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UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES SUBJECT’S PROGRAM ENGLISH IV

UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES

SUBJECT’S PROGRAM

ENGLISH IV

CAREERS IN WHICH THIS SUBJECT IS TAUGHT

Psychology

Accounting

Marketing

Business Management

Computer Systems

Systems Engineering

Law

Education

 

REFERENCE DATA

 

FORMATION AREA

CYCLE

CODE

PRE-REQ

CREDITS

NUMBER OF

THEORETICAL

PRACTICE

TUTORIAL

INDEPENDENT

HOURS

HOURS

HOURS

HOURS

STUDY HOURS

COMMON

                 

GENERAL

5

TH

ING-204

ING-203

4

16

8

8

16

86

THE SUBJECT’S PRESENTATION

Englsih IV is the last general English level. To this point, participants are supposed to have developed certain competences that allow them to speak and write about topics already seen in previous levels, but for which they now have to use a more advanced and complex vocabulary and structure of the target language. This level is a chance they have to read and understand more complex texts, as well as to listen to longer dialogs to increase their listening comprehension competence. The main goal of level IV is to continue to enrich and develop more deeply the competences of oral and written comprehension and production, in accordance with the knowledge they are to acquire in this four-level regular course. The topics for this subject are: The community, health, occupations and jobs, people and learning.

PRIOR KNOWLEDGE

The prior knowledge required for this level is the set of competences developed in English I, II, and III: competences to speak and write about oneself, ask for and give personal information, express food preferences, talk and write about one´s community, describe health problems, give suggestions, speak and write about one´s job, express likes and dislikes about music, sports, and so forth…

ENGLISH I

ENGLISH II

 

INGLES III

 

Makes a personal introduction and gives personal information.

Asks about and identifies locations to find and explain addresses.

Asks about and identifies locations to find and explain addresses.

Uses expressions of greeting to make contact with people.

Says and writes phone numbers and addresses in different communication situations.

Describes the house in which she/he lives, also the houses of other people she/he knows.

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.

Identifies the different rooms of a house or an apartment.

Follows classroom instructions.

Talks and writes about various types of transportation, to express his/her transportation preferences.

Talks and writes about various types of transportation, to express his/her transportation preferences.

Introduces a third person and gives basic information about him/her.

Tells the time correctly according to the communicative situation.

Gives and follows directions according to the situation.

Greets people in English in any situation of communication.

Describes the classroom objects.

Identifies the parts of the body and refers to symptoms and illenesses.

Uses

numbers

to

count

and

refer

to

Describes the weather and the seasons of the year.

Identifies common foods.

quantities.

 

Describes healthy habits, like exercising, sleeping well, resting enough, eating healthy food.

Follows and gives instructions depending on the situation.

Makes a shopping list.

Asks for and gives personal information at a more advanced level.

Expresses food preferences.

Talks and writes about the different actions done with the parts of the body.

Expresses hunger and thirst.

Makes physical and personality

Uses simple quantity expressions.

Identifies medications priscribed for certains illnesses.

descriptions of people she/he knows.

 

Describes people’s clothings.

Talks and writes about family relationships.

Identifies and finds sections in a store.

Reads and understands simple advertisements.

Talks about actions that can be done in a waiting room.

Expresses preferences about sports and music.

Names different occupations and gives information about his/her work.

Plans

a

study schedule

by using

time

Makes purchases and counts money.

expressions properly.

Identifies colors and simple shapes.

Describes his/her job duties.

Identifies places to make purchases.

 

Uses the numbers to specify dates.

Reads and understands job evaluations.

Describes clothes people are wearing at the moment of speaking.

Uses time expressions (days of the week, months of the year) to refer to activities he/she does.

Identifies and organizes study materials.

Reads and understands advertisements for study materials.

Describes sections and items in a store.

articles

Describes

of

clothing by using

Expresses marital status.

Makes a list of goals to achieve related to any dream they may have.

colors.

