Study programme competencies |
Code
|
Study programme competences / results
|
A1 |
Coñecer e aplicar os métodos e as técnicas de análise lingüística e literaria. |
A2 |
Saber analizar e comentar textos e discursos literarios e non literarios utilizando apropiadamente as técnicas de análise textual. |
A6 |
Ter un dominio instrumental avanzado oral e escrito da lingua inglesa. |
A8 |
Ter dominio instrumental oral e escrito dunha segunda lingua estranxeira. |
A9 |
Elaborar textos orais e escritos de diferente tipo en lingua galega, española e inglesa. |
A10 |
Ter capacidade para avaliar criticamente o estilo dun texto e para formular propostas alternativas e correccións. |
A11 |
Ter capacidade para avaliar, analizar e sintetizar criticamente información especializada. |
A12 |
Coñecer os principios teóricos básicos da tradución directa e inversa e ser capaz de poñelos en práctica. |
A15 |
Ser capaz de aplicar os coñecementos lingüísticos e literarios á práctica. |
A18 |
Ter un coñecemento avanzado da literatura portuguesa. |
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. |
B7 |
Ter capacidade de análise e síntese, de valorar criticamente o coñecemento e de exercer o pensamento crítico. |
B8 |
Apreciar a diversidade. |
B9 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
B10 |
Comportarse con ética e responsabilidade social como cidadán/á e profesional. |
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. |
C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C5 |
Entender a importancia da cultura emprendedora e coñecer os medios ao alcance das persoas emprendedoras. |
C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
C8 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Reading skills: understanding a variety of real texts taken from authentic texts from the press, fiction works, documents, promotional materials or ads. |
A2 A6 A10 A11
|
B8 B9
|
C2 C3 C8
|
Grammar: demonstrate understanding and mastery of English grammar in accordance with a C1 level. |
A6 A8 A15 A18
|
B3 B5 B6 B7 B10
|
C2 C3 C4 C7
|
Listening comprehension: understanding different types of authentic speech, radio and television programmes, interactions between several speakers at the same time, interviews, debates ... |
A1 A6 A8 A9 A11 A15
|
B1 B3 B4 B5 B6 B8 B10
|
C2 C3 C4 C5 C6 C7
|
Writing: knowing how to write various types of texts, such as reports, reviews, informative texts, proposals ... |
A1 A2 A6 A8 A11 A12 A15
|
B1 B3 B5 B7 B9 B10
|
C2 C3 C4 C5 C6 C7
|
English Language and use: To master the vocabulary and structures which are necessary for correct written and oral communication; know common phrases and collocations, nuances, verbs with particles, ways of linking sentences; perform grammatical transformations fluently... |
A6 A8 A9
|
B4 B5 B6 B7 B8
|
C2 C3 C4 C5 C6 C7 C8
|
Contents |
Topic |
Sub-topic |
Grammar |
1.1. Conjunctions: coordinating conjunctions; subordinating; "though/although", "in spite of", "despite"; "for" and "because"; "when", "while", "as" to express time; "as" meaning "when/while" or "because"/"since"; "as", "when", "while" used to mean "although", "but", "seeing that".
