Inglés

Transcripción

Inglés

GUÍA DOCENTE ASIGNATURAS LOE 1 1. Datos generales de la asignatura
•
Nombre de la asignatura: Inglés I
Tipo de asignatura: Materias de formación Básica •
Impartición: Primer semestre
•
•
Créditos ECTS: 1
Valor total en horas: 30
Distribución del número total de horas de la asignatura en
•
Horas presenciales lectivas (clases individuales,clases colectivas): Estimación de otras horas presenciales : Clases magistrales, audiciones, exámenes...
Estimación de horas para el estudio y el aprendizaje autónomo:
•
•
12
3
15
Profesor/a, profesores/ras de la asignatura y correo electrónico: Fátima Fuertes Cristóbal [email protected] Departamento: Departamento de Teoría, Composición y Dirección. Subdepartamento de
asignaturas teóricas.
2. Competencias y Objetivos que se desarrollan en la asignatura ( véase anexo I)
La asignatura de Inglés I debe permitir al alumno adquirir unos conocimientos en la lengua inglesa
que le permitan utilizarla en situaciones de comunicación. El alumno debe poder comunicarse con
cierta seguridad y flexibilidad, de forma hablada y escrita, en situaciones cotidianas, con
expresiones de uso frecuente y utilizando vocabulario rico y variado y gramática adecuada al nivel.
El alumno deberá mostrar su capacidad con el lenguaje en base a las cuatro destrezas
comunicativas: entender, tanto textos orales como escritos, y producir, textos escritos como
discurso oral. Así mismo, el alumno empezará a conocer vocabulario en inglés referente a la
música.
3. Descripción y contenidos generales ( véase anexo II)
La asignatura de Inglés I se centra en el estudio y desarrollo de los siguientes temas: la comida, la
familia, el dinero y los viajes, así como una introducción al vocabulario de la música en inglés.
Para ello es indispensable el conocimiento de un léxico y unas estructuras gramaticales propias de
dichos temas y que ayuden al alumno a tratar todos ellos con cierta soltura en lengua inglesa.
4. Objetivos generales
La asignatura tiene como objetivo primordial que el alumno adquiera un nivel adecuado de
competencia en la expresión y comprensión de la lengua inglesa, tanto en su forma hablada como
GUÍA DOCENTE ASIGNATURAS LOE escrita, para que sea capaz de utilizar el idioma con efectividad como instrumento de
comunicación e interacción.
Se pretende que el alumno:
-Conozca y utilice las estructuras fundamentales de la lengua inglesa.
-Sea capaz de expresarse oralmente en situaciones de la vida cotidiana con corrección y con un
acento y entonación fácilmente inteligibles para un hablante nativo.
-Entienda a hablantes nativos hablando a velocidad normal sobre temas de tipo general.
-Sea capaz de producir textos escritos de carácter práctico: redactar cartas, cumplimentar
cuestionarios, resumir un texto, etc.
-Pueda leer con cierta fluidez aquellas publicaciones, periódicos, revistas, magazines, ensayos,
etc., que vinculadas a su especialidad considere necesarias, y que muchas veces se encuentran
editadas en lengua inglesa.
-Utilice sus conocimientos del idioma para realizar correctamente las funciones comunicativas de
la lengua inglesa. 5. Organización general de la asignatura
•
Metodología de clases y actividades (presenciales y no presenciales).
El objetivo fundamental es el desarrollo de la competencia comunicativa en sus variedades
hablada y escrita. Por tanto, la metodología desarrollada durante el proceso de enseñanza es
aquella que promueve la comunicación, que ayuda en el aprendizaje, y que se refleja en la
evaluación.
Lo que se pretende conseguir con dicha metodología es fomentar:
• La comunicación en torno a las cuatro destrezas: comprensión escrita y oral, y producción
escrita y oral.
• La participación, tanto en clase, donde se favorece que el alumnado trabaje en parejas y
grupos, como en actividades fuera del aula: sesiones de conversación con otros alumnos o
profesores, actividades culturales etc.
• La corresponsabilidad, insistiendo en que el alumnado tome conciencia de la importancia del
trabajo personal fuera del aula, que será el que determine su progreso real. Resulta clave pues, la
realización sistemática de las tareas encomendadas por el profesor: ejercicios, lecturas,
redacciones, audiciones, etc.
• La autonomía, ya que el proceso de enseñanza-aprendizaje no termina en el aula, sino que el
alumnado puede utilizar otros recursos que están a su alcance para continuar su progreso:
recursos en la Red recomendados por el profesor, asistencia a charlas o conferencias en inglés
sobre su especialidad.
Las actividades planteadas versarán sobre contenidos temáticos relacionados con diversos
campos semánticos incluyendo vocabulario técnico de su especialidad y un glosario de términos
musicales, además de contenidos funcionales, gramaticales y fonéticos. Los contenidos se
2 GUÍA DOCENTE ASIGNATURAS LOE entienden no como un fin en sí mismos, sino como herramientas necesarias que sirvan a los
alumnos en su proceso de manipulación y creación de la lengua.
Estos contenidos, aunque separados y listados para cada uno de los semestres, han de
entenderse con un enfoque cíclico. Es decir, dado que cualquiera de los temas gramaticales,
áreas de vocabulario, funciones o aspectos fonéticos pueden expresarse con niveles de lengua
muy distintos, se volverá sobre ellos a lo largo de los cursos con el fin de enriquecerlos y pasar del
nivel de realización elemental a otro más complejo y elaborado.
Las clases se impartirán en el idioma objeto de estudio para garantizar una mayor exposición
directa al mismo, y se organizarán de modo que favorezca la comunicación entre los alumnos. Los
medios, métodos y materiales que se utilicen serán los más cercanos posible a aquellos que el
alumnado pueda encontrarse en el curso de su experiencia directa con el idioma y se
seleccionarán en función de su idoneidad para alcanzar los objetivos establecidos.
Los alumnos que cursen Inglés I deben tener en cuenta que tienen que partir de un nivel de
conocimientos equivalente al A2 siguiendo el Marco Común de Referencia Europeo.
Planificación de las actividades (descripción y temporalización):
UNIT 1
FOOD AND COOKING
FAMILY
MY MUSICAL CAREER
El alumno debe ser capaz de:
I - OBJETIVOS
COMUNICATIVOS
II - ASPECTOS
SOCIOCULTURALES
!
Entender, escribir y hablar sobre la comida y formas de cocinar
!
Entender, escribir y hablar sobre la familia
!
Manejar cualquier situación en un restaurante como pedir, elegir
o poner una queja.
!
Comentar y escribir de forma abreviada sobre la experiencia con
la música hasta este momento de la vida del alumno
!
Comparar la comida en países de habla inglesa con la de su
país de origen.
Pasos a seguir en un restaurante
Diferentes tipos de familia
!
!
Contenidos gramaticales :
!
Present Simple and Continuous and non-action verbs
3 GUÍA DOCENTE ASIGNATURAS LOE III - CONOCIMIENTO
!
!
DE LA LENGUA
Future forms: going to, present continuous, will / shall
Each other
Contenidos léxico – semánticos:
!
!
!
Food , cooking and restaurants
Family, adjectives of personality
Introduction to music vocabulary
Contenidos fonéticos
! Long and short vowel sounds
Reading: Mood Food
Younger brother or only child?
IV - ACTIVIDADES
Listening: Steve Anderson, a chef
Restaurant situations
Linda Blair, a family psychologist
Writing: My musical career
Speaking: My relationship with food
Role play in a restaurant
My family
My musical career ( introduction)
UNIT 2
MONEY
AMAZING EXPERIENCES
I - OBJETIVOS
COMUNICATIVOS
II - ASPECTOS
SOCIOCULTURALES
!
Entender y hablar sobre el dinero y la relación con él
!
Entender, escribir y hablar sobre experiencias interesantes
!
Escribir y hablar sobre los instrumentos musicales ( introducción)
!
!
!
Importancia del dinero
Conocer e intercambiar información sobre lugares interesantes.
E-mails informales
4 GUÍA DOCENTE ASIGNATURAS LOE Contenidos gramaticales :
III - CONOCIMIENTO
DE LA LENGUA
!
!
!
Present Perfect and Past Simple
Present Perfect + for and since
Present Perfect Continuous
!
!
!
Money
Strong adjectives: exhausted, amazed,…..
Musical instruments
!
!
!
Saying numbers
The letter o
Sentence stress, strong adjectives
Reading: The Millionaire with a secret
Amazon challenge
IV - ACTIVIDADES
Listening: Are you a spender or a saver?
Jane’s amazing trip
Writing: Description of a member of your family
Speaking: My relationship with Money
Discussing about amazing experiences
Show and tell: My musical instrument ( introduction)
UNIT 3 A
TRAVELLING
I - OBJETIVOS
COMUNICATIVOS
!
Entender y hablar sobre viajes y medios de transporte
!
Entender, escribir y hablar sobre experiencias al viajar
5 GUÍA DOCENTE ASIGNATURAS LOE II - ASPECTOS
SOCIOCULTURALES
!
!
Diferentes formas de viajar
Conocer e intercambiar información sobre experiencias al viajar.
!
Comparatives and Superlatives
III - CONOCIMIENTO
DE LA LENGUA
!
Means of transport
!
/
/, /
/, /
/, linking
Reading: Top Gear Challenge
IV - ACTIVIDADES
Listening: Top tips when driving
Writing: An informal e-mail
Speaking: I’m a tourist (Can you help me?)
The best way to get to Paris
Aunque estos son los temas y actividades previstas para inglés I, se tratarán otros temas de
interés general que surjan a lo largo del curso, así como se ampliarán las actividades a realizar
con otras de apoyo o repaso que pudieran ser necesarias.
6- Evaluación del aprendizaje
Criterios de Evaluación
La evaluación de los conocimientos adquiridos por el alumno durante el semestre será la base
para su calificación final. Dicha calificación reflejará tanto la actitud del alumno durante las
sesiones lectivas como la aptitud para comprender y asimilar los contenidos de la asignatura. Esta
última se calificará mediante una prueba escrita o examen, donde el alumno deberá demostrar sus
conocimientos en un espacio de tiempo limitado, y donde se valorará también la claridad en la
exposición de ideas, el redactado, la ortografía, y la caligrafía. Complementaria al examen podrá
ser también la presentación de un trabajo sobre alguna de las materias de la asignatura, si así se
requiere en el apartado “sistemas de evaluación”.
6 GUÍA DOCENTE ASIGNATURAS LOE 7 Para la evaluación de la actitud del alumno, será indispensable su asistencia a clase. Si el alumno
se ausenta en grado superior al 20 % del total de sesiones lectivas, no será posible evaluar su
actitud y compromiso en clase, y deberá aplicarse la evaluación sustitutoria.
Se hará excepción en caso de falta justificada por razones de:
•
•
enfermedad común
obligaciones artísticas con el conservatorio de origen u otras entidades de prestigio
En tales casos el alumno deberá entregar documento acreditativo al profesor de la asignatura.
En casos excepcionales de larga enfermedad se optará por evaluar al alumno únicamente a partir
del examen de final de semestre, resultando este el 100% de la nota final.
En los casos de alumnos que se encuentren en situación de Erasmus se optará por evaluar al
alumno únicamente a partir del examen de final de semestre, resultando este el 100% de la nota
final.
Sistemas de Evaluación
• Evaluación ordinaria: Es la que corresponde por defecto a la primera y segunda convocatoria.
Dicho sistema de evaluación se fundamenta en dos apartados: la evaluación continua y el
examen de final de semestre.
Por un lado, se evaluará la participación en clase, así como su evolución durante el curso. La
actitud del alumno en clase es fundamental para la asimilación de los contenidos. La evaluación
continua podrá incluir también el resultado de una o más pruebas parciales que determinará el
profesor de la asignatura.
Por otro lado, al finalizar el semestre el alumno deberá realizar un examen escrito y otro oral
determinado por el sub-departamento, que reflejará los contenidos incluidos en el proyecto
docente.
El límite de faltas sin justificación que permiten al alumno acogerse al sistema de evaluación
ordinaria es del 20 % del total de sesiones lectivas que aparezcan en el calendario del CSMA.
Pasado este número el alumno perderá el derecho a la evaluación ordinaria del semestre.
• Evaluación Sustitutoria: Para aquellos alumnos que hayan sobrepasado las tres faltas
injustificadas de asistencia a clase perderán la opción de acogerse a la evaluación continua
debiendo realizar un examen en el que se valorará tanto su conocimiento de las estructuras
gramaticales y léxicas, como el de las cuatro destrezas del idioma.
Baremo: PRUEBA
Porcentaje
Puntuación
Mínimo
Examen de
gramática
20 %
20 puntos
10 puntos (50 %)
GUÍA DOCENTE ASIGNATURAS LOE 8 y vocabulario
Comprensión
escrita
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
20 %
20 puntos
10 puntos (50 %)
Expresión e
interacción escrita
20 %
20 puntos
10 puntos (50 %)
Expresión
20 %
20 puntos
10 puntos (50 %)
100 %
100 puntos
50 puntos
e interacción oral
TOTAL
• Evaluación Extraordinaria: Los alumnos que se encuentren en 3ª o 4ª convocatoria deberán
afrontar un examen con un tribunal nombrado a tal efecto y formado por al menos tres profesores
del departamento. Deberán también aportar en el momento del examen un trabajo similar al
demandado en la evaluación sustitutoria. La valoración del examen supondrá un 75 % de la nota
final, siendo el trabajo el 25 % restante de dicha nota.
Actividades de evaluación y su relación con la calificación final
Con objeto de comprobar la progresión en el aprendizaje del idioma de cada alumno se llevará a
cabo una evaluación continua, valorándose la realización de los ejercicios y tareas de las
diferentes destrezas propuestas por el profesor a lo largo del curso, así como la activa
participación en clase. Para controlar la adquisición de las nuevas estructuras de gramática y
léxico, se realizará un examen de gramática y vocabulario, que tendrá un valor del 50% del total
de la evaluación continua.
Baremo
EVALUACIÓN CONTINUA
Realización de ejercicios y tareas.
Participación activa en clase.
50 %
Examen de gramática y léxico.
50 %
La evaluación continua tendrá un valor del 20% de la nota final.
El examen final se calificará con un 80% del valor total. Para superar el curso, los alumnos
deberán aprobar todas las partes de las que consta la prueba. El mínimo exigible para aprobar
cada una de las destrezas será el 50%.
Baremo:
PRUEBA
Porcentaje
Puntuación
Mínimo
Comprensión
20 %
20 puntos
10 puntos (50 %)
GUÍA DOCENTE ASIGNATURAS LOE 9 escrita
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión e
interacción oral
20 %
20 puntos
10 puntos (50 %)
Evaluación
continua
20 %
20 puntos
10 puntos (50 %)
TOTAL
100 %
100 puntos
50 puntos
El alumno cuya calificación sea inferior a 5 en alguna de dichas partes deberá volver a realizar
solo la prueba correspondiente no superada.
En el examen se realizarán las siguientes pruebas:
Comprensión escrita. Constará de un máximo de 2 textos de tipología diversa en soporte
impreso, procedentes de fuentes como prensa, Internet, fuentes auténticas, material didáctico, etc.
Los tipos de ejercicios para medir la comprensión lectora pueden ser de elección múltiple,
verdadero/falso, asociar ideas/hablantes/párrafos, ordenar secuencias, incorporar frases/párrafos
en su lugar, etc. También podrá medirse la comprensión de vocabulario, con ejercicios para
encontrar sinónimos, buscar o definir palabras según el contexto, emparejar significados, etc.
Comprensión oral. Constará de un máximo de 2 textos en soporte audio procedentes de
diversas fuentes, material didáctico, Internet, podcasts, etc. Los tipos de ejercicios para medir
la comprensión oral pueden incluir pruebas de elección múltiple, verdadero/falso, asociar ideas/
hablantes/ párrafos, enumerar, ordenar secuencias, corregir errores, identificar hablantes,
completar información, etc.
Producción escrita. El alumno responderá por escrito a una tarea dada, como por ejemplo una
nota, un anuncio, una carta o e-mail, una noticia, un certamen, una historia, etc. Se especificará el
tipo de escrito requerido y la función del mismo, para que el alumnado pueda desarrollar la tarea
adaptando el tono y registro de lengua del mismo.
Producción oral. Constará de monólogo, donde el alumno departirá sobre un tema en concreto
de los propuestos en la programación y una interacción, en la que dos alumnos deben mantener
una conversación sobre el tema propuesto, bien dando su punto de vista personal o su
opinión, bien desarrollando un papel dado. El alumnado podrá ayudarse del material gráfico
proporcionado, o apoyarse en las preguntas o afirmaciones dadas si lo considera oportuno.
" Se puede ver un modelo de examen en el anexo III
GUÍA DOCENTE ASIGNATURAS LOE Criterios de calificación Se evaluará la relación entre el grado de conocimientos adquiridos por el alumno y demostrados
en el examen y/o trabajo, y los contenidos, objetivos y competencias descritas en los apartados
anteriores del presente proyecto docente.
Se valorará también la claridad en la exposición y la pulcritud en el lenguaje, así como la
capacidad del alumno para exponer sus conocimientos mediante las técnicas aprendidas durante
las sesiones lectivas.
El sistema de calificación empleado será el establecido en el artículo 9 del Real Decreto
1614/2009. Los resultados obtenidos por el estudiante en cada una de las asignaturas del plan de
estudios se calificarán en función de la siguiente escala numérica de 0 a 10, con expresión de un
decimal, a la que podrá añadirse su correspondiente calificación cualitativa:
0-4,9: Suspenso (SS).
5,0-6,9: Aprobado (AP).
7,0-8,9: Notable (NT).
9,0-10: Sobresaliente (SB).
La mención de «Matrícula de Honor» podrá ser otorgada a los 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 asignatura 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». En el caso de existir más de dos agrupaciones que pudieran optar a esta
calificación la Matrícula de Honor se realizará a través de un recital público y será evaluada por un
tribunal de la especialidad.
7. Fuentes de información básica
BIBLIOGRAFÍA: Libro de texto:
•
English File. Intermediate Third Edition. Ed. OUP
-Libro del alumno. Student´s Book. Intermediate Class Audio CDs.
-Libro de ejercicios. Workbook, (con soluciones de los ejercicios).
Diccionarios:
Bilingües:
-Cambridge Klett Compact, (con CD-Rom). Ed. CUP
1
0 GUÍA DOCENTE ASIGNATURAS LOE -Diccionario Oxford Study, (con CD-Rom). Ed. OUP
-Longman Diccionario Concise (con CD-Rom). Ed. Pearson Longman.
-Diccionario técnico Akal de términos musicales: Español-inglés, Inglés-Español de Pedro
González Casado. Ediciones Akal, S.A. Madrid 2000.
Monolingües:
-Cambridge Learners´s Dictionary, (con CD-Rom). Ed. CUP
-Longman Essential Activator (New Edition), (con CD-Rom). Ed. Pearson Longman.
-Macmillan Essential Dictionary, (con CD-Rom). Ed. Macmillan.
-Oxford Student´s Dictionary of English. Ed. OUP
Ilustrados:
-Oxford Photo Dictionary. Ed. OUP
-Longman Photo Dictionary. Ed. Pearson Longman.
Gramáticas:
-English Grammar in Use, (con soluciones). Ed CUP
-Grammarway 3, (con soluciones). Ed. Express Publishing.
-Macmillan English Grammar in Context. Intermediate, (con soluciones). Ed. Macmillan.
-Oxford Living Grammar. Intermediate, (con soluciones y CD-Rom). Ed. OUP
-Oxford Practice Grammar, (con soluciones y CD-Rom). Ed. OUP
-Hewings M., Advanced Grammar in Use (with answers). C.U.P.
-Swan M. (1980). Practical English Usage. Oxford: Oxford University Press.
