Información general


  • Tipo de asignatura: Básica
  • Coordinador: Maddalena Fedele
  • Trimestre: 2
  • Créditos: 6
  • Profesorado:

Idiomas de impartición


  • English

This subject is entirely delivered in English

Descripción


As English is the international shared language in most technological and scientific areas, the field of Media studies relies on it as an essential communication tool to all professionals and scholars who want to develop their career in the many and varied media sectors. Audiovisual media students need to improve their English abilities in order to fully perform media-related tasks in international contexts. Therefore, this subject is focused on developing the four language and communication skills in the key areas of the media: film, TV, radio, newspapers, magazines and advertising, based on authentic teaching materials. Students are thus provided with plenty of practice on the language and situations of the media world that help them prepare for real working life.

Resultados de aprendizaje


In general terms, this subject contributes to the learning outcomes (LO) specific of the subject matter it belongs to (Modern Language). At the end of the
course, students must be able to:
(LO1) Produce ‘s structures, passive voice sentences, relative clauses and reduced relative clauses and complex nominal phrases in writing a logline and a
film review
(LO2) Communicate efficiently in specific audiovisual media situations by Pitching successfully
(LO3) Use –ing/-ed participles through understanding the language of TV production, filming and editing
(LO4) Communicate efficiently in specific audiovisual media situations by planning, writing and recording a radio interview
(LO5) Communicate efficiently in specific audiovisual media situation by practising interview skills
(LO6) Produce specific technical audiovisual media texts through headlines and newspaper articles
(LO7) Produce specific technical audiovisual media texts through planning and writing a true-life story
(LO8) Communicate effectively in specific audiovisual media situations by composing magazine covers and planning the contents of a magazine
(LO9) Communicate effectively in specific audiovisual media situations by creating and presenting a print advert
(LO10) Make effective oral presentations by presenting the magazine
(CLO1) Use the language of radio presenters and the production process

Metodologia de trabajo


Teaching Methodology

 

Classroom activities will focus on the development of communication skills and specific English language knowledge for media students. A variety of listening, speaking, reading and writing activities based on authentic teaching materials (newspaper articles, magazine covers, adapted film scripts and blogs) will give students plenty of practice of the language of the media industry and help them prepare for real working life.

Tasks, exercises and activities will be done individually or in small groups (either in the classroom or as homework) and will have to be handed in to the teacher for assessment on the assigned date (Late or emailed homework will not be accepted).

Contenidos


Content 1: Film: Writing a logline and a film review
1. Making a film glossary. Understanding and using the technical vocabulary of filming
2. Understanding the features of a written dialogue: incomplete sentences, missing subjects, repetition, short sentences, simple linking words, use
of shared knowledge to leave things unsaid
3. Writing the logline of a film you have seen recently. Practising complex noun phrases for the description of films. Identifying film genres.
4. Writing a film review. Understanding the language of film reviews. Using connectors. Using ‘s and relative clauses. Using passive voice. Asking questions
about the plot: Who is involved in the scene? Where and when does it take place? What is happening? How do the protagonists feel?
5. Pitching successfully a film idea.

 

Related Activities:
Film vocabulary quizzes, word webs and glossaries
Exercises with complex noun phrases and connective devices
Exercises with ‘s, relative clauses, passive voice
Writing a logline
Pitching a film idea
Writing a film review
Listening: A pitching session, a pre-filming meeting

 

Content 2: TV: The language of TV production, filming and editing
1. Understanding the pre-production process: understanding and using the language of TV production. Building a word web: collocations and job
titles. Expressing modality: possibility, ability, giving advice/recommendation, necessity/lack of necessity
2. Organizing a filming schedule. Understanding and using the vocabulary of filming procedures and equipment. –ing/-ed participles. Thinking of
documentary topics:
Length, number of crew members, fixers, GVs
3. Editing a TV documentary. Understanding and using the vocabulary of editing a television documentary

 

Related Activities:
Vocabulary quizzes, word webs and gapped dictations: the language of TV production, filming procedures and TV documentary editing
Exercises with modal verbs
Exercises with –ing/-ed participles
Listening: planning the agenda of a news broadcast, planning the making of a TV documentary, filming on location, editing a TV documentary
Reading: a filming schedule and editing instructions

 

Content 3: Radio: Planning, writing and recording a radio interview
1. Understanding the Language of Radio Presenters: using the appropriate verbal tenses in the presentation of a radio programme. Identifying radio
genres. Analysing a radio commissioning brief
2. Understanding the Production Process: learning and using the vocabulary of radio production. Giving instructions in the
3. newsroom. Using phrases followed by nouns, infinitives or gerunds
4. Practicing Interview Skills: researching the topic and planning the interview. Practicing question forms (open questions, closed questions, negative
questions and echo questions). Arranging, preparing and recording an interview
5. Giving Post-Production Feedback: useful phrases for giving feedback. Practicing phrasal verbs (transitive and intransitive, transitive separable or
transitive inseparable)

 

Related Activities:
Exercises with phrases followed by nouns, infinitive and gerunds
Vocabulary quiz and word webs
Planning, writing and recording a radio interview
Producing a brief oral presentation on the process of making the radio interview
Phrasal verbs exercises
Listening: Answering comprehension questions about a radio interview and about a briefing over the phone
Reading: Radio commissioning brief, 24-hour schedule of a radio producer, a news list, post-production feedback email

 

Content 4: Newspapers: planning and writing newspaper headlines and articles
1. Writing headlines: understanding English headlines and subheads. Turning sentences into headlines. Creating eye-catching headlines: language
devices (puns, loaded language, cultural references, alliteration, homophones and rhyme, emphasis, limited use of punctuation)
2. Analyzing newspaper articles: identifying slant and bias in texts. Newspaper writing techniques: cohesive devices and passive voice, complex noun
compounds, shortening of relative clauses
3. Planning and writing a newspaper article: writing introductions and conclusions, using appropriate language and technical register.

 

Related Activities:
Writing headlines using appropriate language and technical register
Using cohesive devices to put jumbled articles back in the right order.
Planning and writing a newspaper article using appropriate language and technical register
Reading: Headlines, articles and plans for writing a newspaper article

 

Content 5: Magazines: Planning and writing a true-life story
1. Composing a magazine cover: understanding the language and layout of magazine covers. Identifying target readers. Analyzing cover line
features: Stylistic devices. Writing cover lines. Designing a magazine cover
2. Planning the contents of a magazine. Using future forms (will, going to, present continuous, simple present) at editorial meetings: presenting ideas,
making and justifying a proposal, making objections and dealing with them
3. Planning and writing a true-life story: analysing a true-life story: setting, problem, solution and moral. Using narrative tenses: simple past, past
continuous, past perfect. Reporting true-life stories. Writing a true-life article for a magazine
4. Choosing the photos to illustrate a true-life story and writing the photo captions.

 

Related Activities:
Writing coverlines
Designing a magazine cover
Exercises with future tenses, narrative tenses and reported speech
Writing a true-life story for a magazine using an appropriate technical register
Choosing the photos to illustrate a true-life story and write the photo captions

 

Content 6: Advertising: Creating a Print Advert
1. Selling products/services to a potential client: using the right words: Ad, advert, advertise, advertisement. Identifying the different types of
advertising. Reassuring and convincing a prospective client
2. Creating a print advert: identifying advert techniques. Writing a slogan: Language devices. Choosing a product and writing a print ad
3. Presenting a finished advert: language for presenting and ad to a client: Useful phrases.

 

Related Activities:
Writing a print ad
Listening: A meeting with a prospective client, a presentation of an advertising campaign
Making an oral presentation of the ad

Actividades de aprendizaje


Aiming to gather evidence of the achievement of learning outcomes (LO), the following activities will be carried out:

Activity 1: Film. Writing a logline and a film review (Content 1) (Evidence of Learning Outcomes LO1, and LO2). Individual activity
Understanding the features of a film script: its technical vocabulary and style features. Presenting a logline or a brief summary of the film plot. Writing a film
review on a selected film. Understanding the elements of a pitching session

Regarding competencies, this activity has an impact on basic competency G4 and crosscurricular competency T1

