FACULTAD DE
LETRAS
MODELO DE GUÍA DOCENTE PARA UNA ASIGNATURA1
FACULTAD DE LETRAS
1. DATOS GENERALES DE LA ASIGNATURA
ASIGNATURA: WRITTEN ENGLISH I
CÓDIGO:
CARÁCTER (señalar con una X la modalidad correspondiente):
____X__ Asignatura de Formación Básica (FB)
________ Asignatura obligatoria (OB)
________ Asignatura optativa (OP)
CENTRO: Facultad de Letras de Ciudad Real
GRADO: ENGLISH STUDIES
RAMA DE CONOCIMIENTO: Artes y Humanidades
CRÉDITOS ECTS: 6
CURSO: 1ST
SEMESTRE: 1ST
LENGUA EN QUE SE IMPARTIRÁ: ENGLISH
USO DOCENTE DE OTRAS LENGUAS (sólo si es relevante):
PROFESORADO QUE LA IMPARTE
NOMBRE/S: MARÍA DEL ROSARIO CABALLERO RODRÍGUEZ
MARÍA JESÚS PINAR SANZ
DEPARTAMENTO: MODERN LANGUAGES
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e-mail: [email protected]
[email protected]
DESPACHO: 218, 207
Adaptación del modelo de la Unidad de Innovación y Calidad Educativas de la UCLM
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HORARIO DE ATENCIÓN AL ALUMNO: TO BE DETERMINED
JUSTIFICACIÓN EN EL PLAN DE ESTUDIOS, RELACIÓN CON OTRAS ASIGNATURAS Y CON LA PROFESIÓN
· La asignatura desarrolla los contenidos de la materia
LENGUA INGLESA PRÁCTICA
del módulo
FUNDAMENTOS
del grado
ESTUDIOS INGLESES
y desarrolla contenidos del área
FILOLGOGÍA INGLESA
Tiene carácter profesionalizante
Sí
□
No
□X
Para la relación detallada con otras asignaturas del presente título y la actividad profesional remitimos a la correspondiente memoria del grado
2. REQUISITOS PREVIOS
El alumno deberá:
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3. COMPETENCIAS DE LA TITULACIÓN QUE LA ASIGNATURA
CONTRIBUYE A ALCANZAR
4. OBJETIVOS O RESULTADOS ESPERADOS
(consultar Proyecto de Título e incluir aquí sólo las trabajadas específicamente y, por tanto, evaluables-, en esta asignatura)
General competences:
Basic general knowledge of the subject
Capacity to learn
Ability to manage information
Capacity to think critically and have a self-critical approach to their own
writing
Capacity to show initiative and think creatively
Problem-solving skills
Team-work skills
Ability to work independently
Especific competences:
Ability to use and understand English for general and academic
purposes.
Knowledge and understanding of English grammar
Knowledge of the grammar of a second foreign language
Ability to communicate effectively and fluently in English in both speech
and writing
Ability to source, manage and process bibliographic information
Competence in the planning and execution of different types of writing
Capacity to access, manage and exploit the information in databases,
other computer-based resources and on the Internet
Capacity to communicate effectively and fluently in speech
The syllabus of the subject is designed so that students:
Recognize several narrative texts and patterns (particularly,
written texts) and understand the reasons that motivate them;
Learn how to use them in order to articulate messages
according to different communicative purposes, contexts and
audiences;
Consolidate a grammar particularly applied to narrative genres
of various types; and
Improve their writing and reading competences.
At the end of the course, the students will be able to:
Write connected texts on a range of familiar subjects within
their field of interest, by linking a series of shorter discrete
elements into a linear sequence.
Write accounts of experiences, describing feelings and reactions
in simple, connected texts following the conventions of
narrative genres.
Read real texts on subjects related to their field and interest
with a satisfactory level of comprehension.
Scan longer texts in order to locate desired information, and
gather information from different parts of a text, or from
different texts in order to fulfill a specific task.
Summarize, report and give their opinion about accumulated
factual information on familiar routine and non-routine matters
within their field with some confidence.
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5. TEMARIO / CONTENIDOS
UNIT 1.
UNIT 2.
UNIT 3.
UNIT 4.
UNIT 5.
Learning narratives
Anecdotes
Stories and tales
Memories, biographies and history texts
Stories in the media
6 y 7. ACTIVIDADES O BLOQUES DE ACTIVIDAD Y METODOLOGÍA CON SU CARGA EN HORAS DE TRABAJO PARA ALUMNO Y
PROFESOR Y SU VALORACIÓN
Tiempo
de actividad presencial
Tiempo de actividad
autónoma
(Profesor y Alumno)
(Alumno)
8
12
Tiempo total
Valoración en nota final
Actividades
Theoretical clases: Clarification of grammatical
points, Reading and writing skills strategies
20
4
Practical clases:
24
36
60
10%
10
15
25
20%
Assesed work in class: (2 test compositions)
Final exam
2
2
16
20
10%
60%
Trabajo Individual en Laboratorio de Idiomas
Tutorías
-4
15
6
15
10
horas
horas
150 horas
Reading comprehension exercises.