-Swan M. & Walter C., How English Works (A Grammar Practice Book with Answers) O.U.P.
-Vince, M. (1998). First Certificate Language Practice. Oxford: Macmillan Heinemann ELT.
-Vince, M. (1998). Advanced Language Practice. Oxford: Macmillan Heinemann ELT.
-Walker E., Grammar Practice for Upper-Intermediate Students (with key). Pearson Education
(Alhambra Longman)
ENLACES RECOMENDADOS: Online dictionaries:
1
1 GUÍA DOCENTE ASIGNATURAS LOE 1
2 -www.askoxford.com/dictionaries
-www.merriam-webster.com
-www.wordreference.com
-www.classicalworks.com/html/glossary.html (Música).
Listening practice:
-www.esl-lab.com
-www.listen-to-english.com
General English:
-http://elt.oup.com/student/englishfile/intermediate/?cc=global&selLanguage=en
-http://a4esl.org/q/h/grammar.html
-http://www.agendaweb.org/
-http://www.englishexercises.net/main.html
-http://www.agendaweb.org/listening/intermediate.html
ANEXO I. COMPETENCIAS
COMPETENCIAS TRANSVERSALES
CT 1
CT 2
CT 3
CT 4
CT 5
CT 6
Organizar y planificar el trabajo de forma eficiente y motivadora.
Recoger información significativa, analizarla, sintetizarla y gestionarla adecuadamente.
Solucionar problemas y tomar decisiones que respondan a los objetivos del trabajo que se
realiza.
Utilizar eficientemente las tecnologías de la información y la comunicación.
Comprender y utilizar, al menos, una lengua extranjera en el ámbito de su desarrollo
profesional.
Realizar autocrítica hacia el propio desempeño profesional e interpersonal.
GUÍA DOCENTE ASIGNATURAS LOE CT 7
CT 8
CT 9
CT 10
CT 11
CT 12
CT 13
CT 14
CT 15
CT 16
CT 17
Utilizar las habilidades comunicativas y la crítica constructiva en el trabajo en equipo.
Desarrollar razonada y críticamente ideas y argumentos.
Integrarse adecuadamente en equipos multidisciplinares y en contextos culturales diversos.
Liderar y gestionar grupos de trabajo.
Desarrollar en la práctica laboral una ética profesional basada en la apreciación y
sensibilidad estética, medioambiental y hacia la diversidad.
Adaptarse, en condiciones de competitividad a los cambios culturales, sociales y artísticos
y a los avances que se producen en el ámbito profesional y seleccionar los cauces
adecuados de formación continuada.
Buscar la excelencia y la calidad en su actividad profesional.
Dominar la metodología de investigación en la generación de proyectos, ideas y
soluciones viables.
Trabajar de forma autónoma y valorar la importancia de la iniciativa y el espíritu
emprendedor en el ejercicio profesional.
Usar los medios y recursos a su alcance con responsabilidad hacia el patrimonio cultural y
medioambiental.
Contribuir con su actividad profesional a la sensibilización social de la importancia del
patrimonio cultura, su incidencia en los diferentes ámbitos y su capacidad de generar
valores significativos.
COMPETENCIAS GENERALES
CG 18 Comunicar de forma escrita y verbal el contenido y los objetivos de su actividad
profesional a personas especializadas, con uso adecuado del vocabulario técnico y
general.
CG 21 Crear y dar forma a sus propios conceptos artísticos habiendo desarrollado la
capacidad de expresarse a través de ellos a partir de técnicas y recursos asimilados.
CG 24 Desarrollar capacidades para la autoformación a lo largo de su vida profesional.
COMPETENCIAS ESPECÍFICAS
Especialidad Composición
CEC 1 Conocer los principales repertorios de la tradición occidental y de otras músicas, y adquirir
la con capacidad de valorar plenamente los aspectos expresivos, sintácticos y sonoros de
las obras correspondientes.
CEC 2 Adquirir la formación necesaria para reconocer y valorar auditiva e intelectualmente
distintos tipos de estructuras musicales y sonoras.
CEC 3 Interpretar analíticamente la construcción de las obras musicales en todos y cada uno de
los aspectos y niveles estructurales que las conforman.
CEC 5 Dominar las técnicas y recursos de los principales estilos compositivos históricos y
recientes.
CEC 7 Desarrollar el interés, capacidades y metodologías necesarias para la investigación y
experimentación musical.
CEC 8 Conocer las tendencias y propuestas más recientes en distintos campos de la creación
musical.
1
3 GUÍA DOCENTE ASIGNATURAS LOE CEC 9 Valorar y conocer de forma crítica las tendencias principales en el campo de la
interpretación en un amplio repertorio de diferentes épocas y estilos.
CEC 10
Transmitir verbalmente un juicio teórico, analítico, estético y crítico bien
estructurado, más allá de su aplicación al ámbito estrictamente compositivo.
Especialidad Dirección
CED 1 Dominar las técnicas de Dirección que le permitan desarrollar un sentido personal de
la interpretación, fundamentado en un conocimiento crítico de la tradición.
CED 2 Conocer la estructura musical de las obras de los distintos repertorios de la tradición
occidental y de otras músicas, con capacidad para valorar sus aspectos sintácticos y
sonoros.
CED 3 Desarrollar habilidades auditivas que le permitan reconocer, memorizar y reproducir una
amplia variedad de materiales musicales.
CED 5 Dominar las técnicas básicas de composición.
CED 7 Conocer los fundamentos de acústica musical, las características acústicas de los
instrumentos, sus posibilidades técnicas, sonoras y expresivas, así corno sus posibles
combinaciones.
CED 8 Conocer las tendencias más recientes de la creación musical, con capacidad para
valorarlas profundizando en sus notaciones e implicaciones interpretativas.
CED 9 Desarrollar la capacidad de comunicación y entendimiento con los demás músicos desde
la especial responsabilidad y el liderazgo que conlleva la profesión de director.
CED 10
Transmitir verbalmente pensamientos musicales bien estructurados, concretos y
globales, de carácter teórico, analítico, estético y crítico.
Especialidad Interpretación
CEI 1 Interpretar el repertorio significativo de su especialidad tratando de manera adecuada
los aspectos que lo identifican en su diversidad estilística.
CEI 2 Construir una idea interpretativa coherente y propia.
CEI 3 Demostrar capacidad para interactuar musicalmente en todo tipo de proyectos musicales
participativos, desde el dúo hasta los grandes conjuntos.
CEI 5 Comunicar, corno intérprete, las estructuras, ideas y materiales musicales con rigor.
CEI 7 Desarrollar aptitudes para la lectura e improvisación sobre el material musical.
CEI 8 Asumir adecuadamente las diferentes funciones subordinadas, participativas o de liderazgo
que se pueden dar en un proyecto musical colectivo.
CEI 9 Conocer los procesos y recursos propios del trabajo orquestal y de otros conjuntos
dominando adecuadamente la lectura a primera vista, mostrando flexibilidad ante las
indicaciones del director y capacidad de integración en el grupo.
CEI 10
Conocer las implicaciones escénicas que conlleva su actividad profesional y ser
capaz de desarrollar sus aplicaciones prácticas.
ANEXO II. DESCRIPCIÓN Y CONTENIDOS GENERALES
- Conocimientos fundamentales del hecho musical en relación con la cultura semántica de las
lenguas extranjeras, desde una perspectiva histórica y sistemática.
- Análisis e interpretación de los contextos sociales en que se produce este hecho.
1
4 1
5 GUÍA DOCENTE ASIGNATURAS LOE - Conocimiento y dominio de un idioma
comunicación y entendimiento al alumno.
extranjero
que
sirva
de
instrumento
de
- Utilización del idioma como instrumento de comunicación con músicos y profesores de otras
nacionalidades.
- Comprensión de textos y artículos en inglés relacionados con la música.
ANEXO III. EXAMEN MODELO
READING
Read the article and underline A, B, or C.
How I got my dream job
Are you still looking for your dream job? Don’t give up. Here’s how three people achieved
their goals.
Mario Mendes, 29
I’m doing something I really enjoy. I’m part of a team that develops new technologies. I
work with intelligent, interesting people and occasionally get to travel abroad. I won’t
pretend it was easy getting my dream job, but it was worth the effort. My advice? Decide
exactly what your dream job is and what it involves. Learn about the job. Make contact
with companies that could offer your chosen career. Make sure they know your strengths.
You may just get that dream job.
Andy Collins, 46
As a student, I earned $295 a week in cash working in a beach café. At the time, it was
my dream job! Later I became a chef. It was hard work, I was often in a hot kitchen for
twelve hours a day, six days a week. But you have to know the meaning of hard work if
you want to achieve your goals. I now own five restaurants around the U.S. My best
advice is to find out what your skills and talents are. Talent is something you’re born with.
Skills are something you’ve learned to do. People like doing things that come naturally to
them, so work and enjoy!
Sarah Cooper, 38
I’d been working as a secretary for three years when I decided to change my career. My
work was often boring and always busy. I started studying to become a teacher. It
certainly wasn’t easy; I continued working full-time to pay for my training at night school. I
was exhausted most of the time, but after two years, I finally got my qualifications and
GUÍA DOCENTE ASIGNATURAS LOE resigned. I’m now a primary school teacher and it’s as good as I imagined. So don’t wait!
Write a list of the things that are stopping you from getting your dream job. Make a plan to
deal with each thing. There’s always an answer.
Example
Mario is ________.
A very interesting
B self-employed
C very happy with his job
1 Mario sometimes________.
A enjoys his job
B travels abroad
C works in a team
2 Mario thinks he got his dream job because _______.
A he’s intelligent
B it was easy
C he did a lot of preparation
3 When Andy was young, his dream job was to ________.
A become a chef
B have his own restaurant
C work in a café by the beach
4 When he was a chef, Andy ________.
A earned $295 a week
B didn’t enjoy his job
C didn’t get much time off
5 Andy says it’s important to know ________.
A your goals
B what you’re good at
C what you enjoy doing
6 It took Sarah
________ years to train to be a teacher.
A five
B three
C two
7 Sarah’s job as a secretary wasn’t very ________.
A hard
B exciting
C easy
8 Sarah studied ________.
A full-time
B at evening classes
C during the day
9 Sarah advises people to ________.
A plan how they can achieve their goals
B become primary school teachers
C continue working while they train
10 Who has become a successful businessman / woman?
A Andy
B Mario
C Mario and Andy
1
6 GUÍA DOCENTE ASIGNATURAS LOE LISTENING
1 - Listen to these short conversations. There is one question for each
conversation. For questions 1–5 underline the correct answer.
Example
What is Jill doing?
A Going out for dinner.
B Cooking dinner at home for friends.
C Going shopping with a friend.
1- Mandy is _____.
A eating less bread and ready-cooked meals and doing more sport
B eating more bread and going to the sports centre twice a week
C playing tennis everyday and buying ready-cooked meals
2 - John says _____.
A the sushi bar was really cheap and good
B the restaurant wasn’t cheap and they didn’t get much food
C that he prefers takeaway food
3- What did Gerry do?
A He studied hard for his final exams and passed.
B He had to do his final exams in the library.
C He didn’t pass his final exams because he used a mobile phone to cheat.
4- Sue is going to _____.
A see Arsenal play Chelsea
B watch a film at home
C watch the football match on TV
5- She is _____.
A older than his brother and sister
B younger than his brother
C older than his brother
2- Listen to part of a TV programme about controversies in sport. For questions 6–
10 complete the table.
1. Types of sport discussed in the programme: Football and _________________.
2. Floyd Landis was accused of taking _________________.
3. Many people think _________________ and the big companies who sponsor the
sports stars should also be held responsible for any wrong doing by them.
4. Some also think that some sports stars should _________________ sooner from their
sport.
1
7 GUÍA DOCENTE ASIGNATURAS LOE 5. Famous sports stars should be better _________________ for young children.
WRITING
Imagine you’re going to study at a language school in the UK for three weeks. You
receive an email from your home-stay family asking some questions about your
lifestyle. Reply to their email and include the following information. (140–180 words)
• thank them for email
• your age, family, work / study
• what you usually eat / your likes and dislikes
• sports you do / interests you have
SPEAKING
Monologue
Food
You will have to speak about 3 minutes about this topic. You have 3 minutes to
prepare what you are going to say:
•
•
•
•
•
What is your most important meal of the day?
What kind of food do you think is good/ bad for your health?
What food can you cook? Explain how you cook it.
Do you know anyone who is a vegetarian? Would you like to be one? Why (not)?
What food do you eat when you feel down to cheer yourself up?
Interaction
Making holidays
STUDENTS A & B
Look at the questions below and think what you are going to say using the ideas
listed. You have around 3 minutes to prepare what you are going to say. During
this time you are not allowed to talk to your partner. Then you will discuss the
points below with student A / B (3 / 4 minutes).
•
•
•
•
•
•
The kind of holidays you prefer (beach, sightseeing, country, safari, adventure…)
Means of transport you usually use.
Summer or winter holidays.
With people or by yourself.
At home or abroad.
A place you would recommend for student B’s (A’s) holidays and why.
1
8 GUÍA DOCENTE ASIGNATURAS LOE KEY
READING
1--B
2--C
3- C
4- C
5- B
6- C
7- B
8- B
9- A
10- A
LISTENING
Listening 1
1- A
2- B
3- C
4- B
5- C
Listening 2
1-cycling
2- drugs
3- coaches
4- retire
5- role models
SCRIPT
A
B
A
B
What are you doing Jill?
I’m making a shopping list because I’ve got people round for dinner tonight.
Oh right. What are you going to cook then?
Well ,I’ll have to do some sort of vegetarian dish, ’cos, you know, Phil doesn’t eat meat. I might
do a vegetable curry
1
A
B
A
B
A
Hi Mandy. How’s your diet going?
Not too bad actually. I’m trying to cut down on bread and ready-cooked meals.
Are you doing any exercise as well?
Yeah. I go to the gym twice a week and I’ve started playing tennis on Saturdays.
Wow, sounds very healthy! I’m not sure I could do it!
2
A
B
A
B
A
Where did you go for your birthday dinner, John?
We went to the new sushi bar on Cromwell Road.
Any good?
Not really to be honest. The portions were really small and it was quite expensive.
Oh, I was going to try it this weekend. Maybe I’d be better off getting a takeaway instead!
3
A
B
What’s up with Gerry? He looks fed up.
Yeah, well he’s just found out he failed his final exams.
1
9 GUÍA DOCENTE ASIGNATURAS LOE A
B
A
I can’t believe it! He was always studying in the library.
I know but he cheated. The teacher caught him texting under the table.
Can you take your mobile into an exam? We can’t!
4
A
B
A
B
A
Got any plans for next Saturday?
Yeah, I’m going to see Arsenal v Chelsea. It’ll be a great match. Do you wanna come Sue?
Hmm … I don’t think so. I don’t really like football very much.
Oh go on! It’s going to be the match of the season!
No, thanks. I think I’ll stay at home and watch a good film.
5
A
B
A
B
2
Is there a big age gap between you and your brother and sister?
Well my sister is only a year older than me so we’re quite close, but my brother is much
younger.
Oh right, so you’re the middle child then.
Yeah. I think I’m quite independent really but my little brother is a bit spoilt.
Listen to part of a TV programme about controversies in sport. For questions 1–5
complete the table.
…. but nowadays, cheating in sport is really becoming a major issue. Cycling has also now come
under the spotlight due to recent allegations of cheating during the Tour de France. The winner of
the Tour de France 2006, American cyclist Floyd Landis, came under suspicion of cheating during
the race. After he won the race, his team Phonak, revealed that he had tested positive for
unusually high levels of testosterone. Many people were angry at this news, but Floyd Landis
denied that he took any drugs to enhance his performance during the race, and contested the
allegations.
In cases of cheating in sport, however, many are beginning to think that several people should be
held responsible, and not just the sportsman or woman accused. With so much money involved in
sporting competitions nowadays, they think the coaches and the big companies sponsoring the
sports stars should also be held responsible in cases of wrongdoing, as the pressure on the stars
to be successful is becoming so immense. Some are also calling for sportsmen and women to start
retiring earlier from their sports, so that they are less tempted to turn to drugs to improve their
performance later in their careers when they are no longer at their peak.
There are more and more examples of bad behaviour in sport these days, and when so many
young children look up to these sports stars as their idols, many feel they should act as better role
models. For example, during Zinadine Zidane’s last ever football match during the World Cup Final
in 2006, Zidane headbutted his opponent Materazzi after a dispute. When sports personalities
have so much influence nowadays they should try and set a …
2
0 2
1 GUÍA DOCENTE ASIGNATURAS LOE 1. Datos generales de la asignatura
•
Nombre de la asignatura: Inglés II
Tipo de asignatura: Formación Básica •
Impartición: Segundo semestre
•
•
Créditos ECTS: 1
•
Horas presenciales lectivas (clases individuals,clases colectivas): Estimación de otras horas presenciales : Clases magistrales, audiciones, exámenes...
•
•
12
3
15
La asignatura de Inglés II debe permitir al alumno continuar adquiriendo conocimientos en la
lengua inglesa que le permitan utilizarla en situaciones de comunicación. El alumno debe
poder comunicarse con seguridad y flexibilidad, de forma hablada y escrita, en situaciones
cotidianas, con expresiones de uso frecuente y utilizando vocabulario rico y variado y
gramática adecuada al nivel. El alumno deberá mostrar su capacidad con el lenguaje en base
a las cuatro destrezas comunicativas: entender, tanto textos orales como escritos, y producir,
textos escritos como discurso oral. Así mismo, el alumno continuará en su conocimiento de
vocabulario en inglés referente a la música.
La asignatura de Inglés II se centra en el estudio y desarrollo de los siguientes temas:
estereotipos, modos y maneras de comportamiento, deportes y relaciones personales, así como
una introducción al vocabulario referente al propio instrumento de cada alumno. Para ello es
indispensable el conocimiento de un léxico y unas estructuras gramaticales propias de dichos
temas y que ayuden al alumno a tratar todos ellos con cierta soltura en lengua inglesa
escrita, para que sea capaz de utilizar el idioma con efectividad como instrumento de
GUÍA DOCENTE ASIGNATURAS LOE Se pretende que el alumno:
•
evaluación.
• La comunicación en torno a las cuatro destrezas: comprensión escrita y oral, y producción escrita
y oral.
• La participación, tanto en clase, donde se favorece que el alumnado trabaje en parejas y grupos,
como en actividades fuera del aula: sesiones de conversación con otros alumnos o profesores,
actividades culturales etc.
trabajo personal fuera del aula, que será el que determine su progreso real. Resulta clave pues,
la realización sistemática de las tareas encomendadas por el profesor: ejercicios, lecturas,
entienden no como un fin en sí mismos, sino como herramientas necesarias que sirvan a los
2
2 GUÍA DOCENTE ASIGNATURAS LOE Estos contenidos, aunque separados y listados para cada uno de los semestres, han de
UNIT 3B
STEREOTYPES
MY MUSICAL INSTRUMENT
El alumno será capaz de:
I - OBJETIVOS
COMUNICATIVOS
II - ASPECTOS
SOCIOCULTURALES
!
Entender y hablar sobre estereotipos: hombres / mujeres
!
Dar opinión sobre diferentes aspectos y situaciones
!
Escribir y hablar sobre instrumentos musicales
!
!
Diferencias entre hombres y mujeres en la sociedad
Diferentes puntos de vista
!
III - CONOCIMIENTO
DE LA LENGUA
Articles: a / an, the, no article
!
!
!
Collocation: verbs / adjectives + prepositions
I agree, I disagree
Musical instruments
!
!
/∂ /
Sentence stress
2
3 GUÍA DOCENTE ASIGNATURAS LOE Reading: Men and women
Command Dad
IV - ACTIVIDADES
Listening: Two men talking in the park
What do men and women talk about?
