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FACULTAD DE COMUNICACIN Y LENGUAJE

DEPARTAMENTO DE LENGUAS
CURSOS DE INGLS DE SERVICIOS
INGLS NIVEL 4
PROGRAMA INGLS 4
Nombre de la
Asignatura
Cdigo: SIU
Perodo
de
Vigencia
Intensidad
Horaria
Crditos
Acadmicos
Departamento
Oferente
Nombre
del
profesor
Nivel 4 [MCRE:
B1.2]
Objetivo
General
Objetivos
generales de
formacin

INGLS 4
ID: ____________

# de clase _______________

1630
Intensidad horaria: XXX
3 crditos
Departamento de Lenguas: rea de Cursos de Servicios

At the end of the course, students will be able to:


communicate satisfactorily in most everyday situations and understand the main points of clear input on
familiar matters.
produce accurately connected texts on topics which are familiar or of personal interest.
(Adapted from Common European Framework for Languages, Council of Europe, 2001.)
Speaking
Students should be able to
keep going comprehensively, even though pausing for grammatical and lexical planning and repair is very
evident, especially in longer stretches of free production.
initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest
ask for repetition and check understanding.
accurately link a series of shorter, dis,pllcrete simple elements into a connected, linear sequence of points.
fluently sustain a straightforward description of one of a variety of subjects within his/her field of interest,
presenting it as a linear sequence of points.

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Listening
Students should be able to
understand straightforward factual information about common everyday or job related topics, identifying both
general messages and specific details, provided speech is clearly articulated in a generally familiar accent
follow the main points of extended discussion around him/her
understand the main points of radio news bulletins and simpler recorded material about familiar subjects
understand a large part of many TV programs on topics of personal interest such as interviews, short lectures,
and news reports
Reading
Students should be able to
read straightforward factual texts on subjects related to his/her field of interest with a good level of
comprehension
scan longer texts in order to locate desired information, and gather information from different parts of a text,
or from different texts in order to fulfill a specific task
recognize significant points in straightforward magazine articles on familiar subjects
Writing
Students should be able to write straightforward connected texts on a range of familiar subjects within his field
of interest, by linking a series of shorter discrete elements into a linear sequence
COMMUNICATIVE FUNCTION
STRUCTURAL PATTERN ASSOCIATED
Funciones
Unit 1
Grammar
comunicativas
Discussing about stereotypes and
Tense Review - Present Simple,
Con sus
job options
Continuous, Perfect, Past Simple
correspondiente Profiling people
(positive, negative,
s estructuras
interrogative):
Expressing agreement and
gramaticales
Time expressions associated to
disagreement
the tenses.
Vocabulary:
Jobs, character adjectives,
linking words, expressions to
agree and disagree.
Unit 2
Grammar
Talking about houses around the
Quantifiers
world
Countable and uncountable
nouns
Describing your house
Programa ingls 4 -0213

OVERALL PRODUCTION
READING
1. Descriptive, narrative and
argumentative texts (academic
passages, newspaper articles, reports,
reviews related to the topic of each
lesson (about 500 words).
2. Transferring information from texts to
different types of graphic organizers
(tables, charts, mind maps, and the
like, depending on the text)
3. Identifying key words/concepts and
transferring them to semantic mind
maps.
Pgina 2

Discussing refugees
Talking about furniture and
decoration
Discussing about housing
problems
Unit 3
Discussing about reconstructive
and cosmetic surgeries
Talking about health problems
Traditional and unusual remedies

Recommended: WORLD ENGLISH


DVD

Unit 4
Discussing about antisocial
behavior
Talking about controversial issues
in different domains (e.g. art)
Debating censorship

Unit 5
Talking about schools and
universities
Discussing types of education
around the world
Talking about courses and
qualifications
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Present perfect vs. past simple


(part 1)
Review of comparisons
Vocabulary
Types of houses, building
materials, furniture
Grammar
Verb Patterns 1: Gerunds and
Infinitives (basic)
Modals for advising and
recommending
Vocabulary
Body parts, organs of the body,
health problems, allergies,
idioms with body parts, plants,
food and preparations used in
traditional medicine
Grammar
Review of questions in different
tenses.
Subject and object questions
Questions with prepositions
Indirect questions for polite
requests
Reinforcing Present perfect vs.
past simple (part 2)
Vocabulary
Antisocial behavior, negative
prefixes, censorship and art
words, speaking politely, likes
and dislikes
.
Grammar
Stative verbs
Present Perfect Simple vs.
Present Perfect Continuous
Verb Patterns 2: make, let, be
allowed to, be made to.
Vocabulary
Education words, school

4. Identifying the topic of paragraphs


and text (a noun phrase)
5. Identifying the main idea of the text
6. Associating general and specific ideas
7. Making inferences from texts
8. Deducing vocabulary from context
9. Identifying references (subject and
object position)
10.Summarizing information (as a
reading strategy at a basic level)
11.Identifying logical relations (addition,
contrast, sequence, consequence)
WRITING
Starting with formal style
1. Communicative intention: describe,
compare, narrate and argument
2. Specific genres: profiles (U1), a
description of a place (house) for a
magazine (U2), formal notes, mails
(U3), an argumentative composition
(U4), an application letter (U5), a film
review (U6)
3. Writing compositions (3-4 paragraphs,
300-320 words)
4. Reviewing sentence structure.
5. Using linking words to express reason
(because), addition (in addition,
besides, also), concession/objection
(however), contrast (in/by contrast)
and consequence (in consequence,
then, as a result)