Practice Reading strategies.
Vocabulary and grammatical exercises
Peer evaluation of written texts
Editing and improving compositions, etc.
Written work presentation
Evaluation sessions
TOTAL
50
Horas
100%
100
50
Horas
100
6 CRÉDITOS ECTS
8. CRITERIOS DE EVALUACIÓN
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Practical classes: (Continuous Assesment)
Contribution to class discussion and group work.
Quality of practical exercises carried out in class.
Contribution to group and individual tutorials.
Written work: (Continuous assessment)
Quality out-of-class assignments; Portfolio of written exercises, compositions, vocabulary and grammar reference materials.
Evaluation sessions:
Assessed work in class: two test compostions
Final exam (2 hours)
In order to pass this subject, students must attend at least 80% of theoretical and practical sessions, hand in at least 80% of required
exercises, essays and summaries and attend at least 4 tutorial sessions to discuss work with the teacher.
9. CRONOGRAMA / CALENDARIO
APPROXIMATE DATES
THEME
ACTIVITIES
Units
Activities
compulsory
Learning narratives
theoretical and practical
sessions
-group tutorials
yes
Aproxímate
dates
Wk 1-3
Anecdotes
theoretical and practical
yes
Wk 4-5
6
sessions
-group tutorials
yes
Wk 6-8
yes
Wk 9-11
Memories, biographies
and history texts
theoretical and practical
sessions
-group tutorials
yes
Wk 12-14
Stories in the media
theoretical and practical
sessions
-group tutorials
yes
Wk 15-16
Revision and preparation
for the exam
theoretical and practical
sessions
-group tutorials
Stories and tales
theoretical and practical
sessions
-group tutorials
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10. BIBLIOGRAFÍA, RECURSOS
Students will be given a folder with materials at the beginning of each unit, either printed or in Campus Virtual.
Students are highly encouraged to use the following resources:
Dictionaries.
Gran Diccionario Oxford Inglés-Español/ Español-Inglés. Oxford University Press.
Longman Dictionary of Contemporary English. Longman. Also available online: http://www.ldoceonline.com/
Cambridge Advanced Learner’s Dictionary. Cambridge University Press. Also available online: http://dictionary.cambridge.org/
Grammar Books.
CARTER, R. and M. McCARTHY(2006) Cambridge Grammar of English. A comprehensive Guide. Spoken and Written English Grammar and
Usage. Cambridge University Press.
It offers clear explanations of spoken and written English based on real everyday usage.
EASTWOOD, J. (2001) Oxford Practice Grammar. Oxford: Oxford University Press.
Intermediate to upper intermediate. It includes clear explanations of English grammar with exercises on the facing page which provide practice
in form and use.
FOLEY, M. and D. HALL (2003) Advanced Learner’s Grammar. A self-study reference and practice book with answers. Longman.
It is a comprehensive self-study grammar reference and practice book that helps students refine their English. It includes diagnostic tests which
identify the language areas students need to work on.
HEWINGS, M. (1999) Advanced Grammar in Use. Cambridge. Cambridge University Press.
Upper intermediate to advanced. It provides coverage of advanced-level language areas. It is user friendly, with two page units that explain
grammar and present examples (including typical students mistakes) on the left hand pages, while on the right hand pages students will find
practice exercises.
HUDDLESTON, R. and G.K. PULLUM (2005) A Student’s Introduction to English Grammar. Cambridge University Press.
Advanced. A detailed grammar for students with a serious interest in the grammatical structure of English. It presupposes no prior study of
linguistics and provides clear explanations of all grammatical terms and concepts.
MURPHY, R. 1994. English Grammar in Use. Cambridge: Cambridge University Press.
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MURPHY, R., B. Viney y M. Craven. 2004. English Grammar in Use with Answers and CD ROM: A Self-Study Reference Book and Practice for
Intermediate Students of English. Cambridge: Cambridge University Press.
SWAN, M. 1995. Practical English Usage. Oxford: Oxford University Press.
Other resources
GRAMMAR
Alexander, L.G. 1993. Longman Advanced Grammar. Reference and Practice. Harlow: Longman.
Biber, D., S. Conrad y G. Leech. 2002. The Longman Student Grammar of Spoken and Written English . Harlow: Longman.
Graver, B. 1999. Advanced English Practice. Oxford: Oxford University Press
Greenbaum, S. y R. Quirk. 1990. A Student’s Grammar of the English Language. Londres: Longman.
Hashemi, L. y R. Murphy. 1998. English Grammar in Use. Supplementary Exercises. Cambridge: Cambridge University Press.
Jones, L. 1992: Communicative Grammar Practice. Cambridge: Cambridge University Press.
Quirk, R., S. Greenbaum, G. Leech y J. Svartvik. 1985. A Comprehensive Grammar of the English Language. Harlow: Longman.
Schrampfer Azar, B. 1985. Fundamentals of English Grammar. New Jersey: Prentice Hall.