Writing: My musical instrument
Speaking: Men and women ( discussion)
Giving opinion and discussing about different subjects
Show and tell: My musical instrument
UNIT 4
FAILURE AND SUCCESS
MANNERS
I - OBJETIVOS
COMUNICATIVOS
II - ASPECTOS
SOCIOCULTURALES
!
Entender y hablar sobre éxitos y fracasos
!
Utilizar estrategias para aprender un idioma mejor
!
Entender y hablar sobre diferentes maneras de comportamiento
!
Escribir y hablar sobre teléfonos móviles
!
Entender conversaciones al teléfono
!
Diferentes comportamientos y modales en diferentes países y en
diferentes situaciones.
La influencia y el abuso de los teléfonos móviles en la sociedad
actual.
!
!
!
Can, could, be able to
Modals of obligation: must, have to, should
III CONOCIMIENTOS
!
!
-ed / -ing adjectives
Phone language
2
4 GUÍA DOCENTE ASIGNATURAS LOE DE LA LENGUA
!
!
!
IV - ACTIVIDADES
Sentence stress
Silent consonants
Linking
Reading: I’ve never been able to……
He’s English, but he can speak eleven languages
Debrett’s guide to mobile phone etiquette
Listening: Tips to help you to learn English
Differences between Russian manners and British manners
Writing: Opinion writing: the overuse of mobile phones
Speaking: Things you are able to do
Tips to learn English better
Phone conversations
Good manners / bad manners ( discussion)
UNIT 5
SPORTS
RELATIONSHIPS
I - OBJETIVOS
COMUNICATIVOS
II - ASPECTOS
SOCIOCULTURALES
!
Entender y hablar sobre deportes
!
Entender, escribir y hablar sobre anécdotas
!
Entender y hablar sobre relaciones
!
!
Importancia del deporte y los hobbies
Importancia de las redes sociales
!
!
Past tenses: simple, continuous, perfect
Usually and used to
2
5 GUÍA DOCENTE ASIGNATURAS LOE Contenidos léxico – semánticos:
!
!
!
!
III CONOCIMIENTOS
DE LA LENGUA
Sports and hobbies
Relationships
People’s physical description and personality ( revision)
Socialnetworking
!
!
/ : / and /з: /
Linking, the letter s
IV - ACTIVIDADES
Reading: If I bounce the ball five times….
Famous cheating moments in Sport
love at exit 19
Listening: Interview with a referee
A radio programme about relationships
Writing: A nightmare journey ( a narrative)
Speaking: Your relationship with sport
telling anecdotes
giving opinions about relationships
NOTA: Aunque estos son los temas y actividades previstas para inglés I, se tratarán otros temas
de interés que surjan a lo largo del curso, así como se ampliarán las actividades a realizar con
otras de apoyo o repaso que pudieran ser necesarias.
2
6 2
7 GUÍA DOCENTE ASIGNATURAS LOE Para la evaluación de la actitud del alumno, será indispensable su asistencia a clase. Si el alumno
se hará excepción en caso de falta justificada por razones de:
•
•
enfermedad común
final.
docente.
Baremo: PRUEBA
Porcentaje
Puntuación
Mínimo
Examen de
gramática
20 %
20 puntos
10 puntos (50 %)
2
8 GUÍA DOCENTE ASIGNATURAS LOE y vocabulario
Comprensión
escrita
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión
20 %
20 puntos
10 puntos (50 %)
100 %
100 puntos
50 puntos
e interacción oral
TOTAL
Baremo
50 %
50 %
Baremo:
PRUEBA
Porcentaje
Puntuación
Mínimo
2
9 GUÍA DOCENTE ASIGNATURAS LOE Comprensión
escrita
20 %
20 puntos
10 puntos (50 %)
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión e
interacción oral
20 %
20 puntos
10 puntos (50 %)
Evaluación
continua
20 %
20 puntos
10 puntos (50 %)
TOTAL
100 %
100 puntos
50 puntos
BIBLIOGRAFÍA: Libros de texto:
•
English File. Intermediate Third Edition. Ed. OUP
Diccionarios:
Bilingües:
3
Monolingües:
Ilustrados:
Gramáticas:
(Alhambra Longman)
3
2 -www.askoxford.com/dictionaries
Listening practice:
-www.esl-lab.com
General English:
CT 1
CT 2
CT 3
CT 4
CT 5
CT 6
CT 7
CT 8
realiza.
profesional.
GUÍA DOCENTE ASIGNATURAS LOE CT 9 Integrarse adecuadamente en equipos multidisciplinares y en contextos culturales diversos.
CT 10 Liderar y gestionar grupos de trabajo.
CT 11 Desarrollar en la práctica laboral una ética profesional basada en la apreciación y
CT 12 Adaptarse, en condiciones de competitividad a los cambios culturales, sociales y artísticos
CT 13 Buscar la excelencia y la calidad en su actividad profesional.
CT 14 Dominar la metodología de investigación en la generación de proyectos, ideas y
soluciones viables.
CT 15 Trabajar de forma autónoma y valorar la importancia de la iniciativa y el espíritu
CT 16 Usar los medios y recursos a su alcance con responsabilidad hacia el patrimonio cultural y
medioambiental.
CT 17 Contribuir con su actividad profesional a la sensibilización social de la importancia del
general.
recientes.
musical.
CEC 9 Valorar y conocer de forma crítica las tendencias principales en el campo de la
CEC 10
3
3 3
4 GUÍA DOCENTE ASIGNATURAS LOE Especialidad Dirección
sonoros.
combinaciones.
CED 10
CEI 10
- Conocimiento y dominio de un idioma
extranjero
que
sirva
de
instrumento
de
nacionalidades.
GUÍA DOCENTE ASIGNATURAS LOE - Comprensión de textos y artículos en inglés relacionados con la música.
READING
How green is your house?
As the UK’s cities expand rapidly, problems are being caused for councils who have to
meet the demand for housing. In addition to this, energy prices and pollution levels
continue to increase.
A solution has been developed by the Peabody Trust who have worked with
environmental experts to build the Beddington Zero Energy housing development
(BedZED) in Sutton, England.
This unique development is an environmentally-friendly community of a hundred homes
including gardens, offices, and childcare facilities with plenty of surrounding green areas.
BedZED’s designers have created an attractive, affordable, urban village whose unique
features benefit instead of harm the local community and environment. BedZED is a ‘zero
energy’ development – no fossil fuels (coal and gas) are used and homes do not waste
energy. Building materials are mostly natural, renewable or recycled. Houses face the
south so that they get plenty of sunlight and their roofs are also fitted with solar panels,
which change the sun’s energy into electricity. The windows consist of three layers of
glass to stop heat from escaping. The homes are also fitted with the most modern energysaving appliances. It is estimated that families’ electricity bills could be reduced by up to
60% whilst heating bills could be reduced by as much as 90%.
Developers hope to achieve a 50% reduction in fossil-fuel use by residents’ cars over the
next decade by reducing the need to travel. Some residents will have the opportunity to
work within walking distance of their homes. The Peabody Trust also aims to set up
Internet shopping so that food can be delivered by local supermarkets.
As the need for environmentally-friendly, low-energy housing increases, BedZED may
change from being a unique model, to a model for all future houses.
Example
Cities in the UK ________.
A are getting expensive
B are getting larger very quickly
C have too many politicians
1 Councils are having problems because ________.
A there are too many houses
B there aren’t enough houses
C houses cost too much to build
2 The Peabody Trust ________ an answer to the housing problem.
A have found
3
5 GUÍA DOCENTE ASIGNATURAS LOE B may have found
C have to find
3 The BedZED community is ________.
A very friendly
B good for the environment
C designed for people with children
4 The designers have created houses which are ________.
A quite expensive
B reasonably priced
C over priced
5 The homes ________.
A don’t use any energy
B don’t use more energy than they need
C use more energy than they need
6 ________ of the materials used in the buildings are environmentally-friendly.
A Some
B All
C Nearly all
7 Specially-designed ________ keep heat inside the houses.
A appliances
B solar panels
C windows
8 ________ bills could be cut by as much as 60%.
A Heating
B Electricity
C Fossil-fuel
9 In the next decade some residents will be able to ________.
A work at home
B take the bus to work
C walk to work
10 BedZED is going to ________.
A develop further
B become a town
C remain unique
LISTENING
Listening 1
You will hear part of a radio programme about Mahamat Ahmed Adamou, from Chad.
Choose the correct answer A;B; or C
MAHAMAT ADAMOU
1. Mahamat’s mother’s tongue is......
A. Arabic
B. English
C. French
2. The two official languages in Chad are…
3
6 GUÍA DOCENTE ASIGNATURAS LOE A. Chaddian and Arabic
B. English and Arabic
C. French and Arabic
3. Chad is…
A. the same size as Britain
B. bigger than Britain
C. smaller than Britain
4. The South part of Chad is…
A. desert
B. savannah
C. half savannah, half desert
5. Mahamat started to study journalism…
A. in Chad
B. in Cameroon
C. the United States
6. He went to the United States because…
A. he preferred that country
B. he didn’t like Chad
C. Chad was dangerous for him
7. Now he works in
A. Chad
B. England
C. the United States
8. As a contribution to Chad he wants…
A. to create jobs
B. to help his family and friends
C. to help journalists
Listening 2
You will hear a biography of a famous person, Vivienne Westwood. Fill in the gaps with
ONLY ONE word.
VIVIENNE WESTWOOD 1- Her family moved to London when she was ……………………...
2- Malcolm Edwards was a (n) ……………………… student.
3
7 GUÍA DOCENTE ASIGNATURAS LOE 3- What changed their life was Malcolm’s idea to sell 1950’s rock’n’ roll ………….…… and
clothes.
4- In 1976 Vivienne created the punk ………………………. 5- By 1981 Vivienne was ……………………… enough to design her first collection.
6- The following years brought new collections, and great success but also
……………………….
7- Vivienne thinks that we must research the ……………………… to be original in the
present.
WRITING
Write about a person you admire. They can be a family member, friend or famous
personality. Include the following. (140–180 words)
• who they are
• your relationship to them; how you met / know them
• their personality
• their appearance
• why you admire them
SPEAKING
Monologue
Your instrument
You will have to speak about 3 minutes about this topic. You have 3 minutes to prepare
what you are going to say:
•
•
•
•
•
•
•
•
What kind of instrument is it?
Can you name its parts?
How much did it cost? Who paid for it?
Does it need any special care?
Where is it placed in the orchestra?
In which other music groups can it be? (e.g. chamber music, wind band…)
How many instruments of the same kind do you have? and have you had?
Why are you playing it?
Interaction
Doing sport
STUDENTS A & B
3
8 GUÍA DOCENTE ASIGNATURAS LOE You have 3 minutes to prepare what you are going to say. During this time you are
not allowed to talk to your partner.
Near where you live there is a sports centre where you can do sports. You share a flat
with a friend and want to do some sport together. Discuss the alternatives and agree on
one sport you could do together (About 3/4 minutes)
•
•
•
•
•
•
Tennis
Football
Basketball
Athletics
Fencing
Boxing
KEY
Reading
1B
2A
3B
4B
5B
6C
7C
8B
9C
10 A
Listening 1
1-A
2-C
3-B
4-B
5-B
6-C
7-B
8-A
Listening 2
1- sixteen
2- art
3-records
4- look
5- confident
6- sadness
7- past
Scripts
Listening 1
Mahamat: Hello, my name is Mahamat Ahmet Adamou. I come from Chad. It’s a country
in central Africa. My mother tongue is Arabic.
Yvonne: The people in Chad speak many different local languages but their country has
two official languages – French and Arabic. So they are spoken and understood by most
people in Chad.
3
9 GUÍA DOCENTE ASIGNATURAS LOE When most of us think of Chad we think of a very large country; it’s about six times the
size of Britain, and we think of sand. But what does Chad really look like? What kind of
‘landscapes’ does it have?
Mahamat: I mean, actually, Chad is very varied in terms of landscape. So roughly you
have, in the north, the biggest part in the north is desert, and in the south, it’s savannah
and in between, you have what we call ‘the Sahel’ which is the beginning of the savannah
and the end of the desert.
Yvonne: Mahamat describes the extreme north of Chad as having a ‘lunar landscape’ so
wow – it looks like the moon!
At the age of 20, Mahamat left Chad to go to the journalism school in Cameroon.
Mahamat became a journalist in Chad, as planned, but also became an ‘activist’. He tried
to help make it possible for the press – or media – to do its job properly, freely and without
fear of being stopped or unfairly influenced by the government and other powerful people.
But life became rather dangerous for Mahamat so he left for the United States. And one
opportunity led to another, and another, and another – and Mahamat, a journalist in
Washington, eventually became a BBC journalist here in London!
Mahamat still tries to visit his family and friends as often as he can. And he plans to return
home as soon as he can to make a contribution. Mahamat would like to begin a new
project or business, for example, so he’d like to create jobs for people back in Chad.
Listening 2
Vivienne Westwood is a world-famous fashion designer. She was born Vivienne Swire in
1941 in Derbyshire, in the north of England. Her family moved to London when she was
16. She left school and went to Harrow Art School, but gave up after one term. She
explains. “I didn’t know how a working-class girl could make a living in the art world”.
Instead she a studied to become a teacher, married factory worker Derek Westwood in
1962 and one year later had a son, Ben.
In 1967, bored by her life, she left her conformist world to live with Malcolm Edwards, an
art student who would later change his name to Malcolm McLaren and launch the Sex
Pistols. Vivienne remembers: “What changed our lives forever was Malcolm’s idea to sell
1950’s rock’n’roll records and clothes. That’s when I taught myself how to make clothes”.
McLaren also convinced her to cut her hair into a short, spiky look and encouraged her to
design clothes. They opened a shop on London’s King Road called SEX, but later
changed the name to “Seditionaries”. In 1976 Vivienne created the punk look, while
McLaren formed the Sex Pistols and punk fashion exploded.
By 1981 Vivienne was confident enough to design her first collection, Pirates, which was
shown at that year’s Olympia fashion show in London. The following years brought new
collections and great success, but also sadness as her relationship with McLaren ended.
Now single, Vivienne defined her methods: “There are no new ideas”, she said, “we must
research the past to be original in the present”. In fact, the Pirates collection was unique
because she based the designs on original eighteenth-century patterns.
4
0 4
•
Nombre de la asignatura: Inglés III
Tipo de asignatura: Formación Básica •
Impartición: Tercer semestre
•
•
Créditos ECTS: 1
•
•
•
12
3
15
La asignatura de Inglés III debe permitir al alumno continuar adquiriendo conocimientos en la
lengua inglesa que le permitan utilizarla en situaciones de comunicación. El alumno debe
cotidianas, con expresiones de uso frecuente y utilizando vocabulario rico y variado y
gramática adecuada al nivel- El alumno deberá mostrar su capacidad con el lenguaje en base
a las cuatro destrezas comunicativas: entender, tanto textos orales como escritos, y producir,
textos escritos como discurso oral. Así mismo, el alumno será capaz de hablar y escribir con
soltura sobre su experiencia con la música.
La asignatura de Inglés III se centra en el estudio y desarrollo de los siguientes temas: La
escuela, la vivienda, los amigos, diferentes estilos de vida y el trabajo, así como el
vocabulario y las estructuras necesarias para hablar y escribir sobre la experiencia del alumno
en la música, así como su instrumento musical o especialidad. Para ello es indispensable el
conocimiento de un léxico y unas estructuras gramaticales propias de dichos temas y que
ayuden al alumno a tratar todos ellos con cierta soltura en lengua inglesa
•
evaluación.
• La comunicación en torno a las cuatro destrezas: comprensión escrita y oral, y producción
escrita y oral.
• La participación, tanto en clase, donde se favorece que el alumnado trabaje en parejas y
4
UNIT 1
SCHOOLS
HOUSES
FRIENDS
I - OBJETIVOS
COMUNICATIVOS
II - ASPECTOS
SOCIOCULTURALES
!
Entender y hablar sobre educación
!
Entender y hablar sobre viviendas
!
Entender y hablar sobre amistades
!
Comentar y escribir de forma abreviada sobre la experiencia con
la música hasta este momento de la vida del alumno ( Repaso)
!
Comparar la educación en países de habla inglesa con la de su
país de origen.
Diferentes tipos de viviendas
!
III - CONOCIMIENTO
DE LA LENGUA
!
!
!
!
First Conditional and future
Time clauses + when, until, etc
Second Conditional
Usually and Used to
!
!
Education
Houses
4
3 GUÍA DOCENTE ASIGNATURAS LOE !
!
!
Friendship
Get
My experience with music ( revision)
!
!
!
/Λ/ or /ju:/
Sentence Stress
/s/ or /z/
Reading: So school these days is easy? Think again
Houses you’ll never forget
Do you need to ‘edit your friends’?
IV - ACTIVIDADES
Listening: Charlotte and Viktor talking about their exam results
TV programme about a boarding school
People describing their ideal house
Carol and Alex talk about old friends
My best friend
Speaking: My education and different kinds of schools
My dream house
My best friend
My musical career ( revision)
UNIT 2
LIFESTYLES
MEN & WOMEN
JOBS
I - OBJETIVOS
COMUNICATIVOS
II - ASPECTOS
SOCIOCULTURALES
!
Entender y hablar sobre su forma de vida
!
Entender, hablar sobre estereotipos ( hombres y mujeres)
!
Entender, escribir y hablar sobre diferentes trabajos
!
Hablar sobre su instrumento musical o especialidad
!
!
!
Diferentes estilos de vida
Diferencias hombres y mujeres.
E-mail formales
4
4 GUÍA DOCENTE ASIGNATURAS LOE Contenidos gramaticales :
!
!
!
III - CONOCIMIENTO
DE LA LENGUA
Quantifiers
Articles: a / an, the, no article
Gerunds and infinitives
!
!
!
Noun formation
Verbs and adjectives + prepositions
Work
!
!
!
IV - ACTIVIDADES
-ough and augh
Sentence stress, the
Word stress
Reading: Slow down, you move too fast
A gossip with the girls?
From librarian to political reporter... in a month!
Listening: An expert talks about how to slow down in life.
Two journalists talk about a spa.
An interview with Jessica, the librarian.
Writing: A formal letter applying for a job as a music teacher in a
Summer Camp
Speaking: My lifestyle
Are men and women so different? ( discussion)
Applying for a job. Role play
Show and tell: My musical instrument
de interés que surjan a lo largo del curso, así como se ampliarán las actividades a realizar con
otras de apoyo o repaso que pudieran ser necesarias.
4
5 GUÍA DOCENTE ASIGNATURAS LOE La evaluación de los conocimientos adquiridos por el alumno durante el semestre será la base
Para la evaluación de la actitud del alumno, será indispensable su asistencia a clase. Si el alumno
•
•
enfermedad común
final.
docente.
Baremo: 4
6 4
7 GUÍA DOCENTE ASIGNATURAS LOE PRUEBA
Porcentaje
Puntuación
Mínimo
Examen de
gramática
20 %
20 puntos
10 puntos (50 %)
Comprensión
escrita
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión
20 %
20 puntos
10 puntos (50 %)
100 %
100 puntos
50 puntos
y vocabulario
e interacción oral
TOTAL
Baremo
50 %
50 %
4
8 GUÍA DOCENTE ASIGNATURAS LOE Baremo:
PRUEBA
Porcentaje
Puntuación
Mínimo
Comprensión
escrita
20 %
20 puntos
10 puntos (50 %)
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión e
interacción oral
20 %
20 puntos
10 puntos (50 %)
Evaluación
continua
20 %
20 puntos
10 puntos (50 %)
TOTAL
100 %
100 puntos
50 puntos
tribunal de la especialidad-
•
New English File. Intermediate. Ed. OUP
Diccionarios:
Bilingües:
4
Monolingües:
Ilustrados:
Gramáticas:
(Alhambra Longman)
-www.askoxford.com/dictionaries
5
1 -www.merriam-webster.com
Listening practice:
-www.esl-lab.com
General English:
CT 1
CT 2
CT 3
CT 4
CT 5
CT 6
CT 7
CT 8
CT 9
CT 10
CT 11
CT 12
CT 13
CT 14
realiza.
profesional.
soluciones viables.
