upv/ehu. faculty of arts. courses taught in … of arts. courses taught in english. academic year...

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FACULTAD DE LETRAS / LETREN FAKULTATEA

UPV/EHU. Faculty of Arts.

COURSES TAUGHT IN ENGLISH. Academic Year 2015-16

FIRST SEMESTER

25295 – SPOKEN ENGLISH / Inglés Oral (6 ECTS) .......................................................................................................... 3

25296 – ENGLISH I / Lengua Inglesa I (6 ECTS) ............................................................................................................... 4

25301 – PHONETICS / Fonética Inglesa (6 ECTS) ............................................................................................................ 6

25314 – HISTORY AND CULTURE OF ENGLISH SPEAKING COUNTRIES / Historia y Cultura de los Países de Habla Inglesa (6 ECTS) ..................................................................................................................................................................... 7

25298 – ENGLISH III / Lengua inglesa III (6 ECTS) ............................................................................................................ 8

25303 – ENGLISH GRAMMAR I / Gramática inglesa I ( 6 ECTS) .................................................................................... 10

25300 – ENGLISH V / Lengua inglesa V (6 ECTS) .......................................................................................................... 12

25310 – ENGLISH LITERATURE II / Literatura inglesa II (6 ECTS) ................................................................................... 13

25315 - TEACHING AND LEARNING OF ENGLISH AS A FOREIGN LANGUAGE / Metodología de la enseñanza del inglés (6 ECTS) ....................................................................................................................................................................... 16

25321 – LITERATURE AND CINEMA / Literatura y Cine en Lengua Inglesa (6 ECTS) ....................................................... 17

25370 - ACADEMIC ENGLISH / Inglés Académico (6 ECTS) .......................................................................................... 19

25313 – NORTH AMERICAN LITERATURE II / Literatura norteamericana II (6 ECTS) ....................................................... 20

25307 – ENGLISH SEMANTICS / Semántica Inglesa (6 ECTS) ....................................................................................... 22

25317 – ENGLISH SYNTAX / Sintaxis inglesa (6 ECTS) ................................................................................................. 23

25318 - VARIETIES OF ENGLISH / Variedades del Inglés (6 ECTS) ................................................................................ 23

25323 - POETRY IN ENGLISH / Poesía en Lengua Inglesa (6 ECTS) ............................................................................... 24

25434 – B LANGUAGE I: English / Lengua B I: Inglés (6 ECTS) ...................................................................................... 25

25436 – B LANGUAGE III: ENGLISH / Lengua B III: Inglés (6 ECTS) ................................................................................ 27

25296 – ENGLISH I / Lengua Inglesa I (6 ECTS) ............................................................................................................. 28

25596 – SECOND LANGUAGE III: ENGLISH / Segunda Lengua III: Lengua Inglesa (6 ECTS) ............................................ 29

25597 – SECOND LANGUAGE GRAMMAR I: ENGLISH / Gramática de la segunda Lengua I: Lengua Inglesa (6 ECTS) ..... 30

25599 – LITERATURE SECOND LANGUAGE I: ENGLISH / Literatura de la segunda Lengua I: Lengua Inglesa (6 ECTS) .... 33

25355 – CLASSIC LITERATURE AND ITS IMPACT ON EUROPEAN LITERATURE / Literatura Clásica y su Proyección en la Literatura Europea (6 ECTS) ...................................................................................................................................... 33

25356 – LATIN MIDDLE AGES AND EUROPEAN LITERATURE / Edad Media Latina y Literatura Europea (6 ECTS) .......... 34

25568 – ENGLISH FOR SPECIFIC PURPOSES / Inglés Técnico (6 ECTS) ...................................................................... 34

25568 – ANCIENT HISTORY II / Historia Antigua II (6 ECTS) .......................................................................................... 35

25703 – MEDIEVAL HISTORY : FEUDAL EUROPE / Historia Medieval: Europa Feudal (6 ECTS) ...................................... 35

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SECOND SEMESTER

25297 – ENGLISH II / Lengua Inglesa II (6 ECTS) ........................................................................................................... 37

25381 - ENGLISH ACCROSS THE WORLD / EL INGLÉS EN EL MUNDO (6 ECTS) .................................................. 38

25308 – INTRODUCTION TO LITERATURE IN ENGLISH / Introducción a la Literatura en Lengua Inglesa (6 ECTS) ............ 39

25299 – ENGLISH IV / Lengua inglesa IV (6 ECTS) ........................................................................................................ 40

25309 – ENGLISH LITERATURE I / Literatura Inglesa I (6 ECTS) .................................................................................... 41

25302 – MORPHOLOGY OF THE ENGLISH LANGUAGE / Morfología inglesa (6 ECTS) ................................................... 42

25306 – ENGLISH LANGUAGE ACQUISITION / Adquisición de la Lengua Inglesa (6 ECTS) ............................................. 43

25312 – NORTH AMERICAN LITERATURE I / Literatura norteamericana I (6 ECTS) ....................................................... 45

25316 – ENGLISH PHONOLOGY / Fonología Inglesa (6 ECTS) ...................................................................................... 46

25304 – ENGLISH GRAMMAR II / Gramática inglesa II (6 ECTS) ..................................................................................... 47

25322 – ENGLISH LANGUAGE LITERATURE AND WOMEN / Literatura y Mujer en Lengua Inglesa (6 ECTS) ................... 50

25357 – LITERATURE AND THE OTHER ARTS / Literatura y Otras Artes (6 ECTS) .......................................................... 50

25305 - HISTORY OF THE ENGLISH LANGUAGE / Historia de la Lengua Inglesa (6 ECTS) ............................................. 51

25311 - ENGLISH LITERATURE II / Literatura Inglesa II (6 ECTS) .................................................................................... 53

25319 – ENGLISH LANGUAGE PRAGMATICS / Pragmática inglesa (6 ECTS) ................................................................ 54

25320 – LITERATURE IN ENGLISH LANGUAGE / Literaturas en Lengua Inglesa (6 ECTS) ............................................... 55

25324 – DRAMA IN ENGLISH / Teatro en Lengua Inglesa (6 ECTS) ................................................................................ 56

25435 – B LANGUAGE II: ENGLISH / Lengua B II: Inglés (6 ECTS) .................................................................................. 58

25437 – B LANGUAGE IV: ENGLISH / Lengua B IV: Inglés (6 ECTS) ............................................................................... 59

25452 – HISTORY & CULTURE OF ENGLISH SPEAKING PEOPLE / Historia y Cultura de los Países de Habla B (Inglés) ... 61

25297 – ENGLISH II / Lengua Inglesa II (6 ECTS) ........................................................................................................... 61

25659 – SECOND LANGUAGE IV: ENGLISH / Segunda Lengua IV: Lengua Inglesa (6 ECTS) .......................................... 62

25598 – SECOND LANGUAGE GRAMMAR II: ENGLISH / Gramática de la segunda Lengua II: Lengua Inglesa (6 ECTS) .... 64

25600 – SECOND LANGUAGE LITERATURE II: ENGLISH / Literatura de la segunda Lengua II: Lengua Inglesa (6 ECTS) .. 66

25552 – WORLD ECONOMY HISTORY / Historia Económica Mundial (6 ECTS) .............................................................. 67

25721 – HISTORY OF CONTEMPORARY LATIN AMERICA / Historia de Iberoamérica Contemporánea (6 ECTS) ............. 68

25700 – AMERICAS IN THE EARLY MODERN AGE / América en la Edad Moderna (6 ECTS) .......................................... 69

25329 – AN INTRODUCTION TO THE CONTENPORARY WORLD / Fundamentos del Mundo Contemporáneo 70

25708 – MODERN HISTORY II / Historia Moderna II (6 ECTS) .. ............................................................................ 71

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FIRST SEMESTER

25295 – SPOKEN ENGLISH / Inglés Oral (6 ECTS)

Undergraduate Degree: Grado en estudios ingleses (First year)

Skills / Programme Outline / Aims & Objectives This subject, which accompanies English Language I and English Language II, offers students theoretical and practical lessons consisting of a range of activities that will give them practice in pronunciation for both speaking and understanding and the opportunity to improve their listening comprehension and speaking skills at level B2.

Upon completion of the course students will be able to: 1. Understand recordings and broadcast audio materials delivered in a variety of English accents recognisingimplicit meaning and identifying finer points of detail. 2. Identify complete phrases within utterances.3. To read aloud a range of short texts showing accurate pronunciation, stress and intonation.4. To show knowledge of the articulation of the sounds of English, the pronunciation of –(e)s and –(e)d endings aswell as connected speech phenomena. 5. Formulate ideas and opinions without much disruption, coherently developing particular points.6. Deliver an oral presentation in front of an audience.7. Show a good command of well-known spoken phrases, colloquial expressions and idioms.

Syllabus This course is delivered through a series of lessons and activities that incorporate different contents. For the sake of clarity the contents of the course are presented here broken down by two broad language components: (1) oral comprehension and (2) oral expression. 1. ORAL COMPREHENSION1.1. Listening practice 1.2. Dictation practice

2. ORAL EXPRESSION2.1 Reading aloud practice 2.2. Pronunciation training 2.2.1. The sounds of English: Phonetic transcription using IPA symbols 2.2.2. Weak forms 2.2.3. Stress and intonation 2.2.4. Connected speech phenomena 2.3. Speaking practice 2.3.1. Oral presentation guidelines 2.3.2. Class speaking activities 2.4. Vocabulary: well-known spoken phrases, colloquial words, expressions and idioms

The students will be assessed according to their performance in the following testing tasks: READING ALOUD TASKS: 20% ORAL PRESENTATION: 30% FINAL EXAM: 50%

Basic Bibliography: Mortimer, C. (1985) Elements of Pronunciation. Cambridge: Cambridge University Press O'Connor, J.D. and Claire Fletcher (1989) Sounds English. A pronunciation Practice Book. Essex: Longman Wells, J. C. (2008). Longman Pronunciation Dictionary, 3rd Edition. London: Longman.

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25296 – ENGLISH I / Lengua Inglesa I (6 ECTS)

Undergraduate Degree: Grado en estudios ingleses (First year)

Skills / Programme Outline / Aims & Objectives This subject is the first one of a series of two aimed at offering students the training they need in order to acquire a linguistic competence in English at the B2 level. In order to attain this goal, theoretical and practical lessons will be offered in which students will have the opportunity to practice the different facets of the four basic language skills - listening, speaking, reading, writing - by means of a number of formative activities that will be carried out by students both individually and in groups, and in the classroom or at home.

All class activities and home assignments will be geared to helping students advance towards the acquisition of the following competences: Listening : To understand extended speech and follow even complex lines of argument provided the topic is reasonably familiar(Level B2). Reading: To read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints (Level B2). Spoken production: To give clear, detailed descriptions, expanding and supporting ideas with subsidiary points and relevant examples(Level B2). Written production: To write clear, detailed texts on a variety of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options (Level B2). Linguistic competence: To have and use a sufficient range of language (vocabulary, grammar, discourse and pronunciation) to carry out a repertoire of exercises and communicative tasks (Level B2).

Syllabus 1. GRAMMAR1.1. The formation of questions 1.2. Constructions with auxiliary verbs: 1.2.1. Short answers 1.2.2. Ellipsis 1.2.3. Inversion with so and neither 1.2.4. Echo (or reply) questions 1.2.5. Question tags 1.2.6. Emphatic affirmative clauses 1.3. The… the comparatives 1.4. Tenses: 1.4.1. Present perfect (simple and continuous) 1.4.2. Narrative tenses 1.4.3. Future perfect and future continuous 1.5. Adjectives: 1.5.1. Order before nouns 1.5.2. Adjectives without nouns 1.6. Adverbs and adverbial phrases: 1.6.1. Types and position of adverbs 1.6.2.Degree adverbs so and such before that clauses 1.7. Passives: 1.7.1. The formation and use of passive structures 1.7.2. Passive structures with verbs of saying and reporting 1.8. Conditionals and future time clauses

2. VOCABULARY2.1. Confusing words: verbs, adverbs and adverbial phrases 2.2. The meanings of take 2.3. Phrasal verbs 2.4. Course topics: 2.4.1. Speed dating 2.4.2. Personality 2.4.3. Psychics 2.4.4. Illnesses and injuries: symptoms and treatment 2.4.5. Stress 2.4.6. Clothes and fashion 2.4.7. National stereotypes

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2.4.8. Air travel 2.4.10. Reading habits 2.4.11. Weather and Climate change 2.4.12. Crime and punishment

3. PRONUNCIATION AND INTONATION3.1. Consonant and vowel sounds 3.2. Word and sentence stress 3.3. Checking the pronunciation of a word in a dictionary: phonetic symbols and word stress 3.4. Intonation, stress and rhythm in questions and in constructions with auxiliary verbs 3.6. Pronouncing irregular past forms 3.7. Pronouncing words containing the letter u

4. SPEAKING4.1. Discourse markers: linkers, adverbs and adverbial expressions 4.2. Conversation skills: turn-taking reacting and asking or more information 4.3. Describing 4.4. Discussing: giving and seeking opinions; agreeing and disagreeing 4.5. Comparing and contrasting alternatives 4.6. Telling stories and anecdotes

5. WRITING5.1. The phases of the writing process: 5.1.1. Planning: brainstorming the content 5.1.2. Organizing the text into paragraphs 5.1.3. Editing: grammar, spelling, punctuation and register 5.2. Discourse markers: linkers, adverbs and adverbial expressions 5.3. Text types: 5.3.1. An informal email 5.3.2. A mini saga 5.3.3. A short story 5.3.4. A composition expressing opinion

6. READING6.1. Gist reading 6.2. Scanning to locate desired information 6.3. Reading to identify the main conclusions 6.4. Guessing the meaning of words and phrases from the context 6.5. Jigsaw reading

7. LISTENING7.1. Listening for main points and listening for specific information 7.3. Listening to identify personal attitudes and relationships 7.4. Intensive listening for words and phrases

The students will be assessed according to their performance in the following testing tasks: UNIT REVISION TESTS : 30% CLASS ATTENDANCE AND PARTICIPATION: 10% ORAL PRODUCTION TASK: 10% FINAL EXAM: 50%

Compulsory Teaching Materials Oxenden, Clive and Christina Latham-Koenig. 2008. New English File. Upper-intermediate. Student's book. Oxford: OUP. Oxenden, Clive and Christina Latham-Koenig. 2008. New English File. Upper-intermediate. Workbook. Oxford: OUP. A good English-English dictionary. A good English-Spanish and/or English-Basque dictionary (recommended: Aulestia, G. y L. White. (1992). Euskara ingelesa- Ingelesa euskara hiztegia. Reno, Nevada, University of Nevada Press. A good book on English usage (recommended: M. Swan 2005. Practical English Usage. Oxford: OUP.).

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Basic Bibliography: Murphy, Raymond. 2004. English Grammar in Use: a reference and practice book for intermediate students of English. Cambridge: CUP. Vince, Michael. 2009. First Certificate Language Practice. English Grammar and Vocabulary. 4th. ed. Oxford: Macmillan. McCarthy, Michael and Felicity O'Dell. 2001. Vocabulary in Use (upper-intermediate)with answers. Cambridge: CUP. Diccionario Oxford de Phrasal Verbs. Inglés-Español.2006. Oxford: OUP. Macmillan Phrasal Verbs Plus.2005. Oxford: Macmillan. 25301 – PHONETICS / Fonética Inglesa (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Second year) Skills / Programme Outline / Aims & Objectives KNOWLEDGE: Understanding of main theoretical concepts in phonetics Familiarization with phonetic symbols and the International Phonetic Alphabet. Understanding the functioning of the main speech organs and their articulatory and acoustic effects Understanding sound production in its different stages: initiation, phonation and articulation. Acquisition of a solid knowledge of the English sound system, syllable structure and phonotactics. Awareness of the L1 sound system, its differences with the English sounds system and consequences in FL acquisition. Understanding the diifferent types of speech rhythm and effects on syllable weakening; Understanding allophony and the mechanisms of coarticulation and sound variation in connected speech SKILLS Aural Perception: Discrimination of English phonemes; Perception of main English allophones Oral Production: Production of all English phonemes; Production of main English allophones Transcription from written input: English phonemic transcription of passages and narrow phonetic transcription Transcription from aural input: English phonemic transcription of connected speech passages Ability to analyse and describe the English sound system. Discrimination of the L1 vs. English sound system Ability to analyse pronunciation and perception problems in English as a foreign language Syllabus 1-Introduction: Terminology, areas and units of analysis. Standard accents. 2-Symbols and labels. IPA structure and description. Transcription, perception and production practicals. 3-Sounds of English. English phonemic system: consonants and vowels. Transcription, perception and production practicals. 4-Symbols vs. orthography. Analysis of the relationship between phonetic transcription and spelling. Main correspondences. 5-Problems and origins. Written text transcription and aural dictation transcription practicals. 5-Phonetics in FL acquisition. FL vs. L1 sound systems 6-Phonotactics. English syllable structure and phonotactic possibilities. Written text transcription and aural dictation transcription practicals. 7-Stress and rhythm. Strong and weak forms. Syllable prominence, English rhythmic structure. Unstressed syllable weakening. Weak forms in grammatical words. Written text transcription and aural dictation transcription practicals. 8-Articulatory phonetics. Physiology and functions of speech organs. Articualtory description practicals. 9-Coarticulation and English allophones. Characteristics and modifications to sounds in connected speech. Connected speech transcription and articulatory description practicals. Types of allophones. Main English allophones. Narrow transcription practicals. 10-Acoustic phonetics. Speech transmission. Acoustic characteristics of main sound types. Spectrographic analysis practicals. 11-Perceptual phonetics. Physiology, processes and mechanisms of speech sound perception by the auditory system. 12-Other accents of English. Phonetic description of the main characteriscts of other English accents. Accent auditory discrimination practicals. The students will be assessed according to their performance in the following testing tasks: G008 Transcription test from aural input: 10% G001 Perception test: English sound discrimination: 10%

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G001 Production test: English sound production: 10% M03CM01 Final written exam: 70% Compulsory Teaching Materials www.wtt.org.uk Matlab and web-based perception training materials. Basic Bibliography: Ashby, M. & Maidment, J.A., 2005, Introducing Phonetic Science, Cambridge: Cambridge University Press. García Lecumberri, M. L. y Maidment, J. A., 2000, English Transcription Course, London: E. Arnold. Wells, J. C., 2000, Longman Pronunciation Dictionary, London: Longman. 25314 – HISTORY AND CULTURE OF ENGLISH SPEAKING COU NTRIES / Historia y Cultura de los Países de Habla Inglesa (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Second year) Skills / Programme Outline / Aims & Objectives This course will start by providing students with an overview of some relevant historical events of the two most influential English-speaking countries (Great Britain and the United States), in an attempt to observe how these contributed to the creation, development and transmission of the national identity of both countries. Subsequently, students will have the opportunity to discuss about different aspects of the socio-political, educational, cultural and artistic life of the two countries, through the study and analysis of texts of diverse nature and characteristics. The essence of the course will be completely interdisciplinary, even if we will base our classes in the cinematic portrayals of several sociocultural issues. By the end of the semester should be able to: • Identify and gain knowledge of the major historical events of Britain and the United States, and understand the cultural reality of both countries. • Identify the socio-cultural and historical reality of both countries from the critical reading/analysis of texts of diverse nature. • Possess broader foundations of knowledge and know-how, which will enable them to perform better as readers. • Develop a critical understanding of the proposed texts by means of using different sources, and express individual critical thoughts correctly in their written and oral production. • Develop strategies for the written and oral defense of one’s critical ideas in the context of group work, using different bibliographical sources and relating them to the proposed artistic works. • Develop individual and group research strategies in multidisciplinary and varied topics. • Think critically about issues of general interest both in to the personal and communal spheres, and understand the role of literature and arts for the construction and deconstruction of social and cultural identities. Syllabus 1. The physical landscape 2. Languages and Symbolism 3. History 4. Housing and Urban Planning 5. The Economy 6. Social Classes 7. The Social Services 8. Politics 9. Gender and Gender roles 10. Education 11. Religion and Moral Issues 12. Healthcare The final grade for this course will be formulated based on the following criteria: 1. Oral presentations (15 %) 2. Three in-class written textual commentaries on the following estimated dates (60 %) 3. Extra essays (20%) 4. Commitment and participation (5%) Students who do not take one of these, must take the exam. 5. Final exam/ 10 page essay. Students who do not attend class regularly and/or who fail to write three acceptable

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commentaries will be required to take a final written exam (50 %) and write a 10 page essay on a topic related to the themes covered in class (50%).

Compulsory Teaching Materials The teacher will provide students with a photocopy folder that will be found at the photocopy service room in the Faculty of Arts. Most of the texts, however, will also be attached in the Moodle platform, which we will be using continuously in our sessions. Basic Bibliography: Bassnett, Susan. Studying British Culture, Routledge:London, 1997 Bedarida, François. A Social History of England, Routledge: London, 1991. Bradbury, Malcolm & Temperley, Howard. Introduction to American Studies, 3rd ed., Longman: London, 1998. Brogan, Hugh. The Pelican History of the United States of America. 3rd ed. London: Pelican Books, 2001. Bromehaed, Peter. Life in Modern Britain. 6th ed. London: Longman, 1999. Gidley, Mick. Modern American Culture: An Introduction, Longman: London, 1993. Garwood, Christopher et al..Aspects of Britain and the USA. Oxford: Oxford UP, 1992. Hernández Alonso, Juan J..Los Estados Unidos de América: Historia y Cultura. Salamanca: Ediciones Colegio de España, 2002. Luedtke, Luther S., ed.. Making America: The Society and Culture of the United States. New Delhi: Tata McGraw-Hill Publishing Co., Ltd., 1998. Mauk, David and Oakland, John. American Civilization. An Introduction. 5th edition. London: Routledge. Norton, Marybeth et al.. A People and a Nation. New York: Houghton Mifflin, 2000. Oakland, John. British Civilization. An Introduction. 6th edition.London: Routledge, 2006, 25298 – ENGLISH III / Lengua inglesa III (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Second year) Skills / Programme Outline / Aims & Objectives This subject is the first one of a series of two aimed at offering students the training they need in order to acquire a linguistic competence in English at the C1 level. In order to attain this goal, theoretical and practical lessons will be offered in which students will have the opportunity to practice the different facets of the four basic language skills - listening, speaking, reading, writing - by means of a number of formative activities that will be carried out by students both individually and in groups, and in the classroom or at home. All class activities and home assignments will be geared to helping students advance towards the acquisition of the following competencies: Listening : To understand extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly (Level C1). Reading: To understand long and complex factual and literary texts, recognizing implicit meaning and appreciating distinctions of style (Level C1). Spoken production: To give clear, detailed descriptions , integrating sub-themes, developing particular points and rounding off with an appropriate conclusion (Level C1). Written production: To write clear, well-structured texts on a variety of subjects, showing controlled use of organizational patterns, connectors and cohesive devices (Level C1). Linguistic competence: To have and use a sufficient range of language (vocabulary, grammar, discourse and pronunciation) to carry out a repertoire of exercises and communicative tasks (Level C1). Syllabus 1. GRAMMAR 1.1. The verbs have 1.2. Pronouns: generic, dummy, reflexive and reciprocal 1.3. Narrative and habitual tenses in the past 1.4. The grammar of distancing language 1.4.1. The passive with verbs of saying and 1.4.2. Complex constructions with seem and appear 1.4.3. Modals of distancing 1.5. Constructions with get

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1.6. Inversion with negative and restrictive expressions 2. VOCABULARY 2.1. The other semantics of common verbs 2.1.1. The meanings of have 2.1.2. The meanings of get 2.2. Word building 2.2.1. Abstract nouns 2.3. Lexis in context 2.3.1. Idioms, phrases and expressions 2.3.2. The register of words 2.3.3. Collocations 2.3.4. Synonyms 2.4. Course topics 2.4.1. Work 2.4.2. Personality 2.4.3. Family 2.4.4. Study of language 2.4.5. English as a world language 2.4.6. English studies 2.4.7. Childhood memories 2.4.8. Changes in the world 2.4.9. Multitasking 2.4.10. Time 2.4.11. Love & relationships 2.4.12. Books 3. PRONUNCIATION AND INTONATION 3.1. Word stress 3.2. Rhythm and intonation 3.3. Diphthongs 3.4. Sound-spelling relationships 3.5. Linking 3.6. Pronouncing words and phrases of French origin 3.7. Consonant clusters 3.8. Words with ‘silent’ syllables 4. LISTENING 4.1. Radio programme: what makes people happy at work? 4.2. Audio guide about the Family of Carlos IV painting 4.3. Personal experiences being non-native speakers of English reporting 4.4. Personal experiences: earliest memory 4.5. A radio phone-in show 4.6. Extracts from psychology book Love by numbers 4.7. Interview to a professional translator 5. SPEAKING 5.1. Discourse markers: linkers, adverbs and adverbial expressions 5.2. Conversation skills 5.2.1. Turn-taking 5.2.2. Reacting and asking for more information 5.3. Discussing 5.4. Describing 5.5. Debating, agreeing and disagreeing 5.6. Giving opinions, providing explanations,

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arguments and comments 5.7. The language of speculation 5.8. Register 6. WRITING 6.1. The phases of the writing process 6.1.1. Planning what to write: brainstorming the content 6.1.2. Organizing the text into paragraphs 6.1.3. Editing: grammar, spelling, punctuation and register 6.2. Discourse markers: linkers, adverbs and adverbial expressions 6.3. Narration in the past 6.4. Expression of writer’s distancing 6.5. Writing in different registers 6.6. Text types 6.6.1. A job application letter or email 6.6.2. An article 6.6.3. A book /film review 7. READING 7.1. Article about success in life 7.2. A personality questionnaire 7.3. Article about English as a lingua franca 7.4. Book extracts: childhood 7.5. Articles about multitasking 7.6. Stories about love revenge 7.7 Literary quotes quiz 7.8 Article about translation Compulsory Teaching Materials Oxenden, Clive and Christina Latham-Koenig. 2010. New English File. Advanced. Student's book. Oxford: OUP. Oxenden, Clive and Christina Latham-Koenig. 2010. New English File. Advanced. Workbook. Oxford: OUP. A good English-English dictionary. A good English-Spanish and/or English-Basque dictionary. A good English grammar book (recommended: Hewings, Martin. 2005. Advanced grammar in use. A self-study reference and practice book for advanced students of English with answers. Cambridge: CUP). A good book on English usage (recommended: M. Swan 2005. Practical English Usage. Oxford: OUP.). Basic Bibliography: McCarthy, Michael and Felicity O'Dell. 2007. English phrasal verbs in use. Advanced. Cambridge: CUP. McCarthy, Michael and Felicity O'Dell. 2008. Academic vocabulary in use. Advanced. Cambridge: CUP. Vince, Michael. 2009. Advanced language practice. English grammar and vocabulary with key. Oxford: Macmillan. McCarthy, Michael and Felicity O'Dell. 2008. English collocations in use (advanced). Self-study and classroom use. Cambridge: CUP. 25303 – ENGLISH GRAMMAR I / Gramática inglesa I ( 6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Third year) Skills / Programme Outline / Aims & Objectives This is a skill-oriented hands-on course on the analysis of English structures designed to introduce students to the principles of linguistic argumentation and to help them develop linguistic intuitions about structures they will meet in other courses in the Degree in English Studies. By practising and developing specific skills, in this course we strengthen basic notions of constituency, grammatical functions, argument structure and structural relationships between different constituents as the students practise the methodology used in linguistic theory. For the practical component of this course, the students will be presented with data from standard English as well as from other varieties of English, and will be expected to develop skills to piece these data together, construct hypotheses, check these and ultimately discover the explanation for the evidence assembled. The students will also learn how to graphically represent the different phases of this analytical process. By the end of the semester, students will be able to do linguistic analysis at an introductory level.

