universidad abierta para adultos uapa vicerrectoria academica

UNIVERSIDAD ABIERTA PARA ADULTOS
UAPA
VICERRECTORIA ACADEMICA
SCHOOL OF LANGUAGES
SUBJECT’S PROGRAM
ENGLISH III
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CAREERS IN WHICH THIS SUBJECT IS TAUGHT
PSYCHOLOGY
ACCOUNTING
MARKETING
BUSINESS MANAGEMENT
COMPUTER SYSTEMS
SYSTEMS ENGINEERING
LAW
EDUCATION
REFERENCE DATA
FORMATION
AREA
COMMON
GENERAL
CYCLE
5TH
CODE
PRE-REQ
CREDITS
NUMBER OF
HOURS
THEORETICAL
HOURS
PRACTIC
E HOURS
TUTORIAL
HOURS
INDEPENDENT
STUDY HOURS
ING-203
ING-202
4
6
2
4
24
96
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THE SUBJECT’S PRESENTATION
English III represents another step ahead in the language subjects included in all the University´s study programs. This level
continues with the purpose to develop communicative competences in a foreign language like English, as it has been set and
planned by the Institution.
Level III provides more advanced tools to participants, so that they will be able to participate more actively and fluently in dialogs
that require a higher level of comprehension and production, be it written or oral. In this subject, participants have the chance to
speak and write about topics like: shopping habits, countries, nationalities, capitals, official languages of countries around the
world, food preferences, things they like and don´t like, places they live in, and so forth.
PRIOR KNOWLEDGE
• All the competences developed in English levels I and II.
EDUCATIONAL PURPOSE
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Provide participants with the right linguistic tools to make them competent in reading, writing, listening, and
speaking in the English language.
PROFESSIONAL PROFILE’S COMPETENCES
General competence
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Capacity to communicate, orally and in the written form, in the mother tongue and in a foreign language.
2
THE SUBJECT’S SPECIFIC COMPETENCES
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Asks about and identifies locations to find and explain addresses.
Describes the house in which she/he lives, also the houses of other people she/he knows.
Identifies the different rooms of a house or an apartment.
Talks and writes about various types of transportation, to express his/her transportation preferences.
Greets people in English in any situation of communication.
Uses numbers to count and refer to quantities.
Follows and gives instructions depending on the situation.
Asks for and gives personal information at a more advanced level.
Makes physical and personality descriptions of people she/he knows.
Talks and writes about family relationships.
Expresses preferences about sports and music.
Plans a study schedule by using time expressions properly.
Identifies places to make purchases.
Describes clothes people are wearing at the moment of speaking.
Describes sections and items in a store.
Describes articles of clothing by using colors.
Talks and writes about meals and foods.
Interprets food advertisements.
Places orders in a restaurant.
Compares prices of items.
Expresses food preferences.
Expresses needs in different communication settings.
Identifies types of housing.
Describes parts of a home.
Interprets classified ads.
Uses the phone to make appointments.
Identifies furniture in a house.
3
CONTENTS AND ACTIVITIES PER UNIT: FIRST WEEK
UNIT
UNIT 0:
WELCOME TO OUR
CLASS
Communication:
0.1.Greet and meet
classmates in the new
class.
0.2.Follow and give
instructions.
0.3.Exchange personal
information.
Grammar:
0.4.The verb Be in
present.
Vocabulary:
0.5.Expressions of
greeting.
0.6.Numbers.
0.7.Expressions of time.
0.8.Personal information.
TUTORIAL
INTERACTION
ACTIVITIES
3
TIH
INDEPENDENT
STUDY ACTIVITIES
12
ISH
1. The facilitator presents and explains
the program and the competences
planned for the level.
15
Min.
2
Hours
2. Participants will talk to each other to
get to know themselves.
10
Min.
1. Pre-unit, lesson 1, worksheet 1,
in which participants will practice
simple
dialogs,
will
write
sentences
about
the
conversations read, and will read
a paragraph about someone´s
introduction.
3. The facilitator will make a feedback
about topics (names, phone numbers,
jobs, nationalities, food preferences…)
discussed in previous levels, as a way
to evaluate prior knowledge.
5
Min.
2. Complete the written practices
found in the Grammar Challenge
workbook, from page P2 to P7.
8
Hours.
4. Listening: Participants will listen to
people talk about themselves, give
personal information, like phone
numbers addresses, age, and so
forth…
10
Min.
5. Textbook activities, which include all
the exercises to be done in the
classroom.
70
Min.
6. Reading through the platform:
There is a reading participants will
study to answer some questions and
complete a chart about the reading.
7. Social forum: participants will
express the expectations concerning
the subjects.
3. Homework: participants are to
write
a
large
personal
introduction, in which they even
can talk about some of their likes
and dislikes in life.
EXPECTED RESULTS
1. Participants use expressions
of greeting to make contact with
their classmates and other
people.
2. They understand and execute
classroom instructions, and also
show competence to give
instructions properly.
2
Hours.
3.
They
correctly
use
expressions of time to refer to
activities and their different
schedules.
4. They can interact to exchange
personal
information
with
classmates and other people
outside class.
45
Min.
15
Min.
4
CONTENTS AND ACTIVITIES PER UNIT: SECOND AND THIRD WEEKS
UNIT
UNIT I
TALKING WITH OTHERS
Communication:
1.1.Talk about family members
and share information about
family relationships.
1.2.Describe physical
appearances and personalities
of other people.
1.3.Identify countries,
nationalities, and official
languages.
1.4.Share information about
things one likes and doesn´t like
(express preferences).
1.5.Talk and write about class
schedules.
Grammar:
1.6.Simple present of ¨Be¨
(continuation).
1.7.Third person possessive
adjectives.
1.8.Present of¨Have¨.
1.9.Adjective order.
1.10.Simple present of ¨Like¨.
Vocabulary:
1.11.Names of countries,
nationalities, and languages.
1.12.Colors, hairstyles, height,
weight, age, adjectives to describe
personalities.
1.13.Family vocabulary.
1.14.Words related to
entertainment.
1.15.Clock times.
TUTORIAL
INTERACTION
ACTIVITIES
6
TIH
INDEPENDENT
STUDY ACTIVITIES
28
ISH
1. Speaking: participants will look at
illustrations about family relationships and
about which they are to make
descriptions.
2. The world map: by looking at a world
map, participants will identify countries
and nationalities, as well as languages of
the world.
3. Class work: participants will describe
themselves physically and in terms of
their personality.
4. Group work: by getting together,
participants share information about their
families.
5. Pair work: they will talk about things
they like and don´t like (preferences).
10
Min.
1. Reading: participants will read
a text about someone´s family.
Later,
they
are
answering
questions on the reading.
2
Hours.
2. Writing: they will write a
composition about their families.
2
Hours.
3.
Practice:
lesson
one,
worksheets 1 and 2: participants
will complete application forms
and a practice of some people´s
physical descriptions.
2
Hours.
4. Practice: lesson 2 worksheets:
family vocabulary and family
trees, from Activity Bank CD.
2
Hours.
5. Practice: lesson 4 worksheet
1A: express likes and dislikes;
simple present of ¨like¨, simple
present of other verbs.
2
Hours.
6. Grammar challenge exercises,
from page 2 to 15.
18
Hours.
6. Group work: participants will work in
groups to talk about times they do certain
activities.
10
Min.
10
Min.
10
Min.
10
Min.
10
Min.
7. Textbook: practices of the unit.
140
Min.
8. Listening: listen to some people
say their study schedules.
1
Hour.
9. Academic forum: What kind of person
are you? What things are to your liking?
Hour.
EXPECTED RESULTS
1. Participants are able to talk
about their families with friends
and other people.
2. They have the competence to
describe people physically and
make simple comments about
people´s personality.
3. They can talk about different
countries of the world, in terms
of their locations and languages,
also identify nationalities.
4. They are able to share
information about what their
preferences are, in terms of
entertainment.
5. They can use the simple
present tense of some verbs to
refer to common activities and
routines they carry out.
