Vous êtes sur la page 1sur 15

UNIVERSIDAD ABIERTA PARA ADULTOS

UAPA
VICERRECTORIA ACADEMICA
SCHOOL OF LANGUAGES

SUBJECTS PROGRAM
ENGLISH III

CAREERS IN WHICH THIS SUBJECT IS TAUGHT


PSYCHOLOGY
ACCOUNTING
MARKETING
BUSINESS MANAGEMENT
COMPUTER SYSTEMS
SYSTEMS ENGINEERING
LAW
EDUCATION

REFERENCE DATA
FORMATION CYCLE CODE PRE-REQ CREDITS NUMBER OF THEORETICAL PRACTICE TUTORIAL INDEPENDENT
AREA HOURS HOURS HOURS HOURS STUDY HOURS
COMMON
GENERAL 5TH ING-203 ING-202 4 4 2 4 24 96

1
THE SUBJECTS PRESENTATION

English III represents another step ahead in the language subjects included in all the Universitys study programs. This level
continues with the purpose to develop communicative competences in a foreign language like English, as it has been set and
planned by the Institution.

Level III provides more advanced tools to participants, so that they will be able to participate more actively and fluently in dialogs
that require a higher level of comprehension and production, be it written or oral. In this subject, participants have the chance to
speak and write about topics like: shopping habits, countries, nationalities, capitals, official languages of countries around the
world, food preferences, things they like and dont like, places they live in, and so forth.

PRIOR KNOWLEDGE

All the competences developed in English levels I and II represent important prior knowledge for this course, namely:

ENGLISH I ENGLISH II
Makes a personal introduction and gives personal Asks about and identifies locations to find and explain addresses.
information. Describes the house in which she/he lives, also the houses of other
Uses expressions of greeting to make contact with people. people she/he knows.
Says and writes phone numbers and addresses in different Identifies the different rooms of a house or an apartament.
communication situations. Talks and writes about various types of transportation, to express
Follows classroom instructions. his/her transportation preferences.
Introduces a third person and gives basic information about Gives and follows directions according to the situation.
him/her. Identifies the parts of the body and refers to symptoms and
Tells the time correctly according to the communicative illenesses.
situation. Describes healthy habits, like exercising, sleeping well, resting
Describes the classroom objects. enough, eating healthy food.
Describes the weather and the seasons of the year. Talks and writes about the different actions done with the parts of the
Identifies common foods. body.
Makes a shopping list. Identifies medications priscribed for certains illnesses.
Expresses food preferences. Talks about actions that can be done in a waiting room.
Expresses hunger and thirst. Names different occupations and gives information about his/her
Uses simple quantity expressions. work.
Describes peoples clothings. Describes his/her job duties.

2
Identifies and finds sections in a store. Reads and understands job evaluations.
Reads and understands simple advertisements. Identifies and organizes study materials.
Makes purchases and counts money. Reads and understands advertisements for study materials.
Identifies colors and simple shapes. Makes a list of goals to achieve related to any dream they may have.
Uses the numbers to specify dates. Develops a study schedule to improve his/her college performance.
Uses time expressions (days of the week, months of the Describes how he/she learns English.
year) to refer to activities he/she does.
Expresses marital status.

EDUCATIONAL PURPOSE
Provide participants with the right linguistic tools to make them competent in reading, writing, listening, and
speaking in the English language.

PROFESSIONAL PROFILES COMPETENCES


General competence: Capacity to communicate, orally and in the written form, in the mother tongue and in a foreign
language.

THE SUBJECTS SPECIFIC COMPETENCES PER UNIT

Uses expressions to exchange personal information.

Describes family members and share information about family relationships.

Share information about things one likes and dislike (express preferences).

Describes clothes people are wearing.

Describes shopping habits and things one likes to purchase.

Expresses food preferences.

Identifies types of housing.

3
THE SUBJECTS GENERAL 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 apartment.
Talks and writes about various types of transportation, to express his/her transportation preferences.
Greets people in English in any situation of communication.
Uses numbers to count and refer to quantities.
Follows and gives instructions depending on the situation.
Asks for and gives personal information at a more advanced level.
Makes physical and personality descriptions of people she/he knows.
Talks and writes about family relationships.
Expresses preferences about sports and music.
Plans a study schedule by using time expressions properly.
Identifies places to make purchases.
Describes clothes people are wearing at the moment of speaking.
Describes sections and items in a store.
Describes articles of clothing by using colors.
Talks and writes about meals and foods.
Interprets food advertisements.
Places orders in a restaurant.
Compares prices of items.
Expresses food preferences.
Expresses needs in different communication settings.
Identifies types of housing.
Describes parts of a home.
Interprets classified ads.
Uses the phone to make appointments.
Identifies furniture in a house.

