GUÍA DE ESTUDIO DE LA ASIGNATURA

GRADO
2ª PARTE | PLAN DE TRABAJO Y ORIENTACIONES PARA SU DESARROLLO

Lengua Moderna: Lengua Extranjera Inglés II. Segundo curso.

GRADO EN LENGUA Y LITERATURA ESPAÑOLAS

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1.- PLAN DE TRABAJO/ WORK PLAN

This subject is divided into six main units, which make up six European Credit Transfer and Accumulation
System (ECTS). Each credit corresponds to 25 hours of work on the part of the student. Thus the total
number of hours the student will have to devote to this subject is 150. The students should bear in mind that
this is one more of a series of six subjects that are specifically oriented towards the development of their
instrumental skills in using the English language, so a great part of the hours will have to be invested in doing
tasks related to varied language skills. The units are organized around a given topic and different language
abilities, specified broadly as follows:

 UNIT 1: MARRIAGE AND LOVE AFFAIRS  I CREDIT ECTS  25 hours

of study/practice

 Oral competence: describing events

 Written production: narrating personal experiences

 UNIT 2: FEET AND OTHER ALTERNATIVE ENERGIES  I CREDIT

ECTS  25 hours of study/practice

 Oral competence: comparing opinions

 Written production: for and against; argumentation

 UNIT 3: SHRINKS AND PSYCHOANALYSIS  I CREDIT ECTS  25

hours of study/practice

 Oral competence: interviews

 Written production: newspaper articles and reports

 UNIT 4: “CONFIDENCE PILLS” AND HEALTHY DIETS  I CREDIT

ECTS  25 hours of study/practice

 Oral competence: a debate

 Written production: formal and informal letters

 UNIT 5: PESTICIDES AND THE FOOD CHAIN  I CREDIT ECTS  25

hours of study/practice

Oral competence: presentations

Creative Writing: describing graphs and pictures

 UNIT 6: MAUREEN, URSULA AND OTHER INSPIRING WOMEN I

CREDIT ECTS  25 hours of study/practice

 Oral competence: telling stories

 Creative Writing: biography

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These obligatory units will be available to the students on the virtual course for them to read, study and do the
corresponding activities in the indicated time and manner (See Table 2 and section 3). Each unit is structured
in a similar way, containing the following sections and types of activities, which the student should distribute
according to the following schedule:

SECTIONS IN ACTIVITIES IN EACH CREDITS/TIME

EACH ONE OF SECTION DEVOTED TO EACH
THE SIX UNITS SECTION IN THE
COURSE (APROX.)

A) WARMING UP  Preparatory questions for the 0.2 cr.  5 hours

dialogue in B)
B) ORAL COMPETENCE:  Listening to a dialogue 1 cr. 25 hours
DIALOGUE
 Questions and discussion related to
the dialogue
C) MULTI-TASKING  Working with a text 1 cr  25 hours
ACTIVITIES
 Studying grammar in the “grammar
capsules” of the unit.
 Activities oriented towards developing
various skills simultaneously: look,
listen, read, study, write, summarize,
etc.
D) TACKLING  Activities related to the study and 0.5 cr.  12.5 hours
VOCABULARY mastering of vocabulary
E) NOW, HOW’S YOUR  Activities oriented towards the 0.3 cr.  7.5 hours
SPELLING? mastering of English spelling
F) AND…HOW’S YOUR  Activities focused on the formation of 0.5 cr.  12.5 hours
FORMATION OF words: prefixes, suffixes, roots,
WORDS? inflectional and derivational
morphemes, etc.
G) USING ENGLISH  Working with different grammar and 2 cr.  50 hours
APPROPRIATELY AND language points.
PUTTING IT INTO
 Studying the content of the “grammar
MOTION
capsules” in the units.

H) CONTINUOUS  Multiple-choice exercises for self- 0.5 cr  12.5 hours

EVALUATION/SELF assessment
ASSESSMENT
 Oral and written assignments
 Working with the units for evaluation __________________________
with the Tutor in the Centro Asociado
Total: 6 cr.  150 hs.

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2.- ORIENTACIONES PARA EL ESTUDIO DE LOS CONTENIDOS/
ORIENTATIONS FOR THE STUDY OF THE COURSE CONTENTS

Each one of the six units includes diverse language points and intends to develop different can dos
(=resultados de aprendizaje), which the students should try to cover in a certain period of time. The following
table provides the main contents, can dos and time schedule for each unit. These units can be found in the
virtual course (Alf), to which you could access using your user ID and password provided when enrolling in
this course. Since they will be presented in pdf format1, you will be free to download all of them in your
computer, print them out or even work with them in the screen.

UNIT CAN DOS LA NGUAG E/ GRAM DU E DAT E

MA R/ CULTU RA L F OR F IN AL
P O IN TS SELF -
EVA LUA TIO N

1  Catch the main  Conditional

Marriage and love points in a TV constructions
affairs programme on  Preposition + Gerund
familiar topics construction
 Follow a film in  Reported Speech
which visuals and October 29th
action carry much of  Past Perfect Simple
the storyline  Pragmatic markers
 Understand a large (vocatives)
part of a TV talk  Turn taking in the
show structure of American
and British talk
shows.

