Guía Didáctica English 1 Organización en General
Guía Didáctica English 1 Organización en General
Guía Didáctica English 1 Organización en General
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1. Organización general
1.1. Datos de la asignatura
MATERIA INGLES
LENGUA B INGLES 1
ASIGNATURA
6 ECTS
Carácter Obligatorio
Curso Primero
Cuatrimestre Primero
This course is designed to provide a means for developing communicative skills in English up
to B2 level. In particular, it will focus on engendering autonomy in language learning. The
content will focus on self-assessment and practice of receptive and productive skills, while
developing grammar and vocabulary. The materials will include exposure to academic and
everyday language through lectures, interviews, articles, and dialogues. Students will also
receive specific instruction about how to learn and use academic vocabulary, how to develop
fluency, important features of pronunciation, and the correction of common grammar mistakes.
The videoconferences, tutorials, and seminars will be dynamic and interactive, and they will
review online content, deal with student queries, and provide opportunities for further
communication practice, all with the aim of developing the linguistic skills required to
effectively carry out translation and interpreting.
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1.4. Competencias y resultados de aprendizaje (transcribir la
información de la memoria de verificación)
COMPETENCIAS GENERALES
CG.1: Que los estudiantes sean capaces de integrar conocimientos para formular juicios a
partir de una información en sus lenguas de trabajo (A, B y C) y campo de especialidad
(traducción científico-técnica, audiovisual, económica o jurídica), incluyendo reflexiones
sobre responsabilidades sociales y éticas en el ámbito de la Traducción y la
Interpretación.
CG.2 - Que los estudiantes sepan aplicar los conocimientos adquiridos a contextos
multidisciplinares relacionados con los estudios de Traducción e Interpretación.
CG.3 - Que los estudiantes sean capaces de comunicar, de un modo claro y sin
ambigüedades, sus conclusiones, los conocimientos y razones últimas que las sustentan
en el marco de los estudios de Traducción e Interpretación.
CG.4: Que los estudiantes sean capaces de traducir textos en otra lengua al nivel
requerido teniendo en cuenta su contexto social y su finalidad, no solo en el ámbito
académico sino también en el marco profesional de la Traducción y la Interpretación.
CG.5: Que los estudiantes sean capaces de abordar las diferentes materias de estudio en
el ámbito de la Traducción y la Interpretación de un modo que habrá de ser en gran
medida autodirigido o autónomo.
CG.6: Que los estudiantes sean capaces de aplicar los conocimientos a la práctica, para
utilizar los conocimientos adquiridos en el ámbito académico en situaciones lo más
parecidas posibles a la realidad de la profesión del traductor o intérprete.
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RESULTADOS DE APRENDIZAJE
Al finalizar esta asignatura se espera que el estudiante sea capaz de:
RA.1 Saber identificar las ideas principales de textos complejos que traten de temas tanto
concretos como abstractos, incluso si son de carácter técnico.
RA.2 Saber relacionarse con hablantes nativos con un grado suficiente de fluidez y
naturalidad de modo que la comunicación se realice sin esfuerzo por parte de ninguno de
los interlocutores.
RA.3 Producir textos claros y detallados sobre temas diversos así como defender un
punto de vista sobre temas generales indicando los pros y los contras de las distintas
opciones.
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2. Contenidos/temario
Self-Study Topics
Coursebook: Viewpoint 1 (Units 1-6), Cambridge.
This online course is presented as independent study. Many of the virtual classes for this
subject will address the units of this online course and build on skills that can be
strengthened with the lessons presented in the platform by Cambridge. However, it is
each student’s responsibility to reach a B2 level by the end of the course. The final
exam for Lengua B Inglés 1 is designed for a student with a B2 level of English . In
this regard, the contents of Viewpoint 1 are for the students’ use to raise their level of
English where any weaknesses are evident. Part of the virtual classes will be dedicated to
practicing verbal exchanges with the materials and grammatical structures learned in
Cambridge online course
Functions
Ask questions to get to know someone
Talk about friends and social networking habits
Questions with answers
Grammar
Use the present tense, tend, and will to talk about habits
Vocabulary
Personality traits (e.g. open-minded, pushy, talkative)
Formal verbs (obtain, withhold, accuse)
Listening
Reasons for ending friendships
• Four people talk about solutions to relationship problems
But is it fair?
• Two students debate whether it is fair for employers to check out job applicants
online
Reading
Future college students and employees, beware!
