UNIVERSIDAD ABIERTA PARA ADULTOS

UAPA
VICERRECTORIA ACADEMICA
SCHOOL OF LANGUAGES

SUBJECTS PROGRAM
ENGLISH II
CAREERS IN WHICH THIS SUBJECT IS TAUGHT
PSYCHOLOGY
ACCOUNTING
MARKETING
BUSINESS MANAGEMENT
COMPUTER SYSTEMS
SYSTEMS ENGINEERING
LAW
EDUCATION

REFERENCE DATA
FORMATION CYCLE CODE PRE-REQ CREDITS NUMBER OF THEORETICAL PRACTIC TUTORIAL INDEPENDENT
AREA HOURS HOURS E HOURS HOURS STUDY HOURS
COMMON
GENERAL 5TH ING-202 ING-201 4 6 2 4 24 96

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 THE SUBJECTS PRESENTATION

English II (a common general subjet) is the second part of the basic English course begun in English I. In this subjet,
participants will continue to develop more complex and advanced competences, based upon the knowledge acquired in the first
part.

This level gives them the chance to talk and write about themes like: their communities, the rooms of a house or an apartment,
transportation types; share information about health habits and problems; talk and write about their jobs, and other topics in
which theyll show their skills to interact with others with more fluency and facility. Speaking and writing are two very important
communicative competences emphasized on in this level.

PRIOR KNOWLEDGE

All the competences developed in English I.

EDUCATIONAL PURPOSE

To equip participants with more advanced vocabulary and grammar, so that they get to develop the proper
competences to face the topics treated in this level.

PROFESSIONAL PROFILES COMPETENCES

General competence
Capacity to communicate, orally and in the written form, in the mother tongue and in a foreign language.

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 THE SUBJECTS SPECIFIC COMPETENCES

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 apartament.
Talks and writes about various types of transportation, to express his/her transportation preferences.
Gives and follows directions according to the situation.
Identifies the parts of the body and refers to symptoms and illenesses.
Describes healthy habits, like exercising, sleeping well, resting enough, eating healthy food.
Talks and writes about the different actions done with the parts of the body.
Identifies medications priscribed for certains illnesses.
Talks about actions that can be done in a waiting room.
Names different occupations and gives information about his/her work.
Describes his/her job duties.
Reads and understands job evaluations.
Identifies and organizes study materials.
Reads and understands advertisements for study materials.
Makes a list of goals to achieve related to any dream they may have.
Develops a study schedule to improve his/her college performance.
Describes how he/she learns English.

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 CONTENTS AND ACTIVITIES PER UNIT: FIRST WEEK
UNIT TUTORIAL INTERACTION 3 INDEPENDENT 14 EXPECTED RESULTS
ACTIVITIES TIH STUDY ACTIVITIES ISH

UNIT V: 1. The facilitator introduces the subject 15 1. Writing: participants will 1 1. Participants know how to
and its programs, and also talks about the Min. write a composition to describe Hour give short answers to Yes/No
Communication: processes and evaluation to be carried the community in which they questions in the proper form.
1. Short answers to out. 5
live.
respond to Yes/No 2. Introduce oneself to the audience. Min. 1 2.They use the prepositions
questions. 2. Reading: participants will Hour In/On to indicate addresses
3. Interaction among participants to share 10 read a text about advantages and names of streets.
2. Describes community
personal information (group work). Min. and disadvantages of living in a
locations. house or in an apartament, and 3. Competence to describe the
Grammar: 4. Group work: participants work in groups 10 then they will answer some parts of a house or of an
3.The use of and talk about their communities. They Min. questions about the text. apartment.
prepositions In/On to describe them.
refer to streets. 12
4. They know well how to use
4.The difference in use 5. Group work: participants work in 10 3. Workbook unit 5 activities. Hours. the indefinite article A/An.
of the indefinite article couples and describe their houses or Min. From page 63 to page 70.
The verbs come and go apartments. 5. They identify types of
in the present tense. transportation and expressess
3. By looking at pictures, participants will 10 transportation preferences.
5. Simple present tense. Min.
identify and name types of transportation.
Vocabulary: 6. They can talk and write
6. Parts of a 4. Exercises of unit 5 (textbook). 50 about their communities to
house. Min.
give information and
7. Types of 5. Social forum: participants are going to 15 addreses.
transportation. write about their expectations for this Min.
8.The use transportation subject.
verbs.
9. A/An. 6. Academic forum: advantages and 45
disadvantages of living in a house or in an Min.
apartament.

