551007-Intro English Syllabus 2014julio

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectora Acadmica y de Investigacin
Escuela de Ciencias de la Educacin
SYLLABUS: Intro English

1. General information
SCHOOL: School of Education
LEVEL: Professional
ABBREVIATION: ECEDU
EDUCATIONAL FIELD: Specific professional training

COURSE: Intro English
COURSE TYPE: Theoretical - practical
CODE: 551007
NUMBER OF CREDITS: 3
NUMBER OF WEEKS: 16
PREVIOUS KNOWLEDGE: English reading and writing basic level

COURSE DIRECTOR: Diana Liceth Martnez
DATE: March 20, 2014
COURSE DESCRIPTION:
Intro English is a six-unit academic course which corresponds to the specific professional training component of the B.A. program of
English as a Foreign Language which is offered as a required course for undergraduate students majoring in English at UNAD.
The course Intro English offers interactive didactic and enjoyable units which give the chance the possibility to study with an
autonomous rhythm, depending on students available time.
The exercises are conducted sequentially and allow students to immediately know their performance on them. Students have always
the chance to review and retake the exercises in each lesson as many times as necessary. This course also offers permanent resources
of vocabulary, grammar, additional practice with educational games and a student portfolio.
The course program is suitable for people with very little experience with technology or independent study. The contents have texts,

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audio and video to provide real contexts on use of English.
2. LEARNING GOALS
PURPOSES:
Develop communicative competences for interacting with others in English level on the topics of the course, with A1 level.
Improve the use of everyday expressions, appropriate vocabulary and grammar structures in different contexts where listening,
speaking reading and writing skills will be shown.
COURSE GENERAL COMPETENCES:
GENERAL COMPETENCES:
The student can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of
a concrete type.
The student can introduce him/herself and others and can ask and answer questions about personal details such as where
he/she lives, people he/she knows and things he/she has.
The student can interact in a simple way provided the other person talks slowly and clearly.
The students will be able to use the ICTs to establish their importance to support the academic process, by working with
different web 2.0 tools to fulfill the assigned course tasks.
COMMUNICATIVE LANGUAGE COMPETENCES:
The student uses a basic range of simple expressions about personal details and needs of a concrete type in familiar contexts.
The student shows limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.
The student can copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of

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shops and set phrases used regularly, and uses the in his/her own productions.
The student can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells;
introductions; saying please, thank you, sorry, etc.
The student can manage short, isolated, mainly pre-packaged utterances, with pausing to search for expressions, to articulate
less familiar words, and to repair communication.
3. COURSE CONTENTS

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UNIT
1
Sign in
2
My profile
LEARNING CONTENT
Greetings
Basic small talk
Formal / informal
language
Please / Thank you.
Own basic personal
information, occupations,
interests, Wh questions
and answers.
REFERENCES
Books & Books (Ed). (2012). Level One. Unit 1 [E-book]. Recuperado de
http://books.pagegear.co/VirtuallyEnglish/UNAD_L1/Unit1/01_material_signin/index.
html
OM Multimedia. (2014). Ingls Bsico. Leccin 1. Recuperado de
http://www.ompersonal.com.ar/ELEMENTARY/unit1/page1.htm
http://books.pagegear.co/VirtuallyEnglish/UNAD_L1/Unit2/01_material_my_profile/i
ndex.html
Klingenberg, E. (2012). Giving personal information. Recuperado de
http://www.youtube.com/watch?v=d4xHaGUx3c0
3
Family and friends
Basic personal
information about family
Small talk about friends
and family
http://books.pagegear.co/VirtuallyEnglish/UNAD_L1/Unit3/html/index.html
EnglishLessons4U. (2010). Talking about family. Recuperado de
http://www.youtube.com/watch?v=3r7h-jk4b1A
4
My social Network
Describing peoples
personalities and leisure
time activities
Newleys. (2009). Leisure Time Activities. Recuperado de
http://www.youtube.com/watch?v=EqGdIxP-W5Y
5
My community
Making suggestions,
accepting and declining
invitations

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Isaacenglish. (2013). Extending Invitations. Recuperado de
http://www.youtube.com/watch?v=TBuc98cjO3Q
Talking about physical

appearance
6
Style and lifestyle
OM Multimedia. (2014). Ingls Bsico. Leccin 4. Recuperado de
http://www.ompersonal.com.ar/ELEMENTARY/unit4/page1.htm
Sandra Go. (2013). Describing people. Recuperado de
http://www.youtube.com/watch?v=ZVE1Vr0Z4rM
Online Listening Practice

