Study programme competencies |
Code
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Study programme competences
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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 |
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
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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 B4
|
C2
|
Redactar o curriculum vitae, cartas solicitando traballo ou informes sinxelos con corrección. |
A6 A15
|
B1 B3
|
C2
|
Tomar parte activa en debates desenvolvidos en situación cotiáns explicando e defendendo puntos de vista. |
A6 A15
|
B3 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
|
Amosar creatividade e imaxinación nos traballos elaborados en lingua inglesa. |
A6
|
B3
|
C2
|
Contents |
Topic |
Sub-topic |
1. Grammar |
1.1. Use of relative clauses
1.2. Use of reported speech
1.3. Use of modal verbs
1.4. Use of conditional sentences
1.5. Use of dioms |
2. Vocabulary |
2.1. Health and fitness
2.2. The arts and entertainment
2.3. Shopping and money
2.4. Education
2.5. Science and technology |
3. Writing |
3.1. The Writing Process
3.1.1. Elements of writing
3.1.2. Outlining and Editing
3.2. From Paragraph to Essay
3.2.1. Essay structure
3.2.2. Coherence and cohesion
3.3. Exploring the Essay
3.3.1. Types of Essays
3.3.2. Descriptive Essay
3.3.3. Comparison Essay
3.3.4. Argument Essay
|
Planning |
Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
Introductory activities |
A9 B4 C3 |
4 |
0 |
4 |
Guest lecture / keynote speech |
A6 A15 B3 |
28 |
14 |
42 |
Seminar |
B1 B5 B6 |
2 |
3 |
5 |
Directed discussion |
B4 B5 C2 |
10 |
0 |
10 |
Speaking test |
A6 A9 A15 B4 B5 C2 |
4 |
10 |
14 |
Workbook |
A6 |
2 |
20 |
22 |
Mixed objective/subjective test |
A6 A9 A15 B1 B3 B6 C2 |
3 |
22 |
25 |
Practical test: |
A6 A9 A15 B3 B6 |
5 |
16 |
21 |
Collaborative learning |
B3 B4 B6 |
2 |
4 |
6 |
|
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 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. |
Mixed objective/subjective test |
It consists of different types of questions: multiple choice, short answer, association, gap-fill and other activities. |
Practical test: |
Practical tasks set by the lecturer during the semester. |
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
|
Practical test: |
|
Description |
Practical advice and appropriate sources will be offered to students.
The lecturer is available in weekly tutorial office hours to solve any problems or give advice. Outside these hours, I can also be reached via e-mail. |
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Assessment |
Methodologies
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Competencies |
Description
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Qualification
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Practical test: |
A6 A9 A15 B3 B6 |
O alumnado realizará diferentes tarefas prácticas ao longo do semestre. |
25 |
Mixed objective/subjective test |
A6 A9 A15 B1 B3 B6 C2 |
All students are required to sit the mixed test in May/June on the date announced in the official exam timetable.
|
60 |
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 |
|
Assessment comments |
In order to pass this subject, a mark of 5 out of 10 is the minimum required in each section of the assesment (speaking, mixed test and practical test). Late submissions will not be accepted unless duly justified. Students who do not attend the official exam will be given an absent mark if they have not handed in 50% of the continuous assessment activities. Any plagiarized exercise or test will result in a failing grade (0) in this subject in accordance with article 11, section 4b, of the "Regulamento disciplinar do estudantado da UDC": Cualificación de suspenso na convocatoria en que se cometa a falta e respecto da materia en que se cometese: o/a estudante será cualificado con suspenso (nota numérica 0) na convocatoria correspondente do curso académico, tanto se a comisión da falta se produce na primeira oportunidade como na segunda. Para isto, procederase a modificar a súa cualificación na acta de primeira oportunidade, se fose necesario. July Exam Period: Students will not need to re-sit the parts they have previously passed. They can retake the parts they have failed, according to the following distribution of percentages: oral presentation (15%), mixed test (60%) and an assignment equivalent to the practical tasks (25%). December Exam: Students sitting the December exam (final exam brought forward) will be assessed according to the criteria specified for the July opportunity. 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 (approved by the Consello Social on 4 May 2017), will notify the instructor in the first week of classes and, if that proves impossible, within seven days from the date of acknowledgement. They will carry out the required practical work individually and hand it in before the deadline. Late submissions will not be accepted unless duly justified. The final mark will be the weighted average grade of the assessed work carried out during the course and the exam that takes place on the date fixed in the academic calendar. In order to pass this subject, a mark of 5 out of 10 is the minimum required in each section of the assesment. Students will also be required to take the second opportunity in July if they fail to pass the first opportunity. They will have to re-sit the parts of the assessment they failed and will not need to re-sit the parts they have previously passed. Attention to Diversity: This module can be adapted for students who need support for their particular situation (physical, visual, auditory, cognitive, learning process, or related to mental health). If necessary, students should contact the services available in UDC/faculty Gender equality: A gender perspective will be incorporated into this subject. This will include, among other measures, the use of non-sexist language, the selection of books and articles written by men and by women, as well as encouraging participation from all students in class, regardless of their gender. In addition, sexist prejudices and attitudes will be addressed and efforts will be directed towards the modification of this environment and the promotion of values of respect and equality. In the event of gender discrimination, appropriate actions will be implemented to rectify such cases.
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Sources of information |
Basic
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Thomson, A.J. & Martinet, A.V (1993). A Practical English Grammar. OUP
Brook-Hart, G. (2008). Complete First Certificate. CUP
Mann, M.&S. Taylore-Knowles (2006). Destination B2. MacMillan Publishers
Murphy, R (1990). English Grammar in Use. CUP
Carter, R. et al (2011). English Grammar Today. CUP
McCarthy, M & F. O'Dell (2002). English Vocabulary in Use. CUP
Vince, M (2009). First Certificate Language Pracice.. MacMillan Publishers
Thomas B., et al. (2015). Grammar and Vocabulary for First. . CUP
Woolard, G (2004). Key Words for Fluency. Thomson ELT
Swan, Michael (1996). Practical English Usage.. OUP
Simon, P. (2016). The Grammaring Guide to Eglish Grammar . My E-Book Publishing House |
Recommended Websites for autonomous learning:
– http://dictionary.cambridge.org/grammar/british-grammar/ (based on English Grammar Today) –
http://www.grammaring.com/the-grammaring-guide-to-english-grammar (based
on The Grammaring Guide to English Grammar) – https://www.engvid.com/ (free English video lessons on grammar, vocabulary, speaking and pronunciation, listening and writing) – https://www.ted.com/topics |
Complementary
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. 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. ·
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. |
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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