1.2. Purpose: expressed by infinitive, infinitives with "go" and "come", purpose clauses, "in case" and "lest".
1.3. Clauses of concession, comparatives...
1.4. Noun clauses.
1.5. The comparative. Clauses of comparative.
1.6. The subjunctive. |
Vocabulary |
2.1. Punctuation, numbers, graphs...
2.2. Tourism and hospitality
2.3. People and relationships
2.4. World issues
2.5. Thinking and feeling |
Writing |
3.1. Presentation skills
3.2. Graphs
3.3. Brochures and Leaflets
3.4. Proposals
|
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Mixed objective/subjective test |
A6 A12 A15 A18 B3 B6 B9 C2 C3 |
2 |
15 |
17 |
Speaking test |
A6 A9 B4 B7 B8 B10 C2 C4 C5 C6 |
1 |
6 |
7 |
Student portfolio |
A1 A6 A9 A10 A15 A18 B1 B3 B4 B5 B6 B7 B9 B10 C2 C4 |
11 |
12 |
23 |
Seminar |
A1 A6 A10 A18 B6 C2 |
10 |
25 |
35 |
Guest lecture / keynote speech |
A2 A6 A8 A11 A15 B1 C7 C8 |
30 |
30 |
60 |
Document analysis |
A2 A8 A11 B6 B5 C2 |
6 |
0 |
6 |
|
Personalized attention |
|
2 |
0 |
2 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Mixed objective/subjective test |
Test to be carried out at the end of the semester to evaluate the student's written expression and reading comprehension, as well as their command of grammar, syntax and specialized semantic fields. The types of questions will vary following a similar format to the exercises performed during the course. |
Speaking test |
Practical lessons in which students will work in class with the appropriate materials and will be given the precise information for the development of their communicative skills, both at a written and oral level.
|
Student portfolio |
The student will compile the different writing tasks carried out during the course following the models of the course content. |
Seminar |
Practical sessions where content related to the topics covered in the vocabulary section will be read, as well as the use of audiovisual material for in-class discussion and debate.
|
Guest lecture / keynote speech |
Transmission of specific theoretical knowledge of the contents designed for the course. |
Document analysis |
Text analysis practices. |
Personalized attention |
Methodologies
|
Guest lecture / keynote speech |
Seminar |
Student portfolio |
Speaking test |
|
Description |
-All activities imply personalised attention.
-Students may also consult with teaching staff in person during tutorial hours or via electronic means (Moodle, email), in accordance with the instructions provided.
|
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Mixed objective/subjective test |
A6 A12 A15 A18 B3 B6 B9 C2 C3 |
Final written exam comprising ANY of the following: vocabulary exercises; reading comprehension; translation ES-EN of short texts; description of graphs illustrating trends; composition... |
40 |
Guest lecture / keynote speech |
A2 A6 A8 A11 A15 B1 C7 C8 |
The active participation of the students during the lectures will be taken into account |
5 |
Seminar |
A1 A6 A10 A18 B6 C2 |
Reading and vocabulary tests (10%)
Listening exercises to assess the level of understanding in English language (10%) |
20 |
Student portfolio |
A1 A6 A9 A10 A15 A18 B1 B3 B4 B5 B6 B7 B9 B10 C2 C4 |
Drafting of the topics studied in the course that must present the structure seen in class. |
15 |
Speaking test |
A6 A9 B4 B7 B8 B10 C2 C4 C5 C6 |
Group presentation of a project (15%) in which presentation skills will also be assessed (5%) |
20 |
|
Assessment comments |
Students are required to contribute actively in the classes, which are
designed as a resource to encourage them to acquire and assimilate the contents. Conditions to pass the subject: First exam session: 1. The minimum passing grade in each of the following sections "oral test", "student portfolio" and "seminar" will have to be 40%. The average of these sections has to reach 5 points out of 10 to make an average with the mixed objective/subjective test (= written exam). 2. It is compulsory to reach 50% in the mixed objective/subjective test to make an average with the sections mentioned in section1. 3. If they obtain a failing grade on any of these sections and even though
the sum is greater than 5, the final grade for this session will not be higher
than 4.5 out of 10. Assessment exercises deadlines All the assessment exercises of the course handed in after the deadline will not be accepted if it is not dully justified. Works with evidence of plagiarism will receive a 0. Specific programs will be used to detect it. Students will only be awarded ABSENT if they have not taken part in the mixed objective/subjective test (written exam), in the oral exam nor have they handed in more than 50% of the activities which are part of the continuous assessment system. Students who are not obliged to meet the attendance requirement because they are exempt according to the regulations published by the Universidade da Coruña ((Art.3.be 4.5) Standards for evaluation, review and claim of qualifications of two studies, university degrees and university courses (art.3 and 8b)) will have the same evaluations system as those students who attend July opportunity. In the case of the early exam session, students must take a written exam (70%) andan oral test (30%). Second exam session: -Those students who have passed any of these parts, either the written exam, the oral test, or the continuous evaluation activities in the first exam session, will have the opportunity to maintain them for the second opportunity. Students will therefore be required to retake those sections of the subject in which they did not obtain a passing grade or those parts they did not undertake and get a minimum passing grade (50%). -This is ONLY valid for the two opportunities corresponding to the current academic year. In the case of the early examination session, students must take a written exam (70%) andan oral test (30%). Academic integrity
Students are reminded that the use of all aids or devices in the final exam is strictly forbidden. The use of any unauthorised aids will automatically result in a failing grade (0). All dishonest practices (including, but not limited to, plagiarism, cheating in exams, etc.) will be penalised pursuant to article 14 of the University of ACoruña’s academic regulations ( Normas de avaliación, revisión e reclamación dás cualificacións dos estudos de grao e mestrado universitario ).