OM Multimedia. (2014). Tutoriales de Listening. Conversaciones. Recuperado de
http://www.ompersonal.com.ar/omaudio/contenidotematico.htm
Online Speaking Practice
OM Multimedia. (2014). Curso de conversacin bsico a intermedio. Recuperado de
http://www.ompersonal.com.ar/omtalk/presentacion.htm
Supplementary
References
Online Reading Practice

OM Multimedia. (2014). Cuentos cortos, ensayo y poesa en Ingls. Recuperado de
http://www.cuentoseningles.com.ar/shortstories/indexshortstories.html
Online Writing Practice
OM Multimedia. (2014). Redaccin en ingls. Recuperado de
http://www.ompersonal.com.ar/OMWRITE/contenidotematico.htm
Grammar explanations
OM Multimedia. (2014). Verbos y tiempos verbales en Ingls. Recuperado de
http://www.ompersonal.com.ar/omverbs/contenidotematico.htm

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4. LEARNING ACTIVITIES
Unit
Previous
knowledge
stage
Learning
contents
Competence
Review
learning
contents and
strategies
for language
learning
The student can

introduce
him/herself.
The student can give
information about
his/ her former
contact with English
language.
The student can

recognize the
general structure
and contents of the
course.
Performance
indicators
Learning strategy
The student:
Task-based
learning
strategy that promotes
learning through practical
activities.
-writes a PDF
document with
his/her personal
basic information
and his/her former
contact with
English language.
-answers some
questions about
the structure and
contents of the
course.
Weeks
Assessment
Purpose
0. Breakthrough task:
Students are asked to
develop a written activity
on personal information
and
some
important
elements on the course.
The students submit this
task to the evaluation and
assessment environment.
Activity guide previous
knowledge stage
1 to 4
To promote
interaction in
the target
language to
check
students
previous
knowledge
Evaluation
criteria
Weighting
The
evaluation
criteria can
be found in
this rubric.
25
points
Evaluation
rubric
previous
knowledge
stage

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1
Sign in
2
My profile
Greetings
Basic small
talk
Formal /
informal
language
Please / Thank
you.
The student can

establish basic social
contact by using the
simplest everyday
polite forms of:
greetings and
farewells;
introductions; saying
please, thank you,
sorry, etc.
Own
basic
personal
information,
occupations,
interests, Wh
questions and
answers.
The student can

interact in a simple
way provided the
other person talks
slowly and clearly.
The student:
To get
students
establishing
basic social
contact by
introducing
themselves
and asking for
others
information,
using the
simplest
everyday
forms.
I. Task one
-Says
hello
and First step:
Good-bye
The students are asked to
-Makes small talk.
listen to a conversation
-Says and spells
between three people and
his/her name.
complete some forms
-Asks for and gives
with the information they
personal
listened to.
information.
After that, the students
complete another form
The student:
with
their
own
information.
-Says where he/she
lives and where Second step:
he/she is from.
-Talks about his/her The students listen to three
people talking about their
work and study.
information,
-Talks about his/her personal
occupations,
interests
and works,
interests, e-mails, the
activities.
places they are from and
they are living in. Then the
students have to complete
the missing information
about the audio they
heard, in a given form, and
use the models to write a
profile about themselves.
Third step:
5 to 7
To develop the
four
communicative skills:
listening,
writing,
reading and
speaking while
giving basic
personal
information.
The
evaluation
criteria can
be found in
this rubric.
Evaluation
rubric Units
1 and 2
90
points

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Finally, they make a Power
Point presentation in order
to present their profiles,
including pictures, texts
and voice.
3
Family
and friends
4
My social
Network
Basic personal
information
about family
Small
talk
about friends
and family.
Describing
peoples
personalities
and leisure
time activities.
The student can

introduce
him/herself and
others and can ask
and answer
questions about
personal details such
as where he/she
lives, people he/she
knows and things
he/she has.
The student:
The student can

understand and use
familiar
everyday
expressions and very
basic phrases aimed
at the satisfaction of
needs of a concrete
The student:
-Identifies members
in his/her family.
-Asks and talks about
the people in his/her
family (ages and the
things they do in
their free time).
-Asks and talks about
his/her friends.
The students submit this

