Study programme competencies |
Code
|
Study programme competences / results
|
Learning aims |
Learning outcomes |
Study programme competences / results |
To take part in every day or general conversations spontaneously in familiar contexts and express surprise, happiness, sadness, interest, indifference. |
A6 A15
|
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 A15
|
B4 B5
|
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 A15
|
B4
|
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
|
B1 B5 B6
|
C2
|
To produce in a coherent and elaborate way experiences, wishes, opinions, projects, reactions, etc. |
A6 A9 A15
|
B4
|
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
|
B1 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
|
B1 B3 B4 B5 B6
|
C2
|
Contents |
Topic |
Sub-topic |
1. Grammar |
1.1. Question formation
1.2. Use of determiners, quantifiers and nouns
1.3. Use of adjectives and adverbs
1.4. Use of time and tense
1.5. Use of the passive voice
1.6. Use of 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
|
3. Writing |
3.1. Elements of writing
3.1.1. Punctuation
3.1.2. Capitalisation
3.1.3. Spelling
3.1.4. Sentence structure
3.2. Paragraph Writing
3.2.1. Paragraph structure
3.2.2. Types of paragraphs
3.2.3. Coherence and cohesion
3.3. Summary and Note-taking
3.3.1. Note-taking
3.3.2. Paraphrasing
3.3.3. Summarising
3.4. Email writing
3.4.1 Degrees of formality
3.4.2. Formal/Informal emails
|
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Introductory activities |
A9 B4 |
2 |
0 |
2 |
Guest lecture / keynote speech |
A6 A15 B3 B4 B5 C2 |
13 |
15 |
28 |
Seminar |
A6 A9 A15 B3 B4 B5 |
13 |
15 |
28 |
Directed discussion |
A6 A9 A15 B4 B5 C2 |
7 |
3 |
10 |
Speaking test |
A6 A9 A15 B4 B5 C2 |
0 |
6 |
6 |
Workbook |
A6 B1 B3 B5 B6 C2 |
0 |
10 |
10 |
Supervised projects |
A6 B3 B5 B6 C2 |
0 |
15 |
15 |
Student portfolio |
A6 A9 A15 B3 B6 |
2 |
18 |
20 |
Mixed objective/subjective test |
A6 A9 A15 B1 B3 B6 |
0 |
15 |
15 |
Collaborative learning |
B1 B6 |
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 |
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 favour comprehensive and effective learning. |
Guest lecture / keynote speech |
Lecture classes, supported by A/V technologies, including questions and discussions that help students to acquire general knowledge and specific contents. |
Seminar |
Practical classes aimed at developing speaking, writing, reading and listening skills using a topic from the course contents or others that may be of general interest. Students will participate in these seminars every week, so that they are able to practise 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 |
Brief conversation or interview with lecturer (individually or in pairs). Students will also be required to read a text aloud and improvise situations suggested by the examiners. Examiners may use use additional printed or audiovisual material as a prompt to conversation. |
Workbook |
This includes all the reading material students required for out of class preparation for reading comprehension activities, as well as other readings in English students use in other subjects or in other situations.
Students are strongly encouraged to read as much and as often as possible.
|
Supervised projects |
Students will prepare a group project about a specific topic. Further details will be provided at the beginning of the course . The aim of this activity is to foster students' autonomous and collaborative learning. |
Student portfolio |
The portfolio will consist of different writing tasks set by the lecturer during the semester. |
Mixed objective/subjective test |
Objective/subjective test consisting of different types of questions: multiple choice, short answer, association, gap-fill and other activities. |
Collaborative learning |
Working in small groups in class and using ICT to pool abilities and information, promote peer learning, and optimise learning outcomes for all group members. |
Personalized attention |
Methodologies
|
Supervised projects |
|
Description |
Students should inform the lecturer throughout the semester regarding the progress of their project. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Speaking test |
A6 A9 A15 B4 B5 C2 |
Students who fail to obtain at least 5 out of 10 in class continuous assessment of speaking skills will be required to take an oral exam at the end of the semester to demonstrate their communicative competence in English. |
15 |
Mixed objective/subjective test |
A6 A9 A15 B1 B3 B6 |
All students are required to sit the mixed test in January on the date announced in the official exam timetable. The exam will consist of: The exam will consist of: Grammar and Vocabulary (25%), and Listening Comprehension (15%).
|
40 |
Supervised projects |
A6 B3 B5 B6 C2 |
The project (10%) will consist of a video, written questions and evidence of group work during the semester. |
10 |
Student portfolio |
A6 A9 A15 B3 B6 |
The portfolio will consist of different writing tasks (20%) and reading activities (15%) set by the lecturer during the semester.
|
35 |
|
Assessment comments |
IMPORTANTIn order to pass this course a minimum of 5 out of 10 in the final mark is required. A mark of 4 out of 10 is the minimum required in each of the following parts of the subject: exam, writing tasks, speaking. In addition, in order to pass this subject, students must complete at least 50% of the tasks included in the portfolio – that is, 50% of the writing tasks and 50% of the reading activities. Deadlines for assignments are strict. Late submissions will be penalised (25% off final mark), unless they are duly justified. Assignments including plagiarized material will be marked with 0. For the detection of plagiarism, all lecturers now have access to the application Turnitin, which recognises papers submitted previously by other people (or the student him/herself) at this university or other universities. The extra-credit activities carried out by the students during the course may be awarded a maximum additional 5% on top of the final mark. This may include voluntary assignments, alternative readings or any other activity proposed and accepted by students and teachers. 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: Students who fail to attend or pass the official examination session in January or those with less than a 4 in the writing assignments or in the speaking test (even if the overall average is superior to 5) will be required to take the "second opportunity exam session" in July, where students can retake the parts they have failed, according to the following distribution of percentages: 1) Mixed test (40%), with the following distribution: Grammar and Vocabulary (25%), Listening (15%); 2) Student Portfolio (35%), with the following distribution: Writing Tasks (20%), Reading Activities (15%); 3) Supervised Project (10%); 4) Oral Interview (15%). 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.
|
Sources of information |
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). |
Complementary
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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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