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The students are also expected to develop basic team work skills throughout the semester as well as to participate actively in the course activities both in and out of the classroom. Syllabus 1. Introduction – Preliminaries The study of grammar. Types of grammar. Description vs explanation. Description of parts of speech and sentence elements. 2. Methodology of linguistic research Preliminary notions. Goals of syntactic theory. Introduction to the scientific method. Linguistic argumentation. Data, hypothesis, evidence, counterevidence, theories. 3. Constituent structure Phrases and heads. Properties of heads. Phrase typology. Phrase endocentricity, intermediate constituents and constituency tests. Graphic representation of competing hypotheses. Phrase argument structure. Graphic representation of simple and complex phrases. Phrase structure rules and restrictions. 4. Phrase structure Grammatical functions vs phrase types. Sentence argument structure. Clause typology according to syntactic and morphological criteria. Tests for the classification of clauses. Sentence typology. Coordination and subordination. Typology of subordinating particles. Complement clauses vs relative clauses and other adjunct clauses. Non canonical constructions. 5. Clause and sentence types Grammatical functions vs phrase types. Sentence argument structure. Clause typology according to syntactic and morphological criteria. Tests for the classification of clauses. Sentence typology. Coordination and subordination. Typology of subordinating particles. Complement clauses vs relative clauses and other adjunct clauses. Non canonical constructions. 6. Sentence structure Clause structure. Complement clause structure. Other clause structures. Simple sentence structure. Complex sentence structure. The structure of questions. Generalized endocentricity. Graphic representation of sentence structure. Language-internal evidence and crosslinguistic evidence. 7.Structural relations between sentence constituents Sentence antecedent in referential relations. Anaphoric relations. C-command. M-command. Government. Introduction to anaphoric relations between overt nominals. Some differences between reflexives/reciprocals, pronouns and referential expressions regarding the location and other features of their potential antecedents in the sentence. The assessment of student work will be progressive, formative and summative. Students will be evaluated according to their performance in the following assessment tasks. 1. Active class participation: 20% of final grade 2. Individual tasks: 15% of final grade 3. Cooperative learning tasks (Solving a linguistic problem through team work and class presentation of the solution): 15% of final grade 4. Final exam: 50% of final grade Compulsory Teaching Materials ACKMAJIAN, A., R. A. DEMERS, A. K. FARMER & R. M. HARNISH. 1993. Linguistics. An Introduction to Language and Communication, 3rd ed. Cambridge, Mass.: MIT Press. (p. 123-191). BORSLEY, Robert. 1999. Syntactic Theory. London: Arnold. 1-37. COWPER, Elizabeth A. 1992. A Concise Introduction to Syntactic Theory: The Government-Binding Approach. Chicago: The University of Chicago Press. Selected chapters. HAEGEMAN, Liliane. 1994. Introduction to Government and Binding Theory. Second edition. Cambridge (Mass.)/Oxford: Blackwell. HAEGEMAN, L. 2006. Thinking Syntactically. A Guide to Argumentation and Analysis. Oxford: Blackwell. RADFORD, Andrew. 1988. Transformational Grammar. Cambridge University Press. 167-335. All materials uploaded to the course web page in the Moodle platform. Basic Bibliography: AOUN, Joseph. 1992. A brief presentation of the generative enterprise. In John A. Hawkins & Murray Gell-Mann (eds), The evolution of Human Languages. Redwood City: Addison-Wesley, 121-135. BIBER, Douglas, Stig JOHANSSON, Geoffrey LEECH, Susan CONRAD, & Edward FINEGAN. 1999. Longman Grammar of Spoken and Written English. Harlow, UK: Longman BORSLEY, Robert. 1999. Syntactic Theory. London: Arnold. 1-37.

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COWPER, Elizabeth A. 1992. A Concise Introduction to Syntactic Theory: The Government-Binding Approach. Chicago: The University of Chicago Press. Selected chapters. HAEGEMAN, Liliane. 1994. Introduction to Government and Binding Theory. Second edition. Cambridge (Mass.)/Oxford: Blackwell. HAEGEMAN, L. 2006. Thinking Syntactically. A Guide to Argumentation and Analysis. Oxford: Blackwell. HUDDLESTON, Rodney & Geoffrey K. PULLUM. 2002. The Cambridge Grammar of the English Language. Cambridge, UK: Cambridge University Press. Quirk, R., S. Greenbaum, G. Leech and J. Svartvik. 1985. A Comprehensive Grammar of the English Language. London: Longman. RADFORD, Andrew. 1988. Transformational Grammar. Cambridge University Press. 167-335. RUTHERFORD, William. 1998. A Workbook in the Structure of English. Linguistic 25300 – ENGLISH V / Lengua inglesa V (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Third year) Skills / Programme Outline / Aims & Objectives This course aims at providing the students with the communicative skills necessary to achieve a general competence of the C2 level. The course is connected to the following (Lengua B IV: Inglés / Lengua D VI: Inglés), in that the latter will fully consolidate the skills acquired in the former, and promote a consciousness of the deeper grammatical structures employed in the present course. Students who successfully pass this subject will be able to: 1. Perceive all the nuances of extended speech, adequately summarise incoherent and rambling discourses, and grasp the implicit meanings of spoken messages in avariety of contexts. 2. Fully understand the complex interrelationships of different parts in texts taken from a wide range of genres. To identify textual building-blocks and reorganise defective texts successfully. To recognise the limits of style imposed by genre and be able to analyse a text from this point of view. 3. Produce a spoken discourse marked by a considerable level of clarity and sophistication, coherently developing secondary lines of argument without losing touch with the main topic. To be able to engage spontaneously and fluently in unexpected turns of a conversation and argue for or against a given point of view with effortless use of sophisticated rhetoric devices. 4. Produce coherent, economic and genre-conscious texts. To adequately include advanced rhetorical elements and markers in order to convey a given message. To show an awareness of the sometimes fine balance between elegant and pragmatic writing, and a capacity to integrate both in accordance with the stated purpose. 5. Show an excellent general use of grammatical correctness in any communicative situation. 6. Carry out individual or group-based tasks with a high level of efficiency, showing a good command of the tools, structures and insights acquired during the course. The type of assessment that will be implemented in this subject refers to as mixed assessment, that is, a combination of continuous assessment and a final examination. The assessment of student work will be progressive, formative and summative. Students will be assessed according to their performance in the following testing tasks. The continuous assessment will involve the following: - Speaking: Individual assignment: The proposal to practice speaking: recording oneself using a webcam and a microphone, or a smartphone or a camera. The subject of the individual speaking activity will be established at the beginning of the course (10% of the final mark). Cooperative Project: Spoken production task: Students will carry out an interactive spoken activity. In pairs, they will record a video-clip using the grammar and vocabulary from C2 (10% of the final mark). - Writing:

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Students will produce two different pieces of writing. One text will be written in class (for credit; students will receive correction of mistakes, feedback and a grade). The second test will be written at home based a previously established topic (20% of the final mark). - Listening: Students will have to complete different listening tasks during the course, the last of which will be considered part of the listening evaluation (20% of the final mark). - Reading: Students will have to complete different reading tasks during the course, the last of which will be considered part of the reading evaluation (20% of the final mark). - Use of English: Students will have to complete different grammar tasks during the course, the last of which will be considered part of the use of English evaluation (20% of the final mark). Students failing to come to class on the days appointed for these tests will receive no credit (0 marks) for the missed work. Students failing to present the designated assessment tasks will receive no credit (0 marks) for the missed work. Exam marking criteria: for each of the following parts: reading, listening and use of English, a pass is 60% of the total number of items. For the speaking and writing, the obtained mark will be added to the mark obtained in the reading, listening and use of English ONLY in cases where students get over 60% of the items correct in each of the parts. Those tasks which are not done/handed in at the appointed date will receive a zero mark. The marks obtained in the individual assignment and cooperative project work will be kept for the 2nd exam call in June. Syllabus This course is markedly skills-oriented, and involves ten two-part lessons, each centering thematically around a general topic. In every lesson, all communicative skills will be thoroughly practiced, and the students will be exposed to a great variety of communicative contexts. On this level, an adequate command of grammar is taken for granted; hence, the stress will fall on the refinement of pre-existing skills which is necessary to achieve a command of English that corresponds to the C2 level, and on the particular strategies and task-based skills that the student will need in order to successfully pass official tests at this level of competence. Compulsory Teaching Materials - GUDE, K & DUCKWORTH, M. 2002. Proficiency Masterclass. Student's book. Oxford: OUP. - GUDE, K & DUCKWORTH, M. 2002. Proficiency Masterclass. Student's book (workbook). Oxford: OUP. - Reading book to be agreed on at beginning of course. Basic Bibliography: - Hewings, M. (2005). Advanced grammar in use. A self-study reference and practice book for advanced students of English with answers. Cambridge: CUP. - Swan, M. (2005). Practical English Usage. Oxford: OUP. - Clarke, S. (2008). Macmillan English Grammar in Context. Intermediate. Oxford: Macmillan Education.A good English-Spanish and/or English-Basque dictionary. 25310 – ENGLISH LITERATURE II / Literatura inglesa II (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Third year) Skills / Programme Outline / Aims & Objectives The classes will be a mixture of lecturing and practical student work in class. 1. General lectures to explain general topics. 2. Students' own research. 3. Small groups of practical work to carry on the analysis of texts. 4. Individual assigments. 5. Group work.

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- To get to know the English Literature of the 17th and 18th centuries. - To identify the main literary trends of both periods as well as its historical, cultural and social context. - To analyse the best literary output of both epochs using the techniques of text analysis. - To improve the students reading comprehension and oral and written expression in English. Syllabus INTRODUCTORY UNIT I: LITERARY TERMS AND ANALYSIS Reading: The Book of Genesis, chapters 1, 2 and 3. INTRODUCTORY UNIT II: INTRODUCTION TO 17TH AND 18TH CENTURY LITERATURE: MAJOR AUTHORS AND WORKS UNIT 1 – 17TH CENTURY POETRY 1.1. Elizabethan Literature: Background information 1.2. Metaphysical Poetry 1.3. John Donne 1.4. John Milton 1.5. Restoration Poetry 1.6. John Dryden UNIT 2 – 17TH CENTURY THEATRE 2.1. Introduction and Origins of the theatre 2.2. Shakespeare (review) 2.3. Ben Johson 2.4. Drama from Shakespeare until the act of closure UNIT 3 – 17TH CENTURY SHORT NARRATIVE 3.1. John Bunyan UNIT 4 - 18TH CENTURY POETRY 4.1. Pre-Romantic and Augustan Poetry 4.2. Relevant figures - Alexander Pope - Thomas Gray - William Blake UNIT 5 – 18TH CENTURY PROSE 5.1. The Beginnings of English Literary Criticism The Critical works of John Dryden The Critical works of Henry Fielding The Critical works of Dr. Samuel Johnson - The Critical works of Jonathan Swift 5.2. The Beginnings of Newspapers –Journalism- Richard Steele and The Tatler - Joseph Addison and The Spectator 5.3. The beginnings of the novel: The rise and development of the 18th C. English novel. 5.4. Daniel Defoe: Defoe's "practicism". 5.5. Samuel Richardson Lacrymose novel and moral development. The Epistolary Novel. 5.6. Henry Fielding The first unquestioned novels in English 5.7. Tobias Smollet - The novel of the sea 5.8. Laurence Sterne - A new concept of the novel 5.9. The Gothic Novel: Horace Walpole, Ann Radclife, M.G.Lewis, Mary W. Shelley. 5.10. Jane Austen - A stepping stone between the novel of the 18th & 19th centuries. UNIT 6. 18TH CENTURY THEATRE 6.1. The Theatre in the18th Century 6.2. Comedy: R. B. Sheridan and Oliver Goldsmith

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The assessment of student work will be progressive, formative and summative. Students will be assessed according to their performance in the following testing tasks. Continuous assessment: Individual assignment: - Quiz and question (60%): Students have to complete in class different quizzes and questions about different authors and poems/novels during the course. - Writing assignment (10%): Students will produce a critical essay about one topic related to the subject (about 400 words). Marking criteria: (i) Content and range (70%) (ii) Grammatical & Lexical resources (10%) (iii) Adequate use of Register and Format (10%) (iv) Organization and Cohesion (10%) Students failing to come to class on the days for these tests/activities will receive no credit (0 marks) for the missed work. Cooperative Project: Spoken and written production task 30%: Students will carry out an oral (and written, for the rest of the class, in the photocopy room) presentation about one of the following novels: Horace Walpole’s The Castle of Otranto, Ann Radcliffe’s The Mysteries of Udolpho, Matthew Gregory Lewis’ The Monk, Daniel Defoe’s Robinson Crusoe, Samuel Richardson’s Pamela, Henry Fielding’s Tom Jones, Tobias Smollet’s The adventures of Peregrine Piekle, or Laurence Sterne’s The Life and Opinions of Tristram Shandy. In groups of 3 or 4, they will present a novel to the class as if they were “English literature teachers” (Teacher decides the order of the students for the presentation the day of the presentation, so that students prepare the whole presentation) For your presentation (20-25 minutes): Part 1: General introduction about authors and their context (max. 7’) Part 2: Summary and analysis of the selected novel (10’). Part 3: Game (max. 8’). Prepare a quiz/game for the class where students can review/assimilate your presentation. Marking criteria: (i) Grammatical and lexical resources (5%) (ii) Discourse management, Pronunciation and Rhythm (5%) (iii) Use of New Technologies (10%) (iv) Creativity (10%) (v) Content and range (70%) Students failing to present this assessment task will receive no credit (0 marks) for the missed work. Final exam - Final examination: No final examination for those regular students who have completed and passed both the individual and cooperative assignments of the continuous assessment. The examination, based on the class material notes, will consist of: Part1, Quiz (about all the novels and poems we have seen in class –also the ones selected by students for their class presentation (50%)). Part 2, Explanation of 2 selected quotations related to the course subject and/or novels (25%). Part 3, 1 essay about one selected topic (25%). Exam marking criteria: In order for the students to obtain a passing grade for the whole course, they must get a

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passing grade (50%) in the final exam. Those tasks which are not done/handed in at the appointed date will receive a zero mark. Compulsory Teaching Materials - SELECTED NOTES (photocopy room) - Literary texts to be analysed in class: - JOHN DONNE: Selected poems: The Broken Heart / The Canonization / The Flea / The Sun Rising / Holy Sonnets X Divine Meditation 10_ / Hymn to God, my God, in my Sickness / Holy Sonnets XIV _Divine Meditation 14_ (*Selected notes: photocopy room material) - BEN JONSON: Volpone - JOHN MILTON: Paradise Lost, Book I (*Selected notes: photocopy room material) - ALEXANDER POPE: The rape of the Lock (*Selected notes: photocopy room material) - JONATHAN SWIFT: Gulliver's Travels Basic Bibliography: ÁLVAREZ , J.A. ed. Historia crítica de la novela inglesa. Salamanca: Ediciones Colegio de España, pp. 11-96, 1999. • GUERIN, Wilfred L. et al., A Handbook of Critical Approaches to Literature, Oxford, 1992. • The Norton Anthology of English Literature, Vols. I & II (Introductions to periods and authors)

• WATT,I.: The Rise of the Novel: Studies in Defoe, Richardson and Fielding, London, 1967. 25315 - TEACHING AND LEARNING OF ENGLISH AS A FORE IGN LANGUAGE / Metodología de la enseñanza del inglés (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Third year) Skills / Programme Outline / Aims & Objectives This subject is one of the optional subjects in the linguistic module. At the end of the course, students will be able to: i) develop an integrated understanding of the main principles underlying the learning and teaching of EFL; ii) understand the nature of language and language skills to reflect critically on the different approaches, methods, procedures and techniques for the teaching of EFL; iii) work autonomously and in cooperative groups to design, implement and assess activities and cooperative projects which develop their pedagogical skills; iv) develop their ability to carry out group, self and peer assessment.. Syllabus

1. Introductory unit: 1.1. Defining basic concepts: methodology, method and syllabus design. 1.2. Theories of language, learning and SLA: implications for the teaching of English as a foreign language. 1.3. Describing the English language: forms, functions, notions and texts. 1.4. Teaching language construction. 1.5. Communicative competence and intercultural competence. 1.6. Approaches, methods, procedures and techniques. Methods and culture. Post-method pedagogy. 1.7. Classroom management. Evaluation and assessment in the EFL classroom. 1.8. Cooperative learning, autonomous learning and project work in the EFL classroom. 2. Listening Comprehension: The process of listening – Teaching and assessing listening comprehension –

Integration of listening with phonological aspects and speaking. 3. Speaking and Oral Interaction: Chacteristics of the oral register – Teaching,

speaking and oral interaction – Assessment. 4. Reading: Theoretical Framework – Skills and strategies – Assessing reading. 5. Learning and Teaching Writing: Theoretical framework – Approaches to teaching writing – Assessment:

feedback and error correction. 6. The Role of Grammar: Theoretical framework – From theory to practice: grammar and lesson planning,

techniques and materials. 7. Vocabulary: Theoretical framework – Teaching and learning vocabulary: techniques and activities. 8. Technologies in ELT: Visual and audio-visual resources – Computer Assisted Language Learning – The

Internet for learning and teaching English. 9. Literature and ELT: The use of literature in EFL classrooms – Approaches to teaching literature –

Selection of texts – Lesson planning and literary texts – 10. Individual Characteristics of Secondary School Students: Beliefs, age, gender, language aptitude and

intelligence, affective states and learning styles – The good language learner.

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Design and assessment of cooperative projects : Development of autonomous learning and cooperative work – Didactic strategies, format and instruments to design, present and assess a cooperative project. Basic Bibliography: BOPV/EHAA Nº 2007218, Decreto 175/2007. Currículo de la Educación Básica de la Comunidad Autónoma del País Vasco. Disponible en www.euskadi.net/bopv/indice_c.htm Decreto 23/2009, de 3 de febrero, por el que se establece el currículo de Bachillerato y se implanta en la Comunidad Autónoma del País Vasco. (BOPV 27-02-09). Disponible en www.hezkuntza.net Carter, R. and Nunan, D. (2001) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. Consejo de Europa/Council of Europe (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. Johnson, K. (2008) An Introduction to Foreign Language Learning and Teaching (2nd edition). Harlow: Pearson Education. Harmer, J. (2007) The Practice of English Language Teaching (4th ed). Harlow: Pearson Longman. Kumaravadivelu, B. (2006) TESOL Methods: Changing Tracks, Challenging Trends. TESOL Quarterly 40 (1), 59-81. Larsen-Freeman, D. (2000) Techniques and Principles in Language Teaching. Oxford: Oxford University Press. McLaren, M., Madrid, D., y Bueno, A. (eds.) (2005) TEFL in Secondary Education. Granada: Universidad de Granada. Nunan, D. (1991) Language Teaching Methodology: A Textbook for Teachers. Hemel Hempstead: Prentice Hall International. Nunan, D. (2004) Task-Based Language Teaching. Cambridge: Cambridge University Press. Richards, J. and Schmidt, R.W. (2002) Longman Dictionary of Language Teaching and Applied Linguistics (3rd edition). Harlow: Longman. Pearson Education. Richards, J. and Rodgers, T.S. (2001) Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Sierra, J.M. (2008) Una Programación por Proyectos en un Aula Universitaria: Aportaciones a los Diseños Curriculares de Lengua Inglesa Basados en Tareas. Bilbao: Servicio Editorial UPV/EHU. Sierra, J.M. (2011) CLIL and Project Work: Contributions from the Classroom. In Y. Ruiz de Zarobe, J.M. Sierra and F. Gallardo del Puerto (eds.) Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts (pp. 211-239). Bern: Peter Lang. 25321 – LITERATURE AND CINEMA / Literatura y Cine e n Lengua Inglesa (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Third year) Skills / Programme Outline / Aims & Objectives This course is designed to provide students with a background of critical theory and a basic knowledge of the history of cinema and its relation and discrepancies with the different literary genres. The beginnings of cinema in the late 19th and early 20th century opened the path to new forms of ‘telling’ narratives. The ‘motion picture’ points at in its own definition term a long-standing desire to unite both images and motion to tell/watch a story. Cinemas were crowded with all sorts of people who found a cheap and enjoyable form of entertainment. It was this democratic availability one of the most important reasons for ‘the film’ being strongly rejected by the literary elite, and by the literary scholarship at the time. However, those who predicted a short life for the new comer were to be, ironically, and with the passing of time more and more dependent on it for its survival. During the first decades of the 20th cinematic language had to rely heavily on literary devices to unfold a story, but very soon and not later than the 1930s the language of cinema had become independent and it was the turn of literature to look for new forms of telling in the language of cinema. This course will include a study of the main textual and narrative elements in a series of films based on literary narratives. We will be looking at films as narrative texts and as cultural constructs which present or represent a story for an audience. This will entail an analysis of the different ways in which films/ texts interact with ideological issues of any historical period. This course aims to help students: 1. Acknowledge the importance of the origin and etymology of each of the terms related to literary and filmic analysis for a better understanding of the complexity of both literature and cinema. 2. Analyze the formal and structural components of a literary text and compare it to the structural components of a filmic text. 3. Compare the most important devices of the language of cinema and literary language.

