Academic management

University of Oviedo

Uniovi.es | Home | Search | Site Map

| |

Master's Degree in Content and Language Integrated Learning: Elementary and Primary Education
MELING01-1-002
Communicative Skills II
General description and schedule Teaching Guide

Coordinator/s:

Marta Ramón García
ramonmartauniovi.es

Faculty:

There are no teachers for this course

Contextualization:

The course Communicative Skills II is integrated within Module 1 in the Master’s syllabus. This module is intended to provide students with the knowledge and skills that will allow them to communicate fluently in English, both orally and in writing. Thinking about the language, and developing their communicative competence and their sociocultural awareness, will develop in students the necessary confidence to provide children with quality input and satisfy their curiosity towards their newly acquired knowledge. This module takes up 20 ECTS of the Master’s teaching load, distributed equally between the present course, and Communicative Skills I in the first semester.

Requirements:

Students are expected to have acquired the knowledge and skills developed in Communicative Skills I. Therefore, it is advisable that they have previously obtained a passing grade in that course.

Competences and learning results:

General

CG1

Respect towards fundamental rights and gender equality, according to Law 3/2007, 22 March, regarding effective equality between men and women. Equality and tolerance resulting from awareness of other cultures through foreign-language learning, and their presence in the education of young learners.

CG2

Respect for and support of Human Rights and the principles of accessibility and design for all, according to the tenth and final clause in Law 51/2003, 2 December, on equality of opportunity, non-discrimination and universal accessibility for the disabled. Attention to diversity in bilingual classrooms.

CG3

Values associated to a culture based on peace and democratic values, as established by Law 27/2005, 30 November, for the promotion of education and a culture of peace. Acceptance of other cultures, accompanied by the development of awareness of the Other and empathy, derived from the integrated learning of foreign language and contents.

CG4

Transition from theory to practice in order to gather results that will guide professionals towards new challenges in research and learning.

CG5.

Continuing education in the field of education and teaching-learning of foreign languages.

 

Specific

CE1

An awareness of the implications of the Content and language integrated learning approach in the bilingual classroom.

 CE2

Communicative fluency both in oral and written English at a minimum of B2 level.

 

Teaching results

RA1

Communicative fluency both in oral and written English.

RA2

To achieve the level B2 in the English language, as defined by the Common European Framework of Reference.

RA14

Teamwork.

RA15

The ability to transmit general values and a deep respect for the environment.

 

Contents:

The course contents are aimed at consolidating the students’ communicative competence in English from a starting B1+ level to a target B2. These contents are structured into the following areas:

  1. Oral English: communication.
  2. Written English: communication.
  3. Communicative skills and functions: entreaties, descriptions, argumentations, requests, instructions, suggestions, etc.
  4. Lexical, grammatical, semantic and phonological competence.
  5. Accent, rhythm and intonation.

Emphasis will be placed on reading and writing skills in order to prepare students for their internship reports and their MA dissertations.

Units

  1. Summarising an academic text.
  2. Deducing meaning from context.
  3. Identifying and evaluating sources.
  4. Formulating theses.
  5. Structuring paragraphs.
  6. Identifying and using formal register.
  7. Distinguishing between data, opinion and analysis.

 

Communicative functions
  • Understanding and being able to explain academic contents at an upper-intermediate level of complexity.
  • Explaining advantages and disadvantages.
  • Explaining cause and effect.
  • Expressing obligation, possibility, hypothesis and deduction.
  • Persuasion, illocutive force, attitude.

Linguistic contents
  • Word order in sentences. Inversion.
  • Compound sentences: coordination, subordination.
  • Main, subordinate, non-finite and relative clauses.
  • Subordinate clauses: conditional, concessive, consecutive, final.
  • Direct and indirect speech.
  • Vocabulary and context. Idioms.
  • The sounds of English: segmenting and sequencing.
  • Accent, rhythm and intonation.

 

 

Methodology and work plan:

The course comprises both in-class teaching and autonomous learning. In-class teaching will be carried out in the aula de idiomas format, which presupposes the combination of theoretical, informational and practical teaching strategies throughout the course. Student participation is essential, both in the classroom and in individual autonomous work, class presentations and group work. The methodology employed will be predominantly practical. Students will be encouraged to use the English language precisely in different communicative situations, with particular emphasis on reading and writing strategies.

The following table shows the different learning activities along with their estimated time allotments:

 

 

IN-CLASS TEACHING

AUTONOMOUS LEARNING

Units

Hours (total)

Practice sessions /fieldwork /computer lab/language lessons

Group tutorials

Group work

Evaluation

Total

Virtual Campus

Individual autonomous learning

Total

Unit 1

 

8

 

 

 

 

 

 

 

Unit 2

 

8

 

 

 

 

 

 

 

Unit 3

 

8

 

 

 

 

 

 

 

Unit 4

 

8

 

 

 

 

 

 

 

Unit 5

 

8

 

 

 

 

 

 

 

Unit 6

 

8

1

 

 

 

 

 

 

Unit 7

 

8,5

 

 

 

 

 

 

 

Total

250

56.5

1

50

5

112.5

12.5

125

137.5

 

 

CATEGORIES

Hours

%

Total

In-class teaching

Practice sessions /fieldwork /computer lab/language lessons

56.5

22.6

25%

Group tutorials

1

0.4

Evaluation

5

2

Group work

50

20

Autonomous learning

Individual autonomous work

137.5

55

75%

Total

250

100

 

NOTE: Exceptionally, should sanitary conditions require it, teaching activities may be carried out online. Should this be the case, students will be duly notified about the changes effected.