6. Participants can talk and write
about their study schedules.
1
7. They know very well how to
use and collocate adjectives in
the English language.
5
CONTENTS AND ACTIVITIES PER UNIT: FOURTH AND FITH WEEKS
UNIT
UNIT II
LET´S GO
SHOPPING
Communication:
2.1.Talk about shopping
habits and things one
likes to purchase.
2.2.Describe
clothes
people are wearing.
2.3.Describe and speak
about sections in a store.
Grammar:
2.4.Simple present tense:
shop, buy, purchase, want,
like.
2.5.The use of how much
and how many to ask for
quantities and prices.
2.6.Singular and plural,
possessive adjectives.
Vocabulary:
2.7.Types of stores and
products.
2.8.Money, amounts, bills,
coins.
2.9.Clothings and colors.
2.10.Adjectives of size,
shape, age,, pattern.
TUTORIAL
INTERACTION
ACTIVITIES
6 TIH
1. Group work: participants will work in
groups to speak about their shopping
habits and what things they like to buy.
20
Min.
2. Class activity: by looking at some
pictures, participants are going to
describe the clothes the people on the
pictures are wearing.
20
Min.
3. Clothing vocabulary: the whole
class will make a list of all the names of
clothes people wear.
10
Min.
4. Listening: participants will listen to
some people´s dressing preferences,
afterwards, they will answer questions
based on what they hear.
20
Min.
5. Textbook: the whole class will work
on the practices of unit II in the book.
INDEPENDENT
STUDY ACTIVITIES
28
ISH
1. Check and ledgers: from
Activity Bank: they will complete
some checks and ledgers from the
information given by the receipts.
This is worksheet 1.
2
Hours.
2. Lesson 3, worksheet 1A,
clothing vocabulary: they will
complete a chart after reading
some
conversations
about
shopping.
2
Hours.
3. Reading: lesson 4, worksheet
1A, read a paragraph on clothes
and
provide
the
missing
information in chart.
2
Hours.
140
Min.
4. Lesson 5, worksheet 1A,
complete exercises about the use
of adjectives for clothes.
2
Hours.
6. Shopping: Pair work: participants
are going to practice shopping dialogs
by having different information on charts
distributed by the facilitator. Lesson I,
worksheet one A, from Activity Bank.
10
Min.
5. Writing: participants are to
2
write about what they like to wear Hours.
in different seasons of the year.
7. Academic forum: participants are to
write about the dressing preferences for
different occasions.
30
Min.
8. Doubt forum: make any question you
have about the Final Production.
30
Min.
7. Platform homework: participants
will describe the various sections of
store they know in their community.
2
Hours.
6. The workbook exercises, from
page 16 to 29.
16
Hours.
EXPECTED RESULTS
1. Participants have the capacity
to participate and interact in
conversations related to things
they like shopping.
2. They use names and colors of
clothes properly to describe what
people are wearing at the time
speaking.
3. They are able to describe the
different sections in a store, by
using
a
more
advanced
vocabulary than in level one.
4. They have the knowledge to
conjugate the verbs shop, like,
want, and purchase correctly in
the present tense, that includes
affirmative,
negative,
and
interrogative forms.
5. Participants are able to use
expressions of quantities to talk
about prices of items in a store.
6. They have the capacity to use
clothing vocabulary to refer to
adjectives of size, shapes, age,
pattern, and possessive ones.
6
CONTENTS AND ACTIVITIES PER UNIT: SIXTH WEEK
UNIT
UNIT III:
FOOD.
Communication:
3.1.Talk about food
preferences.
3.2. Read and interpret
food ads.
3.3.Compare prices of
food items.
3.4.Share information
eating habits.
3.5.Place an order in a
restaurant.
Grammar:
3.7. Simple present
tense (continued).
3.8.Comparative
adjectives.
3.9.Questions and
yes-no answers.
Vocabulary:
3.10.Food vocabulary
(more advanced words).
3.11.Quantities and
containers.
3.12.Words to make
comparisons.
3.13.Menu sections.