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4. Make students aware of the complexity of any literary or filmic text, and by doing so invite them to ponder over the close relationship of both forms of communication as well as those characteristics that make them apart. Syllabus 1.- Presentation: Etymology of ‘cinema’, ‘cinematograhy’, and some other terms.... Before films: paintings, puppets, marionettes: The quest for an image in movement. 2.- The Long History of Cinema I?. In search of movement. Before films: paintings, puppets, marionettes: The quest for grasping reality Films or movies? Entertainment and /or escapism? Cinema and its audiences Screening: Woody Allen’s The Purple Rose of Cairo (1985) Screening: Giuseppe Tornatore’s Cinema Paradiso (2002) 3.- The History of Cinema: II.; Narrating a story: Georges Méliès: Le voyage dans la lune. (Journey to the Moon) (1902). New technological discoveries. 4.- The Language of cinema: Eisenstein’s ‘Dickens, Griffith and the Film Today’ from Film Form: Essays in Film Theory. Sergei Eisenstein, 1945. 5.- Film as industry: the Hollywod studio system. From silent movies to talking movies:’ talkies’. Narrative: narrative structure, strategies and focalization. Screening: Chaplin’s Modern Times (1936) Meta-film? Film and film industry look at themselves. Screening: Stanley Donen’s Singin’ in the Rain (1952) 6.- Literature and cinema: narration, adaptation, and version Literature and Cinema: A love and hate relationship Cinema and Literature: Drama: drama and cinema: audiences and writers; stage vs cameras. Screening: Leslie Howard’s Pygmalion (1938) 7.- Literature and Cinema: A love and hate relationship. Cinema and narrative. Screening: Rashomon by Akira Kurosawa (1950) based on Akutagawa, Ryunosuke’s ‘Rashomon’ and ‘In a Grove’ from Rashomon: and Other Stories, 1915 Screening: Andrei Tarkovsky’s Ivan (1962) The movie and V. Bogomolov’s, Ivan, a Story 8.- Film and Film directors on cinema: A. Kurosawa’s Something Like an Autobiography and A. Tarkovsky’s Sculpting in Time. 9.- Cinema and Propaganda: Eisenstein and Tarkovsky a case in point. 10.- From written text to film text Screening: John Huston’s Dubliners (1987) Based on J. Joyce’s Dubliners (1914). Discussion: The movie and ‘The Dead’ from Joyce´s Dubliners (1914) Screening: Zhang Yimou’s Raise the Red Lantern (1991) Discussion the movie and Su Tong, Raise the Red Lantern. Three Novellas. (original title Wives and Concubines), 1990 11.- Cinema and History: Screening: Bernardo Bertolucci’s The Last Emperor (2005) China under Europe’s eye. 12.- Philosophical, Literary and linguistic criticism in films. Screening: Woody Allen’s Deconstructing Harry (2000) Final exam: Those students who do not comply with the requirements will have to sit for a final exam comprising the theoretical background of the subject plus two commentaries based upon any of the films seen during class sessions. Assignments: Students have to write two essays on a particular subject of the film commented upon, and film a literary text. Assignments, essays and exam will be evaluated on the basis of the following criteria: accuracy, completeness, student originality and autonomy in language as well as in content, analytical skills, a capacity to communicate and to explain to others their arguments. The final grade for this course will be formulated based on the following criteria: attendance to class and active participation in class discussion. A series of brief critical commentaries based on films screened to be handed in by the date indicated. Students are also required to film one or two sequences of no more than 3 minutes from a literary text and comment on it to the rest of the class explaining their reasons for choosing the resources and techniques. Final mark: 10% class attendance; 20% class participation; 10% film presentation; 30% written assignments, 30% final commentary. Compulsory Teaching Materials

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Part of the necessary material is provided by the teacher, however, students are encouraged to get a copy of those novels/short-stories on which certain movies are based upon so they can be fully analyzed throughout the course. The list of literary readings as well as movies may be different from year to year. But the number of reading-texts and films will be more or less the same. Basic Bibliography: Bogomolov, Vladimir. Ivan, a Story. Moscow: Raduga Publishers, 1987 Akutagawa, Ryunosuke. ‘Rashomon’ and ‘In a Grove’ from Rashomon: and Other Stories. 1952 Joyce, James. ‘The Dead’ from Dubliners. 1914 (Any available edition) Su Tong. Raise the Red Lantern. Three Novellas. (Original title Wives and Concubines) 1990 (Any available edition) 25370 - ACADEMIC ENGLISH / Inglés Académico (6 ECT S) Undergraduate Degree: Grado en estudios ingleses (Fourth year) Skills / Programme Outline / Aims & Objectives The aim of this course is to help students develop their writing and presenting skills within an academic context, becoming aware of the need for producing a coherent and cohesive text that meets the communicative expectations of an academic situation. The course is tailored for students to feel better prepared to undertake their dissertation –both the writing process and final oral presentation. Syllabus 1. Theoretical basis. 1.1. What is Academic English? 1.1.1. English for Academic Purposes & English for Specific Purposes 1.2. Discourse Analysis. 1.3. Text linguistics. 1.3.1. Standards of Textuality 1.3.2. Genre vs Text types vs Register 2. Academic Writing skills 2.1. Building coherence and cohesion 2.2. Building thematic progression 2.3. Structuring academic writing (dissertation, essay) 2.4. Paraphrasing 2.5. Referencing 2.6. Creating authority 2.7. Keeping with formality 3. Presentation skills 3.1. Engaging your audience 3.2. Communicating through body language 3.3. Managing Visual Aids 4. Use of English (transversal) Typical lexico-grammatical patterns of Academic English (C1+level of English) Continuous assessment: The first two assignments are meant to assess the writing skill of the students. 1st assignment: abstract writing: 10% 2nd assignment: 2000/2500-word-long essay: 25% The third assignment will assess the students’ presenting skills as well as their team-working skills. 3rd assignment: oral presentation of a research/academic paper: 25%. This presentation will be made in groups of three people by the end of the semester. Final exam:

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This exam will take place at the end of the semester and will comprise both a theoretical part and a practical one. In the former, students will have to answer short questions. The latter will be devoted to exercises of the like done throughout the year. Students are required to get at least 30/60 and 20/40 of each assessment part (semester assignments and final exam) so as to be fully assessed. Therefore, students are expected to pass the continuous assessment part so as to take the final exam in January. Those students who cannot or will not follow this procedure will have to apply for the final assessment one as duly established by the Faculty directives. June Call for Exam Those students who pass the continuous assessment but fail the complementary, final exam (40%) will retake only this part in June. Marks from continuous assessment will be kept. Those students who do not pass the continuous assessment will have to do a final exam in June, which will account for 100% of the final mark (40% theory + 60% practice). 20% of the final grade will belong with the actual usage of the English language shown by the student. Compulsory Teaching Materials Hewings, M. & C. Thaine, 2012. Cambridge Academic English. An integrated skills course for EAP.[Advanced C1]. Cambridge: CUP. (ISBN 978-0-521-16521-1) Basic Bibliography: Coffin, C. et al. 2003. Teaching academic writing. A toolkit for higher education. London and New York: Routledge. Flowerdew, J. 2002. Academic Discourse. Longman, Pearson Education. McCormack, J. & J. Slaght, 2012. Extended writing and research skills. English for Academic Study series. Reading: Garnet. Van Geyte, E. 2013. Writing. Learn to write better academic essays. Academic Skills Series. London: Collins EAP Burton, G. 2013. Presenting. Academic Skills Series. London: Collins EAP Swales, J. 2001. Academic writing for graduate students. A course for nonnative speakers of English. Michigan 25313 – NORTH AMERICAN LITERATURE II / Literatura n orteamericana II (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Fourth year) Skills / Programme Outline / Aims & Objectives Within the English Studies degree, this subject belongs to the English Literature module. This course focuses on four of the competences of the module: M04CM01. – To understand the English language and to use it properly through the reading of different literary texts. M04CM02.- To examine literature written in English exploring the interaction of the literary texts with the cultural and historical context in English-speaking countries. M04CM03.- To develop an understanding of literary texts written in English, using different critical approaches. M04CM04.- To understand the role of literature in the genesis of personal and collective ideas related to fields of general interest, such as history, social relations or gender. Degree competences: G004.- To understand, analyze and do careful critical reading of English literary texts. G007.- To link the knowledge acquired in this degree with other fields of research and to use it in further study and research, promoting multicultural and multilingual diversity. G008.- To express individual critical thoughts correctly and to develop strategies of cooperative learning in the context of group work. G009- To convey the acquired knowledge in different academic contexts, using this experience as a practical training for different professional contexts. Syllabus

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AMERICAN LITERATURE II 1) Introduction: Historical and Cultural Background. 2) U.S. Literature Before World War I: Realism and Naturalism. 3) U.S. Literature Between the Wars: Modernisms. 4) Postwar U.S. Literature: Postmodernism 5) The Age of Diversity The final grade for this course will be based on the following criteria: - Class participation: 30%. This class aims for excellent discussion. Participation will be evaluated as follows: 3= excellent contributions to class discussions, 2 = good contributions, 1 = respectful listening and occasional contributions. Class participation will be employed to assess the following competences: CM01, CM02, CM03, CM04, G004, G007, G008, G009. - Written essay/review: 20 %. Students are asked to write a group essay (with a maximum of 4 students per group) on one of the texts included in the second part of the syllabus (texts published after 1950). The essays (no longer than 5,000 words, MLA style) should not be conceived as traditional research papers. Instead, the papers should reflect their own thinking on the works they have read and be your reaction and analysis. Essays are meant to foster the students’ critical outlook, offering them an opportunity to develop a series of rewarding critical approaches to the different literary texts including in the syllabus. They are encouraged to develop a comparative approach, aiming toward an understanding of the guiding abstractions of different authors by identifying central themes and discerning their relevance in particular literary texts. Students are asked to choose the topics and the texts to be discussed for their papers BY OCTOBER 29 (the topics will be assigned on a “first come, first served” basis). Oral presentations of the papers (15-20 minutes) will start in early or mid-November and the written version of the paper should be handed in to the professor by BY DECEMBER 3. Suggested topics for essays: the individual and the community, the American Dream, loneliness and/or alienation, place and space in America (the West, the South...), the immigrant (and migration) experience, family relationships, racial and cultural conflicts, gender issues, politics and war, class conflicts, search for identity, the role of religion, the influence of films and the mass media, reality vs.illusion... *Alternatively, students may write an individual mid-term review of an American literary text published in the 20th century or in the present century and not included in the compulsory reading list for this year. The review should be short (750-1000 words) and follow MLA format. The deadline for this review is DECEMBER 3. Check the handout "HOW TO WRITE A REVIEW" for further information. The written essay/review will be used to assess the following competences: CM01, CM02, CM03, CM05, G004, G008, G009. - Written examination: 50 %. The mid-term exam (tentative date: NOVEMBER 3) will consist of two different parts. In Part I, students will be given a topic to discuss it, analysing its wider implications and providing examples from the compulsory reading texts (discussing means working around an essay title and reaching a conclusion, which does not need to be the one implied in the title). It should follow the outline of an essay: introduction, development of the central theme of the essay, and conclusion. In Part II, students will have to analyze a passage from one of the texts included on the compulsory reading list. They should discuss its literary context, topics, characters, style, structure, language and/or any other relevant issues. The exam will be employed to assess the following competences: CM01, CM02, CM03, CM05, G004, G009.

Compulsory Teaching Materials REQUIRED TEXTS FOR 2014/2015: - Edith Wharton: Ethan Frome (1911) * novella - A selection of modernist poetry: Robert Frost: "The Road Not Taken" (1916), Wallace Stevens: “Anecdote of the Jar”(1923), William Carlos Williams: "The Red Wheelbarrow" (1923), H.D.: "Oread" (1914, 1924), Langston Hughes: "The Negro Speaks of Rivers" (1921, 1926) * NAAL - Eugene O'Neill: The Hairy Ape (1922) * play - F. Scott Fitzgerald: The Great Gatsby (1925) * novel - Zora N. Hurston: "The Gilded Six-Bits" (1933) * short story (NAAL) - John Steinbeck: Of Mice and Men (1937) *novel - Tennessee Williams: The Glass Menagerie (1945)* play - J. D. Salinger: The Catcher in the Rye (1951) * novel - Arthur Miller: The Crucible (1953) * play - Jack Kerouac: Chapter 1 (Part I) from On the Road (1955) * novel + Allen Ginsberg: “Howl” (1956) * poem - American Poetry in the 1960’s (a selection): Sylvia Plath: “Daddy” (1962), Anne Sexton: “Sylvia´s Death” (1966), - John Barth: “Lost in the Funhouse” (1967) * short story

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- A selection of contemporary poetry: Audre Lorde: “From the House of Yemanjá” (1978), Simon Ortiz: “From Sand Creek” (1981) *NAAL - Sandra Cisneros: The House on Mango Street (1983)* novel - Gregory Martin: An excerpt from Mountain City (2000) * memoir *Note: NAAL= Norton Anthology of American Literature, Vol.II. Basic Bibliography: - Baym, Nina et al., eds. The Norton Anthology of American Literature. 7th ed. Vol. II. New York: Norton, 2007. - Childs, Peter & Fowler, Roger: The Routledge Dictionary of Literary Terms. London: Routledge, 2006. - Guerin, W. L. et al. (eds.): A Handbook of Critical Approaches to Literature. 5th ed. Oxford: OUP, 2004. 25307 – ENGLISH SEMANTICS / Semántica Inglesa (6 EC TS) Undergraduate Degree: Grado en estudios ingleses (Fourth year) Skills / Programme Outline / Aims & Objectives The aim of this course is to make students familiar with the essentials of English Semantics, with a view to completing the training in English Linguistics that they have received in other subjects. As general objectives, and on top of the specific objectives of individual units, students are expected to identify the place of semantics within linguistics, to be able to use technical terms in the field, relate lexical and sentential meaning, and account for basic logical and grammatical aspects of the meanings of English expressions. Syllabus 0. INTRODUCTION 1. SENSE AND REFERENCE 2. TRUTH-CONDITIONAL SEMANTICS I 3. TRUTH-CONDITIONAL SEMANTICS II 4. PREDICATES AND ARGUMENTS 5. MEANING AND ENGLISH GRAMMAR I (LEXICAL ASPECT) 6. MEANING AND ENGLISH GRAMMAR II (ARGUMENT STRUCTURE ALTERNATIONS) Student assessment The students will take three tests during the term: Test 1 and Test 2 each carry 30% of the total marks for the subject; Test 3 carries 40%. The final grade will be an aggregate score of the student results for each test. For the convocatoria extraordinaria the students will have to take a global written examination (100%)

Compulsory Teaching Materials Lecture notes, compulsory reading of back up material quoted in every unit and practical exercises that go with each unit. All the material (lecture notes + exercise sheets + back-up material + classroom slides) is made available to students through Moodle, as is the rest of the specific course information. Basic Bibliography: Basic Textbooks Cruse, A. 2000 Meaning in language. Oxford: O.U.P. Chierchia, G. & McConnell-Ginet, S. 2000 Meaning and grammar, Cambridge, Mass.: The M.I.T Press Gregory, H. 2000 Semantics. London: Routledge Hurford, J.R., Heasley, B. & Smith, M.B. 2007 Semantics. A coursebook. Cambridge: C.UP. 2nd edition. Kearns, K. 2000 Semantics, Palgrave MacMillan. Kearns, K. 2011 Semantics, Palgrave MacMillan, 2nd edition. Larson, R. & Segal, G. 1995 Knowledge of meaning. Cambridge, Mass.: The M.I.T Press Riemer, N. 2010 Introducing semantics: C.U.P. Saeed, J. 2007 Semantics. Oxford: Wiley-Blackwell, 3rd edition

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25317 – ENGLISH SYNTAX / Sintaxis inglesa (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Fourth year) Skills / Programme Outline / Aims & Objectives This course aims at enabling students to use, describe, and analyze the syntactic phenomena of English which feature ellipsis and non-canonical word orders. The analysis of the phenomena under discussion will be carried assuming the generative approach to the study of natural languages as developed in Principles and Parameters theory, which means that students will be assumed to be familiar with the concepts and tools introduced in the compulsory subjects English Grammar I and English Grammar II. By the end of the course, students should be able to (i) identify and use the phenomena under discussion, (ii) describe those phenomena using the appropriate tools and terminology, (iii) and evaluate the empirical, theoretical, and conceptual adequacy of the existing hypotheses for the explanation of their properties. Syllabus A.- Non-canonical syntax: A.1. Topicalization, Focus Preposing, and VP Preposing A.2. Left and Right Dislocation A.3. Negative Inversion A.4. Locative and Predicate Inversion A.5. Heavy DP Shift A.6. Extraposition from DP A.7. It and There Extraposition A.8. Clefts and Pseudoclefts A.9. Inverse Copular Constructions B.- Ellipsis phenomena: B.1. VP Ellipsis B.2. NP Ellipsis B.3. Null Complement Anaphora B.4. Gapping B.5. Pseudogapping B.6. Ellipsis in Comparatives B.7. Stripping B.8. Sluicing B.9. Right Node Raising

Compulsory Teaching Materials Handouts provided by the lecturer. Original research papers. Basic Bibliography: Haegeman, L. (1991/1994). Introduction to Government and Binding Theory. Blackwell. McCawley, J.D. (1988/1998). The Syntactic Phenomena of English. The University of Chicago Press. Ways of Structure Building Myriam Uribe-Etxebarria & Vidal Valmala (eds.) Oxford University Press. 25318 - VARIETIES OF ENGLISH / Variedades del Ingl és (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Fourth year) Skills / Programme Outline / Aims & Objectives This course aims at enabling students to identify, describe, and analyze variation in English at the level of morphology and syntax. The analysis of variation will be mainly approached from the generative perspective to the study of natural languages as developed in Principles and Parameters theory, which means that students will be assumed to be familiar with the concepts and tools introduced in the compulsory subjects English Grammar I and

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English Grammar II. By the end of the course, students should be able to (i) identify patterns of variation in English morpho-syntax, (ii) describe those patterns using the appropriate terminology, (iii) and evaluate the empirical, theoretical, and conceptual adequacy of the hypotheses proposed in order to explain morpho-syntactic variation. Syllabus A.- Preliminaries: A.1. Argument structure and the structure of the VP A.2. Functional structure: The Split IP Hipótesis A.3. Case and Agree B.- Introduction to variation: B.1. Standard and non-standard varieties, dialects and accents, and dialectology B.2. Variation and change B.3. Variation in morpho-syntax B.4. Sociolinguistic and formal approaches to morpho-syntactic variation C.- Analysis of several papers dealing with morpho-syntactic variation in English

Compulsory Teaching Materials Original research papers selected by the lecturer. Basic Bibliography: Aarts, B. & A. McMahon (eds). (2006). The Handbook of English Linguistics. Blackwell. Chambers, J.K., P. Trudgill, & N. Schilling-Estes (eds.). (2004). The Handbook of Language Variation and Change. Blackwell. Chambers & N. Schilling (eds.). (2013). The Handbook of Language Variation and Change. Blackwell. Kirpatrick, A. (2010). The Routledge Handbook of World Englishes. Routledge. 25323 - POETRY IN ENGLISH / Poesía en Lengua Ingle sa (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Fourth year) Skills / Programme Outline / Aims & Objectives This course aims to help students: 1. Acknowledge the importance of the surroundings: social, historical, spiritual, and ideological behind any artistic movement. 2. Re-think two areas of artistic expression, generally studied independently coming together and each depending upon the other for an understanding of the artistic expression. 3. Compare the similarities and discrepancies among the members of the group. Individual talents versus group affinity: artistic and ideological development. 4. Make students aware of the complexity of any form of art. Poetry, narrative, painting linked this group of artists together, theirs was the belief that art for art’s sake was not a quest but a fact. Syllabus The Pre-Raphaelite Brotherhood This course attempts to give a general overview of one, if not highly regarded in the European continent, certainly influential British artistic movement of the second half of the 19th century. The Pre-Raphaelite Brotherhood gathered together a group of young painters, poets, sculptors, architects, designers, social thinkers and art-critics who rebelled against the classicist and academicism mood prevailing in the artistic taste taught at the Royal Academy Schools and shared by the cultural Establishment of their time. 1.- The Victorian Period. 2. - How to look at a painting. 3. - The beginnings: 1848-1850 -Their first meeting: John Everett Millais, W. Holman Hunt and Dante Gabriel Rossetti. -New converts as a result of Rossetti’s proselytism. -Early discussions and the establishment of their principles: definitions of art and poetry. -First exhibition, 1849: Girlhood of the Virgin Mary by D.G. Rossetti, Lorenzo and Isabella by J.E. Millais, and Rienzi by W. H. Hunt. 4. - Greatest achievements 1850-1854 New exhibition: Millais’s Christ in the House of his Parents arouse controversy and the PRB was attacked by the academics and journals for their medievalism, extreme devotion to detail, considered ugly (The most famous attack

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that of Charles Dickens). They were defended by John Ruskin whose ideas had influenced W.H. Hunt. The Germ, literary and art magazine 5.- John Ruskin: Modern Painters: Art and Theory 6. - Individual and personal careers from 1854 onwards: Realism: Hunt and Millais, Medievalist and romantic: Rossetti, Edward Burne-Jones and William Morris. 7.- D. G. Rossetti: from medieval and religious paintings to his latest ‘stunning’ beauties. Elizabeth Siddal. 8.- Christina Rossetti: Poems 9.- William Morris: Painter, poet, translator, printer, designer, revolutionary...: Poems and Ballads. Assignments, essays and exam will be evaluated on the basis of the following criteria: accuracy, completeness, student originality and autonomy in language as well as in content, analytical skills, a capacity to communicate and to explain to others their arguments. The last day of class students will be required to write a commentary on one selected poem. On this day students can bring to the exam a dictionary if they wish to do so. Final mark: 10% assistance to class; 10% class participation; 10% author presentation; 40% written assignments, 30% final commentary. Students who fail to write four acceptable commentaries will be required to take a final exam, which will consist of two sections: a series of short answers pertinent to the course programme (40%) and two critical commentaries of poems seen in class and one commentary on a different poem from those studied in class (60%). Final exam: Those students who do not comply with the requirements will have to sit for a final exam comprising the theoretical background of the subject plus two commentaries based upon any of the films seen during class sessions. Compulsory Teaching Materials All the necessary material is provided by the teacher together with all the compulsory readings to be analyzed throughout the course. The list of literary readings varies from year to year. This is but one example of the class-readings. D.G. Rossetti: ‘Our Lady of the Rocks’ (1848) ‘Mary’s Girlhood’ (1849) ‘The Blessed Damozel’ (185) (and’ The Raven’ by E.A. Poe) The House of Life: ‘The Sonnet’ ‘Nuptial Sleep’ ‘Without Her’ ‘Proserpina’ Chistina Rossetti: ‘Herself a Rose, Who Bore a Rose’ ‘Song’ ‘A Birthday’ ‘In an Artist’s Studio’ ‘No, Thank You John’ William Morris: Some ballads Basic Bibliography003A Christina Rossertti, The Complete Poems. Any edition. Dante Gabriel Rossetti, Complete Poems. Any edition. The Collected Works of William Morris, Vols I and II, Elibron Classics, 2005 25434 – B LANGUAGE I: English / Lengua B I: Inglés (6 ECTS) Undergraduate Degree: Grado en Traducción e Interpretación (First year) Skills / Programme Outline / Aims & Objectives

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This subject is the first part of an English language course aimed at offering students the practice they need in order to acquire a communicative competence in English at the C1 level. The course will provide different training activities that will allow students: (i) to enlarge their vocabulary and repertoire of both advanced constructions and expressions, (ii) to strengthen their command of English grammar, (iii) to improve their pronunciation, (iv) to distinguish between different registers of English as they progress towards a C1 level of competence in the language, and (v) to develop cooperative learning integrating individual and group learning strategies and the development of autonomy. To understand extended speech dealing with a variety of topics and follow even complex lines of argument To understand written texts dealing with a variety of topics in which the writers adopt particular attitudes or viewpoints To express ideas about a variety of topics with a reasonable degree of fluency and spontaneity To improve writing skills, including sub-writing skills (spelling, punctuation, editing, cohesion and coherence) To use accurately a grammatical, lexical and phonological repertoire To learn through both autonomous and cooperative work. Syllabus Unit 1. Grammar: conditionals (revision and advanced points); phrasal verbs; tenses review; dependent prepositions. Writing: informal letters. Writing sub-skills: contrast linkers 1; editing texts. Vocabulary: connected with the unit topic; word formation. Dictionary skills (abbreviations, parts of speech). Word formation. Collocations. Development of reading, listening and speaking skills. Unit 2. Grammar: review of passives and causative have/get something done; passive for formal effect. Dependent prepositions. Spelling. Writing: formal letter. Writing sub-skills: contrast linkers 2; editing texts. Vocabulary: connected with the unit topic. Development of reading, listening and speaking skills. Unit 3. Grammar: The future (going to vs. will) ; tenses in time clauses; present tenses review; modal verbs. Writing sub-skills: No matter. Vocabulary: connected with the unit topic; phrasal verbs. Development of reading, listening and speaking skills. Unit 4. Grammar: expressing cause and effect; -ing vs. infinitive; dependent prepositions. Vocabulary: connected with the unit topic; word formation. Development of reading, listening and speaking skills. Unit 5. Grammar: past tenses review. Writing: register cloze; formal letter. Writing sub-skills: reference linkers; editing texts. Vocabulary: connected with the unit topic; phrasal verbs.Word stress. Collocations. Development of reading, listening and speaking skills. Revision unit: -ing of infinitive. Review of tenses. Writing: editing skills. Vocabulary: studying and examinations. Pronunciation syllabus: Sound Symbol Chart; the IPA (International Pronunciation Alphabet). The sounds of English: vowels, diphthongs and consonants. Relationship between sounds and spelling. Introduction to weak and strong forms, stress and intonation; elision, assimilation and word linking. Transcription exercises and training of skills necessary for the cooperative project. Cultural syllabus: a number of activities including the pedagogical exploitation of songs, films/videos, the Internet and texts (limericks, dictations, magazines, methodology issues). Development of intercultural awareness. Tests and autonomous learning scheme: Oxford Placement Test; Progress Test; Revision tests; Phrasal verbs summary and phrasal verbs practice handouts. The assessment of students’ work will be progressive, formative and summative. Students will be assessed according to their performance in the following assessment tasks: A. Continuous assessment: - Individual assignment: Grammar Autonomous Learning Scheme (GALS): Oxford Placement Test; Grammar Test 1 (OPT 1); reflection on errors and mistakes and preparation of a dossier. This constitutes 10% of the final mark. - Cooperative Song Project: students in groups prepare an oral presentation following the format provided by the

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teacher. This constitutes 25% of the final mark. B. Exam: - At the end of this course, students will take an exam of a practical, skills-oriented nature. This constitutes 65% of the final mark. The examination will consist of the following papers: reading comprehension; listening comprehension; use of English. - Exam marking criteria: in every paper a pass is 60% of the total number of items. The final mark is an aggregate score of the total number of items in the exam. In order for the students to obtain a passing grade for the whole course, they must get a passing grade (60%) in the final exam. Only if the student passes the final exam the continuous assessment tasks will be added to the grade obtained in the exam. The exam plus the assessment tasks make up the final grade (100%). Those tasks which are not done will receive a zero mark. The marks obtained in the individual assignment and cooperative project work will be kept for the 2nd exam call. Compulsory Teaching Materials Textbook and/or materials. Swan, M. (2009). Practical English Usage. Oxford: Oxford University Press. Bilingual dictionary. Monolingual dictionary. Basic Bibliography: Diccionario Oxford de Phrasal Verbs. Inglés-Español (2006). Oxford: Oxford University Press. Dictionary Morris Student Plus Hiztegia available at http://www1.euskadi.net/morris/indice_e.htm Gran Diccionario Oxford Español-Inglés/Inglés-Español (2008) 4th ed. Oxford: Oxford University Press. Hewngs, M. (2013)3rd ed. Advanced Grammar in Use. Cambridge: Cambridge University Press. Longman Dictionary of English Language and Culture (2005).Harlow: Pearson Longman. Longman Dictionary of Contemporary English (2014). Essex: Longman. Macmillan Phrasal Verbs Plus. (2005). Oxford: Macmillan. Oxford Advanced Learners' Dictionary. (2010) 8th ed. Oxford: Oxford University Press. 25436 – B LANGUAGE III: ENGLISH / Lengua B III: Ing lés (6 ECTS) Undergraduate Degree: Grado en Traducción e Interpretación (Second year) Skills / Programme Outline / Aims & Objectives Syllabus Each unit centers on a series of skills-oriented exercises that are related to the general theme of the unit, and on task-based exercises that aim to reinforce the strategies needed to pass ofiicial language tests of this level. Speaking exercises are carried out individually and in groups. They are prompted by a short extract taken from a literary text which is related to the topic of each unit. Sponteneous debate is encouraged. Here, fluency, grammatical skills, pronunciation and spoken interaction will be assessed. The next step involves the reading of a text taken from different formal contexts, in which reading comprehension and structure analysis is practised. This part also leads the student’s attention towards issues of rhetorics and grammatical finesse. Active reshaping of texts and paraphrasis is an integral part of this exercise. The following part is a writing assignment that centers either on practising summarising skills or dealing with the particular challenges posed by different genres – letters, articles, reviews, and so on. A strong emphasis is placed on drafting and selecting skills, and this exercised is never entirely completed in class, but meant to be finished as part of the homework. The fourth part is dedicated to listening skills. Students are exposed to real discourse, taken from different audiovisual media such as BBC and CNN, but also from non-native English contexts and content taken from other areas where English is spoken and media content produced (e.g., Australia, India, South Africa, etc.). Students will be challenged to look for hidden and implied meanings, and they will also be asked to summarise the main points being made about given topics. The fifth part consists of a series of practical exercises, taken from the textbook, dealing specifically with different

