Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Grado en Maestro en Educación Infantil-Haur Hezkuntzako Irakasleen Gradua
Basic Module/ Communication
Grado en Maestro en Educación Primaria-Lehen Hezkuntzako Irakasleen Gradua
Didactic and Specific /Foreign language and its didactics: English and French

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Contents

Theoretical and practical knowledge of the English Language as an independent user B1, as established by the Common European Framework for languages of the Council of Europe. Development of oral and written communicative competence in English.

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Descriptors

Subject from the module "Communication / Foreign Language and its Didactics ", where the following aspects are developed: acquisition of a linguistic competence in English at a B1 level as established by the Common European Framework of Reference for Languages of the European Council.

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General proficiencies

BASIC PROFICIENCIES
BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study
BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.
BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.
BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.

GENERAL PROFICIENCIES
Grado en Maestro en Educación Infantil-Haur Hezkuntzako Irakasleen Gradua
GP1 - To be familiar with the objectives, curricular content and evaluation criteria of Early Childhood Education.
GP6 - To be familiar with the development of language in early childhood, to be able to identify possible dysfunctions and ensure correct development. Effectively address language learning situations in multicultural and multilingual contexts. Express themselves orally and in writing, and master the use of different techniques of expression.
GP7 - To be familiar with the educational implications of Information and Communication Technology, particularly television, in early childhood.
GP10 - To provide parents with guidance regarding education in the family in the 0-6 period and to master the social skills involved in dealing with the families of each child and all the families as a group.
GP11 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among children.

Grado en Maestro en Educación Primaria-Lehen Hezkuntzako Irakasleen Gradua
GP3 - To address language learning situations effectively in contexts of diversity which are multicultural and multilingual. To encourage reading and the critical commentary of texts from the different scientific and cultural fields found in the school curriculum.
GP8 -To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.
GP11 - To be familiar with Information and Communication Technology, and apply it in the classroom. To distinguish the audiovisual information which contributes to learning, civic education and cultural richness in a selective manner.
GP12 - To understand the function, possibilities and limits of education in today's society and the core competences which affect primary schools and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.

TRANSVERSE PROFICIENCIES
TP1 - To demonstrate a level of competence in English, French, German or Italian equivalent to the B1 level of the Council of Europe¿s Common European Framework of Reference for Languages.

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Specific proficiencies

Grado en Maestro en Educación Infantil-Haur Hezkuntzako Irakasleen Gradua
SP1 - To be familiar with the objectives, curricular content, organization, methodology and evaluation criteria of Early Childhood Education.
SP6 - To be familiar with the development of language in early childhood and identify possible dysfunctions. To acquire techniques which stimulate the development of language, to express themselves orally and in writing, and to master different techniques of expression.
SP7 - To be familiar with the educational implications of Information and Communication Technology.
SP10 - To encourage cooperation, harmonious coexistence and the motivation and desire to learn, to participate actively in the center¿s projects and to attend to relations with children¿s families.

Grado en Maestro en Educación Primaria-Lehen Hezkuntzako Irakasleen Gradua
SP3 -To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.
SP4 -To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.
SP12 - To organise actively the processes of teaching and learning the contents of Primary Education from a perspective of skills development. To be familiar with quality improvement models.

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Learning outcomes

Learning outcomes are the realization of the skills that students acquire in the matter. Three levels are established:
- Optimal level: 100% acquisition of skills and expertise in at least 75% of them.
- Standard or medium level: acquisition of the majority of the alleged relevant powers and expertise in those aspects contributing to the specific competencies of the title.
- Deficient Level: Insufficient acquisition of the aspects contributing to the specific competencies of the title.
A student gets a grade of APTO if the level of learning is optimal or medium.

In this subject these learning outcomes are specified as follows:
R1 To be able to understand oral texts at B1 level as defined by the CEFR
R2 To be able to communicate orally at level B1 as defined by the CEFR
R3 To be able to understand written texts at B1 level as defined by the CEFR
R4 To be able to communicate in writing at level B1 as defined by the CEFR

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Methodology

Teaching Methods

Code	Description
MD1	Lecture with full attendance
MD2	Interaction in large group
MD3	Interaction in medium-sized group
MD4	Interaction in small group
MD5	Individualised interaction: tasks and guidelines for autonomous study

 

Training activities

Code	Description	Hours	Face-to-face classes (%)
AF1	Theory classes (foundation, examples, proven applications and developments)	32	100
AF2	Practical classes or, in the event, practical experience (in the field)	24	100
AF3	Preparation of papers and oral defence	20	10
AF4	Self-study	67	0
AF5	Tutorials	3	100
AF6	Oral or written exams	4	100

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Evaluation

Learning outcomes	Evaluation Sytem	Percentage(%)	Resittable
R1, R2, R3, R4	Attendance and participation in class	10
R1-R2	Oral work/Trabajo practico oral/Ahozko lan praktikoa	5	5%
R3-R4	Continuous evaluation written assignments	15	5% (writing)
R1-R2	Oral exam/Prueba oral/Ahozko proba	35	35%
R3-R4	Written exam/Prueba escrita/Proba idatzia	35	35%
Total		100%	80%

A mark above 5 in both the written exam (and more than a 4 in the Use of English) and the oral exam are compulsory to pass the subject.