Talks and writes about meals and foods.

Develops a study schedule to improve his/her college performance.

Interprets food advertisements.

 

Places orders in a restaurant.

Describes how he/she learns English.

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.

EDUCATIONAL PURPOSE

Provide participants with more advanced language tools to consolidate the development of the necessary competences to interact with other people in the English language.

PROFESSIONAL PROFILE’S COMPETENCES

General competence

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

THE SUBJECT’S SPECIFIC COMPETENCES PER UNIT

Unit 5: OUR COMMUNITY. Week 1: Talks and writes about facilities/services in his/her community.

Unit 5: OUR COMMUNITY. (Cont.) Week 2: The Students Ask and Give Directions

Unit 6. HEALTH AND FITNESS. Week 3: Students identifies and names parts of the body.

Unit 6: HEALTH AND FITNESS. (Cont.) Week 4:

Gives health advice by using the modal Should.

Unit 7: WORKING ON IT. Week 5:

Identifies common occupations and the skills and education required for them.

Unit 7: WORKING ON IT. (cont). Week 6:

Wrties about his/her job likes and dislikes.

Unit 8: PEOPLE AND LEARNING. Week 7:

Writes about future plans concerning his/her profession or studies.

THE SUBJECT’S GENERAL COMPETENCES

 

Writes a message in a postcard.

Speaks about his/her job duties.

 

Talks and writes about facilities/services in his/her community.

Wrties about his/her job likes and dislikes.

Uses the modal Can to ask for and give directions.

Identifies appropiate behavior and attitudes for getting a job.

 

Talks about family members and activities they do together.

Reads and interprets classified ads concerning job opportunities.

Writes aboout his/her communities: likes and dislikes.

Reads general principles for a job interview.

 

Interprets transportation schedule and fares.

Writes a job history of his/her own.

Identifies and names parts of the body.

Performs a job interview.

 

Describes symptoms of illness.

Interprets performance reviews.

Interprets a doctor´s directions.

Evaluates study habits.

 

Asks for information at a hospital.

Talks about study skills he/she has.

 

Talks and writes about healthy and unhealthy habits.

about

Writes

future

plans

concerning his/her

profession

or

Gives health advice by using the modal Should.

studies.

Reads and understands medicine labels.

Identifies learining opportunities.

 

Makes a list of ailments he/she knows.

Speaks about work preferences.

Identifies common occupations and the skills and education required for them.

Organizes and develops study goals.

 

CONTENTS AND ACTIVITIES PER UNIT: FIRST WEEK

 

Talks and writes about facilities/services in his/her community.

 

UNIT

 

TUTORIAL INTERACTION ACTIVITIES

   

INDEPENDENT STUDY ACTIVITIES

 

15

 

EXPECTED

 

6 TIH

ISH

RESULTS

UNIT V: OUR COMMUNITY Communication:

1. The facilitator presents and explains the program and the

10

     

competences planned for the level.

Min.

1.

Make a list of government

1

1.

They can identify locations

2.

Warm-up activity: The faciitator will ask participants

agencies and services.

 

Hour.

and

services

in

their

5.1Identify locations and services in one´s community. 5.2Leave and receive phone messages. 5.3.Give and follow directions in a mall. 5.4.Write postcard messages. 5.5.Ask for and give street directions. Grammar:

where they live and what they like to do in their cities.

3.

Identify locations and services: The facilitator will

10

Min.

2.

Writing: Participants will

2

communities

directions

 

to

give

write on the board a list of locations and participants are

10

write a description of their communities, including a part about the facilities and services they have in such

Hour.

 

to identify the services they can get in those places.

Min.

2.

They have capacity to ask

4.

Classify services or facilities in the community:

for and give directions of

Participants are going to classify the services identified before: Transpostation, health, protection, and so forth.

places.

 

10

places.

 

2

 

5.

The facilitator will explain the difference between

Min.

