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 I 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 PRACTICE HOURS TUTORIAL HOURS INDEPENDENT STUDY HOURS COMMON GENERAL 5TH ING-20 HIGH SCHOOL

2 THE SUBJECT S PRESENTATION This basic English course sets the opportunity to begin from scratch, especially for those participants whose English level is none, that is, for those who are true beginners. The main purpose of the course is to provide participants with the very basic knowledge of the target language, so that they can develop the competences needed to face next other levels. The course includes the learning of topics like: ask for and give personal information; greeting expressions; the numbers; seasons of the year; days and months of the year; the verb To Be; clothings; food; hobbies, and so forth. Basic reading and listening comprehension is one of the main perspective of the level. PRIOR KNOWLEDGE English knowledge from school. EDUCATIONAL PURPOSE The subject provides the participant with essential tools to begin to understand written Englsih, as well as basic expressions to have simple oral interactions with speakers of this language. General competence PROFESSIONAL PROFILE S COMPETENCES Capacity to communicate, orally and in the written form, in the mother tongue and in a foreign language. 2

3 THE SUBJECT S SPECIFIC COMPETENCES Makes a personal introduction and gives personal information. Uses expressions of greeting to make contact with people. Says and writes phone numbers and addresses in different communication situations. Follows classroom instructions. Introduces a third person and gives basic information about him/her. Tells the time correctly according to the communicative situation. Describes the classroom objects. Describes the weather and the seasons of the year. Identifies common foods. Makes a shopping list. Expresses food preferences. Expresses hunger and thirst. Uses simple quantity expressions. Describes people s clothings. Identifies and finds sections in a store. Reads and understands simple advertisements. Makes purchases and counts money. Identifies colors and simple shapes. Uses the numbers to specify dates. Uses time expressions (days of the week, months of the year) to refer to activities he/she does. Expresses marital status. 3

4 CONTENTS AND PER UNIT: FIRST WEEK UNIT TUTORIAL INTERACTION 3 TIH INDEPENDENT STUDY 4 HIS EXPECTED RESULTS UNIT 0: WELCOME TO OUR CLASS 0..Greeting expressions. 0.2.The alphabet The numbers (first part) Phone numbers English instructions Subject pronouns The verb Be Classroom verbs Classroom objects.. The facilitator introduces the subject and its programs, and also talks about the processes and evaluation to be carried out. 2. Introduce oneself to the audience. 3. Interaction among participants to share personal information (group work). 4. Participants look at pictures and identify classroom objects. 5. Write phone numbers based on given information (Activity Bank). 6. Match classroom activity and associated object (Activity Bank) MIN.The Workbook unit 0 practices to complete. Page P to P6. 2.Prepare a list of personal questions to interview somebody in the classroom. 3.Exercises to practice the numbers and names of classroom objects. It will be handed in by the facilitator They use different expressions to greet people in diverse communiction situations. 2. Participants use the alphabet properly to spell names and other words. 3. They ask for and give basic personal information. like: names, addresses, phone numbers. 4. They follow and give simple instructions in English. 5. They identify classroom objects. 7.The textbook excercises Social forum: the participant will write about his/her expectations in this subject. Hour 4

5 CONTENTS AND PER UNIT: SECOND AND THIRD WEEKS UNIT TUTORIAL INTERACTION 6 TIH INDEPENDENT STUDY 28 HIS EXPECTED RESULTS UNIT I: PERSONAL INFORMATION. The verb Be. 2. Possessive adjectives. 3. Nationalities and languages. 4. Months of the year. 5. Days of the week. 6. Vocabulary of marital status. 7. Addresses. 8. Birthdates. 9. The numbers (continuation). In groups, participants mill around to find out more personal information about everyone in class. 2. Write about countries and cities (Activity Bank). 3. Marital status (read and listen to identify marital status, from Activity Bank). 5. The textbook excercises. 6. Academic forum: participation in the personal presentation forum Housr.Reading of a text about a person s personal information. Answer some questions about the text. 2. Workbook unit exercices. Page to page Participants will write about different celebrations and holydays around the year Participants identify countries, capitals, nationalities, and official languages. 2.They talk and write, in a simple form, about celebration dates and holidays. 3.They use the numbers to specify dates around the months of the year and the days of the week. 5