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tasks that students might encounter in official test situations, in order to make them familiar with the specific conditions and strategies involved in such tests. Compulsory Teaching Materials Extensive use will be made of spoken, written and audiovisual texts taken from authentic sources, such as news programmes, magazines, etc. Compendium with exercises elaborated by the teacher Textbook with C2 exercises: Capel, A. y W. Sharp, Objective Proficiency: Student's Book without Answers with Downloadable Software. Cambridge: CUP, 2013 Basic Bibliography: Foley, M. and D. Hall 2003. Longman Advanced Learners Grammar. Harlow: Longman. Side, R. and G. Wellman 2002. Grammar and Vocabulary for Cambridge Advanced and Proficiency (with key). Longman 25296 – ENGLISH I / Lengua Inglesa I (6 ECTS) Undergraduate Degree: Grado en Filología (First year) Skills / Programme Outline / Aims & Objectives This subject is the first one of a series of two aimed at offering students the training they need in order to acquire a linguistic competence in English at the B1 level. In order to attain this goal, theoretical and practical lessons will be offered in which students will have the opportunity to practice the different facets of the four basic language skills - listening, speaking, reading, writing - by means of a number of formative activities that will be carried out by students both individually and in groups, and in the classroom or at home. All class activities and home assignments will be geared to helping students advance towards the acquisition of the following competences: - To understand the main ideas in oral Standard English discourse dealing with current affairs (Level B1 +). - To understand the main ideas in written Standard English discourse dealing with current affairs (Level B1 +). - To express ideas on familiar topics in predictable everyday situations (Level B1 +). - To express ideas on familiar and personal topics in written form, using correctly the sub-writing skills (spelling, punctuation and cohesion) (Level B1 +). - To use reasonably accurately a grammatical, lexical and phonological repertoire (Level B1 +). Syllabus Unit 1. Grammar: present simple and continuous; past tenses I; future forms. Vocabulary connected with the unit topic. Pronunciation: vowel sounds I. Writing: description of a person. Development of reading, speaking and listening skills connected with the unit. Unit 2. Grammar: present perfect; past tenses II. Comparatives and superlatives. Vocabulary connected with the unit topic. Pronunciation: stress I. Writing: narration. Reading and speaking activities. Development of reading, speaking and listening skills connected with the unit. Unit 3. Grammar: Modal auxiliaries. Vocabulary connected with the unit topic. Pronunciation: stress II; vowel sounds II. Writing: informal letter. Reading and speaking activities. Development of reading, speaking and listening skills connected with the unit. The students will be assessed according to their performance in the following testing tasks: READING ALOUD TASK: 0.5% SPEAKING TASK: 10% LABORATORY PRACTICES: 0.5% WRITING TASKS: 20% FINAL EXAM: 60% Compulsory Teaching Materials Clive Oxenden and Christina Latham-Koenig (2006) New English File. Intermediate Plus. Oxford University Press. (Coursebook and Workbook)

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Basic Bibliography: Raymond Murphy (2004) English Grammar in Use (with Answers and CD ROM: A Self-Study Reference and Practice Book). Cambridge: Cambridge University Press. 25596 – SECOND LANGUAGE III: ENGLISH / Segunda Leng ua III: Lengua Inglesa (6 ECTS) Undergraduate Degree: Grado en Filología (Third year)

Skills / Programme Outline / Aims & Objectives 1.Listening: to understand extended speech even when it is not clearly structured. 2.Reading: to understand long and complex factual texts, appreciating distinctions of style as well as specialized articles. 3.Speaking: to express ideas/news/events fluently, spontaneously and with grammatical accuracy showing controlled use of connectors and cohesive devices. 4.Writing: to produce well-structured texts, expressing and giving reasons to support points of view at some length in a letter, an essay, a report or an article. 5.Grammar: to display analytical knowledge about the grammar of English. To express ideas in written and oral forms with grammar accuracy. 6.To work on their own or in a team, using the techniques and tools they have acquired. Syllabus This is a skills-oriented course delivered through a series of lessons and activities that incorporate different contents. The course aims to present appropriate communicative situations to help students strengthen their mastery of three main language components (grammar, vocabulary and pronunciation) as well as four language skills (speaking, writing, reading and listening). The contents of the course are presented by language component and language skill although a blend of different kinds of contents is practiced in each lesson. GRAMMAR, VOCABULARY, PRONUNCIATION AND INTONATION, SPEAKING, WRITING, READING AND LISTENING related to units 1A, 1B, 1C, 2A, 2B and 2C, 3A, 3B, (3C?) of the course book (see “Materiales de Uso Obligatorio” below). The type of assessment that will be implemented in this subject is what the Normativa de gestión para las enseñanzas grado y de primer y segundo ciclo of our University for the current academic year refers to as mixed assessment, that is, a combination of continuous assessment and a final examination. The assessment of student work will be progressive, formative and summative. Students will be assessed according to their performance in the following testing tasks: 1. TEST – 10% File 1 revision Test: After the first file (or group of three course book lessons) has been covered, students will take an end-of-file test. Students failing to come to class on the day appointed for this assessment task will receive no credit (0 marks) for the missed work. All marks below 50% will be considered failures and will not be added to the final grade. 2. WRITING – 20% Students will produce a piece of writing, approximately about mid-November. One complete text (approx. 200 words) written in class will be given summative assessment (students will receive correction of mistakes, feedback and a mark). It will be assessed on structure, coherence, mechanics (grammar, spelling and punctuation), vocabulary and register. Students failing to come to class on the day appointed for this assessment task will receive no credit (0 marks) for the missed work. All marks below 50% will be considered failures and will not be added to the final grade. 3. SPEAKING – 20% The speaking about a selected text or picture Presented approximately by the mid week of December Duration of the speaking task: 5 minutes maximum Using the grammar and vocabulary from units 1 & 2 (3?) from New English File, students will have to show that (i) they know the relevant vocabulary to talk about that specific topic, (ii) they can use English grammar accurately, (iii) their pronunciation and intonation in English are good enough as to make themselves understood without difficulty,

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(iv) they can manage discourse markers and strategies competently, (v) they are creative, and (vi) that they have a good command of the conversation skills practiced in class. Marking criteria for the speaking tasks: (i) Intonation and Expressiveness (ii) Pronunciation (iii) Rhythm and Stress (iv) Grammar & Vocabulary (v) Creativity All marks below 50% will be considered failures and will not be added to the final grade. 4. FINAL EXAM – 50% The examination will consist of grammar, vocabulary and pronunciation exercises as well as a set of questions on a written text and a listening activity. Only if the student passes the final exam (50%) will the partial grades be added to the grade obtained in the exam. The final exam plus the assessment tasks make up your final grade (100%). Compulsory Teaching Materials OXENDEN, Clive and Christina LATHAM-KOENIG. 2010. New English File (Upper-intermediate). Student's book. Oxford: OUP. Basic Bibliography: Hewings, M. 1999. Advanced Grammar in Use. Cambridge University Press. Swan, M. 2005. Practical English Usage. Oxford: OUP. A good English-English dictionary. A good English-Spanish and/or English-Basque dictionary. 25597 – SECOND LANGUAGE GRAMMAR I: ENGLISH / Gramát ica de la segunda Lengua I: Lengua Inglesa (6 ECTS) Undergraduate Degree: Grado en Filología (Fourth year)

Skills / Programme Outline / Aims & Objectives This is a skill-oriented hands-on course on the analysis of English structures designed to introduce students to the principles of linguistic argumentation and to help them develop linguistic intuitions about structures they will meet in other courses in the Itinerary in English Studies. By practising and developing specific skills, in this course we strengthen basic notions of constituency, grammatical functions, argument structure and structural relationships between different constituents as the students practise the methodology used in linguistic theory. For the practical component of this course, the students will be presented with data from standard English as well as from other varieties of English, and will be expected to develop skills to piece these data together, construct hypotheses, check these and ultimately discover the explanation for the evidence assembled. The students will also learn how to graphically represent the different phases of this analytical process. By the end of the semester, students will be able to do linguistic analysis of English grammar at an introductory level. The students are also expected to develop basic team work skills throughout the semester as well as to participate actively in the course activities both in and out of the classroom. II. COMPETENCES AND LEARNING OUTCOMES: Module M16 Second Language English includes the following specific competences: M16CM01: To be able to use the English language at an advanced level both orally and in writing (Degree competences: G002, G005, G006, G008). M16CM02: To know, understand and interpret the literature and culture of English-speaking countries in order to be able to carry out compartive work (Degree competences: G004, G005, G008). M16CM03: To know and be able to analyse the grammatical structure of English in order to understand the contrastive features of the languages under study (Degree competences: G005, G009, G010).

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Out of these itinerary competences, the subject 25597-Second Language Grammar I: English contributes most relevantly to the students' acquisition of M16CM03: To know and be able to analyse the grammatical structure of English in order to understand the contrastive features of the languages under study (Degree competences: G005, G009, G010). The goal of 25597-Second Language Grammar I: English is to train the student in the description and analysis of the syntactic structure of English at an introductory level, that is, the course focuses on part of module competence M16CM03. This module competence translates into the following course skills: SKILLS TO BE ACQUIRED BY THE STUDENTS IN SECOND LANGUAGE GRAMMAR I: ENGLISH Skill number Subject skill Module skill 1 To apply the basic constructs and strategies of M16CM03 linguistic argumentation 2 To analyze the syntactic structure of English sentences M16CM03 Upon finishing the course, the students will be able to carry out syntactic analysis of English at an introductory level. The skills that the students will have acquired will be reflected in the following learning outcomes: LEARNING OUTCOMES IN WHICH THE COURSE COMPETENCES ARE REFLECTED By the end of the course the students will be able to · Distinguish between hypothesis and empirical evidence. (Course skill 1) · Construct and formulate hypotheses based on linguistic evidence. (Course skills 1, 2) · Identify and provide evidence in support of / against a given hypothesis in the field of morphosyntax. (Course skill 1) · Apply tests in order to identify syntactic constituents. (Course skills 1, 2) · Analyze and graphically represent the structure of phrases and sentences by means of diagrams. (Course skill 2) · Explain grammaticality contrasts based on syntactic tests and other more complex arguments and theoretical principles. (Course skills 1, 2) Syllabus 1. Introduction - Preliminaries: The study of grammar. Types of grammar. Description vs explanation. Description of parts of speech and sentence elements. 2. Methodology of linguistic research: Preliminary notions. Goals of syntactic theory. Introduction to the scientific method. Linguistic argumentation. Data, hypothesis, evidence, counterevidence, theories. 3. Constituent structure: The concept of structure. Structural ambiguity. Other structural concepts. Constituent structure. Structural evidence and constituency tests. Transformations. Structural relations between sentence constituents. Related constructions. 4. Phrase structure: Phrases and heads. Properties of heads. Phrase typology. Phrase endocentricity, intermediate constituents and constituency tests. Graphic representation of competing hypotheses. Phrase argument structure. Graphic representation of simple and complex phrases. Phrase structure rules and restrictions. 5. Clause and sentence types: Grammatical functions vs phrase types. Sentence argument structure. Clause typology according to syntactic and morphological criteria. Tests for the classification of clauses. Sentence typology. Coordination and subordination. Typology of subordinating particles. Complement clauses vs relative clauses and other adjunct clauses. Non canonical constructions. 6. Sentence structure: Clause structure. Complement clause structure. Other clause structures. Simple sentence structure. Complex sentence structure. The structure of questions. Generalized endocentricity. Graphic representation of sentence structure. Language-internal evidence and crosslinguistic evidence. 7. Structural relations between sentence constituents: Sentence antecedent in referential relations. Anaphoric relations. C-command. M-command. Government. Introduction to anaphoric relations between overt nominals. Some differences between reflexives/reciprocals,

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pronouns and referential expressions regarding the location and other features of their potential antecedents in the sentence. The type of assessment that will be implemented in this subject is what the university legislation (Normativa de gestión para las enseñanzas grado y de primer y segundo ciclo of the University of the Basque Country) refers to as mixed assessment, that is, a combination of continuous assessment and a final examination. The assessment of student work will be progressive, formative and summative. Students will be evaluated according to their performance in the following assessment tasks. 1. Active class participation: 20% of final grade 2. Individual tasks: 15% of final grade 3. Cooperative learning tasks (Solving a linguistic problem through team work and class presentation of the solution): 15% of final grade 4. Final exam: 50% of final grade In compliance with the Normativa de Permanencia (11 April 2014), as the final examination is worth 50% of the final grade, a 'No Show' (No Presentado) grade will be assigned to a student who does not take this final examination. In order for regular students to obtain a passing grade for the whole course, they must get a passing grade (50%) in the final exam. In other words, only if the student passes the final exam will the partial grades of team work, individual work and participation be added to the grade obtained in the exam. All of these assessment instruments are associated to both course skills 1 and 2 of Module Competence M16CM03. The assessment criteria for each of these instruments are listed and explained in the course specification document (guía docente de la asignatura). Compulsory Teaching Materials ACKMAJIAN, A., R. A. DEMERS, A. K. FARMER & R. M. HARNISH. 1993. Linguistics. An Introduction to Language and Communication, 3rd ed. Cambridge, Mass.: MIT Press. (p. 123-191). BORSLEY, Robert. 1999. Syntactic Theory. London: Arnold. 1-37. COWPER, Elizabeth A. 1992. A Concise Introduction to Syntactic Theory: The Government-Binding Approach. Chicago: The University of Chicago Press. Selected chapters. HAEGEMAN, Liliane. 1994. Introduction to Government and Binding Theory. Second edition. Cambridge (Mass.)/Oxford: Blackwell. HAEGEMAN, L. 2006. Thinking Syntactically. A Guide to Argumentation and Analysis. Oxford: Blackwell. RADFORD, Andrew. 1988. Transformational Grammar. Cambridge University Press. 167-335. Also: - All materials uploaded to the course web page in the Moodle platform, including handouts, ppt presentations, study guides prepared by the lecturer, etc. - All materials made available to students in class or at the xerox store (Iratxo), including exercises, fragments, quizzes, etc. - All materials resulted from cooperative activities. Basic Bibliography: AOUN, Joseph. 1992. A brief presentation of the generative enterprise. In John A. Hawkins & Murray Gell-Mann (eds), The evolution of Human Languages. Redwood City: Addison-Wesley, 121-135. BIBER, Douglas, Stig JOHANSSON, Geoffrey LEECH, Susan CONRAD, & Edward FINEGAN. 1999. Longman Grammar of Spoken and Written English. Harlow, UK: Longman BORSLEY, Robert. 1999. Syntactic Theory. London: Arnold. 1-37. COWPER, Elizabeth A. 1992. A Concise Introduction to Syntactic Theory: The Government-Binding Approach. Chicago: The University of Chicago Press. Selected chapters. HAEGEMAN, Liliane. 1994. Introduction to Government and Binding Theory. Second edition. Cambridge (Mass.)/Oxford: Blackwell. HAEGEMAN, L. 2006. Thinking Syntactically. A Guide to Argumentation and Analysis. Oxford: Blackwell. HUDDLESTON, Rodney & Geoffrey K. PULLUM. 2002. The Cambridge Grammar of the English Language. Cambridge, UK: Cambridge University Press. Quirk, R., S. Greenbaum, G. Leech and J. Svartvik. 1985. A Comprehensive Grammar of the English Language. London: Longman. RADFORD, Andrew. 1988. Transformational Grammar. Cambridge University Press. 167-335.

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RUTHERFORD, William. 1998. A Workbook in the Structure of English. Linguistic Principles and Language Acquisition. Cambridge (Mass.)/Oxford Blackwell. 25599 – LITERATURE SECOND LANGUAGE I: ENGLISH / Lit eratura de la segunda Lengua I: Lengua Inglesa (6 ECTS) Undergraduate Degree: Grado en Filología (Fourth year)

Skills / Programme Outline / Aims & Objectives The students will be able to: - Use their prior knowledge to produce definitions of terms associated with the legend of King Arthur/Shakespeare's plays. - Participate in class discussions about the popularity of King Arthur/Shakespeare over time and the way that the people, places, and things associated with King Arthur/Shakespeare's plays have become symbolic and relevant to people around the world. - Use their knowledge of the literary elements of plot, theme, depiction of characters to discuss how these elements appear in the legend of King Arthur/Shakespeare's plays and how and why they have changed over time. - Complete research using primary sources to tell the tales of King Arthur, present the major themes and symbols from these stories, and discuss how they are still relevant in today's world. - Work with partners to present what they have learned by sharing their projects with others in class oral presentations where they can discuss what they have learned and answer questions about it. Syllabus Sir Thomas Malory _Le Morte D'Arthur_ William Shakespeare _Much Ado About Nothing_ & _Romeo and Juliet_ Compulsory Teaching Materials Sir Thomas Malory _Le Morte D'Arthur_ William Shakespeare _Much Ado About Nothing_ & _Romeo and Juliet_ Basic Bibliography: Sir Thomas Malory _Le Morte D'Arthur_ William Shakespeare _Much Ado About Nothing_ & _Romeo and Juliet_ plus texts given in class 25355 – CLASSIC LITERATURE AND ITS IMPACT ON EUROPE AN LITERATURE / Literatura Clásica y su Proyección en la Literatura Europea (6 ECTS) Undergraduate Degree: Grado en Filología (Third year)

Skills / Programme Outline / Aims & Objectives - Características generales y originalidad de las literaturas clásicas griega y latina, con vistas a una introducción a su influencia en la literatura en Occidente.- Aproximación a algunos de los modelos, temas y géneros más representativos de la literatura clásica y su pervivencia (conexiones directas e indirectas) a través de la lectura y comentario de una selección de textos. Syllabus Consideraciones generales y definición de conceptos El legado griego y latino ¿Qué es un clásico? El concepto de tradición. La recepción de las culturas griega y romana en Occidente: hitos fundamentalesLa literatura griega y latina Características y originalidad de la literatura clásica: rasgos específicos que ayudan a explicar su pervivenciaGéneros y autores representativos de la tradición clásica y su influencia en la literatura posterior (I) Lectura y comentario de una selección de textos ilustrativos de la imitación y transformación de temas de la literatura griega en la literatura posteriorGéneros y autores representativos de la tradición clásica y su influencia en la literatura posterior (II) Lectura y comentario de una selección de textos ilustrativos de la imitación y transformación de temas de la literatura latina en la literatura posterior Students will be assessed according to their performance in the following testing tasks:

• PRUEBA ESCRITA A DESARROLLAR

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• TRABAJOS EN EQUIPO (RESOLUCIÓN DE PROBLEMAS, DISEÑO DE PROYECTOS) • EXPOSICIÓN DE TRABAJOS, LECTURAS...

Basic Bibliography: Highet, G., La tradición clásica. Influencias griegas y romanas en la literatura occidental, trad. esp. de A. Alatorre, 2 vols., México 1954 (y reimpr. posteriores) [= The Classical Tradition. Greek and Roman Influences On Western Literature, New York - Oxford 1949]Gómez Espelosín, F. J., Los Griegos. Un legado universal, Madrid, Alianza, 2003.Signes Codoñer, J. et alii (eds.), Antiquae lectiones. El legado clásico desde la Antigüedad hasta la Revolución francesa, Madrid, Cátedra, 2005.Jenkyns, R. (ed.), El legado de Roma. Una nueva valoración, Barcelona, Crítica, 1995. 25356 – LATIN MIDDLE AGES AND EUROPEAN LITERATURE / Edad Media Latina y Literatura Europea (6 ECTS) Undergraduate Degree: Grado en Filología (Third year)

Skills / Programme Outline / Aims & Objectives Panorama muy general de la literatura medieval europea en el que, a partir del tronco común que supone la literatura latina medieval, se atiende también al nacimiento y desarrollo de las principales literaturas nacionales. Se estudiarán los momentos más significativos y los géneros más fecundos de la literatura latina medieval, y se analizará la presencia de dichos géneros (y de los grandes temas que los acompañan) en las distintas literaturas nacionales. Se leerán (en traducción) las obras latinas más características del Medioevo y las que mayor repercusión han tenido en las demás literaturas, y se verán también fragmentos de obras no latinas que resulten ilustrativas para comprender la historia literaria de la Edad Media europea. Syllabus 1. Introducción La vida literaria en la Edad Media. Peculiaridades de la literatura latina medieval. Nacimiento y desarrollo de las literaturas nacionales.2. Épica y novela La epopeya medieval y la narración caballeresca. Las grandes ¿materias¿ de la Edad Media. Distintos tipos de poesía épica.3. La poesía. La poesía lírica: latín y lenguas nacionales. Otros géneros poéticos.4. El drama. El drama litúrgico y el desarrollo del teatro en lenguas vulgares. Otros géneros próximos al drama. Los orígenes de la comedia humanística y su repercusión en otras literaturas.5. La narración breve. La narrativa didáctica. Posteriores desarrollos, tanto en latín como en vulgar.6. De la Edad Media al Humanismo. El redescubrimiento de los géneros antiguos. Basic Bibliography: ¿ Riquer, M. de ¿ Valverde, J. M., Historia de la literatura universal, Madrid 2007, I.¿ Curtius, E. R., Literatura europea y Edad Media latina, México 1981.¿ Highet, G., La tradición clásica. Influencias griegas y romanas en la literatura occidental, México 1986, I. 25568 – ENGLISH FOR SPECIFIC PURPOSES / Inglés Técn ico (6 ECTS) Undergraduate Degree: Grado en Geografia (Third year)

Skills / Programme Outline / Aims & Objectives Dotar a los alumnos de la competencia necesaria en inglés oral y escrito para la comprensión y producción de materiales académicos en dicha lengua en las áreas de conocimiento de la historia y la geografía. COMPETENCIAS: Ser capaces de comprender y producir materiales académicos en inglés oral y escrito en las áreas de conocimiento de la historia y la geografía. MEC5: Que los estudiantes hayan desarrollado aquellas habilidades de aprendizaje necesarias para emprender estudios posteriores con un alto grado de autonomía. Syllabus 1. Pronunciación: La pronunciación de los sonidos del inglés y su representación en el International Phonetic Alphabet (IPA), el acento, y la entonación. 2. Propiedades estructurales y gramaticales del texto académico en inglés.

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3. Prácticas con diferentes tipos de materiales para la consecución de los objetivos y competencias mencionados. Compulsory Teaching Materials Swan, Michael (2005). Practical English Usage. Oxford University Press. Cook, Chris (1998). A dictionary of historical terms. Macmillan. Wells, John (2008) Longman Pronunciation Dictionary. Pearson Longman. Basic Bibliography: Swan, Michael (2005). Practical English Usage. Oxford University Press. Cook, Chris (1998). A dictionary of historical terms. Macmillan. Wells, John (2008) Longman Pronunciation Dictionary. Pearson Longman.

25568 – ANCIENT HISTORY II / Historia Antigua II ( 6 ECTS) Undergraduate Degree: Grado en Historia (Third year)

Skills / Programme Outline / Aims & Objectives El objetivo de esta asignatura es el análisis y comprensión del proceso histórico conocido como Imperio Romano que se desarrolla desde finales del s. I a. C. hasta el s. V d. C. en el ámbito mediterráneo y en la Europa septentrional. Syllabus 1. La república tardía El periodo postsilano. Optimates y populares. El afianzamiento del poder personal. Las guerras civiles.2. La transición del régimen republicano al imperial La victoria de Octaviano. Las bases del poder del princeps. El princeps y la res publica. El ejército y la organización imperial. La expansión del Imperio. La administración de las provincias.3. El proceso de integración de los provinciales en el Imperio La integración de los provinciales en el Imperio romano. La administración local: estatutos locales y personales; la práctica administrativa.4. Sociedad, economía y religión alto-imperiales Características de la sociedad romana: la nueva organización censitaria de los ordines. La plebe rural y la plebe urbana. Los serui y los libertos. Las relaciones sociales. La actividad económica imperial: sectores productivos, la fiscalidad. Principios generales de la religión romana. El culto imperial. Las instituciones y ceremonias religiosas en el Imperio.5. La crisis del siglo III y la Antigüedad Tardía: su significado histórico. La monarquía de Constantino. Los problemas del Imperio. La sociedad en la Antigüedad tardía. La economía en la Antigüedad tardía. Students will be assessed according to their performance in the following testing tasks:

• PRUEBA ESCRITA A DESARROLLAR • REALIZACIÓN DE PRACTICAS (EJERCICIOS, CASOS O PROBLEMAS) • TRABAJOS INDIVIDUALES • TRABAJOS EN EQUIPO (RESOLUCIÓN DE PROBLEMAS, DISEÑO DE PROYECTOS) • EXPOSICIÓN DE TRABAJOS, LECTURAS...

