Degree in Early Childhood Education 2022-23

22033

English Language:
Formal and
Communication
Aspects
Group 1

Lecturer: Adrià Tous Cano

Contact: a.tous@uib.es

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 COURSE SCHEDULE
Week 1 16/02 Presentations
Icebreakers and brainstorm
Week 2 23/02 Speaking practice: Ask Me a Question p.7 p.7
Grammar: Question Forms p.6 p.6
Reading: Most Common Interview Mistakes p.8 p.8
Listening: Pronunciation p.38
Week 3 2/03 Speaking practice: Job interview roleplay p.59
Listening: Complete Jobs – an interview p.38
Grammar: Auxiliaries and Question tags p.11-12 p.11-12
Week 4 9/03 Speaking practice: Plasticine Monsters p.
Listening: Duties at Work p.39
Listening: Laura – Optimistic or Pessimistic? p.41
Grammar: Present Perfect Simple and Continuous p.13
Week 5 16/03 Grammar: Present Perfect Simple and Continuous p.14
Listening: Firefighter p.43
Speaking Practice: Craft activites p.47
Vocabulary: members of your family p.15
Reading: Internet Rage P.17
Week 6 23/03 Listening: Paragliding p.42
Grammar: Adjectives p.18
Reading: Are You a Risk Taker? p.19
Speaking practice: The Risk Questionnaire p.20
Reading: Adventure is just bad planning p.21
Week 7 30/03 Grammar: Narrative Tenses p.22
Reading: Incredibly Short Stories & Talking about Children’s Books Listening: p.24-25
Reading Habits p.40
Week 8 20/04 Speaking: Irregular Verbs p.26
Reading and Vocabulary: The Frog Family and Timmy Goes Shopping p.58-59
Grammar: Verbs of the senses p. 32-33
Listening: Mr and Mrs Stacey p.41
Week 9 27/04 Grammar: Future Perfect and Future Continuous p.29
Speaking practice: In Twenty Years’ Time p.30
Reading: The Truth About Air Travel p.31
Listening: Favourite Cities p.41
Week 10 4/05 Oral Examination – Group Presentations

Week 11 11/05 Oral Examination – Group Presentations

Week 12 18/05 Oral Examination – Group Presentations

Week 13 25/05 Listening and reading practice and grammar practice

Final exam Monday 12/06, 9-12

GC -B 3
Re-take Wednesday 28/07, 9-12
GC -A 14

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The grammar exercises have been taken from New English File Upper Intermediate Student’s
Book. Clive Oxenden and Christina Latham Koenig (OUP ISBN 978 0 19 451843 7 & ISBN 978 0
19 455844 0). All Reading and Listening materials are from English File Upper Intermediate
Workbook with key, third edition. Christina Latham-Koenig, Clive Oxenden with Jane Hudon
(OUP) ISBN 978 0 19 455850 1)

GRADING SCHEME

NAME % RT. CONTENT MIN 5 DATE

FINAL Use of 20 Yes Yes June 12

60% English %
Reading 20 Yes Yes
%
Listening 20 Yes 3 listening exercises Yes
%
WRITTEN Lesson plan 5% No Group lesson plan - May
20%
Personal 15 No 250 words _ May
statement %
ORAL Oral 20 No In groups of 4-5 - May
% Each group teaches a lesson to the rest
of the class

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 GUIDELINES FOR THE ORAL AND WRITTEN PARTS OF THE EXAMINATION.

Please note that these two parts cannot be retaken.

Students must form groups 4/5 people.

• ORAL EXAM

 Each group will teach a 20 to 25-minute lesson. Each member is expected to speak
for at least 5 minutes. The lesson should include:
▪ Greetings ▪ checking for understanding
▪ clear instructions for each activity ▪ Cohesion (in activities and between
▪ Variety of voc. and gram. structures group members)
▪ clear explanations ▪ good time management
▪ repetition

 In April, you will provide your lecturer with a list of members of your group and
choose the date of your examination.
 The oral presentations will take place over several classes in May. All students’
presence is required during presentations, to observe and participate in the activities.
 Do not forget to bring along any materials, props or realia that you may need.

