This document provides an overview of the Conversational English II course. The course aims to develop students' oral communication skills in English through activities like role-plays, debates, and presentations. Students will learn theories of oral communication and analyze speech acts. They will also learn how to design and assess speaking lessons for primary students. The course will be assessed through exams, oral performances, and self-evaluations. Students are expected to actively participate in all activities and develop their English speaking proficiency to a B2/B2+ level.

1. UNIVERSIDAD TECNOLÓGICA DE PEREIRA
FACULTAD DE BELLAS ARTES Y HUMANIDADES
LICENCIATURA EN LENGUA INGLESA
Asignatura:
Código:
Intensidad Semanal:
Pre-requisito:
Créditos:
Conversación Inglesa II
LI553
3 horas
Li453
3
1. General Description
This is a learning scenario where students will get acquainted of some principles
underlying oral production in English regarding conversational skills. In this course,
learners will be empowered with relevant theory concerning the analysis of spoken
transactions and how speaking tasks are both taught and assessed. The focus of this
course is to provide learners with the necessary tools to develop linguistic,
sociolinguistic and pragmatic appropriateness when interacting in English in different
situations, especially those related to addressing audiences. Besides, opportunities will
be given to analyze different situations taken from real life through authentic material
intended to identify the different features present in oral interaction. Indeed, the
activities presented can be used to practice not only how to speak, but how to respond
appropriately in different situations throughout role-plays, real-plays, speeches, forums
and speech acts. Finally, learners will also be trained on how to teach and assess
speaking at the primary level according to standardized criteria.
2. General Competences (Adapted from the CEFRL, 2001)
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To present clear, systematic, detailed presentations related to the field of ELT in
which significant points are highlighted and relevant supporting details are
pointed out. 
To demonstrate a high degree of proficiency in oral production concerning a
B2/B2+ level in terms of range, accuracy, fluency, interaction and coherence. 
To demonstrate remarkable fluency and ease of expression in a variety of
speaking tasks, especially those related to addressing audiences. 
To interact effectively in English in different transactional scenarios taking into
account linguistic, sociolinguistic, pragmatic and paralinguistic aspects of the
target language. 
To provide effective, relevant, reliable and objective assessment on their own and
others’ performances. 
To design, implement and assess speaking tasks taking into account theoretical
background of the course. 
“Can use the language fluently, accurately and effectively on a wide range of
general, academic, 
vocational or leisure topics, marking clearly the relationships between ideas. Can
communicate 
spontaneously with good grammatical control without much sign of having to
restrict what he/she 
wants to say, adopting a level of formality appropriate to the circumstances.” 
(Council of Europe, 2001, p.74) 

2. 3. Specific Competences
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Give accounts on theoretical input that enables the understanding and awareness of
principles underlying English communication in informal and formal registers. 
Be an active participant of the course development by interacting in different
speaking tasks such as role-plays, real-plays, debates, oral presentations and
speeches. 
Raise awareness on the features of speech acts such as: refusals, complaints, and
requests. 
Professionally analyze situations presented through video clips from authentic
materials. 
Plan, perform and assess an argumentative speech as the preparation for their
further thesis defense. 
Use paralinguistic tools effectively to support presentations and transactions. 
Show the following qualities of a teacher in development: professionalism,
responsibility, punctuality, honesty, organization, autonomy, and respect. 
Provide professional feedback to others as a practice to assess speaking according to
standardized criteria. 
Design, implement and assess speaking tasks for A1 to A2 levels in a primary school
context. 
4. Content areas to develop:
1. What is the communicative competence?
2. Illustrative descriptors: linguistic, sociolinguistic and pragmatic can-do statements
3. Use of illustrative descriptors for oral production: Self-assessment, overall oral
production, addressing audiences.
4. Interaction in conversation
5. Topic management
6. Discourse strategies
7. Speech acts: Requests, complaints, refusals
8. Grice’s cooperative principle: flaunts and implicatures.
9. Talk as performance
10.
Argumentative speech
11.
Paralinguistics in conversation
12.
Teaching and assessing speaking: Techniques for primary school
WEEKS
TOPICS AND ACTIVITIES
1
 What is the communicative
competence?
2
 Can-do statements regarding
linguistic, sociolinguistic and
pragmatic competences.
 Use of illustrative descriptors for oral
production: Self-assessment, overall
oral production, addressing
audiences.
3
 Interaction in conversation
 How to teach speaking 1
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RESOURCES
Worksheet
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CEFRL (2001). Ch. 5
and 6
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Thornbury, S. and
Slade, D. (2006).
Conversation: From
description to
pedagogy. CUP
Harmer, J. (1998).
How to teach English.
Ch. 9. Longman
publishers
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3. 4
 Topic management
 Speech act theory
 Speech acts: Requests. Analysis from
the descriptors.
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5
 Discourse strategies
 Speech acts: Refusals. Analysis from
the descriptors.
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6
7
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FIRST PARTIAL EXAM 30%:
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 The communicative competence
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 Speech
acts: Requests
and
complaints
 Grice’s cooperative principle and
implicatures
 Design and implementation of a
speaking task
 How to teach speaking 2: Task design 
and implementation
 Speech acts: Complaints. Analysis
from the descriptors.

