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Tipus A
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Codi |
Competències Específiques | | | 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. |
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Tipus B
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Codi |
Competències Transversals | | | CT5 |
Comunicar informació de forma clara i precisa a audiències diverses. |
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Tipus C
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Codi |
Competències Nuclears |
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Tipus A
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Codi |
Resultats d'aprenentatge |
| | A5 |
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.
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Tipus B
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Codi |
Resultats d'aprenentatge |
| | CT5 |
Produir un text de qualitat, sense errors gramaticals i ortogràfics, amb una presentació formal acurada i un ús adequat i coherent de les convencions formals i bibliogràfiques.
Construir un text estructurat, clar, cohesionat, ric i d’extensió adequada.
Elaborar un text adequat a la situació comunicativa, consistent i persuasiu.
Usar els mecanismes de comunicació no verbal i els recursos expressius de la veu necessaris per fer una bona intervenció oral.
Construir un discurs estructurat, clar, cohesionat, ric i d’extensió adequada.
Produir un discurs adequat a la situació comunicativa, consistent i persuasiu, i interactuar de manera efectiva amb l’auditori.
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Tipus C
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Codi |
Resultats d'aprenentatge |
| Tema |
Subtema |
| Listening |
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| 1. Listening for Information |
a. Listening for general comprehension (e.g., listen to somebody’s explanation)
b. Listening for key words (e.g., listen to a string of announcements waiting for our flight or destination to be mentioned)
c. Listening for gist (e.g., this news item is about sport, this one's about an accident etc. We may do this until we hear something that catches our attention and then we switch to a more intensive mode)
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| 2. Listening for discourse clues |
a. Paying conscious attention to what is being signaled by the speaker.
i. in a lecture
ii. in anecdotes (with time expressions to guide the hearer through a series of events and with appeals for response of confirmation)
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| 3. Intensive listening |
a. Paying attention to specifics
b. Focusing on individual words
c. Paying attention to pronunciation (sounds of English table), grammar and vocabulary
d. Paying attention to the details of intonation or other nuance in the way a speaker speaks
e. Stages: discussing the topic, predicting content, picking out the main ideas, listening again to pick out the details, listening a third time for vocabulary and pronunciation practice, follow-up by using the new vocabulary and discussing the ideas mentioned in the audio clip/video.
f. Brief listening exercises (5-10 minute audio clips, short audio clips of news or current events, interviews, short recorded stories, short YouTube videos short podcasts and YouTube videos)
g. Activity types: fill-in-the-gap activities, transcription, vocabulary work, or pronunciation activities. Also, comprehension questions, vocabulary and grammar tasks such as sentence-making, or summarizing and paraphrasing – either orally or on paper, and finally, some discussion or writing.
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| 4. Extensive listening |
a. Relaxed listening/listening for pleasure to improve learners’ listening fluency, pronunciation and intonation.
b. Watching a video clip or movie
c. Understanding a movie and using subtitles/captions
d. Exposure to a wide range of vocabulary, ideas, different styles of speaking and varieties of English
e. Long listening exercises (10-20 minute audio clips, TV news, TED Talks, YouTube Channels and podcasts)
f. Activity types: binge-watching?learners select listening materials that are appropriate to their English proficiency, are highly enjoyable for them, and not very difficult for them to understand. Creation of groups that share information with members of their group or other groups.
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| Speaking |
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| 1. Types of speaking |
a. Imitative
b. Intensive
c. Interactive
d. Responsive
e. Extensive
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| 2. The four speaking skills |
a. Fluency
b. Vocabulary
c. Grammar
d. Pronunciation
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| 3. Functions of language |
a. Agreeing and Disagreeing
b. Asking and giving opinions
c. Expressing plans and goals
d. Predicting
e. Speculating
f. Complaining
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| 4. Activities for practice |
a. Discussions, role-play, simulations, information gap, brainstorming, storytelling, interviews, story completion, informal conversations, telephone calls, videoconferences |
| Metodologies :: Proves |
| |
Competències |
(*) Hores a classe
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Hores fora de classe
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(**) Hores totals |
| Activitats Introductòries |
|
2 |
2 |
4 |
| Resolució de problemes, exercicis a l'aula ordinària |
|
42 |
60 |
102 |
| Presentacions / exposicions |
|
8 |
8 |
16 |
| Treballs col·laboratius. |
|
2 |
10 |
12 |
| Atenció personalitzada |
|
2 |
0 |
2 |
| |
| Proves mixtes |
|
4 |
10 |
14 |
| |
(*) En el cas de docència no presencial, són les hores de treball amb suport vitual del professor.