TUTORIAL
INTERACTION
ACTIVITIES
6
TIH
1. Group work: participants will get
together to share information about their
food preferences and eating habits.
10
Min.
2. Class work: the facilitator and
participants will construct a concept
mapping with food vocabularies.
10
Min.
3. Dictation: the facilitator will dictate a
reading about a person´s eating habits
and preferences; participants are to write
what they hear.
10
Min.
4. Drama: participants are going to
dramatize the situation of eating in a
restaurant.
10
Min.
6. By looking at pictures, participants are
going to identify the food item.
20
Min.
7. Textbook: participants and the
facilitator will do all the exercises in the
book, unit 3.
150
Min.
9. Listening: Unit 3 extension worksheet
1A: Participants will hear some people
talk about how to prepare some recipes,
and then an exercise will be completed.
10
Min.
8. Academic Forum: Do you think food
influences our personality? Why?
1
Hour
INDEPENDENT
STUDY ACTIVITIES
1. Unit 3, lesson 1 worksheet
1A: participants are going to
complete some written practices
about favorite American food
and their own favorite food.
2. Unit 3, lesson 2 worksheet
1A: participants are to read and
interpret ads about food; they
will use the expressions: How
much is/How much are .They
will also practice some dialogs
of the same kind in the
classroom.
28
ISH
EXPECTED RESULTS
2
Hours.
1. They are able to express their
preferences about food.
2. Participants have the capacity
to read and understand simple
food ads in the target language.
2
Hours.
3. They can participate and
interact well in conversations
concerning eating habits.
4. They can place an order in a
restaurant.
3. Unit 3, lesson 5 worksheet
1B: they practice how to read a
menu and will complete a chart
based on the information given
in the handout.
2
Hours.
4. Practices from the workbook:
from page 30 to 43.
18
Hours.
5. Platform homework: Writing:
participants
are
to
write
a
composition about their likes and
dislikes concerning food and meals
of the day.
2
Hours.
5. They know how to make simple
comparisons of prices referred to
food.
6. They use expressions of
quantities to ask for prices and
other parameters of measures.
7. They have a large vocabulary
of food items.
7
CONTENTS AND ACTIVITIES PER UNIT: SEVENTH WEEK
UNIT
UNIT IV:
HOUSING
Communication:
4.1.Talk about types of
housing.
4.2.Interpret and discuss
classified ads.
4.3.Make appointments via
the phone.
4.4.Describe furniture in a
house.
4.5.Describe the parts of a
house.
Grammar:
4.6.The use of the indefinite
article: A/An.
4.7.The simple present
tense of: live/have/.
4.8.Present progressive
tense.
4.9.Prepositions of location.
Vocabulary:
4.10.Housing
vocabulary
4.11.Parts
of
a
home.
4.12.Classified ads,
utilities.
4.13.Appointments.
4.14.Furniture.
TUTORIAL
INTERACTION
ACTIVITIES
1. Participants will be asked by the
facilitator what city they live in, and will
talk about their community.
2. By looking at pictures, participants
will identify and name the parts of
house or an apartment.
3. Dictation: the facilitator reads a text
which describes the housing of
somebody while participants will write
what they hear.
4. Speaking: participants will talk to
class about their housing preferences:
a house or an apartment.
5. Drama: participants will play roles to
dramatize situations in which they
make business appointments on the
phone.
6. By looking at pictures, participants
are going to identify and name different
furniture.
7. Textbook exercises concerning the
unit: To be done in the classroom by
the facilitator and participants.
8. Listening: they are to listen to some
people talk about the type of housing
wanted to complete a practice from the
Activity Bank (lesson 1, worksheet 1, also
lesson 2, worksheet 2)
9. Interaction: participants are to interact
through asking questions to classmates
about their homes (lesson 2, worksheet 2,
Activity Bank).
10. Academic forum: What country would
you like to live and why?
6
TIH
10 Min.
10 Min.
10 Min.
10 Min.
10 Min.
10 Min.
140
Min.
10
Min.
10
Min.
