Study programme competencies |
Code
|
Study programme competences / results
|
A6 |
Ter un dominio instrumental avanzado oral e escrito da lingua inglesa. |
A9 |
Elaborar textos orais e escritos de diferente tipo en lingua galega, española e inglesa. |
A15 |
Ser capaz de aplicar os coñecementos lingüísticos e literarios á práctica. |
B1 |
Utilizar os recursos bibliográficos, as bases de datos e as ferramentas de busca de información. |
B3 |
Adquirir capacidade de autoformación. |
B4 |
Ser capaz de comunicarse de maneira efectiva en calquera contorno. |
B5 |
Relacionar os coñecementos cos doutras áreas e disciplinas. |
B6 |
Ter capacidade de organizar o traballo, planificar e xestionar o tempo e resolver problemas de forma efectiva. |
C2 |
Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
C3 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Seguir con facilidade unha conversa sobre asuntos cotiáns ou de carácter xeral, participar espontáneamente e ser capaces de relacionarse con falantes nativos cun grao suficiente de fluidez e naturalidade.
|
A6
|
B4
|
C2
|
Entender as ideas principais dun discurso extenso oral ou escrito, seguir liñas argumentais complexas e identificar as conclusións sempre que o tema sexa relativamente coñecido. |
A6
|
B4
|
C2
|
Comprender casi todas as noticias da televisión, programas sobre temas actuales ou películas sempre que se fale un nivel de lingua estándar. |
A6
|
B3
|
C2
|
Tomar parte activa en debates desenvolvidos en situación cotiáns explicando e defendendo puntos de vista.
|
A6 A15
|
B5
|
C2
|
Expoñer un tema coñecido sobre os campos semánticos traballados ou outros relacionados para que poida ser seguido sen dificultades, explicar os puntos significativos con razoable precisión e ser capaz de contestar as preguntas que xorden. |
A6 A9 A15
|
B3 B4 B5 B6
|
C3
|
Escribir textos ben enlazados e gramaticalmente correctos sobre temas diversos, transmitindo información ou propoñendo motivos que apoien ou refuten un punto de vista concreto. |
A6 A9 A15
|
B3 B4 B6
|
C2
|
Redactar o curriculum vitae, cartas solicitando traballo ou informes sinxelos con corrección.
|
A6 A15
|
B1 B3
|
C2
|
Amosar creatividade e imaxinación nos traballos elaborados en lingua inglesa. |
A6
|
B3
|
C2
|
Contents |
Topic |
Sub-topic |
1. Grammar |
1.1. Conditional sentences
1.2. Relative clauses
1.3. Non-finite clauses
1.4. Reported speech
1.5. Adverbial clauses
1.6. Prepositions and conjunctions
1.7. Multi-word verbs
1.8. Word formation
1.9. Idioms
|
2. Vocabulary |
2.1. Work and money
2.2. The arts and entertainment
2.3. The media
2.4. Health and fitness
2.5. Science and technology
2.6. The law and crime
|
3. Reading Comprehension |
Reading comprehension passages from different sources will be used together with other supplementary authentic materials to present some of the topics, to consolidate the students' vocabulary and as a basis for some of the exercises, inside and outside the classroom. |
4. Writing
|
Students will have to hand in several pieces of writing based on the topics in 1 or 2 above. The guidelines for each writing assignment will be duly given in the classroom. |
5. Listening
|
This part will focus on listening and audiovisual comprehension exercises, from textbooks or authentic sources, which will be done in the classroom or outside the classroom, as part of the self-learning process. |
6. Speaking |
Speaking will be mainly practised in small groups by means of class discussions or different speaking activities proposed by the teachers or the students. Apart from that, English will be used as a vehicle of communication between the teachers and the students in the classroom. |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Introductory activities |
A9 |
2 |
0 |
2 |
Guest lecture / keynote speech |
A6 |
10 |
15 |
25 |
Seminar |
C3 |
13 |
14 |
27 |
Directed discussion |
B5 C2 |
7 |
3 |
10 |
Supervised projects |
B1 |
4 |
15 |
19 |
Objective test |
A15 C2 |
0 |
11 |
11 |
Speaking test |
A15 B4 |
0 |
6 |
6 |
Student portfolio |
B3 |
2 |
18 |
20 |
Workbook |
A6 |
0 |
10 |
10 |
Collaborative learning |
B6 |
4 |
15 |
19 |
|
Personalized attention |
|
1 |
0 |
1 |
|
(*)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 |
Initial contact with the course contents. Different activities will be conducted to obtain relevant information from/about the students' level of competence in English. This information will be used to articulate the different teaching strategies to favor a comprehensive and effective learning. |
Guest lecture / keynote speech |
