syllabus english language iii

8/7/2019 Syllabus ENGLISH LANGUAGE III

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ENGLISH LANGUAGE IIIBA in Primary Education and Pre-Primary Education

Instructors: Mrs. Marian car Caminos

Office located in Edificio Los Magnolios (Ground floor)Phone number: 948169505e-mail: [email protected]

SYLLABUS

Aims

The main aim of the course will be to develop students oral and written level of English to

achieve an upper-intermediate level (B2) according to the Common European Framework.

More specifically, the course will intend to:

Practise the four main skills (Listening, Reading, Writing and Speaking) by means of

receptive and productive work.

Acquire a good command of oral skills with special attention to the pronunciation of

individual sounds and of words in connected speech.

Get to know the main aims, curricular contents and evaluation criteria related to the area

of Language Teaching in Pre-Primary and Primary Education.

Promote a positive attitude towards Second Language Learning.

Tackle the issue of Second language Teaching in multilingual and multicultural

settings.

According to the Common European Framework of Reference for Languages, the general level

of adequacy expected for a B2 level for Listening, Reading, Writing, Spoken production and

Spoken interactionis the following:

ListeningI can 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 majority of films in standard dialect.

ReadingI can read articles and reports concerned with contemporary problems in which the

writers adopt particular attitudes or viewpoints. I can understand contemporary literary

prose.

WritingI can 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.

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Spoken productionI can 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.

Spoken interactionI can 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.

Contents

Listening: A variety of recordings representing a wide range of speech situations andactivities.

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 oralpresentations on specific topics assigned throughout the course.

Grammar points: unreal conditionals, past modals, would rather, had better, verbs ofthe 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 speechphenomena.

Subject Description and Work Plan

This subject is one of a series of three subjects in this degree that are specifically oriented

towards the development of the students instrumental skills in using the English language, so

most of the teaching-hours will be invested in performing a variety of tasks related to the

existing skills. This is a 3 ECTS-credit subject. Each credit corresponds to 25 hours of work on

the part of the student. Thus, the average total number of hours the student will have to devote

to this subject is 75 (assuming that the students access level is a B1). Approximately, half of

the students study time will be devoted to classroom and seminar work and the other half to

self-study work at home including the preparation of an oral presentation related to the area of

English Language Teaching in Pre-Primary and Primary Education and the completion of

several tasks assigned throughout the course by the instructors.

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Assessment types and criteria

This subject will be assessed by means of two different types of evaluation: Final compulsory

Evaluation (50% from the global grade), essential to pass the subject and Continuous optional

Evaluation (50% from the global grade).

Final evaluation. It will consist of two main exams. Both exams are to be passed by the

student:

Written exam (30%) that may include tasks on both productive and receptive

skills.

Oral Exam (20%) that may include a reading-aloud text, as well as several

questions related to the topics covered by the textbook. This exam will assess

the students speaking fluency, accuracy and pronunciation.

Continuous evaluation. It will consist of the following parts:

Delivery of a twenty-minute oral presentation related to the English Language

Teaching area in Pre-Primary and Primary Education (20%). Possible topics to

be dealt with: Lesson planning, the teaching of oral and written skills, the

development of linguistic competence (grammar and vocabulary), intercultural

foreign language education, materials and resources for English Language

Teaching, different teaching activities in the classroom (task-based approach,

project-based approach, games, story telling, class book), evaluation and

classroom management The content, structure, performance, linguistic

accuracy, fluency and pronunciation will be assessed. This task will be carried

out in groups of two or three people. Talk to the instructor in advance.

Oral skills tasks assigned throughout the course (25%). They may

include pronunciation exercises, reading aloud practice, among others.

A variety of exercises (5%) that will include: (i) Compositions assigned

by the instructor at the end of each unit and (ii) the following type and number

of exercises related to Pre-Primary and Primary Education to be searched,

selected and carried out by the student: 10 listening comprehension tasks, 5

reading comprehension tasks, the watching of 5 videos and the search of 5

internet resources. Additionally, each student will have to carry out a self-

assessment by means of a specific form provided by the instructor at the

beginning of the course. In a subsequent interview with the teacher, the student

is to provide explanations regarding the degree of difficulty that he or she may

have experimented when accomplishing those tasks.

