| 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 |
Desenvolupa la capacitat d’expressió oral i/o escrita per a satisfer les necessitats d’ús de la llengua anglesa a un nivell avançat. Domina la gramàtica i el vocabulari de la llengua anglesa a un nivell superior. Mostra un maneig de la llengua anglesa (de forma oral i/o escrita) en contextos diversos a un nivell superior. Desenvolupa la capacitat de comprensió oral i/o escrita per a satisfer les necessitats d’ús de la llengua anglesa a un nivell superior. Obté consciència dels principals aspectes contrastius entre l’anglès i l’espanyol/català. | |
| Type B | Code | Learning outcomes |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1. Syntactic analysis | 1.1 Sentence constituents 1.2 Verb types, functions of sentence elements and basic sentence structures 1.3 Tree diagrams and re-write rules 1.4 Ambiguity |
| 2. Phrases | 2.1 Noun phrases 2.2 Adjective phrases 2.3 Adverb phrases 2.4 Prepositional phrases |
| 3. Verbs | 3.1 The verb group 3.2 Multi-word verbs 3.3 Free combinations |
| 4. Sentences | 4.1 Simple and multiple sentences 4.2 Major types of sentences 4.3 Minor types of sentences 4.4 Affirmative and negative sentences 4.5 Active and passive sentences |
| 5. Subordinate clauses | 5.1 Adverbial clauses 5.2 Adjectival/relative clauses 5.3 Nominal clauses 5.4 Finite, non-finite and verbless clauses |
| 6. Non-basic sentence structures | 6.1 Focus, theme and emphasis 6.2 Fronting 6.3 Dislocation 6.4 Inversion 6.5 Existential sentences / THERE structures 6.6 Extraposition / Anticipatory IT 6.7 Cleft sentences 6.8 Pseudo-cleft sentences 6.9 Discontinuities |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
10 | 10 | 20 | ||||||
| Problem solving, exercises in the classroom |
|
31 | 15 | 46 | ||||||
| Problem solving, exercises |
|
0 | 40 | 40 | ||||||
| Practical cases/ case studies in the classroom |
|
8 | 4 | 12 | ||||||
| Personal attention |
|
1 | 0 | 1 | ||||||
| Mixed tests |
|
8 | 16 | 24 | ||||||
| Oral tests |
|
2 | 4 | 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, activities and tests - Feedback to whole group on exercises and activities done and tests taken |
| Lecture | - Presentation of course contents by means of explanation, exemplificarion and visual aids - Student active participation: questions, contributions and discussion |
| Problem solving, exercises in the classroom | - Exercises of a miscellanous type directly connected with theoretical and practical course contents, aimed at the understanding and assimilation of course contents as well as at the acquisition of competencies, to be done, corrected and discussed in class |
| Problem solving, exercises | - Exercises of a miscellaneous type directly connected with theoretical and practical course contents, to provide extra practice to understand and assimilate course contents as well as to acquire competencies, to be done outside classroom hours as self-correction exercises |
| Practical cases/ case studies in the classroom | - Activities of a miscellaneous type directly connected with theoretical and practical course contents, aimed at the understanding and assimilation of course contents as well as at the acquisition of competencies, to be done in class individually or in pairs/groups and to be submitted at the end of the class session for grading |
| Personal attention | - Individual and group tutorial sessions, available for students who wish to comment on any course-related aspect and aimed at (i) solving doubts about course contents, mechanics or assessment, (ii) revising homework, classwork and tests, (iii) checking on progress, (iv) providing feedback, (v) making suggestions for improvement and (vi) recommending remedial work. |
| Personalized attention |
| Description |
|
Individual and group tutorial sessions will be available for students who wish to comment on any course-related aspect. They will be aimed at (i) solving doubts about course contents, mechanics or assessment, (ii) revising homework, classwork and tests, (iii) checking on progress, (iv) providing feedback, (v) making suggestions for improvement and (vi) recommending remedial work. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Practical cases/ case studies in the classroom |
|
Class Activity 1 Class Activity 2 Class Activity 3 Class Activity 4 Class Activity 5 Class Activity 6 Class Activity 7 Class Activity 8 |
2.5% 2.5% 2.5% 2.5% 2.5% 2.5% 2.5% 2.5% |
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| Mixed tests |
|
Written Test 1 Written Test 2 Written Test 3 Written Test 4 |
10% 10% 10% 10% |
||||
| Oral tests |
|
Oral Test 1 Oral Test 2 Oral Test 3 Oral Test 4 |
10% 10% 10% 10% |
||||
| Others |
| Other comments and second exam session | |||
|
Convocatòria 1: Continuous Assessment Pass Mark: 50% = 5/10 Class Activities: 20% Written Tests: 40% Oral Tests: 40% Convocatòria 2: Final Exams Pass Mark: 50% = 5/10 Written Exam: 50% Oral Exam: 50% |
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| Sources of information |
| Basic |
Aarts, B., English Syntax and Argumentation, 5th, 2018
Baker, C. L., English Syntax, 2nd, 1995
Biber, D., Conrad, S., & Leech, G., Longman Student Grammar of Spoken and Written English, , 2002
Börjars, K., & Burridge, K., Introducing English Grammar, , 2010
Burton-Roberts, N., Analysing Sentences: An Introduction to English Syntax, 4th, 2016
Carter, R., & McCarthy, M., Cambridge Grammar of English: A Comprehensive Guide: Spoken and Written English: Grammar and Usage, , 2006
Collins Cobuild, Collins Cobuild English Grammar, 4th, 2017
Collins, P., & Hollo, C., English Grammar: An Introduction, 3rd, 2016
Downing, A., English Grammar: A University Course, 3rd, 2014
Downing, A., & Locke, P., A University Course in English Grammar, , 2002
Greenbaum, S., A College Grammar of English, , 1989
Greenbaum, S. & Nelson, G., An Introduction to English Grammar, 4th, 2018
Greenbaum, S., & Quirk, R., A Student's Grammar of the English Language, , 1990
Huddleston, R., English Grammar: An Outline, , 1988
Huddleston, R., Introduction to the Grammar of English, , 1984
Huddleston, R., & Pullum, G., The Cambridge Grammar of the English Language, , 2002
Huddleston, R., & Pullum, G., A Student's Introduction to English Grammar, , 2005
Jackson, H., Grammar and Vocabulary: A Resource Book for Students, , 2002
Miller, J., An Introduction to English Syntax, 2nd, 2008
Muñoz, C., Clause Analysis: A Practical Approach, , 1994
Parrott, M., Grammar for English Language Teachers, 2nd, 2010
Quirk, R., & Greenbaum, S., A Concise Grammar of Contemporary English (US version), , 1973
Quirk, R., & Greenbaum, S., A University Grammar of English (UK version), , 1987
Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J., A Comprehensive Grammar of the English Language, , 1985
Tallerman, M., Understanding Syntax, 5th, 2019
Thomas, L., Beginning Syntax, , 1993
Turell Julià, Mª Teresa, No One-to-One in Grammar, , 1983
van Gelderen, E., An Introduction to the Grammar of English, 2nd, 2010 |
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| Complementary |
Algeo, J., Exercises in Contemporary English, , 1974
Álvarez Benito, G., Linguistics Workbook, , n.d.
Biber, D., Conrad, S., & Leech, G., Longman Student Grammar of Spoken and Written English: Workbook, , 2002
Chalker, S., A Student's English Grammar Workbook, , 1992
Close, R. A., A University Grammar of English Workbook, , 1974
Fowler, W. S., New Proficiency English: Book Three: Use of English, , 1985
Graver, B. D., Advanced English Practice, 3rd, 1986 |
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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.