An article about the importance of posting only appropriate content online
Writing
Write a script for a debate over whether or not employers should judge applicants
by their online profile
Plan an argument
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Contrast ideas and arguments
Avoid errors with whereas
Functions
Talk about the influence of the media and celebrities
Share views on the impact of TV, online videos, and video games
Use You know what . . . ? to introduce a comment on what you’re going to say
which clauses
Grammar
Use defining and non-defining relative clauses to give and add information
Use that clauses to link ideas
Use which clauses to comment on your own and others’ statements
Verbs in subject and object relative clauses
Vocabulary
Nouns and prepositions (increase in, impact on)
Formal expressions (complex issue)
When you learn a new noun, find out what prepositions are used with it
Listening
It’s really interesting that…
Five people discuss the effects of TV on young people
A professor delivers a lecture on violence and the media
Reading
Not just a game
An article about the impact of violent video games on young people
Writing
Write a paragraph in an essay about whether songs with violent lyrics should be
banned
Use topic sentences
List ideas
Avoid errors with listing expressions What an effect!
Tema 3: Stories
Functions
• Talk about life lessons and experiences
Tell stories about your childhood
Interrupt a story you are telling to make a comment and then come back to it
Use (It’s) no wonder to say something is not surprising
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Grammar
• Use the past tense and present perfect forms
• Use the simple past, past perfect, and past perfect continuous
• Auxiliary verbs
• Time expressions with the simple past and present perfect
• Time expressions with the past perfect
• Avoid errors with the past perfect
Vocabulary
• Expressions for school- related experiences (count toward a grade)
• Verbs (slip, tug, etc.)
• Catch up! Write a definition to help you remember a new expression
Listening
It just goes to show…
• Three conversations about life lessons
How friendly are people?
• Three students describe the people in their cities
Reading
Saturday
• A short story about a woman who suddenly feels invisible
Writing
• Write a narrative article about a positive or negative experience with people
• Brainstorm and plan
• Use verbs to structure an article
Functions
• Discuss and give advice on finding and changing jobs
• Share opinions about perks and benefits offered by employers
• Discuss and prepare to answer interview questions
• Use As a matter of fact or In fact to give new information that you want to
emphasize, or to correct what someone assumes or expects
Grammar
• Use countable and uncountable nouns
• Generalize and specify using definite and indefinite articles
• Show your attitude toward what you say with -ly adverbs
Vocabulary
• Verb + noun collocations on the topic of finding a job (achieve a goal)
• Word families
• Word stress
• Making uncountable nouns countable
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Listening
The best perks
• Five people discuss and give examples of perks and benefits offered to employees
Interview rules
• Five applicants are interviewed for a job
Reading
Career help: What questions should I ask at a job interview?
• An article outlining questions a job applicant should and shouldn’t ask during an
interview
Writing
• Write a personal statement for an application form
• Use nouns in formal writing
• Avoid errors with uncountable nouns
Tema 5: Challenges
Functions
• Talk about world issues and ways to help
• Share wishes, hopes, and regrets about the world
• Hypothesize on making the world a better place
• Use I suppose to show that you’re not 100 percent sure
• Suggest possible scenarios or ideas with What if . . . ?, suppose, and imagine
Grammar
• Use conditional sentences to talk about hypothetical events in the present or past
• Use wish and hope to talk about wishes, hopes, and regrets
• Continuous forms for conditions
• even if and unless to talk about conditions
• Use of wish with would
• Strong wishes with If only
Vocabulary
• World problems and solutions (eradicate poverty)
• Word building (devastate, devastation, devastated)
• Shifting word stress
• When you learn a new word, write down its synonyms or a paraphrase of it
Listening
What would you give away?
• Three people talk about ways to help others
Inspiring people
• An interview with a doctor about his work with the charitable organization
Reading
Mercy Ships On the Mercy Ships
• An interview with Dr. Leo Cheng, whose volunteer work with Mercy Ships changes
lives in developing countries
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Writing
• Write an email inquiry about volunteering
• Use it as subject and object
• Avoid errors with verb forms
Function
• Talk about the future of money, technology, clothing, travel, entertainment, and
everyday life
• Give a presentation
• Respond with expressions such as I think so, I don’t think so, and I guess not
Grammar
• Describe future events with be going to, will, may, might, and the present
• Use modal verbs for expectations, guesses, offers, necessity, requests, etc.
• Use would or ’d to soften your opinions
• Present forms in clauses that refer to the future
• Plans and intentions with be going to and will
• Possibility modals in the affirmative and negative
Vocabulary
• Expressions used in giving presentations (As you’ll see on the slide.)
• Nouns for people (climatologists)
• Silent consonants
Listening
Going cashless –the pros and cons!
• Two friends discuss the advantages and disadvantages of a cashless society
Future entertainment
• Four conversations about entertainment in the future
Reading
What does the future look like?
