2016 / 17


English 1

Grau en Cinema i Televisió
Tronc comú ciències de la comunicació
Grau en Periodisme
Grau en Publicitat i Relacions Públiques




This program assumes that beginning students have taken at least 160 hours of English and are, therefore, familiar with the basic grammar structures and vocabulary of the language.




Professors of this course: Serena Barkham, Diane Hoyle, Oriol Massegú, Catherine Otey, Tracey Owen, James Pownall, Jennifer Weiss, Ursula Wolf, Klaus Zilles.

The four levels that constitute our program, English I, English II, English III, English IV, have been designed according to the needs perceived by both language and communication professionals. The program follows the principles advanced by the Section of Modern Languages of the Council of Europe. The four levels were created from a communicative perspective and are taught by means of task-based methodology. In each course students have to carry out a series of tasks related to different topics within the four communication fields taught at this university. In those tasks, students will use English, both receptively and productively, to accomplish the objectives set for each task. As far as materials are concerned, reading and listening exercises have been designed with authentic materials and, therefore, the level of difficulty is similar for all levels, although the language expectations are different.

     The English course is related to the Seminar in that they both consist of small groups of students.

This course belongs to Module 1: Linguistic expression, and is part of the block of basic credits that the School has established in accordance with state legislation. The 4 levels constitute a block which has 12 ECTS credits assigned.


These competences are the academic objectives of English I and, therefore, establish the evaluation requirements of the course (see Criteria for Evaluation of Results).


1.  Knowledge and correct oral and written use of English.

     1.1  To make students competent speakers of English in professional, academic, and informal situations, and improve their oral production and interaction skills.

2.  Basic ability to understand communicative production, both written and audiovisual, in Standard English.

     2.1  To provide students with basic strategies to deal with academic reading.

     2.2  To provide the opportunities for learners to listen to and understand basic media-related texts.

3.  Ability to discuss and write correctly texts and other media products related to communication.

     3.1  To provide students with basic strategies to deal with professional and academic writing.

     3.2  To introduce students to the basic vocabulary, structures, and topics of the mass media, including advertising and public relations, media studies, and journalism.



Part I

Pronunciation Task 1

Websites for Additional Grammar Practice

Storyboards 1

Reading Text 1: Stereotypes

Storyboards 2

Reading Text 2: Media Representation of Scots

Film Scenes 1

Reading Text 3: Media Representation of Women

Film Plots

Additional Reading Practice

Part II

Pronunciation Task 2
Websites for Additional Grammar Practice
Comic Strips
Personal Stories
Reading Text 4: Mediation
Reading Text 5: Vertigo
Film Scenes 2
Reading Text 6: Quino



Students must carry out a series of communication-related tasks which have a specific goal, a particular procedure, and from which an outcome is expected. Hence, each task begins with a pre-task phase in which ideas are activated and input is provided (a, b, d, e, f, i). During the task-cycle, students must work in pairs or small groups in class or outside class (f, g, i). This is followed by a planning stage which students use to prepare and practice their report, and a report phase, which demands a public oral presentation of the students’ work (h). Each task concludes with a language focus stage in which specific structures and vocabulary are targeted (b, c, i). Part of this phase can be carried out by students outside the class. Students are also expected to do self-access work which involves both listening and grammar exercises (c, e). Mid-term and final exams are given to measure students’ acquisition of new vocabulary and grammar learned in the task cycle (j, k).


This methodology, therefore, includes activities falling into the following categories:


a.  Classroom instruction

b.  Individual exercises in class

c.  Individual exercises outside of class

d.  Reading of texts

e.  Viewing of videos

f.   Group exercises in class

g.  Group exercises outside of class

h. Presentations in class

i.   Participation in class

j.   Preparation of exams

k.  Taking of exams



A.   Written exams

B.   Oral exams

C.   Evaluation of homework and compositions

D.   Evaluation of presentations in class

E.   Evaluation of class participation and attitude


Final exam 50%:                 Oral exam 30%

                                            Language focus exam 30%

                                            Reading exam 20%

                                            Listening exam 20%


Class work 50%:                 Class oral presentations

                                            Written work, including homework and mid-term test

                                            Self-access listening exercises



Participation in 85% of regular class sessions is a prerequisite for taking the final exam. Students must pass at least two of the four parts of the final exam in order to pass the course.