INDEPENDENT
STUDY ACTIVITIES
1. Extension unit: worksheet 1C:
participants are going to read budgets and
prepare one on their own.
2. Housing: lesson 1, worksheet 1. Read
some
paragraphs
about
housing
preferences
to
answer
questions
afterwards.
3. Reading: participants will read some
dialogs about rooms in a house (lesson 2,
worksheet 2, Activity Bank).
4. Classifieds: participants are reading
and interpreting classified ads to later
complete some exercises (lesson 3,
worksheet 3C, Activity Bank).
5. Practice for the present continuous
tense: Lesson 4, worksheet 4C, Activity
Bank.
6. Prepositions of location: participants are
going to look at a floor plan to locate
different places by using prepositions of
location (lesson 5, worksheet 5C, Activity
Bank).
7. The Home Design Project: participants
can work in groups to make the design of a
house; they have to play different roles:
architect, leader, engineer, and so forth
(Project from Activity Bank).
8. Exercises in the Grammar Challenge
book, from page 44 to 57.
9. Platform task: writing: participants are
going to write about their dream house or
apartment.
10. Platform task: geography quiz.
Participants
will
answer
geography
questions on a test.
28
ISH
EXPECTED RESULTS
2
Hours.
1. They are able to make
simple descriptions of houses
and apartments.
2
Hours.
2. They can refer to the type of
housing they prefer by using
the proper vocabulary.
2
Hours.
3. They have the capacity to
identify and name the different
parts of a house.
4. They read and interpret
classified
ads
concerning
housing sells.
2
Hours.
5.
They
name
different
furniture of a house or an
apartment.
4
Hours.
6. They are able to locate
places and objects in a house
by using the right preposition
of location.
2
Hours.
14
Hours.
1
Hour
8
CONTENTS AND ACTIVITIES PER UNIT: EIGHTH WEEK
TUTORIAL INTERACTION
ACTIVITIES
3 TIH
1. Feedback about questions
originated from activities done as
independent studies.
2. Handing in of final Project.
15
Min.
INDEPENDENT STUDY
ACTIVITIES
1-. Assessment of participations in
forums,
homework,
and
other
platform activities.
EXPECTED RESULTS
1-. Handing in Projects on time.
45
Min.
2- Learning Self-evaluation.
3. Final Department Test.
50
Min.
3. Coevaluation.
4- Final Project’s form and content
corrections.
9
LEARNING PROCESS EVALUATION
CRITERIA
Oral Production
and Interaction
Activities
ACTIVITIES
-Virtual and oral
presentations.
-Interaction activities (synchronic
and asynchronic).
-Asynchronic interaction
activities.
Written
Production
Activities.
-Essays -Research paper
-Questionnaires and exercises
-Reflexive diaries and concept
maps.
-Case studies.
-Problem solutions.
-Projects.
-Portfolio.
Professional
Practical
Activities
-Field Projects.
-Practices in situ.
-Lab. Practices.
-Simulation Practices.
INDICATORS
Information Organization. Great knowledge of the topic: rigor, clarity, precision, and
presentation of ideas with the proper profoundness. Pertinence of argumentation in
participations. Coherence, clarity, and originality of the ideas expressed. Linguistic
correction: right word-power, sentence structure, pronunciation. Right knowledge of
writing and orthography. Good use of technological resources. Capacity to look for
and select information. Creativity in the presentations made.
Capacity for
teamwork.
Right and pertinent participations. Respect towards the agreed upon communication
rules. Coherence, clarity, and originality of the ideas expressed. Celerity and
punctuality in handing in assignments.
Clarity, quality, objectivity, and pertinence of participation. Coherence and originality
of the ideas expressed. Good use of technological resources. Celerity and
punctuality in handing in assignments. Organization of the information presented.
Facts and data. Principles and concepts. Skills to investigate. Procedural contents.
Thinking abilities.
Application. Professional skills. Facts and data. Principles and concepts. Procedural
contents. Thinking abilities. Activities and values (responsibility, decision making).
Facts and data. Principles and concepts. Procedural contents. Thinking abilities.
Activities and values (responsibility, decision making).