GUÍA DOCENTE ASIGNATURAS LOE CT 15 Trabajar de forma autónoma y valorar la importancia de la iniciativa y el espíritu
medioambiental.
general.
recientes.
musical.
CEC 10
sonoros.
5
2 5
3 GUÍA DOCENTE ASIGNATURAS LOE CED 5 Dominar las técnicas básicas de composición.
combinaciones.
CED 10
CEI 10
extranjero
que
sirva
de
instrumento
de
nacionalidades.
GUÍA DOCENTE ASIGNATURAS LOE ANEXO III. EXAMEN MODELO
READING
1 Read There’s no – one like dad! Choose the correct answer (a, b, or c).
Example
In the past
b
a
men were not interested in their children.
b
men were not expected to spend a lot of time with their children.
c
children did not have good relationships with their fathers.
1 The article is about __
a
how children affect their fathers lives.
b
why fathers are more important than mothers in their child’s development.
c
how important a father is in the development of his child.
2 Twenty years ago many people thought the role of a father was to __
a
take care of his children.
b
provide money for the family.
c
improve his child’s development.
3 Researchers have discovered that fathers are __ in their child’s development.
a
essential
b
unimportant
c
secondary
4 Physical and mental stimulation are very important to the development of __
a
a father-child relationship.
b
a baby’s breathing and heart rate.
c
a baby’s brain.
5 A baby feels __ when its father comes to pick it up.
a
nervous
b
excited
c
frightened
6 Fathers are more likely to __ than mothers.
a
help their children at home.
b
try new experiences.
c
want their children to meet their objectives.
7 Encouraging a child to problem solve makes them __
a
frustrated.
b
independent.
c
behave badly.
8 Fathers discourage bad behaviour by __
a
explaining why it is wrong.
b
teaching new skills.
c
not paying any attention to it.
5
4 GUÍA DOCENTE ASIGNATURAS LOE 9 Children who have a good relationship with their dads __
a
have a higher divorce rate in later life.
b
do better at school.
c
don’t relate as well to their mothers.
10 Later in life, people who didn’t have a father figure may __
a
have more self-confidence.
b
have many children.
c
suffer from social problems.
2
Match the words ( 1–5) with the definitions ( a–f)
Example
breadwinner
d
1
approach (v) __
2
interacting (v) __
3
cope with (v) __
4
close (adj) __
5
bond (n) __
6
breadwinner (n) __
a
b
c
d
e
f
to manage something.
intimate.
link/connection.
someone who provides money for a family.
communicating with another person.
move towards someone
There’s no – one like Dad!
Until about twenty years ago, little was known about the importance of a father’s role
in his child’s development. Men were traditionally defined as ‘breadwinners’, whose job
was to earn money to support the family, whereas women’s role was to bring up and
educate children. But when researchers began to study the impact of a father-child
relationship on emotional, psychological, physical, and social development, their
findings showed just how crucial a father’s role is in the lives of his children.
Dads today spend an average of two or three hours a day interacting with their
children, approximately 33% more time than their own fathers did. According to
research by psychiatrists, they are like giant toys providing the physical and mental
stimulation that is essential to their baby’s developing brains. When a dad picks up his
child he usually tickles it, throws it into the air or turns it upside-down. By the time it is
about two months old, when a baby sees its father approach, its eyes grow wider and
its breathing and heart rate get faster in excitement.
Dads also encourage their children to try new or challenging experiences and expect
them to achieve their goals. They are less likely to help their children to do things than
5
5 GUÍA DOCENTE ASIGNATURAS LOE mums, preferring to let the child experiment and resolve their own problems. This helps
develop a sense of independence and teaches children to cope with feelings of failure,
frustration and success. If a child behaves badly, fathers often explain why that
behaviour is unacceptable so their child can learn right from wrong. Dads also teach
useful skills like how to hold a knife and fork, use tools, fix and make things, and play
sports.
Statistics show that children who have a good relationship with their fathers often cope
better with relationships and society. They tend to be more successful academically
and socially and have more self-confidence than children with fathers who are less
involved with them. In later life, they are more likely to be socially considerate, have
successful marriages and close friendships. In contrast, the absence of a father figure
is generally associated with higher rates of divorce, crime and teenage pregnancy.
This demonstrates that a father’s bond with his child is unique. Dad, as well as mum, is
role model, teacher, provider, protector, social guide, and so much more.
LISTENING
Listening
Listen to two young men speaking about their school and university days. Choose the
best option A, B or C
1. The first speaker (Phil)
A. thinks that school days are the happiest days in your life.
B. doesn’t think that school days are the happiest days in your life.
C. doesn’t have an opinion on this.
2. Wayne
A. was happy with all of his teachers.
B. was happy with one of them.
C. didn’t like a couple of them.
3. Wayne and most of his classmates
A. did well in their exams.
B. did badly.
C. felt very nervous because of their maths teacher.
4. The best adjective to describe Phil’s old French teacher is
A. understanding.
B. frightening.
C. boring.
5
6 5
7 GUÍA DOCENTE ASIGNATURAS LOE 5. At first, Wayne found biology at university
A. easy.
B. difficult.
C. neither easy nor difficult.
6. Phil thinks that
A. university prepares you well for other things as well as for a job.
B. university life can be frustrating.
C. the social life at university is terrible.
7. Phil is interrupted by
A. a person in the street.
B. a call from his wife.
C. a call from his boss.
LISTENING 2
Listen to an extract from a documentary about Ellen MacArthur. For questions 1–5
complete the table.
1. Ellen
sailed
around
the
world
in
_________________
days
and
less
than
_________________ hours.
2. Ellen’s boat was _________________ and _________________ than Francis Joyon’s,
the previous world record holder.
3. Ellen had to cope with extreme _________________.
4. On day 63, her boat almost hit a _________________.
5. Ellen said she never imagined she could break the record the _________________.
WRITING
Write a description of the school you go / went to. Include the following
information. (140–180 words)
• a brief introduction: the kind of school, size, location, your age when you went
there, number of pupils in each class
• homework, uniform, discipline, teachers
• subjects – best / worst
• your general opinion of the school – good / bad? Why?
SPEAKING
GUÍA DOCENTE ASIGNATURAS LOE Monologue
Your best friend
prepare what you are going to say.
• Who is your best friend?
• What does he / she look like?
• What’s he / she like?
• Where did you meet? How long have you known each other?
• Why do you get on well with him / her?
• Do you ever argue? What about?
• How do you keep in touch?
Interaction
Working in a Summer Camp (Role play)
STUDENT A
You have seen the below advert in a newspaper:
MUSIC SUMMER CAMPS IN BRITAIN Can you speak English? Would you like to work in a summer camp teaching music to children? For an interview write to this address: Music summer camps in Britain Sandalwood Park Essex EXS 2DU GREAT BRITAIN And you applied for it. Today is your interview with the summer camp manager.
You will have to:
• Answer the manager’s questions
• Ask some questions. You want to know:
Do I have to…? pay for meals and accommodation
work at weekends
5
8 GUÍA DOCENTE ASIGNATURAS LOE have big / small groups of children to teach
do any other thing with children apart from teaching them ( play
sports, go on excursions,….)
How many hours do I have to work?
How much is the salary?
• If the manager offers you the job, decide if you want to accept it
You have 3 minutes to prepare what you are going to say. During this time you are
not allowed to talk to your partner. The interview will last 3 /4 minutes.
STUDENT B
You are the manager in a music summer camp for children in Britain. You’re interviewing candidates for the job as a music teacher. Interview the candidate (student B). You start: Good morning, please take a seat.
• Find out B’s name, address, nationality and age.
• Find out what qualifications B has. Ask:
Which instrument do you play? (Your previous experience in teaching)
Can you…? drive / swim / cook / speak English quite well
Have you…? worked with children before // been abroad before
Do you ….? Smoke / like sports and games / like people
• Ask B: why do you want the job?
• CONDITIONS:
£1.500 a month for 30 hours a week
Weekends are free, but some evenings you have to work until 10 p.m.
Free meals and accommodation
not allowed to talk to your partner. The interview will last 3 /4 minutes
5
READING
1
1- c
2- b
3- a
4- c
5- b
6- c
7- b
8- a
9- b
10- c
2
1- f
2- e
3- a
4- b
5-c
Listening 1
1- a
2- c
3- a
4- b
5- b
6- a
7- c
Listening 2
1-‐ 71, 15 2-‐ smaller, slower 3-‐ weather 4-‐ whale 5-‐ first time SCRIPT
Listening 1
Phil: You know Wayne, many people say that school days are the happiest days of your life and I
think they’re probably right.
Wayne: I’m not sure, Phil. It’s easy to say that now but when you look back, we didn’t enjoy the
discipline.... One or two of my teachers weren’t exactly, you know, the nicest people you could
meet. We also had heaps of pressure to pass exams.
Phil: I suppose you’ve got a point. We used to get quite nervous especially before important
exams and we’d sometimes stay up all night revising! I didn’t like some of my teachers very much
either....but most of them were pretty good, I suppose.
Wayne: Hmm, I’m not so sure about that ... we had one who taught us maths and he was
absolutely useless! He was very knowledgeable but he couldn’t explain things and some of us got
completely lost. In spite of it all, most of us managed to pass our exams in the end.
6
0 GUÍA DOCENTE ASIGNATURAS LOE Phil: Our French teacher was really strict and used to lose her temper a lot. We were frightened to
make a single mistake in class! Our English teacher was great though. She was really openminded and we’d pick up a lot of interesting and useful things from her classes.
Wayne: What did you do at university, Phil?
Phil: I studied history, which was very interesting but not the best thing to get you a good job. What
about you, Wayne?
Wayne: I did a biology course. It was hard at first and it felt strange when I had to go to lectures
and take notes instead of being told what to do all the time.. I failed a couple of exams in the
beginning but my cousin’s a biologist and he gave me a hand. I think I’m quite a fast learner so I
ended up making good progress.
Phil: Good for you! I suppose university’s very good preparation for the professional world and for
life in general... the social life isn’t bad either. Oh no! That’s my boss calling me on my mobile. I’ve
got to go. See you later, Wayne.
Wayne: See you then, Phil.
Listening 2
In 2005, British sailor Ellen MacArthur managed to sail around the world alone and break the
previous world record set by Frenchman Francis Joyon in 2004. Ellen completed the 27,000 mile
voyage in 71 days and under 15 hours. She had to cope with a number of difficult circumstances
and her project director, Mark Turner, admitted that Ellen thought the journey would be incredibly
hard and that she might not be able to complete it. Many people believed that Francis Joyon’s
sailing record couldn’t be beaten and Ellen’s boat was smaller and slower than the Frenchman’s,
but it had the advantage of being lighter. Apart from this, Ellen had to deal with extreme weather
conditions and technical problems on the boat. Enormous waves, icebergs, and gale force winds
all made the voyage more complicated and on day 63 the boat nearly hit a whale. Ellen also burnt
her arm and got several cuts and bruises while making repairs to the boat. When Ellen finally got to
her destination, she said ‘It has been an unbelievable journey. I always thought I could break the
record but I never imagined I could do it the first time’.
6
1 6
•
Nombre de la asignatura: Inglés IV
Impartición: Cuarto semestre
•
•
Créditos ECTS: 1
•
Horas presenciales lectivas (clases individuals,clases colectivas): Estimación de otras horas presenciales : Clases magistrales, audiciones, exámenes...
•
•
12
3
15
La asignatura de Inglés IV debe permitir al alumno continuar adquiriendo los conocimientos
necesarios en la lengua inglesa que le permitan utilizarla en situaciones de comunicación. El
alumno debe poder comunicarse seguridad y flexibilidad, de forma hablada y escrita, en
situaciones cotidianas, con expresiones de uso frecuente y utilizando vocabulario rico y
variado y gramática adecuada al nivel. El alumno deberá mostrar su capacidad con el lenguaje
en base a las cuatro destrezas comunicativas: entender, tanto textos orales como escritos, y
producir, textos escritos como discurso oral. Así mismo, el alumno consolidará sus
conocimientos y estrategias necesarias para hablar con soltura sobre su instrumento o
especialidad.
La asignatura de Inglés IV se centra en el estudio y desarrollo de los siguientes temas: las
compras, el cine, gente sobresaliente, supersticiones, misterios y la televisión, así como el
instrumento musical o la especialidad de cada alumno y un conocimiento general sobre otros
instrumentos y especialidades. Para ello es indispensable el conocimiento de un léxico y unas
estructuras gramaticales propias de dichos temas y que ayuden al alumno a tratar todos ellos con
cierta soltura en lengua inglesa
GUÍA DOCENTE ASIGNATURAS LOE comunicación e interacción.
•
evaluación.
y oral.
6
3 6
UNIT 3
SHOPPING
CINEMA
OUSTANDING PEOPLE
El alumno deberá ser capaz de:
I - OBJETIVOS
COMUNICATIVOS
II - ASPECTOS
SOCIOCULTURALES
!
Entender y hablar sobre compras
!
Saber llevar a cabo una compra en una tienda, pedir, probar,
pagar, reclamar
!
Saber cómo quejarse en diferentes situaciones
!
Entender, hablar y escribir sobre cine y la música en el cine
!
Entender y hablar sobre personas famosas
!
Hablar sobre
continuación)
!
!
!
Pasos a seguir en una tienda
Importancia del cine y la cultura
Importancia de diferentes personas en la sociedad
tu
instrumento
musical
o
especialidad
III - CONOCIMIENTO
DE LA LENGUA
!
!
!
Reported Speech: statements, questions and commands
Passive: be + past participle
Relative clauses: defining and non-defining
(
GUÍA DOCENTE ASIGNATURAS LOE Contenidos léxico – semánticos:
!
!
!
!
Shopping
Cinema
What people do
My musical instrument ( revision)
!
!
!
Consonant sounds: /g/, / /, /k/, /
Sentence Stress
Word stress
/, /
/
Reading: Making a complaint – is it worth it?
Famous films that moved us (literally!)
Heroes and icons of our time
IV - ACTIVIDADES
Listening: Radio consumer programme to make complaints
Interview with Dagmara, a film assistant
Guess the eight heroes and icons
Writing: My instrument
A film review
Speaking: Making a complaint ( role play)
Going shopping ( role play)
Films and soundtracks
UNIT 4
SUPERSTITIONS
MURDER MYSTERIES
TELEVISION
I - OBJETIVOS
COMUNICATIVOS
!
Entender y hablar sobre diferentes supersticiones
!
Entender, hablar sobre libros y series de TV
!
Entender, escribir y hablar sobre la TV
!
Hablar sobre tu instrumento musical o especialidad
6
SOCIOCULTURALES
!
!
Diferentes supersticiones
La importancia de la TV y los medios de comunicación
III - CONOCIMIENTO
DE LA LENGUA
!
!
!
Third conditional
Question tags, indirect questions
Phrasal verbs
!
!
!
!
Making adjectives and adverbs
Compound nouns
TV
Phrasal verbs
!
!
!
IV - ACTIVIDADES
Sentence stress
Intonation in question tags
Revision of sounds, linking
Reading: Bad luck? Good luck?
Can we make our own luck?
Jack the Ripper
Couple switch on after 37 years without power
Listening: Good luck / bad luck.
Jack the Ripper – case closed?
If I had to live without electricity for a week,...?.
Writing: Opinion essay: What do you think about TV?
Speaking: Superstitions
TV series / internet series
books
TV
de interés general que surjan a lo largo del curso, así como se ampliarán las actividades a realizar
6
6 GUÍA DOCENTE ASIGNATURAS LOE Criterios de Evaluación
•
•
enfermedad común
final.
docente.
6
7 6
8 GUÍA DOCENTE ASIGNATURAS LOE debiendo realizar un examen en el que se valorará tanto su conocimiento de las estructuras
Baremo: PRUEBA
Porcentaje
Puntuación
Mínimo
Examen de
gramática
20 %
20 puntos
10 puntos (50 %)
Comprensión
escrita
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión
20 %
20 puntos
10 puntos (50 %)
100 %
100 puntos
50 puntos
y vocabulario
e interacción oral
TOTAL
Baremo
50 %
50 %
6
9 GUÍA DOCENTE ASIGNATURAS LOE El examen final se calificará con un 80% del valor total. Para superar el curso, los alumnos
Baremo:
PRUEBA
Porcentaje
Puntuación
Mínimo
Comprensión
escrita
20 %
20 puntos
10 puntos (50 %)
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión e
interacción oral
20 %
20 puntos
10 puntos (50 %)
Evaluación
continua
20 %
20 puntos
10 puntos (50 %)
TOTAL
100 %
100 puntos
50 puntos
GUÍA DOCENTE ASIGNATURAS LOE " Se puede ver un modelo de examen en el anexo III
Criterios de calificación Se evaluará la relación entre el grado de conocimientos adquiridos por el alumno y demostrados
•
New English File. Intermediate. Ed. OUP
Diccionarios:
Bilingües:
7
Monolingües:
Ilustrados:
Gramáticas:
(Alhambra Longman)
7
2 -www.merriam-webster.com
Listening practice:
-www.esl-lab.com
General English:
-http://www.agendaweb.org/listening/intermediate.htm
CT 1
CT 2
CT 3
CT 4
CT 5
CT 6
CT 7
CT 8
CT 9
CT 10
CT 11
CT 12
CT 13
CT 14
CT 15
realiza.
profesional.
soluciones viables.
GUÍA DOCENTE ASIGNATURAS LOE CT 16 Usar los medios y recursos a su alcance con responsabilidad hacia el patrimonio cultural y
medioambiental.
general.
recientes.
musical.
CEC 10
sonoros.
7
3 7
4 GUÍA DOCENTE ASIGNATURAS LOE CED 7 Conocer los fundamentos de acústica musical, las características acústicas de los
combinaciones.
CED 10
CEI 10
extranjero
que
sirva
de
instrumento
de
nacionalidades.
READING
Shopping in Hong Kong
Ultra-modern, bustling Hong Kong is one of the world’s best shopping cities, an essential
visit for all shopaholics searching for a bargain. There are several areas to choose from.
The urban district of Kowloon, meaning ‘Nine Dragons’, attracts thousands of tourists
every year. A popular first stop here is the modern shopping district, Tsim Tsa Tsui.
However, if you prefer to absorb the atmosphere of more traditional markets then the Yau
Ma Tei and Mong Kok districts are probably more your style.
A great place to explore at night is Nathan Road and the surrounding streets, which are
filled with flashing neon signs. You can buy almost anything here. Look out for bargains
on electrical goods and jewellery.
It’s possible to buy traditional items in Hong Kong. You can find wedding clothes on
Shanghai Street and shops on Ning Po Street sell the coloured paper models of houses,
cars, and bank notes that are burnt at funerals (when a person dies) so that they’re
wealthy in the after-life.
Further along Shanghai Street is the popular night market. It’s full of brightly coloured
lights and wonderful cooking smells. Watch the fortune-tellers whose trained birds choose
pieces of paper to predict a person’s future, and eat delicious noodles, seafood, and other
late-night snacks at the inexpensive stalls.
Mong Kok is the place where the famous criminals ‘triad gangs’ are based. As a result
most tourists avoid this area, so it remains mainly Chinese. There are many traditional
shops, food stalls and markets. This is an excellent place to try local foods, which have
not been changed to suit tourists’ tastes as they often have in more popular tourist areas.