 

Hour.

3.

They

are

able

to

neighborhood and community.

3.

Worksheet A from unit 5,

communicate through

With books closed, the facilitator is going to ask

participants the following questions: where do you keep your money? Where do you go if you are ill? Where can you buy clothes? Where do you mail letters?

6.

10

Min.

lesson 1, Activity Bank CD.

 

2

Hour.

distance to leave and receive

messages on the phone.

4. Worsheet A, unit

5,

15

lesson 2, Activity Bank CD.

2

4. Participants

have

the

5.6.Imperatives.

Min.

 

Hour.

capacity to identify the different sections in a mall to

5.7.More on prepositions of locatrion. 5.8.Questions with modal Can. 5.9.Present continuous (continuation). 5.10. Simple present tense. 5.11.Adverbs of frecuency. Vocabulary:

7.

The facilitator and the whole class will discuss the

5.

Worksheet

C,

unit

5,

terms that follow, examples and explanations will be provided: lodging, park and recreation, medical care, residential area.

20

lesson 3, Activity Bank CD.

2

give directions in it.

 

Min.

 

Hour.

 

6.

Worksheet

C,

unit

6,

5.

They

use

the right

8.

Drama: Participants can dramatize a situation in

lesson 4, Activity Bank CD.

2

vocabulary to give orders and commands.

which someone is looking for place in a community and

20

Min.

 

Hour.

the other person gives the right direction.

7.

Worksheet

C,

unit

5,

 

9.

The textbook exercises. The facilitator and the whole

 

lesson 5, Activity Bank CD.

2

6. Thet

are

able

to

use

classare going to work on the practices found in the unit, with more focus mon the listening exercises. 10. Social forum: Let’s have a cup of coffee

 

Hours.

adverbs of frecuency to describe common activities they carry out in their lives.

5.12.Community facilities vocabulary. 5.13.Direction words. 5.14.Stores, prepositions.

1

8.

Workbook exercises: Unit

Hour

5 exercises.

 

11. Academic forum:

Santo Domingo has it all.

9.

Study

Book:

check

7.

They know how to make

 

Talking a bout your capital city.

2/45

Hours/Min.

videos concerning unit’s content

questions with modal Can to

express posibility.

 

CONTENTS AND ACTIVITIES PER UNIT: SECOND WEEK

 

The students ask and give directions.

 

UNIT

 

TUTORIAL INTERACTION ACTIVITIES

   

INDEPENDENT STUDY ACTIVITIES

 

15

 

EXPECTED

 

6 TIH

ISH

RESULTS

UNIT V: OUR COMMUNITY (CONT.) Communication:

1. The facilitator presents and explains the program and the

10

     

competences planned for the level.

Min.

1.

Make a list of government

1

1.

They can identify locations

2.

Warm-up activity: The faciitator will ask participants

agencies and services.

 

Hour.

and

services

in

their

5.1Identify locations and services in one´s community. 5.2Leave and receive phone messages. 5.3.Give and follow directions in a mall. 5.4.Write postcard messages. 5.5.Ask for and give street directions. Grammar:

where they live and what they like to do in their cities.

3.

Identify locations and services: The facilitator will

10

Min.

2.

Writing: Participants will

2

communities

directions

 

to

give

write on the board a list of locations and participants are

10

write a description of their communities, including a part about the facilities and services they have in such

Hour.

 

to identify the services they can get in those places.

Min.

2.

They have capacity to ask

4.

Classify services or facilities in the community:

for and give directions of

Participants are going to classify the services identified before: Transpostation, health, protection, and so forth.

places.

 

10

places.

 

2

 

5.

The facilitator will explain the difference between

Min.

 

Hour.

3.

They

are

able

to

neighborhood and community.

3.

Worksheet A from unit 5,

communicate through

With books closed, the facilitator is going to ask

participants the following questions: where do you keep your money? Where do you go if you are ill? Where can you buy clothes? Where do you mail letters?

