| 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 |
Domina la gramàtica i el vocabulari de la llengua anglesa a un nivell intermedi-alt. Desenvolupa la capacitat de comprensió oral i/o escrita per a satisfer les necessitats que vagin més enllà de l’ús purament instrumental de la llengua anglesa a un nivell intermedi-alt. Desenvolupa la capacitat d’expressió oral i/o escrita per a satisfer les necessitats que vagin més enllà de l’ús purament instrumental de la llengua anglesa a un nivell intermedi-alt. Elabora un discurs oral i/o escrit concís i coherent a fi de comunicar els resultats del treball realitzat a un nivell intermedi-alt. Coneix i aplica les tècniques i estratègies bàsiques pròpies del discurs oral i/o escrit. | |
| Type B | Code | Learning outcomes |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| Register and style | • Speech and writing • Coherence: Understanding the function of different parts of the text • Word choice: False friends |
| Narrative | • First-person: o Diary o Autobiography o Personal experience • Third-person: o Biography o Story |
| Argumentation | • Expressing your opinion. • Showing your attitude • The language of argument |
| Letters | o Asking for/giving advice |
| Academic writing | • Levels of formality • The grammar of academic discourse. • Styles of academic writing • Stylistic conventions for academic writing • Definition, vocabulary and academic clarity • The language of comparison and contrast • Referencing • Plagiarism and how to avoid it |
| Reading critically | • Understanding the text structure • Coherence • Understanding the function of different parts of the text • Distinguishing between facts and opinion • Reading to find support for main ideas • Thinking critically about the topic |
| Reading texts | • Journalistic articles • Fiction • Non-fiction • Academic paper • Instructions • Letters • Advertisements • Legal documents |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1.5 | 0 | 1.5 | ||||||
| Lecture |
|
15 | 15 | 30 | ||||||
| Seminars |
|
14 | 14 | 28 | ||||||
| Forums of debate |
|
0.5 | 1 | 1.5 | ||||||
| Problem solving, exercises |
|
24.5 | 45 | 69.5 | ||||||
| Personal attention |
|
0.5 | 1 | 1.5 | ||||||
| Short-answer objective tests |
|
1 | 3 | 4 | ||||||
| Practical tests |
|
4 | 10 | 14 | ||||||
| (*) 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 | • Introduction to the course: objectives, syllabus, methodology and assessment. • Following up ‘Destresses Comunicatives: Reading and Writing I’, introductory activities that help students to acknowledge what they have already learnt and establish a starting point for this course will be carried out. |
| Lecture | Lecture-type sessions. Interactive lectures that will allow students to participate. |
| Seminars | Following up the more theoretical lectures, seminars will provide an opportunity for a more specific and practical discussion. Practice giving as well as receiving feedback. |
| Forums of debate | Forums may be used as an example of student participation. |
| Problem solving, exercises | Following the syllabus, corrections of a diversity of exercises related to writing and reading. |
| Personal attention | Students should stop by the instructor´s office in order to discuss the content of exercises and corrections and grammatical aspects. |
| Personalized attention |
| Description |
| • I will be available to students during my office hours and other times can be arranged if required. I can also be contacted for consultation via e-mail. • Support provided in class in relation to any questions or concerns that students may have about the course. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Problem solving, exercises |
|
Class attendance and participation are required. Lectures and seminars will be closely coordinated and students will be expected to complete the assigned reading and any other activities before the seminar. Students may be asked to hand in the written work required for a seminar. The quality of the work produced will be taken into account. | +/- 15% | ||||
| Short-answer objective tests |
|
Short questions aimed at testing theoretical aspects of the syllabus | +/- 15 % | ||||
| Practical tests |
|
• Written assignments (compositions) to take place both in class and outside of class • In-class exercises related to reading and writing. |
+/- 40% +/- 25% |
||||
| Others | Class attendance and participation |
+/-5% |
| Other comments and second exam session | |||
|
The characteristics of the second sitting will be explained in class. |
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| Sources of information |
| Basic |
, , , |
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Smalzer, William R. Write to be Read.Cambridge University Press. Gónzalez Vera, Pilat. Learning to Write Academic Texts in English in Higher Education.Zaragoza, Mira Editores 2014. - Diccionario Electrónico Casio: Gran Diccionario Oxford Español-Inglés/Inglés-Español; Oxford Advanced Learner's Dictionary; New Oxford Thesaurus of English. Oxford: Oxford University Press. |
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| Complementary | |||||||||
| Recommendations |
| 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.