• Four short news articles about developments and changes that could occur in the
future
Writing
• Write a one-paragraph article about how our everyday life will be different in the
future
• Use modal verbs with adverbs
• Structure a paragraph with topic, supporting, and concluding sentences
• Avoid errors with adverbs
…
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3. Metodología
La metodología de la Universidad Internacional de Valencia (VIU) se caracteriza por una
apuesta decidida en un modelo de carácter e-presencial. Así, siguiendo lo estipulado en el
calendario de actividades docentes del Título, se impartirán en directo un conjunto de
sesiones, que, además, quedarán grabadas para su posterior visionado por parte de aquellos
estudiantes que lo necesitasen. En todo caso, se recomienda acudir, en la medida de lo
posible, a dichas sesiones, facilitando así el intercambio de experiencias y dudas con el
docente.
4. Actividades formativas
Durante el desarrollo de cada una de las asignaturas se programan una serie de actividades
de aprendizaje que ayudan a los estudiantes a consolidar los conocimientos trabajados.
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con visión de conjunto, están relacionadas entre sí para ofrecer al estudiante una
formación completa e integral.
3. Tutorías
4. Trabajo autónomo
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5. Evaluación
Portafolio* 60%
Unidad
Portafolio Assignment 1/
competencial 1
25% Viewpoint Unit 1-2
15%
Unidad
Portafolio Assignment 2/
competencial 2
25% Viewpoint Unit 3-4
15%
Unidad
Portafolio Assignment 3/
competencial 3
25% Viewpoint Unit-5-6
15%
Viewpoint 1 Online
Self-Study Portafolio
25%
15%
The final exam will evaluate acquisition of the content of Viewpoint Units 1-6
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Viewpoint Online Self-Study Course
Students must complete 80% of the activities in the Online Course (not Workbook) and achieve
a minimum score of 80% in these activities. Students can choose materials according to their
individual linguistic needs.
GRADED SCORE
> 80% 20 points
70-89% 18
60-69% 16
50-59% 14
40-49% 12
30-39% 10
20-29% 8
10-19% 6
1-9% 3
0% 0
*Es requisito indispensable para superar la asignatura aprobar cada apartado (portafolio
y prueba final) con un mínimo de 5 para ponderar las calificaciones.
Los enunciados y especificaciones propias de las distintas actividades serán aportados por el
docente, a través del Campus Virtual, a lo largo de la impartición de la asignatura.
Atendiendo a la Normativa de Evaluación de la Universidad, se tendrá en cuenta que la
utilización de contenido de autoría ajena al propio estudiante debe ser citada
adecuadamente en los trabajos entregados. Los casos de plagio serán sancionados con
suspenso (0) de la actividad en la que se detecte. Asimismo, el uso de medios fraudulentos
durante las pruebas de evaluación implicará un suspenso (0) y podrá implicar la apertura de
un expediente disciplinario.
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desempeño que tendrá en cuenta para calificar las actividades vinculadas a cada
resultado de aprendizaje.
La mención de «Matrícula de Honor» podrá ser otorgada a estudiantes que hayan obtenido
una calificación igual o superior a 9.0. Su número no podrá exceder del cinco por ciento de los
estudiantes matriculados en una materia en el correspondiente curso académico, salvo que el
número de estudiantes matriculados sea inferior a 20, en cuyo caso se podrá conceder una
sola «Matrícula de Honor».
6. Bibliografía
Aarts, F., & Wekker, H. (1990). Contrastive grammar: theory and practice. Further insights
into Contrastive Analysis, 163-73.
Barbe, W.B., Swassing, R.H. & Milone, M.N. (1979). Teaching through modality strengths:
concepts and practices. Zaner-Bloser.
Boudreau, G., Celebi, H., Macfarlane, G. M., Wilkinson. R. (2015). Social Justice in the
Pursuit of Speaking Proficiency: The Question of Fluency. [Presentation] 16th AEA Annual
Conference University of Glasgow, UK.
Cho, K. S., & Krashen, S. D. (1994). Acquisition of vocabulary from the Sweet Valley Kids
series: Adult ESL acquisition. Journal of reading, 37(8), 662-667.
Day, R. R., Bamford, J., Renandya, W. A., Jacobs, G. M., & Yu, V. W. S. (1998).
Extensive reading in the second language classroom. RELC Journal, 29(2), 187-191.
Elley, W. B., & Mangubhai, F. (1981). The impact of a book flood in Fiji primary schools.
New Zealand Council for Educational Research.
McCarthy, M., O’Dell, F., (1997) English Vocabulary in Use (9th ed.). Cambridge:
Cambridge University Press.
McCarthy, M., McCarten, J. & Sandiford, H. (2013). Viewpoint Level 1. Online Course.
Cambridge University Press.
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Murphy, R. (2008). Grammar in use. Cambridge.
Swan, M., & Walter, C. (1997). How English works: a grammar practice book: with
answers. Oxford University Press.
Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press.
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