| Competences |
| Type A | Code | Competences Specific |
| A3 | Entendre una segona llengua estrangera i expressar-se en ella en un nivell bàsic. | |
| Type B | Code | Competences Transversal |
| CT1 | Use information in a foreign language effectively. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A3 |
Desenvolupa la capacitat de comprensió oral i escrita per a satisfer les necessitats d’ús instrumental bàsic d'una segona llengua estrangera. | |
| Type B | Code | Learning outcomes |
| CT1 |
Utilitzar informació en llengua estrangera d'una manera eficaç. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| Careers and Studying | -describe good and bad aspects of working life -explain your feelings about the future -talk about education and starting work -give better presentations |
| Socialising | -talk about celebrations and parties you've been to -suggest different times or places to meet -talk about awkward situations -start and end different kinds of conversations |
| Transport and Travel | -discuss travel experiences -talk about problems when renting things -rent a car -express shock and surprise talk about different kinds of driving experience -emphasise how you feel |
| Health and Medicine | -describe health problems in more detail -pass on sympathetic messages talk about operations -discuss issues connected to health systems -talk about research and surveys -tell jokes better |
| Life-changing Events | -describe major life events in more detail -report information you are not 100% sure of -discuss gossip and news about people -complain about annoying habits -discuss ceremonies -talk about values and concepts |
| Banks and Money | -describe problems connected to personal finances and banking -deal with banks -apologise and explain problems in formal settings -use descriptive literary language -express regrets -use financial metaphors |
| Food | -explain how to cook things -give approximate meanings -get better at linking ideas together -talk about food programmes and memories of food -discuss food-related stories in the news |
| Business | -explain why are phoning -be more formal in business contexts -pronounce email addresses and websites -talk about how companies and markets develop -explain and sell products and services |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1.5 | 2 | 3.5 | ||||||
| Lecture |
|
0.5 | 10 | 10.5 | ||||||
| Problem solving, exercises in the classroom |
|
45 | 0 | 45 | ||||||
| Presentations / oral communications |
|
0.5 | 10 | 10.5 | ||||||
| Assignments |
|
5 | 10 | 15 | ||||||
| Problem solving, exercises |
|
5 | 25 | 30 | ||||||
| Personal attention |
|
3 | 0 | 3 | ||||||
| Extended-answer tests |
|
4 | 29 | 33 | ||||||
| (*) 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 | Students will do the level test to determine their level of English at the beginning of the course. This will allow them to see more clearly which aspects they need to work on in order to improve. |
| Lecture | Students will be introduced to the activities with the help of the teacher's explanatory and introductory lectures. |
| Problem solving, exercises in the classroom | Students will participate in team work as well as pair work in order to solve problems presented by the teacher. |
| Presentations / oral communications | Students will do two 5-minute oral presentatios individually, as a team or in pairs. |
| Assignments | Students will be given homework regularly throughout the course. |
| Problem solving, exercises | Students will bring their doubts to class and the whole class will participate in finding solutions and answers. |
| Personal attention | Students will have the opportunity to consult the teacher in order to receive a more personal help and guidance. |
| Personalized attention |
| Description |
| Tutorials: students can personally contact the teacher in the office or through Moodle. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Presentations / oral communications |
|
Students will do two 5-minute oral presentations. | 40% | ||||
| Extended-answer tests |
|
Students will do two partial exams. | 60% | ||||
| Others |
| Other comments and second exam session | |||
|
Students' writing, grammar and listening skills will be evaluated in the form of two partial exams (30% each). Students will do two oral presentations (20% each) during the course. The second term exam will be theoretical only and will inlcude writing, grammar and listening drills (100%). |
|||
| Sources of information |
| Basic |
, Outcome Upper-intermediate, ,
, Upper-intermediate Language Practice, ,
, www.bbclearningenglish.com, ,
, www.wordreference.com, , |
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| Complementary | |||||||||
| Recommendations |
| Other comments | |
| This course is recommended to students with solid intermediate level. |
(*)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.