——— 1989. Understanding and Using English Grammar. Nueva Jersey: Prentice Hall Regents.
Sinclair, J. (Ed.). 1990. Collins COBUILD English Grammar. Londres: HarperCollins.
Swan, M. y C. Walter. 1997. How English Works: A Grammar Practice Book. Oxford: Oxford University Press.
Thomson, A.J. y A.V. Martinet. 1989. A Practical English Grammar. Oxford: Oxford University Press.
VOCABULARY
Alexander, L.G. 1994. Right Word, Wrong Word. Harlow: Longman.
Harrison, M. 1990. Word Perfect (Vocabulary for Fluency). Hong Kong: Nelson.
McCarthy, M. y F. O’Dell. 1994. English Vocabulary in Use. Elementary. Cambridge: Cambridge University Press.
——— 2001. English Vocabulary in Use. Upper-Intermediate. Cambridge: Cambridge University Press.
——— 2002. English Vocabulary in Use. Advanced. Cambridge: Cambridge University Press.
Redman, S., M. McCarthy y F. O’Dell. 1997. English Vocabulary in Use. Pre-Intermediate and Intermediate. Cambridge: Cambridge University
Press.
Thomas, B.J. 1990. Elementary Vocabulary. Harlow: Longman.
——— 1990. Intermediate Vocabulary. Harlow: Longman.
Watcyn-Jones, P. 1991. Test Your Vocabulary 5. Harmondsworth: Penguin.
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SKILLS
Fowler, W.S. 1989. Progressive Writing Skills. Londres: Longman.
Greenall, S. y M. Swan. 1991. Effective Reading. Reading Skills for Advanced Students. Cambridge: Cambridge University Press.
McDowell J., L. Denham y M. O’Neill. 1990. Listen and Speak for First Certificate. Londres: Edward Arnold.
Sherman, J. 1994. Feedback. Essential Writing Skills for Intermediate Students. Oxford: Oxford University Press.
DICTIONARIES
Cambridge International Dictionary of English. 1995. Cambridge: Cambridge University Press.
Cambridge International Dictionary of Idioms. 1998. Cambridge University Press.
Cambridge Word Selector (Inglés-Castellano). 1995. Cambridge: Cambridge University Press.
Collins COBUILD English Language Dictionary. 1987. Londres: Collins.
Collins COBUILD Dictionary of Idioms. 2002. Londres: Collins.
Diccionario Collins Universal Español-Inglés/English-Spanish. 2005. Barcelona: Grijalbo.
Diccionario Oxford de Phrasal Verbs. Upper-Intermediate to Advanced. 2001. Oxford: Oxford University Press.
Diccionario Oxford Inglés-Español/Español-Inglés. 1982. Oxford: Oxford University Press.
English Pronouncing Dictionary. 1997. Cambridge: Cambridge University Press.
Longman Dictionary of Contemporary English. 1978. Londres: Longman.
Longman Dictionary of English Language and Culture. 1993. Londres: Longman.
Longman Language Activator. 1993. Londres: Longman.
Longman Pronunciation Dictionary. 2000. Londres: Longman.
Oxford Advanced Learner’s Dictionary. 2005 (revised edition). Oxford: Oxford University Press.
Oxford Collocations Dictionary for Students of English. 2005. Oxford: Oxford University Press.
Oxford Guide to British and American Culture. CD-ROM.
The Collins English-Spanish/Spanish-English Dictionary. 1989. Londres: Collins.
The Oxford Dictionary of Idioms. 2000. Oxford University Press.
ONLINE RESOURCES:
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English Language Centre. Page of Victoria University, Canada. [http://web2.uvcs.uvic.ca/el c/studyzone/index.htm]. Activities centered on
writing and reading plus some grammar and vocabulary.
Language Centre. Page of Science and Technology University, Hong Kong. [http://lc.ust.hk/~sac/advice/english/vocabulary/V1.htm].
Vocabulary activities that integrate the four communicative skills.
BBC Learning English. [http://www.bbc.co.uk/worldservice/learningenglish/]. Resources for the practice of the tour communicative skills
plus grammar and vocabulary.
Ohio ESL. Page of Ohio University (USA). [http://www.ohiou.edu/esl/english/vocabulary.html]. Activities centered on the four skills plus
vocabulary. Access to lexicographic tools (concordancers, dictionaries, corpora and databases). Specialized vocabulary resources.
The Internet Grammar of English. Page of London University College. [http://www.ucl.ac.uk/internet-grammar/home.htm] Grammar
activities and explanations plus access to corpora.
ESL: Grammar and English Usage. Page of Internet TESL Journal. [http://iteslj.org/links/ESL/Grammar_and_English_Usage /].
Gramatical explanations and practice.
Learning Resources. Page of Western/Pacific LINCS y Literacyworks. [http://literacyworks.org/learningresources/]. Activities on reading
comprensión. The texts are news from CNN y CBS Broadcasting. Students can also watch a video or listen to the news.
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