Sei sulla pagina 1di 9

2009-2010

GUÍA DE ESTUDIO : INGLÉS INSTRUMENTAL I


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

Mónica Aragonés (Coordinadora) , Beatriz Rodríguez, Ángeles Escobar

GRADO EN ESTUDIOS INGLESES: LENGUA, LITERATURA Y CULTURA

UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA


INGLÉS INSTRUMENTAL I
1.- PLAN DE TRABAJO/ WORK PLAN

This subject is divided into six main units (=bloques temáticos), which make up six ECTS credits. 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 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: SMILE!  I CREDIT ECTS  25 hours of study/practice

Oral discourse: Describing events

 UNIT 2: LUXURY AND ROMANCE  I CREDIT ECTS  25 hours of


study/practice

Oral Discourse: Describing experiences (dialogue and monologue)

 UNIT 3: TEA LOVERS  I CREDIT ECTS  25 hours of study/practice

Oral Discourse: Putting a case.

 UNIT 4: CROSSWORD PUZZLES, CRIME AND DANGER 

I CREDIT ECTS  25 hours of study/practice

Oral discourse: Discussing meanings when doing a crossword puzzle.


Written Production: Filling in a crossword puzzle; formal and informal letters.

 UNIT 5: WILDLIFE EXPERIENCE  I CREDIT ECTS  25 hours of


study/practice

Oral narrative: narratives of personal experience in relation to wild life.


Creative Writing: Narration about wild life experiences.

 UNIT 6: LANDSCAPE AND THE ARTS  I CREDIT ECTS  25 hours


of study/practice

Oral discourse: TV interviews. Macrostructure of interviews.


Reading comprehension of a literary narrative and writing: Understanding the structure of
narratives.

UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA 2


Mónica Aragonés, Beatriz Rodríguez, Ángeles Escobar
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 schedule in Table 1:

Table 1: Activities, credits and time devoted to each of the sections in the course units
SECTIONS IN ACTIVITIES IN EA CH CREDITS/TIME
EACH ONE OF SECTION DEVOTED TO EAC H
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 DISCOURSE: • 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 and in the
Grammar book.
• 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 and in the
grammar book
H) CONTINUOUS • Multiple-choice exercises for self- 0.5 cr  12.5 hours
EVALUATION / SELF assessment.
ASSESSMENT
• Working with the units for evaluation
with the Tutor in the Centro Asociado. __________________________

Total: 6 cr.  150 hours.

UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA 3


INGLÉS INSTRUMENTAL I
2.- ORIENTACIONES PARA EL ESTUDIO DE LOS CONTENIDOS/
ORIENTATIONS FOR THE STUDY OF THE COURSE CONTENTS
The learning units are to be found in the virtual class, under the “Contenidos” icon. 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. Table 2 provides the main
contents, can dos and time schedule for each unit.

Table 2: Main can dos (Resultados de Aprendizaje), language points and due dates for each unit
UN IT CA N D O S = LAN G UA GE / D UE D AT E F O R
(R ES UL TA D OS DE GR A MM AR / F IN AL SE LF -
AP R EN DI ZA J E) C UL TU R AL P O IN T S EV AL U ATI ON

1  Describe and  Auxiliary verbs


discuss dreams,  Past Simple and
Smile! Present Simple
hopes and
ambitions;  Verbs/adjectives +
prepositions
 Narrate a story;  Phrasal verbs
 Relate details of  Saxon and Latin November 6th
unpredictable possessive
occurrences  Epithets
 Temporal discourse
markers
 How prepositions
shape the experience
of English speakers.

2  Describe and  Present Perfect


discuss dreams, Simple and Past
Luxury and Simple
Romance hopes and
ambitions;  Use of for and since;
countable and November 20th
 Narrate a story; uncountable nouns
 Relate details of  Time expressions;
unpredictable modal verbs
occurrences. expressing epistemic
modality the use of the
vernacular language
in narratives,
comparatives and
superlatives.
3  Briefly give  The passive
reasons and  Defining relative
Tea lovers explanations for clauses
opinions, plans  Frequency adverbs
and actions  The uses of
argumentative prose
 Develop an in English cultures December 4th
argument well  Use of verbal irony.
enough to be
followed without
difficulty most of

UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA 4


Mónica Aragonés, Beatriz Rodríguez, Ángeles Escobar
the time.