Professor lectures, supported by A/V technologies, and including questions and discussions that help students to acquire general knowledge and specific contents. |
Seminar |
Practical classes conceived to develop speaking, writing, reading and listening skills using a topic from the course contents or others that might be of general interest. Students will participate in these seminars every week, so that they are able to practice all skills uninterruptedly. |
Directed discussion |
Oral activities in small groups, monitored by Teaching Assistants, in which students' speaking skills are put into practice. Informal, spontaneous, and natural conversations and debates are to be expected in these sessions. |
Supervised projects |
Students will work on a group project about a specific topic that will be detailed during the Introductory Activities session. The aim of this activity is to foster students' autonomous and collaborative learning. Each group's project will be presented in class, and a written/digital copy will be handed in to the professors. |
Objective test |
Written examination. It allows professors to assess knowledge, skills, abilities, attitudes, and intelligences developed by students during the semester. The objective test may include several types of questions: multiple choice, brief answers, association, gap-filling, and other activities and tests. |
Speaking test |
A brief conversation or interview with professors (individually or in pairs). Students will improvise situations suggested by the professors, and they will be allowed to use A/V materials during the test. |
Student portfolio |
This is a filing folder to store and arrange the materials produced by each student over the semester. It will allow them to visualize their progress. It should include essays, extra credit work, etc. |
Workbook |
It includes all the reading material students will have to use as out of class preparation for the reading comprehension activities, as well as all other readings in English students use in other subjects or in other situations: journals, newspapers, magazines, internet, etc. Professors strongly encourage students to read as much as possible. |
Collaborative learning |
The production of a collaborative project will promote peer learning. Students are required to work in small groups, sharing abilities and information. Professors' supervision will help individual students optimize their learning. |
Personalized attention |
Methodologies
|
Supervised projects |
Student portfolio |
|
Description |
The instructors will correct and mark several pieces of writing (a maximum of 4 per student). Students should pay attention to their grammatical, lexical or stylistic mistakes and rewrite the tasks when required. Do not hesitate to ask for help if you need to solve doubts or need advice about self-study material or tools.
Throughout the semester, students should inform the lecturer about their progress on the projects and on the course in general, either during office hours or by e-mail.
|
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Seminar |
C3 |
Two in-class listening comprehension tests will assess the listening competences developed by students in the course seminars (15% of the final score). They will be done either throughout the course OR on the official date in the evaluation period.
Attendance and active participation in all sections could add up to a 5% to the final score. |
20 |
Supervised projects |
B1 |
The assessment of the project (10% of the final grade) will be based on the written part, the oral presentation and the group work during the semester. |
10 |
Objective test |
A15 C2 |
Students will have to take two objective tests (Use of English) during the semester. These tests will assess students' class work. (30%). If students do not obtain a 5, they will have to retake the Use of English final test in June. |
30 |
Speaking test |
A15 B4 |
All students will take an oral exam at the end of the semester or during the assessment period, In that test, he/she will have to prove his/her communicative competence in English.
If a student obtains at least a 6 out of 10 in the continual assessment in class, he/she will not have to take the final speaking test.
|
10 |
Student portfolio |
B3 |
Students will have to write at least three writing tasks during the semester. Professors will pay particular attention not only to the linguistic quality of these compositions, but also to their originality, creativity, transversality, and personal involvement. |
15 |
Workbook |
A6 |
One or two short stories in English will be provided for students to read. Students will have to write short written answers about these readings (5%).