Application. Professional skills. Facts and data. Principles and concepts. Procedural
contents. Thinking abilities. Activities and values (responsibility, decision making).
Time management, collaboration).
Reflection. Creativity. Logical order in the Organization of the information presented.
The advancement of the learning process according to the topics treated. Capacity
to question and criticism of the ideas expressed through written and oral forms.
Projects addressed to field work that will link theory to practice.
Practical activities done by the participants of a subject in institutions and
enterprises whose activities are related to their field of study.
Practical activities done by the participants of a subject in inside and outside
specialized laboratories.
Activities done by participants, who will simulate reality on stage, be it physical or
virtual.
(%)
10%
15%
15%
10
-Short
Written Test.
answers and completions.
-Multiple
Alternatives.
–
Matching,
Association,
and
Ordering.
-Multiple
Choice
–Essay
questions.
-Quality
-Ethics
-Cooperation.
Attitudes and
values
-Responsibility.
-Solidarity.
-Pluralism.
-Innovation.
-Equity.
-Knowledge
-Comprehension
-Application
50%
-Analysis
-Synthesis
-Written consideration
-Critical reasoning
Commitment to do their homework according to the efficiency standards set
beforehand.
Shows moral commitment in his-her actions as a student.
- Promotes cooperative and collaborative work as a way to develop collective
potentialities.
-Shows a good attitude towards team work.
-Commitment to respond to his-her duties as participant and citizen – Punctuality. –
Faces consequences of his-her actions. - Participates actively in group decision
making.
- Shares with his-her classmates. – He-she is generous. – Promotes actions to
motivate and lead common aims.
- He- she feels identified with the preservation of biodiversity and his- her
sociocultural environment.
- Respect towards the institutional patrimony. – He- she listens carefully to others.
-Respect towards ethnic, ideological, religious, and gender diversity. – He- she
values the expression and discussion of ideas, and opinions of others. –Respect
the order of participation. –He- she is tolerant and moderate in his- her opinions.
- Shows creativity and talent in his- her homework. –Shows initiative and interest in
the academic work.
-Shows openness and receptivity towards science advancements.
-Disposition to make good and balanced decisions.
-Impartiality in his- her opinions.
10%
11
First week of class
Weekly assignments
Doubts forum
Final Production
(Written and oral).
Written test
INFORMATION TO REMEMBER
The facilitator will begin the subject by socializing the program, the general and specific competences to
be reached by the participant, besides, the facilitator will explain the evaluation parameters and how to
develop every process around the 8 weeks.
This first week of class, the facilitator and the participants are going to form the different groups for
weekly presentations.
Explanation and distribution of the Final Project (Oral and written).
To be handed in next week after being assigned or uploaded to the virtual campus. It is important to
study the content of every unit to develop the competences of the subject, it is also important to hand in
assignments the due dates and follow the rules established.
Doubts about the Final Project are to be responded through a forum to be uploaded the third week of
class.
The facilitator is going to explain which this activity of production will be. The production will be written
and presented orally. It´ll be assigned the first week of class and presented orally around the 6th and 7th
weeks. The written part is to be handed in the last week.
To be applied the last week of class. It is based on the contents of the program and the due results.
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BIBLIOGRAPHY
BASIC
1) JENKINS, ROB AND STACY JOHNSON: Stand out I. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 2009.
2) JENKINS, ROB AND STACY JOHNSON: Stand out I: Grammar challenge. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 2009.
THE SUBJECT´S FACILITATOR´S PROFILE:
The facilitator for this subject must be licensed on languages and have a professional preparation and experience on
language teaching, as well as the following qualities for teaching basic English: patience and tolerance for working with
beginners; open-minded and dynamic.
Done by:
José Parra:
Language School Director
REVISED BY:
Luz Rosa Estrella, Director of the Curriculum Reform Office. Ph.D. in Education.
Pedro Emilio Ventura, Coordinator of the Curriculum Reform Office. Master in Marketing.
Elizabeth Filpo, Tourism School Professor.
This program was finished and approved by the Curriculum Reform Office, May 2011.
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