4  exchange ideas  Past Simple and


and give opinions Past Continuous
Crossword on the meanings  Past Perfect
Puzzles, of words or  Reported speech
crime and expressions  Common
danger collocations
 Write a formal  Adjectives
letter of complaint describing actions
and places December 21st
 Write  Salutations in a
straightforward, letter
connected texts on  Forms of address in
a range of familiar formal an informal
subjects letters
 General
 Link a series of characteristics of
shorter discrete epistolary
elements into a communication in
linear sequence English cultures.
 Write an informal
letter to a friend.
5  Narrate a story  Frequency adverbs
 Relative clauses
Wildlife  Write/give an oral  Place prepositions;
experience description of an comparatives and
event and/or a superlatives
recent trip (real or  Compound nouns
imagined) related  Prefixes and January 8th
to wild life. suffixes
 Confusing words
 Representation of
the vernacular
language in a given
dialect of English in
written form.
6  Speak about likes  Modal verbs of
and dislikes obligation and
 Describe prohibition
Landscape landscapes/  First and second
and the seascapes/ Conditional with
arts skyscapes if/when/unless/as
 Read straightforward soon as January 25th
factual narrative  Verb phrases
texts with a  Opposites
satisfactory level of  Vocabulary
comprehension expressing
 Answer questions evaluation
about personal life  Discourse markers
and/or related to  Narratives of
certain events in a personal experience
given narrative in literary works.
 Identify the elements

UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA 5


INGLÉS INSTRUMENTAL I
of the structure of
narratives.

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

 Apart from the work and information included in each of the units and the Grammar book, there are
optional and extra (multimedia and interactive) activities available in the virtual class, 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 (and have them corrected7supervised by
their Tutors) for them to be prepared for the final oral exam in May.

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:

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 class with your workmates.
2. Read the main can dos of the unit carefully. This 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 READ DIALOGUE) 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). There is an option for you to listen to the text at the same time you read it
(by clicking on LISTEN TO TEXT). Then do the different activities based on the text, and check them
with your Tutor.
5. Study all the grammar points by reading the Grammar Capsules provided in the units, and by
consulting them (especially those not included in the Grammar Capsules) in the grammar book (A
Grammar Companion to Lengua Inglesa I).
6. Do all the Tackling Vocabulary tasks. If there are still some items of vocabulary whose meaning you
do not know, look them up in an English-English dictionary. Check your results with your Tutor.
7. Do all the Now, how’s your spelling exercises. Again, use a dictionary if necessary. Check your
results with your Tutor.
8. Do all the And.. how’s your formation of words exercises. Again, use a dictionary if necessary. Check
your results with your Tutor.
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.

UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA 6


Mónica Aragonés, Beatriz Rodríguez, Ángeles Escobar
10. Here you will have to focus on some other grammar points, whose explanations will be available to
you through new grammar capsules. There will also be other important grammar points that you will
have to consult in the grammar book.
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.

There is a forum for each of the learning units (Forum Unit 2, Forum Unit 2, etc.) where the students can pose
questions or discuss issues related to them.

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 exercises in the units, 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:

 Completion of all the exercises and activities included in the units. The students will obtain
feedback about their performance from their Tutor in the Centro Asociado, as well as from the
PRACTICE KEY provided for each unit in the virtual class.

 Completion of the MOCK ORAL EXAMS included in the virtual class. The Tutor will correct these
mock exams to provide feedback.

 Completion of the SELF-EVALUATION TEST at the end of each unit. 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.

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 exams: a) Written Exam (=Examen final presencial), and b) Oral
Exam. Both account for 80% of the final grade, but the results of the oral exam (whether good or bad) do not
count as valid if the written exam is not passed. In plain words, this means that the oral exam is taken into
account for the final grade if and only if the written exam has been completed successfully.

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

 Completion exercises to test items of vocabulary (verbs, adjectives, nouns, etc.) and the formation of
words.

UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA 7


INGLÉS INSTRUMENTAL I
 Completion exercises to test different grammar and language points.
 A translation exercise (Spanish  English).
 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.
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.

The criteria for grading the oral exam are the following:

General  Successful accomplishment of the can dos (related to oral skills) required in the course.

Oral comprehension

 Comprehension of the content and main topic of the dialogues.


 Comprehension of certain discourse aspects of the dialogues (pronunciation, intonation, stress, use
of discourse markers, etc.) that influence their total and final meaning.

Oral expression

 Adequate pronunciation, stress and intonation.


 Adequate fluency.
 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.
 Adequate use of grammar rules (inasmuch as it interferes with communication).

UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA 8


Mónica Aragonés, Beatriz Rodríguez, Ángeles Escobar

3.2.3. Levels of adequacy expected at the B1- level that will be used to assess
the student performance in relation with 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.

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.

UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA 9

Potrebbero piacerti anche