UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES SUBJECT S PROGRAM INTERMEDIATE ENGLISH II/LAB. CAREERS IN WHICH THIS SUBJECT IS TAUGHT MODERN LANGUAGES, MINOR ON TOURISM. EDUCATION, MAJOR ON FOREIGN LANGUAGES DIDATICS. REFERENCE DATA FORMATION AREA CYCLE CODE PRE-REQ CREDITS NUMBER OF HOURS THEORETICAL HOURS PRACTICE HOURS TUTORIAL HOURS INDEPENDENT STUDY HOURS COMMON GENERAL 5 TH ING-3 ING- 5 7 3 4 30 0
THE SUBJECT S PRESENTATION Intermidiate English II takes participants from low intermidiate (Intermidiate I) to high intermediate. It continues to prepare them to develop competences to be able to have fluent interaction with any speakers of English in any part of the world. The content of this level is composed of the last 4 units of the Elevator I Textbook, that is, units 3 to 6, and also the review activities found from page to 33, which consolidate all the knowledge and skills acquired during the four levels covered by this book. The topics to be discussed are: life today and yesterday, tourist attractions and vacations, changes to make in life, nosy neighbors, health problems and possible solutions, generation gaps, annd so forth. Some video activities are also included, in accordance with the topics seen. PRIOR KNOWLEDGE The set of prior knowledge required for this level is composed of all the competences developed in previous courses, like: competence to: discuss daily routines, express preferences about food and leisure time activities, describe weather conditions, write e-mails, talk about past events, describe last vacations and trips, write a postcard, and the like EDUCATIONAL PURPOSE The educational purpose of this class is to continue to provide participants with all the tools they need to go on developing competences to comprehend and produce oral and written texts that can respond to all communicative situations in which they are going be to involved. General competence: PROFESSIONAL PROFILE S COMPETENCES Capacity to communicate, orally and in the written form, in the mother tongue and in a foreign language.
THE SUBJECT S SPECIFIC COMPETENCES. Speaks and writes about events in the past.. Makes comparisons between people, places, and objects. 3. Compares the past and the present. 4. Writes an e-mail about his/her memories. 5. Reads and understands texts about life in a past decade. 6. Reads and writes a website forum about the 990s. 7. Uses certain expressions of doubt to give his/her point of view. 8. Talks and writes about future plans. 9. Asks and answers questions about future plans.. Writes an e-mail about new neighbors.. Speaks and writes about tourist attractions.. Reads and comprehends articles about people s plans. 3. Asks and describes how she/he feels. 4. Talks and writes about health problems and illenesses. 5. Writes sick notes to other people, like, for example, to his/her teacher or boss. 6. Asks for and gives advice for solving health problems. 7. Reads and understands medical advice articles. 8. Listens to and understands conversations between doctors and patients. 9. Responds to and make suggestions about different life situations. 0. Talks and writes about vacation plans.. Discusses topics related to current and previous generations.. Reads and understands magazine articles about different generations. 3. Listens to and understands people talking about their plans for the summer. 4. Writes a diary entry. 5. Values and analyzes differences between generations. 6. Compares generatrion gaps. 7. Writes and speaks about summer activities. 8. Has the competence to write a diary about a certain year. 3
UNIT XIII : DECADES CONTENTS AND PER UNIT: FIRST AND SECOND WEEKS TUTORIAL INTERACTION 6 TIH INDEPENDENT STUDY 8 HOURS OF INDEPENDENT STUDY EXPECTED RESULTS Communication: 3.. Talks and writes about past decades. 3.. Compare current life to that of past decades. 3.3. Give opinions about past events. 3.4. Compare people, places, and objects. 3.5. Write a quiz on the 80s and 90s. Grammar: 3.6. Past simple: regular and irregular verbs. 3.7. Comparatives. Vocabulary: 3.8. Nouns related to the 970s.. Brainstorming: Everyone will give opinions about what life was like some decades ago: 70s, 80s, 90s They are to make comparisons to current life.. Class work: The facilitator and participants are going to review the past tense of regular and irregular verbs. A list on the board will do. 3. Pair work: Participants get together to talk about their life and personality a decade ago: how things have changed. 4. Textbook work: The whole class will work in the textbook reading, writing, speaking activities, from page 96 to page. 5. Forum: When has life been better, yesterday or today? Why? 6. Dictation: Participants are going to listen to a text about life in the 70s, and then they will write what they hear. 0 4 Hours 40 30. Writing: Participants are going write a quiz on the 80s and 90s.. Writing: The will write an e-mail to a friend about the 990s. 3. They will make a list of words and expressions used around the 80s and 90s, to compare them to current words and expressions. 4. Oral presentation: Participants are to choose a decade from the 70s, 80s, 90s, 000 to make an oral presentation about events and characteristics of those years. 5. Workbook exercises: Participants will complete the exercises of unit 3 in the workbook.. 8. They have the competence to talk and write about past decades.. They can compare current life to life some decades ago. 3. They are able to give opinions about past events. 4. They compare people, places, objects, and times. 5. They the ability to ask and answer questions about the past. 3.9. Words to compare people, places, objects, 4
and times. 3.. Adjectives to describe times/past decades. CONTENTS AND PER UNIT: THIRD AND FOURTH WEEKS UNIT XIV: GOING PLACES TUTORIAL INTERACTION 6 TIH INDEPENDENT STUDY 8 HIS EXPECTED RESULTS Communication: 4.. Speak and write about tourist attractions. 4.. Describe the main tourist attrations where one lives. 4.3. Talk and write about future plans and changes to make in one s life. 4.4. Describe the personality of one s neighbors. Grammar: 4.5. GOING TO to refer to future plans. 4.6. HOPE TO and WANT TO to express desires in the. Participants are looking at pictures of tourist attractions to determine the names and locations of such places.. Peer work: Participants get together to share information about tourist attractions they have been to in their country. 3. Dictation: Participants are going to write some general knowledge sentences the facilitator will dictate. 4. Peer work: Participants get together to share information about their future plans for next vacations. 5. Class speaking: Everyone is going to participate by sharing the changes they want and hope to make in their lives. 30 30. Portfolio: Participants are going to make a portfolio which contains pictures of tourist attractions they would like to visit in different parts of the world. They will also say why.. Writing: Participants will write an e-mail to a friend about their future plans for next vacations. 3. By usin WANT and HOPE TO, participants are going to send a letter to the teacher about some desires they have in their lives. 4. They will make a description of their nearest neighbors personality. 8. They have the competence to speak about and describe tourist attractions around the world and in their country.. They are able to write and talk about future plans and changes they want to make in their lives. 3. They have capacity de refer to other people personality, especially that of their neighbors. 4. They know how to use WANT and HOPE TO to express desires and future intentions. 5. They use words related to the tourism sector in a correct way to talk about issues and places concerning tourism. 5
future. Vocabulary: 4.7. Words related to tourist attractions. 4.8. Phrases to describe lifestyle changes. 4.9. Words to express doubt. 6. Textbook: In the textbook, the facilitator and participants are going to work the exercises and activities it suggests, from page to 7. 7. Forum: What changes would you like to make in your life? 4 30 5. Participants have to complete the exercises and activities in the workbook, for unit 4. 6. Oral presentation: Participants are going to prepare an oral presentation about tourist attractions in the world. Explanation in front of class. 7. Review: They are going to complete the review unit on pages 8-9. 5 7 5 CONTENTS AND PER UNIT: FIFTH AND SIXTH WEEKS UNIT XV: DOCTOR, DOCTOR TUTORIAL INTERACTION 6 TIH INDEPENDENT STUDY 8 ISH EXPECTED RESULTS Communication: 5.. Name internal and external parts of the body. 5.. Speak and write about health problems. 5.3. Ask and describe how one. The facilitator will illustrate parts of the body by showing pictures to participants.. The facilitator and the whole class will write on the board a list of words that refer to health problems (signs and symptoms). 3. The facilitator will show 0 0. Make a list of illenesses that can affect different parts of the body.. Make a list of names of spacialists that can help one about health problems. 3. Writing: Write a sick note to your professor.. They are competent to name parts of the body.. They can talk and write about health problems. 3. They are able to desccribe how they and others feel. 4. They have the ability to 6
feels. 5.4. Ask for and give advice about health problems. 5.5. Describe signs and symptoms, as well as some common illnesses. Grammar: 5.6. Feel vs. have. 5.7. Should and shouldn t Vocabulary: situations to participants, so that they can give advice by using the modal should/shouldn t. 4. Role play: Participants are going to take part in dramas: Doctor and patients. 5. Forum: What are some habits that make us healthy? 6. Lab. Class: Video epidose about doctor and patient, from WorldLink Video Activity Book. 7. Textbook: Unit 5 exercises and activities, from page to 5. 40 4. Complete the exercises that are left undone from the video activity book. 5. Oral presentation. Participants are going to make a presentation about advice for good health habits. 6. Workbook: They have to do the exercises and activities in the workbook. 3 6 Hours 6 speak about different illnesses (signs and symptoms). 5. They can give advice to others about how to take care of health. 6. They have the competence to speak and write about good habits for health.. 5.8. Body parts. 5.9. Words related to health problems. 5.. Expressions to describe how one feels. 7