Compulsory Teaching Materials SELECCIÓN DE TEXTOS:GARCIA MORENO, L.; GASCO F.; ALVAR EZQUERRA, J., 1999, Historia del mundo clásico a través de sus textos. 2. Roma. Madrid.LÓPEZ BARJA DE QUIROGA, P.; LOMAS SALMONTE, F. J., 2004, Historia de Roma, Madrid, Akal textos.SANTOS YANGUAS N., 1977, Textos para la historia antigua de Roma, Madrid.MAPAS:BELTRÁN, F.; MARCO SIMÓN, 1987, F., Atlas de Historia Antigua, Zaragoza,.GRANT, M., 2001, Atlas Akal de Historia Clásica. Del 1700 a.C. al 565 d.C. , Madrid.WATTEL, O., 2002, Atlas histórico de la Roma Clásica, Madrid. Basic Bibliography: CHRISTOL, M.; NONY, D., 1988, De los orígenes de Roma a las invasiones bárbaras, Madrid.GARNSEY, P.; SALLER, R., 1991, El Imperio romano. Economía, sociedad y cultura, Barcelona.KAPLAN, M.; RICHER, N. (dirs.), 2003, El mundo romano, Universidad de Granada. 25703 – MEDIEVAL HISTORY : FEUDAL EUROPE / Historia Medieval: Europa Feudal (6 ECTS)

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Undergraduate Degree: Grado en Historia (Third year)

Skills / Programme Outline / Aims & Objectives Objetivos formativos: 1. Demostrar conocimiento suficiente y comprensión adecuada de los principales procesos y acontecimientos de la historia medieval en una perspectiva diacrónica, en sus diferentes aspectos (economía, sociedad, política, cultura, etc.) y su relación con las sociedades actuales. 2. Conocer los métodos y técnicas básicas de investigación histórica. 3. Ser capaz de presentar de forma oral y/o escrita al menos un tema o problema, de modo que muestre su habilidad para el uso adecuado de la terminología y la argumentación. Competencias: M02CM01 Demostrar conocimiento suficiente y comprensión adecuada de los principales procesos y acontecimientos de la historia universal, nacional y regional, en una perspectiva diacrónica, en sus diferentes aspectos (economía, sociedad, política, cultura) y su relación con las sociedades actuales) G001 M02CM02 Identificar los diferentes enfoques y perspectivas historiográficas que se han dado en el tiempo y su relación con la cultura de cada época histórica G002 M02CM03 Conocer los métodos y técnicas básicas de investigación histórica y mostrar capacidad para obtener, organizar y analizar los distintos materiales y fuentes de información G003 M02CM04 Ser capaz de presentar de forma oral y/o escrita, con corrección formal y la terminología apropiada, al menos un tema o problema de investigación histórica, de modo que muestre su habilidad para el uso adecuado de las fuentes históricas primarias y secundarias G004 Syllabus 1. El crecimiento plenomedieval 2. Las monarquías feudales 3. Manifestaciones de la crisis y la recuperación 4. El impacto social, político e intelectual de la gran depresión 5. La génesis del Estado moderno Students will be assessed according to their performance in the following testing tasks:

a) Criterios de evaluación: El alumnado deberá demostrar un nivel de conocimiento y comprensión de los principales procesos y acontecimientos de la Europa feudal y los diferentes enfoques y perspectivas historiográficas. b) Porcentaje de la nota final: 60% 2.- Instrumento de evaluación: Prácticas de Aula a) Criterios de evaluación: El alumnado deberá demostrar su adecuación en los trabajos escritos o exposiciones orales para el desarrollo de un tema o problema de investigación histórica a través de materiales prácticos. b) Porcentaje de la nota final: 40% 3.- Renuncia a la convocatoria de evaluación: a) el alumno deberá manifestar al profesor por escrito -en soporte papel con su firma- o vía e-mail, con sus datos identificativos, su deseo de renunciar a la convocatoria. b) Esta renuncia deberá expresarse en un plazo no inferior a quince días naturales previos a la fecha de examen. Compulsory Teaching Materials J. BASCHET. La civilización feudal. Europa del año mil a la colonización de América, Ciudad de México, Fondo de Cultura Económica, 2009. P. BONNASSIE, Vocabulario básico de la historia medieval, Crítica, Barcelona, 1983. J. A. GARCÍA DE CORTÁZAR & J. A. SESMA, Manual de Historia Medieval, Alianza, Madrid, 2008. H. KINDER & W. HILGEMANN, Atlas histórico mundial, De los orígenes a la revolución francesa, Madrid, Istmo, 1992 (16.ª ed.). Basic Bibliography: M. BALARD, J.-Ph. GÉNET & M. ROUCHE. De los bárbaros al Renacimiento, Madrid, Akal, 1989 (1ª ed. 1983). S. CLARAMUNT, E. PORTELA, M. GONZÁLEZ & E. MITRE, Historia de la Edad Media, Barcelona, Ariel, 1992. R. FOSSIER (dir.), La Edad Media, 3 vols., Barcelona, Crítica, 1988. M. Á. LADERO, Historia Universal. Edad Media, Barcelona, Vicens-Vives, 1987. J. LE GOFF & J.-C. SCHMITT (coordinadores), Diccionario razonado del Occidente medieval, Madrid, Akal, 2003. H. R. LOYN (ed.) (ed. española P. FUENTES HINOJO), Diccionario Akal de Historia Medieval, Madrid, Akal,1998. J. R. JULIÁ (dir.), Atlas de Historia Universal, tomo I, Barcelona, Planeta, 2000. A. MacKAY & D. DITCHBURN (eds.), Atlas de Europa Medieval, Madrid, Cátedra, 1999. V.V. A.A., Gran Atlas de Historia, tomo 3, Barcelona, Eivissa, 1985.

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SECOND SEMESTER

25297 – ENGLISH II / Lengua Inglesa II (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (First year) Skills / Programme Outline / Aims & Objectives This subject is the second part of a series of two aimed at offering students the training they need in order to acquire a linguistic competence in English at the B2 level. In order to attain this goal, theoretical and practical lessons will be offered in which students will have the opportunity to practice the different facets of the four basic language skills - listening, speaking, reading, writing - by means of a number of formative activities that will be carried out by students both individually and in groups, and in the classroom or at home. All class activities and home assignments will be geared to helping students advance towards the acquisition of the following competences: - To understand the main ideas in oral Standard English discourse dealing with current affairs (Level B2). - To understand the main ideas in written Standard English discourse dealing with current affairs (Level B2). - To express ideas on familiar topics in predictable everyday situations (Level B2). - To express ideas on familiar and personal topics in written form, using correctly the sub-writing skills (spelling, punctuation and cohesion) (Level B2). - To use reasonably accurately a grammatical, lexical and phonological repertoire (Level B2). Syllabus UNIT 4: Lesson 4A: Linguistic points: adjective order, the, the + comparative Vocabulary: fashion Pronunciation: consonant sounds 1 Lesson 4B: Linguistic points: wish + past simple /past perfect/; would + infinitive Vocabulary: men and women Pronunciation: word stress Lesson 4C: Linguistic points: have something done Vocabulary: houses and decoration Pronunciation: the schwa sound UNIT 5: Lesson 5A: - Linguistic points: present simple or continuous? - Vocabulary: animals - Pronunciation: strong and weak syllables Lesson 5B: - Linguistic points: quantifiers: all, any, every(body, etc.), no, none - Vocabulary: word-building - Pronunciation: ei/ie Lesson 5C: - Linguistic points: relative clauses - Vocabulary: words with more than one meaning - Pronunciation: silent letters UNIT 6: Lesson 6A: - Linguistic points: gerunds and infinitives - Vocabulary: crime and punishment

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- Pronunciation: ough/augh Lesson 6B: - Linguistic points: reporting verbs - Vocabulary: truth and lies reporting verbs - Pronunciation: consonant sounds 2 Lesson 6C: - Linguistic points: clauses of contrast: despite, although, etc. - Vocabulary: compound nouns - Pronunciation: stress on compound nouns The students will be assessed according to their performance in the following testing tasks:

SPEAKING TASKS: 30% WRITING TASK: 20% FINAL EXAM: 50% Compulsory Teaching Materials Clive Oxenden and Christina Latham-Koenig (2008) New English File. Intermediate Plus. Oxford University Press. (Coursebook and Workbook without key) A set reading book will be assigned at the beginning of the course. Basic Bibliography: Raymond Murphy (2004) 'English Grammar in Use' (with Answers and CD ROM: A Self-Study Reference and Practice Book). Cambridge: Cambridge University Press. 25381 - ENGLISH ACCROSS THE WORLD / EL INGLÉS EN E L MUNDO (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (First year) Skills / Programme Outline / Aims & Objectives At the end of this course students will be able to describe the spread of English in the Modern period, locate the countries where it is used and identify its status and connections with other languages it is in contact with, analyse certain varieties of English, compare different attitudes towards English and comment on their influence on language policy and the teaching of English. Syllabus Unit 1. An English-speaking world Unit 2. English before it spread Unit 3. The spread to America Unit 4. Black English Unit 5. English-based pidgins and creoles in the Caribbean, Africa and the South Pacific Unit 6. The spread to Canada and the American west Unit 7. The spread to South Africa, Australia and New Zealand Unit 8. The use of English in Wales, Scotland and Ireland As a form of continuous self-assessment, exercises that will be corrected in class will be used. As a form of continuous assessment by the teacher, students will take two tests, one around the middle of the term on at least the first three units, and one around the penultimate course week on the remaining topics (only those that have been covered in class and, if any, also those that the students prepare themselves). The two tests will carry roughly equal weight, unless it seems reasonable to change that as the course progresses. Compulsory Teaching Materials Course materials will be available from the Photocopy Room at the beginning of the course. Papers will be found on the Internet. The following book must be read: Crystal, D. English as a Global Language. Cambridge: CUP. (latest edition if possible, if not the previous one - available on the Campus bookshop) Basic Bibliography: Crystal, D. 2003. The Cambridge Encyclopedia of the English Language. Cambridge: CUP. (The relevant section will be made available in your notes)

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Crystal, D. English as a Global Language. Cambridge: CUP. (see Materiales de uso obligatorio above)

25308 – INTRODUCTION TO LITERATURE IN ENGLISH / Int roducción a la Literatura en Lengua Inglesa (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (First year) Skills / Programme Outline / Aims & Objectives 1. Acknowledge the importance of the origin and etymology of each of the terms related to literary analysis for a better understanding of the complexity of Literature. 2. Analyze the formal and structural components of a poem to reach the content and suggest its reading/s: poem, verse, stanza, line rhythm, rhyme and so on; poetic language, figures of speech and so on. 3. Analyze the formal and structural components of a play to reach the content and suggest its reading/s. Theatre, drama, play, acts, characters, stage, staging and so on. 4. Analyze the formal and structural components of a narrative text to reach the content and suggest its reading/s. Text, author/ narrator, reader/ narrate; time, space and so on. 5. Make students aware of the complexity of any literary text, and by doing so invite them to ponder over the realm of literature as well as those critical texts that have historically appeared to help to approach it and hence interpret it. Syllabus INTRODUCCION A LA LITERATURA EN INGLÉS is a course which aims at studying in depth selected texts by authors who write in English. It is intended as a fully practical course; therefore textual commentary will be the norm and the rule from the very beginning to the very end. For practical reasons, some texts will be read in class. The goal is twofold: 1.- students will read aloud and learn a practice which is lacking within our own tradition; 2.- reading in class means that the reading at home should have been done in a very detailed way: looking up all the non-familiar words in the dictionary, using a dictionary of symbols, and pondering over the author's use of language. Students are expected to become acquainted with the necessary literary terms such as: narrator, focalizer, characters, characterization, setting, text, story, stanza, line, and so on, for this a text-book is provided in the bibliography, which will be used as the basis for text-commentary. The texts, once read in class, will be fully analyzed with the guidance of the teacher and, then, short pieces from the texts will be commented on by groups of students as practice for the final exam. Continuous assessment is the result of summing up: class attendance (10%) active participation (10%), assignments (10%), oral examination (10%), final written exam (theory: 20%, commentary: 40%) •Final exam: Those students who do not comply with the requirements will have to sit for a final exam comprising the theoretical background of the subject plus two commentaries of the class-readings, and one commentary selected from those readings for the final exam. •Assignments: Students have to write two commentaries: a poem, and a narrative text; as well as staging a piece of drama. •Assignments, essays and exam will be evaluated on the basis of the following criteria: accuracy, completeness, student originality and autonomy in language as well as in content, analytical skills, a capacity to communicate and to explain to others their arguments. Compulsory Teaching Materials All the necessary material is provided by the teacher together with all the compulsory readings to be analyzed throughout the course. The list of literary readings varies from year to year. But the number of reading-texts will be more or less the same: four or five poems, two plays, and four short stories to work in the class-room. Besides there is a reading list to prepare for the final exam that students have to work on their own: two poems, one play, and two short stories. Basic Bibliography: Crystal, D. 2003. The Cambridge Encyclopedia of the English Language. Cambridge: CUP. (The relevant section will be made available in your notes) Crystal, D. English as a Global Language. Cambridge: CUP. (see Materiales de uso obligatorio above)

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25299 – ENGLISH IV / Lengua inglesa IV (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Second year) Skills / Programme Outline / Aims & Objectives This subject is the second one of two courses aimed at providing appropriate communicative situations in association with a number of training activities that will allow students: (i) to enlarge their vocabulary and repertoire of both advanced constructions and expressions, (ii) to strengthen their command of English grammar, (iii) to improve their pronunciation and intonation, and (iv) to distinguish between different registers of English as they progress towards a C1 level of competence in the language. - COMPETENCES: Listening: to understand extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly. Reading: to understand long and complex factual and literary texts, appreciating distinctions of style as well as specialized articles and longer technical instructions, even when they do not relate to the field. Speaking: to express ideas/news/events fluently, spontaneously and with grammatical accuracy showing controlled use of connectors and cohesive devices. Writing: to produce well-structured texts, expressing points of view at some length in a letter, an essay or a report, and select an appropriate style to the reader in mind. Grammar: to display analytical knowledge about the grammar of English. To express ideas in written and oral forms with grammar accuracy. To work on their own or in a team, using the techniques and tools they have acquired. Syllabus This is a skills-oriented course delivered through a series of lessons and activities that incorporate different contents. The course aims to present appropriate communicative situations to help students strengthen their mastery of three main language components (grammar, vocabulary and pronunciation) as well as four language skills (speaking, writing, reading and listening). GRAMMAR, VOCABULARY, PRONUNCIATION AND INTONATION, SPEAKING, WRITING, READING AND LISTENING related to files 4 through 6 of the course book (see “Materiales de Uso Obligatorio” below.) The type of assessment that will be implemented in this subject is a combination of continuous assessment and a final examination. At the beginning of the term students will be provided with a calendar for the various tasks. The assessment of student work will be progressive, formative and summative. Students will be assessed according to their performance in the following testing tasks: 1. WRITING – 20% Students will produce one piece of writing during the semester. Students failing to come to class on the day appointed for this assessment will receive no credit (0 mark) for the missed work. Should the mark of the writing be lower than 60%, the student will receive a zero and the mark will not be added to the final grade. 2. SPEAKING – 10% -In pairs, students will set a day during their instructor’s office hours in April to do a five-minute presentation on a selected topic from files 4 and 5. Using the grammar and vocabulary from files 4 and 5 from New English File, students will have to show that (i) they know the relevant vocabulary to talk about that specific topic, (ii) they can use English grammar accurately, (iii) their pronunciation and intonation in English are good enough as to make themselves understood without difficulty, (iv) they can express themselves fluently.

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All marks below 60% in the speaking task will receive a zero and will not be added to the final grade. 3. EXAM – 50% The exam will consist of grammar, vocabulary, and pronunciation exercises. All marks below 60% in each of these parts will receive a zero and will not be added to the final grade. 4. LISTENING -10% All marks below 60% of the listening exercises will receive a zero and will not be added to the final grade. 5. READING – 10% All marks below 60% of the reading exercises will receive a zero and will not be added to the final grade. Students 100% (non-continuous evaluation) Compulsory Teaching Materials Oxenden, Clive and Christina Latham-Koenig. 2010. New English File. Advanced. Student's book. Oxford: OUP. Oxenden, Clive and Christina Latham-Koenig. 2010. New English File. Advanced. Workbook. Oxford: OUP. A good English-English dictionary. A good English-Spanish and/or English-Basque dictionary. A good English grammar book. A good book on English usage (recommended: M. Swan 2005. Practical English Usage. Oxford: OUP.) Basic Bibliography: Hewings, Martin. 2005. Advanced grammar in use. A self-study reference and practice book for advanced students of English with answers. Cambridge: CUP. McCarthy, Michael and Felicity O'Dell. 2007. English phrasal verbs in use. Advanced. Cambridge: CUP. McCarthy, Michael and Felicity O'Dell. 2008. Academic vocabulary in use. Advanced. Cambridge: CUP. Vince, Michael. 2009. Advanced language practice. English grammar and vocabulary with key. Oxford: Macmillan. McCarthy, Michael and Felicity O'Dell. 2008. English collocations in use (advanced). Self-study and classroom use. Cambridge: CUP. 25309 – ENGLISH LITERATURE I / Literatura Inglesa I (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Second year) Skills / Programme Outline / Aims & Objectives Literatura Inglesa Medieval y ShakespeareProporcionar al alumno una visión general de la producción literaria, por un lado de los textos medievales ingleses desde el siglo V al XV, y, por otro lado, del renacimiento con Shakespeare. Reconocer las tendencias fundamentales de ambos periodos, así como el marco histórico, social y cultural. Analizar las obras más importantes de la época. Syllabus La Literatura del Inglés Antiguo en el Periodo Anglo-Sajón. -Contexto Sociocultural Anglosajón. Poesía Antigua. Sus Formas. Textos Anglolatinos: la Historia Eclesiástica Gentis Anglorum de Beda. -Épica Anglosajona: Beowulf. Poesía Religiosa: Cædmon, Cynewulf y Dream of the Rood. -Poesía Popular: Hechizos, 'Gnomes'. -Poesía Secular: `Acertijos, Lírica: Lover's Message y Wife's Lament. -Literatura Didáctica.De la Conquista Normanda al Final de la Edad Media. -Feudalismo. La Situación Social y Lingüística después de la Conquista Normanda. -Literatura Anglo-Normanda. -Literatura Didáctica: The Owl and the Nightingale. -Escritores Latinos: Historia Regum Britanniae de G. de Monmouth. -Ciclo Artúrico. Los 'romances': Malory, Sir Gawain and the Green Knight, Pearl, Sir Orfeo. -Poesía Aliterativa. -Cambios Sociales: Decadencia del Sistema Feudal. -Geoffrey Chaucer: Primeras Obras, Troilus and Criseyde, Canterbury Tales. -Cuestiones de Género; Temas Femeninos. Mujeres Escritoras de la Edad Media.El Teatro Medieval. -Orígenes Litúrgicos del Teatro Medieval. -Obras Teatrales sobre Milagros, Misterios; Moralidades e Interludios.El Teatro en la Transición: El Renacimiento Tudor. -Comienzo del Teatro Tudor: Influencia Clásica. -Un Teatro Nacional.William Shakespeare. -Comedias. -'Problem Plays' -Dramas Históricos. Tragedias. -'Romances'. -La Poesía de Shakespeare. Compulsory Teaching Materials The Broadview Anthology of British Literature. Volume 1: The Medieval Period.o The Norton Anthology of English Literature. Volume I.

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Basic Bibliography: Ver textos en la descripción del temario. La relación de lecturas básica aparecerá con el programa de la asignatura al comenzar cada curso. 25302 – MORPHOLOGY OF THE ENGLISH LANGUAGE / Morfol ogía inglesa (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Second year) Skills / Programme Outline / Aims & Objectives This course studies the nature of word-formation processes in English and the issues involved in morphological theory. It covers a range of morphological phenomena in English and other languages to be able to understand the descriptive problems in Morphology. It also analyses the way in which word-formation interacts with Phonology, Syntax and Semantics. Objectives The aims of this course are: 1. To provide an overview of the word-formation processes involved in the English language. 2. To study the nature of the morphological phenomena in English. 3. To analyse word-formation processes in English and other languages, following a practical and inductive methodology. 4. To look at the interface between morphology, phonology, syntax and semantics. 5. To provide the necessary background to stimulate interest in Morphology and guidance for further research. Competencies - To foster an understanding of the basic principles and processes in Morphology. - To be able to carry out an interpretation of different morphological phenomena with the help of current linguistic theory. - To explain some of the most fundamental theories in word-formation that account for the many facets of the English language. - To develop the ability to think critically about research findings in the field and to analyse information clearly. - To be able to analyse and explain the main ideas of a research paper in Morphology.

- To be able to work autonomously and in groups, using the necessary techniques and tools learned. Syllabus 1. Fundamentals 1.1. The notion of word 1.2. Morphemes: basic units of analysis 1.3. Inflectional and derivational Morphology 1.4. Morphology across languages 2. Compounding 2.1. The nature of compounds 2.2. Types of compounds 2.3. Headedness of compounds 3. Conversion as a syntactic process 4. Other word-formation processes 5. Productivity 6. Lexicalization 6.1. Lexicalization as a diachronic process 6.2. Types of lexicalization 7. Phonology and word-formation 7.1. Stress criteria in word-formation 7.2. Phonological processes in word-formation 7.3. Lexical Phonology and Morphology 8. Interaction between Morphology and Syntax 8.1. Inflectional Morphology 8.2. Clitics 9. Semantic issues in word-formation 9.1. The specification of meaning in word-formation 9.2. Lexical entries

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10. Borrowing 10.1. The nature of borrowing 10.2. Sources of English vocabulary The final grade for the course will take into account grades awarded on all assignments in the following proportions: Practical and group assignments:20% Final assignment: 80% Basic Bibliography: - Aronoff, M. and Fudeman, K. 2005. What is Morphology? Malden, Mass: Blackwell. - Bauer, L. 2003. Introducing Linguistic Morphology. (2nd ed.) Edinburgh: Edinburgh University Press. - Katamba, F. 1993. Morphology. London: Macmillan. - Plag, I. 2003. Word-formation in English. Cambridge: Cambridge University Press. 25306 – ENGLISH LANGUAGE ACQUISITION / Adquisición de la Lengua Inglesa (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Third year) Skills / Programme Outline / Aims & Objectives This subject is one of the compulsory subjects in the linguistic module. This course aims to provide students with basic knowledge on the field of Second Language Acquisition (SLA). It focuses on both SLA research outcomes and theoretical proposals from different disciplines (linguistics, psychology, sociology, etc.) with especial emphasis on findings concerning the acquisition of English as an additional language. It also introduces research methodology in SLA. Upon completion of this course, students will be able to (i) show basic knowledge of the major SLA theories, (ii) to have a good command of the main factors involved in the acquisition of English as a foreign language, (iii) to describe linguistic phenomena related to the different language levels, (iv) to write a literature review of a topic related to the acquisition of English as a second or third language. Syllabus 1. An introduction to Applied Linguistics and SLA 1.1. Applied Linguistics and Second Language Acquisition 1.2. First, second, third and foreign language acquisition 1.3. Second Language Acquisition: Interdisciplinary and reasons for diversity of SLA 1.4. Main stages in the study of SLA 1.5. The concept of language competence 2. Research Methods in SLA 2.1. Research approaches: The qualitative paradigm vs. the quantitative paradigm; longitudinal vs. cross-sectional 2.2. Data collection Techniques 2.3. The research cycle 2.4. Validity and reliability 2.5. Statistical concepts 3. Interlanguage 3.1. The notion of interlanguage 3.2. Characteristics of interlanguage 3.3. Contrastive Analysis 3.4. Error Analysis 3.5. Developmental patterns in interlanguage 3.6. Communication strategies 4. Linguistic theories in SLA 4.1. An introduction to language universals 4.2. Typological universals 4.3. Universal Grammar 4.4. Evaluation of linguistic theories 5. Cognitive theories in SLA 5.1. An introduction to cognitive theories 5.2. Cognitive mechanisms in SLA 5.3. The Monitor Model: Krashen 5.4. Evaluation of cognitive theories

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6. Social psychological Theories and SLA 6.1. An introduction to Social Psychological theories 6.2. Basic concepts in Social Psychological approaches 6.3. Some models of SLA and social factors: The Acculturation Model, the Intergroup Model and the Socio-Educational Model 6.4. The Acculturation Model 6.5. A critical overview of Social Psychological models 7. Input and interaction in SLA 7.1. The Interaction Hypothesis 7.2. Constructs 7.2.1. Input 7.2.2. Interaction 7.2.3. Output 7.2.4. Feedback 7.2.5. Language Related Episodes (LREs) 7.5. Evaluation of input and interaction 8. Individual differences in SLA 8.1. Cognitive elements 8.2. Social-psychological elements 8.3. Personality traits 8.4. Socio-structural elements 9. Cross-linguistic influence in SLA 9.1. Terminological issues 9.2. Behaviourism and transfer 9.3. Cognitive accounts and transfer 9.4. Transfer in learning vs. transfer in communication 9.5. Constraints on cross-linguistic influence 9.6. Cross-linguistic influence in L3 acquisition 10. Third Language Acquisition 10.1. Advantages of bilingualism 10.2. The effect of bilingualism on L3 proficiency 10.2. The effect of bilingualism on specific aspects of language proficiency Teamwork report (5%): Each group is to submit a teamwork report that describes the distribution of roles and tasks among the members of the group, as well as a reflection on their teamwork. Instructions for this assignment will be provided at the beginning of the course. Groups failing to hand in this assignment on the day appointed will receive no credit (0 marks). Oral presentation in groups (10%): Each group will have to deliver a 30-minute oral presentation on one of the compulsory readings. Students will be provided with a schedule for the exact dates when presentations will be given, as well as the list with compulsory readings to be done throughout the course. Readings will be assigned on a first-come basis. As part of this task, students will have to prepare notes to be distributed in class that summarize the article read (handout) and a set of questions for their class-mates that demonstrate their understanding. They must follow the guidelines and hints provided for oral presentations at the beginning of the course. The content, structure and delivery of the presentation will be assessed. Students failing to come to class on the day appointed for this assessment task will receive no credit (0 marks). Written paper in groups (35%): Each group is to submit a literature review of a topic related to the acquisition of English as a second or third language (2,500-3,000 words). Consider a topic within the field of SLA that you would like to explore more deeply. You should integrate the knowledge that you have acquired over the semester about what kinds of questions an L2 researcher asks. A range of possible topics will be presented in class at the beginning of the course, as well as detailed instructions for this assignment. Students will be assessed on their ability to provide generalizations across the studies read, to show how the topic has evolved or shifted, to show connections between the studies and to provide a critique of studies and gaps in the particular field of inquiry. In addition, the structure, use of the English language and formatting issues will be evaluated. Groups failing to hand in this assignment on the day appointed will receive no credit (0 marks). Final examination (50%): The examination will consist of theoretical and practical questions to assess students’ knowledge of SLA theories, main factors that affect the language acquisition process, as well as research methodology in SLA. Basic Bibliography: .Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press. Gass, S. & Selinker, L. (2008). Second Language Acquisition: An Introductory Course. Hillsday: Lawrence

Earlbaum.