It’s unlikely to be dangerous for foreigners, so if you’d like to see some of the more
unspoilt areas of Hong Kong, Mong Kok is definitely worth exploring.
One thing is certain about a shopping trip to Hong Kong – you’ll leave with a lot less
money than you arrived with, and a much heavier suitcase!
Example
Hong Kong is ________.
A old fashioned
B very modern
C the best city in the world
1
The modern shopping area is in ________.
A Yau Ma Tei
B Mong Kok
C Kowloon
2
___________ is an area in Kowloon.
A Tsim Tsa Tsui
7
4
5
6
7
8
9
10
B Nine Dragons
C Yau Ma Tei
The writer says that Nathan Road is a good place to ________.
A explore during the day
B find things at a good price
C buy traditional things
Go to Nathan Road if you want to buy ________.
A wedding clothes
B an MP3 player
C flashing signs
You can ________ on Ning Po Street.
A change money
B buy a car
C buy a house made of paper
Fortune-tellers use ________ to tell you your future.
A coloured lights
B noodles
C birds
The writer says that Mong Kok ________.
A is not worth exploring
B hasn’t been changed by tourism
C is dangerous for foreigners
The food in other areas of Hong Kong is different from the food in Mong Kok
because ________.
A tourists don’t buy it
B there are fewer tourists
C there are a lot of Chinese tourists
The writer says that you’ll ________ in Hong Kong.
A buy more luggage
B eat more
C spend a lot of money
The writer mentions places where you can buy ______.
A traditional clothes
B traditional jewellery
C birds
LISTENING
Listening 1
Listen to an extract from a radio programme on family and friendship. For
questions 1– 5 underline the correct answer.
1- According to Jenny Lewis, many people _____.
A. think their friends are more important than their family
B . think their family are more important than their friends
C. think the traditional family doesn’t exist
2- Jenny describes friendship as a _____.
A . link between people who like spending time together and have the same interests
7
6 GUÍA DOCENTE ASIGNATURAS LOE B. a relationship where there is no control
C. a problem if you have to choose between family or friends
3- People often _____.
A. only see their friends once a week
B. have very different ideas about what friendship means
C. think their friends can solve all their problems
4- In our life time we will probably have _____.
A. about 6 good friends
B. about 30 good friends
C. more friends if we live a long time
5- Having close friends _____.
A. can make people feel contented and increase life expectancy
B. can make people feel responsible
C. isn’t as good as having a big group of friends
Listening 2
Listen to the news programme. For questions 1–5 complete the table.
1. In the South West there have been _________________ and _________________
people are in hospital.
2. Nurses say that their _________________ are too long and that they do not receive
enough _________________.
3. The government has offered nurses a _________________ pay rise but they asked
for nearly twice that much.
4. A report has shown that children still don’t do enough _________________.
5. Real Madrid beat Arsenal by _________________ with Roberto Carlos getting a
_________________.
WRITING
Are you creative? Good at making quick decisions? Do you enjoy working as part of a
team?
All New Media Promotions is looking for enthusiastic, ambitious people to work in their
busy marketing department. There are vacancies in the following areas:
• Administration
• Promotions
• Sales
• Website Design
7
7 GUÍA DOCENTE ASIGNATURAS LOE All applicants must have the appropriate qualifications and a good level of English is
essential.
Send your CV and a covering letter to: Human Resources, All New Media Promotions,
Edinburgh, PO Box 1084
Read the advertisement. Write a covering letter to apply for a job at All New Media
Promotions. (140–180 words)
SPEAKING
Monologue
Fashion and shopping
You will have to speak about 3 minutes about this topic considering the aspects
below. You have 3 minutes to prepare what you are going to say:
• Buying clothes, food, presents,….
• Shopping alone or with other people
• Shopping on sales
• Your favourite shopping centre in Zaragoza
• Your favourite shop/ shops
• Shopping in a foreign city
• Shopping centre or small shops
• Famous shops in the world
• Shops closed on Sundays
Interaction
Let’s go to the cinema
STUDENTS A & B
not allowed to talk to your partner.
Your partner and you want to go to the cinema tonight (or rent a DVD and watch it
at home). Decide which film you’ll see together (About 3/4 minutes)
7
8 7
READING
1- C
2- A
3- B
4- B
5- C
6- C
7- B
8- B
9- C
10-A
LISTENING
Listening1
Listening 2
12345-
12345-
B
A
B
A
A
succeed
sailing
gymnastics
break
admit
GUÍA DOCENTE ASIGNATURAS LOE SCRIPT
Listening 1
Presenter On tonight’s programme we look at the issue of friendship. According to the Greek
dramatist Euripides ‘one loyal friend is worth ten thousand relatives’ and for many of us
our friends may have more influence on us than our family. But who is really more
important? With us in the studio is family psychologist Jenny Lewis, who has just
written a book on the importance of friends in our lives. Jenny, if we could choose,
would many of us put our friends before our family?
Jenny
I don’t think so. Interestingly, although family structures are changing radically and
traditional models are, to some extent, disappearing, many of us still see the family unit
as a vital part of our lives.
Presenter So, why do we need friends?
Jenny
Well, friendships are basically connections between people who might share similar
interests or simply enjoy each other’s company. Another point is that we can control
friendships more easily than other relationships. Remember another well-known saying
‘You can choose your friends but you can’t choose your family’. There’s a lot of simple
truth in that.
Presenter Do we normally have the same idea about what friendship means?
Jenny
Not really. In my book there are a lot of case studies which illustrate very different
points of view. You might see your friends once a week and enjoy doing something
together and then not see or speak to them again for another week. But other people
demand more of their friends and expect them to always be there in times of crisis.
Qualities such as loyalty and being reliable are often mentioned as important to
friendships. A lot of it is to do with self-esteem and choice. We choose each other as
friends and this makes us feel important and happy.
Presenter Do we usually have a lot of friends or one close friend?
Jenny
Again, it varies. However, studies have shown that we probably have about up to 30
friends in our lives but only about six of them would be considered ‘good’ friends.
There is evidence that people who have close friends tend to be happier and live
longer.
Presenter Jenny, thank you for coming in. If you’re interested in Jenny Lewis’ book you can call
us on 0207 946 0353.
Listening 2
Good morning. This is the 8 o’clock news with Silvia Jackson. At least twelve people have been
injured, and two are critically ill in hospital, as forest fires continue to blaze in the South West of the
country. Over 350 fire fighters have worked all through the night to try and stop the fires spreading
closer to housing areas. Local residents say the fires were started intentionally and have been
made worse by the hot weather.
The government will be meeting trade unions later this week to discuss a pay rise for nurses
working in the public sector. Nursing staff have complained that they work long hours, do too much
overtime, and don’t get enough vocational training. The unions have asked for a 5% pay rise but
the government has offered 2.7%.
8
0 GUÍA DOCENTE ASIGNATURAS LOE Reports out today show that British children still need to take more care of their diet and health. Dr
Abdul Panasar said that children are eating too much ready-cooked and takeaway food and should
be doing more sport rather than sitting in front of a computer or TV screen. The government has
asked for another inspection of school meals.
And now the sports news ... Arsenal have been beaten by Real Madrid 2-1 in the semi finals of the
European Cup. Arsenal’s goal was a penalty taken by Henri. Roberto Carlos was given a red card
for a second bookable offence ... and tennis ... Rafa Nadal has beaten Roger Federer 6–4, 4–6, 7–
5, 6–3 in the Australian Open ...
8
1 8
•
Nombre de la asignatura: Inglés V
Impartición: Quinto semestre
•
•
Créditos ECTS: 1
•
•
•
12
3
15
La asignatura de Inglés V debe permitir al alumno adquirir unos conocimientos en la lengua
inglesa que le permitan utilizarla en situaciones de comunicación. El alumno debe poder
comunicarse con seguridad y flexibilidad, de forma hablada y escrita, en situaciones
cotidianas, y situaciones imprevistas, con expresiones de uso frecuente y utilizando
vocabulario rico y variado y gramática adecuada al nivel. El alumno deberá mostrar su
capacidad con el lenguaje en base a las cuatro destrezas comunicativas: entender, tanto
textos orales como escritos, y producir, textos escritos como discurso oral. Así mismo, el
alumno tendrá dominio del lenguaje relacionado con la música.
La asignatura de Inglés V se centra en el estudio y desarrollo de los siguientes temas:
Estereotipos nacionales, la música, los medios de comunicación, la salud, ciencia y
tecnología, ordenadores e internet y adicciones así como dominio del vocabulario y
estructuras relacionadas con la música en inglés. Para ello es indispensable el conocimiento
de un léxico y unas estructuras gramaticales propias de dichos temas y que ayuden al alumno
a tratar todos ellos con cierta soltura en lengua inglesa.
GUÍA DOCENTE ASIGNATURAS LOE escrita, para que sea capaz de utilizar el idioma con efectividad como instrumento de
•
evaluación.
y oral.
8
UNIT 1
NATIONAL STEREOTYPES
MUSIC
THE MEDIA
I - OBJETIVOS
COMUNICATIVOS
II - ASPECTOS
SOCIOCULTURALES
!
Entender, y hablar sobre estereotipos nacionales
!
Entender, escribir y hablar sobre música
!
Entender y hablar sobre los medios de comunicación ( repaso y
consolidación)
!
Saber cómo mostrar interés o sorpresa por lo que otra persona
está diciendo
!
Comentar y escribir en profundidad sobre la experiencia con la
música hasta este momento de la vida del alumno
!
!
!
Diferentes nacionalidades ( estereotipos)
La importancia de la música en la sociedad
La importancia de los medios de comunicación ( repaso y
consolidación)
III - CONOCIMIENTO
!
!
!
Phrasal verbs: separable or not?
Question formation
Position of adverbs
8
!
!
!
!
!
!
Learning words from the text
Phrasal verbs
Music ( revision)
The media ( revision)
Humour
Adverbs
!
!
!
Phonetic symbols
Intonation in question
Consonant sounds / /, /
Reading:
IV - ACTIVIDADES
/ ( consolidation)
The ‘name game’ winners
ABBA, their story
Danger! Sense of humour failure
Listening: People talking about their first names
Someone talking about stereotypes
An interview with a journalist from a music magazine
A ‘for and against composition’: Advantages and
disadvantages of being famous
Speaking: Why am I called like this?
The truth in national stereotypes
Music
An interview. Role play
Advantages and disadvantages of being famous
The mass media ( discussion & role play)
My musical career ( consolidation)
UNIT 2
HEALTH
SCIENCE & COMPUTERS
ADDICTIONS
I - OBJETIVOS
COMUNICATIVOS
!
Entender y hablar sobre la salud
!
Saber describir síntomas y ofrecer remedios y consejos
8
5 8
SOCIOCULTURALES
!
Entender y hablar sobre ciencia ( introducción)
!
Entender, escribir y hablar sobre ordenadores
tecnologías ( teléfonos móviles, internet)
!
Saber cómo hacer predicciones para el futuro
!
Entender y hablar sobre adicciones
!
Aprender a pedir disculpas en diferentes situaciones
!
Hablar sobre los instrumentos musicales ( consolidación)
!
!
!
Importancia de la salud y diferentes medicinas
Importancia de la ciencia.
Las tecnologías en la sociedad
y
otras
III - CONOCIMIENTO
DE LA LENGUA
!
!
!
!
Conditionals: zero, first, second
Future time clauses
Future perfect, future continuous
Usually, used to, be used to
!
!
!
!
Health and medicine
Science and computers
Mobile phones and the internet
Adjectives + prepositions
!
!
!
IV - ACTIVIDADES
Sentence stress
Predicting pronunciation from spelling
Recognizing emphasis
Reading: 10 things you probably never knew about the common cold
Eternal youth: new developments in anti-ageing research
Are you a perfectionist?
Listening: Four people giving their opinion about alternative medicine
Dr David Weeks, about ‘superyoung people’
People talking about other people who are addicted to
something
GUÍA DOCENTE ASIGNATURAS LOE Writing: My computer
Speaking: Health and medicine
‘At the doctor’s’, Roleplay
Public or private medicine. Discussion
Computers, mobile phones and the internet
Addictions and giving advice to give up addictions
Show and tell: My musical instrument ( consolidation)
•
•
enfermedad común
final.
8
7 8
8 GUÍA DOCENTE ASIGNATURAS LOE • Evaluación ordinaria: Es la que corresponde por defecto a la primera y segunda convocatoria.
docente.
Baremo: PRUEBA
Porcentaje
Puntuación
Mínimo
Examen de
gramática
20 %
20 puntos
10 puntos (50 %)
Comprensión
escrita
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión
20 %
20 puntos
10 puntos (50 %)
100 %
100 puntos
50 puntos
y vocabulario
e interacción oral
TOTAL
8
9 GUÍA DOCENTE ASIGNATURAS LOE Con objeto de comprobar la progresión en el aprendizaje del idioma de cada alumno se llevará a
Baremo
50 %
50 %
Baremo:
PRUEBA
Porcentaje
Puntuación
Mínimo
Comprensión
escrita
20 %
20 puntos
10 puntos (50 %)
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión e
interacción oral
20 %
20 puntos
10 puntos (50 %)
Evaluación
continua
20 %
20 puntos
10 puntos (50 %)
TOTAL
100 %
100 puntos
50 puntos
GUÍA DOCENTE ASIGNATURAS LOE verdadero/falso, asociar ideas/hablantes/párrafos, ordenar secuencias, incorporar frases/párrafos
9
0 GUÍA DOCENTE ASIGNATURAS LOE calificación la Matrícula de Honor se realizará a través de un recital público y será evaluada por un
tribunal de la especialidad-
•
New English File. Intermediate Plus. Ed. OUP
-Libro del alumno. Student´s Book. Intermediate Plus Class Audio CDs.
Diccionarios:
Bilingües:
-Diccionario Oxford Study, (con CD-Rom). Ed. OUP
Monolingües:
Ilustrados:
Gramáticas:
9
1 GUÍA DOCENTE ASIGNATURAS LOE -Grammarway 3, (con soluciones). Ed. Express Publishing.
(Alhambra Longman)
Listening practice:
-www.esl-lab.com
General English:
9
3 ANEXO I. COMPETENCIAS
CT 1
CT 2
CT 3
CT 4
CT 5
CT 6
CT 7
CT 8
CT 9
CT 10
CT 11
CT 12
CT 13
CT 14
CT 15
CT 16
CT 17
realiza.
profesional.
soluciones viables.
medioambiental.
general.
GUÍA DOCENTE ASIGNATURAS LOE CEC 1 Conocer los principales repertorios de la tradición occidental y de otras músicas, y adquirir
recientes.
musical.
CEC 10
sonoros.
combinaciones.
CED 10
9
4 9
5 GUÍA DOCENTE ASIGNATURAS LOE CEI 9 Conocer los procesos y recursos propios del trabajo orquestal y de otros conjuntos
CEI 10
extranjero
que
sirva
de
instrumento
de
nacionalidades.
READING
30 days on the minimum wage
Could you change your life in just 30 days? That’s the question documentary maker
Morgan Spurlock asked when he filmed his new Channel 4 TV series, 30 Days. Martin
Grady reviews the first programme of the series, 30 Days on the Minimum Wage*.
Spurlock, who is most famous for Supersize Me, his film about the dangers of eating junk
food, became frustrated that few people know about poverty in America. He and his
fiancée Alex decided to film an experiment – they’d give up their jobs for a month and try
to live on the minimum wage. The resulting documentary, which was filmed reality-showstyle using a handheld camera, contains a powerful, social message about the growing
gap between rich and poor in the USA.
The couple travel to Columbus, Ohio, one of the poorest cities in the USA. The only
apartment that they can afford to rent is filthy, in a dangerous area, and has no heating or
furniture.
Alex begins working as a dishwasher, whilst Morgan does building work with no safety
equipment. Neither of them earns more than the minimum wage.
It’s difficult to watch Morgan and Alex struggling in such terrible conditions. A charity gives
them some furniture for free, but they have to live without heating, TV and telephone.
They’re exhausted and freezing all the time and begin to argue about money. The couple
interview people in the same situation and listen to their stories. It’s difficult to imagine, but
these people have lived on the minimum wage for decades and many have children to
look after.
When Alex becomes ill and Morgan badly injures his wrist, they go to a free clinic for the
poor, but can’t see a doctor because of long queues. People there say that without free
medical care they’d die.
After thirty days, the experiment has failed. They have spent over $1,000 more than they
have earned. The couple are shocked – they can go back to their comfortable life in New
York, but what if they couldn’t? How would they continue to survive?
*The minimum wage in the US today is $5.15 per hour.
Example
Morgan Spurlock wanted to discover ________.
A how life changes in 30 days
B if you could change your life in 30 days
C if he could live on the minimum wage
1
30 days on the Minimum Wage is ________.
A a TV series
B a television documentary
C a review
2
Supersize Me was about ________.
9
4
5
6
7
8
9
10
A how eating too much junk food can be bad for you
B poverty in the USA
C the popularity of junk food
Morgan Spurlock is ________.
A single
B married
C engaged
The experiment was to discover if Morgan and Alex could ________.
A give up their jobs
B make a film together
C get by on very little money
The documentary ________.
A is about the rich and poor
B is a programme with a political message
C was filmed by a TV crew
Morgan and Alex rent their apartment because ________.
A it’s the only one they can find
B it’s cheap
C it’s in Columbus
Morgan and Alex ________ $5.15 per hour.
A both earn more than
B try to earn at least
C don’t earn more than
The couple have to live with _______.
A no furniture
B no central heating
C very little food
During the experiment Morgan and Alex _______.
A get on well
B argue all the time
C sometimes disagree about money
Morgan and Alex can’t see a doctor because _______.
A they didn’t apply for free medical care
B there are too many people waiting
C the bills are too high
LISTENING
Listening 1
Listen carefully to this job interview and choose the correct answer A, B or C
1. How does the interviewer feel about Tamara’s CV?
A. excited
B. impressed
C. confused
2. What type of job has Tamara applied for?
A. sales manager
B. sales person
C. receptionist
3. Tamara
9
7 GUÍA DOCENTE ASIGNATURAS LOE A. sometimes lives jobs unfinished
B. always likes to do jobs well
C. says that it is sometimes impossible to do certain jobs well
4. The interviewer says that_________ can be tiring
A. driving long distances
B. selling things
C. working long hours in the office
5. Tamara says she is persuasive because of her
A. training and motivation
B. motivation and experience
C. training and experience
6. She
A. wants to be promoted as soon as possible
B. isn’t interested in promotion
C. wants more experience first
7. The company runs training course in
A. selling techniques, computer skills
B. selling techniques, driving skills
C. managing techniques, computer skills and foreign languages
Listening 2
Listen to Kate and Brian talking about a magazine article. For statements1–5
complete the table.
1. There’s an article on _________________ in Kate’s magazine.
2. Brian thinks these type of articles are responsible for creating _________________.
3. The ‘David Beckham type’ is sporty, sexy, wears _________________, and
_________________ himself.
4. It is more important for the ‘new man’ to be ____________. He must be comfortable
with sensuality and _________________.
5. Bono and George Clooney are on the ________________ list.
WRITING
Write an article called Has modern technology improved our lifestyles? (140–180
words)
Begin the article with this introduction:
9
8 GUÍA DOCENTE ASIGNATURAS LOE These days we use a lot of modern technology that makes our lives easier. But has this
technology really improved our lives? In my opinion, there are advantages and
disadvantages.
Paragraph 2 Write two or three advantages
Paragraph 3 Write two or three disadvantages
Paragraph 4 Conclusion – write your opinion
SPEAKING
Monologue
Computers and the Internet
• Your computer: type of computer and use of it
• Computers at work / at school
• Advantages and disadvantages of computers
• Computer games
• Computers in the future
• Advantages and disadvantages of Internet
• Meeting people on the internet
Interaction
Gossip and Fame
STUDENT A
Look at the questions below and think what you are going to say. You must use
the information below. You have around 3 minutes to prepare the dialogue (3/4
minutes). During these 3 minutes you are not allowed to talk to your partner.
