IDENTIFYING DATA 2019_20
Subject (*) ENGLISH LANGUAGE IV Code 12274112
Study programme
Bachelor's Degree in English Studies (2009)
 Cycle 1st & 2nd
Descriptors Credits Type Year Period
6 Compulsory Third
Language
Anglès
Department English and German Studies
Coordinator
GALLEGO BALSÀ, LÍDIA
 E-mail lidia.gallego@urv.cat
Lecturers
GALLEGO BALSÀ, LÍDIA
Web
General description and relevant information Acquisition of grammatical knowledge and competence appropriate to level C1 (CERF): focus on (i) morphological and syntactic description and analysis of English basic units and (ii) language use

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
 CT4 Work autonomously and as part of a team with responsibility and initiative.
Type C Code Competences Nuclear

Learning outcomes
Type A Code Learning outcomes
 A5 Desenvolupa la capacitat de comprensió oral i/o escrita per a satisfer les necessitats d’ús de la llengua anglesa a un nivell intermedi-alt.
Domina la gramàtica i el vocabulari de la llengua anglesa a un nivell avançat.
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 avançat.
Desenvolupa la capacitat d’expressió oral i/o escrita per a satisfer les necessitats d’ús de la llengua anglesa a un nivell avançat.
Elabora un discurs oral i/o escrit concís i coherent a fi de comunicar els resultats del treball realitzat a un nivell avançat.
Type B Code Learning outcomes
 CT4 Identify the role they play in the group and understand the group’s objectives and tasks.
Communicate and act within the group in such a way that they facilitate cohesion and performance.
Commit to the group’s tasks and agenda.
Participate in the group in a good working environment and help to solve problems.
Type C Code Learning outcomes

Contents
Topic Sub-topic
1. Syntactic analysis 1.1 Sentence constituents and tests of constituency
1.2 Verb types, functions of sentences elements and basic sentences structures
1.3 Tree diagrams and re-write rules
1.4 Phrases
1.5 The verb group
1.6 Ambiguity
2. Multi-word verbs 2.1 Phrasal verbs
2.2 Prepositional verbs
2.3 Phrasal-prepositional verbs
2.4 Multi-word verbs and free combinations
3. Subordinate clauses 3.1 Adjectival clauses
3.2 Adverbial clauses
3.3 Nominal clauses
3.4 Finite, non-finite and verbless clauses in 3.1, 3.2 and 3.3
4. Non-basic sentence structures 4.1 Fronting
4.2 Inversion
4.3 Extraposition
4.4 Existential sentences
4.5 Cleft sentences
4.6 Pseudo-cleft sentences

Planning
Methodologies  ::  Tests
  Competences (*) Class hours
 Hours outside the classroom
 (**) Total hours
Introductory activities
A5
 1 0 1
Lecture
A5
 14 14 28
Problem solving, exercises in the classroom
A5
 36 18 54
Problem solving, exercises
A5
 0 36 36
Personal attention
1 0 1
 
Mixed tests
A5
CT4
 6 12 18
Oral tests
A5
CT4
 2 10 12
 
(*) 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
Methodologies
  Description
Introductory activities – Course presentation: objectives, contents, methodology, course planning, assessment, bibliographical references and relation to the rest of the degree program
– Instructions to carry out exercises, tasks and assignments
– Feedback to whole group on work done and tests taken
Lecture – Presentation of course contents by means of explanation, exemplification and visual aids
– Students' active participation: questions and contributions
Problem solving, exercises in the classroom – Exercises of a miscellaneous type directly connected with theoretical course contents, to be corrected and discussed in class and aimed at the understanding and assimilation of course contents
Problem solving, exercises – Exercises of a miscellaneous type directly connected with theoretical course contents, designed to provide extra practice for students to understand and assimilate course contents
Personal attention – Individual or group
– Solve doubts concerning course contents, mechanics or evaluation
- Provide feedback
– Provide additional support
– Make suggestions for improvement
– Provide advice on remedial work
– Check on student progress