Assessment of students learning:

Student acquisition of the course competencies will be assessed by means of the following instruments:

 

Assessment means and instruments

%

Written tests

50%

 Reading comprehension test   

20%

Writing test

30%

Preparation, presentation and oral defence of essays or projects

50%

Essay/project

20%

Oral defence

30%

 

These tests, which may be carried out either individually or in groups, will measure the students’ communicative capacities and their knowledge of the English language, as well as their skills in reading, writing and delivering oral presentations.

NOTE: Exceptionally, should sanitary conditions require it, assessment tests may be carried out online. Should this be the case, students will be duly notified about the changes effected.

 

MINIMUM PASSING GRADE: In order to pass the course, students must obtain a minimum grade of 4/10 in both the oral and written sections of the assessment, and a final minimum grade of 5/10.

 

Repeat examinations and differentiated assessment

In repeat examinations and differentiated assessment, 100% of the final grade will be awarded through a final oral (50%) and written (50%) test. The same minimum passing grade condition already stated will apply.

 

Resources, bibliography and documentation:

Materials provided or recommended by the lecturers throughout the course.

In addition, students will use the following grammar book for autonomous work:

Swan, Michael & Catherine Walter, Oxford English Grammar Course Advanced: A grammar practice book for advanced students of English. (Oxford UP, 2011)

 

Complementary bibliography (including dictionaries, grammar books and other resources for skills development)

  • Cambridge English Pronouncing Dictionary (2006). Cambridge: Cambridge University Press.
  • Campbell, Colin & Jonathan Smith (2012). English for Academic Study: Listening 2012 Edition. Course Book. Reading: Garnet Education
  • Clandfield, Lindsay & Rebecca Robb Benne (2011). Global Intermediate Coursebook & E-Workbook. Oxford: Macmillan Education.
  • Clementson, Theresa, Alex Tilbury, Leslie Anne Hendra, David Rea, Adrian Doff and Ben Goldstein (2010). English Unlimited for Spanish Speakers (Upper-Intermediate). Cambridge: Cambridge University Press.
  • Coe, N. (2009) Oxford Living Grammar. Intermediate. Oxford: Oxford University Press.
  • Craven, M. (2008) Real Listening & Speaking 3. Cambridge: Cambridge University Press.
  • Driscoll, L. (2008) Real Reading 3. Cambridge: Cambridge University Press.
  • Gower, R. (2008) Real Writing 3. Cambridge: Cambridge University Press.
  • Gran Diccionario Oxford Inglés-Español Español-Inglés(2008). Oxford: Oxford University Press.
  • Hancock Mark & Sylvie Donna (2007) English Pronunciation in Use. Cambridge: Cambridge University Press.
  • Hashemi, Louise & Barbara Thomas. Grammar for First Certificate with Answers. Cambridge: Cambridge University Press.
  • Hogue, Ann (2008). First Steps in Academic Writing. London: Longman.
  • Longman Dictionary of Contemporary English (2006). London: Longman.
  • Manning, Anthony; Elisabeth Wilding & Jane Brooks (2007): Transferable Academic Skills Kit: University Foundation Study Module 11: Presentations Coursebook. Reading: Garnet Education.
  • McAvoy, Jackie (2009), Effective Reading 3. Oxford: Macmillan Education.
  • McCarter, Sam & Norman Whitby (2007), Writing Skills. Oxford: Macmillan Education.
  • McCarthy, Michael & Felicity O’Dell (2004) English Phrasal Verbs in Use. Intermediate. Cambridge University Press.
  • Oxenden, Clive & Christina Latham-Koenig (2008): New English File Intermediate, Oxford: Oxford University Press.
  • Oxford Student's Dictionary (2008). Oxford: Oxford University Press.
  • Redman, S. & L. Edwards (2006) English Vocabulary in Use. Pre-Intermediate and Intermediate. Cambridge: Cambridge University Press.
  • Redston C. & G. Cunningham (2009) Face to Face. Intermediate. Cambridge: Cambridge University Press.
  • Reppen, Randi; Lawrence J. Zwier & Harry Holden (2012): Grammar and Beyond. Level 2 Student’s Book and Workbook. Cambridge: Cambridge University Press.
  • Slaght, John & Anne Pallant (2012). English for Academic Study: Reading & Writing 2012 Edition. Source Book. Reading: Garnet Education.
  • Smith, C., Bermejo Marcos & E. Chang-Rodríguez (2003). Diccionario Collins Universal Inglés-Español Español-Inglés. Barcelona: Grijalbo Mondadori, S. A.
  • Thesaurus.com: www.thesaurus.com
  • Torres-Gouzerh, R. (2008) Intermediate English Grammar for ESL Learners. McGraw Hill.
  • Vince, M. (2008) Macmillan English Grammar in Context. Intermediate. Hueber Verlag GmbH & Co K.
  • WordReference: www.wordreference.com

E-Learning Materials

ESL Podcasts:

ESL Websites: