CURSO / YEAR: 3º
CUATRIMESTRE / SEMESTER: Anual
CRÉDITOS (T/P) / CREDITS (T/P): 9 (3 T + 6 P)
TIPO / TYPE: Obligatoria
PROFESOR/A / LECTURER: Dra. Lourdes Cerezo-García/Dr. Juan B. Camón
DESCRIPTOR DE LA ASIGNATURA: Adquisición de destrezas productivas y receptivas del inglés a nivel superior.
DESCRIPCIÓN DE LA ASIGNATURA / COURSE OUTLINE:
Introducción: En este curso los alumnos profundizarán en su conocimiento lingüístico, declarativo y estratégico de la lengua inglesa así como en su uso como medio de expresión y comunicación, cuidando por igual el desarrollo de la fluidez y la corrección tanto lingüística como pragmática en la producción de sus mensajes. Como objetivo fundamental, se persigue que el alumno, al finalizar este curso, haya dado un salto cualitativo en la calidad de su producción y comprensión de la lengua inglesa hasta alcanzar un nivel superior.
Objetivos teóricos: Adquisición de conocimiento sobre la lengua inglesa a nivel superior en sus vertientes léxico-gramatical, fonético-fonológica y discursiva.
Objetivos prácticos: Desarrollo de las capacidades comunicativas a nivel superior y aplicación práctica de los contenidos relativos a los objetivos teóricos en tareas de comprensión escrita, comprensión oral, expresión escrita y expresión oral.
Metodología: Nuestra metodología perseguirá la integración del conocimiento declarativo y no declarativo de la lengua inglesa de una manera equilibrada.
CONTENIDOS / CONTENTS:
Theory credits:
Lexico-grammatical and discursive areas: In this course students will become familiar with lexico-grammatical issues which involve the expression of emphasis in English, including word order and information packaging, both on the level of sentence and discourse. Textual texture will also be approached through the study of reference, substitution, ellipsis, conjunction and lexical cohesion devices. As regards the patterning of English, phraseology and individual patterns of behaviour as well as semantic prosody will be in the spotlight during the course. Through the study of syntagmatic patterning we aim at the discussion and apprehension of advanced distributional and collocational aspects of the language. More on the creative side of the language, linguistic devices that govern punning, expansion, truncation and rephrasing will be analysed.
Domain areas: Language and communication, society and society organization, attitudes and beliefs, plagiarism, the media, education and parenting, English across the world, ICT and politics.
Pronunciation / supra-segmental features: Supra-segmental features of the English language will be stressed during the course. It is assumed that students taking Lengua Inglesa III have a full command oF segmental features of English.
Practice credits:
Reading comprehension: Practice activities and tasks in intensive and extensive reading. Reading passages will be selected from different textual and genre typologies, both in traditional and digital format. A range of reading skills and strategies will be applied:
A. From the point of view of the text as a communicative unit: “text attack skills” (from whole text to words or parts, from overt features to covert meaning, from reader knowledge to writer message). B. From the point of view of the reader and their interaction with the text. Students will practice different “pre-reading skills” (discussing the topic before reading the text, reacting to, rather than simple comprehending texts, working with people or resources other than the teacher, working on their own) and will receive information about the purpose and type of what is read, the reading process itself, general features of English writing, and form and function relationships. C. From the point of view of the reading process itself: previewing (scanning, searching, reading bits (headings, illustrations, paragraph openers) and setting up expectations; predicting (making guesses which are informed by these expectations, knowledge of the subject, the writer, the type or time of writing, of the likely concepts, contents or conventions); checking (confirming, enhancing or extending predictions or pre-knowledge by using features within the text or resources outside it. D. From the point of view of the author: understanding organization, understanding explanation, and understanding attitude and tone. In general, those activities and tasks aimed at helping the student understand how English texts are organized and recognize how features of discourse relate to the overall organization and tone of texts. E. From the point of view of student resources: a variety of self-help tasks and activities, bulding on the strategies mentioned above, which encourage students to work out meaning for themselves and in their own way, and to make efficient use of external resources available to them.
Listening comprehension: Practice activities and tasks of extensive and intensive listening of spoken texts, both recorded and live, in a variety of accents. Authentic texts will be selected from different topic areas, covering a range of registers, and varying in length and degree of difficulty. Different comprehension skills will be developed, such as predicting, listening for specific information, listening for detailed information, listening for gist, …
Writing: Practice sessions will be based on the process approach to writing, focus on academic writing tasks, and include guided and free note-taking (in class, at conferences, etc.), outline writing, writing summaries of both written and spoken texts, and / or (expository and argumentative) essay writing.
Speaking: Practice activities to improve student spoken English will vary in nature, format and purpose. They will also vary in the number and type of interlocutors that intervene (student to student, student to group, student to class, student to teacher, etc.). The following are some of the activities and tasks that will be used to help students develop their oral skills: pair discussion, group discussion, role-plays, debates, (individual or group) oral presentations…
EVALUACIÓN / ASSESSMENT:
PARTE I (100%), compuesta por los siguientes apartados:
Comprensión lectora 20% Comprensión oral 20%
Expresión escrita 20 % Uso del Inglés 40 %
Como requisito previo a la valoración global de esta PARTE I, los alumnos deberán obtener una calificación mínima del 60% en la prueba de uso del inglés. La calificación mínima para superar la totalidad de esta PARTE I del examen es de 60%.
PARTE II (100%): expresión oral. Prueba oral final a la que accederán únicamente aquellos alumnos que hayan obtenido una calificación global mínima de un 60% en la PARTE I. Esta segunda prueba se superará igualmente con una calificación mínima de 60%.
BIBLIOGRAFÍA / BIBLIOGRAPHY:
Coursebook:
Cerezo-García, Lourdes & P. Pérez-Paredes. 2006. New Use of English Exercises for Advanced Learners. Common European Framework B2-C1. DM. Murcia.
Webpages:
http://webs.um.es/lourdesc
Reference books:
Carter, R., Hughes, R. & McCarthy, M. (2000). Exploring grammar in context. Grammar reference and practice. Upper intermediate and advanced. Cambridge: Cambridge University Press.
Bywater, F.V. (1987). A Proficiency Course in English. Londres: Nelson.
Hewings, M. (2005). Advanced Grammar in Use. Edition with answers and CD ROM. Cambridge: Cambridge University Press.
McCarthy, M. & O'Dell, F. (2002). English vocabulary in use. Advanced. Cambridge: Cambridge University Press.
Oxford Collocations Dictionary for Students of English. (2002). Oxford: Oxford University Press.
Side, R. & Wellman, G. (1999). Grammar and Vocabulary for CAE and Proficiency. Londres: Longman.
Sinclair, J. (ed.) (2004). Collins Cobuild English Usage for Learners. Londres: Harper-Collins.
Swan, M. (1995). Practical English usage. Oxford: Oxford University Press.