Personalized attention
Description
– Individual or group – Solve doubts concerning course contents, mechanics or evaluation – Provide feedback – Provide additional support – Make suggestions for improvement – Provide Advice on remedial work – Check on students' progress

Assessment
Methodologies Competences Description Weight        
Mixed tests
A5
CT4
 Written Test 1
Written Test 2
Written Test 3

 25%
20%
25%
Oral tests
A5
CT4
 Oral Test 1
Oral Test 2
Oral Test 3
 10%
10%
10%
Others  
 
Other comments and second exam session

Convocatòria 1: Continuous evaluation

Pass mark: 60%

Minimum of 50% in each of the 3 written tests to pass

Minimum of 50% in each of the 3 oral tests to pass

Convocatòria 2: Final exams

Written exam (60% to pass)

Oral exam (60% to pass)

Sources of information

Basic

Alexander, L. G. (1988). Longman English grammar. London: Longman.

Alexander, L. G. (1990). Longman English grammar practice: For intermediate students. London: Longman.

Algeo, J. (1974). Exercises in contemporary English. San Diego, CA: Harcourt Brace Jovanovich.

Allsop, J. (1983). Cassell’s students’ English grammar. London: Cassell.

Allsop, J. (1983). Cassell’s students’ English grammar exercises. London: Cassell.

Álvarez Benito, G. (1999). Linguistics workbook. Sevilla, Spain: Mergablum.

Azar, B. S., & Hagen, S. A. (2009). Understanding and using English grammar (4th ed. / International Ed.). White Plains, NY: Pearson-Longman.

Azar, B., Koch, R. S., & Hagen, S. A. (2016). Understanding and using English grammar workbook (5th ed.). White Plains, NY: Pearson-Longman.

Bergmann, A., Hall, K. C., & Ross, S. M. (Compilers). (2007). Language files: Materials for an introduction to language and linguistics (10th ed.). Columbus, OH: Ohio State UP.

Biber, D., Conrad, S., & Leech, G. (2002). Longman student grammar of spoken and written English. Harlow, Essex, Eng.: Pearson Longman.

Börjars, K., & Burridge, K. (2010). Introducing English grammar. London: Hodder.

Burton-Roberts, N. (2010; 1997; 1986). Analysing sentences: An introduction to English syntax (3rd ed.). London & New York: Routledge.

Carter, R., & McCarthy, M. (2006). Cambridge grammar of English: A comprehensive guide: Spoken and written English: Grammar and usage. Cambridge: CUP.

Chalker, S. (1992). A student’s English grammar workbook. Harlow, Essex, Eng.: Longman.

Close, R. A. (1974). A university grammar of English workbook. Harlow, Essex, Eng.: Longman.

Collins cobuild English grammar (3rd ed.). (2011). London: HarperCollins.

Collins cobuild English usage (3rd ed.). (2012). Glasgow, UK: HarperCollins.

Collins, P., & Hollo, C. (2010). English grammar: An introduction (2nd ed.). Houndmills, Basingstoke, Hampshire, UK: Macmillan.

Conrad, S., Biber, D., & Leech, G. (2002). Longman student grammar of spoken and written English: Workbook. Harlow, Essex, Eng.: Pearson Longman.

Crabtree, M., & Powers, J. (Compilers). (1991). Language files: Materials for an introduction to language (5th ed.). Columbus, OH: Ohio State UP.

Downing, A, & Locke, P. (2014). English grammar: A university course. Abingdon and New York: Routledge.

Duran Eppler, E., & Ozón, G. (2013). English words and sentences: An introduction. Cambridge: CUP.

Eastwood, J. (1994). Oxford Guide to English Grammar. Oxford: OUP.

Fabb, N. (2005). Sentence structure (2nd Ed.). London: Routledge.

Foley, M., Hall, D. (2003). Longman advanced learners’ Grammar: A self-study reference and practice book with answers. Harlow, Essex, Eng.: Pearson.

