This course aims at providing the students with the communicative skills necessary to achieve a general competence of the B2 level. The course is connected to the following (English III / English IV), in that the latter will fully consolidate the skills acquired in the former, and promote a consciousness of the deeper grammatical structures employed in the present course.

Students who successfully pass this subject will be able to:

1. Practise the four main skills (Listening, Reading, Writing and Speaking) by means of receptive and productive work.

2. Acquire a good command of oral skills with special attention to the pronunciation of individual sounds and of words in connected speech.

3. Promote a positive attitude towards Second Language Learning.

4. Carry out individual or group-based tasks with a high level of efficiency, showing a good command of the tools, structures and insights acquired during the course.

Contents and teaching-learning activities:

This course is markedly skills-oriented, and involves a series of lessons, each centering thematically around a general topic. In every lesson, all communicative skills will be thoroughly practiced, and the students will be exposed to a great variety of communicative contexts. On this level, an adequate command of grammar is taken for granted; hence, the stress will fall on the refinement of pre-existing skills which is necessary to achieve a command of English that corresponds to the B2 level, and on the particular strategies and task-based skills that the student will need in order to successfully pass official tests at this level of competence.

Additionally, to the contents on the reference book the following will be covered in class:

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

Reading: Different texts taken from a variety of real sources and different tasks that will help students understand better.

Writing: A selection of tasks and 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 and structures related to the units of the course book.

Vocabulary related to the different topics and areas covered in the course book.

Pronunciation: English vowels and consonants, stress and connected speech.

The classes will be a mixture of lecturing and practical student work in class.

Classes focus on speaking, listening, reading and writing skills as well as vocabulary, grammar and pronunciation; each lesson will consist mainly of tasks designed around a communicative situation to help students improve their command of these skills and language components.

Classes are interactive and student-centered. As the focus of the course is communication, a number of activities will be based on collaborative learning, thus, students will do different tasks with others to strengthen their communicative skills.

Students will be encouraged to work both in the classroom –individually, in pairs and in groups- and at home. Students are expected to do out-of-class work in order to consolidate learning done in class. This out-of-class work includes both homework assigned in class and the students’ exposure to authentic language via extensive listening and reading for pleasure.



The classes are prepared to be carried out either online or on site.

• Sistema de Evaluación Continua
• Sistema de Evaluación Final
• Herramientas y porcentajes de calificación:
  • Prueba escrita a desarrollar (%): 20
  • Defensa oral (%): 20
  • Trabajos individuales (%): 20
  • End-of-course test (%): 40

1. First call

The type of assessment is continuous. Students will be assessed according to their performance in the following testing tasks:



End-of-course exam: 40%

Writing: 20%

Individual project: 20%

Speaking: 20%

The Writing, the Individual project and the Speaking tasks will be scheduled in different dates during the course according to the official calendar. The grammar exam will take place at the end of the course.



All the tasks are prepared to be carried out via egela in case of online assessment.



STUDENTS FAILING TO PRESENT THESE ASSESSMENT TASKS WILL RECEIVE NO CREDIT (0 MARKS) FOR THE MISSED WORK.



Information on the use of resources and materials:

Exam: The use of mobile or electronic devices, notes, books is not allowed. Should any student make use of these devices during the exam, she or he will receive a zero on the task.

Any work submitted by the students must be their own work and must have been written completely by themselves. The students must identify and include the source of all facts, ideas, opinions and viewpoints of others through in-text referencing and the relevant sources should all be included in the list of references at the end of their work. Direct quotations from books, journal articles, internet sources or any other source must be acknowledged and the sources cited must be identified in the list of references.



WITHDRAWALS

1. Withdrawal from the Continuous Assessment

All students have the right to be evaluated according to the final evaluation procedure independently of whether or not they have participated in the continuous assessment module. In order to do so, they must write the instructor responsible for the course expressing their desire to withdraw from the continuous assessment. Students can do so within the first 9 weeks of the course, according to the academic calendar of their centre.