Assignments:
A1: Writing a “logline” and a film review.
(5% of the final mark)
A2: Pitching a screenplay to film executives, producers, studios, etc.
(5% of the final mark)

Specific goals:
At the end of the activity, students must be able to:
Use the technical vocabulary of cinema
Write a logline or summary of a film plot using ‘s structures, passive voice, relative clauses, complex noun phrases
Write a film review using ‘s structures, passive voice, relative clauses, complex noun phrases
Understand the elements of a pitching session
Produce an effective pitching
Ask questions on the plot of a film

Activity 2: TV: The language of TV production, recording and editing (Content 2) (Evidence of Learning Outcome LO3) Individual activity
Understanding and using the language of TV production, filming and editing.

Regarding competencies, this activity has an impact on basic competency G4 and crosscurricular competency T1

Assignments:
A3: Listening Activity (to be done in class).
(5% of the final mark)

Specific goals:
At the end of the activity, students must be able to:
Understand the language of TV production, filming and editing.
Use –ing/-ed participles
Express modality: possibility, ability, recommendation, and necessity
Ask for and make suggestions, give orders, etc.

Activity 3: Radio: Planning, writing and recording a radio interview (Content 3) (Evidence of Learning Outcomes LO4, LO5, and CLO1). Activity in
pairs
Understanding the lexicon employed on the radio and the production process of radio program. Planning an interview that has to be recorded for a
radio program.

Regarding competencies, this activity has an impact on basic competency G4 and crosscurricular competency T1

Assignments:

A4: Planning, preparing and recording a radio interview (in pairs)
(10% of the final mark)
Specific goals:

At the end of the activity, students must be able to:
Understand the language of radio presenters and the production process
Learn and use the phrasal verbs connected with the presentation and hosting of a radio programme.
Plan, prepare and record a radio interview.
Communicate effectively with the production team and interviewees
Give feedback during the post-production process

Activity 4: Newspapers: planning and writing newspaper headlines and articles (Content 4) (Evidence of Learning Outcomes LO6 and LO7).
Individual activity
Understanding and writing newspaper headlines and sub-headlines. Analysis of newspaper articles. Planning and writing a newspaper article.

Regarding competencies, this activity has an impact on basic competency G4 and crosscurricular competency T1

Assignments:
A5: Writing headlines; turning sentences into headlines
(4% of the final mark)

Specific goals:
At the end of the activity, students must be able to:
Write newspaper headlines using a suitable technical register
Analyse newspaper articles
Plan and write a newspaper article using a suitable technical register

Activity 5: Magazines. Planning and writing a true-life story (Content 5) (Evidence of Learning Outcome LO7). Individual activity
Composing a magazine cover using the most suitable type of language and style.
Planning the key contents of a magazine. Planning and writing a true-life story.

Regarding competencies, this activity has an impact on basic competency G4 and crosscurricular competency T1

Assignments:
A6: Writing an article for a magazine about a true-life story. Choosing the photos to illustrate it and writing the photo captions
(7% of the final mark)

Specific goals:
At the end of the activity, students must be able to:
Design an eye-catching magazine cover
Write a true-life story using an appropriate technical register
Choose the photos to illustrate it and write the photo captions

Activity 6: Creating an advertisement (Content 6) (Evidence of Learning Outcome LO9). Individual activity
Using the adequate vocabulary and style to sell products/services to a potential client and convince them that they are the best. Making an advertisement by
using the most suitable techniques and an eye-catching slogan.

Regarding competencies, this activity has an impact on basic competency G4 and crosscurricular competency T1

Assignments:
A7: Writing an advertisement
(4% of the final mark)

Specific goals:
At the end of the activity, students must be able to:
Sell products/services to a potential client and communicate effectively
Create and present a print advert
Create an eye-catching slogan