Fowler, W. S. (1985). New Proficiency English: Book three: Use of English. Walton-on-Thames, Surrey, UK: Nelson.

Graver, B. D. (1986). Advanced English practice (3rd ed.). Oxford: OUP.

Greenbaum, S. (1989). A college grammar of English. White Plains, NY: Longman.

Greenbaum, S., & Nelson, G. (2009). An introduction to English grammar (3rd ed.). Harlow & London: Pearson.

Greenbaum, S., & Quirk, R. (1990). A student’s grammar of the English language. Harlow, Essex, Eng.: Longman.

Huddleston, R. (1984). Introduction to the grammar of English. Cambridge: CUP.

Huddleston, R. (1988). English grammar: An outline. Cambridge: CUP.

Mihalicek, V., & Wilson, C (Compilers). (2011). Language files: Materials for an introduction to language and linguistics (11th ed.). Columbus, OH: Ohio State UP.

Miller, J. (2008). An introduction to English syntax (2nd. Ed.). Edinburgh: Edinburgh UP.

Muñoz, C. (1994). Clause analysis: A practical approach. Barcelona, Spain: Publicacions i Edicions de la Universitat de Barcelona.

Quirk, R., & Greenbaum, S. (1973). A concise grammar of contemporary English. San Diego, CA: Harcourt Brace Jovanovich.

Quirk, R., & Greenbaum, S. (1973). A university grammar of English. London: Longman.

Side, R., & Wellman, G. (2002). Grammar and vocabulary for Cambridge Advanced and Proficiency. Harlow, Essex, Eng.: Longman.

Swan, M. (2005). Practical English usage (3rd ed.). Oxford: OUP.

Tallerman, M. (2014). Understanding syntax (4th ed.). London & New York: Routledge.

Thomas, L. (1993). Beginning syntax. Oxford: Blackwell.

Thomson, A. J., & Martinet, A. V. (1986). A practical English grammar (4th ed.). Oxford: OUP.

Thomson, A. J., & Martinet, A. V. (1986). A practical English grammar: Exercises 1 (3rd ed.). Oxford: OUP.

Thomson, A. J., & Martinet, A. V. (1986). A practical English grammar: Exercises 2 (3rd ed.). Oxford: OUP.

Verspoor, M., & Sauter, K. (2000). English sentence analysis: An introductory course. Amsterdam: John Benjamins.

Wekker, H., & Haegeman, L. (1995). A modern course in English syntax. London: Routledge.

Wardhaugh, R. (2002). Understanding English grammar: A linguistic approach (2nd ed.). Malden, MA: Wiley-Blackwell.
Complementary

Recommendations

Subjects that continue the syllabus
ENGLISH LANGUAGE VI/12274116
ENGLISH LANGUAGE V/12274115

Subjects that are recommended to be taken simultaneously
NARRATIVE IN ENGLISH/12274122
INTRODUCTION TO ENGLISH TRANSLATION/12274124
THE SOUND SYSTEM IN ENGLISH II/12274114

Subjects that it is recommended to have taken before
ENGLISH I/12274002
ENGLISH II/12274003
COMMUNICATION SKILLS: READING AND WRITING II/12274110
COMMUNICATION SKILLS: SPEAKING AND LISTENING II/12274108
COMMUNICATION SKILLS: SPEAKING AND LISTENING I/12274107
COMMUNICATION SKILLS: READING AND WRITING I/12274109
ENGLISH LANGUAGE II/12274106
ENGLISH LANGUAGE I/12274105
ENGLISH LANGUAGE III/12274111
 
Other comments
It is strongly advisable to have previously passed the following courses: English I - English II - English Language I - English Language II - English Language III - Communication Skills: Speaking and Listening I - Communication Skills: Speaking and Listening II - Communication Skills: Reading and Writing I - Communication Skills: Reading and Writing II
(*)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.