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Agenda

Grammar points: verb tenses (present, past and future), action and non-action verbs, comparatives and superlatives, modal verbs (expressing obligation, ability and possibility), conditionals (1st and 2nd), quantifiers (much, many, a lot (of), a few, enough, too much, too many), articles (a/an, the, zero article), and the passive voice.

Vocabulary related to the following areas: food and restaurants, sports, family, personality, money, shopping, transport and travel, communication (mobile phones), descriptions, education, work and phrasal verbs (eg. including the verb to get, etc.). 

Pronunciation: English vowels and consonants, and stress 

Listening: a variety of recordings representing a wide range of speech situations and activities.

Reading: a variety of texts adapted 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 tasks on specific topics assigned throughout the course.

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Bibliography

Access the bibliography that your professor has requested from the Library.

Textbooks
Christina Latham-Koenig and Clive Oxenden (2013). English File Intermediate 3rd Edition (Student¿s Book with iTutor, pocket book for Spanish speakers and Workbook with Key Pack). Oxford University Press.
Garrote, M, Galetti, E. & Fernandez, M. (2018. University English Course for Pre-Service Primary Teachers. Universidad Autónoma de Madrid: UAM Ediciones.

 

RESOURCES IN THE LIBRARY

a) Grammars

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

Eastwood, John (2006). Oxford Practice Grammar. Intermediate Level. New series edition. O.U.P.

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

Mann, Malcom & Taylore-Knowles, S.(2008). Destination B1 Grammar & Vocabulary with Key. Macmillan.

Murphy, R. (1995). English Grammar in Use. Intermediate (3^rd Ed). Selft-study with key. C.U.P.

Murphy, R. (2004). Essential Grammar in Use with Answers. (New Edition). C.U.P.

Sinclair, J. (1992). Collins Cobuild English Usage. (1992). London: Collins.

Swan, M. (1995). Practical English Usage. O.U.P.

Swan, M. & Walter, C. (1997). How English Works. O.U.P.

Vince,Michael (2003). Intermediate Language Practice with Key (New Edition). Macmillan.        

 

b) Vocabulary

Bernard, S. (1988). Vocabulary Builder 1& 2. Longman.

Gough, Christ (2001). English Vocabulary Organiser. L.T.P.

McCarthy, M. & O¿Dell, F. (1994). English Vocabulary in Use. C.U.P.

Redman, S. & Shaw, Ellen 1999 (2002). Vocabulary in Use. Intermediate (with answers). C.U.P.

Redman, S. 1997 (2005). English Vocabulary in Use. Pre-intermediate & Intermediate (with key). C.U.P.

 

c) Skills Development

Bohlke,D & Lockwood, R.D. (2014). Skillful 2 Listening & Speaking.  MacMillan.

Craven, Miles (2008). Cambridge English Skills: Real. Real Listening & Speaking (Intermediate). C.U.P.

Driscoll, Liz (2008). Cambridge English Skills: Real Reading (Intermediate). C.U.P.

Emmerson, Paul (2003). Email English. Macmillan.

McCarter, Sam. (2009). Academic Writing. Macmillan.

Miles, Scott (2009). Effective Reading 3. Macmillan.

Palmer, Graham (2008). Cambridge English Skills: Real Writing 2 (Intermediate). C.U.P.

Zemach, D. & Islam, C. (2009). Writing in Paragraphs. Macmillan.

Walsh, C. & Warwick, L. (2013) Gold Preliminary. Pearson Education

 

d) Pronunciation

Baker, Ann (2006). Ship or Sheep? Intermediate. C.U.P.

Bowler, B. and S. Cunningham. (1990). Headway Intermediate Pronunciation. Oxford: O.U.P.

Cauldwell, Richard Words Alive! Pronunciation Podcasts. C.U.P.

Hancock, M. (2004). English Pronunciation in Use. Intermediate. Cambridge: C.U.P.

Hancock, M. (2000). Pronunciation Games. Cambridge: C.U.P.

O'Connor, J.D. and C. Fletcher. (2002). Sounds English: A Pronunciation Practice Book. Harlow: Longman.

Rogers, L. & Wilkin, J. (2014). Skillful 2 Reading & Writing. MacMillan.

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

 

USEFUL LINKS

http://oup.com/elt/englishfile/intermediate

https://www.wordreference.com/

http://dictionary.cambridge.org/

http://oup.com/elt/catalogue/teachers/oald7/?cc=nl (Oxford Advanced Learner¿s)

http://ldceonline.com/ (Longman Dictionary of Contemporary English Online)

http://macmillandictionary.com/online

http://www.merriam-webster.com/

http://www.onestopenglish.com

http://www.breakingnewsenglish.com/

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

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

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

http://classtools.net/widgets/dustbin_1/QYFMA.htm (pronunciation of regular past participles)

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Languages

The subject (theory and practical classes) will be taught in the English language. Consequently, the language of communication among students and teacher(s) will be English. All assessment tasks, oral work and assignments will be carried out in English. The recommended bibliography will be in English as well.

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Location

Main campus of the Public University of Navarre. Specific rooms will be announced on the Faculty of Human and Social Sciences¿ web page.

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