• WRITTEN EXAM

 An individual piece of work and must be handed in to your lecturer the same day of
the presentation. It comprises a copy of the group lesson plan (worth 5%, see
examples in dossier) and your personal statement (15%, individual), in which you
evaluate the lesson you have just given. (250 words).
 Complete the Lesson Plan document in full detail, as a group. Please use the
templates given in the dossier, with the following headings:
▪ Level ▪ Aims ▪ Preparation ▪ Follow Up.
▪ Age Group ▪ Description ▪ In Class
▪ Time ▪ Materials ▪ Comments

 Add a 250-word personal Statement, outlining your role in the group. Include: What
did you do? Which activity/ies did you propose/carry out? Who completed the Lesson
Plan? (About 100 words) Then, add an evaluation of your lesson including the group
work and your own part. (150 words).
 Consider the following aspects: Which activities worked well? Why? Were the
activities age-appropiate? Were the materials suitable? Is the anything you would
change? Did you achieve your aims?

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 1 2 3 4
Organization Audi ence cannot understand Audi ence has difficulty Rel evant information i n Rel evant information i n
and content the presentation. Irreleva nt. fol l owing presentation. Some l ogical sequence. l ogical a nd i nteresting
rel evant fa cts s equence.
Subject Student memorized the Student memorized parts of Student a nswers questions, Student demonstrates
knowledge pres entation, unable to the presentation. Unable to but fa ils to elaborate. knowledge, a nswers
a ns wer questions. a ns wer s ome questions. questions wi th explanations
a nd elaboration
Material Student makes little use of Occasionally uses visual aid Student's visuals relate to Student's visual aid
visual aid. that rarely supports presentation reinforces presentation.
presentation.
Use of Student's presentation has More than 5 errors. Less than 5 errors. Speaker No errors. Speaker adapts
language more than 10 spelling or Speaker uses adapts the content in a the content in a specific
gram. errors. Speaker inappropriate words and general way to the way to the listener
appears to ignore the concepts. listener.
listener.
Eye contact No eye contact Occasional eye contact Maintains eye contact Maintains eye contact with
most of the time. audience.
Pronunciation Incorrect pronunciation, Voice is low. Incorrectly Voice is clear. Pronounces Clear voice and correct,
and Fluency low volume. Audience pronounces terms. most words correctly. precise pronunciation. All
members have difficulty Audience has some Audience has no difficulty audience understands.
understanding. difficulty understanding. understanding.
Group Work Less than 5 minutes 8 minutes long. Students 9 minutes long. Students 10 minutes. Students
presentation. Students somewhat prepared, but prepared but need more prepared and rehearsed.
unprepared. lack rehearsal. rehearsals.

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 Question formation machine

QUESTION WORD

HOW, WHEN, WHAT, WHY, WHERE, WHO, WHOSE, WHICH

How often, how much, how many, how long, how + adj.

AUXILIARY VERB

DID – WAS – HAVE – DO – HAS – WERE


SUBJECT

THEY – YOU – THE NEIGHBORS - TOM


MAIN VERB

LEARN – DO – SAY – THINK – COST - BUY



( PREPOSITION

FROM – ABOUT – OF – TO - WITH )


OBJECT

ME – WORK – YESTERDAY – THAT SHIRT

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 Ask me a question

a) Complete the questions with the present simple or continuous of the verbs in brackets.
b) Choose six questions to ask your partner

1. How often do you go to the hairdresser’s? And to the dentist’s? (go)

2. Are you happy with your lifestyle or __________ you __________ it could be
healthier? (think)
3. Why exactly __________ you __________ English? (learn)
4. What __________ you __________ after today’s class? (do)
5. _________ anybody in your family __________ a foreign language really well?
(speak)
6. What important things __________ you __________ to do before the weekend?
(need)
7. __________ you __________ of doing any official English exams in the near future?
(think)
8. When __________ this course __________? (finish)
9. __________ anyone __________ for a job at the moment? (look)
10. __________ you usually __________ seeing films which are dubbed or subtitles?
(prefer)
11. What __________ your best friend __________ like? (look)
12. What book __________ you __________ at the moment? (read)
13. What __________ you __________ this Saturday night? (do)
14. What clubs, organizations, or charities __________ you __________ to? (belong)
15. __________ you __________ away this weekend? (go)
16. __________ you __________ anybody who __________ married soon? (know, get)
17. How often __________ your family __________ together? (get)
18. __________ you __________ to buy anything at the moments? (save)
19. What time __________ this class __________ and __________? (start, finish)
20. When __________ you next __________ your best friend? (see)
21. What kind of things __________ you__________ your phone for? (use)
22. Who __________ __________ tonight in your house? (cook)

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 Most common interview mistakes
a) Read the article quickly and match the titles to the paragraphs.
a. Criticizing past employers d. Bringing a drink with you
b. Talking too much e. Ignorance of the company
c. Doubts about your CV

b) Look at the highlighted words and phrases in the text and try to work out their meaning.
Then, match them to definitions 1-10.