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Kaplan, R.B. (20O2) The Oxford Handbook of Applied Linguistics. Oxford: Oxford Unviersity Press. Larsen-Freeman, D. & Long, M. (1991). An Introduction to Second Language Acquisition Research. London:

Longman. Lightbown, P. & Spada, N. (2000). How Language are Learned. Oxford: Oxford University Press. Mitchell, R. & Myles, F. (1998). Second Language Learning Theories. London: Arnold. 25312 – NORTH AMERICAN LITERATURE I / Literatura norteamericana I (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Third year) Skills / Programme Outline / Aims & Objectives This course offers a critical introduction to the literature produced in the USA since colonial times up to 1900, focusing especially on the 19th century. There will be a strong emphasis throughout the course on the specific ways in which historical forces, social changes and material conditions shape and are at times shaped by the formal features of literary texts. This course aims to help students 1. Examine how cultural myths are produced by examining the cultural, intellectual and political contexts out of which these works have emerged. 2. Detect and analyse their formal and structural components in the hope that the configuration of these works will result in an understanding of the complexity of United States literary culture. 3. Understand the ways in which identity issues dealing with freedom, slavery, revolution, nationhood, race, westward expansion, industrialization, class, gender and democracy were lived and debated across the different historical periods and literary genres. 4. Compare and contrast the different findings both in oral and written forms. 5. Become aware of other cultural forms. Syllabus 1. Introduction to course aims and critical devices. 2. Exploration and discovery: symbols, myths and archetypes.The 17th century – History-Fiction; Travel and Captivity narratives: John Smith 3. The influence of religion in American literature - Puritan narratives: W. Bradford, John Winthrop, Mary Rowlandson – 4. A female poet intruding upon a male world: Anne Bradstreet. 5. The 18th century: The Enlightenment: B. Franklin. 6. Slave writers. P. Wheatley; Olaudah Equiano. 7. The American Revolution. A New Nation, A New Identity: P. Freanu; Crèvecoeur. 8. Introduction to the 19th-century (Irving, Cooper); The frontier myth and the Natives. 9. Transcendentalism; Civil disobedience: Emerson, Thoreau. 10.American Gothic: E.A. Poe. 11.The American Romance: Nathaniel Hawthorne. 12.Dealing with Modernity: Herman Melville. 12 Anti-Slavery Struggles: Frederick Douglass and H. Beecher Stowe contrasted. 13 Experimental poetry: Walt Whitman and Emily Dickinson. 15 A Satirical View: Mark Twain. 16 Gender and slavery: Kate Chopin. 17 Writing and Identity:Charlotte Perkins Gilman. Continuous assessment is the result of summing up: class attendance and active participation (20%), online assignments (40%), plus essay (40%). Final exam: Those students who do not comply with the requirements for the continuous assessment will have to hand in an essay (50%) and sit for an exam (50%). The assignments consist in writing up to 250 words (Abstract like), using the same 'Activity' chart that accompanies the Units in eGELA. Once corrected, the assignment is forwarded back to them. Depending on the result, students are invited to a tutorial visit. Students have to write an essay of 2.500 words about a compulsory text. They have to examine in depth an aspect of the text chosen by applying all the critical devices they have learnt, together with textual evidence to support their thesis. The essay should be clear, coherent and cohesive. FINAL EXAM: Students will choose and develop ONE of the four topics provided in the exam and illustrate their

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argument(s) with examples from the compulsory readings. They have to prove they have read and analysed all the texts with a literary critical stance. Assignments, essay and exam will be evaluated on the basis of the following criteria: accuracy, completeness, student originality and autonomy in language as well as in content, analytical skills, a capacity to communicate and a capacity to explain to others their arguments. Compulsory Teaching Materials All the necessary materials are provided by the teacher and uploaded in the eGELA course (programme, maps, chronologies, syllabus, exam and essay guides, mock exam, glossaries, assignments, as well as all the compulsory readings to be analysed in the course). The list of literary readings is the following: 1. Extracts from John Smith - W. Bradford - John Winthrop - Mary Rowlandson. 2. Poems by Anne Bradstreet: “The Author to Her Book” - “To My Dear and Loving Husband” 3. B. Franklin’s “To Those Who Would Remove from America” - “The Savages of North America” 4. P. Wheatley’s “On Being Brought from Africa to America” - “To the University of Cambridge, in New England.” 5. Extracts from Olaudah Equiano’s Autobiography. 6. Freneau, on the American Revolution 7. Crèvecoeur, “What is an American?” 8. William Apess, “An Indian’s Looking-Glass for the White Man” 9. Emerson, "The American Scholar" 10. Thoreau – "On Civil disobedience." 11. E.A. Poe, “The Raven,” “The Fall of the House of Usher” - “The Tell-Tale Heart” 12.Nathaniel Hawthorne, “Young Goodman Brown” 13.Herman Melville, “Bartleby, the Scrivener” 14.Extracts from Frederick Douglass and from H. Beecher Stowe (see chosen chapters). 15.Walt Whitman, “Song of Myself” 16.Emily Dickinson, Numbers 185 – 280 – 341 – 435 - 441 17.Extracts from Mark Twain's Adventures of Huckleberry Finn 18.Kate Chopin, “Desiree’s Baby,” “The Story of An Hour” 19.Charlotte Perkins Gilman, “The Yellow Wallpaper” Basic Bibliography: In order to become familiar and be able to apply different literary critical approaches, students are highly recommended to read and use: Guerin et al. A HANDBOOK OF CRITICAL APPROACHES TO LITERATURE. Oxford U P, (1998). 25316 – ENGLISH PHONOLOGY / Fonología Inglesa (6 EC TS) Undergraduate Degree: Grado en estudios ingleses (Third year) Skills / Programme Outline / Aims & Objectives By the end of the course the students will be able to: i) understand the segmental and suprasegmental characteristics of the English phonological system ii) analyse synchronic and diachronic phonological processes in contemporary English by means of conventional phonological description i) interpret the phonemic distribution of sounds of a given system ii) show mastery in phonological transcription skills iii) show mastery in English sound production Syllabus 1. Brief review of the phonetic description of the sounds of English. 2. Phonological processes: systematic pronunciation variations/alternations in English. 3. Distinctive features and natural classes. Vowel and consonant features. 4. Main formalisms for rule description and phonemic analysis. Complementary vs. overlapping/contrastive distributions. 5. Diachronic phonological Processes. Formal description of different processes in the development of English. • The Great Vowel Shift (GVS) • NG Coalescence

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• Velar Fricative • /au/ Monophthonging • The Long Mid Mergers • The Fleece Merger • The Nurse Merger 6. Synchronic phonological processes. Formal description of different processes in connected speech in various English accents: Cockney (Greater London) , Canadian, North (Lancashire) , General Australian, Scottish Standard English, Indian English, Irish Republic (Greater Dublin), Singapore English, Tyneside (Geordie), Caribbean English 7. The syllable. Structure of the syllable, components, representation and phonotactics. 8. Prosody. Accent, rhythm and intonation. Representation of prominence levels and tone. Basic Bibliography: Carr, P. 1999. English Phonetics and Phonology: An Introduction. Oxford: Blackwell. Davenport, M. & Hannahs, S.J. 2005, Introducing Phonetics and Phonology. London: Arnold. Hayes, B. 2008. Introductory Phonology. Oxford: Blackwell. Roca, I. & Johnson W. 1999. A Course in Phonology, Oxford: Blackwell. Yava¿, M. 2006. Applied English Phonology. Oxford: Blackwell. 25304 – ENGLISH GRAMMAR II / Gramática inglesa II ( 6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Third year) Skills / Programme Outline / Aims & Objectives 1. Course Description and Goals The aim of this course is to analyze grammatical phenomena of English within a theoretical approach to language based on the generative point of view. We will explore the nature of explanation claimed by the theory and the nature of syntactic argumentation. Whenever possible our discussion will be informed by data from a variety of languages, although our main focus will be English. Links will also be established with first (L1), second (L2) and third (L3)language acquisition data. Our goals will be to attain a firm grasp of the most important principles of Government and Binding (GB) theory and construct syntactic analyses within its framework. 2. Competences Within the English Studies degree, this subject belongs to the English Linguistics module (M03). This course focuses on one of the competences of the module, competence M03CM01: describe and analyze the structure of the English language in its phonetic, morphological, syntactic and semantic components. Degree competences: G001, G003, G005, G007, G008 and G009. 3. Learning outcomes By the end of the course students should be able to: (i) Be familiar with the different Universal Grammar modules and be aware of their interconnections, (ii) Explain different set of data with theory-appropriate terminology, (iii)Use tree-structure representations of phrases and sentences on the basis of the framework adopted in class, (iv) Improve their linguistic argumentation skills on the basis of empirical data, and (v) (hopefully) enjoy working with morphosyntax.

Syllabus 1. The scientific study of language 1.1 What are we studying? 1.2 The scientific method 1.3 The competence/performance distinction 1.3.1 Studying behaviour 1.3.2 An alternative to studying behaviour: Studying knowledge 1.4 Some simple approaches to grammaticality judgments (how do we know what we know?)

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1.4.1. The ‘parrot’ theory 1.4.2 Other seemingly possible suggestions 1.4.3 Analogy 1.5 Language acquisition and Universal Grammar 1.6 Description and explanation: the case of structure-dependent rules Compulsory readings Carnie, A. 2006. Syntax. A Generative Introduction. (2ND edition). Oxford: Blackwell (Chapter 1. Generative Grammar). De Prada, J. M. 2006. Las primeras brazadas. El Semanal. 24 September. Schwarz, M. J. 2007. Usted también es científico. El Correo. 8 December. 2. Phrase structure 2.1 Introduction 2.2 Phrase structure trees and phrase structure rules 2.3 Constituency 2.3.1 The substitution test 2.3.2 The coordination test 2.3.3 The movement test 2.4 The elements of a phrase structure tree and their relations (dominance, c- command) 2.5 Are two levels enough? 2.5.1 The structure of NPs 2.5.2 The structure of VPs 2.5.3 Specifiers, complements and adjunts 2.6 X’-theory: A review Compulsory reading Tallerman, M. 2011. Understanding Syntax. London:: Hodder Education (Chapter 2: Words belong to different classes). 3. Functional categories 3.1 Introduction 3.2 From Aux to S to IP: tense and agreement 3.3 Complementizers and CPs: complementizers and feature assignment 3.4 Getting into DET: The DP Hypothesis 3.5 Evidence for Determiner Phrases (DPs) 3.6 Functional categories and morphosyntactic features in English 4. The lexicon and sentence structure 4.1 Introduction 4.2 Predicates and arguments 4.2.1 Predicates and arguments 4.2.2 Argument structure and thematic structure 4.2.3 Argument structure in natural language: argument structure in verbs, adjectives, nouns and prepositions 4.2.4 Theta Theory: thematic grid or theta grid 4.3 The Projection Principle 4.4 The assignment of thematic roles 4.4.1 Clausal arguments 4.4.2 Expletives 4.5 The Extended Projection Principle 4.6 The impact of Theta-theory on the syntax of infinitival constructions 4.7 Theta-theory and syntactic functions Compulsory reading Brinton, L. J. 2000. The Structure of Modern English. Amsterdam: John Benjamins (Chapter 10. Sentence

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Semantics) 5. Case Theory 5.1 Introduction 5.2 Where do lexical NPs occur? 5.3 Morphological case and abstract Case 5.4 Structural Case: Nominative and accusative 5.4.1 Nominative subjects 5.4.2 The subject of infinitival clauses 5.4.3 Exceptional Case Marking (ECM) 5.4.4 Structural Case assignment is blind to theta-roles 5.5 The Case Filter 5.6 Adjectives and nouns 5.7 Adjacency and Case assignment 5.8 Passivization and Case Theory 6. Binding Theory 6.1 Introduction 6.2 Anaphors and Principle A 6.2.1 The minimal IP requirement 6.2.2 The c-command requirement 6.2.3 Subjects: accessible and otherwise 6.3 Pronouns and Principle B 6.4 R-expressions and Principle C Compulsory reading Carnie, A. 2006. Syntax: A Generative Introduction. Oxford: Blackwell. (Chapter 4. Binding Theory) 7. Movement and Chains 7.1 Introduction 7.2 Transformations: An introduction 7.3 Wh-movement: Subjacency and successive cyclicity 7.4 More evidence for successive cyclicity 7.5 More transformations: Passive and raising 7.6 Levels of application of principles 7.7 Chains 7.8 Summary Optional reading Carnie, A. 2006. Syntax: A Generative Introduction. Oxford: Blackwell. (Chapter 11. Wh- movement) The assessment implemented in this subject is known as mixed assessment as it combines continuous evaluation (homework assignments) and a final examination. Final evaluation will be based on homework assignments (30%), class participation (10%) and a final exam (60%). The percentage for class participation will be evaluated on the basis of (i) attendance (5%) and (ii) actual student involvement in the course (5%). Credit from homework assignments and class participation will be added to the grade obtained in the final exam if and only if the exam has been passed. The assessment criteria are associated to Module Competence M03CM01 and are explained in the course program provided to students. A 'No Presentado' grade will be assigned to a student who fails to take this final examination in compliance with the Normativa de Permanencia (11 April 2014). Compulsory Teaching Materials All the handouts provided by the teacher together with any assigned readings. The material will be available in Moodle. Basic Bibliography: Carnie, A. 2006 [2002]. Syntax: A Generative Introduction. Oxford: Blackwell. Cook, V. and M. Newson. 2007 [1996]. Chomsky's Universal Grammar: An Introduction.Cambridge, MA: Oxford/Blackwell. Haegeman, L. 1994 [1991] Introduction to Government and Binding Theory. Cambridge, MA: Oxford/Blackwell.

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Haegeman, L. 2006. Thinking Syntactically. A Guide to Argumentation and Analysis. Oxford: Blackwell. Lorenzo, G. and V. Longa. 1996. Introducción a la Sintaxis Generativa. Madrid: Alianza. Quirk, R., S. Greenbaum, G. Leech and J. Svartvik. 1985. A Comprehensive Grammar of the English Language. London: Longman. 25322 – ENGLISH LANGUAGE LITERATURE AND WOMEN / Lit eratura y Mujer en Lengua Inglesa (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Third year) Skills / Programme Outline / Aims & Objectives This course will be exploring detective women writers and their work in crime fiction Syllabus itle: _The Murder at the Vicarage_ Author: Agatha Christie Publisher: Harper - ISBN 13: 9780007120857 - ISBN 10: 0007120850 Title: _An Unsuitable Job for a Woman_ Author: P. D. James Publisher: Faber and Faber Crime - ISBN 13: 978057125340 - ISBN 10: 0571253407 Title: _Clean Break_ Author: Val McDermid Publisher: HarperCollins Publishers Ltd - ISBN 13: 9780006497721 - ISBN 10: 0006497721 STUDENTS CONTINUOUS ASSESSMENT - - Attendance and participation in class: 20% - Individual work: 10% - Group Work: 30% - Oral presentations in class, reading of compulsory texts: 40% Compulsory Teaching Materials The novels suggested in the compulsory bibliography Basic Bibliography: Title: The Murder at the Vicarage Author: Agatha Christie Publisher: Harper - ISBN 13: 9780007120857 - ISBN 10: 0007120850 Title: An Unsuitable Job for a Woman Author: P. D. James Publisher: Faber and Faber Crime - ISBN 13: 978057125340 - ISBN 10: 0571253407 Title: Clean Break Author: Val McDermid Publisher: HarperCollins Publishers Ltd - ISBN 13: 9780006497721 - ISBN 10: 0006497721 25357 – LITERATURE AND THE OTHER ARTS / Literatura y Otras Artes (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Fourth year) Skills / Programme Outline / Aims & Objectives -Planteamientos generales. -La literatura y la pintura. -La literatura y el cine. -La literatura y la música.

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-La literatura y otras artes. Syllabus 1. Planteamientos generales La literatura en su relación con las otras artes. Historia de las relaciones de la literatura con otras artes. Metodología para su estudio: intertextualidad, interdiscursividad, textos en contacto.2. Literatura y pintura Las relaciones palabra e imagen. El tópico ut pictura poesis y el modelo ecfrástico. Análisis de obras en que se manifiesta la relación entre pintura y literatura.3. Literatura y cine La narración cinematográfica y la narración literaria. Análisis de obras en que se manifiesta la relación entre cine y literatura y adaptaciones cinematográficas de obras literarias.4. Literatura y música Las relaciones entre el texto literario y el texto musical. Análisis de obras en que se manifiesta la relación entre música y literatura.5. Literatura y otras artes Las relaciones entre literatura y otras artes diferentes. Análisis de obras en que se manifiesta la relación entre otras artes y literatura. Metodología de enseñanza Las tareas concretas programadas para esta materia se detallarán en la guía docente que se le entregará al alumno/a al principio del curso. Habrá dos tipos de actividades: . Sesiones expositivas, donde se explicarán los conceptos fundamentales de la materia. . Sesiones de seminario y/o talleres, donde se propondrán diversas actividades consistentes en lectura de textos, realización y presentación de trabajos individuales y exposiciones oral de textos. Se privilegiará la producción creativa y innovadora y se aprenderá a individuar en los textos y/o fenómenos artísticos elegidos, las relaciones y/o influencias recíprocas. Estos trabajos, presentaciones y exposiciones del alumno serán entregados durante y al final del cuadrimestre, en data que indicarán las profesoras, y formará parte de la evaluación continua. Sistema de evaluación Habrá dos sistemas de evaluación: 1. Evaluación continua . Para poder optar por este sistema el alumno/a non podrá tener más del 20% de ausencias en las aulas. Se tendrá en cuenta la participación activa en las aulas y la correcta realización de los trabajos encomendados (10%). 2. Examen final (40% la parte teórica + 40% la parte práctica) + trabajo acordado con antelación en las tutorías(20%). En la convocatoria ordinaria se optará por la evaluación continúa, y en la extraordinaria sólo será posible el examen. Recomendación para el estudio de la asignatura: Asistencia en las aulas y realización de los trabajos propuestos. 12.2 Basic Bibliography Chatman, Seymour. Historia y discurso. La estructura narrativa en la novela y el cine, Madrid, Taurus, 1990.Gimferrer, Pere. Cine y literatura. Planeta. Barcelona, 1985.Kristeva, Julia. Semiotiké. Recherches pour une sémanalyse. Éditions du Seuil. Paris, 1969. (Existe traducción española: Kristeva, Julia. Semiótica. Fundamentos. Madrid, 1978).Lotman, Yuri M. Estructura del texto artístico. Istmo. Madrid, 1988.Monegal, Antonio (ed.). Literatura y pintura. Arco Libros. Madrid, 2000. 25305 - HISTORY OF THE ENGLISH LANGUAGE / Historia de la Lengua Inglesa (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Fourth year) Skills / Programme Outline / Aims & Objectives This subject deals with the development of English between late Old English and current English. Specifically, it looks into (i) change in the pronunciation and spelling and (ii) change in the syntax and morphology. At the end of the course the students will be able to (1) Transcribe Old and Middle English. (2) Explain the meaning of a phonological change rule. (3) Use a list of phonological change rules to trace the phonological history of a given English word. (4) Explain the historical origin of major current spelling rules. (5) Describe Old English word forms morphologically. (6) Translate simple Old English sentences / passages.

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(7) Describe the morphological and syntactic differences between earlier English sentences and / or passages and their equivalents in current English. (8) Write about the major morphological and syntactic developments in the history of English. Syllabus Changes in the Pronunciation and in the Spelling 1. Old English vowel and consonant letters and sounds, and stress. 2. Transcription and listening practice. 3. Vocalic and consonantal sound changes in Middle English. 4. Changes in the spelling of vowels and consonants in Middle English. 5. Transcription and listening practice. 6. Vocalic and consonantal sound changes in Modern English. 7. Spelling changes in Modern English. 8. Phonological change between Old and Present-Day English. 9. Phonological change practice. Changes in the Morphology and in the Syntax 1. The role of the cases in Old English. 2. The inflection of nouns, adjectives and demonstratives in OE. 3. Personal, interrogative and relative pronouns in OE. 4. Old English verbal forms and their meanings. 5. Word order in OE. 6. Translation practice. 7. The reduction of inflections in Middle English. 8. Nouns, adjectives, demonstratives and articles after OE. 9. Personal, interrogative and relative pronouns after OE. 10. Verbal forms after OE, the progressive and the passive. 11. The rise of do. 12. Other developments. 13. Practice with Middle and Modern English sentences and passages. Students will take two tests for continuous assessment, one about phonological and orthographic change around the middle of the term and the other about grammatical change at the end. Each test will carry a weight roughly equivalent to the time and effort spent on it in the course. (1) The test about sound change and spelling will roughly consist of the following sorts of exercises: (a) transcription of Old and Middle English words. A single mistake in an individual word will mean no points will be got from it; (b) tracing the phonological history of English words; marks will be taken off if the wrong rule is used, if the right rule is used at the wrong time, if the rule is not named correctly, if the dates are not mentioned, if the rule used is not explained; (c) identifying consonantal sound changes through the spelling and identifying spelling changes; marks will be taken off for those changes that fail to be identified and for mistaking changes in pronunciation for changes in spelling; marks will be taken off for not explaining how the sound change in the example corresponds to a more general sound change, in those cases where it does. (2) The test about grammatical change may include: (a) Old English translation; marks will be taken off for wrong identification of the form, function or meaning of the words in the passage, and for unclear or inexact rendering of the OE passage into PE; (b) morphological description of OE word forms; one mistake or omission will take off marks, two mistakes will invalidate the answer for each particular word form; (c) specific questions about the passage, of a morphological or syntactic nature; (d) giving the PE equivalent of late ME or early Modern English sentences and commenting on the grammatical differences, saying everything that is known about the history of the linguistic item involved. Full marks for complete and accurate answers; the less complete and/or accurate the answers, the poorer the marks. Assessment criteria: Correct English is required. Spelling mistakes and serious mistakes of other sorts will take off marks. Terminology should be used accurately. All other reasonable general criteria for the evaluation of an answer are taken for granted here. Compulsory Teaching Materials The course materials prepared by the teacher and the relevant chapters/pages from Algeo and Acevedo-Butcher (2005) (workbook), and Algeo and Pyles (2005) (coursebook). Algeo, J. and C. Acevedo Butcher. 2005. Problems in the Origins and Development of the English Language. Boston: Thomson Wadsworth.

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Pyles, T. and J. Algeo. 2005. The Origins and Development of the English Language. Boston: Thomson Wadsworth. Basic Bibliography: Baugh, A. C. and T. Cable. 2002. A History of the English Language. London: Routledge. Brown, L. ed. 1993. The New Shorter Oxford English Dictionary. Oxford: Oxford University Press. Crystal, D. 1997. The Cambridge Encyclopedia of the English Language. Cambridge: Cambridge University Press. Fernández, F. 1993. Historia de la lengua inglesa. Madrid: Gredos. Freeborn, D. 2006. From Old English to Standard English. London: Macmillan. Mitchell, B. and F.C. Robinson. 2007. A Guide to Old English. Oxford: Blackwell. Scragg, D.G. 1974. A History of English Spelling. Manchester: Manchester University Press. Simpson, J. A. and E. S. C. Weiner eds. 1989. Oxford English Dictionary. Oxford: Oxford University Press. Wells, J. C. 1982. Accents of English 1: An Introduction. Cambridge: Cambridge University Press. Williams, J. M. 1975. Origins of the English Language. A Social and Linguistic History. New York: The Free Press-Macmillan. 25311 - ENGLISH LITERATURE II / Literatura Inglesa II (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Fourth year) Skills / Programme Outline / Aims & Objectives Specific to the module of English literature: CMO1. - Comprender y expresarse en la lengua inglesa a través de la lectura de textos literarios ingleses. CM02.- Analizar la literatura en lengua inglesa relacionándola con el contexto socio- histórico y cultural de los países de habla inglesa. CMO3.- Comprender, analizar e interpretar con actitud crítica la literatura en lengua inglesa utilizando técnicas de análisis textual, así como transmitirla y discutirla tanto individual como en grupo. CM04.- Comprender el papel de la literatura en la generación de ideas personales y colectivas acerca de temas de interés general tales como la historia, las relaciones sociales, las de género etc. Specific to the degree and the Ministry of Education: G004.- Comprender, analizar e interpretar la literatura en lengua inglesa y ser capaz de evaluar críticamente textos y documentos en lengua inglesa. Esta competencia se corresponde con las siguientes del MEC: MEC1; MEC2; MEC3; MEC4. G007.- Ser capaz de relacionar el conocimiento específico del grado con otras áreas y disciplinas y transmitirlo para su aplicación en estudios posteriores y para favorecer actitudes integradoras y de tolerancia hacia la diversidad multilingüe y multicultural. Esta competencia se corresponde con las siguientes del MEC: MEC1; MEC2; MEC3; MEC4 y MEC5. G008.- Ser capaz de trabajar de forma autónoma y en equipo haciendo uso de las técnicas y herramientas adquiridas. Esta competencia se corresponde con las siguientes del MEC: MEC4 y MEC5 G009.- Ser capaz de transmitir los conocimientos adquiridos en diferentes contextos académicos que sirvan como práctica a distintos contextos profesionales. Esta competencia se corresponde con las siguientes del MEC: MEC4 y MEC5. Syllabus 1. Introduction: the end of the 18th century and first vestiges of Romanticism 2. Romanticism 2.1 First generation of Romantics 2.2 Second generation 3. The Victorian Age 3.1 Early Victorian Age 3.2 Mid-Victorian Age 3.3 Late Victorian Age 4. The Twentieth Century 4.1. The first decade and background to the Great War 4.2 Poetry of the Great War 4.3 Modernism 4.4 Post-war literature Compulsory Teaching Materials *NAEL: Norton Anthology of English Literature, vol II (VVAA). W.W. Norton & Company: New York, 2000

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Basic Bibliography: Grellet, Francoise, A Handbook of Literary Terms. Hachette: Paris, 2009 Sanders, Andrew, The Short Oxford History of Literature in English. Second edition. Clarendon: Oxford, 2001 Simonson, Martin and Raúl Montero (eds.) English Poetry 1783-1916, Portal Publishing: Berkeley, etc., 2013 VVAA, Norton Anthology of English Literature, Vol II, WW Norton & Company: New York, 2000 25319 – ENGLISH LANGUAGE PRAGMATICS / Pragmática i nglesa (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Fourth year) Skills / Programme Outline / Aims & Objectives This subject introduces the concepts, categories and principles proposed by some of the most influential pragmatic theories to explain utterance interpretation, shows how they are used to account for the interpretation of specific linguistic items, and looks into the interaction between linguistic knowledge and general cognitive abilities. At the end of the course the students should be able to (1) Define or explain the basic pragmatic concepts, categories and principles. (2) Point out the differences regarding how concepts and categories are set up across the various theories. (3) Distinguish linguistically encoded from pragmatically inferred aspects of meaning. (4) Use pragmatic principles to explain actual cases of utterance interpretation. (5) Compare and evaluate different pragmatic accounts.

Syllabus 1. Basic concepts 1.1 Sentence, utterance, proposition 1.2 Decoding and inferring 1.3 Communication 2. Austin and Searle’s speech act theory 2.1 Performatives and constatives 2.2 Locutionary, illocutionary and perlocutionary acts 2.3 Felicity conditions on illocutionary acts 2.4 Typology of illocutionary acts 2.5 Indirect speech acts 3. Grice’s theory of conversation and Levinson’s GCI theory 3.1 What is said and what is implicated 3.2 Conventional implicature 3.3 The cooperative principle and the maxims 3.4 The use of the maxims in the generation of implicatures 3.5 The analysis of ‘figures of speech’ 3.6 Particularised and generalized conversational implicatures 3.7 Generalised implicature and the analysis of the logical connectives 3.8 Levinson’s Q-, I- and M-implicatures 3.9 Scalar implicatures and lexicalization 4. Sperber and Wilson’s theory of relevance 4.1 The notion of relevance 4.2 The principles of relevance: cognitive and communicative 4.3 RT concepts and the explanation of actual cases of utterance interpretation Assessment criteria: Correct English is required in the tests and in the final exam. Spelling mistakes and serious mistakes of other sorts will take off marks. Terminology should be used accurately and different theories should not be confused with one another. All other reasonable general criteria for the evaluation of an answer are taken for granted here. N.B. Those students referred to in article 43.1 of the Normativa de gestión para las enseñanzas grado y de primer y segundo ciclo of our University must contact the lecturer within the first two weeks of the course and hand in the documentation that proves that their professional or family situation exempts them from mixed assessment. In these cases, and these cases alone, a comprehensive final examination that will be worth 100% of the final mark will be held on the examination date in June.

