Degree | Type | Year | Semester |
---|---|---|---|
2500245 English Studies | FB | 1 | A |
2501902 English and Catalan | FB | 1 | A |
2501907 English and Classics | FB | 1 | A |
2501910 English and Spanish | FB | 1 | A |
2501913 English and French | FB | 1 | A |
A CEFR C1 level of general English is required to be able to optimally follow the course.
Students are also advised to attend the "English Academic Skills" pre-sessional course offered by the Department of English and German in September (2020).
The main purpose of this course is to furnish students entering the BA in English Studies or any combined BA with English with the linguistic and communicative tools to successfully follow their university studies. This is a foundational course, focused on boosting the students' formal and academic register, both oral and written. A C1 level of English (CEFR) is assumed.
Specific course objectives. At the end of the course students should be able to:
-Express themselves orally in a correct manner, both grammatically, lexically and at the level of basic pronunciation and intonation, following the requirements of the formal and academic registers.
-Understand authentic oral materials from the fields of the Humanities and the Social Sciences. Note-taking. Identifying main and secondary ideas, as well as their organization and interrelation.
-Produce argumentative texts of around 300 words that are formally well structured, linguistically correct, and have a depth of content appropriate to higher education.
-Understand authentic written materials from the fields of the Humanities and the Social Sciences. Reading for gist. Reading in detail. Identifying author's stance.
This course is structured into two distinct blocks. The focus of the first block is on written skills (reading and writing). The focus of the second block is on oral skills (speaking and listening). Despite this division of labour, relevant grammatical structures and lexis of a C1 level belonging to the formal and academic registers will be examined and discussed, either in class or independently, through assigned self-study materials.
Block 1 (semester 1): Writing and Reading for Academic Purposes (WRAP)
Block 2 (semester 2): Speaking and Listening for Academic Purposes (SLAP)
The methodology will be based on the following activities:
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Guided exercises | 90 | 3.6 | 8, 2, 6, 10 |
Type: Supervised | |||
Supervised work | 45 | 1.8 | 10 |
Type: Autonomous | |||
Self-study. Exercises and assignments. Use of ICTs | 150 | 6 | 8, 7, 6 |
The following criteria must be taken into account:
Re-assessment
Evaluation activities excluded from re-assessment
The following continuous assessment activities are not eligible for reassessment:
It is also not possible to reassess the activity of oral academic production (Block 2) and self-study and active contribution (Blocks 1 & 2).
Procedure for reviewing grades awarded
On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.
IMPORTANT:
In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.
In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Active contribution | 5% | 2.5 | 0.1 | 7, 11, 10 |
Activity of oral academic production | 10% | 0.5 | 0.02 | 2, 1, 7, 11, 10 |
Continuous assessment | 30% | 3 | 0.12 | 4, 8, 3, 7, 6, 5, 11, 10 |
Self-study | 5% | 3 | 0.12 | 7, 11, 10 |
Written and oral exam Block 2 | 25% | 3 | 0.12 | 8, 3, 2, 1, 11, 10 |
Written exam Block 1 | 25% | 3 | 0.12 | 4, 6, 5, 9 |
Course textbooks
Estebas Vilaplana, Eva (2014) Teach Yourself English Pronunciation: An Interactive Course for Spanish Speakers. Madrid: UNED.
Kennedy-Scanlon, Michael, Juli Cebrian & John Bradbury (2009) Guided Error Correction: Exercises for Spanish-Speaking Students of English. C1 Level, Book 1. Bellaterrra: Universitat Autònoma de Barcelona Servei de Publicacions.
Warwick, Lindsay & Louis Rogers (2018) Skillful 4: Reading and Writing (2nd ed). London: Macmillan Education.
Recommended references
Hewings, Martin (2017) Advanced Grammar in use (3rd ed.). Cambridge: Cambridge University Press.
Hewings, Martin & Craig Thaine (2012) Cambridge Academic English. An Integrated Skills Course for EAP. C1 level. Cambridge: Cambridge University Press.
Kennedy-Scanlon, Michael, Elisabet Pladevall & Juli Cebrian (2012) Guided Error Correction: Exercises for Spanish-Speaking Students of English. B2 Level. Bellaterrra: Universitat Autònoma de Barcelona Servei de Publicacions.
McCarthy, Michael & Felicity O’Dell (2016) Academic Vocabulary in Use (2nd ed.). Cambridge: Cambridge University Press.
Swan, Michael (2016) Practical English Usage (4th ed.). Oxford: Oxford University Press.
Complementary references
Baker, Lida, Robyn Brinks Lockwood & Kristin Donnalley Sherman (2018) Grammar for Great Writing. Boston, MA: National Geographic Learning.
Hancock, Mark (2017) English Pronunciation in Use. Intermediate. Cambridge: Cambridge University Press.
Pathare, Emma & Gary Pathare (2018) Skillful 4: Listening and Speaking (2nd ed). London: Macmillan Education.
Dictionaries
Oxford Advanced Learner’s Dictionary, OUP.
Collins Cobuild English Dictionary,Harper Collins Publishers.
Cambridge Advanced Learner’s Dictionary, CUP.
Collins English-Spanish/Spanish-English Dictionary, 6th ed., Grijalbo.
Longman Language Activator. Longman.
Longman Pronunciation Dictionary (3rd ed.). Longman.
Recommended websites
English for Academic Purposes
http://www.bbc.co.uk/learningenglish/gothedistance/studyskills
https://www.academic-englishuk.com/
https://www.eapfoundation.com/
Online dictionaries
https://www.ldoceonline.com (Longman Dictionary of Contemporay English)
https://www.merriam-webster.com(Merrian-Webster dictionaries on line)
https://dictionary.cambridge.org/(Cambridge dictionaries on line)
http://www.freecollocation.com/ (Oxford Collocations Dictionary for Students of English)
https://www.lexilogos.com/english/dictionary.htm (A comprehensive set of resources for the study of the English Language)
Pronunciation
Department of Phonetics and Linguistics UCL - Identify the symbol:http://www.phon.ucl.ac.uk/home/johnm/flash/findrp.htm
The International Phonetic Association: http://www.langsci.ucl.ac.uk/ipa/ipachart.html
Sheep or ship? (vowels): http://www.shiporsheep.com/
Phonetics: The sounds of spoken language (English and Spanish),University of Iowa: http://www.uiowa.edu/~acadtech/phonetics/# (consonant profiles)
TypeIPA phonetic symbols: http://ipa.typeit.org/
Others
www.flo-joe.co.uk (Cambridge official examination practice)
www.pbs.org (American public television. Documentaries. American English)