Type A
|
Code |
Competences Specific | | A1 |
Entendre la llengua anglesa i expressar-s'hi oralment i per escrit de manera fluida i precisa. |
Type B
|
Code |
Competences Transversal | | B1 |
Learning to learn |
| B2 |
Effective solutions to complex problems |
| B4 |
Autonomy, responsibility and initiative |
| B5 |
Teamwork, collaboration and sharing of responsibility |
Type C
|
Code |
Competences Nuclear |
Type A
|
Code |
Learning outcomes |
| A1 |
Desenvolupa la capacitat d'expressió oral i escrita per satisfer les necessitats d’ús instrumental de la llengua anglesa a un nivell bàsic
Mostra un maneig de la gramàtica i el vocabulari de la llengua anglesa a un nivell bàsic
Es sensibilitza sobre els aspectes de més contrast entre l'anglès i l'espanyol/el català i es familiaritza amb els errors més comuns que es donen en el procés de transferència entre llengües per poder-los identificar i corregir
Valora la importància de la responsabilitat, l'organització, la disciplina i la consistència a l'hora de dur a terme treballs individuals i en grup com a qualitats necessàries per al desenvolupament personal
Utilitza les noves tecnologies per adquirir coneixements, desenvolupar tasques, solucionar problemes i millorar diversos aspectes relacionats amb el propi procés d'aprenentatge de la llengua anglesa
|
Type B
|
Code |
Learning outcomes |
| B1 |
Learn by asking questions and take an interest in clearing up doubts.
Understand the importance of mental schemas other than their own.
Adapt the learning objectives put forward by the teaching staff.
Adopta autònomament les estratègies d'aprenentatge en cada situació
Be able to use paradigms from other disciplines.
Construeix coneixements compartits, aprèn i facilita la construcció conjunta de l'aprenentatge
| | B2 |
Identify problems and take decisions to solve them.
Draw up strategies to solve problems.
Transfer classroom exercises and the cases they have studied to real situations in other environments.
| | B4 |
Manage and organize their work and time as scheduled.
Fa el treball previst d'acord amb els criteris de qualitat donats
Present results before the stipulated deadlines.
Decideix com gestiona i organitza el treball i el temps que necessita per dur a terme una tasca a partir d'una planificació orientativa
| | B5 |
Bear in mind the opinions of others and give constructive feedback.
|
Type C
|
Code |
Learning outcomes |
Topic |
Sub-topic |
Tense and aspect in the verb phrase |
Reference to past, present and future time. Other semantic implications of tense and aspect. |
Modal auxiliaries |
Form and function. Expression of permission, ability, obligation, deduction, necessity, speculation, advice, suggestion, etc. Semi-modals. |
Passive voice |
Passive infinitive, double object passives, pseudo-passive constructions. |
Interrogative forms |
‘Wh’ questions, subject/object questions, embedded questions, question tags. |
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
2 |
0 |
2 |
Lecture |
|
3 |
0 |
3 |
Problem solving, classroom exercises |
|
42 |
0 |
42 |
Assignments |
|
0 |
60 |
60 |
Previous studies |
|
0 |
12 |
12 |
Problem solving, exercises |
|
0 |
10 |
10 |
Portfolios/Learning folder |
|
0 |
15 |
15 |
Personal tuition |
|
1 |
0 |
1 |
|
Mixed tests |
|
5 |
0 |
5 |
|
(*) 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 (aims, content, learning methods, assessment). |
Lecture |
Presentation and explanation (for each new item) of course contents, to support and complement practice with the acquisition of appropriate corresponding linguistic and meta-linguistic knowledge. |
Problem solving, classroom exercises |
Exercises completed in the class sessions (corrections will be explained in English, preferably by the students), to:
(a) increase the student's degree of grammatical accuracy,
(b) initiate training in basic description and analysis of the English language, and
(c) detect and deal with any especially problematic aspects. |
Assignments |
Consolidation exercises to be completed at home and brought to the corresponding class session to deal with any doubts that may arise. |
Previous studies |
Reviewing for written tests. Complementation, with brief readings, of class lectures. |
Problem solving, exercises |
Class exercises designed to check student's current knowledge and command of each new topic, and detect any areas which may require special attention. |
Portfolios/Learning folder |
Portfolio to be submitted either at the end of the semester or of each topic, containing all coursework (as well as the corresponding corrections and annotations), plus a detailed final self-assessment report.
|
Description |
Individual tutorials to present and/or review portfolios.
Individual consultation of any course-related doubts or problems (in visiting hours). |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Problem solving, classroom exercises |
|
Regular active oral participation in class sessions. |
10% |
Assignments |
|
Correct, punctual and complete processing of exercises done out of class. |
10% |
Previous studies |
|
Preparation for written tests. |
(see
"Mixed tests"
below) |
Problem solving, exercises |
|
Regular active oral participation in class sessions. Correct, punctual and complete processing of exercises done out of class. |
(see
first two items above) |
Portfolios/Learning folder |
|
Full completion of coursework. Regular and appropriate use of self-corrections, together with annotations, explanations, etc. Evidence of self-learning initiatives. |
30% |
Mixed tests |
|
Written test on completing each topic of course content (closely reflecting the corresponding previous learning activities). |
50% |
Others |
|
See "Other comments" below. |
|
|
Other comments and second exam session |
Segona Convoc. will consist of a written test which will include questions and exercises on all the topics covered in the course (all of which must be answered by every student). The marks for "Assignments", "Problem solving and class exercises", and "Portfolios/Learning folder" above (as well as their overall relative value) will be maintained for Segona Convoc. |
Basic |
Hewings, Martin, Advanced Grammar in Use, Third, Cambridge University Press
Haines, Simon & Nettle, Mark, Advanced Grammar in Use (Supplementary Exercises), , Cambridge University Press
|
The above two items are indispensable course material for both English Language 1 and 2. In both cases, students should acquire them with answers, and in the first case, with CD-Rom. |
Complementary |
|
This material will be supplemented, during the course, with exercises, presentations and tests created by the course instructors, as well as useful links to online materials.
|
Subjects that continue the syllabus |
ENGLISH LANGUAGE II/12274106 |
|
Subjects that are recommended to be taken simultaneously |
COMMUNICATION SKILLS: SPEAKING AND LISTENING I/12274107 | COMMUNICATION SKILLS: READING AND WRITING I/12274109 |
|
Subjects that it is recommended to have taken before |
ENGLISH I/12274002 | ENGLISH II/12274003 |
|
|
Other comments |
The course requires a high degree of student involvement and participation. Consistent day-to-day work will be paramount, as well as following instructions correctly and fully, and meeting deadlines punctually. |
(*)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. |
|