6.

10

Min.

lesson 1, Activity Bank CD.

 

2

Hour.

distance to leave and receive

messages on the phone.

4. Worsheet A, unit

5,

15

lesson 2, Activity Bank CD.

2

4. Participants

have

the

5.6.Imperatives.

Min.

 

Hour.

capacity to identify the different sections in a mall to

5.7.More on prepositions of locatrion. 5.8.Questions with modal Can. 5.9.Present continuous (continuation). 5.10. Simple present tense. 5.11.Adverbs of frecuency. Vocabulary:

7.

The facilitator and the whole class will discuss the

5.

Worksheet

C,

unit

5,

terms that follow, examples and explanations will be provided: lodging, park and recreation, medical care, residential area.

20

lesson 3, Activity Bank CD.

2

give directions in it.

 

Min.

 

Hour.

 

6.

Worksheet

C,

unit

6,

5.

They

use

the right

8.

Drama: Participants can dramatize a situation in

lesson 4, Activity Bank CD.

2

vocabulary to give orders and commands.

which someone is looking for place in a community and

20

Min.

 

Hour.

the other person gives the right direction.

7.

Worksheet

C,

unit

5,

 

9.

The textbook exercises. The facilitator and the whole

 

lesson 5, Activity Bank CD.

2

6. Thet

are

able

to

use

classare going to work on the practices found in the unit, with more focus mon the listening exercises.

 

Hours.

adverbs of frecuency to describe common activities they carry out in their lives.

5.12.Community facilities vocabulary. 5.13.Direction words. 5.14.Stores, prepositions.

1

8.

Workbook exercises: Unit

 

Hour

5 exercises.

 

10. Social WIKI: Our Community

   

9.

Study

Book:

check

7.

They know how to make

 

2/45

Hours/Min.

videos concerning unit’s content

questions with modal Can to

express posibility.

 

CONTENTS AND ACTIVITIES PER UNIT: THIRD WEEK

 

Students identifies and names parts of the body.

 
 

UNIT

 

TUTORIAL INTERACTION ACTIVITIES

     

INDEPENDENT STUDY ACTIVITIES

12

EXPECTED

 
 

6 TIH

ISH

RESULTS

 

UNIT VI:

         

HEALTH AND FITNESS

1.The facilitator uses and shows pictures to teach internal and external parts of the body.

40

1. Worksheet A from unit 6, lesson 1, Activity Bank CD.

2

1. They are able to name and identify parts of the body To Communicate using the

Min.

Hours.

Communication:

   

2.

Class work: Participants will be asked

2.

Worsheet A, unit 6, lesson 2,

2

specific name of their bodies.

6.1.Identify parts of the body.

6.2.Talk and write about health problems and illnesses. 6.3.Ask for information at a hospital. 6.4.Describe healthy and unhealthy practices. 6.5.Give advice on health decisions. Grammar:

what they do to be healthy. respond individually.

They are

to

30

Min.

Activity Bank CD.

 

Hours.

2. Participants can talk about

 

3.

Worksheet C, unit 6, lesson

2

simple health problems:

3.

Participants will describe some health

3, Activity Bank CD.

Hours.

ailments, illnesses to describe health situations.

problems they have at the moment of class, and the faciliator will give some advice to them.

30

Min.

4.

Worksheet C, unit 6, lesson

2

 

4, Activity Bank CD.

Hours

3. They can asociate food and illnesses to describe healthy

4.

The facilitator will present some people´s

5.

Worksheet C, unit 6, lesson

2

and unhealthy habits.

 

6.6.The simple present of

HAVE

tense to refer to

problems and participants will give advice about what to do.

30

Min.

5, Activity Bank CD.

Hours

4. They know

how

to use

the

health problems. 6.7.Modal SHOULD to give advice on health.

6.Workbook exercises: Unit six exrercises.

2

modal

SHOULD

to

give

5.