• Do you think there are more ‘famous’ people nowadays then in the past?
• Do you think people suffer because they are famous?
• Do you think it is right that the media intrude in the private lives of famous people?
STUDENT B
Look at the questions below and think what you are going to say. You must use
the information below. You have around 3 minutes to prepare the dialogue (3/4
minutes). During these 3 minutes you are not allowed to talk to your partner.
• Why do you think some people are so interested in the lives of famous people?
• Do famous people today provide a good model for young people?
• Would you like to be famous? Why (not)?
9
READING
1- B
2- A
3- C
4- C
5- B
6- B
7- C
8- B
9- C
10- B
LISTENING
Listening 1
1- B
2- B
3- B
4- A
5- C
6- C
7- A
Listening 2
1-‐ the ‘new man’
2- stereotypes
3- designer clothes, looks after
4- intelligent / a real gentleman
5- top ten
SCRIPT
Listening 1
Melanie: Please come in and have a seat
Tamara: Thank you.
Melanie: Well, Tamara. I’ve seen your CV and I’m very impressed. The first thing I’d like to ask is:
Why have you applied for this job?
Tamara: Erm, well, mainly because T.S:A. Is a company with an excellent reputation. I see selling
computer software as... err... en exciting new challenge.
Melanie: Can I ask you what you had to do in your last job? What were your responsibilities
exactly?
Tamara: Well, as a sales rep. For Ben Shi, a Chinese company, I had to sell office furniture to
companies and offer after-sales service to existing clients.
Melanie: What do you think are your strengths and weaknesses?
Tamara: Um... I’m a highly motivated, hard-working person and I think that I’m good with people
too. Weaknesses? Mmm, I don’t know if it’s a weaknesses exactly but I think that I’m possibly a bit
perfectionist. I don’t like to see jobs only half-finished or badly done. They have to be done really
well.
Melanie: So you don’t mind working long hours? After all, you’d sometimes have to drive long
distances and this can be very tiring, you know.
Tamara: I’m used to that because of my previous jobs.
Melanie: Are you good at persuading people to buy from you?
Tamara: I think so. I have had a lot of training and I’ve learnt through experience, of course.
Melanie: Would working on a commission only basis be a problem for you?
Tamara: Oh no, not at all. This would motivate me more and I love a difficult challenge.
Melanie: What are your ambitions for the future?
Tamara: Well, after getting another two or three years’ experience in sales, I’d like to become a
sales manager.
Melanie: OK, thank you very much Tamara. Now, are there any questions that you’d like to ask
me?
Tamara: Yes. What are the possibilities of getting promoted in the company?
1
0
0 GUÍA DOCENTE ASIGNATURAS LOE Melanie: There are good opportunities for the right people. There are often new positions for
regional sales managers but you might have to work in a different part of the country.
Tamara: Mm... what sort of training does the company offer?
Melanie: Well, we run all types of courses including ones on selling techniques, computer skills
and foreign languages. It all depends on the employees’ needs and our economic situation.
Tamara: oh, great. That all sounds very interesting.
Melanie: I’m glad you think so. Well, thank you for coming to this interview Tamara. We’ll be in
touch soon.
Listening 2
Kate
Brian
Kate
Brian
Kate
Brian
Kate
Brian
Kate
Brian
Kate
Brian
Kate
Brian
Kate
Brian
Kate
Hey Brian. You must read this article in this month’s Cosmo. It’s all about the new man.
Oh yeah? What’s that supposed to mean?
You know, sexy, sensitive, romantic, and takes care of his own image.
In your dreams! I hate these labels about people. It just creates more stereotypes.
Oh come on! Don’t take it so seriously! Let’s see what you know ... It says here that many
women still go for the David Beckham type.
Well, that’s certainly not me! I suppose that’s the sporty, sexy man who also looks after
himself ...
Yeah. And who buys designer clothes, goes to spas, and shaves his legs. But it says here
that David’s days are over. Now new men have to be more macho but still in touch with
their feminine side and not only think about their self-image all the time.
Oh what? Give me a break! So how do we do that?
Well, according to Cosmo, new men should try to be above just being sexy and fit but also
be a real gentleman too. The new man is intelligent and at the same time isn’t afraid of
romance and sensuality.
A great marketing strategy. Do women really believe this stuff? Anyway, do they give any
examples of the great new man?
Yeah, loads. Bono from U2, for instance, is on the top ten list.
Bono?
Yep. It says here he’s socially aware, confident, and compassionate. Oh and also George
Clooney, my favourite. He likes the good things in life, has many male friends, and knows
how to appreciate a woman.
What? And so that makes him a top ten new man?
It sure does.
Well, does it say if new men can cook egg and chips for dinner? ’Cos that’s what’s on the
menu tonight!
Great …
1
0
1 1
0
•
Nombre de la asignatura: Inglés VI
Impartición: Sexto semestre
•
•
Créditos ECTS: 1
•
•
•
12
3
15
La asignatura de Inglés VI debe permitir al alumno adquirir unos conocimientos y estrategias
en la lengua inglesa que le permitan utilizarla en situaciones de comunicación. El alumno debe
cotidianas y no tan cotidianas, con expresiones de uso frecuente y utilizando vocabulario rico y
variado y gramática adecuada al nivel. El alumno deberá mostrar su capacidad con el lenguaje
en base a las cuatro destrezas comunicativas: entender, tanto textos orales como escritos, y
producir, textos escritos como discurso oral. Así mismo, se consolidará el vocabulario y
expresiones relacionadas con la música.
La asignatura de Inglés VI se centra en el estudio y desarrollo de los siguientes temas: Los
medios de transporte, experiencias personales, historia y política, la moda, la vivienda desde
el punto de vista de la decoración y las labores domésticas, así como consolidación
vocabulario y estructuras de la música en inglés. Para ello es indispensable el conocimiento
de un léxico y unas estructuras gramaticales propias de dichos temas y que ayuden al alumno
a tratar todos ellos con cierta soltura en lengua inglesa.
•
evaluación.
•
La comunicación en torno a las cuatro destrezas: comprensión escrita y oral, y producción
escrita y oral.
•
La participación, tanto en clase, donde se favorece que el alumnado trabaje en parejas y
•
La corresponsabilidad, insistiendo en que el alumnado tome conciencia de la importancia del
trabajo personal fuera del aula, que será el que determine su progreso real. Resulta clave
pues, la realización sistemática de las tareas encomendadas por el profesor: ejercicios,
lecturas, redacciones, audiciones, etc.
•
La autonomía, ya que el proceso de enseñanza-aprendizaje no termina en el aula, sino que el
recursos en la Red recomendados por el profesor, asistencia a charlas o conferencias en
inglés sobre su especialidad.
Estos contenidos, aunque separados y listados para cada uno de los semestres, han de
1
0
3 GUÍA DOCENTE ASIGNATURAS LOE muy distintos, se volverá sobre ellos a lo largo de los cursos con el fin de enriquecerlos y pasar del
UNIT 3
CARS AND DRIVING
EXPERIENCES
HISTORY AND POLITICS
I - OBJETIVOS
COMUNICATIVOS
II - ASPECTOS
SOCIOCULTURALES
!
Entender, hablar sobre coches y medios de transporte
!
Entender, escribir y hablar sobre experiencias al viajar
!
Entender, escribir y hablar sobre experiencias extremas
!
Entender y hablar sobre las noticias del momento
!
Entender y hablar sobre hechos históricos
!
Realizar peticiones y pedir permiso en diferentes situaciones
!
Saber cómo registrarse en un hotel y solucionar posibles
problemas o presentar quejas.
!
!
!
!
Conocer y comentar lo que está sucediendo en el mundo
Importancia de la historia
Peticiones y permiso en diferentes contextos
Expresiones de sorpresa, de acuerdo, desacuerdo, de reacción a
buenas y malas noticias.
III - CONOCIMIENTO
!
!
!
!
Narrative tenses
Past perfect continuous
Third conditional
Must have, might have, can’t have
1
0
!
!
!
!
!
Cars and driving
Strong adjectives
History and politics
Check-in vocabulary
Expressions with the word MUSIC
!
!
!
Regular and irregular past
Expressive intonation
Silent letters
Reading: Two mixed-up stories
Joe and Simon’s story
Extracts from Scott’s diary
A rose without a thorn
IV - ACTIVIDADES
Listening: Andy telling Liz a story
Joe and Simon’s story
A recorded guide for tourists to Madame Tussaud’s
At a hotel
Writing: A story. A narrative
Your musical instrument
Speaking: Retelling stories
Talk about dangerous / amazing experiences
Current affairs and the news
History and politics ( briefly)
At a hotel. Role play
UNIT 4
FASHION
HOUSEHOLD ACTIVITIES
HOUSES AND DECORATION
El alumno deberá ser capaz de
I - OBJETIVOS
COMUNICATIVOS
!
Entender y hablar sobre la ropa y la moda.
!
Repasar cómo arreglárselas en una tienda, pedir, comparar,
pagar, reclamar
1
0
SOCIOCULTURALES
!
Entender y hablar sobre actividades domésticas
!
Expresar deseos
!
Entender y hablar sobre la vivienda y su descripción
!
!
Roles en la casa
Importancia del aspecto y la ropa en diferentes situaciones
.
E-mails informales ( repaso)
!
III - CONOCIMIENTO
DE LA LENGUA
!
!
!
!
Adjective order
The…the + comparative
Wish + past simple / past perfect / would + infinitive
Have something done
!
!
!
Fashion and shopping
Men and women adjectives
Houses and decoration
!
!
!
IV - ACTIVIDADES
Consonant sounds: / s /, / z /, /
Word stress
The / ∂ / sound
/
Reading: Clothes to die for
Why men don’t iron
Feng shui
Listening: Two people talking about fashion
Lucy and Charles talking about their rooms
At a shop
Writing: A informal letter / email
Speaking: Fashion and shopping. Discussion
At a clothes shop. Role play
The roles of men and women at home ( generalizing)
My house, description.
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6 GUÍA DOCENTE ASIGNATURAS LOE Aunque estos son los temas y actividades previstas para inglés I, se tratarán otros temas de
•
•
enfermedad común
final.
1
0
7 1
0
8 GUÍA DOCENTE ASIGNATURAS LOE continua podrá incluir también el resultado de una o más pruebas parciales que determinará el
docente.
Baremo: PRUEBA
Porcentaje
Puntuación
Mínimo
Examen de
gramática
20 %
20 puntos
10 puntos (50 %)
Comprensión
escrita
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión
20 %
20 puntos
10 puntos (50 %)
100 %
100 puntos
50 puntos
y vocabulario
e interacción oral
TOTAL
1
0
9 GUÍA DOCENTE ASIGNATURAS LOE Baremo
50 %
50 %
Baremo:
PRUEBA
Porcentaje
Puntuación
Mínimo
Comprensión
escrita
20 %
20 puntos
10 puntos (50 %)
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión e
interacción oral
20 %
20 puntos
10 puntos (50 %)
Evaluación
continua
20 %
20 puntos
10 puntos (50 %)
TOTAL
100 %
100 puntos
50 puntos
GUÍA DOCENTE ASIGNATURAS LOE la comprensión oral pueden incluir pruebas de elección múltiple, verdadero/falso, asociar ideas/
1
1
0 GUÍA DOCENTE ASIGNATURAS LOE BIBLIOGRAFÍA: Libros de texto:
•
New English File. Intermediate Plus. Ed. OUP
-Libro del alumno. Student´s Book. Intermediate Plus Class Audio CDs.
Diccionarios:
Bilingües:
González Casado. Ediciones Akal, S.A. Madrid 2000
Monolingües:
Ilustrados:
Gramáticas:
1
1
1 GUÍA DOCENTE ASIGNATURAS LOE -Swan M. & Walter C., How English Works (A Grammar Practice Book with Answers) O.U.P.
(Alhambra Longman)
ENLACES RECOMENDADOS:
Online dictionaries:
-www.classicalworks.com/html/glossary.html (Música)
Listening practice:
-www.esl-lab.com
General English:
1
1
1
CT 1
CT 2
CT 3
CT 4
CT 5
CT 6
CT 7
CT 8
CT 9
CT 10
CT 11
CT 12
CT 13
CT 14
CT 15
CT 16
CT 17
realiza.
profesional.
soluciones viables.
medioambiental.
general.
GUÍA DOCENTE ASIGNATURAS LOE CEC 1 Conocer los principales repertorios de la tradición occidental y de otras músicas, y adquirir
recientes.
musical.
CEC 10
sonoros.
combinaciones.
CED 10
1
1
4 1
1
5 GUÍA DOCENTE ASIGNATURAS LOE CEI 9 Conocer los procesos y recursos propios del trabajo orquestal y de otros conjuntos
CEI 10
extranjero
que
sirva
de
instrumento
de
nacionalidades.
READING
Read Movie tourism. Choose the correct answer (a, b, or c).
Example
Movie tourism is
a
a increasing all over the world.
b bad for economies.
c making money for film companies.
1 The article is about __
a how movie tourism has improved New Zealand’s economy.
b the effects of movie tourism in different places.
c the advantages of movie tourism.
2 New Zealand became a popular tourist destination because of __
a its countryside and landscape.
b its film stars.
c its growing economy.
3 The Lord of the Rings trilogy was filmed in __ locations in New Zealand.
a approximately one hundred and fifty
b one hundred and fifty
c over one hundred and fifty
4 __ was not filmed in New Zealand.
a The Last Samurai
GUÍA DOCENTE ASIGNATURAS LOE b Lost in Translation
c King Kong
5 Harry Potter fans are attracted to __
a The Tokyo Hyatt.
b New Zealand.
c London and Edinburgh.
6 When The Lord of the Rings film sets were made, the film company __
a destroyed the local environment
.
b took care of the environment.
c caused the local people a lot of problems.
7 The film company who made The Beach changed Maya Beach because __
a they thought the beach wasn’t perfect enough.
b it didn’t have any plants.
c it was too wide.
8 In the writer’s opinion, movie tourism is __
a a negative industry.
b good because it makes a lot of money for some countries.
c all right as long as film companies respect the local environment.
Movie Tourism
‘Movie tourism’ is a growing trend that is boosting economies around the world. A popular
destination in recent years has been New Zealand. Cinema-goers worldwide were first
introduced to its spectacular scenery through The Lord of the Rings trilogy. The three parts
were filmed in more than one hundred and fifty of the most dramatic locations in the
country, and used three hundred and fifty purpose built sets. Tour operators quickly
recognised the money making potential – the films were a free travel advertisement, with an
audience of millions. Now tour companies offer fans the opportunity to visit the films’
locations and absorb the atmosphere. The more recent success of films such as King Kong,
The Last Samurai, and The Chronicles of Narnia has continued to attract visitors to New
Zealand from around the world.
Other countries have also benefited from movie tourism. Thousands of Harry Potter fans
visit Britain every year to ride on the train that featured in the films and to visit London’s
King Cross Station and Edinburgh Castle. The Tokyo Hyatt, one of Japan’s most impressive
and expensive hotels, has seen an increase in the number of its guests since the box office hit
Lost in Translation was released.
In general, movie tourism can be seen as positive. It generates more money and people
become interested in other cultures. However, there can also be negative aspects. When
creating The Lord of the Rings film sets, producers took great care not to damage the
environment or disturb local people. Trees and plants that were removed to make space,
were temporarily re-located, looked after and then replaced after filming had finished.
1
1
6 GUÍA DOCENTE ASIGNATURAS LOE Unfortunately, not all film makers are always so responsible. Environmentalists at Maya
Bay on the Phi Phi islands off Thailand claim that the making of the hugely successful film
The Beach, starring Leonardo DiCaprio, destroyed an area of natural beauty. This beach is
now suffering from erosion because the film company changed its shape to make it look
wider. In addition, native plants were removed to create the image of a perfect, sandy beach.
This shows that if movie tourism increases, the movie industry should also accept greater
responsibility for its actions.
LISTENING
Listening 1
Listen to Janine talking about her holiday. For questions 1-5 choose the
correct answer.
1
How did Janine travel on holiday?
A By plane.
B By car.
C By bike.
2
Why was the holiday difficult?
3
A Because she travelled alone.
B Because she had never been in the desert before.
C Because, they travelled 6–8 hours a day.
According to Janine, what is unusual about Ulhuru?
A You can camp near the base of the rock.
B It has a different colour depending on where the sun is.
C The aboriginal people live in the area around it.
4
What did she say about the desert?
A She was afraid because everything seemed unfamiliar.
B She was disappointed because she couldn’t see many stars at night.
C It gives you a different perspective of our planet.
5
How did she feel when she arrived in Cairns?
A She was relieved to see water after being in the desert.
B She couldn’t believe she had travelled so far.
C She was thirsty because she had run out of water
Listening 2
1
1
7 GUÍA DOCENTE ASIGNATURAS LOE Listen to this extract from a documentary about famous art crimes. For
questions 1–5 complete the sentences.
1. The paintings were stolen from a museum in _________________ in August 2004.
2. There were two armed robbers wearing _________________.
3. The criminals _________________ in an Audi A6.
4. Later the police found the car and picture frames but they didn’t find the
_________________ or the paintings.
5. Some museum visitors said that there was a problem with the _________________
system.
WRITING
A newspaper is running a story-writing competition. Write about a nightmare
holiday you’ve had, or a difficult situation you’ve been in (or invent one), to send to
the newspaper. Answer the following questions. (140–180 words)
•
When and where did it happen?
•
Who were you with? Why?
•
What went wrong? What happened?
•
What happened in the end?
SPEAKING
Monologue
Important events in your life
You will have to speak about 3 minutes about one or two of the topic below. You
have 3 minutes to prepare what you are going to say:
• An important day at school or at work
• Something you worked hard to get
• An important family event
• A frustrating experience
• A day you won 1st prize or you were congratulated
• Something that you put a lot of effort into learning
• An awful day in your life
Interaction
HOUSEHOLD ACTIVITIES
1
1
8 GUÍA DOCENTE ASIGNATURAS LOE STUDENTS A & B
Look at the questions below and think what you are going to say using the ideas
listed. You have around 3 minutes to prepare what you are going to say. During
this time you are not allowed to talk to your partner. Then you will discuss the
points below with student A / B (3/4 minutes).
•
•
•
•
•
•
Who do you live with?
Who does the housework at home?.
What do you like to do and what do you hate to do in the house?
Do you think that men and women do the same work at home?
How have men and women’s roles changed in the last 30 years?
Teenagers help their parents at home, do you agree?
KEY
READING
1
2
3
4
5
6
7
8
B
A
C
B
C
B
A
C
LISTENING
Listening 1
1. B
2. C
3. B
4. C
5. A
Listening 2
1- Oslo
2- masks
3- escaped
4- suspects
5- alarm / security
SCRIPT
Listening 1
Caroline
So how was your holiday then? Did you enjoy it?
Janine
Well, it was certainly different. I’ve never done anything like it before! Actually, it was
quite a difficult trip.
1
1
9 GUÍA DOCENTE ASIGNATURAS LOE Caroline
Why, because of all the driving?
Janine
Yeah, it was very tiring, even though there were three of us who could drive.
Caroline
Who did you go with in the end?
Janine
With Andy and Simon. Neither of them mind driving long distances.
Caroline
So, how many hours driving did you do on average a day?
Janine
Probably about 6-8 hours.
Caroline
That doesn’t sound much like a holiday to me!
Janine
I know, but it was worth it! We went to some fantastic places.
Caroline
So, where did you set out from?
Janine
Well, we started from Melbourne, and then drove north up into the desert as far as
Ayres Rock.
Caroline
Oh there … I’ve seen pictures of it in books. Isn’t it called Ulhuru now though?