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Compulsory Teaching Materials Lecture notes prepared by the teacher as well as basic recommended papers and book chapters will be available in the Photocopy Room or from the Internet. Two chapters from the following book are expected to be read: Billy Clark (2013) Relevance Theory. Cambridge: CUP. Basic Bibliography: Austin, J. 19752. How to Do Things with Words. Cambridge, Mass.: Harvard University Press. Carston, R. 1990. ‘Quantity maxims and generalised implicature’. UCL Working Papers in Linguistics 2: 1-31. Carston, R. 2004. ‘Relevance Theory and the Saying/Implicating Distinction’. In L.R. Horn and G. Ward eds. Escandell, V. 20062. Introducción a la pragmática. Barcelona: Ariel. Grice, H. P. 1975. ‘Logic and Conversation’. Reprinted in H.P. Grice 1989. Studies in the Way of Words. Harvard: Harvard University Press. Hurford, J.R. and J. Heasley. 20072. Semantics: A Coursebook. Cambridge: CUP. Levinson, S.C. 1983. Pragmatics. Cambridge: CUP. Levinson, S.C. 2000. Presumptive Meanings: The Theory of Generalized Conversational Implicature. Cambridge, Mass.: The MIT Press. Searle, J. 1975a. ‘Indirect Speech Acts’. In P. Cole and J.L. Morgan eds. Syntax and Semantics 3: Speech Acts. New York: Academic Press. Searle, J. 1975b. ‘A Taxonomy of Illocutionary Acts’. In J. Searle 1979. Expression and Meaning. Studies in the Theory of Speech Acts. Cambridge: CUP. Sperber, D. and D. Wilson. 19952. Relevance: Communication and Cognition. Oxford: Blackwell. Wilson, D. and D. Sperber. 2004. ‘Relevance Theory’. In L.R. Horn and G. Ward eds. 25320 – LITERATURE IN ENGLISH LANGUAGE / Literatura s en Lengua Inglesa (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Fourth year) Skills / Programme Outline / Aims & Objectives The main aim of this course is to provide students with an overview of the literary, artistic and cultural production of ethnic “minority groups” in the United States. For this purpose, we will look at the way the artistic production of these communities portrays themes such as life in America, the history of the group, social relationships, and other basic themes and concepts for the construction of their group identities. Students should develop critical understanding of these bodies of literature, as well as familiarity with the field of ethnic studies, upon which we will base many of our readings of the literary works. By the end of the semester, students should be able to: • Identify and gain knowledge of the group of writers and representative works in the field of U.S. ethnic literatures, being able to contextualize the literary production with the social and cultural context in which it is developed. • Develop a critical understanding of the proposed texts by means of using different sources, and express individual critical thoughts correctly in their written and oral production. • Develop strategies for the written and oral defence of one’s critical ideas in the context of group work, using different bibliographical sources and relating them to the proposed literary works. • Think critically about issues of ethnicity, race, nationalism, discrimination etc., in the personal and communal spheres, and understand the role of literature and arts for the construction and deconstruction of social and cultural stereotypes. Syllabus • Unit 1.Introduction: general concepts and ideas/The American Dream • Unit 2. The Promised Land/ Getting to America • Unit 3. Living (in) America/Fighting Stereotypes • Unit 4. Other issues: Gender and Ethnicity 1. Active participation in seminars and debates (5 %) 2. Three in-class written textual commentaries (85%) STUDENTS WHO DO NOT TAKE ONE OF THESE, MUST OBLIGATORILY TAKE THE EXAM. 3. Team work/oral presentations (10%)

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4. Final exam/ 10 page essay. Students who do not attend class regularly and/or who fail to write three acceptable commentaries will be required to take a final written exam (50 %) and write a 10 page essay on a topic related to the themes covered in class (50%). Compulsory Teaching Materials Lecture notes prepared by the teacher as well as basic recommended papers and book chapters will be available in the Photocopy Room or from the Internet. Two chapters from the following book are expected to be read: Billy Clark (2013) Relevance Theory. Cambridge: CUP. Basic Bibliography: Austin, J. 19752. How to Do Things with Words. Cambridge, Mass.: Harvard University Press. Carston, R. 1990. ‘Quantity maxims and generalised implicature’. UCL Working Papers in Linguistics 2: 1-31. Carston, R. 2004. ‘Relevance Theory and the Saying/Implicating Distinction’. In L.R. Horn and G. Ward eds. Escandell, V. 20062. Introducción a la pragmática. Barcelona: Ariel. Grice, H. P. 1975. ‘Logic and Conversation’. Reprinted in H.P. Grice 1989. Studies in the Way of Words. Harvard: Harvard University Press. Hurford, J.R. and J. Heasley. 20072. Semantics: A Coursebook. Cambridge: CUP. Levinson, S.C. 1983. Pragmatics. Cambridge: CUP. Levinson, S.C. 2000. Presumptive Meanings: The Theory of Generalized Conversational Implicature. Cambridge, Mass.: The MIT Press. Searle, J. 1975a. ‘Indirect Speech Acts’. In P. Cole and J.L. Morgan eds. Syntax and Semantics 3: Speech Acts. New York: Academic Press. Searle, J. 1975b. ‘A Taxonomy of Illocutionary Acts’. In J. Searle 1979. Expression and Meaning. Studies in the Theory of Speech Acts. Cambridge: CUP. Sperber, D. and D. Wilson. 19952. Relevance: Communication and Cognition. Oxford: Blackwell. Wilson, D. and D. Sperber. 2004. ‘Relevance Theory’. In L.R. Horn and G. Ward eds. 25324 – DRAMA IN ENGLISH / Teatro en Lengua Inglesa (6 ECTS) Undergraduate Degree: Grado en estudios ingleses (Fourth year) Skills / Programme Outline / Aims & Objectives COURSE GOALS 1. To make students acquainted with English-language drama published in the 20th century and in the present century. 2. To identify some dominant literary movements and genres in English-language drama during the 20th and 21st centuries, examining the interaction between the best-known authors and literary texts and their historical and cultural context. 3. To develop critical reading strategies aimed to identify the main themes and stylistic devices of the suggested readings. 4. To foster critical analysis of the suggested texts, including the use of the required literary terms. COMPETENCES Within the English Studies degree, this subject belongs to the English Literature module. This course focuses on four of the competences of the module: CM01. – To understand the English language and to use it properly through the reading of different literary texts. CM02.- To examine literature written in English exploring the interaction of the literary texts with the cultural and historical context in English-speaking countries. CM03.- To develop an understanding of literary texts written in English, using different critical approaches. CM04.- To understand the role of literature in the genesis of personal and collective ideas related to fields of general interest, such as history, social relations or gender. Degree competences: G004.- To understand, analyze and do careful critical reading of English literary texts. G007.- To link the knowledge acquired in this degree with other fields of research and to use it in further study and research,

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promoting multicultural and multilingual diversity. G008.- To express individual critical thoughts correctly and to develop strategies of cooperative learning in the context of group work. G009- To convey the acquired knowledge in different academic contexts, using this experience as a practical training for different professional contexts. Syllabus AMERICAN DRAMA (1915-2015) 1. The Theatrical Renaissance of the Twentieth Century 2. Playwriting in the Thirties 3. American Drama: 1940-1960 4. American Theater in the Sixties 5. Recent American Drama ASSESSMENT: The final grade for this course will be based on the following criteria: - Class participation: 30%. This class aims for excellent discussion. Participation will be evaluated as follows: 3= excellent contributions to class discussions, 2 = good contributions, 1 = respectful listening and occasional contributions. Class participation will be employed to assess the following competences: CM01, CM02, CM03, CM04, G004, G007, G008, G009. - Written essay/review: 20 %. Students are asked to write a group essay (with a maximum of 4 students per group) on one of the texts included in the second part of the syllabus (texts published after 1960). The essays (no longer than 5,000 words, MLA style) should not be conceived as traditional research papers. Instead, the papers should reflect their own thinking on the works they have read and be your reaction and analysis. Essays are meant to foster the students’ critical outlook, offering them an opportunity to develop a series of rewarding critical approaches to the different literary texts including in the syllabus. They are encouraged to develop a comparative approach, aiming toward an understanding of the guiding abstractions of different authors by identifying central themes and discerning their relevance in particular literary texts. .. Suggested topics for essays: the individual and the community, the American Dream, loneliness and/or alienation, place and space in America (the West, the South...), the immigrant (and migration) experience, family relationships, racial and cultural conflicts, gender issues, politics and war, class conflicts, search for identity, the role of religion, the influence of films and the mass media, reality vs.illusion... *Alternatively, students may write an individual review of an American play published in the 20th century or in the present century and not included in the compulsory reading list for this year. The review should be short (750-1000 words) and follow MLA format. Check the handout "HOW TO WRITE A REVIEW" for further information. The written essay/review will be used to assess the following competences: CM01, CM02, CM03, CM05, G004, G008, G009. - Written examination: 50 %. The mid-term exam (tentative date: MARCH 11) will consist of two different parts. In Part I, students will be given a topic to discuss it, analysing its wider implications and providing examples from the compulsory reading texts (discussing means working around an essay title and reaching a conclusion, which does not need to be the one implied in the title). It should follow the outline of an essay: introduction, development of the central theme of the essay, and conclusion. In Part II, students will have to analyze a passage from one of the texts included on the compulsory reading list. They should discuss its literary context, topics, characters, style, structure, language and/or any other relevant issues. The exam will be employed to assess the following competences: CM01, CM02, CM03, CM05, G004, G009. Compulsory Teaching Materials 1.REQUIRED TEXTS FOR 2014/2015: Lillian Hellman: The Children’s Hour (1934) Langston Hughes: Mulatto (1935) Arthur Miller: Death of a Salesman (1949) Tennessee Williams: Cat on a Hot Tin Roof (1955) Edward Albee: Who’s Afraid of Virginia Woolf (1962) Luis Valdez: Zoot Suit (1978) Wendy Wasserstein: The Heidi Chronicles (1988) Sam Shepard: The God of Hell (2004)

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Basic Bibliography: Baym, Nina et al., eds. The Norton Anthology of American Literature. 6th ed. Vol. II. New York: Norton, 2002. Bigsby, C.W.E.: A Critical Introduction to Twentieth-Century American Drama (3 vols.). Cambridge: Cambridge UP, 1982. Childs, Peter & Roger Fowler. The Routledge Dictionary of Literary Terms. London: Routledge, 2006. Pickering, Kenneth: How to Study Modern Drama. London: Macmillan, 1988. Saddik, Annette J.: Contemporary American Drama. Edinburgh: Edinburgh UP, 2007. 25435 – B LANGUAGE II: ENGLISH / Lengua B II: Inglé s (6 ECTS) Undergraduate Degree: Grado en Traducción e Interpretación (First year) Skills / Programme Outline / Aims & Objectives This subject is the second one of two courses aimed at providing appropriate communicative situations in association with a number of training activities that will allow students acquire a C1 level of English: (i) to enlarge their vocabulary and repertoire of both advanced constructions and expressions, (ii) to strengthen their command of English grammar, (iii) to improve their pronunciation and intonation, and (iv) to distinguish between different registers of English, in written as well as spoken form. COMPETENCIAS Específicas del módulo M01CM02: Ser capaz de expresarse con fluidez de forma oral y escrita en una segunda lengua (inglés: nivel C1). M03CM01: Comprender textos escritos y orales de nivel C1 en lengua B (inglés). M03CM03: Producir textos escritos y orales de nivel C1 en lengua B (inglés). Syllabus 1. GRAMMAR: Focus on C1 level. - Narrative tenses: review - Discourse markers & Cohesive devices - Resources to convey emphasis - Inversion - Mixed conditionals - Deontic and epistemic modality - Verb complementation - Complex NPs & AdjPs 2. VOCABULARY: - Word formation - Phraseologisms - Semantic fields suggested by coursebook 3. PRONUNCIATION: consonant cluster; words with “silent” syllables, ea and ear, stress in word families,intonation and polite request, sounds and spelling, intonation in exclamations, extra stress on important words,word stress. WRITING: - Essay: argumentative type (whole structure and paragraph building, academic register, linguistic features and punctuation). - Book review. 5. READING: - Set readings by teacher taken from real newspapers and magazines. - Coursebook texts. - A novel to write a book review about. 6. SPEAKING: - Communicative simulations. - In-class discussion about coursebook topics. 7. LISTENING: Focus on C1 level. Coursebook set listening exercises and realia materials. The type of assessment that will be implemented in this subject is what the Normativa de gestión para las enseñanzas grado y de primer y segundo ciclo of our University for the 2012/2013 academic year refers to as mixed assessment, that is, a combination of continuous assessment and a final examination. The assessment of student work will be progressive, formative and summative. Students will be assessed according to their performance in the following testing tasks.

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CONTINUOUS ASSESSMENT Individual assignment: - Reading comprehension practice 10%: Students will take a reading comprehension test comprising several exercises about an advanced text. - Writing assignments 20%: Students will produce TWO pieces of writing for assessment. Essay and Book review. - Speaking task 20%: Students will carry out an interactive spoken activity. In couples, they will simulate a given communicative setting. They will have to show that (i) they know the relevant vocabulary to perform the given situation, (ii) they can use English grammar accurately, (iii) their pronunciation and intonation in English are good enough as to make themselves understood without difficulty, (iv) they can manage discourse markers and strategies competently, (v) they are creative, and (vi) that they have a good command of the conversation skills practiced in class. Students failing to come to class on the days appointed for these tests/simulations will receive no credit (0 marks) for the missed work. FINAL EXAM - Final examination 50%: The examination IS similar to CAE; listening paper + reading paper + Use of English paper. In every paper a pass is 60% of the total number of items. The final mark is an aggregate score of the total number of items in the exam. In order for the students to obtain a passing grade for the whole course, they must get a passing grade (60%)in the final exam. Only if the student passes the final exam the continuous assessment tasks will be added to the grade obtained in the exam. The exam plus the assessment tasks make up your final grade (100%). The tasks which are not done will receive a zero mark. The marks obtained in the tests and simulation assignment will be kept for the 2nd exam call in June. Compulsory Teaching Materials OXENDEN, Clive and Christina LATHAM-KOENIG. 2010. New English File (advanced). Student's book. Oxford: OUP. Basic Bibliography: FOLEY, M. 2003. Longman advanced learners grammar: a self-study reference & [i.e. and] practice book with answers. HEWINGS, Martin. 2005. Advanced grammar in use. A self-study reference and practice book for advanced students of English with answers. Cambridge: CUP. VINCE, M. 2009. New Advanced Language Practice (with key and CD-Rom). Oxford: Macmillan. 25437 – B LANGUAGE IV: ENGLISH / Lengua B IV: Inglé s (6 ECTS) Undergraduate Degree: Grado en Traducción e Interpretación (Second year)

Skills / Programme Outline / Aims & Objectives This course is a follow-up to English III in the first term. Its main focus is written and spoken production, providing the grammar, vocabulary and use of English resources that are required for the consolidation of a C2 level of competence in the language, with special emphasis on providing students with the skills necessary for future autonomous work with the language. 06. Competencias Módulo: M03CM01 Comprender textos escritos y orales de nivel C2 en lengua B. (G002, MEC4) M03CM03 Producir textos escritos y orales de nivel C2 en lengua B. (G002, MEC4) M03CM05 Conocimiento de un repertorio léxico y de expresiones idiomáticas con sus niveles de connotación. (G002, MEC4) M03CM06 Análisis de las estructuras más problemáticas desde el punto de vista contrastivo. (G002, G008, MEC4) M03CM07 Ser capaz de utilizar la lengua extranjera en situaciones de comunicación social dentro y fuera del ámbito académico. M03CM08 Aprender los principios y procedimientos para una apropiación progresiva de estructuras sintácticas y formas gramaticales. (G002, G008, MEC4)

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Specíficas del grado G002: Uso correcto de, al menos, dos lenguas extranjeras. G007: Capacidad de trabajo individual y de trabajo en equipo. G008: Aprendizaje autónomo, capacidad de análisis y síntesis y de aplicación de los conocimientos a la práctica. (MEC4) G009: Ser capaz de relacionar y aplicar el conocimiento específico del grado con otras áreas y disciplinas próximas. Syllabus At this point in their studies, the students have covered all basic aspects of the structure, use and vocabulary of English and should be ready for C2 consolidation. To that effect, those aspects of advanced grammar / use / vocabulary which prove to be problematic for students will be studied in detail. In this sense this is an open course. The course offers the possibility for students to propose what aspects of the structure and vocabulary of English they would like to work on, as well as texts / reports / news that they would like to discuss and work on for content. The basic core content of the course revolves around three main areas of language analysis: a) Intense repair work of basic errors and habits the students may have inadvertently developed. The source for this will be the students’ written and oral production. b) Advanced grammar theory and practice with special emphasis on both finite and non-finite subordinate clauses and non-canonical structures. c) Individual and group work on summary writing (written and spoken) and individual work on essay writing. Lessons will include a whole variety of activities focusing on the competences the students have been working towards in Lengua B: Inglés I, II and III. A) In the classroom, these include: a) close scrutiny of potentially problematic grammatical, phonetic and lexical aspects of the text being analysed. At the production level, multiple rephrasing will be a main task. This kind of activity is first guided by the tutor and then the students work on their own, taking on the role of prospective teachers (CM06). Active use of grammars, dictionaries and internet resources is essential (G008) at this stage, with special focus on developing awareness of interference from their mother tongue(s) and interlanguage in their English. b) Listening to news and other audio materials for content. The students then relay it to the rest of the classroom. This is done in groups. Language analysis takes backstage in this kind of activity. They also do one oral presentation in which they report on an item of news / current affairs of their choice. (CM01) c) Error analysis: The tutor signals what aspects of the students’ production need revision (in the form of lists of problems in their summaries and essays) and the students bring their suggestions for correction to the classroom. (CM08, CM06) B) Outside the classroom: In addition to the above, the students do three set assignments in which they have to give their own language analysis of a written or audio text, a summary and a critical evaluation in the form of a short essay. (CM03, CM05) The students are provided with detailed guidelines on how to do their assignments. Your final grade will be distributed as follows A) Set assignments: 25% B) Final written + oral exam: 70% C) Class attendance and performance: 5% Important! Your final grade will be an aggregate score of your results for all three sections, provided your score for the final written and oral exams is not lower than 32 points out of the 70 points allocated to the final exam. In the convocatoria extraordinaria, the final written and oral exam will carry 100% of the marks, distributed as follows: ▪ Written exam: 75% Section A: 25 % (Grammar, Vocabulary and Use of English) Section B: 30% (Summary) Section C: 20% (Essay) ▪ Oral exam: 25% Important: In this convocatoria your score for Section A of the written exam must be 50% for the rest of the sections in the exam to be considered.

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Compulsory Teaching Materials No specific textbook is used. We use instead short stories, newspaper clippings, news broadcasts and other audiovisual material from the BBC and other sources, as well as feature articles from a variety of sources. Although no textbook is used in this course, all the material is made available to the students in Moodle before or after the lessons, as appropriate. A monolingual dictionary and an advanced grammar / use of English manual are strongly recommended. Basic Bibliography: Practical English Usage (M. Swan, O.U.P. 2005) Grammar Scan (M. Swan & D. Baker. O.U.P. 2008) Collins Cobuild English Grammar (Harper Collins,1990) A Practical English Grammar (A.J. Thomson & A.V. Martinet, O.U.P. 1985) Diccionario Oxford Inglés-Español/Español-Inglés (O.U.P. 2003 + CD ROM) The Cambridge Advanced Learner’s’ Dictionary (C.U.P. 2003 + CD ROM. Longman Pronunciation Dictionary (by J.C. Wells 2008 + CD ROM) (Ideal for pronunciation practice.) English Collocations in Use (Advanced). (C.U.P. 2008) English Vocabulary in Use (Advanced). (C.U.P. 2002 + CD ROM) Emglish Phrasal Verbs in Use (Advanced). (C.U.P. 2007) The BBI Combinatory Dictionary of English Word Combinations (M. Benson, E. Benson, R. Ilson, John Benjamins 1997) LTP Dictionary of Selected Collocations (J. Hill & M. Lewis, eds., LTP 1997) The New Shorter Oxford English Dictionary (2 vols.) (Clarendon Press, Oxford 1993) Penguin Thesaurus 2000 (for groups of words with similar meanings). Longman Lexicon of Contemporary English (which organizes words by groups of topics) Advanced Grammar in Use (M. Hewings, C.U.P. + CD ROM, 2007) 25452 – HISTORY & CULTURE OF ENGLISH SPEAKING PEOPL E / Historia y Cultura de los Países de Habla B (Inglés) Undergraduate Degree: Grado en Traducción e Interpretación (Fourth year) Information not available

25297 – ENGLISH II / Lengua Inglesa II (6 ECTS) Undergraduate Degree: Grado en Filología (First year) Skills / Programme Outline / Aims & Objectives This subject is the second part of a series of two aimed at offering students the training they need in order to acquire a linguistic competence in English at the B1+ level. In order to attain this goal, theoretical and practical lessons will be offered in which students will have the opportunity to practice the different facets of the four basic language skills - listening, speaking, reading, writing - by means of a number of formative activities that will be carried out by students both individually and in groups, and in the classroom or at home. All class activities and home assignments will be geared to helping students advance towards the acquisition of the following competences: - To understand the main ideas in oral Standard English discourse dealing with current affairs (Level B1+). - To understand the main ideas in written Standard English discourse dealing with current affairs (Level B1+). - To express ideas on familiar topics in predictable everyday situations (Level B1+). - To express ideas on familiar and personal topics in written form, using correctly the sub-writing skills (spelling, punctuation and cohesion) (Level B1+). - To use reasonably accurately a grammatical, lexical and phonological repertoire (Level B1+). Syllabus UNIT 4: Lesson 4A: Linguistic points: adjective order, the¿ the + comparative Vocabulary: fashion

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Pronunciation: consonant sounds 1 Lesson 4B: Linguistic points: wish + past simple /past perfect/; would + infinitive Vocabulary: men and women Pronunciation: word stress Lesson 4C: Linguistic points: have something done Vocabulary: houses and decoration Pronunciation: the schwa sound UNIT 5: Lesson 5A: - Linguistic points: present simple or continuous? - Vocabulary: animals - Pronunciation: strong and weak syllables Lesson 5B: - Linguistic points: quantifiers: all, any, every(body, etc.), no, none - Vocabulary: word-building - Pronunciation: ei/ie Lesson 5C: - Linguistic points: relative clauses - Vocabulary: words with more than one meaning - Pronunciation: silent letters UNIT 6: Lesson 6A: - Linguistic points: gerunds and infinitives - Vocabulary: crime and punishment - Pronunciation: ough/augh Lesson 6B: - Linguistic points: reporting verbs - Vocabulary: truth and lies reporting verbs - Pronunciation: consonant sounds 2 Lesson 6C: - Linguistic points: clauses of contrast: despite, although, etc. - Vocabulary: compound nouns - Pronunciation: stress on compound nouns The students will be assessed according to their performance in the following testing tasks: UNIT REVISION TEST: 20% SPEAKING TASK: 10% WRITING TASKS: 20%

FINAL EXAM: 50% Compulsory Teaching Materials Clive Oxenden and Christina Latham-Koenig (2008) New English File. Intermediate Plus. Oxford University Press. (Coursebook and Workbook without key) A set reading book will be assigned at the beginning of the course. Basic Bibliography: Raymond Murphy (2004) 'English Grammar in Use' (with Answers and CD ROM: A Self-Study Reference and Practice Book). Cambridge: Cambridge University Press. 25659 – SECOND LANGUAGE IV: ENGLISH / Segunda Lengu a IV: Lengua Inglesa (6 ECTS) Undergraduate Degree: Grado en Filología (Third year)

Skills / Programme Outline / Aims & Objectives 1. Listening: to understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the

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majority of films in standard dialect. B2 level. (Competencias módulo: M01CM01, M02CM01) 2. Reading: to understand articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose. B2 level. (Competencias módulo: M01CM01, M01CM03, M02CM01) 3. Speaking: to present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options and interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. B2 level. (Competencias módulo: M01CM01, M01CM02, M02CM02) 4. Writing: to write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences. B2 level. (Competencias módulo: M01CM01, M01CM02, M02CM02) 5. Grammar: to display analytical knowledge about the grammar of English. To express ideas in written and oral forms with grammar accuracy. B2 level. (Competencias módulo: M01CM01). 6. To work on their own or in a team, using the techniques and tools they have acquired. B2 level. (Competencias módulo: M01CM01). Syllabus Contents and teaching-learning activities: This course is markedly skills-oriented, and involves ten two-part lessons, each centering thematically around a general topic. In every lesson, all communicative skills will be thoroughly practiced, and the students will be exposed to a great variety of communicative contexts. On this level, an adequate command of grammar is taken for granted; hence, the stress will fall on the refinement of pre-existing skills which is necessary to achieve a command of English that corresponds to the B2 level, and on the particular strategies and task-based skills that the student will need in order to successfully pass official tests at this level of competence. • Listening: A variety of recordings representing a wide range of speech situations and activities. • Reading: A variety of texts taken from a variety of real sources (newspapers, magazines, the Internet) and different tasks that will help students understand better. • Writing: A selection of tasks focused on both electronic and ‘traditional’ text types that will promote grammar consolidation and appropriate use of the vocabulary taught in each unit. • Speaking: A range of activities related to the topics of each lesson as well as oral presentations on specific topics assigned throughout the course. • Grammar points: unreal conditionals, past modals, would rather, had better, verbs of the senses, gerunds and infinitives, used to, be used to, get used to, reporting verbs, as, articles, uncountable and plural nouns, have something done, quantifiers, structures after wish, clauses of contrast and purpose, whatever, whenever, relative clauses. • Vocabulary related to the following areas: feelings, verbs often confused, the body, music, sleep, the media, collocation, word pairs, towns and cities, science, -ed/-ing adjectives and related verbs, expressions with go, business and advertising, prefixes. • Pronunciation: English vowels and consonants, stress and connected speech phenomena. Evaluation: The type of assessment that will be implemented in this subject is what the Normativa de gestión para las enseñanzas grado y de primer y segundo ciclo of our University for the 2012/2013 academic year refers to as mixed assessment, that is, a combination of continuous assessment and a final examination. The assessment of student work will be progressive, formative and summative. Students will be assessed according to their performance in the following testing tasks. Continuous assessment: Individual assignment: - Reading 10%: The proposal to practice pronunciation (recording yourselves using a webcam and a microphone, or a smartphone or a camera) of all the English vowels and a selected text from a fantasy novel. Marking criteria: (i) Pronunciation (ii) Stress and rhythm (iii) Intonation and expressiveness - Writing assignments 20%: Students will produce two different pieces of writing. One text will be written in class (for credit; students will receive correction of mistakes, feedback and a grade).

