ENGLISH LANGUAGE III

BA in Primary Education and Pre-Primary Education

Instructors: Mrs. Marian Úcar Caminos

Office located in Edificio Los Magnolios (Ground floor)
Phone number: 948169505
e-mail: mariaangeles.ucar@unavarra.es

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 interaction is the following:

Listening
I 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.

Reading
I can read articles and reports concerned with contemporary problems in which the
writers adopt particular attitudes or viewpoints. I can understand contemporary literary
prose.

Writing
I 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 production
I 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 interaction
I 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 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.

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 student’s 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 student’s access level is a B1). Approximately, half of
the student’s 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 student’s 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 (Student’s
Book 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: Macmillan
Education.
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: Cambridge
University 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: Macmillan
Education.
_____. (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. & O’Dell, 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 (with
key). Cambridge: Cambridge University Press.
Yates, J. (1999). The Ins and Outs of Prepositions. USA: Barron’s 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. & Martínez, 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: Cambridge
University Press.
_____. (2000). Pronunciation Games. Cambridge: Cambridge University Press.
O’Connor, 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 Dictionary
Macmillan Essential Dictionary for Learners of English 2003.
Macmillan English Dictionary (2nd Edition) for Advanced Learners
Cambridge Learner’s Dictionary
Cambridge English Pronouncing Dictionary
Cambridge Advanced Learner’s Dictionary
Oxford Advanced Learner’s Dictionary

Bilingual Dictionaries
Collins Cobuild English Dictionary
Dicccionario Bilingüe Cambridge Compact, Spanish-English
Diccionario Oxford Compact Plus
Diccionario Oxford Study para Estudiantes de Inglés (2ª Edición)
Diccionario Oxford Inglés-Español /Español-Inglés. Concise

English Language Teaching

Alburquerque, R. et al. (1990). En el Aula de Inglés. Metodología Práctica para la Enseñanza
de Jóvenes 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. Zanón (1994). Planning classwork: A Task-Based Approach. Oxford:
Heinemann
Halliwell, S. (1993). La Enseñanza del Inglés en la Educación Primaria. Metodología Práctica
para la Clase de Primaria en el Nuevo Sistema Educativo Español. Madrid: Alhambra-
Longman.
Harmer, J. (1997). The Practice of English Language Teaching. Harlow: Alhambra-Longman.
_____. (1994)How to Teach English. Harlow: Alhambra-Longman
Hadfield, 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 Inglés 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.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.html
http://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-up
The Reporter: Articles and Entertainment for Students of the English Language
The Times Educational Supplement
Think in English (with Audio)