Class work: The facilitator and participants

Hours.

advice to people about what

will do the textbook exercises and activities.

 

2

 

to

do

and

where to

go for

   

Hours.

7.

Study Book:

check videos

health help.

6.8.Preposition of location. 6.9.The verb WANT with

Infinitives.

Vocabulary:

6.

situation of sick person who goes to a doctor

Drama: Participants can dramatize the

for help.

30

concerning unit’s content

Participants

WANT

5. use

properly

the

verb

combined

6.10.Internal and external body parts.

6.11.

Names of ailments

Min.

with

infinitives

to

express

desires.

and illnesses.

6.12. Symptoms and signs.

10

6. They have the competence to use simple hospital and health vocabularies to ask for information at a hospital.

6.13. Names of some

Min.

medications.

6.14.

Hospital vocabulary.

10

Min.

 
 

CONTENTS AND ACTIVITIES PER UNIT: FOURTH WEEK

 

Gives health advice by using the modal Should.

 
 

UNIT

 

TUTORIAL INTERACTION ACTIVITIES

   

INDEPENDENT STUDY ACTIVITIES

 

12

EXPECTED

 

6 TIH

ISH

RESULTS

 

UNIT VI:

         

HEALTH AND FITNESS (cont.)

Communication:

1.The facilitator uses and shows pictures to teach internal and external parts of the body.

40

1.

Worksheet A from unit 6, lesson

2

1. They are able to name and identify parts of the body To Communicate using the

specific name of their bodies.

Min.

1, Activity Bank CD.

2. Worsheet A, unit 6, lesson 2,

Hours.

2

6.1.Identify parts of the body.

2.

Class work: Participants will be

30

Activity Bank CD.

 

Hours.

 

6.2.Talk and write about health problems and illnesses. 6.3.Ask for information at a hospital. 6.4.Describe healthy and unhealthy practices. 6.5.Give advice on health decisions. Grammar:

asked what they do to be healthy. They are to respond individually.

Min.

3.

Worksheet C, unit 6, lesson 3,

2

2. Participants can talk about

simple health problems:

3.

Participants will describe some

30

Activity Bank CD.

 

Hours.

ailments, illnesses to describe health situations.

health problems they have at the moment of class, and the faciliator will

Min.

4.

Worksheet C, unit 6, lesson 4,

2

Activity Bank CD.

 

Hours

3. They can asociate food and illnesses to describe healthy

give some advice to them.

 

5.

Worksheet C, unit 6, lesson 5,

2

and unhealthy habits.

 

4.

The facilitator will present some

30

Activity Bank CD.

 

Hours

 

6.6.The simple present of

people´s problems and participants will

Min.

 

4. They know how to use

the

HAVE

tense to refer to

give advice about what to do.

6.Workbook

exercises:

Unit

six

2

modal SHOULD to

give

health problems. 6.7.Modal SHOULD to give advice on health. 6.8.Preposition of location. 6.9.The verb WANT with

exrercises.

 

Hours.

advice to people about what

5.

Class

work: The facilitator and

2

 

to

do

and

where to

go for

participants will do the textbook exercises and activities.

Hours.

7. Study Book: check videos concerning unit’s content

health help.

Participants

5. use

the

verb

 

6. Drama: Participants can dramatize the situation of sick person who goes to a doctor for help.

30

WANT

properly

combined

Infinitives. Vocabulary:

6.10.Internal and external body parts.

Min.

with

desires.

infinitives

to

express

6.11.

Names of ailments

   

and illnesses.

10

6. They have the competence to use simple hospital and health vocabularies to ask for information at a hospital.

6.12. Symptoms and signs.

7.

Academc Forum: “Healthy Habits”

Min.

6.13. Names of some

 

medications.

8. Quiz: autoevaluate units 5 and 6.

10

6.14.

Hospital vocabulary.

Min.