a. That cannot be forgiven: _______________

b. Connected with what is being discussed: _______________
c. Making you very nervous or worried: _______________ - _______________
d. Stupid mistakes: _______________
e. Be unable to answer a question: _______________
f. From memory: _______________
g. Start talking about something less important: ______________
________________ - _______________
h. Drinking very small amount of liquid at a time: _______________
i. Dislike very much: _______________
j. Play with something because you are nervous: _______________

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Clothes and fashion

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Spot the differences

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Auxiliary verbs

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Present perfect simple and continuous

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 Family
a) Complete these sentences about the people in your life.
• My mother/father drives me mad when she/he ...
• I love it when my sister/brother ...
• It really annoys me when siblings...

b) Find out who in your class has the same number of siblings as you. Who is ...?
• An only child
• The youngest of two or more children
• The oldest of two or more children
• The middle child
• A twin / triplet ...

c) How do you feel about the size of your family? What effect, if any, has this had on you? Do you
think there is one best place in the family (eldest, youngest...)?

d) Are there any special characteristics that run in your family? Is there anything you all like/dislike?

e) Ask a classmate about their family and create their family tree.

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 Listening: having a celebrity mom
You will hear an interview with the daughter of a Hollywood film star. For questions 1-7,
choose the best answer (A, B or C).
1. For her 14th birthday, Hannah…
a) Took some friends to see a Harrison Ford film at the cinema
b) Went to watch the making of a film
c) Was given whatever she wanted

2. How did Hanna’s mother feel when Hannah said she wanted to be an actress?
d) She wasn’t keen on her doing it
e) She wasn’t discouraging
f) She didn’t think she was serious about it

3. What does Hanna say about the comparison with her mother?
g) They have the same shaped eyes
h) They are both tall
i) Their noses are similar

4. Hannah and her mother both think that

j) They look identical
k) They look a bit alike
l) People are completely wrong

5. How did Hannah feel about her mother’s attitude to acting?

m) She was a bit upset
n) She was angry
o) She understood

6. Why was Hannah encouraged to train to be an accountant?

p) Her mother had had a bad experience with money
q) Hannah needed to learn the importance of saving
r) Her mother considered it a useful profession

7. What does Hanna say about her mother’s voice?

s) She sounds very demanding
t) She sounds slightly foreign
u) She sounds like her daughter

Listen to the interview again. What adjective or adjectives does Hannah use to describe...:
1. Her childhood in Hollywood?
2. How her mother had felt when she first arrived in Hollywood?
3. Part of her nose?
4. Her mother talking about acting?
5. The quality they both possess?
6. Her mother’s attitude to money?
7. Her mother’s voice?

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Reading

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Adjectives

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 Fortune favours the brave
a) Read the article and number the paragraphs in the correct order

b) Read the article again and marks the sentences as true or false
1) Most people think that boys take more risks than girls.
2) In the past, men had to pay more than women to ensure their cars .
3) A third of the girls in the survey said that they replied to text messages while driving.
4) In general, girls use mobile phones when they are driving more than boys.
5) The second survey involved both men and women.
6) New mothers are the safest drivers of all.
7) Women now have to pay higher insurance rates than men.

c) Look at the highlighted words and phrases in the text and try to work out their meaning.
Then, use them to complete the sentences.
1) Some people have different personalities when they’re _______________ of a car.
2) I didn’t ______________ _ to your text message because my phone had no battery.
3) The police arrested everyone who had been _______________ in the fight.
4) The banks are putting interest _______________ up again.
5) The cuts are _______________ education. There will also be less money for health.
6) An example of his _____________ is when he drove along the motorway at 200 km/h.
7) My parents _______________ me in my choice of career.
8) Harry wears shorts all the time______________ _ how bad the weather is.

Are you a risk taker?

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 The risk questionnaire
a) Interview your partner using the questionnaire. Ask for more information.

b) In general, do you think your partner is a risk-taker. Why or why not?

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Adventure is just bad planning

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Narrative tenses

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c) Read the first part of the story and find examples of each tense below.
▪ The past perfect: had finished
▪ The past perfect continuous: ____________________
▪ The past continuous: ____________________

d) Complete the second part of the story with the correct form of the verbs
in brackets: past simple, past continuous, past perfect or past perfect
continuous.

