Información general


Tipo de asignatura: básica

Coordinador: Rafael Suárez Gómez

trimestre:2

Créditos: 6

Profesorado: Juan García Ramírez

Descripción


En English es el international shared language en mosto tecnológico y científico areas, el cielo de Media studies relies en las que son las principales comunicaciones para todos los profesionales y las escuelas que deben desarrollar sus necesidades en numerosos y variados medios sectores. Audiovisual medias students necesitan improbar las ingless habilidades en orden a la performación de medias relacionadas con tareas en los contextos internacionales. Therefore, este sujeto es focalizado en el desarrollo de la lengua de la comunicación comunicaciones en las áreas de los medios de comunicación: film, TV, radio, newspapers, magazines and advertising, basados ​​en auténtico teaching materiales. Studentes están provided s plenty de practice en el lenguaje y situaciones de la media del mundo para que seamos preparados para real working life.

This module contains methodological and digital online resources in case it is necessary due to Covidien-19. That way the achievement of the required knowledge and competencias gathered in this course content will be guaranteed.

Resultados de aprendizaje


In general terms, this subject contributivo to the learning outcomes (LO) specific of the subject matter it belong to (Modern Language). At the end of the course, students must be able to:

 

(LO1) Produce 's structures, passive voice sentencias, relative clauses and reduced relative clauses and complejo nominal phrases in writing a LOGLINE and 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 entrevista

 (LO5) Communicate efficiently in specific audiovisual media situations by practising entrevista skills

(LO6) Produce specific technical audiovisual media textos through headlines and newspaper artículos

(LO7) Produce specific technical audiovisual media textos 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

Metodología de trabajo


Metodología de la enseñanza

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 materiales (newspaper artículos, magazine covers, adapted film scripts and blogs) will give students Plenty of practice on the language of media industry and help them prepare for real working life.

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

Due to Covidien-19, some of the group sesiones might be changed into a hybrid formato: contact lessons and online lessons (vía streaming). That way students may alternatively attend contact lessons, thus respecting the maximum amount of students por classroom established by social distancing measures. Those students who were not able to attend contact lessons would be able to follow them online from hombre.

contenidos


Content 1: Film: Writing a LOGLINE and film review

1. Making en film glossary. Understanding and using la technical vocabulary of filming.

2. Understanding the features of a written dialogo: incomplete sentencias, missing subjects, repetition, short sentencias, simple linking words, use

of shared knowledge to leave things unsaid.

3. Writing the LOGLINE of a film you have seen recently. Practising complejo noun phrases and relative clauses para la description of films. Identifying film géneros.

4. Writing en film review. Understanding the language of film reviews. Using conectores. 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 protagonistas feel?

5. Pitching successfully film idea.

 

Actividades relacionadas:

Film vocabulary quizzes, word webs and glosado

Ejercicios with complex noun phrases, relative clauses and connective devices

Exercises with 's, relative clauses, passive voice

Writing a LOGLINE

Pitching film idea

Writing a film review

Listening: En pitching session, en pre-filming meeting

 

Contento 2: TV: Language of TV production, filming and editing

1. Understanding the pre-production process: understanding and using language of TV production. -ing/-ed participles. Building a word web: collocations and job

titles. Expressing modality: possibility, ability, giving advice / Recommendation, necessity / lack of necessity

2. Organizing en filming schedule. Understanding and using the vocabulary of filming procedures and equipment. -ing / -ed participles. Thinking of documentary tópicos:

Length, number of crew members, fixers, GVS

3. Editing en TV documentary. Understanding and using the vocabulary of editing a televisión documentary

 

Actividades relacionadas:

Vocabulary quizzes, word webs and gapped Dictation: the language of TV production, filming procedures and TV documentary editing

Exercises with modal verbos

Exercises with -ing / -ed participles

Listening: planning the agenda of a news broadcast, planning the making of a TV documentary, filming donde location, editing en TV documentary

Reading: en filming schedule and editing instructions

 

Content 3: Radio: Planning, writing and recording a radio entrevista

1. Understanding the Language of Radio presenters: using the appropriate verbal tensas in the presentation of a radio programme. Identifying radio

géneros. Analysing a radio commissioning brief

2. Understanding the Production Process: learning y using la vocabulary of radio production. Giving instructions in the

newsroom. Using phrases followed by nouns, infinitives oro gerunds

3. Practicing Interview Skills: Researching the topic and planning the entrevista. Practicing pregunta forms (open questions, closed preguntas, negative

cuestiones y echo cuestiones). Arranque, preparación y recuerdo en entrevista

4. Giving Post-Production Feedback: useful phrases for giving feedback. Practicing phrasal verbos (transitive and intransitive, transitive separable oro

transitive inseparable)

 

 

Actividades relacionadas:

Ejercicios with phrases followed by nounes, infinitive and gerunds

Vocabulary quiz and word webs

Planning, writing and recording a radio entrevista

Producing a brief oral presentation on the process of making the radio entrevista

Phrasal verbos ejercidos

Listening: Answering comprehension preguntas sobre radio interview y sobre briefing over the phone

Reading: Radio commissioning brief, 24-hour schedule de radio producer, en news list, post-production feedback email

 

Content 4: Newspapers: planning and writing newspaper headlines and artículos

1. Writing headlines: understanding English headlines and subheads. Turning sentencias 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 artículos: Identifying slant and bias in textos. Newspaper writing techniques: cohesive devices and passive voice, complejo noun compounds, shortening of relative clauses

3. Planning and writing a newspaper artículo: writing Introductions and conclusiones, using appropriate language and technical register.