Thornbury, S. and
Slade, D. (2006).
Conversation: From
description to
pedagogy. CUP
Jaworowska, J. Speech
act theory
Center for advanced
research on language
acquisition. (2009).
Requests strategies
across languages.
Retrieved
from:http://www.carla
.umn.edu/speechacts/
requests/strategies.ht
ml
Center for advanced
research on language
acquisition. (2009).
Structure of refusals.
Retrieved from:
http://www.carla.umn.
edu/speechacts/refusa
ls/structure.html
Thornbury, S. and
Slade, D. (2006).
Conversation: From
description to
pedagogy. CUP
Exam handouts
Learners’ materials
Scrivener, J. (2005).
Learning teaching. Ch.
7. Macmillan
publishers
Harmer, J. The
practice of English
rd
language teaching 3
ed. Ch. 19. Longman
publishers
 Ur, P. (1991).A course
in language teaching.
Ch 9. CUP
 Center for advanced
research on language
acquisition. (2009).
American complaints.
Retrieved from:
http://www.carla.umn.
edu/speechacts/compl

4. 8
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9
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Talk as performance
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Grice’s
cooperative
principle:
Observation, flaunting and violation
Implicatures. A pragmatic analysis of
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speech acts.
Argumentative speech
How to teach speaking 3: Planning
lessons
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10
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11
12
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13
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14
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15
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16
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SECOND PARTIAL EXAM 20%
 Speech acts: Complaints
 Discourse strategies
 Types of speech
 Planning and assessing a speaking
lesson
 Debate (defending a viewpoint)
Planning an argumentative speech 1
How to teach speaking 4: Assessment
Teaching and assessing speaking
tasks in primary levels
Planning an argumentative speech 2
Assessing
oral performance in
children
Performing an argumentative speech
Paralinguistics in conversation
Micro-teachings: A speaking lesson to
children
FINAL EXAM 30%: Theoretical
aspects of the course
Argumentative speeches (first group)
Argumentative speeches (last group)
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aints/american.html
Perry, R.A. (Adapted
material). Grice’s
cooperative principle.
Richards, J.C.
Developing classroom
speaking activities:
From theory to
practice.
Argument: The basics.
Taken from:
http://www.speaking.
pitt.edu/student/argu
ment/argumentbasics.
html. Retrieved 18
January, 2012.
Scrivener, J. (2005).
Learning teaching. Ch.
6. Macmillan
publishers
Learners’ resources
Exam handouts
Material designed by
the teacher
Material designed by
the teacher
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Material designed by
the teacher
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Learners’ resources
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
Exam handouts
Learners’ resources

Learners’ resources
5. Methodology
The methodology to be used in the course is based on the direct approach proposed by
Richards (1990 in Thornbury and Slade, 2006), which focuses on the explicit teaching
and awareness of conversational aspects to be identified, analysed and further used in
real life. There is a high level of awareness regarding elements of oral discourse and the
conversational skill. The program is also aligned with the top-down approach explained
by Thornbury as the theoretical analysis of oral text after it is heard or performed,
applied in a triad of instruction, exposure and practice , not necessarily in that order.
Students will be exposed to communicative situations in which they will interact with
specific purposes. Some interactions are prepared in advance, while others will foster
spontaneous speech. For the pedagogical component, students will plan and present
guided speaking lessons.
Students will develop their conversational and pedagogical skills through:

5. 
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Spontaneous and prepared speeches. 
Role plays and real plays. 
Voice and video recording of oral performance. 
Forum and debates. 
Teachers’ and learners’ presentation regarding theoretical input. 
Games brought by the teacher and groups of students to be implemented in
class. 
Lesson planning and performance 
6. Materials
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Monolingual Dictionary. 
Worksheets designed and proposed by the course teachers. 
Course blog http://conversation-lli.blogspot.com/ 
Educational Internet resources: 
o www.eslvideo.com
o https://voicethread.com/
o www.goanimate.com
o
7. Evaluation
Three
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types of evaluation will be implemented during the course:
Formative evaluation: this will be an ongoing process and students are expected
to take control of their own learning. 
Summative evaluation: this includes quantitative data on what students have
achieved. 
Metacognitive evaluation: students are expected to reflect on their own learning. 
First partial evaluation: Theory, pedagogy and oral
performance
Second partial evaluation: Theory, pedagogy and oral
performance
Final evaluation: Theory, pedagogy and oral
performance
In and out of class work
The criteria for assigning numerical grades will be as follows:
0.0 Not presented or not accepted
3.5 – 3.9
quality
1.0 – 2.9 Presented but below-standard
4.0 – 4.4
3.0 – 3.4 Achieves minimum standards
4.5 – 5.0
quality)
30%
20%
30%
20%
Satisfactory (average) in
Above-average in quality
Excellent (of the highest
Students will evaluate and reflect upon their own learning and that of their peers, and
will evaluate the efficacy of the course by completing one or more questionnaires.
8. STUDENT PROFILE
- An autonomous learner who is aware of the responsibility he/she has in
his/her learning process within and outside the classroom.
- A student with attitudes that reflect respect and tolerance for himself/herself,
his/her peers, teachers and academic processes in the academic program.
- A student who recognizes and appreciates the class sessions as crucial to their own

6. linguistic and professional development.
- An active, reactive and proactive student who views the teaching practicum in the
courses in which he/she participates, as an experience toward his/her own training as
an English teacher to be.
- A student who uses the English language appropriately as a means of oral and
written communication with others in his/her context.
9. COURSE POLICIES:
 Attendance policy: Your active participation is essential in the class. Thus, if you miss
classes, it is your responsibility to get updated with your classmates and hand in any
due assignment on the dates established. An absence is not a reason for time
extensions in the presentation of homework. 
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 Use of electronic devices: Absolutely no use of electronic devices such as tablets,
laptops, mobile phones, etc. is permitted during class time for purposes different to
academic ones. That is, educational tools can be used, but actions like chatting, posting
on social networks, texting, pinning, etc. are prohibited. Besides, despite the fact that
technological devices could be used, your full attention to the class is requested. 
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 Late work: No late work will be received during the semester except when the student
provides a medical or university excuse, which must be verified by the department of
Bienestar Universitario before submission. If you miss a class due to institutional
permissions, you must notify the instructor at least two weeks before the event
providing the proper documentation. 
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 Requests and inquiries: Show respect whenever you request or ask something to the
professor in both oral and written interaction (e-mail). Wait until the classes end to talk
to the professor about personal issues. Do not do it starting the class or during it. 
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 Others: In case you cannot stay all the class time due to strong reasons, let the
professor know by e-mail at least one day before, not at the beginning of the class;
support such permissions with written evidence if possible. Homework and class
work must be presented with high standards of quality (legibility, clarity,
organization, etc.). Use pen for handed in papers in class. Avoid plagiarism when
using sources from the Internet and theory. 
10. Bibliography
 Council of Europe (2001). Common European Framework of Reference for
Languages: Learning, teaching and assessment. Cambridge University Press. 
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 Thornbury, S. and Slade, D. (2006). Conversation: From description to pedagogy.
Cambridge University Press. 
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 Luoma, Sari (2004). Assessing speaking. Cambridge University Press. 
nd
  Scrivener, Jim (2005). Learning teaching 2 edition. Macmillan publishers 
 Harmer, Jeremy (1998). How to teach English: An introduction to the practice of
English language teaching. Longman limited. 
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 Jaworowska, Joanna. Speech Act Theory 