 
 

CONTENTS AND ACTIVITIES PER UNIT: FIFTH WEEK

 

Identifies common occupations and the skills and education required for them.

 
 

UNIT

 

TUTORIAL INTERACTION ACTIVITIES

     

INDEPENDENT STUDY ACTIVITIES

 

8

EXPECTED

 

6 TIH

ISH

RESULTS

 

UNIT VII:

1.

The facilitator will begin the

15

1.Worksheet C, lesson 1, unit 7.

 

2

 

WORKING ON IT

 

unit by asking everey one in

Min.

 

Hours.

1. They can identify job duties to talk about and describe occupations.

Communication:

class what they do and what their duties are.

20

2.

Worksheet C, lesson 2, unit 7.

 

7.1.Speak and write about occupations. 7.2.Perform a job interview.

Min.

 

2

2. They know the basic principles for a good job interview to use it in real life situations.

2. Pair

work:

They

work

in

Hours.

couples to describe their jobs via speaking.

3.

Worksheet C, lesson 3, unit 7.

 

7.3.Interpret classified ads.

20

 

2

 

7.4.Describe one´s job

duties.

 

Min.

Hours.

3. They are able to interpret classified ads for job searching and other

7.5.Write a job history. 7.6.Speak about one´s abilities

3.

Group work: Participants get

4.

Worksheet C, lesson 4, unit 7.

 

together to share information about their abilities for work.

 

2

types of information to search for a job through the newspaper.

for work.

60

Hours.

Grammar:

4. Textbook exercises and activities: from page 121 to 140.

Min.

5.

Worksheet C, lesson 5, unit 7.

 

2

4. They have the competence to speak and write about job abilitites to express what they can and can´t

7.8. Simple present and negative simple present. 7.9.Modal CAN. 7.10.Simple past of regular verbs and BE. 7.11.Questions with CAN. 7.12.Adverbs of frequency.

30

 

Hours,

 

Min.

6.

Exercises in the workbook: unit

5. Drama: Participants are to perform a job interview, in pairs.

7.

2

do.

30

Hours

6.Speaking: In couples, they will talk about what they can and can´t do.

Min.

7.

Writing:

They

are

going

to

5. They are able to speak and write about their jobs to express what

1

describe their job duties.

 

2

they likes and dislike.

Vocabulary:

 

Hour

 

Hours.

7.13.Job names or titles. 7.14.Abbreviations used in classified ads. 7.15. Job history vocabulary. 7.16.Vocabulary for job interviews and performances:

punctuality, improvement, superior, appearance.

 

1

7. Writing: They will write a job history.

6. . Participants can give opinions on ideal jobs to express future goals or

Hour

2

dreams

 

Hours.

8. Study Book:

check videos

7. They learn occupations’ vocabulary to talk and write about job experiences.

concerning unit’s content

 
 
 

CONTENTS AND ACTIVITIES PER UNIT: SIXTH WEEK

 

Wrties about his/her job likes and dislikes.

 
 

UNIT

 

TUTORIAL INTERACTION ACTIVITIES

     

INDEPENDENT STUDY ACTIVITIES

8

 

EXPECTED

 

6 TIH

ISH

RESULTS

 

UNIT VII:

         

WORKING ON IT (Cont.)

1.

The facilitator will begin the

15

1.Worksheet C, lesson 1, unit 7.

2

1. They can identify job duties to

unit by asking everey one in class what they do and what their duties are.

Min.

Hours.

talk

about

and describe

Communication:

 

20

2. Worksheet C, lesson 2, unit 7.

occupations.

7.1.Speak and write about occupations. 7.2.Perform a job interview. 7.3.Interpret classified ads.

 

Min.

2

2. They know the basic principles for a good job interview to use it in real life situations.

2.

Pair work: They work in

Hours.

couples to describe their jobs via speaking.

20

3. Worksheet C, lesson 3, unit 7.

2

7.4.Describe one´s job

duties.

Min.

Hours.