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*Notice that this continuous evaluation will only be taken into account for the global

grade by the instructors if and only if both the final written exam and the final oral exam

have been passed.

Bibliography

Textbook

Oxenden, C. & Latham-Koenig, C. (2008).New English File Upper-Intermediate (StudentsBook with MultiRom and Workbook with Key). Oxford: Oxford University Press.

http://www.oup.com/elt/global/products/englishfile/upperint/

Grammars

Clarke, S. (2008). Macmillan English Grammar in Context. Intermediate. Oxford: MacmillanEducation.

Eastwood, J. (2006). Oxford Practice Grammar. Intermediate Level. New series edition.Oxford: Oxford University Press.

Fuchs M. & Bonner, M. (2003). Grammar Express. UK: Pearson Education Ltd.

Mann, M. & Taylore-Knowles, S. (2008).Destination B2 Grammar & Vocabulary (with key).Oxford: Macmillan Education.

Murphy, R. (1995).English Grammar in Use. Intermediate (3rd Ed). Selft-study with key.Cambridge: Cambridge University Press.

_____. (2004).Essential Grammar in Use with Answers. (New Edition). Cambridge: CambridgeUniversity Press.

Sinclair, J. (1992). Collins Cobuild English Usage. (1992). London: Collins.Swan, M. (1995).Practical English Usage. Oxford: Oxford University Press.Swan, M. & Walter, C. (1997).How English Works. Oxford: Oxford University Press.

Vince, M. (2003).Intermediate Language Practice with Key (New Edition). Oxford: MacmillanEducation.

_____. (2003).First Certificate Language Practice (with key). Oxford: Macmillan Education.Walker, E. & Elsworth, S. (2000). Grammar Practice for Intermediate Students (with key).

England: Pearson Education Limited.

_____. (2000). Grammar Practice for Upper Intermediate Students (with key).England: Pearson Education Limited.

Vocabulary

Gough, C. (2001).English Vocabulary Organiser. London:LTP Organiser Series.Hancock, P. (1990).Is that what you mean? 50 common mistakes and how to correct them.

USA: Penguin.

_____. (1992).Is that what you mean, too? 50 everyday idioms and how to use them. USA:

Penguin.

Keane, L. L. (1990).Practise your Prepositions. UK: Longman.McCarthy, M. & ODell, F. (1994).English Vocabulary in Use. Cambridge: Cambridge

University Press.

Redman, S. & Shaw, E. 1999 (2002). Vocabulary in Use. Intermediate (with answers).Cambridge: Cambridge University Press

Redman, S. 1997 (2005).English Vocabulary in Use. Pre-intermediate & Intermediate (withkey). Cambridge: Cambridge University Press.

Yates, J. (1999). The Ins and Outs of Prepositions. USA: Barrons Educational Series.

Watcyn-Jones, P. & Allsop, J. (2000). Test your Prepositions. England: Penguin.

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Skills

Broukal, M. (2001). What a life! Stories of Amazing People. UK: Pearson Education Ltd.Craven, M. (2008). Cambridge English Skills: Real Listening & Speaking (Intermediate).

Cambridge: Cambridge University Press.

Driscoll, L. (2008). Cambridge English Skills: Real Reading (Intermediate). Cambridge:Cambridge University Press.

Emmerson, P. (2003).Email English. Oxford: Macmillan Education.

Galarza, J.M. (2009).Advice and Tips: Newspapers Articles for Intermediate Students. ??:Hunky Dory Books

MacAndrew, R. & Martnez, R. (2003).Instant Discussions. USA: Cengage Learning.McCarter, S. (2009).Academic Writing. Oxford: Macmillan Education.Miles, S. (2009).Effective Reading 3. Oxford: Macmillan Education.Palmer, G. (2008). Cambridge English Skills: Real Writing (Intermediate). Cambridge:

Cambridge University Press.

_____ (2004). Writing Extra. A resource book of multi-level skills activities. Cambridge:

Cambridge University Press.Zemach, D. & Islam, C. (2009). Writing in Paragraphs. Oxford: Macmillan Education.

Pronunciation

Baker, A. (2006). Ship or Sheep? Intermediate. Cambridge: Cambridge University Press.Bowler, B. & Cunningham, S. (1990).Headway Intermediate Pronunciation. Oxford: Oxford

University Press.