Withdrawal from an exam call: Withdrawal from a call will be assessed as “no grade reported” [no presentado/a].





2. Withdrawal from an Exam Call

Withdrawal from a call will be assessed as “no grade reported” [no presentado/a, ez aurkeztua].

In the case of continuous assessment:

In the case of continuous assessment all students can withdraw from a call until at least one month before the date of the end of the teaching schedule of the corresponding course. This withdrawal must be submitted in writing to the instructor responsible for the course.



In the case of final assessment, not sitting the exam on the official date of the exam qualifies as an automatic withdrawal from the corresponding call.



The new regulation about assessment can be found at the following link:

http://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia

Final assessment students (100%) and Second Call students (100%) will be assessed as follows:



Test (grammar, vocabulary, pronunciation exercises, listening): 60%

Writing: 20%

Speaking: 20%



All the tasks are prepared to be carried out via egela in case of online assessment.





Withdrawal from an exam call: Withdrawal from a call will be assessed as “no grade reported” [no presentado/a].



Information on the use of resources and materials:

Exam: The use of mobile or electronic devices, notes, books is not allowed. Should any student make use of these devices during the exam, she or he will receive a zero on the task.

Any work submitted by the students must be their own work and must have been written completely by themselves. The students must identify and include the source of all facts, ideas, opinions and viewpoints of others through in-text referencing and the relevant sources should all be included in the list of references at the end of their work. Direct quotations from books, journal articles, internet sources or any other source must be acknowledged and the sources cited must be identified in the list of references.

English File Upper-Intermediate Student's Book B / Workbook B Multi-Pack B -Fourth Edition by Christina Latham-Koenig, Clive Oxenden, Kate Chomacki.

ISBN 978-0-19-403954-3

Oxford: Oxford University Press.


SWAN, M. 2005. Practical English Usage. Oxford: OUP.

Additionally, materials provided by the teacher (as handouts or via eGela).

Bibliografía básica

12.1. Bibliografía básica



Oxenden, C. & Latham-Koenig, C. (2008). New English File Upper-Intermediate (Student’s

Book with MultiRom and Workbook with Key). Oxford: Oxford University Press.

SWAN, M. 2005. Practical English Usage. Oxford: OUP.



12.2. Bibliografía de profundización



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.





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.

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.onestopenglish.com

http://www.breakingnewsenglish.com/

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

http://www.wordreference.com

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

http://esl.about.com/

http://www.mansioningles.com/

http://iteslj.org/links/

http://www.proyectoespantapajaros.com/



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)

Bibliografía de profundización

Hewings, M. (2005). Advanced Grammar in Use, with Answers and CD ROM: A Self-Study Reference and Practice Book. Cambridge: Cambridge University Press.

Vince, M. (2009). Advanced Language Practice. English Grammar and Vocabulary. 3rd. ed. Oxford: Macmillan.

Thomas, B. and Matthews, L. (2008). Cambridge Vocabulary for First Certificate. Edition with answers and Audio CD. Cambridge: Cambridge University Press.

Cory, H. (1999). Advanced Writing with English in use CAE. Oxford: Oxford University Press.

Wells, J.C. (2008). Longman Pronunciation Dictionary. Harlow: Pearson Education Longman.

Oxford Collocations dictionary for students of English (2002). Oxford: Oxford University Press.

Longman Dictionary of English Language and Culture (2005). Harlow: Pearson Longman.

French, A. (2009) CAE Testbuilder. Oxford: Macmillan.

Revistas

SPEAK UP Magazine con CD-Rom.

Hot English Magazine.

Time Magazine.

Newsweek Magazine.

Direcciones web

Cambridge Dictionaries online
http://dictionary.cambridge.org

Oxford Advanced Learner¿s Dictionary online
http://www.oup.com/elt/oald

BBC- Learning materials
http://bbc.co.uk/learningenglish

British Council-Learning materials
http://learnenglish.org.uk

BBC World Service-international news
http://bbc.co.uk/worldservice

CNN-international news
http://www.cnn.com/