CONTENTS AND PER UNIT: SEVENTH AND EIGHTH WEEKS UNIT XVI: MY GENERATION TUTORIAL INTERACTION 6 TIH INDEPENDENT STUDY 8 ISH EXPECTED RESULTS Communication:. 6.. Discuss generation gaps. 6.. Read and analyze articles about different generations. 6.3. Compare likes and dislikes of different generations, including curret ones. 6.4. Make and respond to suggestions about vacation plans. Grammar: 6.5. Review of present and past tense.. The facilitator and participants will discuss different generation gaps.. Peer work: Participants will get together to talk about defferences between their generation and their parents generation. 3. Pair work: Participants are to speak about the various activities that can be done during the summer. 4. Video episode: Participants are going to watch a video episode about activities for summer vacations, from WorldLink Video Activity Book. 5. Forum: What comparisons can you make between you generation and your parents one? 6. Textbook: The whole class is going to work the exercises and activities in the textbook. 0 0 3. Writing: Participants are going to write a diary about this year.. Oral presentaton: They are to make a presentation on diverse generation gaps. 3. Video Activity Book: They will complete the exercises left undone in the Video Activity Book. 4. Activities and exercise for unit 6 from the Resource Bank Book. 5. Review activities: From page to 33. 6. Workbook: To complete exercises and activities for unit 6 in the workbook. 3 7 3 6 7. They have capacity to speak and write about different generation gaps.. They are good at appreciating differences in various generations. 3. They can make comparisons about likes and dislikes of different generations. 4. They are able to make and respond to suggestions about vacation plans and summer activities. 6.6. Review of GIONG to and MODALS. 8
Vocabulary: 6.7. Words that refer to leisure activities. 6.8. Expressions to make and respond to suggestions. ADES Y ACTIVIDADES CONTENTS AND PER UNIT: EIGHTH WEEK TUTORIAL INTERACTION 3 TIH INDEPENDENT STUDY ISH EXPECTED RESULTS 0. Feedback about questions originated from activities done as independent studies. 5 -. Assessment of participations in forums, homework, and other platform activities. -. Handing in Projects on time.. Department Test. 95 - Learning Self-evaluation. 3. Coevaluation. 4- Final Project s form and content corrections. 9
EVALUATION STRATEGIES CRITERIA INSTRUMENTS PERCENTAGES (%) Knowledge of the topic, coherence, Oral presentations analysis and creativity. Slides for oral presentations. 5% Written reports Originality, research, analysis, writing, orthography. Analytical and reflexive reading reports. 5% Written tests Final project Virtual activities: forums, chat, homework Participation in facilitations Objectivity, coherence, clarity, and disposition. Clarity, relation with the current reality, personal reflexions, citations, bibliographic cites, and coherence. Punctuality, spontaneity, originality, and creativity. Democracy, respect, coherence, seriousness, and attention. Written partial tests. 30% Bibliographic and field research. 0% UAPA s platform use. % Self and co-evaluations in the classroom. % First week facilitation Weekly assignments Final Research/project Tests INFORMATION TO REMEMBER The facilitator will begin the subject by presenting the program, the general and specific competences that participants must develop, as well as by explaining the parameters of evaluation and how every process will be carried out weekly. Will be handed in the dates established by the facilitator or sent by the virtual campus. It is important to study the contents of every unit to develop the subject s competences. Competences will be developed as long as you keep doing your homework assignments and practicing the target language inside and outside class. Will be assigned the fisrt week and developed during the whole bimester, handed in the 8th week. To be taken the 4th and 8th weeks. Tests are based on all the contents of the subject.
Basic BIBLIOGRAPHY. Gray, David: Elevator I Textbook. Richmond Publishing. 007. Edwards, Lynda: Elevator I Workbook. Richmond Publishing. 007 3. Stempleski, Susan: World Link Video Course. Workbook Intro. Thomson. Boston. 006. COMPLEMENTARY. Edwards, Lynda: Elevator I Resoursce Bank. Richmond Publishing.007. 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 of all levels, as well as the following qualities for teaching English: patience and tolerance; open-minded and dynamic. Done by: REVISED BY: Luz Rosa Estrella. José Parra: Language School Director. Elizabeth Filpo, Tourism School Professor. This program was finished and approved by the Curricular Reform Office, June 0.