Cauldwell, R. (2008). Words Alive! Pronunciation Podcasts. Cambridge: Cambridge University

Press.

Hancock, M. (2004).English Pronunciation in Use. Intermediate. Cambridge: CambridgeUniversity Press.

_____. (2000).Pronunciation Games. Cambridge: Cambridge University Press.OConnor, J.D. & C. Fletcher. (2002). Sounds English: A Pronunciation Practice Book.

Harlow: Longman.

Vaughan-Rees, M. (2002). Test your Pronunciation. Essex: Penguin.

Monolingual dictionaries

Longman Wordwise DictionaryMacmillan Essential Dictionary for Learners of English 2003.Macmillan English Dictionary (2nd Edition) for Advanced Learners

Cambridge Learners DictionaryCambridge English Pronouncing DictionaryCambridge Advanced Learners Dictionary

Oxford Advanced Learners Dictionary

Bilingual Dictionaries

Collins Cobuild English DictionaryDicccionario Bilinge Cambridge Compact, Spanish-EnglishDiccionario Oxford Compact PlusDiccionario Oxford Study para Estudiantes de Ingls (2 Edicin)Diccionario Oxford Ingls-Espaol /Espaol-Ingls. Concise

English Language Teaching

Alburquerque, R. et al. (1990).En el Aula de Ingls. Metodologa Prctica para la Enseanzade Jvenes Principiantes. Singapur: Alhambra-Longman.

Brown H.D. (1994). Teaching by Principles. An Interactive Approach to Language Pedagogy.

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USA: Prentice-Hall.Brumfit, C. (1992). Teaching English to Children. London: Collins ELT.Ellis, G. & Brewster, J. (1991). The Storytelling Handbook. London: Penguin.Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.Estaire, S & J. Zann (1994).Planning classwork: A Task-Based Approach. Oxford:

Heinemann

Halliwell, S. (1993).La Enseanza del Ingls en la Educacin Primaria. Metodologa Prcticapara la Clase de Primaria en el Nuevo Sistema Educativo Espaol. Madrid: Alhambra-Longman.

Harmer, J. (1997). The Practice of English Language Teaching. Harlow: Alhambra-Longman._____. (1994)How to Teach English. Harlow: Alhambra-LongmanHadfield, J. (1984). Communication Games. London: Harrap.Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. Oxford: Oxford

University Press.

Madrid, D. and N. McLaren. (2004). TEFL in Primary Education. Granada: Editorial

Universidad de Granada.

Moon, J. (2000). Children Learning English. Oxford: Macmillan Education.

Murphey, T. (1992). Music &Song. Oxford: Oxford University Press.Read, C. 500 Activities for the Primary Classroom. Oxford: Macmillan Education.

Rixon, S. (1981).How to Use Games in Language Teaching. Hong Kong: Mcmillan.Richards, Jack C. (2006). Communicative LanguageTeaching Today. Cambridge: Cambridge

University Press.

Salaberri, S. (1993). Uso del Ingls en el Aula. Oxford: Heinemann.Zaro, J. J. & Salaberri, S. (1993). Contando Cuentos. Oxford: Heinemann.

Useful Internet links

http://www.listen-to-english.com/

http://www.anglesonline.org/AnglesOnline_Activities/Home.html

http://www.uiowa.edu/~acadtech/phonetics/# (pronunciation)

http://international.ouc.bc.ca/pronunciation/ (pronunciation)

http://www.fonetiks.org/shiporsheep/ (pronunciation)

http://hctv.humnet.ucla.edu/departments/linguistics/VowelsandConsonants/course/contents.html