Activity 7: Final project: design, write and present a magazine (Contents 1, 2, 3, 4, 5, and 6) (Evidence of Learning Outcomes LO1, LO4, LO5, LO6,
LO7, LO8, LO9, and LO10). Group activity
1. INSTRUCTIONS: the assignment will be done in groups of 4 students. Students will be assessed as a group for the written part of the assignment,
but individually on their oral presentation. The project will be worth 25% of the final grade
2. PURPOSE: creating a magazine that has useful information on subjects related to Media Technology. Demonstrating the ability to use the language
and structures covered during the course. Demonstrating the ability to write and edit a variety of documents (magazine cover, articles,
advertisements, film reviews, etc) for a target audience. Giving an effective oral presentation of the project
3. FORMAT: students can incorporate the texts they have produced for the different assignments and use the computer program of their choice to
create and edit the magazine (InDesign, Adobe Illustrator, etc). Optionally, the magazine can also be edited online. It must look professional
4. STEPS IN COMPLETING THE ASSIGNMENT: choose an interesting topic (music, cinema, manga, documentaries, series, sport, …). Write a 2000-3000
word magazine
script on the chosen subject. Include a cover, articles, advertisements, interviews, film reviews, images and diagrams. Edit the script so that it is free
of grammar/spelling errors and has an appropriate style. Create a magazine using the chosen documents and images. Hand in the magazine script.
Print the magazine and prepare a good presentation to show it to the class. It must take around 10 minutes.

Regarding competencies, this activity has an impact on basic competency G4 and crosscurricular competency T1

Assignments:
A7: A printed or online magazine (15% of the final mark; assessed as a group activity) and
an oral presentation of the project (10% of the final mark; assessed individually)

Specific goals:
At the end of the activity, students must be able to:
Write news headlines
Plan and write down the transcripts of an interview
Compose the magazine cover and plan its contents
Design a magazine
Write a news article and a true-life story
Write a film review
Create an advert
Make an effective oral presentation

Activity 8: Exam (Contents 1, 2, 3, 4, 5, and 6) (Evidence of Learning Outcomes LO1, LO3, LO4, LO5, LO6, LO7, LO8, and LO9, and CLO1)).
Individual activity
The written exam will include exercises based on contents 1 to 6 of the module

Regarding competencies, this activity has an impact on basic competency G4 and crosscurricular competency T1
This is 30% of the final mark. A minimum mark of 4 (out of 10) is required in this activity in order to pass the subject.

Specific goals:
At the end of the activity, students must be able to demonstrate to have acquired all the contents delivered all over the course (MECES-2 punt a, punt c)

Sistema de evaluación


Assessment Methodology
1. The subject requires active involvement, with written exercises and practical work to be done as homework, as well as both written and oral
exercises to be done in class. This part covers basically all the exercises from activities 1 to 7: 40%
2. Class participation and attendance: 5%
3. The submission of any of the As will prevent students from obtaining the qualification “absent” as a final mark.
4. Students will also have to write, print or publish online a magazine on a chosen audiovisual media subject and then present it. The printed or online
magazine will be assessed as a group activity (15% of the final mark) and the oral presentation of will be assessed individually (10% of the final
mark). Students who FAIL or DO NOT deliver this assignment WILL NOT pass the subject.
5. Final Exam: 30% (4 (out of 10) is the minimum grade required to pass the subject)
6. Resit Exam: 30% (A minimum mark of 4 (out of 10) in the resit exam is required to pass the module) The remaining 70% corresponds to the marks
previously achieved in the Assignments done all over the term (A1-A7)

Bibliografía


Básica

Ceramella, Nick, and Elizabeth Lee. Cambridge English for the Media. Cambridge [etc: Cambridge University Press, 2012. Print.


Complementaria

Film Reviews http://www.theguardian.com/film/film+tone/reviews

Flinders, Steve, and Steve Flinders. Test Your Professional English: Business : General. Harlow, Essex, Eng: Pearson Education, 2002. Print.

Chandler, Daniel, and Rod Munday. A Dictionary of Media and Communication. Oxford: Oxford University Press, 2011. Print.

Magazines

Selection of current covers http://www.myfavouritemagazines.co.uk/

Newspapers

Latest headlines from the US and around the worldhttp://www.1stheadlines.com/index.htm

Other learning resources:

Television

An internet search for abbreviations such as TX date and PTC will help you find plenty of filming schedules http://www.itnsource.com/shotlist/GranadaClips/2008/01/26/2716465/?s=Worthing

Radio

Websites available to host home-made audio and video content: http://www.ning.com/es/

https://www.esl-lab.com/