3. They are

able to interpret

7.5.Write a job history. 7.6.Speak about one´s abilities for work.

3.

Group work: Participants get

4. Worksheet C, lesson 4, unit 7.

classified ads for job searching

together to share information about their abilities for work.

2

and other types of information to search for a job through the

 

60

Hours.

Grammar:

4. Textbook exercises and activities: from page 121 to 140.

Min.

5. Worksheet C, lesson 5, unit 7.

2

newspaper.

 

7.8. Simple present and negative simple present. 7.9.Modal CAN. 7.10.Simple past of regular verbs and BE. 7.11.Questions with CAN. 7.12.Adverbs of frequency.

30

Hours,

4. They have the competence to speak and write about job

 

Min.

6. Exercises in the workbook:

5.

Drama:

Participants

are

to

unit 7.

2

abilitites to express what they can and can´t do.

perform a job interview, in pairs.

30

Hours

 

Min.

 

6.Speaking: In couples, they will talk about what they can and can´t do.

7.

Writing: They are going to

5. They are able to speak and write

1

describe their job duties.

2

about their jobs to express what they likes and dislike.

Vocabulary:

Hour

Hours.

7.13.Job names or titles. 7.14.Abbreviations used in classified ads. 7.15. Job history vocabulary. 7.16.Vocabulary for job interviews and performances: punctuality, improvement, superior, appearance.

7. Academic Forum: My dream job

1

8.

Writing: They will write a job

6. . Participants can give opinions

Hour

history.

2

on ideal jobs to express future goals or dreams

 

Hours.

9.

Study Book: check

 

videos concerning unit’s content (cont.)

7. They learn

occupations’

vocabulary to talk and write about

 

job experiences.

 
 

CONTENTS AND ACTIVITIES PER UNIT: SEVENTH WEEK

 

Writes about future plans concerning his/her profession or studies.

 
   

TUTORIAL INTERACTION ACTIVITIES

 

3 TIH

 

INDEPENDENT STUDY ACTIVITIES

14

 

EXPECTED

 

UNIT

ISH

RESULTS

 

UNIT VIII:

         

PEOPLE AND LEARNING Communication:

1.

Class work: The whole class will

40

1. Worksheet C, lesson 1, unit 8.

2

22.

They are competent to talk

make a list of activities they do when they are not in class. Use the board.

Min.

Hour.

about in simple present tense to express their study habits.

6.1. Share information about study habits. 6.2.Talk and write about one´s study schedule. 6.3.Read about some people´s study schedules. 6.4.Identify learning opportunities. 6.5.Develop goals or plans. 6.6.Speak and write about work experiences. Grammar:

6.7.Regular and irregular past tense verbs. 6.8.Modal CAN. 6.9.Modal SHOULD. 6.10.Verb + infinitive, verb + noun. 6.11.Future with GOING TO and WILL. Vocabulary:

2. Worksheet C, lesson 2, unit 8.

2

 

40

Hour.

23.

Participants are able to use

2. Pair work: They are going to share information about their study habits.

Min.

the future tense to write and

3. Worksheet C, lesson 3, unit 8.

2

speak about future study and work plans.

40

Hour.

 

Min.

 

3.

Brain storming: Participants will

4. Worksheet C, lesson 4, unit 8.

2

suggest some ways to study English at home. The facilitator will talk about the importance of studying at home.

Hour.

24.

They use words related to

3

5. Worksheet C, lesson 5, unit 7.

2

learning and job opportunities to

express ideas about them.

Hours.

Hour.

 

25.

they learn vocabulary about

4. Textbook

exercises

and

1

6. Exercises in the workbook: unit 8.

2

occupations and their activities to

activities, from page 141 to 160.

Hour.

Hour.

have competence to refer to job experiences and abilities,

5. Academic Forum: 8 studying tips

7. Writing: They will write about their

1

job plans and study goals.

Hour.