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 Incredibly short stories
“Wanting to meet a writer because you like their books is like wanting to meet a duck
because you like paté.”
Margaret Artwood, Canadian Author

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 Colloquial English
Talking about… children’s books

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 Crosswords: irregular verbs
Player A
Work in groups A and B.
The crosswords below is only half filled in. Player B also has a crossword that is
only half-filled in. Take it in turns to ask what the missing verbs are. You can ask:
“what’s 7 across?” and answer “it’s the past tense of bring”.

Here are the verbs that player B will ask for. Before you start, make sure you
know the infinitive form for each of them.

Ate Dug Lost Taught

Bit Fell Rode Threw
Broke Forgot Said Told
Brought Fought Sat understood
Chose Kept Shook
Drank Lit Spoke

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 Crosswords: irregular verbs
Player B

Here are the verbs that player A will ask for. Before you start, make sure you
know the infinitive form for each of them.

Began Grew Left Slept

Bought Held Met Sold
Caught Hid Ran Thought
Drew Laid Sang went
Felt Lay Shot
Gave Led Shrank

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 THE BEAR
1. This is the bear who fell in the bin
2. This is the dog who pushed him in
3. This is the man who picked up the sack
4. This is the driver who would not come back
5. This is the bear who went to the dump
6. And fell on the pile with a bit of a bump
7. This is the boy who took the bus
8. And went to the dump to make a fuss
9. This is the man in an awful grump
10.Who searched and searched and searched the dump
11.This is the bear all cold and cross
12.Who did not think he was really lost
13.This is the dog who smelled the smell
14.Of a bone and a tin and a bear as well
15.This is the man who drove them home
16.The boy, the bear and the dog with a bone
17.This is the bear all lovely and clean
18.Who did not say where he had been
19.This is the boy who knew quite well
20.But promised his friend he would not tell
21.And this is the boy who woke in the night
22.And sked the bear if he felt alright
23.And was very surprised when the bear shouted out
24.“How soon can we have another day out?”

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FUTURE

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 In twenty years’ time
Discuss each prediction with a partner
c) Do you think it will be true in twenty years’ time?
d) Do you think it will be a good thing? Why or why not?

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The truth about air travel
“I don’t have a fear of flying; I have a fear of crashing.”
Billy Bob Thornton, American actor.

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Verbs of the senses

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Verbs of the senses

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STUDENT A
STUDENT A

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STUDENT B
STUDENT B

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WEATHER

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LISTENINGS

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A job interview

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 Duties at work

a) Listen to Maria, a customer sales assistant, describing how she spends a typical
day. Tick the activities she mentions.

 Write letters  Speak to customers  Send faxes

 Send emails  Arrange travail  Gossip
 Do filings  Fill in time sheets  Make coffee
 Surf the net  Key in data  Book meeting rooms
 Have meetings  Write minutes  Distribute the post
 Write reports  Fill in forms

b) Listen again and decide if the sentences are true or false.

1. Maria makes a coffee before her morning meeting.
2. In the morning she meets people from all over the world.
3. She had to make a lot of phone calls in her job.
4. She doesn’t like sending faxes because it’s boring.
5. She surfs the Net five or six times during the day.
6. She has to fill in a time sheet at the end of her day.

c) Complete the job interview

Interviewer - Are you unemployed at the moment, in a job or studying?

Applicant - I’m ________________ my final year a_______________ university, but I

also work part-time for a small company.

Interviewer - What kind of _____________ do you have with this company?

Applicant - It’s just a ______________ one, for six months, but I can _______________
when I want, as long as I give one week’s notice.

Interviewer - And what kind of work do you do for this company?

Applicant - I’m ________________ for all its accounting, including expenses and
salaries.
Interviewer
- And do you have any questions for us?
Applicant
- Yes. I’d like to know if you have a company pension plan and, if so, at what
age your employees normally ________________. I’m also interested in any
company health plan you might have…

d) Job description

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Here are some important aspects of a job: duties, pay, the boss, benefits, training, hol idays,
health and safety, promotion, hours of work, experience, overtime, unions, job security.
In pairs, interview your partner about their job or dream job.

Read list

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MATERIAL FOR
SPEAKING AND
WRITTEN
EXAMS

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LISTENING
Total physical Response

Several of the ideas in this chapter incorporate techniques based on Total

Physical Response (TPR). This is an extremely useful and adaptable teaching
technique, especially in primary classes. With TPR the children listen to their
teacher telling them what to do, and then do it. Instructions can range from
something as simple as Touch your nose to more complex sentences like Go and
stand next to the girl who's wearing a red jumper, but who isn't wearing black
shoes. Children, especially very young ones, are able to understand much more
than they can produce, and this technique builds on that capacity.
Many of the listening activities in this chapter are of the listen and
respond' type: Activity 1.1, 'Listen and do', suggests some standard TPR
activities, while 1.2, 'The Frog family', shows how the technique can be extended
to storytelling, and 1.6, 'Make an instructions machine', extends it to paper
folding. Other activities which involve a certain amount of TPR include 1.4,
*Complete a grid', and 1.5, The Pied Piper'.