2  Understand a large  Compound nouns

Feet and other part of a TV  Time adverbs
alternative energies interview and a TV
news report.  Position of adverbs in
the sentence. November 12th
 Quantity and
distribution
determiners.
 Subject and object
questions.
 Used to/would
 Question/answer
adjacency pairs in
interviews
 Comparison of a
British and an
American TV news
report.

1 Please be sure your have installed in your computer Acrobat Reader Version 9 (at least)

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3  Recognize  Noun and verb

Shrinks and significant points in formation
psychoanalysis straightforward  Articles
newspaper articles
on familiar subjects  Modal verbs
 Recognize the line  Thematization of
November 26th
of argument in the important points in
treatment of an newspaper (DEADLINE FOR
issue in a headlines
newspaper article  Information COMPULSORY
 Identify the main structure of TASK 1)
conclusions in newspaper articles.
clearly signalled
argumentative
texts.
4  Find and understand  Polysemic words
“Confidence pills” relevant information  Noun formation
and healthy diets in brochures and
short official  Verbs taking a
documents gerund or an
infinitive
 Scan longer texts in
order to locate  Phrasal verbs
desired information  Reported speech December 10th
 Gather information  Past
from different parts obligation/permissi
of a text or from on;
different texts
 wish/if only; -ing/-
ed
 Adjectives
 Advertising
language strategies
in English.
5  Take follow up  Review of present
Bugs, pesticides and questions and past tenses
the food chain  Ask for repetition if  Use of gerunds
necessary  Phrasal verbs
 Give a prepared  Adjective formation
straightforward December 21st
presentation on a  Review of
familiar topic prepositions
 Explain the main  Review of
points of a comparatives and
presentation with superlatives
reasonable precision  Features of
 Solving a crossword argumentative
puzzle prose
 Words of Greek

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origin.

6  Identify unfamiliar  Modals of ability

words from the  Past and present
contexts on topics
Maureen, ursula and related to a field of  Conditional
other inspiring interest constructions January 14th
women  Adjectives
 Extrapolate the (DEADLINE FOR
meaning of (attributive,
occasional unknown compound, etc.) COMPULSORY
words from the  Revision of TASK 2)2
context prepositions and
 Deduce sentence articles
meaning provided  so/such constructions
the topic discussed
is familiar  Adverbs
 Reading and
commenting on
literary works where
identifying cues and
inferring are
strategies used by the
characters.

2.1 Extra/Optional work and activities// Mock oral exams

 Apart from the work and information included in each of the units, there will be optional and extra
(multimedia and interactive) activities available in the virtual course, for those students who need
or wish to devote more time and effort to the subject.
 There will also be mock oral exams in the virtual course for the students to practise along the year.
It is of utmost importance that they do these model exams for them to be prepared for the final oral
exam in February.

3.- ORIENTACIONES PARA LA REALIZACIÓN DEL PLAN DE

ACTIVIDADES/ ORIENTATIONS FOR CARRYING OUT THE
ACTIVITIES
3.1 Steps to follow when working with the learning units

Since all the units are structured in the same manner, we recommend the students to take the following steps
when studying each and all of them:

2 Compulsory task means that they are the two activities that you can send to your tutor in order for him/her to assess them. They
count up to 0.40 points of the final mark, that is, 4% each (8% together). This does not mean that they are obligatory for you to take
the final exams, but they can obviously make your final mark higher.

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1. Read the Warming up questions at the beginning of the unit and try to answer them. Discuss your
answers with your Tutor or in the virtual course3 with your workmates.
2. Read the main can dos of the unit carefully. These will guide you along the different activities by
letting you know what skills you have to develop and what the expected results of your learning will
be by the time you are done with the unit.
3. Listen to the Dialogue. You can listen to it as many times as you want. There is an option for you to
read it (by clicking on the DIALOGUE icon ) at the same time, but it is better to try to understand it
without resorting to this option the first time you listen to it.
4. In order to be able to do the Multitasking activities, read the introductory text carefully and look up all
the words you do not know in a good English-English dictionary (See recommended dictionaries in
Part I of the Study Guide, available in Alf, in the Planificador). There is an option for you to listen to
the text at the same time you read it (by clicking on the DIALOGUE icon ). Then do the different
activities based on the text, and check them with your Tutor or classmates in the virtual course.
5. Study all the grammar points by reading the Grammar Capsules provided in the units. Other grammar
Internet links will be provided each unit.
6. Do all the Tackling Vocabulary tasks. If there are still some items of unknown vocabulary, look them
up in an English-English dictionary. Check your results with your Tutor or in the virtual class.
7. Do all the Now, how’s your spelling exercises. Again, use a dictionary if necessary. Check your
results with your Tutor or in the virtual class.
8. Do all the And.. how’s your formation of words exercises. Again, use a dictionary if necessary. Check
your results with your Tutor or in the virtual class.
9. Now, using all the knowledge you have about the text, the grammar points, and the word formation
and spelling points, you are ready to combine them all in order to carry out the activities included in
the section entitled Using English appropriately and putting it into motion.
10. Here you will have to focus on some other grammar points, whose explanations will be available to
you through new grammar capsules.
11. Once you’ve completed all the activities of the unit, you can check your results in the PRACTICE
KEY section of the virtual course.
12. Now you are ready to take the final self-evaluation of the unit, which you will have at your disposal in
the Evaluation section of the virtual class.
13. The due dates for the completion of the activities and final self-evaluation of each of the units are
provided in Table 2 above and they will be announced in the Planificador in due time.