Also, in the last few weeks of the semester OR on the official date in the evaluation period there will be an in-class test. In this exam, students will be expected to write short answers about a text that will be provided by the professors during the exam (10%)
|
15 |
|
Assessment comments |
IMPORTANT. In order to pass this course, a minimum of 5 out of 10 in the
final mark is required. A score of 4 out of 10 is the minimumrequired in each
of the parts of the course (reading/listening/speaking/writing/Use of English).
Those students who get morethan 5 in the two Use of English tests which will be
done throughout the course will not have to sit for the official exam inJanuary. Active participation in the different class activities, as well as
all the extra-credit material carried out by the students duringthe course,
could be awarded up to an extra 5% of the final mark. This can include
voluntary work, alternative readings orany other activity proposed and
accepted by students and teachers. Deadlines for assignments are strict. Late arrivals will be
penalised (25% off final mark), unless they are duly justified.Pieces of work
including plagiarized material will be marked with 0. The students who do not attend the official exam will be given a
grade of NP (absent) if they have not handed in more than 50% of the continuous
assessement activities. July opportunity: Those
students who are absent from or fail the official examination session or those
with less than a 4 in each of the parts (even if the average is superior to 5)
will have to sit for the "second opportunity exam session" in July,
where students can retake those parts they have failed. Details for the second
opportunity requirements will be posted on Moodle before the exam period
begins. Students who are officially registered as part time, and have been granted permission not to attend classes, as
stipulated in the regulations of this University, will be assessed in either of
the opportunities according to the same criteria specified for the second
opportunity. ADI is a university office specialised in attending
to members of the university with special needs due to discapacity or other
differentiating situations with regard to the rest of the community. Students
can talk to Dr. Ana Veleiro for more information, or contact ADI directly at
http://www.udc.es/cufie/uadi/, or by phone ext. 5622, or via email: adi@udc.es
|
Sources of information |
Basic
|
|
LIBRO DE TEXTO OBRIGATORIO: Mann, M. & S. Taylore-Knowles. 2006. Destination B2. Grammar and Vocabulary. MacMillan Publishers (WITH KEY). ·
Allsop, J. & P. Watcyn-Jones. 1990. Test Your Phrasal Verbs. London: Penguin. ·
Allsop, J. & P. Watcyn-Jones. 1990. Test Your Prepositions. London: Penguin. ·
Beaumont, D. & C. Granger. 1991. Heinemann English Grammar. Oxford: Heinemann. ·
Brook-Hart, G. 2008. Complete First Certificate. Cambridge: C.U.P. ·
Collie, J. & S. Slater. 1992. Cambridge Skills for Fluency: Listening 3. Cambridge: C.U.P. ·
Collie, J. & S. Slater. 1992. Cambridge Skills for Fluency: Speaking 3. Cambridge: C.U.P. ·
Greenall, S. & D. Pye. 1993. Cambridge Skills for Fluency: Reading 3. Cambridge: C.U.P. ·
Greenall, S. & M. Swan. 1986. Effective Reading.
London: Cambridge:
C.U.P ·
Hashemi, L. & B. Thomas. 2003. Cambridge Grammar for First Certificate. Cambridge: C.U.P. ·
Littlejohn, A. 1993. Cambridge Skills for Fluency: Writing 3. Cambridge: C.U.P. ·
McCarthy, M. & F. O’Dell. 2002. English
Vocabulary in Use. Cambridge:
C.U.P. ·
Murphy, R. 1990. English
Grammar in Use. Intermediate. 1985. Cambridge:
C.U.P. ·
Prodromou, L. 1999. Grammar and Vocabulary for First Certificate. Harlow:
Longman. ·
Redston, C. & G. Cunningham. 2007. Face2Face Upper-intermediate. Cambridge: Cambridge
University Press. ·
Swan, M. & C. Walter. 1997. How
English Works. Oxford:
O.U.P. ·
Swan, M. 1996. Practical
English Usage. Oxford:
O.U.P. ·
Thomson, A.J. & A.V. Martinet. 1993. A Practical English Grammar. Oxford: O.U.P. (4th
edition; this grammar is supplemented with two exercise books with answer key). · Vince, Michael. 2009. First Certificate Language Practice. English Grammar and Vocabulary. MacMillan Publishers. (WITH KEY)
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Complementary
|
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An extended bibliography will be distributed the first day of classes. |
Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
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