26.

talk and write about work

They use the past tense to

6.12.Words related to study skills. 6.13. Life skills. 6.14.Words related to educational choices and learning opportunities. 6.15.Vocabulary of study plans and goals. 6.16.Words to describe jobs.

6.

Quiz: Auto evaluation for

units

1

experiences in the past.

7 and 8.

8. Writing: They are going to write about their study schedule at home.

Hour

 

9.

Study Book: check videos

concerning unit’s content

ADES

CONTENTS AND ACTIVITIES PER UNIT: EIGHTH WEEK TUTORIAL INTERACTION INDEPENDENT STUDY ACTIVITIES 2 ACTIVITIES 3
CONTENTS AND ACTIVITIES PER UNIT: EIGHTH WEEK
TUTORIAL
INTERACTION
INDEPENDENT STUDY
ACTIVITIES
2
ACTIVITIES
3 TIH
ISH
EXPECTED
RESULTS
0. Feedback
about
15
1-. Assessment of participations in
forums, homework, and other platform
activities.
1-.
Handing
in
Projects
on
questions originated from
activities done as
Min.
2
time.
hours
independent studies.
95
1. Final Department Test.
Min.
2- Learning Self-evaluation.
2. Social
Forum:
Seguimiento
a
la
produccion final.
3. Coevaluation.
3. Test: auto test.
4- Final Project´s form and content
corrections.
 

LEARNING PROCESS EVALUATION

 

CRITERIA

 

ACTIVITIES

 

INDICATORS

(%)

Oral

-Virtual and oral presentations.

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.

 

Production and

Interaction

10%

Activities

-Interaction activities (synchronic and asynchronic).

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.

-Asynchronic interaction activities.

 

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.

 

-Essays

-Research paper

Facts and data. Principles and concepts. Skills to investigate. Procedural contents. Thinking abilities.

 

-Questionnaires and exercises -Reflexive diaries and concept maps.

Written

-Case studies.

 

Application. Professional skills. Facts and data. Principles and concepts. Procedural contents. Thinking abilities. Activities and values (responsibility, decision making).

15%

Production

-Problem solutions.

 

Facts and data. Principles and concepts. Procedural contents. Thinking abilities. Activities and values (responsibility, decision making).

Activities.

 

-Projects.

Application. Professional skills. Facts and data. Principles and concepts. Procedural contents. Thinking abilities. Activities and values (responsibility, decision making). Time management, collaboration).

-Portfolio.

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.

 

-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 enterprises whose activities are related to their field of study.

Practical

 

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.

 

-Short

answers

and

-Knowledge

-Comprehension

-Application

 

completions.

 

Written Test.

-Multiple

Alternatives.

-Analysis

-Synthesis

-Written consideration

 

Matching,

Association,

and

 

50%

Ordering.

-Critical reasoning

-Multiple

Choice

Essay

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.

-

Attitudes and

-Responsibility.

 

-Commitment to respond to his-her duties as participant and citizen Punctuality. Faces consequences of his-her actions. - Participates actively in group decision making.

10%

values

 

-

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.

First week of class Weekly assignments Doubts forum Final Production (Written and oral). Written test

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 faciltator 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.

BIBLIOGRAPHY

Basic

1) JENKINS, ROB AND JOHNSON, STACY: Stand out 1. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 2009. 2) JENKINS, ROB AND JOHNSON, STACY: Stand out 1: Grammar challenge. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 2009.

THE SUBJECT´S FACILITATOR´S 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 English: patience and tolerance; open-minded and dynamic.

Done by:

José Parra: Language School Director

REVISED BY:

Elizabeth Filpo, Tourism School Professor

This program was finished and approved by the Curriculum Reform Office, January 2011 and updated by:

This program was finished and approved by the Curriculum Reform Office, January 2011 and updated by:

by Ramón E. Jiménez, professor and English courses’ manager in June 2014.

by Ramón E. Jiménez, professor and English courses’ manager in June 2014.