Type A
|
Code |
Competences Specific |
Type B
|
Code |
Competences Transversal |
Type C
|
Code |
Competences Nuclear |
Type A
|
Code |
Learning outcomes |
Type B
|
Code |
Learning outcomes |
Type C
|
Code |
Learning outcomes |
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 |
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
1 |
0 |
1 |
Lecture |
|
15 |
14 |
29 |
Presentations / oral communications |
|
6 |
2 |
8 |
Problem solving, exercises in the classroom |
|
13 |
14 |
27 |
Assignments |
|
5 |
16 |
21 |
Portfolio / Learning Guide |
|
2 |
10 |
12 |
Projects |
|
17 |
28 |
45 |
Personal attention |
|
1 |
0 |
1 |
|
Multiple-choice objective tests |
|
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
|
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 |
Description |
During the 2021-22 academic year, students will be
given individual and/or group tutorials during which they can resolve any
questions that may have about the subject. Tutorials may be face-to-face or
online. At the start of the academic year, students will be informed about
how these personalised tutorials will take place (timetables, whether they
will be face-to-face, by email, Moodle, etc.) |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Presentations / oral communications |
|
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 |
|
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 |
|
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 |
|
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 |
If the public health situation requires a reduction in physical attendance, examination will be adapted to comply with the directives issued by the relevant organisations. Any changes will be notified via the news forum on Moodle. 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. |
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 |
|
|
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. |
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