| Competences |
| 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 |
| Type C | Code | Competences Nuclear |
| C1 | Have an intermediate mastery of a foreign language, preferably English |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Coneix la gramàtica i el vocabulari de la llengua anglesa a un nivell bàsic Desenvolupa la capacitat d'expressió oral i escrita per satisfer les necessitats d’ús instrumental de la llengua anglesa a un nivell bàsic Identifica els errors més comuns que es donen en el procés de transferència entre llengües per poder-los corregir Coneix el sistema de sons de la llengua anglesa i la seva relació amb el sistema ortogràfic i la importància de la pronunciació en l’expressió oral | |
| Type B | Code | Learning outcomes |
| Type C | Code | Learning outcomes |
| C1 |
Express opinions on abstract or cultural topics in a limited fashion. Explain and justify briefly their opinions and projects. Understand instructions about classes or tasks assigned by the teaching staff. Understand the basic ideas of radio and television programmes. Understand routine information and articles. Understand the general meaning of texts that have non-routine information in a familiar subject area. Recollir en apunts part de la informació que s'imparteix en una classe Write letters or take notes about foreseeable, familiar matters. |
| Contents |
| Topic | Sub-topic |
| Grammar 1:Reporting verbs | verb patterns |
| Grammar 2: Modals | past obligation |
| Grammar 3: Articles | - |
| Grammar 4:Passive | have/get something done |
| Grammar 5: Modals | past deduction |
| Grammar 6: Relative clauses | defining and non-defining |
| Grammar 7: Emphasis | cleft sentneces |
| Grammar 8: Future forms review | - |
| Grammar 9: Participle clauses | - |
| Grammar 10: Nouns | quantity expressions |
| Vocabulary 1: Holidays | travel |
| Vocabulary 2: Word formation | adjective suffixes -ful, -less, -ish |
| Vocabulary 3: Describing people | Character |
| Vocabulary 4: Compounds | Adjectives |
| Vocabulary 5: Places | architecture |
| Vocabulary 6: Education | - |
| Vocabulary 7: Colloquial expressions | - |
| Vocabulary 8: Houses | furnishings |
| Pronunciation | Integrated into the areas covered |
| Skills 1: Speaking | Integrated controlled, freer and free practice |
| Skills 2: Listening | Variety of sources, CD, teacher, internet clips and film |
| Skills 3: Reading | Course book texts |
| Skills 4: Writing | Descriptions and narrative |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
15 | 30 | 45 | ||||||
| Problem solving, classroom exercises |
|
32 | 0 | 32 | ||||||
| Problem solving, exercises |
|
1 | 35 | 36 | ||||||
| Assignments |
|
1 | 5 | 6 | ||||||
| Personal tuition |
|
3 | 0 | 3 | ||||||
| Objective multiple-choice tests |
|
1 | 8 | 9 | ||||||
| Mixed tests |
|
1 | 7 | 8 | ||||||
| Oral tests |
|
5 | 5 | 10 | ||||||
| (*) 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 |
| Lecture | Language input |
| Problem solving, classroom exercises | Application of the syllabus through a variety of exercises in class: role-plays, discussions, individual and pair work, group activities. |
| Problem solving, exercises | Homework exercises |
| Assignments | Voice recording project |
| Personal tuition | - |
| Personalized attention |
| Description |
| Tutorials: students can personally contact the teacher in the office or through moodle |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Assignments |
|
Students record themselves speaking and are assessed on their pronunciation | 20% | ||||
| Oral tests |
|
Anecdotes. Studnets are assessed on their language, pronunciation, discourse and communicative skills | 20% | ||||
| Objective multiple-choice tests |
|
Test of language areas covered. | 25% | ||||
| Mixed tests |
|
Test of language areas covered | 25% | ||||
| Others | Regular attendance and participation in class |
10% |
| Other comments and second exam session | |||
|
A series of tests based on the 2nd part of the course book To invovle any of the following: reading, listening, grammar, vocabulary, writing and speaking. |
|||
| Sources of information |
| Basic |
Kay and Jones, New Inside Out Upper Intermediate, Student's book, , Macmillan |
||||||||
The above book is the same as for Anglès 1, we will use the second half of it for Anglès 2. |
|||||||||
| Complementary | |||||||||
| Recommendations |
| Subjects that it is recommended to have taken before | ||
|
||
(*)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.