UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES

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1 UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES SUBJECT S PROGRAM ENGLISH II 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 HOURS THEORETICAL HOURS PRACTIC E HOURS TUTORIAL HOURS INDEPENDENT STUDY HOURS COMMON GENERAL 5TH ING-0 ING

2 THE SUBJECT S 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 they ll 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. All the competences developed in English I. PRIOR KNOWLEDGE 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 PROFILE S COMPETENCES General competence Capacity to communicate, orally and in the written form, in the mother tongue and in a foreign language.

3 THE SUBJECT S 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. 3

4 CONTENTS AND ACTIVITIES PER UNIT: FIRST WEEK UNIT TUTORIAL INTERACTION ACTIVITIES 3 TIH INDEPENDENT STUDY ACTIVITIES 14 ISH EXPECTED RESULTS UNIT V: Communication: 1. Short answers to respond to Yes/No questions.. Describes community locations. Grammar: 3.The use of prepositions In/On to refer to streets. 4.The difference in use of the indefinite article The verbs come and go in the present tense. 5. Simple present tense. Vocabulary: 6. Parts of a house. 7. Types of transportation. 8.The use transportation verbs. 9. A/An. 1. The facilitator introduces the subject and its programs, and also talks about the processes and evaluation to be carried out.. Introduce oneself to the audience. 3. Interaction among participants to share personal information (group work). 4. Group work: participants work in groups and talk about their communities. They describe them. 5. Group work: participants work in couples and describe their houses or apartments. 3. By looking at pictures, participants will identify and name types of transportation. 4. Exercises of unit 5 (textbook). 5. Social forum: participants are going to write about their expectations for this subject. 6. Academic forum: advantages and disadvantages of living in a house or in an apartament Writing: participants will write a composition to describe the community in which they live.. Reading: participants will read a text about advantages and disadvantages of living in a house or in an apartament, and then they will answer some questions about the text. 3. Workbook unit 5 activities. From page 63 to page Hour 1 Hour 1 1. Participants know how to give short answers to Yes/No questions in the proper form..they use the prepositions In/On to indicate addresses and names of streets. 3. Competence to describe the parts of a house or of an apartment. 4. They know well how to use the indefinite article A/An. 5. They identify types of transportation and expressess transportation preferences. 6. They can talk and write about their communities to give information and addreses. 4

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

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

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

8 CONTENTS AND ACTIVITIES PER UNIT: EIGHTH WEEK TEMA OR UNIT TUTORIAL INTERACTION ACTIVITIES 3 TIH INDEPENDENT STUDY ACTIVITIES ISH EXPECTED RESULTS 0. Feedback about questions originated from activities done as independent studies Assessment of participations in forums, homework, and other platform activities. 1-. Handing in Projects on time. 1. Handing in of final Project.. Final Department Test Learning Self-evaluation. 3. Coevaluation.. 4. Final Project s form and content corrections. 8

9 LEARNING PROCESS EVALUATION CRITERIA ACTIVITIES INDICATORS (%) Oral Production and Interaction -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 Activities writing and orthography. Good use of technological resources. Capacity to look for % and select information. Creativity in the presentations made. Capacity for Written Production Activities. Professional Practical Activities -Interaction activities (synchronic and asynchronic). -Asynchronic interaction activities. -Essays -Research paper -Questionnaires and exercises -Reflexive diaries and concept maps. -Case studies. -Problem solutions. -Projects. -Portfolio. -Field Projects. -Practices in situ. -Lab. Practices. -Simulation Practices. 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. 15% 15% 9

10 Written Test. Attitudes and values -Short answers and completions. -Multiple Alternatives. Matching, Association, and Ordering. -Multiple Choice Essay questions. -Quality -Ethics -Cooperation. -Knowledge -Comprehension -Application -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. -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. -Solidarity. -Pluralism. -Innovation. -Equity. - 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. 50% %

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. 11

12 BASIC BIBLIOGRAPHY 1) JENKINS, ROB AND STACY JOHNSON: Stand out basic. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 008. ) JENKINS, ROB AND STACY JOHNSON: Stand out basic: Grammar challenge. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 008. 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 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 José Parra: Marketing. Language School Director Elizabeth Filpo, Tourism School Professor. This program was finished and approved by the Curriculum Reform Office, April