 

Actividades relacionadas:

Writing headlines using appropriate language and technical register

Using cohesive devices to put Jumbled artículos back in the right order.

Planning and writing a newspaper artículo using appropriate language and technical register

Reading: Headlines, artículos and plans for writing a newspaper artículo

 

Contento 5: Magazines: Magazine cover. Coverlinas. Planning and writing en true-life story

1. Composing en magazine cover: understanding language and layout of magazine covers. Identifying target readers. Analyzing cover line

features: Stylistic devices. Writing cover lines. Designing en magazine cover

2. Planificar los contentos de la tienda. Using future forms (will, going to, present continuous, simple presente) at editorial meetings: presenting ideas,

making and Justifying a proposal, making Objection and dealing with them

3. Planning and writing en true-life story: Analysing a true-life story: setting, problem, solution and moral. Using narrative tensas: simple past, past

continuous, past perfect. Reporting true-life stories. Writing a true-life artículo for a magazine

4. Choosing the photos to illustrate en true-life story and writing the photo captions.

 

Actividades relacionadas:

Writing coverlines

Designing en magazine cover

Exercises with future tensas, narrative tensas 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

 

Contento 6: Advertising: Creating en Print Advert

1. Selling products / services to a potential cliente: using the right words: Ad, advertencia, Advertise, advertisement. Identifying the different types of

advertising. Reassuring and convincing a prospective cliente

2. Creating a print advertencia: Identifying advert techniques. Writing a slogan: Language devices. Choosing product and writing a print ad

3. Presenting a finished advertencia: language for presenting an ad to a cliente: Useful phrases.

 

Actividades relacionadas:

Writing and presenting en print ad

Listening: A meeting with a prospective cliente, a presentation of an advertising campaign

Making an oral presentación 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 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 oro a brief summary of the film plot. Writing film

review donde selected film. Understanding the elementos of a pitching session

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

 

Asignaciones:

A1: Writing a "LOGLINE" and film review.

(5% de final mark)

A2: Pitching a screenplay to film ejecutivas, producers, studios, etc.

(5% de final mark)

 

Specific goals:

En la medida de lo posible, los estudiantes deben ser able to:

Use the technical vocabulary of cine

Write a LOGLINE oro summary of a film plot using 's structures, passive voice, relative clauses, complejo noun phrases

Write a film review using 's structures, passive voice, relative clauses, complejo noun phrases

Understand the elementos of a pitching session

Produce an effective pitch

Ask and answer questions on the plot of film

 

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

Understanding and using language of TV production, filming and editing.

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

 

Asignaciones:

A3: Listening Activity (todo doy in class).

(5% de final mark)

 

Specific goals:

En la medida de lo posible, los estudiantes deben ser able to:

Understand language of TV production, filming and editing.

Use -ing / -ed participles

Express modality: possibility, ability, Recommendation, and necessity

Ask for and make sugestiones, give orders, etc.

 

Activity 3: Radio: Planning, publicación y recuerdo en radio entrevista (Contento 3) (Evidence of Learning Outcomes LO4, LO5, and CLO1). Activity in pairs

Understanding la lexicon utilizada en la radio y la producción de procesos de radio program. Planning en interview que has recordado en

radio program.

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

 

Asignaciones:

A4: Planning, preparación y recuerdo en radio interview (in pairs)

(10% de final mark)

 

Specific goals:

En la medida de lo posible, los estudiantes deben ser able to:

Understand la language of radio presenters and the production process

Learn y utilizar phrasal verbs connected with presentation and hosting of radio programme.

Bien, prepare and recuerdo a radio entrevista.

Communicate effectively with the production team and entrevistas

Give feedback durante la post-production process

 

Activity 4: Newspapers: planning and writing newspaper headlines and artículos (Content 4) (Evidence of Learning Outcomes LO6 and LO7). individual activity

Understanding and writing newspaper headlines and sub-headlines. Analysis of newspaper artículos. Planning and writing a newspaper artículo.

 

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

 

Asignaciones:

A5: Writing headlines; writing effective headlines for piezas de noticias

(4% de final mark)

 

Specific goals:

En la medida de lo posible, los estudiantes deben ser able to:

Write newspaper headlines using en suitable technical register

Analyse newspaper artículos

Plan and write a newspaper artículo 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 en magazine cover using el mosto suitable tipo de language and style.

