA
ÁLVAREZ MORERA, GEORGINA
Web
General description and relevant information <p>This course is intended as a practical course on grammar and text reception in English from the perspective of Systemic Functional Linguistics. This perspective essentially involves that language acts construct meaning and grammar becomes the study of how meanings are built up through lexical and grammatical choices in order to achieve specific communicative goals. Since the course is mainly addressed to English Studies majors for whom English is a foreign language, a second aim is to develop the students’ communicative competence in English by acquiring a more technical and sophisticated awareness of verbal communication in that language. This increased awareness includes (a) practical awareness (i.e. the capacity to control, manipulate and be creative with language, (b) discursive awareness (i.e. the ability to discuss language in precise terms and engage in formal analysis), and (c) critical awareness (i.e. the capacity to consider language use as the result of and, at the same time, a tool for social and ideological practice).&nbsp;</p><p>This subject combines face-to-face and blended learning in a percentage that has yet to be confirmed. When the academic year starts, the calendar with all of the planned teaching activities (with timetables and classrooms) will be available from the Moodle online campus for each subject.</p><p>If there is a new lockdown and/or any modification to the sections of the teaching guide, the adjustments that need to be made to teaching practices will be announced via Moodle.</p>

Competences
Type A Code Competences Specific
Type B Code Competences Transversal
Type C Code Competences Nuclear

Learning outcomes
Type A Code Learning outcomes
Type B Code Learning outcomes
Type C Code Learning outcomes

Contents
Topic Sub-topic
U1: A meaningful approach to grammar 1.1 What is systemic functional grammar?
1.2 The notion of systems networks, ranks and clause constituents
1.3. Labels: word classes and groups
U2: The representation of the inner and the outer worlds 2.1. Transitivity: the clause as representation
2.2. Processes
2.3. Participants
2.4. Circumstances
U3: Interacting 3.1. Roles of addressers and audience
3.2. Mood
3.3. Modality
3.4. Appraisal
U4: Organising language 4.1. A Textual view of the clause
4.2. Theme and Rheme
4.3. Theme structure

Planning
Methodologies  ::  Tests
  Competences (*) Class hours
 Hours outside the classroom
 (**) Total hours
Introductory activities
A5
 1 0 1
Lecture
A5
 15 14 29
Presentations / oral communications
A5
CT4
 6 2 8
Problem solving, exercises in the classroom
A5
CT4
 13 14 27
Assignments
A5
CT4
 5 16 21
Portfolio / Learning Guide
A5
CT4
 2 10 12
Projects
A5
CT4
 17 28 45
Personal attention
1 0 1
 
Multiple-choice objective tests
A5
CT4
 3 3 6
 
(*) 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
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 visual aids
– Students' active participation: questions and contributions
Presentations / oral communications -Oral presentation in groups of the project the students are writing.
Problem solving, exercises in the classroom - Practical analysis of instances of language brought by the teacher.
- Flipped classroom activity in which the students can volunteer to present a questions for discussion to the rest of the class.
- The students will be working on the analysis of the texts they'll use for their group projects during the seminar hours.
Assignments The students will complete four reading assignments, one for each unit.
Portfolio / Learning Guide The portfolio will include the practical execises that the students will complete at home and in the classroom as well as a summary (200 words) of each reading assignment.
Projects The students will submit a group project at the end of the course in which they will analyse and compare two texts (300 words each) from the perspective of systemic functional grammar. The group will work together in class and they will be able to share their doubts with the teacher and the rest of the students.
Personal attention – Individual or group
– Solve doubts concerning course contents, mechanics or evaluation
- Provide feedback
– Provide additional support
– Make suggestions for improvement
– Provide advice on remedial work
– Check on student progress

Personalized attention
Description

Due to the current emergency health situation, in the 2020-21 academic year students will be able to consult their teachers in individual and/or group tutorials if they have any questions or queries on subject-related issues. Students will receive a schedule for these tutorials at the start of the course and be informed what form they will take (i.e. whether they will be held face-to-face, online, via email or on Moodle, etc.).

Assessment
Methodologies Competences Description Weight        
Presentations / oral communications
A5
CT4
 The students will give a work-in-progress presentation of the project they are writing in groups. This presentation will be in front of the class and does not need to show the finale project but the work that the group has completed to far. Also, the students need to ask for feedback to the rest of the class.
All the members of the group need to participate equally in the preparation and delivery of their presentation. If one of the members of the group does not participate in the activity or participates significantly less, that student will receive 0 points. 		25%
Portfolio / Learning Guide
A5
CT4
 The students need to keep a portfolio of the practical exercises that they do as homework and in class. This portfolio also needs to include a summary of each readind assignment.
The portfolio can only be presented if the students attend 75% of the classes. 		10%
Projects
A5
CT4
 The students will complete a group project that will be part of their finale mark. All the members of the group will receive the same mark. 25%
Multiple-choice objective tests
A5
CT4
 There will be a multiple-choice on-line test for each unit. Each test will be 10% of the the final mark. 40%
Others  
 
Other comments and second exam session

This teaching guide is provisional only. If any health emergency arises it will be adapted in order to comply with the directives issued by the competent bodies. Any modification will be announced via the news forum on the Moodle online campus.

Class attendance is compulsory. The students need to attend 75% of the classes to be able to submit their portfolio.

First call: Continuous evaluation

Pass mark: 50%

Second call: Final exam

Written exam (50% to pass) which includes a multiple choice test and a written exercise in which the student will analyse and compare two texts from the perspective of systemic functional grammar.



Sources of information

Basic

Bloor, T. and Bloor, M. (2013). The Functional Analysis of English (3rd ed.) Routledge. ISBN: 1444156659. 

Fontaine, Lise (2013). Analysing English Grammar: A systemic Functional Introduction. Cambridge University Press. ISBN 978-0-521-15193-1

Halliday, M. A. K., and Matthiessen, C. (2014). Halliday's Introduction to Functional Grammar (4th ed.). Oxon Routledge. ISBN: 9781444146608.

Johnes, R. and Lock, G. (2010). Functional Grammar in the ESL Classroom: Noticing, Exploring and Practising. ISBN 978-0-230-27239-2. Thompson, G. (2013). Introducing Functional Grammar (3rd Ed.). ISBN: 978-1-4441-5267-8.
Complementary

Recommendations

Subjects that continue the syllabus
ENGLISH LANGUAGE VI/12274116
ENGLISH LANGUAGE V/12274115

Subjects that are recommended to be taken simultaneously
NARRATIVE IN ENGLISH/12274122
INTRODUCTION TO ENGLISH TRANSLATION/12274124
THE SOUND SYSTEM IN ENGLISH II/12274114

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 LISTENING II/12274108
COMMUNICATION SKILLS: SPEAKING AND LISTENING I/12274107
COMMUNICATION SKILLS: READING AND WRITING I/12274109
ENGLISH LANGUAGE II/12274106
ENGLISH LANGUAGE I/12274105
ENGLISH LANGUAGE III/12274111
 
Other comments
It is strongly advisable to have previously passed the following courses: English I - English II - English Language I - English Language II - English Language III - Communication Skills: Speaking and Listening I - Communication Skills: Speaking and Listening II - Communication Skills: Reading and Writing I - Communication Skills: Reading and Writing 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.