Janine
Yes, the aboriginal people in that area have got more control now over their land, and
what happens there with tourism, so that’s the aboriginal name for it.
Caroline
And what’s it actually like in real life?
Janine
I tell you, it’s totally amazing! It’s just out there in the middle of the desert and the rock
changes colour as the sun changes position at different times of the day.
Caroline
Wow, sounds incredible. Did you camp or stay in hotels while you were there?
Janine
We camped out most of the time. I don’t usually like roughing it much but it was ok.
Andy’s got a great tent ... it was actually quite luxurious!
Caroline
What’s it like being out in the desert all that time? Didn’t you get scared?
Janine
Hmm … no, not really. It’s quite beautiful in a strange kind of way and the stars at night
are amazing. You really feel like the world is round!
Caroline
So, where did you go after Ulhuru?
Janine
We drove on north to Kakadu National Park which is a fantastic place although you
have to be careful of the crocodiles!
Caroline
Crocodiles? No way!
Janine
Oh yes. And a few snakes and spiders and that! We finally went up to Cairns on the
coast. I almost couldn’t believe it when I saw the sea again! After driving all that way,
you are quite desperate to get to water!
Caroline
Sounds incredible. So, would you do it again then?
Janine
Yeah, if I had enough time, I’d do a similar trip. I’d like to visit the West coast next time
though.
Listening 2
1
2
0 GUÍA DOCENTE ASIGNATURAS LOE A more recent famous art crime happened in August 2004, when two armed robbers took only a
few minutes to steal two of the most famous and valuable works of art in the Oslo Munch museum.
On a Sunday morning, the masked thieves ran through the museum cafeteria, threatened museum
guards at gun point, and took Edvard Munch’s famous paintings, Madonna and The Scream in
front of about 70 shocked visitors. The Scream is one of the most famous paintings in the world
and Munch painted four versions of it, the first in 1893. It is said to be worth millions of dollars. It’s
best known version had been stolen 10 years before but was recovered three months later.
Once the thieves had located the paintings, they quickly pulled them off the wall and ran outside,
where a third man was waiting in a black Audi A6 to drive them away. The police later found the
car and the picture frames but there was no sign of the suspects or the paintings.
There was a lot of discussion about museum security after the robbery. If the security system had
been better, would the thieves have managed to steal the paintings so easily?
Eyewitnesses to the crime said that the paintings were not well attached to the walls and that they
couldn’t hear an alarm go off when the paintings were taken. Jorunn Christopherson, head of Oslo
museums information, denied this and said that an alarm did go off and that the museum guards
could do nothing as they were threatened at gun point. The paintings were eventually retrieved and
returned to the museum two years later.
1
2
1 1
2
•
Nombre de la asignatura: Inglés VII
Impartición: Séptimo semestre
•
•
Créditos ECTS: 1
•
•
•
12
3
15
La asignatura de Inglés VII debe permitir al alumno adquirir
y a la vez reforzar unos
conocimientos en la en la lengua inglesa que le permitan utilizarla en situaciones de
comunicación. El alumno debe poder comunicarse seguridad y flexibilidad, de forma hablada y
escrita, en situaciones cotidianas, y no tan cotidianas con expresiones de uso frecuente y
utilizando vocabulario rico y variado y gramática adecuada al nivel- El alumno deberá mostrar
su capacidad con el lenguaje en base a las cuatro destrezas comunicativas: entender, tanto
textos orales como escritos, y producir, textos escritos como discurso oral. Así mismo, el
alumno consolidará su conocimiento y uso de vocabulario y estructuras en inglés relacionadas
con la música..
.
La asignatura de Inglés VII se centra en el estudio y desarrollo de los siguientes temas:
Animales, memorias de la infancia, la mente, la música y su relación con la forma de vida de
las personas, celebraciones y actividades emocionantes así como de una consolidación del
vocabulario y expresiones relacionadas con la música en inglés. Para ello es indispensable el
conocimiento de un léxico y unas estructuras gramaticales propias de dichos temas y que
ayuden al alumno a tratar todos ellos con cierta soltura en lengua inglesa.
GUÍA DOCENTE ASIGNATURAS LOE competencia en la expresión y comprensión de la lengua inglesa, tanto en su forma hablada como
•
evaluación.
y oral.
1
2
UNIT 1
ANIMALS OR PEOPLE?
CHILDHOOD MEMORIES
THE MIND
El alumno será capaz de:
I - OBJETIVOS
COMUNICATIVOS
II - ASPECTOS
SOCIOCULTURALES
!
Entender, escribir y hablar sobre animales
!
Expresar opiniones a favor y en contra
!
Entender y hablar sobre recuerdos y anécdotas de la infancia
!
Entender y hablar sobre la mente y sus habilidades
!
Pedir y entender la información necesaria para ubicarse en un
lugar.
!
Conocer términos musicales, instrumentos, expresiones con la
palabra MUSIC
!
Respeto a las opiniones de otras personas
III - CONOCIMIENTO
!
!
!
Present perfect simple or continuous?
Quantifiers: all, any, every (body),..no, none
Relative clauses
DE LA LENGUA
!
Animals
1
2
!
!
!
Word-building
Words with more than one meaning
Expressions to show opinion and agreement or disagreement
Asking for and giving directions
!
!
!
Strong and weak syllables
ei / ie
Silent letters
Reading: English as a second language
Anyone can do it
Telepathy… the proof really is all in the mind
IV - ACTIVIDADES
Listening: A debate about protecting animals
People talking about childhood memories
A radio programme describing pictures
Writing:
How much have I changed?
An opinion composition
Speaking: Debate on animals
Talk about childhood memories
Giving opinion about telepathy, spirits, paranormal
experiences,….
Asking for and giving directions ( role play)
UNIT 2
THE PSYCHOLOGY OF MUSIC
CELEBRATIONS
ADRENALIN
El alumno será capaz de
I - OBJETIVOS
COMUNICATIVOS
!
Entender y hablar sobre la música desde diferentes puntos de
vista.
!
Entender a una persona que está dando una charla.
!
Describir un evento musical
!
Entender y hablar sobre celebraciones
!
Entender y hablar sobre tiempo libre y actividades relacionadas
con él.
1
2
SOCIOCULTURALES
!
!
Importancia de la música
Conocimiento y respeto de diferentes celebraciones.
III - CONOCIMIENTO
DE LA LENGUA
!
!
!
Future forms
Gradable / absolute adjectives
!
!
!
Music
Phrasal verbs
Party and celebrations vocabulary
!
IV - ACTIVIDADES
Ch and y
Reading: The hidden dangers of rock music
What’s your soundtrack
Las Fallas
A rush of adrenalin
Listening: John Sloboda, a music psychologist
Music festivals
Come round to my place
Risky sports
Writing: A live music event which made an impression on you
An opinion composition / for and against composition
Speaking: The importance of music in my life
Talking about live music events and festivals
Different celebrations and parties
Talk about moments in your life when you experienced a rush
of adrenalin
1
2
6 GUÍA DOCENTE ASIGNATURAS LOE 6- Evaluación del aprendizaje
•
•
enfermedad común
final.
docente.
1
2
7 GUÍA DOCENTE ASIGNATURAS LOE • Evaluación Sustitutoria: Para aquellos alumnos que hayan sobrepasado las tres faltas
Baremo: PRUEBA
Porcentaje
Puntuación
Mínimo
Examen de
gramática
20 %
20 puntos
10 puntos (50 %)
Comprensión
escrita
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión
20 %
20 puntos
10 puntos (50 %)
100 %
100 puntos
50 puntos
y vocabulario
e interacción oral
TOTAL
Baremo
50 %
50 %
1
2
8 1
2
9 GUÍA DOCENTE ASIGNATURAS LOE La evaluación continua tendrá un valor del 20% de la nota final.
Baremo:
PRUEBA
Porcentaje
Puntuación
Mínimo
Comprensión
escrita
20 %
20 puntos
10 puntos (50 %)
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión e
interacción oral
20 %
20 puntos
10 puntos (50 %)
Evaluación
continua
20 %
20 puntos
10 puntos (50 %)
TOTAL
100 %
100 puntos
50 puntos
GUÍA DOCENTE ASIGNATURAS LOE opinión, bien desarrollando un papel dado. El alumnado podrá ayudarse del material gráfico
•
NEW English File. Intermediate PLUS. Ed. OUP
-Libro del alumno. Student´s Book. Upper-Intermediate Class Audio CDs.
Diccionarios:
Bilingües:
1
3
0 GUÍA DOCENTE ASIGNATURAS LOE -Cambridge Klett Compact, (con CD-Rom). Ed. CUP
Monolingües:
Ilustrados:
Gramáticas:
(Alhambra Longman)
1
3
3
2 -www.wordreference.com
Listening practice:
-www.esl-lab.com
General English:
-http://www.agendaweb.org/listening/intermediate
CT 1
CT 2
CT 3
CT 4
CT 5
CT 6
CT 7
CT 8
CT 9
CT 10
CT 11
CT 12
CT 13
CT 14
CT 15
CT 16
realiza.
profesional.
soluciones viables.
medioambiental.
GUÍA DOCENTE ASIGNATURAS LOE CT 17 Contribuir con su actividad profesional a la sensibilización social de la importancia del
general.
recientes.
musical.
CEC 10
sonoros.
combinaciones.
1
3
3 1
3
4 GUÍA DOCENTE ASIGNATURAS LOE CED 8 Conocer las tendencias más recientes de la creación musical, con capacidad para
CED 10
CEI 10
extranjero
que
sirva
de
instrumento
de
nacionalidades.
Reading
Read Micro home. Choose the correct answer (a, b, or c).
Example
The article is about b
a
architects.
b
the design of small buildings.
c
a student village.
1 As cities become more crowded, __
a
populations are increasing.
b
there are more practical house designs.
c
property prices are going up.
2 The ‘m-ch’ project started when __
a
the German government gave some money to the project.
b
German and Japanese students decided to work together.
c
the population of Tokyo grew too large.
3 Buildings in Japan are often small because __
a
there isn’t a lot of space to build.
b
cities are very large.
c
buildings are densely populated.
4 The German team was especially interested in __
a
the environment.
b
building cubes.
c
designing compact buildings.
5 The German and Japanese design teams communicated by __
a
telephone.
b
video link up.
c
e-mail.
6 Japanese capsule hotels are designed to accommodate __
a
students.
b
families.
c
businessmen.
7 In the writer’s opinion, the design of the m–ch is successful because it __
a accommodates foreign students.
b has social and private spaces.
c makes good use of a very small space.
8 The O2 Student Village was designed to accommodate __
a
students who live in large cities.
b students from other countries who are not staying a long time.
c students who have an active social life.
1
3
5 GUÍA DOCENTE ASIGNATURAS LOE 9 When designing the ‘m-ch’, a top priority was __
a
that the cube has limited space.
b
that there were different areas for work and relaxation.
c
to include a fold-up bed.
10 The developers of ‘m-ch’ are confident that __
a
the building will be used in many ways in the future.
b
a large company will want to build the cubes.
c
in future everyone will want to live in an m-ch.
Find words or phrases in the text which mean:
Example
go up
1
2
3
4
5
rise
idea (n) ________
start something (ph.v) ________
not enough (space) (adj) ________
a most important point (n) ________
uses (n) ________
Micro home
As populations increase, cities become more crowded and space for new housing
becomes limited. This causes property prices to rise. In order to deal with this
challenge, architects worldwide are looking to design small, cost effective, and
practical houses.
A modern concept in design is the ‘micro compact home’ or ‘m-ch’. The
development of the ‘m-ch’ began when a professor of architecture and product
design at Technical University Munich set up a collaborative student assignment
between his university and the Tokyo Institute of Technology.
Japanese architecture has had a clear influence on the micro compact home.
Japan’s cities are densely populated and compact buildings are common because
of a lack of space. In Tokyo, a member of the German team lived in a one-room flat
that measured only 10 square metres, including the kitchen and bathroom. This
experience lead to a particular interest in micro architecture, which takes up as little
space in the environment as possible. Designs for the ‘m-ch’ were based on a cube
shape measuring just 2.6 square metres. In the early stages of the project, videoconferencing was used to discuss ideas. Later, when the German team visited
Japan, they gained inspiration for the design from microbars and capsule hotels,
where businessmen sleep in tiny rooms the size of a small single bed.
The success of ‘m-ch’ is that it makes such limited space suitable for everyday
living. Technical University Munich now has ‘The O2 Student Village’, which is
designed to accommodate short-term foreign exchange students. It features a
series of ‘m-ch’ cubes on different levels, with spaces for both social interaction and
private living. The flats include a fold-up double bed, a large table that slides into the
wall and most importantly, separate work and sleeping areas. The designers
1
3
6 GUÍA DOCENTE ASIGNATURAS LOE consider this a priority from a psychological view –students feel relaxed when
they’re not studying.
So is there a future for the ‘m-ch’? Its developers believe that it could fulfil several
functions such as a private holiday home, accommodation for travelling business
people, a first flat for teenagers in their parents’ gardens, or even a research station
for watching birds or animals. In the future, we may all end up living in one.
LISTENING
Listening 1
Listen to a radio programme about sporting activities and exercise in modern Britain. For
questions 1-7 choose the best answer A, B or C.
1. The British government recommends exercising.......
A. 5 hours per week
B. and a half hours per week
C. Half an hour every day
2. According to the presenter, women...
A. Prefer to exercise together with other women
B. Don’t like to join team sports
C. Go to the gym less than men
3. Sue Tibballs says that girls
A. Start disliking sports very early
B. Like playing sports at school
C. Should watch more sports in the media
4. Gerry Sutcliffe thinks that....
A. Sports are part of people’s culture
B. Girls find it easier to play sports now.
C. Playing sports is good for everybody
5. Sue Tibballs says that...
A. Sports help you to keep fit
B. 60% of men enjoy sports competitions
C. Most women don’t like the competitiveness of sports
6. Sue Tibballs thinks that women...
A. Are not well represented in the sports sector.
B. Don’t have time for sports
C. Are sometimes discouraged to play sports
7. Sue Tibballs wants.....
1
3
7 GUÍA DOCENTE ASIGNATURAS LOE A. Better information about health and sports.
B. A new perception about sports.
C. More government involvement in promoting sports
Listening 2
Listen to a TV news report about dangers at sea. For questions 1-8 complete the table.
1. There have been _________________ shark attacks in the USA this year.
2. The tourist was attacked _________________ the beach.
3. He was bitten on the _________________.
4. A dead zone is an area without_______________
5. The dead zone off the coast of Texas covers_______________ miles
6. Fifteen years ago there were _________________ as many dead zones as there are
now
7. The beach is a __________________ time to go swimming near a dead zone.
8. The Texas Wildlife Department ____________ telling people to stop swimming in the
sea.
WRITING
Opinion Composition:
‘Top sports people earn too much money nowadays’
Write four paragraphs:
Paragraph 1: Introduction
Paragraphs 2 & 3: Reasons why you are ‘for’ or ‘against’
Paragraph 4: Conclusion ( a summary of your opinion)
Write about 140-170 words
.
SPEAKING
Monologue
Childhood
prepare what you are going to say:
1
3
8 GUÍA DOCENTE ASIGNATURAS LOE •
•
•
•
•
•
•
Talk about your childhood
Did your life use to be very much different to how it is now? In what ways?
Which activities ( sports,…) were you keen on?
Tell an anecdote (an important moment, a bad moment,…)
What were you afraid of?
Talk about your favourite relative when you were a child.
How do you think children’s lives now are different from children’s lives in the past
Interaction
Animals & Pets
STUDENT A
Look at the questions below and think what you are going to say, using the
information below. You have around 3 minutes to prepare the dialogue (3/4
minutes). During these 3 minutes you are NOT allowed to talk to your partner.
Keeping pets at home
With you partner, argue AGAINST this statement considering:
• Money and time they need
• Health
• Educational value
• Holidays
• Abandoned pets
• Your experience having pets
_____
STUDENT B
Look at the questions below and think what you are going to say, using the
information below. You have around 3 minutes to prepare the dialogue (3/4
minutes). During these 3 minutes you are NOT allowed to talk to your partner.
Keeping pets at home
With you partner, argue IN FAVOUR this statement considering:
• Money and time they need
• Health
• Educational value
• Holidays
• Abandoned pets
• Your experience having pets
1
3
4
0 KEY
READING
1
1- c
2- b
3- a
4- c
5- b
6- c
7- c
8- b
9- b
10- a
2
1- concept
2- set up
3- a lack of
4- priority
5- function
LISTENING
Listening 1
1-B
2-B
3-A
4-C
5-C
6-B
7-C
Listening 2
1- eight
2- quite near
3- leg
4- oxygen
5- 5,800 square
6- half
7- bad
8- aren’t
SPORTS VS EXERCISE PRESENTER: You may be aware that the government has suggested that we should all exercise
for half an hour five times a week, and the expectation is that most of it would be achieved through
sport, which seems to be fine if you are a man, but not if you are a woman. Only 3% of women take
part in team games, although gym membership is pretty evenly split between the sexes. So, why
do women exercise when men play sport? Well, this Thursday there is to be a conference raising
the game, “The future for women in sport” where the Women’s Sport and Fitness Foundation will
be announcing the results of their research on the genre differences in attitudes. I was joined
earlier by Gerry Sutcliffe, who is Minister for Sport, and by Sue Tibballs, who is chief executive of
the foundation. What do women tell them about why they dislike sport?
SUE TIBBALLS: I think school sports is a problem. We know that a quarter of women say that
school sports put them off exercise for life. And it starts very young, by age 7, 40% of girls say
they are not sporty, so sport amazingly just remains an extremely male and masculine activity still
to this day, but when you consider that only 5% of all sports media coverage features women,
maybe it’s not that surprising.
PRESENTER: Gerry, why have you determined that 3 out of 5 of those exercise periods that you are
recommending per week should come from sport and not from exercise?
GERRY: Well, it’s to try and encourage a change of culture. I mean, I agree that part of the problem is
people’s bad experiences, but what we are hoping is that we can change that culture all the way
through, so that, not only in school sport the people have a better experience, but trying to make sure
that, you know, people feel better about themselves, and we think sport can offer that. Now I accept that
the split that’s there and I think it’s trying to offer new sports so that the women and girls do feel at ease
with all what’s going on…
GUÍA DOCENTE ASIGNATURAS LOE 1
4
1 PRESENTER: Sue, how would you define the difference between sport and exercise?
SUE TIBBALLS: Well, it is a bit blurred, isn’t it? But, I think in the minds of most people they tend to
think of team sports and competitive sports, exercise the things you do to keep fit. So there’s a big
difference there because we know that 60-odd percent of men enjoy the competitiveness of sport,
compared to only about a third of women. I mean, at the Women’s Sport and Fitness Foundation we
are passionate about sport, so we are not saying that there is no possibility of encouraging more girls to
play sports, in fact, on the contrary, girls football is the fastest-growing sport in the country, so we know
there’s huge potential. But the sports sector has got to work a lot harder to understand women’s lives, I
mean, a reality that all women will understand is that women are busy. There’s lots of other things to do
with their time, so we’ve got to find ways of making sport fit into the time they have available. And yet at
the same time, be realistic, that Sport is not going to achieve this on its own, other government
departments have got to get involved, particularly the department of Health.We also know that 60 % of
women think that they are doing enough, so there seems to be quite a bit perception gap.
PRESENTER: Gerry, just before we go on to the question of where women find the time for all of this…
Listening 2
Beverly: A British tourist has been attacked by a shark off the coast of Texas, making it the eighth
shark attack in the USA this year. We now go over live to Freeport for a special report from our
North American correspondent, Andrew Evans.
Andrew, I understand the man didn’t do anything unusual to cause this attack.
Andrew: Yes, that’s right, Beverly. Mark Skipper, a 47-year-old man from Oxford, was just
swimming on his own quite close to the beach when he was attacked.
