This subject is aimed at providing appropriate communicative situations in association with a number of training activities that will allow students to acquire a linguistic competence in English at the B2 level. In order to attain this goal, theoretical and practical lessons will be offered in which students will have the opportunity to practice the different facets of the four basic language skills - listening, speaking, reading, writing - by means of a number of formative activities that will be carried out by students both individually and in groups, and in the classroom or at home.

1. Listening: to understand extended speech even when it is not clearly structured and follow even complex lines of argument provided the topic is reasonably familiar. (Competencias módulo: M01CM01, M02CM01)

2. Reading: to understand long and complex factual texts, appreciating distinctions of style as well as specialized articles. (Competencias módulo: M01CM01, M01CM03, M02CM01)

3. Speaking: to express ideas/news/events fluently, spontaneously and with grammatical accuracy showing controlled use of connectors and cohesive devices. Present clear, detailed descriptions and viewpoints on a wide range of subjects related to fields of interest, giving the advantages and disadvantages of various options. (Competencias módulo: M01CM01, M01CM02, M02CM02)

4. Writing: to produce well-structured texts, expressing and giving reasons to support of or against points of view at some length in a letter, an essay, a report or an article. Writing letters highlighting the personal significance of events and experiences. (Competencias módulo: M01CM01, M01CM02, M02CM02)

5. Grammar: to display analytical knowledge about the grammar of English. To express ideas in written and oral forms with grammar accuracy. (Competencias módulo: M01CM01).

6. To work on their own or in a team, using the techniques and tools they have acquired. (Competencias módulo: M01CM01).

Contents and teaching-learning activities:

This is a skills-oriented course delivered through a series of lessons and activities that incorporate different contents. The course aims to present appropriate communicative situations to help students strengthen their mastery of three main language components (grammar, vocabulary and pronunciation) as well as four language skills (speaking, writing, reading and listening). The contents of the course are presented by language component and language skill although a blend of different kinds of contents is practiced in each lesson.



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

•Reading: A novel and a variety of texts 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 and in the selected novel.

•Speaking: A range of activities related to the topics of each lesson.

•Grammar structures related to the units of the course book.

•Vocabulary related to the areas related to the units of the course book and the selected novel.

•Pronunciation: English vowels and consonants, stress and rhythm.

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.

• Sistema de Evaluación Continua
• Sistema de Evaluación Final
• Herramientas y porcentajes de calificación:
  • Prueba escrita a desarrollar (%): 50
  • Realización de prácticas (ejercicios, casos o problemas) (%): 10
  • Trabajos individuales (%): 20
  • Trabajos en equipo (resolución de problemas, diseño de proyectos) (%): 20

The assessment of student work will be progressive, formative and summative. Students will be assessed according to their performance in the following testing tasks.



Continuous assessment:



Writing assignment: 20%

Students will produce a piece of writing about the selected novel (Matilda, by Roald Dahl).

Students failing to come to class on the day appointed for this test will receive no credit (0 marks) for the missed work.



Speaking assignment: 20%

Students will conduct a conversation about the selected novel in groups of 2-3 people.

Students failing to come to class on the day appointed for this test will receive no credit (0 marks) for the missed work.



Use of English and vocabulary practice: 10 %

Students will complete a minimum number of use of English and vocabulary quizzes on eGela.



Final examination: 50%:

The exam (use of English + listening + reading + pronunciation from units 1-5 of English File) plus the assessment tasks make up your final grade (100%). Those tasks which are not done will receive a zero mark. The use of mobile or electronic devices, notes, books is not allowed. Should a student make use of these devices during the exam, she/he will receive a zero (0) on the task.





WITHDRAWALS

1. Withdrawal from 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. For quadmestral courses students can do so within the first 9 weeks of the course, according to the academic calendar of their centre.



2. Withdrawal from an exam call

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

2.1. 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.

2.2. 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.



Final assessment/Non-Continuous Assessment (100%): The “ordinario/ohiko” exam will be graded on a final evaluation as a 100% block on the official date of the exam in January. This examination will consist of use of English, listening, reading and pronunciation exercises from units 1-5 of English File (60%), a piece of writing (20%) and an individual speaking task (20%) based on the selected novel ("Anatomy of Air", by M. Simonson and R. M. Gilete).



Exam: The use of mobile or electronic devices, notes, and books is not allowed. Should a student make use of these devices during the exam, she/he will receive a zero (0) on the task.

The “extraordinario/ez-ohiko” exam will be graded on a final evaluated as a 100% block on the official date of the exam in June. This examination will consist of use of English, listening, reading and pronunciation exercises from units 1-5 of English File (60%), a piece of writing (20%) and a speaking task (20%) based on the selected novel ("Anatomy of Air", by M. Simonson and R. M. Gilete).



Exam: The use of mobile or electronic devices, notes, books is not allowed. Should a student make use of these devices during the exam, she/he will receive a zero (0) on the task.

- English File Upper-Intermediate Student's Book/Workbook Multi-Pack A New Edition. Oxford: Oxford University Press.
ISBN: 978-0-19-403952-9 (available at Elkar at the beginning of September)
- Teacher’s materials (in Photocopy Room or Egela).
- Dahl, Roald. 2022. Matilda. UK: Penguin Books. ISBN: 978-02-415583-1-7 (available at Elkar at the beginning of September).
- Simonson, M.; Gilete, R. M. 2011. Anatomy of Air. UK: Portal Editions. ISBN: 978-84-939243-0-0 (available at Elkar at the beginning of September).

Bibliografía básica

HEWINGS, Martin. 2005. Advanced grammar in use. A self-study reference and practice book for advanced students of English with answers. Cambridge: CUP.



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



A good English-English dictionary.

A good English-Spanish and/or English-Basque dictionary.

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.
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.
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.
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
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

Cambridge Advanced Learner’s Dictionary
Oxford Advanced Learner’s Dictionary


Bilingual Dictionaries
Dicccionario Bilingüe Cambridge Compact, Spanish-English
Diccionario Oxford Compact Plus

Revistas

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)

Direcciones web

Useful Internet links

http://www.onestopenglish.com
http://www.breakingnewsenglish.com/
http://www.bbc.co.uk/worldservice/learningenglish/
http://www.usingenglish.com/
http://www.englishclub.com/
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.proyectoespantapajaros.com/
http://www.babeliumproject.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.bbc.co.uk/schools/teachers/