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 minimum required in each of the following parts of the course (exam, writing task, oral test). The project (10%) and the small activities proposed by the teachers (5%) are not obligatory but highly recommended.

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.

Active participation in the different class activities, as well as all the extra-credit material carried out by the students during the course, could be awarded up to an extra 5% of the final mark. This can include voluntary work, alternative readings or any other activity proposed and accepted by students and teachers.

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 assessment activities.

July opportunity: Those students who are absent from or fail the official examination session or those with less than a 4 in the writing assignments or in the speaking test (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, according to the following distribution of percentages: Exam (50%), writing tasks (15%), activities (15%) project (10%), oral interview (10%).

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.

Students sitting the December exam (final exam brought forward) will be assessed according to the criteria specified for the July 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.

Learning outcomes	Study programme competences
To take part in every day or general conversations spontaneously in familiar contexts and express surprise, happiness, sadness, interest, indifference.	A6	B4	C2
To understand the main points of oral or written texts about everyday or current issues and about personal topics, being able to separate those ideas from specific details.	A6	B4	C2
To understand the description of events, feelings and wishes in personal letters or in texts related to the semantic fields included in the contents of the course.	A6	B3	C2
To locate relevant information in long texts or to gather information from different parts of a text or several texts, with the aim of solving a specific problem; to identify the main conclusions in clearly signalled argumentative text, being able to recognise the line of argument of the issue presented.	A6 A15	B5 B6	C2
To produce in a coherent and elaborate way experiences, wishes, opinions, projects, reactions, etc.	A6 A9 A15	B9	C2
To comment on and discuss other people’s opinions, contrasting alternatives and points of view, evaluating what to do, where to go or what to choose.	A6 A9 A15	B4	C2
To present a topic about the vocabulary contents of the course (or other related topics), well enough to be followed without difficulty. To give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting details, being able to answer the questions raised by the members of the audience.	A6 A9 A15	B1 B3 B5 B6	C2
To write straightforward connected texts on a range of familiar subjects within his field of interest and to describe experiences or impressions as well as formulating specific requests in a simple way.	A6 A9 A15	B3 B4 B6	C2

Topic	Sub-topic
1. Grammar	1.1. Question formation 1.2. Determiners, quantifiers and nouns 1.3. Adjectives and adverbs 1.4. Time and tense 1.5. The passive voice 1.6. Infinitives, gerunds and participles 1.7. Multi-word verbs and idioms
2. Vocabulary	2.1. Education and learning 2.2. Personality, character and appearance 2.3. Travel and movement 2.4. Hobbies, sports and pastimes

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Introductory activities	A9 B4	2	0	2
Guest lecture / keynote speech	A6 A15 B3 B4 B5 C2 C7	10	15	25
Seminar	A6 A9 A15 B3 B4 B5	13	15	28
Directed discussion	A6 A9 A15 B4 B5 C2 C4	7	3	10
Speaking test	A6 A9 A15 B4 B5 C2	0	6	6
Workbook	A6 A11 B1 B3 B6 C2	0	10	10
Supervised projects	A6 B3 B5 B6 C2 C3 C5	0	15	15
Student portfolio	A6 A9 A15 B3 B6	2	18	20
Mixed objective/subjective test	A1 A6 A9 A15 B1 B3 B6 C1 C2	3	15	18
Collaborative learning	A10 B3 B4 B6 B7 B8	0	15	15

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	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.
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.
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.
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.
Student portfolio	É unha carpeta ou arquivador ordenado por seccións, debidamente identificadas ou etiquetadas, que contén os rexistros ou materiais produto das actividades de aprendizaxe realizadas polo alumno ou alumna nun período de tempo, cos comentarios e cualificacións asignadas polo profesorado, o que lle permite visualizar o progreso do alumnado. Na nosa materia deberá incluirse no portafolios todo o traballo persoal que o alumnado desenvolva fóra da aula que dea conta do seu esforzo e progreso na materia. Valorarase especialmente a inclusión dun diario de aprendizaxe escrito en inglés e feito con orixinalidade e creatividade.
Mixed objective/subjective 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.
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.

Methodologies	Competencies	Description	Qualification
Workbook	A6 A11 B1 B3 B6 C2	A minimum of two stories in English will be provided for students to read. Students will have to answer some questions about these texts. They will also do at least one general reading comprehension task in the reading section of the official exam.	15
Speaking test	A6 A9 A15 B4 B5 C2	Students will take an oral exam at the end of the semester. In that test, they will have to prove their communicative competence in English. If a student obtains at least a 6 out of 10 in the continuous assessment in class, he/she will not have to take the final speaking test.	10
Mixed objective/subjective test	A1 A6 A9 A15 B1 B3 B6 C1 C2	Students will have to take two Use of English tests during the semester. These tests will assess students' class work (10%). In January, on the official date, students will be expected to sit for the Use of English final part of the exam (20%).	30
Seminar	A6 A9 A15 B3 B4 B5	A minimum of two listening comprehension tasks will assess the listening competences developed by students in the course seminars (15% of the final score). They will be done in the listening section of the official exam in the evaluation period.	15
Supervised projects	A6 B3 B5 B6 C2 C3 C5	The assessment of the project (10% of the final grade) will be based on the oral presentation, the written part and the group work during the semester.	10
Student portfolio	A6 A9 A15 B3 B6	Students will have to submit 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% of final mark). Students will also be expected to do some small activities throughout the course which will amount to 5% of the final mark.	20

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 minimum required in each of the following parts of the course (exam, writing task, oral test). The project (10%) and the small activities proposed by the teachers (5%) are not obligatory but highly recommended. 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. Active participation in the different class activities, as well as all the extra-credit material carried out by the students during the course, could be awarded up to an extra 5% of the final mark. This can include voluntary work, alternative readings or any other activity proposed and accepted by students and teachers. 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 assessment activities. July opportunity: Those students who are absent from or fail the official examination session or those with less than a 4 in the writing assignments or in the speaking test (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, according to the following distribution of percentages: Exam (50%), writing tasks (15%), activities (15%) project (10%), oral interview (10%). 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. Students sitting the December exam (final exam brought forward) will be assessed according to the criteria specified for the July 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.

Basic	(). . Carter, R. et al. (2011). English Grammar Today. Cambridge: C.U.P. McCarthy, M. & F. O’Dell (2002). English Vocabulary in Use. Cambridge: C.U.P. Vince, M. (2009). First Certificate Language Practice. English Grammar and Vocabulary.. MacMillan Publishers. Thomas, B, Hashemi, L. & L. Matthews (2015). Grammar and Vocabulary for First (with answers). Cambridge: C.U.P. Swan, M. (1996). Practical English Usage. . Oxford: O.U.P. Simon, P. (2016). The Grammaring Guide to English Grammar.. My E-Book Publishing House
	Other useful books: · 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. · 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. · 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).
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