6 CONTENTS AND PER UNIT: FOURTH WEEK UNIT TUTORIAL INTERACTION 3 TIH INDEPENDENT STUDY 2 ISH EXPECTED RESULTS UNIT II: OUR CLASS. Other ways to introduce oneself. 2. More classroom objects. 3. The time. 4. The seasons of the year. 5. Adjectives. 6. Prepositions of location. 7. Present continuous.. Group work: every participant will introduce some other people. 2. Pair work: participants ask and answer questions about classroom objects location. 3. By looking at pictures, participants will describe different weather conditions. 4. By looking at pictures, participants will identify the activities people are doing in every picture Write some personal information about another person. 2.Practice about classroom objects identification. 3. Written practice about the use of location prepositions. 4. Identify people s activities in different illustrations. 5. Workbook unit II exercices. Page 5 to page 28. Hour. Hour. Hour. Hour. 8.They use the proper language expressions to introduce third people and give personal information about them. 2 Participants describe weather conditions and talk over activities done in different seasons of the year. 3. They know how to locate the place of objects by using prepositions of lacation. 4.They have the competence to talk about activities people are doing at the time of speaking. 5. The textbook excercises. 60 MIN 5.They use adjectives to make descriptions of people and things. 6. Doubt forum: What is your doubt about the Final Project? Hour 6

7 CONTENTS AND PER UNIT: FIFTH AND SIXTH WEEKS UNIT TUTORIAL INTERACTION 6 TIH INDEPENDENT STUDY 28 ISH EXPECTED RESULTS UNIT III: FOOD:. Food names. 2. Prepositions of location (continued). 3. Words to express hunger and thirst. 4. How many and how much to express quantity. 5. Shopping lists. 6.The verbs want and like in simple present.. Group work: participants will talk about their favorite foods and eating preferences. 2. Participants will read different texts about various people s eating habits and preferences. 3. Dictation: participants will listen to people talk about what they like to eat and will write what they understand. 4. Participants can prepare a plate for the class; they need to explain the recipe and procedures to do it. 5. Acting out: participants can dramatize the situation of eating in a restaurant, so they can develop the competence of reading a menu and asking for something to eat and drink. 7. The textbook excercises. Min Food from different countries: read a text about food from various countries and answer questions about the text. 2. You are what you eat: complete a quiz about the relationship between your personality and the food you eat. 3. Workbook unit 3 exercices. Page 29 to Hours 4 Hours 6 Hours.They can talk and write about food preferences. 2.They make proper use of the terms related to food to express hunger and thirst. 3.They are able to express disires by using verbs like want and like. 4.They can name national and international foods. 5.They identify the meals in a day. 6.They can make a shopping list to go shopping. 7.They can read and understand a menu, also ask for dishes. 8.The explain how to prepare simple recipes.. Academic forum: the food forum: What are your eating habits and preferences? 2 Hours 7

8 ALLES DE CONTENIDOS POR UNIDADES Y ACTIVIDADES CONTENTS AND PER UNIT: SEVENTH WEEK TEMA OR UNIT UNIT IV: CLOTHINGS. Types of clothing. 2. Sections in a store. 3. Other prepositions of location. 4. Colors. 5. Descriptions of what people are wearing. TUTORIAL INTERACTION. Participants will say what their classmates are wearing in class. 2. They are going to identify clothes and colors by looking at pictures. 3. Dictation: listen to what some people are wearing and jot down what is listened. 3 TIH 20 INDEPENDENT STUDY. Writing: what do you prefer to wear and why? 2. Writing: Look at the pictures: what are these people wearing? Say the colors too. 3. Workbook unit IV exercices. Page 43 to ISH Hour 2 Hours 9 Hours EXPECTED RESULTS. Participants can describe clothes and what people are wearing. 2. They know how to ask for the price of things. 3. They show understanding of simple advertisements. 4.They use the verb have to refer to possessions. 6. How much to ask for prices. 7. Advertisements comprehension. 8. The use of a and an. 9. Simple present with have. 4. From the Activity Bank, read and listen to conversations and identify colors and clothes. 5. Acting out: participants dramatize buying in stores and other shopping places. 6.The textbook exercices They talk about clothing preferences. 8. Virtual discussion forum: what s good and bad about clothing fashion?. Hour. 8

9 CONTENTS AND PER UNIT: EIGHTH WEEK TUTORIAL INTERACTION 3 TIH INDEPENDENT STUDY EXPECTED RESULTS 5. Feedback about questions originated from activities done as independent studies Assessment of participations in forums, homework, and other platform activities. -. Handing in Projects on time. 6. Handing in of Final Project. 7. Final Department Test Learning Self-evaluation. 3. Coevaluation. 4- Final Project s form and content corrections. 9

10 Oral Production and Interaction Activities LEARNING PROCESS EVALUATION CRITERIA 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 presentations. 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 % 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. 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. 5% 5%

11 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% %

12 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. 2

13 Basic BIBLIOGRAPHY ) JENKINS, ROB AND STACY JOHNSON: Stand out basic. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, ) JENKINS, ROB AND STACY JOHNSON: Stand out basic: Grammar challenge. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, THE SUBJECT S FACILITATOR S PROFILE: Licenced on languages. 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 Marketing. Elizabeth Filpo, Tourism School Professor. This program was finished and approved by the Curriculum Reform Office, January 20. José Parra: Language School Director 3