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 CONTENTS AND ACTIVITIES PER UNIT: SECOND AND THIRD WEEKS
UNIT TUTORIAL INTERACTION 6 INDEPENDENT 28 EXPECTED RESULTS
ACTIVITIES TIH STUDY ACTIVITIES ISH

UNIT VI: 1. The facilitator will show an illustration 30 1. Writing: participants will write 2 1. They give, understand, and
to identify and name the parts of the body Min. a text in which they say what Hours. execute commands
HEALTHY INVING and the actions done with them. they do to be healthy. (imperatives).
2. Participants name the parts
Communication: 2. By looking at pictures, participants will 20 2. Writing: participants will 2 of the body and say what
1. Actions done with the identify health problems (illnesses) Min. make a list of vocabulary words Hours. things or actions we do can
parts of the body. people have. related to illnesses and with them.
2.Refer to healthy habits. medications, like cough, sneese, 3. They use simple
Grammar: 3. Group work: participants get together 10 appointment, treat, symptoms, vocabulary words related to
1. The use of to talk about their healthy habits (work in Min. and so on. health and medicine.
Imperatives. couples). 4. They describe signs and
2.Simple present tense 3. Completion of the review unit. 2 symptoms of illnesses.
(regular and irregular 4. Unit 6 activities in the textbook. 150 Hours 5. They can talk and write
verbs). Min. 4. The workbook unit 6 22 about health and healthy
3. The present exercises, from page 71 to page Hours. activities or habits.
continuous tense. 5. Task in the platform: readind text 20 84. 6. They give suggestions to
4. The use of the modal about things to do to keep health. Read Min. sick people by using the
Should to give simple and answer questions on the text. modal Should.
suggestions. 7. They describe activities that
Vocabulary: are taking place at the
1. Parts of the body. 6. Academic forum: what is good to be 2 moment of speaking, by
2.Vocabulary to refer to healthy? Give your opinions. Hours making correct use of the
health problems. present continuous tense.
3. The use of the words: 7. Doubt forum: write your doubts and 8. They can understand
Ache/Sore/Pain. questions about the Final Production. simple texts related to
4. Names of medications. symptoms of illnesses and
answer questions about them.

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 CONTENTS AND ACTIVITIES PER UNIT: FOURTH AND FIFTH WEEKS
UNIT TUTORIAL INTERACTION 6 INDEPENDENT 28 EXPECTED RESULTS
ACTIVITIES TIH STUDY ACTIVITIES ISH

1. Participants identify and talk

UNIT VII: 1. Participants will say what they do; 30 1. List of occupations: participants 2 about occupations and job
WORK they will interact to ask everyone Min. will make a list of jobs and will Hours. duties.
about their occupations. write what activities or duties are
Communication: done in every job. 2. They use question words to
1.Description of job duties. 2. Group work: in couples, they will 20 2 demand information about
2.Share likes and dislkes inform about their abilities. Min. 2. Activity bank: lesson 2, Hours. work.
about ones job. worksheet 1.
Grammar: 3. Identify occupations in pictures 10 3. They can talk about their
3.Simple present tense (class work). Min. 3. Activity bank: lesson 3, 2 abilities by using the modal
continuation. worksheets 1 and 2. Hours. Can.
4.Question words: 4. Dictation: partcipants will listen to 20
what/where/when/who. someone describe his/her job, and Min. 4. Activity bank: lesson 4, 2 4. They know how to form
5.The use of the modal Can will write what they hear. worksheet 1. Hours. names of occupations by using
to refer to abilities in a job the suffix er in verbs.
setting. 5. Prictices in the textbook, unit 7. 150 5. Activity bank: lesson 5, 2
6.The termination er to form Min. worksheet 1. Hours. 5. They know how to give
names of occupations from orders and understands
verbs. 6. Task in the platform: make a 40 6. Workbook unit 7 exercises, 18 imperatives.
7.Imperatives (negative form). description of the job and the job Min. from page 89 to 98. Hours.
Vocabulary: duties. 6. They use the right verbs to
8.Occupations and describe actions related to
professions. jobs.
9.Job evaluation vocabulary. 7. Academic Forum: The ideal job: 2
what is it and why? Hours.

