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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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

Training activities

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Evaluation

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 / Es necesario sacar un 5 en la prueba escrita (* y más de un 4 en el Use of English) y un 5 en la prueba oral para aprobar la asignatura.

Students who do not participate in the First Call will be able to sit up to 80% of the assessment tasks of the subject. These students may take the written (35%) and oral exams (35%), as well as do a task that will make up for the written continuous assessment (10%). The Continuous Assessment written task will be a portfolio which will consist of a series of exercises addressing the course content / En la evaluación extraordinaria se podrá recuperar hasta un 80% de la asignatura. Las partes recuperables son los exámenes escrito (35%) y oral (35%), y parte escrita de la evaluación continua (10%). Esta parte tratará de un porfolio que contendrá una serie de actividades relacionadas con el contenido del curso.

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Agenda

The contents of Foreign Language: English may be classified into the following categories:

• Listening: A variety of recordings representing a wide range of speech situations and activities.
• Reading: A selection of texts adapted from a variety of real sources (newspapers, magazines, websites) and different tasks that will help students improve their reading comprehension.
• Writing: A selection of tasks focused on 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.
• Grammar points: Verb tenses (present simple, continuous, and perfect; past simple, continuous, and perfect; future forms: present continuous, going to and will), action and non-action verbs, reflexive/reciprocal pronouns, comparatives and superlatives, articles and quantifiers, modal verbs, conditionals, future time clauses.
• Vocabulary related to the following areas: education, eating habits and exercise, family, jobs, transport.
• Pronunciation: Vowel sounds (long and short vowels, diphthongs) and consonant sounds, silent consonants, and stress.

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Experimental practice program

N/A

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Bibliography

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

Course material at the university website (MiAulario).

Basic Bibliography

Carter, R., & McCarthy, M. (2006). Cambridge Grammar of English. A Comprehensive Guide: Spoken and Written English Grammar and Usage. C.U.P.

Murphy, R. (2019). English Grammar in Use. A self-study reference and practice book for intermediate learners of English. C. U. P. (Any of the previous editions is also recommended).

Maritano, A., & Flores, A. (2001). English for Primary Teachers a handbook of activities & classroom language.  O.U.P.

Redman, S. (2017). English Vocabulary in Use - Intermediate. Cambridge: C.U.P.

Recommended Bibliography

Grammar

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

Murphy, R. (2015). Essential Grammar in Use with Answers. (4^th Ed.). C.U.P.

Thomas, B., Hashemi, T., Matthews, L. (2015). Grammar and Vocabulary for First (with answers). Cambridge: C.U.P.

Swan, M. (2016). Practical English Usage (4^th Ed.). O.U.P.

Vocabulary

Porter, D. (2008). Check your vocabulary for Academic English. Macmillan

Redman, S. (2017). English Vocabulary in Use. Pre-intermediate & Intermediate (4^th Ed.) (with key). C.U.P.

Skills

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

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

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

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

Sowton, C., & Kennedy, A. (2019). Unlock: Reading, Writing & Critical Thinking. Student¿s Book. C.U.P.

Zemach, D. & Islam, C. (2006). Writing in Paragraphs. Macmillan.

Pronunciation

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

Carley, P., Mees, I.M., & Collins, B. (2018). English Phonetics and Pronunciation Practice. Routledge.

Cauldwell, R. (2013). Phonology for Listening. Speech in action.

Hancock, M. (2017) English Pronunciation in Use. Intermediate. Cambridge: Cambridge University Press.

Monolingual Dictionaries                             

Cambridge English Pronouncing Dictionary                                      

Macmillan Essential Dictionary for Learners of English        

New Oxford Collocations Dictionary                                                  

Oxford Advanced Learner's Dictionary          

Bilingual Dictionaries

Collins Cobuild English Dictionary

Dicccionario Bilingüe Cambridge Compact, Spanish-English                                               

Diccionario Oxford Inglés-Español /Español-Inglés. Concise.

Magazines

Babel; National Geographicc; Newsweek; Health; Speak Up; The Economist; Time; VOA, Wired

Recommended Web Pages

• Dictionaries: Reverso Dictionary; MacMillan dictionary; Merriam-Webster Dictionary; Cambridge Dictionaries; Oxford Advanced Learner¿s Dictionary; Wordreference dictionary.
• News: BBC World Service: http://bbc.co.uk/worldservice ; CNN-international news: http://www.cnn.com/
• Breaking news English http://www.breakingnewsenglish.com/   
• Activities and links page: Dave¿s ESL Café
• Activities, quizzes, and grammar exercises.: Internet Tesol Journal
• BBC English: A good range of activities Learning English
• British Council: Useful materials for both students and teachers. Learn English
• English Club http://www.englishclub.com/
• English as a Second Language (ESL) for teachers and students https://www.thoughtco.com/esl-4133095
• Everyday English in conversation http://www.focusenglish.com/dialogues/conversation.html
• Learning. Teaching. Using English! http://www.usingenglish.com/
• Listen & Read along http://www.manythings.org/listen/
• Pronunciation of regular past participles http://classtools.net/widgets/dustbin_1/QYFMA.htm
• One-stop English http://www.onestopenglish.com
• Online Collocation dictionary: https://www.freecollocation.com/
• Quality time: Effective teaching & learning http://www.qualitytime-esl.com/
• TED Talks: https://www.ted.com/about/programs-initiatives/ted-talkshttp://ed.ted.com/
• Useful activities, links to everyday conversations and to listening quizzes for academic purposes Randall¿s ESL Cyber Listening Lab
• Voice of America http://www.voanews.com/specialenglish/ 
• Write & Improve. Cambridge English https://writeandimprove.com/?lang=en-GB
• Written self-correction http://www.webcorp.org.uk/   

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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

Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.

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