4
CONTENTS AND ACTIVITIES PER UNIT: FIRST WEEK

SPECIFIC COMPETENCE: Uses expressions to exchange personal information.

UNIT TUTORIAL INTERACTION 3 INDEPENDENT 12 EXPECTED RESULTS


ACTIVITIES TIH STUDY ACTIVITIES ISH

UNIT 0: 1. The facilitator presents and explains the


WELCOME TO OUR program and the competences planned for 1. Participants use expressions
CLASS the level. 15 1. Pre-unit, lesson 1, worksheet 2 of greeting to make contact with
Min. 1, in which participants will Hours their classmates and other
Communication: 2. Participants will talk to each other to get practice simple dialogs, will people.
0.1.Greet and meet to know themselves. write sentences about the
classmates in the new 10 conversations read, and will 2. They understand and execute
class. 3. The facilitator will make a feedback about Min. read a paragraph about classroom instructions, and also
0.2.Follow and give topics (names, phone numbers, jobs, someones introduction. show competence to give
instructions. nationalities, food preferences) discussed 5 instructions properly.
0.3.Exchange personal in previous levels, as a way to evaluate Min. 2. Complete the written 8
information. prior knowledge. practices found in the Grammar Hours. 3. They correctly use
Challenge workbook, from page expressions of time to refer to
Grammar: 4. Listening: Participants will listen to people P2 to P7. activities and their different
0.4.The verb Be in talk about themselves, give personal 10 schedules.
present. information, like phone numbers addresses, Min. 3. Homework: participants are 2
age, and so forth to write a large personal Hours. 4. They learn vocabulary and
Vocabulary: introduction, in which they even expressions to interact and
0.5.Expressions of 5. Textbook activities, which include all the can talk about some of their exchange personal information
greeting. exercises to be done in the classroom. 70 likes and dislikes in life. with classmates and other
0.6.Numbers. Min. people outside class.
0.7.Expressions of time. 6. Reading through the platform: There is 4.Study the unit through videos
0.8.Personal information. a reading participants will study to answer and images from the digital
some questions and complete a chart about 45 books in the mounted
the reading. Min. standardized course in the
platform.
7. Social forum: participants will express
the expectations concerning the subjects. 15 (Task 1)
Min.

5
CONTENTS AND ACTIVITIES PER UNIT: SECOND WEEK

Specific competence: Describes family members and share information about family relationships.

UNIT TUTORIAL INTERACTION 6 INDEPENDENT 12 EXPECTED RESULTS


ACTIVITIES TIH STUDY ACTIVITIES ISH

UNIT I 1. Reading: participants will read


TALKING WITH OTHERS 1. Speaking: participants will look at 10 a text about someones family. 1. Participants learn family
Communication: illustrations about family relationships Min. Later, they are answering 2 vocabulary to talk about their
1.1.Talk about family and about which they are to make questions on the reading. Hours. families with friends and other
members and share
information about family
descriptions. people.
relationships. 2. The world map: by looking at a world 10 2. Writing: they will write a
1.2.Describe physical map, participants will identify countries Min. composition about their families. 2 2. They have the competence to
appearances and and nationalities, as well as languages of Hours. describe people physically to
personalities of other the world. 3. Practice: lesson one, make simple comments about
people. 3. Class work: participants will describe 10 worksheets 1 and 2: participants 2 peoples personality.
1.3.Identify countries, themselves physically and in terms of Min. will complete application forms Hours.
nationalities, and official their personality. and a practice of some peoples 3. They can talk about different
languages. 4. Group work: by getting together, 10 physical descriptions. countries of the world, in terms
1.4.Share information Min.
about things one likes and
participants share information about their of their locations and languages,
doesnt like (express families. 4. Practice: lesson 2 worksheets: to identify nationalities.
preferences). 5. Pair work: they will talk about things 10 family vocabulary and family 2
1.5.Talk and write about they like and dont like (preferences). Min. trees, from Activity Bank CD. Hours. 4. They are able to share
class schedules. information, in terms of
Grammar: 6. Group work: participants will work in 10 5. Practice: lesson 4 worksheet entertainment, to describe which
1.6.Simple present of Be groups to talk about times they do certain Min. 1A: express likes and dislikes; 2 their preferences are.
(continuation). activities. simple present of like, simple Hours.
1.7.Third person possessive present of other verbs. 5. They can use the simple
adjectives. 140
1.8.Present ofHave.
7. Textbook: practices of the unit. Min.
present tense of some verbs to
1.9.Adjective order. 7. Study the unit through videos refer to common activities and
1.10.Simple present of 8. Listening: listen to some 1 and images from the digital 2 routines they carry out.
Like. people say their study schedules. Hour. books in the mounted Hours.
Vocabulary: standardized course in the 6. Participants can talk and write
1.11.Names of countries, 1 platform. about their study schedules to
nationalities, and languages. Hour. describe certain activities.
1.12.Colors, hairstyles, (Task 2) .
height, weight, age,
adjectives to describe
personalities.
7. They know very well how to
1.13.Family vocabulary. use and collocate adjectives in
1.14.Words related to the English language.
entertainment. 6
1.15.Clock times.
CONTENTS AND ACTIVITIES PER UNIT: THIRD WEEK (CONT.)

