|
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. |
| | A6 |
Analitzar les obres més rellevants de la literatura en llengua anglesa en els seus diversos entorns culturals. |
|
Type B
|
Code |
Competences Transversal |
|
Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | A5 |
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 avançat.
| | | A6 |
Adquireix una visió general dels factors socio-culturals més importants de les cultures dels països de parla anglesa.
|
|
Type B
|
Code |
Learning outcomes |
|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
| 1. UK Culture |
1.1 The country (geography, climate, demography, etc.)
|
| 2. UK Culture |
2.1 The people history, immigration, England, Wales, Scotland, N. Ireland) |
| 4. UK Culture |
4.1 International relations (Wars, NATO, European Union, etc.) |
| 5. UK Culture |
5.1 Cultural icons in/of the United Kingdom |
| 6. USA Culture |
6.1 The country (geography, climate, demography, etc.) |
| 8. USA Culture |
8.1 Political institutions (federal, state, local) |
| 10. USA Culture |
10.1 Cultural icons in/of the United States |
| 8.The British Empire and the Commonwealth |
8.1. The British Empire:
8.2. Origin, justification, expansion of the Commonwealth.
8.3. Decline and aftermath. |
| 11. The British Empire and the Commonwealth |
11.1 The British Empire: expansion and decline
11.2 Origin, hustification, extension, and purpose of the Commonwealth |
| 12. African Cultures |
12.1 The Ibo culture of Nigeria
12.2 The history of South Africa: the Dutch settlers, the arrival of the British, the Boer War, the Great Trek, and the system of Apartheid |
| 13. Indian culture |
13.1 The complexity of Indian history, the struggle for independence, the partition
13.2 States, religions, and languages of the Indian subcontinent |
| 14. The Caribbean Cultures |
14.1 The arrival of the Europeans
14.2 The sugar plantations and the slave trade |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
20 |
12 |
32 |
| Seminars |
|
20 |
15 |
35 |
| Personal tuition |
|
10 |
10 |
20 |
| |
| Mixed tests |
|
15 |
15 |
30 |
| Oral tests |
|
10 |
20 |
30 |
| |
(*) 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 |
Warm-up session to elicit previous knowledge of the subject and specific expectations |
| Seminars |
All classes in this course are a combination of theoretical information provided by the teachers and practical discussions of the main aspects. Students are expected to participate actively in the discussions either by introducing new elements for discussion or through the questions they may choose to ask. |
| Personal tuition |
Teachers and students will be in contact through e-mail. Alternatively, students may meet the teachers personally. General information will be disseminated either in class or through Moodle. |
|
Description |
|
The two teachers in charge of this subject will made public their respective visiting hours at the beginning of the term. Students will be encouraged to use personal appointments not only in case they have academic questions, but most especially if they want to discuss specific topics dealt with in class. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Seminars |
|
Analysis and discussion on a topic, previously selected by the teacher, from the table of contents.
Seminar sessions will deal with topics the teacher has developed in introductory lectures. |
20 |
| Mixed tests |
|
Short-answer test (20 questions) |
50 |
| Oral tests |
|
Each student will work on a personal project, chosen form a list of suggeted title presented by the teacher at the beginning of the course. This project will have three stages: research (tutorial); class presentation and written summary of the results and conclusions. |
25 |
| Others |
|
Class attendance and participation |
5 |
| |
|
Other comments and second exam session |
|
Students are expected to attend classes regularly. In case they don't, they may lose the right to "continuous assessment". This, in turn, may force them to take the second sitting (segona convocatòria). |
| Basic |
Oakland, John, British Civilization: An Introduction, 7th, 2011
Mauk, David & Oakland, John, American Civilization: An Introduction, 5th, 2009
Ashcroft, Bill, Key Concepts in Postcolonial Studies, 1st, --
Falola, Toyin, Culture and Customs of Nigeria, 1st, --
Brathwaite, Edward Kamau, Folk Culture of the Slaves in Jamaica, 1st, --
|
|
| Complementary |
|
|
| Subjects that continue the syllabus |
| LITERATURE AND SOCIETY/12274009 | | COMMUNICATION SKILLS: READING AND WRITING II/12274110 | | COMMUNICATION SKILLS: SPEAKING AND WRITING II/12274108 | | COMMUNICATION SKILLS: SPEAKING AND LISTENING I/12274107 | | COMMUNICATION SKILLS: READING AND WRITING I/12274109 | | ENGLISH LANGUAGE II/12274106 | | ENGLISH LANGUAGE I/12274105 | | ANALYSIS OF ENGLISH TEXTS II/12274120 |
|
| |
| Other comments |
|
Students are strongly advised to contact their teachers at the beginning of the term if they anticipate they will have problems of attendance. |
(*)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. |
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