(**) Les dades que apareixen a la taula de planificació són de caràcter orientatiu, considerant l’heterogeneïtat de l’alumnat |
Metodologies
| |
Descripció |
| Activitats Introductòries |
The subjects, work plan, evaluation system and moodle will be presented during the first session of the course. |
| Resolució de problemes, exercicis a l'aula ordinària |
Training in speaking and listening skills through intensive and extensive practice of both oral macro skills, speaking and listening. Authentic videos will be used to develop students' abilities to understand and communicate effectively in spoken English. |
| Presentacions / exposicions |
Students are asked to prepare and present oral impromptu presentations / oral tasks throughout the course. They should be able to show they acquired the skills and oral/listening strategies discussed throughout the course. |
| Treballs col·laboratius. |
Students will be required to work in groups in order to practice extensive listening outside the classroom. |
| Atenció personalitzada |
Students will receive personal and whole-class feedback on a regular basis. Any questions or issues can also be dealt with during tutoring sessions if needed. |
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Descripció |
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Students' progress is going to be monitored throughout the course and personal feedback will be given on regular basis.
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Metodologies |
Competències
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Descripció |
Pes |
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| Presentacions / exposicions |
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Oral presentations/oral tasks |
60% |
| Proves mixtes |
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Listening tests/tasks |
40% |
| Altres |
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| |
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Altres comentaris i segona convocatòria |
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60% = Passing grade for Convocatòria 1 & Convocatòria 2 00.00 - 59.99 = Suspens 60.00 - 72.49 = Aprovat 72.50 - 84.99 = Notable 85.00 - 97.49 = Excel·lent 97.50 - 100.00 = Matrícula d'Honor
1ª convocatòria 1. The passing grade for this course is 60%. 2. All activities (projects, tasks, tests, etc.) are of obligatory submission to pass the course. Failing to submit any part of the continuous assessment should oblige the student to take the 2nd Call Exam, independent of their average score. 3. Attendance and participation: Notice that this is a fully practical course. Therefore, the final grade will be based on regular class attendance, active participation and successful completion of all the tasks. A minimum of 60% of attendance is required to pass the course. If you do not attend our sessions regularly or if you fail the course, you will have to take the 2nd Call Exam. 4. No late assignments will be accepted. No tests/exams will be taken outside scheduled dates and times.
2ª convocatòria Students who fail the 1ª convocatòria will go to the 2ª convocatòria final exam. The final resit exam includes: Speaking tasks (40%) Presentation of a project (30%) Listening tasks (30%) |
| Bàsica |
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Main sources: Devito, J. A. (2009). The Essential Elements of Public Speaking.Boston, MA : Pearson/Allyn and Bacon Gude, K. (2009). Advanced listening and speaking CAE. Oxford : Oxford University Press Osborn, M. (2006). Public speaking. Boston, Mass: Houghton Mifflin Co. Richards, J. C. (2008). Teaching Listening and Speaking: from Theory to Practise. Cambridge: CUP Sellnow, D. D. (2005). Confident Public Speaking. Belmont, CA: Wadsworth Additional sources: Blackwell, A. (2007). Open Forum 1 : Academic Listening and Speaking. New York, NY : Oxford University Press Corey, J. (2010). Audio Production and Critical Listening Technical Ear Training. Burlington, MA : Focal Press Handel, S. (1993). Listening : An Introduction to the Perception of Auditory Events. Cambridge, Mass.: MIT Press Harrington, D. (2009). Speaking of Speech : Basic Presentation Skills for Beginners.Tokyo : Macmillan Languagehouse James, K.(1991). Listening Comprehension and Note-taking Course. London : Collins ELT Numrich, C. (1995). Consider the Issues : Advanced Listening and Critical Thinking Skills. White Plains, NY : Longman http://www.lets-talk-in-english.com/
http://www.bbc.co.uk/worldservice/learningenglish/
http://learnenglish.britishcouncil.org/en/
http://lectures.princeton.edu/
http://podcasts.ox.ac.uk/
http://www.oup.com/oxforddnb/info/freeodnb/pod/
http://topics.nytimes.com/topics/reference/timestopics/subjects/e/english_language/index.html http://www.macmillandictionary.com/ NB: CAE listening practice tests and past papers will be used in practical sessions along with a great variety of visual and auditory authentic materials. |
| Complementària |
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| Assignatures que en continuen el temari |
| DESTRESES COMUNICATIVES: SPEAKING AND LISTENING II/12274108 |
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| Assignatures que es recomana cursar simultàniament |
| DESTRESES COMUNICATIVES: READING AND WRITING I/12274109 | | LLENGUA ANGLESA I/12274105 |
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(*)La Guia docent és el document on es visualitza la proposta acadèmica de la URV. Aquest document és públic i no es pot modificar, llevat de casos excepcionals revisats per l'òrgan competent/ o degudament revisats d'acord amb la normativa vigent |
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