1) Listen and do: TPR activities

LEVEL All
AGE GROUP All
TIME 10 minutes +
AIMS Linguistic: intensive listening skills, to develop intuitive
listening, to present and practice structures and vocabulary.
Other: physical co-ordination; acting skills
DESCRIPTION The children listen to their teacher giving instructions and
obey them
MATERIALS Usually none, though in some activities it is useful to bring in
things to show the children.
PREPARATION Prepare a list of commands related to the topic or language
point that you are working on. Here are some examples.

Suggestions for TPR

Classroom commands - Stand up

(adapt these to your - Sit down
own routine) - Give X a pencil, please

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 - Open/close the door
- Put up your hand
Body -Touch your partner’s back
- Put your hand on your head
- Hold up sever fingers
Verbs in general (mime) - Eat an orange
- Drink a cold drink
- Go to the shop and ask for gum
- Watch a film
Prepositions - Put your pencil on the floor
- Put your book under the chair
Abilities - If you can swim, clap once
- If you can play the recorder, stand up
Physical descriptions - Hold hands with someone with brown eyes
- Touch someone who is wearing a red jumper
Comparatives - If Y is taller than Z, put up your left hand
- If my chair is bigger than yours, clap your hands
twice
Likes and dislikes - If you like bananas, pretend you are eating one.
- If you don’t like eggs, make a face.
General knowledge - If London is the capital of England, put up your
(these can reflect topics hand
the children are - If ice is made from water, nod your head.
working on) - If a spider has eight legs, clap eight times.

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Craft activities
Creative activities and crafts are an important part of the general curriculum, as they
not only stimulate children's imagination, but also develop skills such as hand-eye co-
ordination. They are also very enjoyable and motivating. You can use them as an opportunity
to give instructions in English, or you can use what the children make for other language
activities: for example, 8.10, 'Making books', with storytelling and writing; 8.5, 'Spinners', can
be used for games; 8.4, 'Make a weather clock', can be used for an information gap activity;
and 8.7, 'Making puppets' and 8.9, ‘Making masks' for drama.
When you are planning a creative activity, it is essential that you try it out yourself first.
Although I have tried to anticipate pitfalls, there may be some I have not discovered!
Don't expect works of art from your children-you may well get some, but always keep
in mind that it is the process that is important, and the language used. It is unrealistic to expect
the children to speak in English all the time they are working, though you should encourage
them to use phrases such as “Can I have the scissors?” or “Do you like it?”. You should use as
much English as you can as the context will usually make your meaning clear. This is an
excellent opportunity for some real communication in English, which should not be missed. If
you play a tape of songs in English for the children to work to, you will be surprised how much
goes in subconsciously.
When the children have finished, try and put on a display of what they have made,
either in the classroom or around the school. This gives the children pride in their work, and
other groups come into contact with English too.

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Job Interview Roleplay
A) Warm up

1) Pair up. Give each other a minute to explain your experience with job interviews.
Can you find any similarities?
2) What jobs have you had? Or do you hope to go? What type of question might be
asked?
3) How could you describe yourself as a worker? Use words or concepts such as:
ambitious, self-starter, extensive, colleagues, profit, lose track of time, annual turnover…
4) What job would be an ideal fit for you? Why?

B) Down to business

1) Now, get in two groups: one of jobseekers, and the other, interviewers. Agree on
the position to be filled (shop assistant, tutor, waiter, school director, etc.)

a) The jobseekers have 10 minutes to think of their personal identification,

strengths and skills for this position, career goals, good reasons to be hired
and salary expectations.

b) The interviewer has the same amount of time to think of relevant criteria for
the position, salary range and relevant questions to ask.

2) Have the interview with each member of the other group. The interviewers will
decide who the best candidate was and the candidates, who the best
recruiter/employer was, and explain why.

POSSIBLE QUESTIONS

Tell me a bit about yourself

Where have you worked recently?
What was your greatest strength in your last job? How about your greatest weakness?
Why do you want to work here?
What was your greatest achievement in your last job?
How do you feel about team work?
What are your career/life goals?
What are your salary expectations?

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