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 CONTENTS AND ACTIVITIES PER UNIT: SIXTH AND SEVENTH WEEKS
UNIT TUTORIAL INTERACTION 6 INDEPENDENT 28 EXPECTED RESULTS
ACTIVITIES TIH STUDY ACTIVITIES ISH

UNIT VIII: 1. Class discussion: the facilitator and the 60 1. Activity bank: lesson I, 2 1. They know how to plan and
participants will discuss what makes a Min. worksheet 1. Hours. make a list of goals for future
LIFELONG
good and a bad student (qualities of a activities.
LEARNING AND
REVIEW
good and a a bad). There will be two lists 2. Writing: participants will 2. Participants organize study
written on the board. write a list of food and clothing 2 materials, so that he/she can
Communication: they buy. Hours. plan his/her learning well.
1.Develop a study 2. Group work: participants get together to 30 3. They give and follow directions
schedule. talk about themselves as students; they Min. 3. Activity bank: lesson II, 2 to find places in a community.
2.Make goals. will say what type of students they are. worksheet 1. Hours. 4.They have the capacity to use
3.Organize study the right prepositions of places to
materials. 3. Where to purchase: the facilitator writes 30 4. Writing: participants write a give directions.
4.Make purchases. questions about where to buy some items Min. dialogue in which one person 2 5. They use the expressions
5.Give and follow and the participants will say the right is buying some clothings and Hours. how much and how many to
directions. place. the another person is the ask for quantities and prices of
Grammar: 2 salesman/saleswoman. objects.
6.The verb Be. 4. The activities in the textbook unit 8. Hours 6. they identify materials used in
7.How much/how many to 5. Writing: participants will 2 an office to work.
ask for quantities. 5. Academic forum: shopping habits: write a list of goals they have Hours. 7. They know how to organize a
8.Prepositions of location. participants will take part in the discussion for the near future. study schedule by using the right
9.Simple present tense of their buying habits. 2 vocabulary and structures.
continuation. Hours 6. Workbook uni 8 exercices, 18 8.They talk about their study
Vocabulary: from page 99 to page 112. Hours. schedules and ask others about
10.Office supplies. it.
11.Study tools: dinders, 9. They have the capicity to
dividers, notebook. describe a good and a bad
student.
10. They describe their shopping
habits.
31. They talk and write about
their future goals.

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 CONTENTS AND ACTIVITIES PER UNIT: EIGHTH WEEK
TEMA OR TUTORIAL INTERACTION 3 TIH INDEPENDENT STUDY
UNIT ACTIVITIES ACTIVITIES ISH EXPECTED RESULTS

0. Feedback about questions 15 1. Assessment of participations in 1-. Handing in Projects on time.

originated from activities done Min. forums, homework, and other
as independent studies. platform activities.

1. Handing in of final Project. 45 .

Min.
2. Learning Self-evaluation.
50
2. Final Department Test. Min.
3. Coevaluation.

4. Final Projects form and content

corrections.

