INGLES ESCRITO I GUÍA DOCENTE

INGLES ESCRITO I GUÍA DOCENTE 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 LENGUA EN QUE SE IMPARTIRÁ: ENGLISH SEMESTRE: 1ST USO DOCENTE DE OTRAS LENGUAS (sólo si es relevante): PROFESORADO QUE LA IMPARTE NOMBRE/S: MARÍA DEL ROSARIO CABALLERO RODRÍGUEZ MARÍA JESÚS PINAR SANZ e-mail: Mrosario.Caballero@uclm.es mariajesus.pinar@uclm.es DEPARTAMENTO: MODERN LANGUAGES DESPACHO: 218, 207 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 1

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: 3. COMPETENCIAS DE LA TITULACIÓN QUE LA ASIGNATURA CONTRIBUYE A ALCANZAR (consultar Proyecto de Título e incluir aquí sólo las trabajadas específicamente - y, por tanto, evaluables-, en esta asignatura) 4. OBJETIVOS O RESULTADOS ESPERADOS 2

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. 5. TEMARIO / CONTENIDOS UNIT 1. Learning narratives UNIT 2. Anecdotes UNIT 3. Stories and tales UNIT 4. Memories, biographies and history texts 3

UNIT 5. 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 Actividades Tiempo de actividad presencial (Profesor y Alumno) Tiempo de actividad autónoma (Alumno) Tiempo total Valoración en nota final Theoretical clases: Clarification of grammatical points, Reading and writing skills strategies 8 10 18 Practical clases: 30 30 60 10% Reading comprehension exercises. Practice Reading strategies. Vocabulary and grammatical exercises Peer evaluation of written texts Editing and improving compositions, etc. Written work presentation 15 20 35 20% Evaluation 4

Assesed work in class: (2 test compositions) Final exam 2 2 18 22 10% 60% Trabajo Individual en Laboratorio de Idiomas -- 10 10 Tutorías 5 5 horas horas 150 horas 100% TOTAL 60 90 60 90 Horas Horas 6 CRÉDITOS ECTS 8. CRITERIOS DE EVALUACIÓN 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 : Assessed work in class: two test compostions Final exam (2 hours) 5

In order to pass this subject, students must attend at least 80% of theoretical and practical, hand in at least 80% of required exercises, essays and summaries and attend at least 4 tutorial to discuss work with the teacher. 9. CRONOGRAMA / CALENDARIO APPROXIMATE DATES THEME ACTIVITIES Units Activities compulsory Aproxímate dates Learning narratives theoretical and practical yes Wk 1-3 Anecdotes Stories and tales Memories, biographies and history texts Stories in the media theoretical and practical theoretical and practical theoretical and practical theoretical and practical yes Wk 4-5 yes Wk 6-8 yes Wk 9-11 yes Wk 12-14 6

Revision and preparation for the exam theoretical and practical yes Wk 15-16 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. 7

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. 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 8

Press. Thomas, B.J. 1990. Elementary Vocabulary. Harlow: Longman. 1990. Intermediate Vocabulary. Harlow: Longman. Watcyn-Jones, P. 1991. Test Your Vocabulary 5. Harmondsworth: Penguin. 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. 9

The Oxford Dictionary of Idioms. 2000. Oxford University Press. ONLINE RESOURCES: English Language Centre. Page of Victoria University, Canada. [http://web2.uvcs.uvic.ca/elc/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. 10