| 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 |
Mostra un maneig de la llengua anglesa (de forma oral i/o escrita) en contextos diversos a un nivell superior. Coneix l'evolució històrica de la llengua anglesa. | |
| Type B | Code | Learning outcomes |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1. Historical Linguistcs | 1.1 Language change, evolution and decay 1.2 Historical Linguistics: aims andmethodology 1.3 Internal and external factors in language change 1.4 Sound change 1.5 Language classification 1.6 Indo-European and Germanic |
| 2. Old English | 2.1 Historical background 2.2 Old English dialectal differentiation 2.3 Old English phonology 2.3.1 From Germanic to Old English 2.3.2 Sound-spelling correspondences 2.3.3 Consonants 2.3.4 Vowels 2.4 Old English grammar 2.4.1 Nominal inflection 2.4.2 Verbal inflection 2.4.3 Morphological and syntactic processes 2.5 Scandinavian influence |
| 3. Middle English | 3.1 Historical background 3.1.1 The Norman conquest 3.1.2 Sociocultural conditionings 3.2 Middle English phonology 3.2.1 Spelling 3.2.2. Main changes in the pronunciation 3.3 Middle English grammar 3.4 Middle English lexicon 3.4.1 Loss of Anglo-Saxon vocabulary and word-formation processes 3.4.2 Borrowings from Norman-French 3.4.2 Borrowings from French and Latin |
| 4. Early Modern English | 4.1 Historical introduction 4.2 Early Modern English phonology 4.2.1 The Great Vowel Shift 4.2.2 Other changes in the vocalic system 4.2.3 Changes in the consonantal system 4.3 Early Modern English grammar 4.3.1 Syntactic and morphological aspects 4.4 The lexicon of Early Modern English 4.4.1 The influence of Latin and Greek 4.4.2 The language of Shakespeare |
| 5. Modern English | 5.1 Historical context 5.1.1 The Reformation 5.1.2 The age of discoveries 5.2 Neoclassicist attitudes towards language 5.2.1 The scientific study of language 5.2.2 Language academies 5.2.3 Prescriptive grammars and dictionaries 5.2. The spread of English around the world 5.2.1 American English 5.2.2 English in Australia and the Pacific 5.2.3 English in Africa, India and the Caribbean 5.3 English as the world's lingua franca 5.3.1 English in communication, entertainment and science 5.4 Recent phonological and grammatical changes in English 5.4.1 British English from the 18th to the 20th centuries 5.4.2 The American pronunciation standard |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
2 | 0 | 2 | ||||||
| Lecture |
|
15 | 7.5 | 22.5 | ||||||
| Problem solving, exercises in the classroom |
|
24 | 28.5 | 52.5 | ||||||
| Problem solving, exercises |
|
4 | 16 | 20 | ||||||
| Assignments |
|
8 | 22 | 30 | ||||||
| Presentations / oral communications |
|
1 | 11 | 12 | ||||||
| Personal attention |
|
1 | 0 | 1 | ||||||
| Short-answer objective tests |
|
1.5 | 1.5 | 3 | ||||||
| Practical tests |
|
3 | 3 | 6 | ||||||
| Oral tests |
|
0.5 | 0.5 | 1 | ||||||
| (*) 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 | – Explanation of course structure – Explanation of course syllabus – Presentation of course schedule – Description of the type of class: theory and practice – List and explanation of course objectives – List and explanation of course methodologies – Explanation of course assessment – List of teaching materials: workbook, recorded exercises. – Relation of course to the rest of the degree program – Instructions to carry out exercises and assignments – Feedback on work done and tests taken |
| Lecture | – Power-point supported sessions – Brief summary of session – Main objectives of session – Links to previous units – Explanation of main concepts – Exemplification – Audio and video illustrations – Question and answer session – Recapitulation |
| Problem solving, exercises in the classroom | – Workbook exercises: group and individual – Transcription exercises – Readings from book |
| Problem solving, exercises | - Preparation of readings |
| Assignments | - Preparation, rehearsal and recording of audiovisual assignments |
| Presentations / oral communications | - Performance of audiovisual assignments |
| Personal attention | – Solve doubts concerning course contents, mechanics or evaluation – Check on student progress |
| Personalized attention |
| Description |
|
– Solve doubts concerning course contents, mechanics or evaluation – Check on student progress
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.)
|
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Problem solving, exercises in the classroom |
|
-Class Attendance -Participation |
10% | ||||
| Assignments |
|
-Recordings | 10% | ||||
| Short-answer objective tests |
|
-Class Exercises & Recordings | 20% | ||||
| Practical tests |
|
-Tests | 60% | ||||
| Others |
| Other comments and second exam session | |||
|
2nd Convocatòria: Single Exam: 100% of the grade |
|||
| Sources of information |
| Basic |
BARBER, C., BEAL, J. & SHAW, P., The English Language. A Historical Introduction, 2nd edition, 2009
BAUGH, A.C. & CABLE, T., A History of the English Language, , 1993
Lass, R., Old English, , 1995
Hock, H. H., Principles of Historical Linguistics, , 1991
Crystal, D., The Cambridge Encyclopedia of the English Language (PART I), , 1995 |
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| Complementary | |||||||||
| Recommendations |
| 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.