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 LEARNING PROCESS EVALUATION
CRITERIA ACTIVITIES INDICATORS (%)
Information Organization. Great knowledge of the topic: rigor, clarity, precision, and
-Virtual and oral presentation of ideas with the proper profoundness. Pertinence of argumentation in
Oral Production presentations. participations. Coherence, clarity, and originality of the ideas expressed. Linguistic
and Interaction correction: right word-power, sentence structure, pronunciation. Right knowledge of
Activities writing and orthography. Good use of technological resources. Capacity to look for 10%
and select information. Creativity in the presentations made. Capacity for
teamwork.
-Interaction activities (synchronic Right and pertinent participations. Respect towards the agreed upon communication
and asynchronic). rules. Coherence, clarity, and originality of the ideas expressed. Celerity and
punctuality in handing in assignments.
-Asynchronic interaction Clarity, quality, objectivity, and pertinence of participation. Coherence and originality
activities. of the ideas expressed. Good use of technological resources. Celerity and
punctuality in handing in assignments. Organization of the information presented.
-Essays -Research paper Facts and data. Principles and concepts. Skills to investigate. Procedural contents.
-Questionnaires and exercises Thinking abilities.
-Reflexive diaries and concept
maps.
-Case studies. Application. Professional skills. Facts and data. Principles and concepts. Procedural
Written
contents. Thinking abilities. Activities and values (responsibility, decision making). 15%
Production
-Problem solutions. Facts and data. Principles and concepts. Procedural contents. Thinking abilities.
Activities. Activities and values (responsibility, decision making).
Application. Professional skills. Facts and data. Principles and concepts. Procedural
-Projects. contents. Thinking abilities. Activities and values (responsibility, decision making).
Time management, collaboration).
Reflection. Creativity. Logical order in the Organization of the information presented.
-Portfolio. 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.
-Field Projects. Projects addressed to field work that will link theory to practice.
Professional -Practices in situ. Practical activities done by the participants of a subject in institutions and
Practical enterprises whose activities are related to their field of study. 15%
Activities -Lab. Practices. Practical activities done by the participants of a subject in inside and outside
specialized laboratories.
-Simulation Practices. Activities done by participants, who will simulate reality on stage, be it physical or
virtual.

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 -Short answers and completions. -Knowledge -Comprehension -Application
Written Test. -Multiple Alternatives. 50%
Matching, Association, and -Analysis -Synthesis -Written consideration
Ordering.
-Multiple Choice Essay -Critical reasoning
questions.
-Quality Commitment to do their homework according to the efficiency standards set
beforehand.
-Ethics Shows moral commitment in his-her actions as a student.
-Cooperation. - Promotes cooperative and collaborative work as a way to develop collective
potentialities.
-Shows a good attitude towards team work. 10%
Attitudes and
-Responsibility. -Commitment to respond to his-her duties as participant and citizen Punctuality.
values Faces consequences of his-her actions. - Participates actively in group decision
making.
- Shares with his-her classmates. He-she is generous. Promotes actions to
-Solidarity. 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.
-Pluralism. -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.
-Innovation. - Shows creativity and talent in his- her homework. Shows initiative and interest in
the academic work.
-Shows openness and receptivity towards science advancements.
-Equity. -Disposition to make good and balanced decisions.
-Impartiality in his- her opinions.

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 INFORMATION TO REMEMBER
The facilitator will begin the subject by socializing the program, the general and specific competences to
First week of class 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).
Weekly assignments 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 forum Doubts about the Final Project are to be responded through a forum to be uploaded the third week of
class.
Final Production The facilitator is going to explain which this activity of production will be. The production will be written
(Written and oral). and presented orally. Itll 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.
Written test 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 basic. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 2008.
2) JENKINS, ROB AND STACY JOHNSON: Stand out basic: Grammar challenge. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING,
2008.

THE SUBJECTS FACILITATORS PROFILE:

The facilitator for this subject must be licenced 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: 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
Jos Parra: Marketing.
Language School Director Elizabeth Filpo, Tourism School Professor.
This program was finished and approved by the Curriculum Reform Office, April 2011.

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