Attention to Diversity The subject may beadapted for students that require the adoption of measures aimed at supporting diversity (physical, visual, hearing, cognitive, learning or related to mental health). In such cases, students should contact the services available at the University of A Coruña / their centre/faculty within the official periods stipulated to this effect prior to the start of each semester. UDC student disciplinary regulations (Article 11, section 4 b) A failing grade in the examination attempt in which the dishonest act for the subject in which it was committed: the student will be graded as "fail" (numerical grade 0) in the corresponding examination attempt of the academic year, whether the dishonest act is made in the first examination attempt or in the second one. In such a case, the final grade corresponding to the first examination attempt will be modified, if necessary. Gender perspective In accordance with the various regulations governing university teaching, it is necessary to incorporate a gender perspective into this subject. This includes, among other measures, the use of non-sexist language, bibliographies that are inclusive from a gender perspective, and encouraging participation from all students in class, regardless of their gender. We will pay particular attention to identifying and addressing sexist prejudices and attitudes. We will actively work towards the modification of this environment and the promotion of values of respect and equality. Our efforts will focus on detecting cases of gender discrimination and implementing appropriate actions to rectify such cases.
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Sources of information |
Basic
|
Barnet, Sylvan, Bellanca Pat & Stubbs, Marcia (2014). A short guide to college writing. Harvard University Press
Quirk, Randolph & Siney Greenbaum (1985). A University Grammar of English. London: Longman
Hewings, Martin (2013). Advanced Grammar in Use: a Self-study Reference and Practice Book for Advanced Learners of English; with Answers and CD-ROM. Cambridge University Press
Vince, Michael (2009). Advanced Language Practice. English Grammar and voabulary. London: MacMillan
Tims, Nicholas et al. (2014). Face2face Advanced Workbook. Cambridge: CUP
Burgess, Sally & Amanda Thomas (2014). Gold Advanced Coursebook. Harlow: Pearson
Edwards, Lynda & Jacky Newbrook (2014). Gold Advanced. Maximiser with key. Harlow: Pearson
Lewis, Susanne (2018). Presentation skills for non-native speakers. Independentle published
Fussell, Paul (ed.) (1987). The Norton book of travel. New York. Norton
Sharpley, Richard & David J.(eds.) (2002). Tourism and development: concepts and issues. . Telfer. Clevendon: Channel View Publications.
Maczak, Antoni (1995). Travel in early modern Europe. Cambdridge. Polity Press |
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Complementary
|
Thirn, Sheila (2013). Advanced - Student's Book (Real Lives, Real Listening). Harper Collins
Wallwork, Adrian (2013). English for Academic Research: Grammar, Usage and Style (English Edition). Springer
Wallwork, Adrian (2010). English for Presentations at international conferences. Springer
McCarthy, Michael & O'Dell, Felicity (2017). English phrasal verbs in use advanced. (2nd edition). Cambridge
McCarthy, Michael & O'Dell, Felicity (2017). English Vocabulary in use. Advanced (3rd edition). Cambridge
Jones, Christopher (1996). Listening 4 Advanced Student's Book (Cambridge Skills for Fluency). Cambridge
Allsop, Jake (2006). Test your phrasal verbs (Penguin English guides. Penguin |
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Recommendations |
Subjects that it is recommended to have taken before |
Lingua Inglesa 3/613G03015 |
|
Subjects that are recommended to be taken simultaneously |
|
Subjects that continue the syllabus |
Use of English 1/613G03020 |
|
Other comments |
-The learning objectives of this module are framed at level C1 within the scale described in the Common European Framework of Reference for Languages. -They must also bear in mind that studying any language requires perseverance and continuity. |
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