Planning the key contentos of a magazine. Planning and writing a true-life story.

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

 

Asignaciones:

A6: Writing an artículo for a magazine about a true-life story. Choosing the photos to illustrate it and writing the photo captions

(7% de final mark)

 

Specific goals:

En la medida de lo posible, los estudiantes deben ser able to:

Design an eye-catching magazine cover

Write a true-life story usando appropriate technical register

Choose the photos to ilustrate 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 cliente and convince them that they are the best. Making an advertisement by

usando the most suitable techniques and an eye-catching slogan.

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

 

Asignaciones:

A7: Writing an advertisement

(4% de final mark)

 

Specific goals:

En la medida de lo posible, los estudiantes deben ser able to:

Sell ​​products / services to a potential cliente and Communicate effectively

Create and presente en print advert

Create an eye-catching slogan

 

Activity 7: Final project: design, write and presente en 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. INSTRUCCIONES: the assignment will be done in groups of 4 students. Students will be assessed as a group for the written parte of the assignment,

but individualmente donde their oral presentation. The project will be worth 25% of the final grade

2. PROPÓSITO: create a magazine that has useful information on subjects related to Media Technology. Demonstrate the ability to use the language and structures covered during the course. Demonstrate the ability to write and edit a variety of documentos (magazine cover, artículos, Advertisements, film reviews, etc) for a target audience. Give an effective oral presentation of the project

3. FORMATO: students can INCORPORATE the textos they have Produced for the different assignments and use the software of their choice de crear y editar the magazine (InDesign, Adobe Illustrator, cambios, Isuu, etc). Optionally, the magazine también puede be edited online. It must look profesional

4. STEPS IN Completing THE Assignment: choose an interesting topic (music, cine, manga, documentarias, series, sport, ...). Write a 2000-3000 word magazine script on the chosen subject. Include a cover, artículos, Advertisements, entrevistas, film reviews, images and diagrams. Edit the script so that it is free of grammar / spelling errores and has an appropriate style. Create a magazine using the chosen documentos 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 competencias, this activity has an impact on basic competency G4 and crosscurricular competency T1

 

Asignaciones:

A7: A printed oro 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 individualmente)

 

Specific goals:

En la medida de lo posible, los estudiantes deben ser able to:

Write news headlines

Plan and write down the Transcript of an interview

Compose the magazine cover and bien its contents

Design and create magazine

Write a news artículo and a true-life story

Write a film review

Create han advertido

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 contentos 1 to 6 of the module

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

 

Este 30% del final marca. En el mínimo marcado de 4 (de 10) se requiere la actividad en orden a pasar el sujeto.

 

Specific goals:

At the end of the activity, students must be able to demonstrate to have Acquired all the contentos Delivered all over the course (MECES-2 punto a, punto c)

 

In case of partial oro total lockdown, the learning activities will remain the same.

Sistema de evaluación


Metodología de evaluación

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 parte covers Basically all the exercises from activities 1 to 7: 40%

2. Class participation and ATTENDANCE: 5%

3. Los estudiantes tienen que tener en cuenta, publicar o publicar online en magazine donde el audiovisual media subjeta y está presente. The printed oro online

magazine debe asesarse como grupo de activity (15% final marca) y la presentación oral de la misma asesed individualmente (10% final

marca). Students who FAIL oro DO NOT deliver this assignment WILL NOT pass the subject.

4. Final Exam: 30% (4 (out of 10) es el mínimo grado requerido para pasar el sujeto)

5. Resit Exam: 30% (A minimum mark of 4 (out of 10) in the Resit exam is required to pass the module) The Remaining 70% correspondería to the marks Previously achieved in the assignments dé all over the term (A1-A7)

 

 

Rules for Carrying out Activities

If one of the activities, tests oro exercises is not Delivered in due time, it will be qualified as 0. Students will not be allowed to use notas, dossier, oro dictionaries in the exam (s)

MUY IMPORTANTE: Partial oro total plagiarising will immediately result in a FAIL (0) for the plagiarised exercise. PLAGIARISING consiste of copying texto from unacknowledged sources -whether this is part of a sentence oro a whole texto- with the intention of passing it off as the student s own production. It includes cutting and pasting from internet sources, Presented unmodified in the student s own texto. Plagiarising is a SERIOUS OFFENCE. Students must respect authors 'intellectual property, always Identifying the sources they may use; they must also be responsible for the originality and authenticity of their own textos. If Plagiarism is Produced a second time, the student will be given a fail in the subject.

Bibliografía


básico

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

Complementario

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

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

Radio

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

Revistas

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

Other learning resources:

Televisión

http://en.wikipedia.org/wiki/Television_program  

Críticas de películas http://www.theguardian.com/film/film+tone/reviews

Los periódicos

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

https://www.esl-lab.com/ 

www.ted.com 

https://www.adsoftheworld.com

https://www.adsoftheworld.com

Willett, Amanda. Media Production. En Practical Guide to Radio & TV. London and New York: Routledge, 2013. Print and Companion Website.