Identifying Data 2019/20
Subject (*) Lingua Inglesa 1 Code 613G03003
Study programme
Grao en Inglés: Estudos Lingüísticos e Literarios
Descriptors Cycle Period Year Type Credits
Graduate 1st four-month period
First Basic training 6
Language
English
Teaching method Face-to-face
Prerequisites
Department Letras
Coordinador
Lezcano Gonzalez, Emma
E-mail
emma.lezcano@udc.es
Lecturers
Lezcano Gonzalez, Emma
Lyons , Aoileann Judith
E-mail
emma.lezcano@udc.es
aoileann.lyons@udc.es
Web
General description Descrición e uso da lingua inglesa nun nivel intermedio alto (B2.1)
Contingency plan

Study programme competencies
Code Study programme competences
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.

Learning aims
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
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. A15
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. B3
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. B1
To produce in a coherent and elaborate way experiences, wishes, opinions, projects, reactions, etc. A9
B5
B6
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

Contents
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. 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


Planning
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 B1 B3 C2 10 15 25
Seminar A6 A15 B1 B3 C2 13 15 28
Directed discussion B4 B5 7 3 10
Speaking test A6 A9 A15 B4 B5 C2 0 6 6
Workbook A6 B1 B3 B6 C2 0 10 10
Supervised projects A6 B3 B5 B6 C2 C2 0 15 15
Student portfolio A6 A9 A15 B3 B6 2 18 20
Mixed objective/subjective test A6 A9 A15 B1 B3 B6 C2 3 15 18
Collaborative learning B3 B4 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 favor a 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 Description Qualification
Seminar A6 A15 B1 B3 C2 Regular attendance and active participation in seminars (interactive groups) will count for 5% of the overall mark. 5
Mixed objective/subjective test A6 A9 A15 B1 B3 B6 C2 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: Grammar and Vocabulary, Listening Comprehension and Reading Comprehension.
50
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
Supervised projects A6 B3 B5 B6 C2 C2 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 The portfolio will consist of different writing tasks set by the lecturer during the semester. 20
 
Assessment comments

IMPORTANT

In 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. The project (10%) is not compulsory but it highly recommended.

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.  

Active participation in the different class activities, as well as all 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: Exam (50%), writing tasks (20%), project (10%), oral interview (20%).

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


Recommendations
Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Other comments


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.