task to the evaluation and
-----------------------------------The students present the
quiz corresponding to units
1 and 2.
II. Task two
----------26
points
First step:
The students build their
family trees, including the
personal information about
each member and the
activities they do.
To get
students
identifying
their family
members and
leisure
activities.
Second step:
The students watch three

videos about some people
introducing their friends
-Introduces friends and talking about their
and acquaintances.
hobbies.
-Describes peoples
personalities.
Third step:
-Talks about what
9 to 10
To check
students
abilities to
introduce and
describe
people and
hobbies.
The
evaluation
criteria can
be found in
this rubric.
Evaluation
rubric Units
3 and 4
90
points

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type.
5
My
community
Making
suggestions,
accepting and
declining
invitations.
The student shows

limited control of a
few simple
grammatical
structures and
sentence patterns in
a learnt repertoire.
his/her friends like to

do.
Then, the students have to
complete some sentences
according to their families
and friends information
and hobbies.
Fourth step:
The student:
- Talks about events,
places, days and
times.
- Makes suggestions
and invites someone
to an event.
- Accepts or declines
an invitation to an
event.
- Understands event
announcements.
- Writes
an
Finally they make a video

with this information and
submit
the
written
document and the video
file to the evaluation and
3 and 4.
III. Task three
----------27
points
First step:
The students listen to some
information
about
a
cultural week schedule.
Then, they have to choose
the correct options for
some questions according
to the information they
heard.
11 to13
To test
The
students
evaluation
abilities to
criteria can
understand
be found in
and produce
this rubric.
coherent texts
and speech for Evaluation
announcing
rubric Unit 5
and make
suggestions
about events
and places.
90
points

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announcement
an event.
for Second step:

After that, the students
find an entertainment
place
or
event
to
recommend, and write an
announcement about it,
taking
into
account
description, location, dates,
etc.
Third step:
Finally, they prepare a
Power Point presentation
with their announcement
including images, text and
voice.
The students submit the
listening, the writing and
the video to the evaluation
and
assessment
environment.
5 and 6.
----------27
points

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6
Style and
lifestyle
Talking about
physical
appearance.
The student can copy

familiar words and
short phrases as
descriptions,
for
his/her
own
productions.
The student:
-Describes peoples
physical appearance.
-Talks
about
clothing.
-Understands
descriptions about
physical appearance
and style.
-Writes descriptions
of peoples physical
appearance
and
style.
IV. Task four

First step:
The students read and
listen to some descriptions.
Then, according to the
models and some extrainformation the students
write
three
family
members
descriptions
including themselves in a
Power Point document
(taking
into
account
personal
information,
hobbies,
occupation,
physical
appearance,
clothes and style). This
work has to include
images, text and voice.
Second step:
The students share the
presentation
in
the
collaborative environment
and check their partners
works, interact and provide
feedback about all the
aspects.
Third step:
14 to 16
To promote
reading,
listening,
writing,
speaking and
general
interaction in
the target
language to
check
students
understanding
and
production
about the
contents of
the course in
collaboration
with peers.
The
evaluation
criteria can
be found in
this rubric.
Evaluation
rubric final
project
125
Points

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Then they have to make a
brochure with all the
contributions following the
instructions given in the
forum where they are to
interact.
Finally they submit the final
group
presentation
(brochure) evaluation and
5. COURSE EVALUATION TYPE

Type of evaluation
Self-assessment
Coevaluation
Heteroevaluation
Total
6. SISTEMA DE INTERACTIVIDADES DEL CURSO
Type of interactivity
Means
Asynchronous
Forums
Synchronous
Webconference
Total
Weighting
Highest score
Formative
Formative
500
500
Term
According to agenda
2 hours
Number of interactions at the course

5
26
31

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UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

SYLLABUS: Intro English

EDUCATIONAL FIELD: Specific professional training

PREVIOUS KNOWLEDGE: English reading and writing basic level

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

COMMUNICATIVE LANGUAGE COMPETENCES:

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

Talking about physical

Online Listening Practice

Online Reading Practice

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The student can

The student can

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The student can

The student can

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

The student can

The student can

The students submit this

The students watch three

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The student shows

his/her friends like to

Finally they make a video

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for Second step:

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The student can copy

IV. Task four

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5. COURSE EVALUATION TYPE

Number of interactions at the course

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