Beverly: How badly was he hurt?
Andrew: Well, we don’t have much information yet, but we know his leg was bitten badly. He was
immediately taken to hospital and we’re waiting to hear how he is.
Beverly: So Andrew, why are the sharks coming in so close?
Andrew: Well Ryan Williamson, who works for the Texas Parks and Wildlife Department, believes
that the increase in shark attacks is because of what they call dead zones. These are areas in the
ocean where there isn’t enough oxygen, so all the fish die.
Beverly: So there aren’t fish for the sharks to eat.
Andrew: Exactly. Many of these dead zones are actually quite close to the coast, so the sharks
come in closer and closer looking for food.
Beverly: So what turns an area of the ocean into a dead zone?
Andrew: I’m afraid it’s us, Beverly, people. There’s too much pollution in the sea – and it’s killing
all the fish. And these dead zones cover fairly large areas – the one we’re talking about here, for
example covers about 5,800 square miles.
Beverly: And are these dead zones only around the US coast?
Andrew: No, they’re not. According to the United Nations, there are about a hundred and fifty dead
zones around the world- that’s twice as many as there were 15 years ago. The largest ones are in
the oceans and seas around China, Japan, south America, Australia, and New Zealand. And the
number of shark attacks has increased in all of those places.
GUÍA DOCENTE ASIGNATURAS LOE Beverly: So is the Wildlife Department in Texas now saying that people shouldn’t go swimming?
Andrew: No, they aren’t telling people to stay out of the water, but they’ve advised holidaymakers
not to go swimming early in the morning or in the evening, because those are the times when
sharks feed.
Beverly: Thank you, Andrew Evans for that report. 1
4
2 1
4
•
Nombre de la asignatura: Inglés VIII
Impartición: Octavo semestre
•
•
Créditos ECTS: 1
•
•
•
12
3
15
La asignatura de Inglés VIII debe permitir al alumno adquirir nuevos conocimientos en la
lengua inglesa, así como consolidar los aprendidos hasta ahora y, que le permitan utilizarla en
situaciones de comunicación. El alumno debe poder comunicarse con seguridad y flexibilidad,
de forma hablada y escrita, en situaciones cotidianas y otras menos previstas, con
expresiones de uso frecuente y utilizando vocabulario rico y variado y gramática adecuada al
nivel- El alumno deberá mostrar su capacidad con el lenguaje en base a las cuatro destrezas
comunicativas: entender, tanto textos orales como escritos, y producir, textos escritos como
discurso oral. Así mismo, se repasará todo el vocabulario y expresiones relacionadas con la
música en inglés.
La asignatura de Inglés VIII se centra en el estudio y desarrollo de los siguientes temas: Los
crímenes y sus castigos, la forma de vida norteamericana en contraste con la británica, una
pequeña introducción a la literatura de Shakespeare así como la consolidación vocabulario y
estructuras de la música en inglés. Para ello es indispensable el conocimiento de un léxico y
unas estructuras gramaticales propias de dichos temas y que ayuden al alumno a tratar todos
ellos con cierta soltura en lengua inglesa.
GUÍA DOCENTE ASIGNATURAS LOE competencia en la expresión y comprensión de la lengua inglesa, tanto en su forma hablada como
•
evaluación.
y oral.
trabajo personal fuera del aula, que será el que determine su progreso real. Resulta clave pues, la
realización sistemática de las tareas encomendadas por el profesor: ejercicios, lecturas,
1
4
UNIT 3
CRIME AND PUNISHMENT
TRUTH AND LIES
SECRET STORIES
I - OBJETIVOS
COMUNICATIVOS
II - ASPECTOS
SOCIOCULTURALES
!
Entender y hablar sobre crimen y castigos
!
Recontar lo que otro hablante dice
!
Saber expresar contraste
!
Saber cómo expresar invitaciones, sugerencias y ultimar citas
!
Expresar su opinión de manera escrita y hablada
!
Escribir sobre la biografía de una persona famosa
!
!
Respetar la opinión de otras personas
Importancia de la justicia
III - CONOCIMIENTO
!
!
!
Reporting verbs
Clauses of contrast: despite, although, etc
DE LA LENGUA
1
4
5 1
4
!
!
!
Crime and punishment
Truth and lies
Reporting verbs
Compound nouns
!
!
!
ough / augh
Consonant sound: / d/, / t/,
Stress on compound nouns
Reading: Two articles in two newspapers about the same event.
A text about liars
Barbie, her secret story
IV - ACTIVIDADES
Listening: Radio programme called Crimebusters
An interview with a private detective
An interview with Rolf Hausser, the true creator of Barbie doll
Two people arranging to go out
Writing: An opinion essay: “Community service is the best punishment
for young people who commit minor offence”.
A biography
Speaking: Giving your opinion about different aspects related to crimes
Reporting what other people say
Talking about personal experiences using reporting verbs
Brand products / Own house brand ( generic brand)
Planning to go out together ( role play)
UNIT 2
AMERICAN OR BRITISH ENGLISH?
THE AMERICAN WAY OF LIFE
A BIT OF SHAKESPERARE
El alumno será capaz de
I - OBJETIVOS
COMUNICATIVOS
!
Conocer las diferencias
norteamericano.
entre
el
inglés
británico
!
Conocer y opinar sobre el estilo de vida norteamericano.
!
Conocer brevemente sobre Shakespeare y sus obras
!
Expresar quejas de manera escrita y hablada
y
GUÍA DOCENTE ASIGNATURAS LOE II - ASPECTOS
SOCIOCULTURALES
!
Hablar de sus planes de futuro con relación a la música.
!
!
!
Sociedad británica / norteamericana
Conocimiento sobre Shakespeare
Quejas en diferentes situaciones
III - CONOCIMIENTO
DE LA LENGUA
!
!
The passive
So / such… that
!
!
!
British and American English
Abstract nouns
Complaint vocabulary
!
!
Changing stress
Vowel sounds
Reading: The man who destroyed mealtimes
Five short Shakespeare theatre plays
IV - ACTIVIDADES
Listening: Two people talk about their different lifestyles
Different speakers talking about bad service
Complaining in a shop, in a restaurant, in a hotel
Writing: A letter of complaint to a hotel
Speaking: Differences between British and American English
Discussing about the American way of life
Talk about theatre going habits
Complaining in shops, restaurants and hotels ( role play)
con otras de apoyo o repaso que pudieran ser necesarias
1
4
7 GUÍA DOCENTE ASIGNATURAS LOE Criterios de Evaluación
•
•
enfermedad común
final.
docente.
1
4
8 1
4
9 GUÍA DOCENTE ASIGNATURAS LOE debiendo realizar un examen en el que se valorará tanto su conocimiento de las estructuras
Baremo: PRUEBA
Porcentaje
Puntuación
Mínimo
Examen de
gramática
20 %
20 puntos
10 puntos (50 %)
Comprensión
escrita
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión
20 %
20 puntos
10 puntos (50 %)
100 %
100 puntos
50 puntos
y vocabulario
e interacción oral
TOTAL
Baremo
50 %
50 %
1
5
0 GUÍA DOCENTE ASIGNATURAS LOE El examen final se calificará con un 80% del valor total. Para superar el curso, los alumnos
Baremo:
PRUEBA
Porcentaje
Puntuación
Mínimo
Comprensión
escrita
20 %
20 puntos
10 puntos (50 %)
Comprensión oral
20 %
20 puntos
10 puntos (50 %)
Expresión e
20 %
20 puntos
10 puntos (50 %)
Expresión e
interacción oral
20 %
20 puntos
10 puntos (50 %)
Evaluación
continua
20 %
20 puntos
10 puntos (50 %)
TOTAL
100 %
100 puntos
50 puntos
GUÍA DOCENTE ASIGNATURAS LOE proporcionado, o apoyarse en las preguntas o afirmaciones dadas si lo considera oportuno.
•
English File. Intermediate Plus. Ed. OUP
-Libro del alumno. Student´s Book. Upper-Intermediate Class Audio CDs.
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1 GUÍA DOCENTE ASIGNATURAS LOE Diccionarios:
Bilingües:
Monolingües:
Ilustrados:
Gramáticas:
(Alhambra Longman)
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2 GUÍA DOCENTE ASIGNATURAS LOE ENLACES RECOMENDADOS: Online dictionaries:
Listening practice:
-www.esl-lab.com
General English:
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CT 1
CT 2
CT 3
CT 4
CT 5
CT 6
CT 7
CT 8
CT 9
CT 10
CT 11
CT 12
CT 13
realiza.
profesional.
GUÍA DOCENTE ASIGNATURAS LOE CT 14 Dominar la metodología de investigación en la generación de proyectos, ideas y
soluciones viables.
CT 15 Trabajar de forma autónoma y valorar la importancia de la iniciativa y el espíritu
medioambiental.
general.
recientes.
musical.
CEC 10
sonoros.
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5 1
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6 GUÍA DOCENTE ASIGNATURAS LOE CED 3 Desarrollar habilidades auditivas que le permitan reconocer, memorizar y reproducir una
combinaciones.
CED 10
CEI 10
extranjero
que
sirva
de
instrumento
de
nacionalidades.
READING COMPREHENSION
ISLANDS IN THE SUN
There are more than 1,000 islands in the Maldives, which are about 400 miles west of Sri
Lanka and whose southern islands cross the equator. Indian traders, Phoenicians,
Egyptians, Chinese, Greeks, Romans and Arabs all became a part of the Maldives’ history
as their ships made their way through the dangerous waters and coral reefs. The majority
of those who settled were shipwrecked there and must have grown to love the great
beauty and peace of the place.
Today only 200 of the islands are inhabited, most of them divided between tourists and
local people, whose life, based on fishing and coconut trees, has remained unchanged for
centuries. On some you may see Buddhist temples or Hindu Shrines that were built before
the 12th Century, when the islanders became Muslins. As a result of the Islamic culture,
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7 GUÍA DOCENTE ASIGNATURAS LOE there are beautiful Arabic carvings that you can find in unexpected corners of old villages
and crumbling mosques.
The Maldives are now one of the West’s most popular tourist destinations but, depending
on the island you choose, it can still be easy to get away from the crowd – for a few more
years at least. Professional divers come to these clear waters for the 320 different kinds of
coral, many of which exist nowhere else in the world. But if you have never been scubadiving or snorkeling before, you will be more astonish by the 3,200 different species of
fish, some of which are so confident that they swim up to you and nibble your hands.
On land, scented trees somehow manage to survive in the thin soil that has grown up over
hundred of years from broken coral. In the heat of the midday sun, coconut trees throw
shade over the flat white sand, and as evening falls, the only sounds are those of the
gentle waves and the monsoon rain in the trees.
Most of the hotels have been built on islands that were uninhabited for years. However,
the guest bungalows, restaurants and electricity generators which provide Westerners
with such a high level of comfort and luxury are almost hidden by the tall trees and
bushes. The accommodation is also very different from that anonymous international style
that you find in hotels from Bonn to Bali – where else would you find your bed covered
every evening with dozens of red flowers – and not just if you are on honeymoon?
But for an outsider to get a taste of the Maldives beyond their natural beauty, they should
visit the island of Gan, only recently opened to tourists. Here a short bicycle ride takes you
through areas where whole families are at work collecting coconuts. The people living
here are not poor – the shops are full of goods, and every house has electricity. The
Maldivians like their privacy, and after the evening prayer rings out from the mosque at
sunset, all tourists must be out of the local villages and back in the hotel grounds.
Go to Maldives before mass tourism changes them too much; and go before global
warming causes sea level to rise and causes these 1000 islands to sink beneath the
Indian Ocean and once again become part of the coral reefs they came from when
volcanoes erupted under the sea millions of years ago.
Read the text. For questions 1-6, choose the correct answer A, B, C, or D
1. The majority of the local people are
A. Buddhists.
B. Hindus.
C. Muslims.
D. Arabs.
2. Experienced divers particularly appreciate
A. the clear water.
B. the unusual coral.
C. the strange fish.
D. the lack of tourists.
3. The writer finds it slightly surprising that
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8 GUÍA DOCENTE ASIGNATURAS LOE A. trees can grow so well.
B. It always feels so hot.
C. there is so much noise.
D. there is so much rain.
4. According to the text, the hotels
A. have spoiled the environment.
B. have forced islanders from their homes.
C. offer a very high standard of service.
D. are popular with couples on honeymoon.
5. It is particularly worth visiting the island of Gan because
A. You can come into contact with the local people.
B. It is easy to ride around by bicycle.
C. It has good shopping facilities.
D. You can spend the night in a village
6. What, according to the writer, will destroy the Maldives one day?
A. a rise in sea levels
B. a volcanic eruption
C. mass population
D. overpopulation
LISTENING
Listening 1
Listen to part of a radio interview with Alek Wek. For questions 1-7, choose the
correct answer A, B, C.
1. Alek Wek is......
A. a world leader.
B. a fashion designer.
C. a supermodel.
2. Alek Wek came to Britain....
A. to study.
B. to work
C. as a refugee
3. AleK Wek’s family almost dies because they....
A. didn’t have food to eat.
B. were shot in a war
C. had an accident
.
4. At one point when she was in Britain, she worked at the BBC as…
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9 GUÍA DOCENTE ASIGNATURAS LOE A. An actress
B. A cleaner
C. A presenter
5. Alek Wek realized that the war got serious when …
A. She heard bomb explosions.
B. Her father disappeared.
C. She saw a brutal killing
6. Alek thinks that village life in Africa is… A. romantic.
B. a wonderful thing.
C. particularly difficult for women. 7. Alek’s mother …
A. took her to a model agency in Crystal Palace
B. gave her the phone number of a model agency.
C. didn’t want Alek to be a model at first.
8. Alek thinks that …
A. school is very important.
B. fashion is very glamorous.
C. it is easy to find work as a model.
Listening 2
1. Listen to a firefighter giving a talk at a community centre on house fires and
complete the notes. You sometimes have to write more than one word.
HOUSE FIRES
1- Fires usually break out when people ________________
PRECAUTIONS
2- Install a ______________ and make an escape plan.
3- Don’t smoke in_______________
4- Put _____________ where children can’t get them.
5- Don’t leave cooking food unattended, especially_______________
IF THERE IS A FIRE
6- If you get trapped in your home,_____________ all the doors.
7- Put ______________ or clothing under the doors.
8- Hold a damp cloth under your ______________ to protect your lungs.
9- If you try to escape, it’s best to crawl because the nearer you are to the floor, the
_____________ the air is.
10- Get out as soon as possible, don’t try to save___________________
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0 GUÍA DOCENTE ASIGNATURAS LOE WRITING
You are very angry because there is more and more rubbish everywhere. Many people
don’t seem to pay any attention to rubbish bins. You like the place where you live but you
hate it when people throw beer or coke cans, candy wrappers, cigarette butts and
especially dog’s excrement on the pavement. You have finally decided to write a letter to
the local newspaper.
Before starting, you may decide to note down the following points you would like to take
into account:
• Present situation
• Consequences (dirt, smell, health problems, ....)
• Clean-up costs
• Prevention: people’s education
Write 150-170 words
SPEAKING
Monologue
The American way of life
•
•
•
•
•
American symbols: coca-cola, hamburgers, baseball…..
The way it differs from your lifestyle.
Its influence on our way of life.
The main problems American society is enduring at the moment.
Famous show stars or public figures
Interaction
Choosing a musical
STUDENTS A & B
You are in London and you want to go to the theatre to see a musical together with
your partner. Talk to student B /A and try to agree on ONLY ONE musical that you
would like to see together. (about 3/4 minutes)
You have around 3 minutes to prepare what you are going to say. During this time
you are not allowed to talk to your partner.
# Billy Elliot
# Chicago
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1 GUÍA DOCENTE ASIGNATURAS LOE # Les Misérables
# Mamma Mia
# Phantom of the Opera
KEY
Reading
1C
2B
3A
4C
5A
6A
Listening 1
1-C
2-C
3-A
4-B
5-A
6-C
7-C
8-A
Listening 2
1-are sleeping
2- smoke alarm
3- the bedroom
4- matches and lighters
5- hot oil
6- close / shut
7- towels
8- nose and mouth
9- clearer
10- pets and possessions
ALEK WEK PRESENTER: Alek Wek is one of the world’s leading supermodels, one of a handful of women
who command enormous fees for appearing on the catwalk or the front cover of the fashion
magazines. But her childhood could not have been more different. She came to Britain from the
Sudan as a child refugee when she was 14. She and her family had been forced to leave their
hometown of Wau, when the civil war engulfed the country, and they came close to starvation as
they tried to escape the fighting. At one point in her early years in London, she worked at the
BBC… cleaning the toilets. Her autobiography is called “Alek”, she explained what it was like for a
conflict suddenly to change your way of life.
ALEK WEK: When the war got very serious, I mean, it’s when I realized as a child that it was not
going to be the same living environment anymore. I mean, when you start to hear bombs and
gunshots going off and neighbours disappearing….
PRESENTER: And, eventually, you did arrive in the family village, and you found it very hard. You
say “people like to romanticize life in Africa, there are many wonderful things, but for women the
villages can be really rough places, it’s true all over Africa”. What do you mean by that?
ALEK WEK: When I say that I come from a small town in Wau, it’s a completely different story
than living in a village. I mean living a village life, it’s very hard. Everything is basic, you know, you
have to take the grain and pound it into flour before you can even consider to cook it. And then
also the culture difference, we had to be told what to do regardless... In the village I felt that
women didn’t have much of a voice...
PRESENTER: You were, literally, discovered by a talent scout in Crystal Palace. But you didn’t
follow up, they said, you know, we think you could be a model, they gave you a phone number to
ring. You weren’t keen to follow it up, they had to pursue you... How much of an advantage has it
been that you were never really that bothered at the beginning?
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2 GUÍA DOCENTE ASIGNATURAS LOE ALEK WEK: Well my mother did not want me to..., and she made it a point, every time, she was
like, “do not think about those kind of things, just go to school”, and I trusted her because she
never would give me an advice to hurt me, so, I really took that very serious. And I didn’t want to
throw away, you know, my future, essentially when you’ve worked so hard towards it, and you’ve
got any chance to go to school. So many young people are like “I want to be a model, I want to be
a supermodel”, and it’s like, that is not so glamorous like you think, it’s work, and even if you are
lucky enough to even work.
PRESENTER: There was one point at which you were told...
Listening 2
OK, if I can have your attention, please. Good morning, everybody. My name’s Sam, I’m a
firefighter, and I'm here today to give you some tips on how to prevent house fires. I'll also be
telling you the best way of getting out of a fire, if you ever happen to be trapped in one.
Most fires in the home happen while people are sleeping. One of the most important steps you can
take to protect your family is to install a smoke alarm on each floor of your house. Once you've got
your smoke alarm installed and working, you should make an escape plan with your family to make
sure everyone knows how to get out. Of course, there are other precautions you can take. The
most common causes of fatal fires in the home are tobacco and smoking products, so it's best to
avoid smoking in the bedroom. It's also important to keep matches and lighters out of reach of
children, preferably in a locked cupboard. Never leave food that's cooking unattended, especially
hot oil if you're frying. As well as preventing fires in the home, you also need to know what to do if a
fire does break out. If you get trapped in your home by smoke or flames, close all doors, and stuff
towels or clothing under the doors to keep smoke out. Cover your nose and mouth with a damp
cloth to protect your lungs. If you have to escape through a smoky area, remember that cleaner air
is always nearer the floor, so you'll need to crawl out on all fours. Finally, and very importantly, if a
fire breaks out, do not try to rescue pets or possessions. There isn't time to do this - you must get
out as soon as possible. Once you have got out, do not go back in for any reason. Firefighters
have a better chance of rescuing people who are trapped than you do. OK, any questions? 1
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Inglés

Transcripción

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