(pronunciation)

http://www.focusenglish.com/dialogues/communication/commindex.html (classroom exercises)

http://www.eltpodcast.com/ (listening exercises)

http://www.onestopenglish.com

http://www.breakingnewsenglish.com/

http://www.bbc.co.uk/worldservice/learningenglish/

http://www.tolearnenglish.com/

http://www.voanews.com/specialenglish/ (Voice of America)http://www.bized.co.uk (podcasts)

http://www.nationalgegraphic.com/podcasts/

http://www.manythings.org/listen/

http://www.qualitytime-esl.com/

http://www.usingenglish.com/

http://www.englishclub.com/

http://www.btinternet.com/~ted.power/

http://www.eslmonkeys.com/student/esl_learning.php

http://esl.about.com/cs/onlinecourses/a/a_ecourses.htm

http://www.focusenglish.com/dialogues/conversation.html

http://classtools.net/widgets/dustbin_1/QYFMA.htm

http://www.wordreference.comhttp://www.esl-lab.com/

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http://www.uiowa.edu/~acadtech/phonetics/#http://international.ouc.bc.ca/pronunciation/http://hctv.humnet.ucla.edu/departments/linguistics/VowelsandConsonants/course/contents.htmlhttp://www.focusenglish.com/dialogues/communication/commindex.htmlhttp://www.eltpodcast.com/http://www.wordreference.com/http://www.esl-lab.com/http://www.uiowa.edu/~acadtech/phonetics/#http://international.ouc.bc.ca/pronunciation/http://hctv.humnet.ucla.edu/departments/linguistics/VowelsandConsonants/course/contents.htmlhttp://www.focusenglish.com/dialogues/communication/commindex.htmlhttp://www.eltpodcast.com/http://www.wordreference.com/http://www.esl-lab.com/


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http://esl.about.com/

http://www.mansioningles.com/

http://iteslj.org/links/

Useful ELT links

http://www.primarylanguages.org.uk/teaching__learning.aspx

http://www.k-3teacherresources.com/preprimary-assemblies-

wa.htmlhttp://www.amathsdictionaryforkids.com/

http://www.bbc.co.uk/cbeebies/#

http://www.primaryresources.co.uk/index.htm

http://www.woodlands-junior.kent.sch.uk/

http://mrsnelsonsclass.gotop100.com/index.php

http://www.btinternet.com/~tony.poulter/

http://www.communityplaythings.co.uk/resources/educating-children.html

http://www.communityplaythings.co.uk/resources/educating-children.html

http://www.isabelperez.com

http://www.primaryclassroomresources.co.uk/http://www.k-3teacherresources.com/index.htmlhttp://www.bbc.co.uk/schools/teachers/

http://www.pearsonlongman.com/primaryplace/

http://www.pearsonlongman.com/teaching-tips/

Recommended magazines and journals

Hot English Magazine (with Audio)Speak-upThe Reporter: Articles and Entertainment for Students of the English LanguageThe Times Educational SupplementThink in English (with Audio)

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http://esl.about.com/http://www.mansioningles.com/http://iteslj.org/links/http://www.primarylanguages.org.uk/teaching__learning.aspxhttp://www.k-3teacherresources.com/preprimary-assemblies-wa.htmlhttp://www.k-3teacherresources.com/preprimary-assemblies-wa.htmlhttp://www.amathsdictionaryforkids.com/http://www.bbc.co.uk/cbeebies/#http://mrsnelsonsclass.gotop100.com/index.phphttp://www.btinternet.com/~tony.poulter/http://www.communityplaythings.co.uk/resources/educating-children.htmlhttp://www.communityplaythings.co.uk/resources/educating-children.htmlhttp://www.primaryclassroomresources.co.uk/http://www.k-3teacherresources.com/index.htmlhttp://www.bbc.co.uk/schools/teachers/http://www.pearsonlongman.com/primaryplace/http://esl.about.com/http://www.mansioningles.com/http://iteslj.org/links/http://www.primarylanguages.org.uk/teaching__learning.aspxhttp://www.k-3teacherresources.com/preprimary-assemblies-wa.htmlhttp://www.k-3teacherresources.com/preprimary-assemblies-wa.htmlhttp://www.amathsdictionaryforkids.com/http://www.bbc.co.uk/cbeebies/#http://mrsnelsonsclass.gotop100.com/index.phphttp://www.btinternet.com/~tony.poulter/http://www.communityplaythings.co.uk/resources/educating-children.htmlhttp://www.communityplaythings.co.uk/resources/educating-children.htmlhttp://www.primaryclassroomresources.co.uk/http://www.k-3teacherresources.com/index.htmlhttp://www.bbc.co.uk/schools/teachers/http://www.pearsonlongman.com/primaryplace/

syllabus english language iii

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