| Competencias |
| Tipo A | Código | Competencias Específicas |
| A5 | Dominar la lengua inglesa desde un punto de vista teórico y práctico y expresarse oralmente y por escrito de manera fluida y precisa | |
| Tipo B | Código | Competencias Transversales |
| Tipo C | Código | Competencias Nucleares |
| Resultados de aprendizaje |
| Tipo A | Código | Resultados de aprendizaje |
| A5 |
Domina la gramática y el vocabulario de la lengua inglesa a un nivel intermedio-alto. Desarrolla la capacidad de comprensión oral y/o escrita para satisfacer las necesidades de uso de la lengua inglesa a un nivel intermedio-alto. Desarrolla la capacidad de expresión oral y/o escrita para satisfacer las necesidades de uso de la lengua ingles a un nivel intermedio-alto. Conoce y aplica las técnicas y estrategias elementales propias del discurso oral y/o escrito. | |
| Tipo B | Código | Resultados de aprendizaje |
| Tipo C | Código | Resultados de aprendizaje |
| Contenidos |
| tema | Subtema |
| TEXTOS NARRATIVOS I Narrativa y conectores Narrativa biográfica Artículos periodísticos Testimonio e información |
1 Comprensión del texto 2 Selección de ideas 3Información fundamental 4Información y tareas 5Vocabulario 6Oraciones 7Intencionalida 8Interpretación 9Principios gramaticales TÉCNICAS DE ESCRITURA 1Párrafo con finales abiertos 2Descripción y narración, cartas resúmenes, folletos. 3Aplicación de reglas gramaticales 4Correcciones humanas |
| LECTURAS BÁSICAS Y TÉCNICAS DE ESCRITURA | Trabajo preliminar, escritura, estilo, registro, oraciones, párrafos, cohesión y puntuación. |
| TEXTOS DESCRIPTIVOS I Ejercicio de descripciones. Descripción de retratos, objetos, productos, personas, lugares. |
Making descriptions interesting. Describing pictures, objects, products, people, places. |
| CARTAS I Cartas informales, cuestiones técnicas, diplomacia y tacto, cartas formales, apología protesta, aplicaciones. |
Informal letters: technical matters (layout), diplomacy and tact. Formal letters: job application, apology, complaint |
| OBRAS DE TEATRO Escritura de una obra de teatro |
Writing of a small play |
| Planificación |
| Metodologías :: Pruebas | ||||||||||
| Competencias | (*) Horas en clase |
Horas fuera de clase |
(**) Horas totales | |||||||
| Actividades introductorias |
|
2 | 0 | 2 | ||||||
| Sesión magistral |
|
8 | 12 | 20 | ||||||
| Seminarios |
|
46 | 72 | 118 | ||||||
| Atención personalizada |
|
2 | 0 | 2 | ||||||
| Pruebas mixtas |
|
2 | 6 | 8 | ||||||
| (*) En el caso de docencia no presencial, serán las horas de trabajo con soporte virtual del profesor. (**) Los datos que aparecen en la tabla de planificación son de carácter orientativo, considerando la heterogeneidad de los alumnos | ||||||||||
| Metodologías |
| descripción | |
| Actividades introductorias | Each class will start with the theoretical and practical principles / guidelines to prepare students for the requirements of the various and diverse texts. |
| Sesión magistral | The lectures focus on the ability to use grammar in order to communicate; they pay special attention to key areas of writing skills like style and register, cohesion and punctuation. The other topics of the syllabus are also explained. |
| Seminarios | The texts provided are drawn from a wide range of sources, including newspapers, general interest magazines, leaflets, guides, literary materials, etc., in order to familiarise students with the different text types and forms (descriptive, narrative, literary, etc.) The seminars will focus on the application of effective reading and writing techniques necessary to develop the skills needed by students to tackle the range of tasks required at an advanced level. Grammar is also studied and revised as a route to better writing. |
| Atención personalizada | Students are always welcome to come to the teacher's office for consultation; you can also email her. |
| Atención personalizada |
| descripción |
| Students are welcome to use the teacher's office hours for personal consultation or to become acquanted with the basic structure and contents of the course, and to further practise their communication skills in English. I will also be available for consultation, etc. via e-mail. |
| Evaluación |
| Metodologías | Competencias | descripción | Peso | ||||
| Seminarios |
|
1- There will be a series of texts to read and provide open-ended questions or write summaries, etc. 2-Students will have to write descriptive and narrative compositions similar to the ones provided in the photocopiable materials. They will also write different kinds of letters and a play. Grammar, punctuation, cohesion, coherence, relevant vocabulary will be evaluated too. In general, questions, tasks and activities are designed to demonstrate that students can form an overall impression of the text; they can retrieve specific information, interpret it, use it and produce texts similar to the ones given. Class attendance is then expected, and active participation is essential. 3- On the last day of the course there will also be a general exam based on any activities / exercises practised during the course. |
100% (First part20% + second part 40% + third part 40%) |
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| Otros |
| Otros comentarios y segunda convocatoria | |||
|
ALTRES COMENTARIS I SEGONA CONVOCATÒRIA: -Those students who fail the continuous evaluation, or do not come to class regularly, have a second opportunity or official exam (segona convocatòria). In this exam there will be 2 written exercises based on the contents of the course. For example, the student would have to write a descriptive story or a letter of complaint or a play. Each exercise counts for 50% of the grade. Students can always email the teacher for further information. |
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| Fuentes de información |
| Básica |
, , , |
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Smalzer, William R. Write to be Read.Cambridge University Press. Gónzalez Vera Pilar. Learning to Write Academic Texts in English. Zaragoza, Mira Editores. 2014 - A photocopiable anthology of reading materials. -A monolingual dictionary. |
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| Complementaria | |||||||||
Monolingual dictionaries: -The New Oxford English Dictionary -Cambridge Advanced Learner's Dictionary. Cambridge: Cambridge University Press, 2003. -Collins Cobuild English Dictionary for Advanced Learners. (4th Ed.). Glasgow: HarperCollins, 2001. Useful Usage Books: -Swan, M. Practical English Usage. Oxford: Oxford Univ. Press, 2005.
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| Recomendaciones |
| Asignaturas que continúan el temario | ||
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| Asignaturas que se recomienda cursar simultáneamente | |||
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| Asignaturas que se recomienda haber cursado previamente | |||
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(*)La Guía docente es el documento donde se visualiza la propuesta académica de la URV. Este documento es público y no es modificable, excepto en casos excepcionales revisados por el órgano competente o debidamente revisado de acuerdo la normativa vigente.