Those students who fail to meet this criterion have not earned the right to take the end-of-term final exam.

Those students who fail the course in the first term or who have not earned the right to take the end-of-term exam must repeat the same level in the second term.


At the end of second term, students who take the exam but fail the course have the right to take the July re-sit exam.

The final grade for students taking this exam will take into account: the class grade obtained for continuous evaluation (50%) and the grade on the re-sit exam (50%).

Students who did not earn the right to take the exam at the end of second term cannot take the re-sit exam and must re-register for the same level in the first term of the following academic year.



At the end of English 1:


Objective 1: Knowledge and correct oral and written use of English (A, B, C, D, E).


·         Students should be able to express themselves relatively fluently and display few communication breakdowns. Despite occasional use of fillers and pauses and overall Spanish/Catalan-like pronunciation, their oral production should be understandable.

·         Students should show command of basic descriptive and narrative verb tenses (i.e. basic present, past, and future tenses). Sentence structure is expected to be simple but correct in general. Students should also show mastery of basic task-related vocabulary.

·         Students must be able to use coordination and subordination as well as basic connectors. Their task-related vocabulary is expected to be limited and somewhat repetitive.

·         Students should show their ability to interact at a basic level, by providing high-frequency automatic expressions in normal interaction.

·         Students should show mastery of basic task-related, high-frequency media-related vocabulary.

·         Students should show familiarity with the basic grammatical structures associated with each task.

·         Students must be able to express opinions (albeit with simple language) about the media-related topics presented in class.


Objective 2: Basic ability to understand communicative production, both written and audiovisual, in Standard English (A, C, E).


·         Students should be able to abstract information from introductory texts to Communication Studies.

·         Students are expected to find specific information in communication-related texts.

·         Students must be able to interpret the most basic ideas in a communication-related text.

·         Students should be able to understand the essential information (i.e. the 5 W’s) in a news broadcast or documentary.

·         Students should be able to understand high-frequency media-related and media-unrelated words.


Objective 3: Ability to discuss and write correctly texts and other media products related to communication (A, B, C, D, E).


·         Students must show they understand their interlocutor during normal interaction.

·         Students should be able to use high-frequency media-related and media-unrelated words in oral production.

·         Students must show their ability to communicate through writing in normal professional situations (e.g. basic e-mail writing).

·         Students must be able to demonstrate basic organizational skills and use appropriate vocabulary correctly when writing.




Class workbook: Barkham, Otey, Zilles, Hoyle, Massegú, Owen, Pownall, Weiss & Wolf.  (Last ed.) English for Communication StudiesLevel 1. Barcelona, 2016-2017.





Murphy, R. English Grammar in Use. Cambridge: Cambridge University Press. (Last ed.)

Alexander, L.G. Longman English Grammar Practice. Harlow: Longman. (Last ed.)




Grammar software in the faculty’s Self-Access centre: (Level 1) Focus on Grammar – Intermediate level.Longman.

A Catalan-English/English-Catalan dictionary (pocket version): Oxford Pocket Català.  Oxford: Oxford University Press. (Last edition).  

or a Spanish-English/English-Spanish dictionary (pocket version): Collins Español-Inglés English Spanish. Barcelona: Grijalbo (Last edition).

An English-English dictionary (pocket version): Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press (Last edition).

Video sequences (from movies and ads) and audio recordings.

Speak-up CDs

BBC World Service, Teaching English Section and podcasts

Many web sites related to Journalism, Cinema, Advertising and Public Relations.

Jennifer Mary Weiss