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Filología

Filología
Migas
Actualizado el 10/10/2017 05:18

Idioma Moderno II (Inglés) (Grado en Filología Hispánica)

Proyectos docentes de la asignatura. Curso 2017/2018:

Enlaces a los proyectos docentes de la asignatura para el curso 2016/2017:

Grupo 1 Grupo 2 Grupo 3 

Tabla de datos de la asignatura
Asignatura Idioma Moderno II (Inglés)
Titulacion Grado en Filología Hispánica
Ciclo 1
Curso 2
Carácter Obligatoria
Duración Anual
Créditos Totales 12
Departamentos

Profesores


Programa de la asignatura

Objetivos docentes específicos

The main aim of this subject is to develop the students' communicative competence in English as their second language, so that they can produce and understand oral and written discourse in English at a B2 level. For this reason, this subject will address some English grammatical structures, with special attention to their usage and contextualised meaning. Students will also practice the four basic skills of a second language: reading, listening, writing and speaking. Thus, this subject intends to enable students to express themselves clearly and without much sign of having to restrict what they want to say in English, and to provide them with a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence forms to do so.

Competencias transversales genéricas

Capacidad de análisis y síntesis
Capacidad de organizar y planificar
Conocimientos generales básicos
Conocimiento de una segunda lengua
Habilidades para recuperar y analizar información desde diferentes fuentes
Resolución de problemas
Capacidad de crítica y autocrítica
Trabajo en equipo
Habilidades en las relaciones interpersonales
Habilidades para trabajar en grupo
Habilidad para trabajar en un contexto internacional
Reconocimiento a la diversidad y la multiculturalidad
Compromiso ético
Capacidad para aplicar la teoría a la práctica
Capacidad de aprender
Capacidad de adaptación a nuevas situaciones
Comprensión de culturas y costumbres de otros países
Habilidad para trabajar de forma autónoma

Competencias específicas

1. LEXICAL COMPETENCE:

A) Vocabulary range:

- Students have a good range of vocabulary for matters connected to their field and most general topics. Students can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.

B) Vocabulary control:

- Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication.


2. GRAMMATICAL COMPETENCE:

A) Grammatical accuracy:

- Students have good grammatical control; occasional ‘slips’ or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect.

- Students show a relatively high degree of grammatical control. They do not make mistakes which lead to misunderstanding.


3. PHONOLOGICAL COMPETENCE:

A) Phonological control:

- Students must acquire a clear, natural, pronunciation and intonation.


4. ORTHOGRAPHIC COMPETENCE:

A) Orthographic control

- Students can produce clearly intelligible continuous writing which follows standard layout and paragraphing conventions.

- Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence.


5. SOCIOLINGUISTIC COMPETENCE

A) Sociolinguistic appropriateness:

- Students can express themselves confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned.

- Students can with some effort keep up with and contribute to group discussions even when speech is fast and colloquial.

- Students can sustain relationships with native speakers without unintentionally amusing or irritating them or requiring them to behave other than they would with a native speaker.

- Students can express themselves appropriately in situations and avoid crass errors of formulation.


6. DISCOURSE COMPETENCE:

A) Flexibility:

- Students can adjust what they say and the means of expressing it to the situation and the recipient and adopt a level of formality appropriate to the circumstances.

- Students can adjust to the changes of direction, style and emphasis normally found in conversation.

- Students can vary formulation of what they want to say.

B) Turntaking:

- Students can intervene appropriately in discussion, exploiting appropriate language to do so.

- Students can initiate, maintain and end discourse appropriately with effective turntaking.

- Students can initiate discourse, take their turns when appropriate and end conversation when they need to, though they may not always do this elegantly.

- Students can use stock phrases (e.g. ‘That’s a difficult question to answer’) to gain time and keep the turn whilst formulating what to say.

C) Thematic development:

- Students can develop a clear description or narrative, expanding and supporting their main points with relevant supporting detail and examples.

D) Coherence and cohesion:

- Students can use a variety of linking words efficiently to mark clearly the relationships between ideas.

- Students can use a limited number of cohesive devices to link their utterances into clear, coherent discourse, though there may be some ‘jumpiness’ in a long contribution.


7. FUNCTIONAL COMPETENCE:

A) Spoken fluency:

- Students can communicate spontaneously, often showing remarkable fluency and ease of expression in even longer complex stretches of speech.

- Students can produce stretches of language with a fairly even tempo; although they can be hesitant as they search for patterns and expressions, there are few noticeably long pauses.

- Students can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without imposing strain on either party.

B) Propositional precision:

- Students can pass on detailed information reliably.

- Students can explain the main points in an idea or problem with reasonable precision.

Contenidos de la asignatura

Relación sucinta de los contenidos (bloques temáticos en su caso)

1. English Grammar.
2. English Vocabulary.
3. Functional Language.
4. English Pronunciation.
5. Intensive and Extensive Reading.
6. Listening.
7. Speaking.

Actividades formativas de primer cuatrimestre

Clases teóricas

Horas presenciales: 39
Horas no presenciales: 45
Metodología de enseñanza aprendizaje:

Class sessions will be both theoretical and practical. Using different methodologies and approaches, the main grammatical points included in the syllabus of the subject will be explained and practised.

Competencias que desarrolla

Phonological, orthographic, lexical, grammatical, discourse, functional and sociolinguistic competencies.

Prácticas (otras)

Horas presenciales: 20
Horas no presenciales: 45
Metodología de enseñanza aprendizaje:

Active practice of the four basic skills -reading, writing, listening and speaking.

Competencias que desarrolla

Phonological, orthographic, lexical, grammatical, discourse, functional and sociolinguistic competencies.

Exámenes

Horas presenciales: 1
Horas no presenciales: 0
Metodología de enseñanza aprendizaje:

Competencias que desarrolla

Actividades formativas de segundo cuatrimestre

Clases teóricas

Horas presenciales: 35
Horas no presenciales: 45
Metodología de enseñanza aprendizaje:

Class sessions will be both theoretical and practical. Using different methodologies and approaches, the main grammatical points included in the syllabus of the subject will be explained and practised.

Competencias que desarrolla

Phonological, lexical, orthographic, grammatical, discourse, functional and sociolinguistic competencies.

Prácticas (otras)

Horas presenciales: 20
Horas no presenciales: 45
Metodología de enseñanza aprendizaje:

Active practice of the four basic skills -reading, writing, listening and speaking.

Competencias que desarrolla

Phonological, orthographic, lexical, grammatical, discourse, functional and sociolinguistic competencies.

Exámenes

Horas presenciales: 5
Horas no presenciales: 0
Metodología de enseñanza aprendizaje:

Competencias que desarrolla

Sistemas de evaluación y criterios de calificación
Sistema de evaluación

Evaluación continua

El sistema de evaluación de la asignatura se basa en la evaluación continua. Se realizarán una serie de pruebas a lo largo del curso, en horario de clase, cuya fecha y contenido se especificarán en el proyecto docente.

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