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Discussing exams
Unit 6
Discussing films
Discussing TV programs
Debating trash movies, TV.
Discussing radio programs,
entertainment

Vocabulario

Competencia
Comunicativa
Intercultural

subjects and courses,

Grammar
Passive voice (Present Simple,
Present Continuous, Past
Simple, Present Perfect, Future)
Nouns as adjectives
Vocabulary
Genres, cinema words, gradable
& ungradable adjectives

Jobs, character and stereotypes


Houses, homes and furniture
Heath
Antisocial behavior, art, censorship
Education
Cinema, TV, entertainment

Skills:
Be able to cite sociopolitical factors which have shaped both my own culture and the host culture

Knowledge:
Can describe and explain my own behavior and that of my hosts in various domains (e,g., social interaction, time
orientation, relation to the environment, spiritual, etc.) .
Attitude:

Demonstrate a willingness to:


Take various roles as appropriate to different contexts in the host culture (e.g., in the family, at school, as an
intern, etc.)
Reflect on the impact and consequences of ones decisions, choices, and behavior on the hosts.
Awareness:

Demonstrate awareness of:


Self as a culturally conditioned being and as an individual with personal preferences and habits.
Responses to social identity (race, class, gender, age, ability, etc.) within the context of ones own culture.

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Estrategias
aprendizaje

de

DIRECT STRATEGIES:

Memory: Listing, associating words/images with situations/ different contexts, semantic mapping ( word webs),
using mechanical techniques, structured reviewing
Cognitive: recognizing and using formulas and patterns, semi-controlled practice, scanning, analyzing
contrastively, highlighting.
Comprehension: using mime or gesture to make up for unknown words/ expressions, using clues to make guess. ,
using pictures, and titles to make guess, using synonyms and antonyms, adjusting or approximating the message.

INDIRECT STRATEGIES:

Metodologa de
enseanzaaprendizaje

Metacognition: Reflecting on and self-monitoring, self-evaluating, and organizing - Linking with known material,
paying attention, finding about language learning, seeking practice opportunities in and outside class, setting
goals.
Affective: Using music (songs, videos, and sounds), using laughter (funny anecdotes, narrations), taking risks,
using a language learning diary, using a checklist.
Social: Asking for correction or verification, cooperating with others (checking, making up short exchanges),
becoming aware of others thoughts and feelings, developing cultural understanding.

Fundamentally the language course is based on the communicative approach. This means students will value
language as a vehicle for communication and as a means of expressing thoughts and emotions. In this regard
students will develop the four communicative skills (listening, speaking, reading and writing).
Most activities carried out in the classroom will allow students to interact with others (role-plays, presentations,
interviews, pair work, etc). These activities constitute part of the classwork and they will be considered in the overall
mark (30% of the course).

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Material Gua

MATERIAL:
Coursebook: Framework Intermediate 3 Richmond UNITS 1 6
For the selection of class/assessment activities it would be advisable to use the revised Blooms taxonomy. See
http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-taxonomy/
Complementary material:
Formal writing
http://www.bbc.co.uk/bitesize/ks3/english/writing/formal_informal/revision/1/
http://classroom.synonym.com/difference-between-discursive-argumentative-essays-2616.html
http://www.ang.pl/egzaminy/egzaminy_cambridge/fce_writing_guidelines/discursive_composition
http://yourenglishlessons.wordpress.com/2009/12/11/how-to-write-a-discursive-essay/
Sentence structure
http://www.yale.edu/graduateschool/writing/forms/The%20Most%20Common%20Sentence%20Structure
%20Problems.pdf
http://www.sass.uottawa.ca/writing/kit/grammar-sentence-structure.pdf
http://www.epcc.edu/CollegeReadiness/Documents/Quik_Tips.pdf
Paragraph structure
http://www.indiana.edu/~wts/pamphlets/paragraphs.pdf
http://www.uvu.edu/owl/infor/pdf/content_organization/pargraph.pdf
http://www.umuc.edu/writingcenter/writingresources/upload/paragraph_structure.pdf
Linking words
http://web2.uvcs.uvic.ca/elc/sample/ite/gs/gs_38.html
http://www.flinders.edu.au/slc_files/Documents/Brochures/linking_words_phrases.pdf
http://www.douglas.bc.ca/__shared/assets/GR_677355.pdf
https://www.dlsweb.rmit.edu.au/lsu/content/4_writingskills/writing_tuts/linking_LL/linking3.html
Centro Javeriano de Escritura: the Writing center is an institutional space for the improvement of writing skills. It
provides tutoring in both Spanish and English formal/academic writing. Tutoring is provided upon reservation at
centrodeescritura@javeriana.edu.co indicating convenient time and date. (building 67, floor 4 at Centro de
Recursos)

Sistema de
Evaluacin

First exam: 30% (receptive skills listening and reading)


Second exam: 40% (productive skills speaking and writing)
Classwork: 30% (homework, quizzes, presentations, dialogues, etc.)

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