3.2 Evaluation types and criteria

The final exam (=prueba presencial final + examen oral) as well as the continuous evaluation (which includes
the completion of the compulsory task exercises at the end of units 3 and 6, as well as the self-evaluation
included at the end of each unit) will be designed to measure the student’s successful achievement of the
Can Dos for which they are trained along the course.

3.2.1 Continuous evaluation

The so-called continuous evaluation (=evaluación continua = 20% of the final grade) will be carried out by
means of the following procedures:

 Written/oral assignments to be handed in at the end of unit 3 and at the end of unit 6 (Called here
Compulsory tasks). The Tutor will correct these tasks to provide feedback (8% total).

3 You will find threads and forums ready for you to do this kind of activities.

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 Completion of the SELF-EVALUATION TEST at the end of each unit. Each test counts up to 0,20
points (2%). This test consists of multiple choice questions that are automatically corrected by the
system in the virtual course, so that the student receives instant feedback about his/her performance
(12% total)

The criteria used to assess this type of evaluation will be the same as those indicated for the final evaluation
(See 3.2.2.)

3.2.2 Final evaluation

The final evaluation consists of two main parts: a) Written Exam (=Examen final presencial, 40%), and b)
Oral Exam (40%). Both account for 80% of the final grade.

a) WRITTEN EXAM: The final written exam will contain the following kind of exercises:

 Multiple choice exercises to test items of vocabulary (verbs, adjectives, nouns, etc.) and the
formation of words
 Multiple choice exercises to test different grammar and language points
 A reading comprehension (Multiple choice or True/False) exercise based on a given text.
 A composition related to the topics studied and discussed in the different units of study.

These exams will be graded according to the following criteria, which will have to be fulfilled by the students
up to at least a medium degree (in agreement with the B1 level of the Common European Framework of
Reference for Languages):

 Successful accomplishment of the can dos of the total course.

 Adequate use of the vocabulary and expressions studied in the course.
 Adequate use of the grammar rules learned in the course.
 Appropriateness to the text/discourse situation.
 Discourse cohesion (use of connectors and other cohesive devices).
 Discourse coherence.

b) ORAL EXAM: Students will take the oral exam by getting into the e-Oral application in the virtual class (the
link and access to the e-oral will be explained carefully in Alf and by email to the students). This exam will be
subsequently corrected and graded by the Tutor in the corresponding Centro Asociado. In case the student
does not have access to the application, s/he will have to take the exam in a face-to-face encounter with the
Tutor.

The questions in the oral exam will be related to the following aspects:

 The content of the dialogues in each of the units.

 The content of the reading comprehension texts in each of the units.
 The student’s personal opinion or experience in relation to the topic of the dialogues/texts.
 Other aspects of the student’s personal life or experience

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The criteria that the tutors must follow for grading the oral exam are the following:

Item Explanation Score

Pronunciation Adequate pronunciation, stress and (max. 2)
intonation
Fluency Spontaneity, Discourse cohesion (max. 2)
Grammatical accuracy Adequate use of the grammar rules (max. 2)
learned in the course
Vocabulary Adequate use of the vocabulary and (max. 2)
expressions studied in the course
Comprehenshion Comprehension of the content and (max. 2)
main topic of the dialogues
Total Successful accomplishment of the (max. 10)
can dos (related to oral skills)
required in the course

3.2.3 Levels of adequacy expected at the B1 level that will be used to assess
the student’s performance in relation to the above criteria

Following the Common European Framework of Reference for Languages, the general level of adequacy
(translated into can dos) expected for a B1 level for Reading, Writing, Listening and Spoken production are
the following:

Reading:

 Can understand texts that consist mainly of high frequency everyday or job-related language.
 Can understand the description of events, feelings and wishes in personal letters.

Writing:

 Can write simple connected text on topics which are familiar or of personal interest.
 Can write personal letters describing experiences and impressions.

Listening:

 Can understand the main points of clear standard speech on familiar matters regularly encountered
in work, school, leisure, etc.
 Can understand the main point of many radio or TV programmes on current affairs or topics of
personal or professional interest when the delivery is relatively slow and clear.

Spoken production:

 Can connect phrases in a simple way in order to describe experiences and events, dreams, hopes
and ambitions.
 Can briefly give reasons and explanations for opinions and plans.
 Can narrate a story or relate the plot of a book or film and describe my reactions.

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4.- GLOSARIO/ GLOSSARY

We do not include a glossary in this guide, given the nature of the subject. The items of vocabulary the
student needs to work with are already included in the Course Units, and in many cases it is the task of the
student to look them up in the (English-English) dictionary, on the grounds that this is a very important
practice they need to be trained on if they are to use the English language in an instrumental way.

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