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The other text will be written at home, based on a fantasy novel. Marking criteria: (i) Content and range (ii) Grammatical resources (iii) Adequate use of Register and Format (iv) Organization and Cohesion (v) Lexical resources Students failing to come to class on the days for these tests will receive no credit (0 marks) for the missed work. Cooperative Project: - Spoken production task 20%: Students will carry out an interactive spoken activity. In groups of 4, they will record a video-clip using the grammar and vocabulary from New English File, upper-intermediate Student’s Book and based on Cambridge official exams https://www.youtube.com/watch?v=-tqeI9t4x9E For your presentation (12-15 minutes): Marking criteria: (i) Grammatical resources (ii) Lexical resources (iii) Pronunciation and Rhythm (iv) Discourse management (v) Interactive communication Compulsory Teaching Materials Oxenden, C. & Latham-Koenig, C. (2008). New English File Upper-Intermediate (Student’s Book with MultiRom and Workbook with Key). Oxford: Oxford University Press. Basic Bibliography: Oxenden, C. & Latham-Koenig, C. (2008). New English File Upper-Intermediate (Student’s Book with MultiRom and Workbook with Key). Oxford: Oxford University Press. SWAN, M. 2005. Practical English Usage. Oxford: OUP. 25598 – SECOND LANGUAGE GRAMMAR II: ENGLISH / Gramá tica de la segunda Lengua II: Lengua Inglesa (6 ECTS) Undergraduate Degree: Grado en Filología (Fourth year)

Skills / Programme Outline / Aims & Objectives This course aims to provide students with basic knowledge of grammatical phenomena of the English language from the perspective of Generative Grammar. We will consider the type of explanations such perspective offers about specific syntactic constructions of the English language and the nature of the syntactic argumentation which supports it. Whenever possible, the presentation of empirical data from the English language will be completed with data from other languages. Upon completion of the course, students will be (i) familiar with the theoretical apparatus of Generative Grammar and (ii) able to use different concepts in order to explain empirical data of the English language. Syllabus 1. Introduction 1.1. Language as a psychological phenomenon 1.2. Competence and performance 1.3. The logical problem of language acquisition 1.4. Learning vs. acquisition 1.5. The nature of Universal Grammar Compulsory readings: to be designated. 2. Theta theory

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2.1. Argument structure and thematic structure 2.2. The assignment of thematic roles 2.3. Expletives and the theta Criterion Compulsory readings: to be designated. 3. Case Theory 3.1. Morphological vs Abstract Case 3.2. Exceptional Case Marking 3.3. The Case Filter and the Visibility Condition Compulsory readings: to be designated. 4. Movement and Chains 4.1. A-movement 4.1.1. Passives 4.1.2. Raising 4.1.3. Constraints of A-movement Compulsory readings: to be designated. 4.2. A-bar movement 4.2.1. Wh-movement 4.2.2. Traces /copies and wh-movement 4.2.3. Evidence for successive cyclicity 4.2.4. Constraints on A-bar movement 4.6.1. Island Constraints 4.6.2. Subjacency Compulsory readings: to be designated. 4.3. Wh-movement and LF 4.3.1. Wh-phrases as operators 4.3.2. Multiple wh-movement 4.3.3. The ECP Compulsory readings: to be designated. The type of assessment that will be implemented in this course is what the Normativa de gestión para las enseñanzas de grado y de primer y segundo ciclo of our University for the 2014/2015 academic year (http://www.ehu.es/es/web/letrak/araudia)refers to as mixed assessment, that is, a combination of continuous assessment and a final examination. Students will be assessed according to their performance in the following testing tasks: Participation 5% 5 Individual tasks 25% 1 Cooperative task 25% Final examination 45% (No exercise will be accepted after the due date nor will in-class exercises be repeated for students who do not come to class on a day when exercises are collected). In order for the students to obtain a passing mark for the whole course, they must get a passing mark (50%) in the final exam. Partial marks (participation, individual work and cooperative work) will be added to the mark obtained in the exam, if and only if the student gets a pass in the final exam. Partial marks (participation, individual work and cooperative work) will be kept for the 2nd exam call. Compulsory Teaching Materials - Haegeman, Liliane. 1994. Introduction to Government and Binding Theory. 2nd edition. Cambridge (Mass.)/Oxford: Blackwell. Also: - All materials uploaded to the course web page in the Moodle platform, including handouts, ppt presentations, study guides prepared by the lecturer etc. - All materials made available to students in class or at the Xerox store (Iratxo), including exercises, fragments, quizzes, etc. - All materials resulted from cooperative activities. Basic Bibliography: - Cook, Vivian and Newson, Mark. 1996. Chomsky’s Universal Grammar. An Introduction. 2nd edition. Oxford: Blackwell.

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- Culicover, Peter. Principles and Parameters. An Introduction to Syntactic Theory.Oxford: OUP. - Carnie, Andrew. 2008. Syntax: A Generative Introduction. 2nd edition. Oxford: Blackwell. - Cowper, Elizabeth A. 1992. A Concise Introduction to Syntactic Theory: The Government-Binding Approach. Chicago: The University of Chicago Press. Selected chapters. - Haegeman, L. 2006. Thinking Syntactically. A Guide to Argumentation and Analysis. Oxford: Blackwell. - Radford, Andrew. 1988. Transformational Grammar. Cambridge University Press. 167-335. - Rutherford, William. 1998. A Workbook in the Structure of English. Linguistic Principles and Language Acquisition. Cambridge (Mass.)/Oxford Blackwell.

25600 – SECOND LANGUAGE LITERATURE II: ENGLISH / Literatura de la segunda Lengua II: Lengua Inglesa (6 ECTS)

Undergraduate Degree: Grado en Filología (Fourth year)

Skills / Programme Outline / Aims & Objectives The classes will be a mixture of lecturing and practical student work in class. 1. General lectures to explain general topics.2. Students' own research.3. Small groups of practical work to carry on the analysis of texts.4. Individual assigments.5. Group work.

AIMS

- To get to know the English Gothic Literature. - To analyse the best literary output of English Gothic Literature. - Provide a general description of the Gothic novel as well as the key terms associated with it, and cite specific examples of the conventions, tropes, and terms from the novels the student has read. - Distinguish between “terror” and “horror” in the context of Gothic literary studies, and cite examples of each. - To improve the students reading comprehension and oral expression in English.

Syllabus COURSE PRESENTATION

INTRODUCTORY UNIT I: LITERARY TERMS AND ANALYSIS a) Poetryb) Theatrec) Prose

INTRODUCTORY UNIT II: INTRODUCTION TO 17TH AND 18TH CENTURY LITERATURE: MAJOR AUTHORS AND WORKS

THE GOTHIC NOVEL 1.1.1. Introduction 1.1.2. Elements of the Gothic novel 1.1.3. Criticism of Gothic novel 1.1.4. Parodic Efforts A glossary of literary gothic terms

ANALYSIS OF THE FOLLOWING NOVELS (+films):

(1818): Mary Shelley’s Frankenstein or the Modern Prometheus (1897): Bram Stoker’s Dracula Discussion about Kubrik’s “The Shinning”.

NOVELS FOR STUDENTS’ PROJECTS: (1764): Horace Walpole’s The Castle of Otranto (1794): Ann Radcliffe’s The Mysteries of Udolpho (1794): William Godwin’s Caleb Williams (1796) Matthew Gregory Lewis’s The Monk (1817): Jane Austen's Northanger Abbey

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(1818): Thomas Love Peacock's Nightmare Abbey (1820): Charles Robert Maturin’s Melmoth the Wanderer

Students will be assessed according to their performance in the following testing tasks.

Continuous assessment (100%):

Individual assignment:

- Quiz and question (30%): Students have to complete in class 3 different quizzes and questions about different authors and poems/novels (7 different days) during the course.

Students failing to come to class on the days for these tests/activities will receive no credit (0 marks) for the missed work.

Cooperative Project:

- Spoken production task (60%):

Students will carry out a group presentation about one of the novels presented in the point 7 of the programme. In groups of 3, they will present a novel to the class as if they were “English literature teachers”

For your presentation (40 minutes): Part 1: General introduction about authors and their context (5’) Part 2: Summary and analysis of the selected novel (20’). Part 3: Discussion about the novel (15’). Prepare a quiz/game for the class where students can review/assimilate your presentation and discuss about a topic/some topics you present.

Marking criteria: (i) Grammatical and lexical resources (5%) (ii) Discourse management, Pronunciation and Rhythm (5%) (iii) Use of New Technologies (10%) (iv) Creativity (10%) (v) Content and range (70%)

Compulsory Teaching Materials - SELECTED NOTES (photocopy room) - Literary text to be presented in class by students for their presentations

Basic Bibliography: ÁLVAREZ , J.A. ed. Historia crítica de la novela inglesa. Salamanca: Ediciones Colegio de España, pp. 11-96, 1999. • GUERIN, Wilfred L. et al., A Handbook of Critical Approaches to Literature, Oxford, 1992.• The Norton Anthology of English Literature, Vols. I & II (Introductions to periods and authors)• WATT,I.: The Rise of the Novel: Studies in Defoe, Richardson and Fielding, London, 1967.Cornwell, Neil. "Grotesque." Handbook to Gothic Literature. Ed. Marie Mulvey-Roberts. New York: NYU � P, 1998. 273.

25552 – WORLD ECONOMY HISTORY / Historia Económica Mundial (6 ECTS)

Undergraduate Degree: Grado en Historia (Third year)

Skills / Programme Outline / Aims & Objectives

En primer lugar se explican contenidos (¿Expansión y Crisis del Feudalismo¿ y ¿La Economía Europea, siglos XVI-XVII-XVIII¿) referidos al período de las economías preindustriales. Los siguientes cinco temas (¿Industrialización y Capitalismo¿, ¿Los Procesos de Industrialización¿, ¿La Configuración de la Economía Internacional, 1870-1913¿, ¿El Capitalismo en la Encrucijada: La Economía Mundial en el Período de Entreguerras¿ y ¿Crecimiento y Crisis de la Economía Capitalista, desde 1945 hasta la Actualidad¿) constituyen la segunda parte del temario inscrito en el marco de la industrialización y de las economías contemporáneas.

Syllabus

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1. Expansión y crisis del feudalismo La expansión demográfica, agraria, comercial y textil de los siglos X al XIII. Laquiebra del sistema: la depresión medieval (siglos XIV-XV). La reconstrucción: dificultades y modificaciones.2. La economía europea (siglos XVI-XVIII) Feudalismo desarrollado y reinicio de la expansión europea. Demografía y sector agrícola. Manufacturas, comercio, colonias y finanzas.3. Industrialización y capitalismo De una estructura económica feudal a una capitalista. Transformaciones institucionales. Demografía, agricultura y revolución industrial. Consecuencias sociales de la industrialización.4. Los procesos de industrialización La revolución industrial británica. La difusión de la industrialización: 1) Bajo el impulso del Estado: Alemania y Rusia; 2) Periferia europea; 3) Fuera de Europa: Estados Unidos y Japón.5. La configuración de la economía internacional (1870-1913) Comercio internacional y crecimiento económico. La movilidad de los factores. El patrón oro. Imperialismo y colonialismo. El tiempo de la Segunda Revolución Tecnológica.6. El capitalismo en la encrucijada: La economía mundial de entreguerras Consecuencias económicas y sociales de la I Guerra Mundial. Inestabilidad de los Años Veinte. La Gran Crisis. La revolución rusa y La Unión Soviética. Aspectos económicos de la II Guerra Mundial.7. Crecimiento y crisis de la economía capitalista (desde 1945 hasta la actualidad) El Plan Marshall. El nuevo marco institucional y el SMI. El crecimiento económico de los países desarrollados. Fin de la época dorada del capitalismo. La perseverancia del subdesarrollo.

Compulsory Teaching Materials Selección de lecturas (artículos de revista y capítulos de libros) fundamentales para una comprensión adecuada del contenido del temario.

Basic Bibliography: CAMERON, R. y NEAL, L. (2005), Historia Económica Mundial. Desde el Paleolítico hasta el presente, Madrid, Alianza.PALAFOX, J. (coord.), AZAGRA, J., BETRÁN, C., CALATAYUD, S., CUBEL, A., MATEU, E., REIG, R. y RODENAS, C. (1998), Curso de Historia Económica, Valencia, Tirant Lo Blanch.ZAMAGNI, V. (2008): Historia económica de la Europa contemporánea, Barcelona, Crítica.

25721 – HISTORY OF CONTEMPORARY LATIN AMERICA / Historia de Iberoamérica Contemporánea (6 ECTS)

Undergraduate Degree: Grado en Historia (Fourth year)


OBJECTIVES: - To identify the major historical processes of Ibero-America during the modern age (19th - 20th centuries). - To evaluate the most relevant historiographical interpretations with regard to the modern history of Ibero-America.

COMPETENCIAS: CM: Competencias del módulo (Historia General) M02CM01: Demostrar conocimiento suficiente y comprensión adecuada de los principales procesos y acontecimientos de la historia universal, nacional y regional, en una perspectiva diacrónica, en sus diferentes aspectos (economía, sociedad, política, cultura) y su relación con las sociedades actuales (G001). M02CM02: Identificar los diferentes enfoques y perspectivas historiográficas que se han dado en el tiempo y su relación con la cultura de cada época histórica (G002). M02CM03: Conocer los métodos y técnicas básicas de investigación histórica y mostrar capacidad para obtener, organizar y analizar los distintos materiales y fuentes de información (G003). M02CM04: Ser capaz de presentar de forma oral y/o escrita, con corrección formal y la terminología apropiada, al menos un tema o problema de investigación histórica, de modo que muestre su habilidad para el uso adecuado de las fuentes históricas primarias y secundarias (G004). Competencias de Titulación (Grado en Historia): G001: Demostrar conocimiento suficiente y comprensión adecuada de los principales procesos y acontecimientos de la historia universal, nacional y regional, en una perspectiva diacrónica, en sus diferentes aspectos (economía, sociedad, política, cultura, etc.) y su relación con las sociedades actuales (MEC1). G002: Identificar los diferentes enfoques y perspectivas historiográficas que se han dado en el tiempo y su relación con la cultura de cada época histórica (MEC1) G003: Conocer los métodos y técnicas básicas de investigación histórica y mostrar capacidad para obtener, organizar y analizar los distintos materiales y fuentes de información (MEC1, MEC2, MEC5). G004: Ser capaz de presentar de forma oral y/o escrita, con corrección formal y la terminología apropiada, al menos un tema o problema de investigación histórica, de modo que muestre su habilidad para el uso adecuado de las fuentes históricas, primarias y secundarias (MEC2 MEC4). Competencias del MEC: MEC1: Que los estudiantes hayan demostrado poseer y comprender conocimientos en un área de estudio que

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parte de la base de la educación secundaria general, y se suele encontrar a un nivel que, si bien se apoya en libros de texto avanzados, incluye también algunos aspectos que implican conocimientos procedentes de la vanguardia de su campo de estudio. MEC2:Que los estudiantes sepan aplicar sus conocimientos a su trabajo o vocación de una forma profesional y posean las competencias que suelen demostrarse por medio de la elaboración y defensa de argumentos y la resolución de problemas dentro de su área de estudio. MEC4: Que los estudiantes puedan transmitir información, ideas, problemas y soluciones a un público tanto especializado como no especializado. MEC5: Que los estudiantes hayan desarrollado aquellas habilidades de aprendizaje necesarias para emprender estudios posteriores con un alto grado de autonomía. Syllabus 1. The Independence processes in Spanish/Portuguese America. 2. The formaton of the new republics and “caudillism” (1825-1855). 3. Development of Liberalism and Federalism (1855-1875). 4. Republics of Order and Progress (1875-1910). 5. The United States and Latin America. 6. Civilian Radicalism (1910-1930). 7. Brasil: From colony to republic (1820-1930). 8. National populisms and regimes (1930-1960). 9. Revolution and reaction. The military dictatoships (1960-1980). 10. The recovery of democracy, new liberalism and populism (1980-2000). Compulsory Teaching Materials 1. Manuales señalados en la Bibliografía básica 2. Obras con materiales de apoyo (textos y mapas): ALCÁZAR, Joan y N. TABANERA (coord.), Estudios y materiales para la historia de América latina (1955-1990), Valencia, Universidad de Valencia, 1998. Matute, Alvaro, Lecturas Universitarias. Antología. México Siglo XIX, México, UNAM, 1992 Silva Herzog, Jesús, De la historia de México, 1810-1938 : documentos fundamentales, ensayos y opiniones, México, Siglo XXI, 1985. Basic Bibliography: Alcázar, Joan et al., Historia Contemporánea de América, Valencia, Universidad de Valencia, 2003. Amores Carredano, Juan Bosco (coord.), Historia de América, Barcelona, Ariel, 2006, caps. 17-20. Bethell, Leslie (ed.), Historia de América Latina, Madrid, Crítica, 1989-97, vols. 10-14. Carmagnani, Marcelo, Estado y sociedad en América Latina, 1850-1930, Barcelona, Crítica, 1984. Chevalier, François, América Latina, de la independencia a nuestros días, México, FCE, 1999. Dabène, Olivier, América Latina en el siglo XX, Madrid, editorial Síntesis, 2000. Halperin Donghi, Tulio, Historia Contemporánea de América Latina, Madrid, Alianza, 1992 (13ª ed. revisada y aumentada). Carrera Damas, Germán (Coord.), Historia General de América Latina, Ediciones Unesco/editorial Trotta, 2000, vols. VI-VIII. Lucena Salmoral, Manuel (coord.), Historia de Iberoamérica, tomo III: Historia Contemporánea, Madrid, Cátedra, 1988, caps. II-VI. Lucena Salmoral, Manuel, Breve Historia de Latinoamérica, Madrid, Cátedra, 2007. Malamud, Carlos, América Latina siglo XX. La búsqueda de la democracia, Madrid, editorial Síntesis, 1999. Skidmore, Thomas E. y Peter H. Smith, Historia Conemporánea de América Latina. América Latina en el siglo XX, Barcelona, Crítica, 1996. 25700 – AMERICAS IN THE EARLY MODERN AGE / América en la Edad Moderna (6 ECTS) Undergraduate Degree: Grado en Historia (Second year)

Skills / Programme Outline / Aims & Objectives OBJECTIVES: - To identify the major historical processes in America during the colonial age, from 15th to 18th centuries. - To understand the historical and historiographical value of texts and other historical documents when analized in their context of the diachronic evolution of America during the colonial age, 15th - 18th centuries. - To ellaborate coherent and well documented discourses on questions related to the historical evolution of America during the colonial age, 15th - 18th centuries.

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COMPETENCIAS: CM: Competencias del módulo (Historia General) M02CM01: Demostrar conocimiento suficiente y comprensión adecuada de los principales procesos y acontecimientos de la historia universal, nacional y regional, en una perspectiva diacrónica, en sus diferentes aspectos (economía, sociedad, política, cultura) y su relación con las sociedades actuales (G001). M02CM02: Identificar los diferentes enfoques y perspectivas historiográficas que se han dado en el tiempo y su relación con la cultura de cada época histórica (G002). M02CM03: Conocer los métodos y técnicas básicas de investigación histórica y mostrar capacidad para obtener, organizar y analizar los distintos materiales y fuentes de información (G003). M02CM04: Ser capaz de presentar de forma oral y/o escrita, con corrección formal y la terminología apropiada, al menos un tema o problema de investigación histórica, de modo que muestre su habilidad para el uso adecuado de las fuentes históricas primarias y secundarias (G004). Competencias de Titulación (Grado en Historia): G001: Demostrar conocimiento suficiente y comprensión adecuada de los principales procesos y acontecimientos de la historia universal, nacional y regional, en una perspectiva diacrónica, en sus diferentes aspectos (economía, sociedad, política, cultura, etc.) y su relación con las sociedades actuales (MEC1). G002: Identificar los diferentes enfoques y perspectivas historiográficas que se han dado en el tiempo y su relación con la cultura de cada época histórica (MEC1) G003: Conocer los métodos y técnicas básicas de investigación histórica y mostrar capacidad para obtener, organizar y analizar los distintos materiales y fuentes de información (MEC1, MEC2, MEC5). G004: Ser capaz de presentar de forma oral y/o escrita, con corrección formal y la terminología apropiada, al menos un tema o problema de investigación histórica, de modo que muestre su habilidad para el uso adecuado de las fuentes históricas, primarias y secundarias (MEC2 MEC4).

Syllabus 1st block : Discovery, Conquest and Settlement. 1. American and European precedents.2. The “New World”: discovery and settlement; ethical and intellectual debates.3. Government and administration of the colonial America.4. Social and economic consequences.2nd block: The Consolidation of the Colonial World. 5. Economy and commerce in America during the 16th -17th centuries.6. The implementation of the new society: race mixture, castas and criollism.7. The Church in America8. Non-Iberian colonizations.3rd block: The Century of Reforms. 9. America in the international politics.10. The Bourbon reforms.11. Regalism and Enlightment.12. Reaction against reforms: rebellions and the growth of criollism.

Compulsory Teaching Materials - Diccionarios y atlas históricos. - Manuales de la bibliografía básica y obras de referencia disponibles en la biblioteca de la Universidad.

Basic Bibliography: Amores Carredano, J. B. (koord.), Historia de América, Bartzelona, Ariel, 2006. Céspedes del Castillo, G., América Hispánica 1492-I898, Labor, Barcelona, 1994. Lucena Salmoral, M. (koord.), Historia de Iberoamérica, Madrid, Cátedra, 2008 (4º edición), vol. II. Navarro García, L. (koord.), Historia de las Américas, Madrid, Alhambra, Longman, 1991, vol. II-III. Pérez Herrero, Pedro, La América colonial (1492-1763). Política y sociedad, Madrid, Síntesis, 2002.

25329 – AN INTRODUCTION TO THE CONTENPORARY WORLD / Fundamentos del Mundo Contemporáneo (6 ECTS)

Undergraduate Degree: Grado en Historia (Second year)


Se trata de presentar, en cada uno de los temas del temario, los elementos que se considera que constituyen los fundamentos (¿razón principal o motivo con que se pretende afianzar y asegurar algo¿, según el DRAE, entre

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otras acepciones) del mundo contemporáneo, tanto desde el punto de vista de la organización social y política característica del mismo, como desde el punto de vista de su evolución.

Syllabus

Fundamentos de la organización social y política en la contemporaneidad. Presentación de los rasgos que fundamentan la organización social y política contemporánea frente a los propios de la «vieja Europa».Revolución y revoluciones en el mundo contemporáneo. Sobre la naturaleza y el papel de las revoluciones en la contemporaneidad.El Estado: sistemas y regímenes políticos. Acerca de los conceptos básicos de la organización política de la sociedad en el mundo contemporáneo.Las ideologías contemporáneas. Presentación de las principales ideologías (su concepto, su contenido, su papel, su plasmación en sistemas y regímenes políticos) que fundamentan la política contemporánea.Europa y el mundo extraeuropeo. Acerca del papel de Europa y su proyección sobre el mundo extra-europeo en la edad contemporánea.Ciencia y técnica como factor de la evolución social. Aproximación a uno de los factores que más ha condicionado la evolución de la sociedad en el mundo contemporáneo.

Students will be assessed according to their performance in the following testing tasks:

• PRUEBA ESCRITA A DESARROLLAR• REALIZACIÓN DE PRACTICAS (EJERCICIOS, CASOS O PROBLEMAS)• TRABAJOS INDIVIDUALES• TRABAJOS EN EQUIPO (RESOLUCIÓN DE PROBLEMAS, DISEÑO DE PROYECTOS)• EXPOSICIÓN DE TRABAJOS, LECTURAS...

Compulsory Teaching Materials BOBBIO, N. y MATTEUCI, N., dirs., Diccionario de política, 2 vols., Madrid, Siglo XXI, 1983.BOGDANOR, V., ed., Enciclopedia de las instituciones políticas, Madrid, Alianza, 1991.

Basic Bibliography: BERSTEIN, S., Los regímenes políticos del siglo XX, Barcelona, Ariel, 1996.COMELLAS, J. L., Historia sencilla de la ciencia, Madrid, Rialp, 2007.ECCLESHALL, R., GEOGHEGAN, V., JAY, R. y WILFORD, R., Ideologías po¬líticas, Madrid, Tecnos, 1993.FAZIO, M., Historia de las ideas contemporáneas. Una lectura del proceso de secularización, Madrid, Rialp, 2006.FERRANDO BADIA, J., «Los tres grandes sistemas políticos», en Estudios Históricos. Homenaje a los Profesores José Mª Jover Zamora y Vicente Palacio Atard (Madrid, Universidad Complutense, 1990), I, 281-307.MARTÍNEZ RODA, F. (director), Historia del Mundo Contemporáneo de la revolución a la globalización, Valencia, Tirant lo Blanch, 2008.MELLON, J. A., ed., Ideologías y movimientos políticos contemporáneos, Madrid, Tecnos, 1998.PAREDES, J. (coord.), Historia Universal Contemporánea, 2 vols., Barcelona, Ariel, 2004 (eds. post.).REMOND, R., Introducción a la historia de nuestro tiempo, 3 vols., Barcelona, Vicens Vives, 1980 (eds. post.).SÁNCHEZ RON, J. M., El poder de la ciencia: historia social, política y económica de la ciencia (siglos XIX y XX), Barcelona, Crítica, 2007.

25708 – MODERN HISTORY II / Historia Moderna II (6 ECTS)

Undergraduate Degree: Grado en Historia (third year)

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