Specific competence: Shares information about things one likes and doesnt like (express preferences).

INDEPENDENT
UNIT TUTORIAL INTERACTION 6 STUDY ACTIVITIES 12 EXPECTED RESULTS
ACTIVITIES TIH ISH
UNIT I 1. Reading: participants will 1. Participants are able to use
TALKING WITH OTHERS 1. Speaking: participants will look at 10 read a text about someones family vocabulary to describe
Communication: illustrations about family relationships Min. family. Later, they are 2 relationship with relatives, friends
1.1.Talk about family members and and about which they are to make answering questions on the Hours. and other people.
share information about family
relationships.
descriptions. reading.
1.2.Describe physical appearances 2. The world map: by looking at a world 10 2. They have the competence to
and personalities of other people. map, participants will identify countries Min. 2. Writing: they will write a 2 describe people physically to make
1.3.Identify countries, nationalities, and nationalities, as well as languages composition about their families. Hours. simple comments about peoples
and official languages. of the world. personality.
1.4.Share information about things 3. Class work: participants will 10 3. Practice: lesson one, 2
one likes and doesnt like (express describe themselves physically and in Min. worksheets 1 and 2: participants Hours. 3. They can talk about different
preferences). terms of their personality. will complete application forms countries of the world, in terms of
1.5.Talk and write about class 4. Group work: by getting together, 10 and a practice of some peoples their locations and languages to
schedules. Min.
Grammar:
participants share information about physical descriptions. identify nationalities.
1.6.Simple present of Be their families.
(continuation). 5. Pair work: they will talk about things 10 4. Practice: lesson 2 2 4. They are able to share
1.7.Third person possessive they like and dont like (preferences). Min. worksheets: family vocabulary Hours. information about what their
adjectives. and family trees, from Activity preferences are, in terms of
1.8.Present ofHave. 6. Group work: participants will work in 10 Bank CD. entertainment.
1.9.Adjective order. groups to talk about times they do Min. 2
1.10.Simple present of Like. certain activities. 5. Grammar challenge Hours. 5 They can use the simple present
Vocabulary: exercises, from page 2 to 15. tense of some verbs to refer to
1.11.Names of countries, 140
nationalities, and languages.
7. Textbook: practices of the unit. Min.
common activities and routines
1.12.Colors, hairstyles, height, 6. Study the unit through videos they carry out.
weight, age, adjectives to describe 8. Listening: listen to some 1 and images from the digital 18
personalities. people say their study schedules. Hour. books in the mounted Hours. 6. Participants can talk and write
1.13.Family vocabulary. standarized course in the about their study schedules to
1.14.Words related to entertainment. 1 platform. describe certain activities.
1.15.Clock times. Hour.
(Task 3) 7. They know very well how to use
adjectives in the English language
to describe people or things.

7
CONTENTS AND ACTIVITIES PER UNIT: FOURTH WEEK
Specific competence: Describe clothes people are wearing.
TUTORIAL INTERACTION
UNIT ACTIVITIES 6 TIH INDEPENDENT 12 EXPECTED RESULTS
STUDY ACTIVITIES ISH
UNIT II 1. Group work: participants will work in 1. Check and ledgers: from
LETS GO groups to speak about their shopping 20 Activity Bank: they will complete 2 1. Participants have the capacity
SHOPPING habits and what things they like to buy. Min. some checks and ledgers from Hours. to participate and interact in
Communication: the information given by the conversations related to things
they like shopping to express
2.1.Talk about shopping 2. Class activity: by looking at some receipts. This is worksheet 1. their likings.
habits and things one pictures, participants are going to 20
likes to purchase. describe the clothes the people on the Min. 2. Lesson 3, worksheet 1A, 2 2. They use names and colors of
2.2.Describe clothes pictures are wearing. clothing vocabulary: they will Hours. clothes properly to describe what
people are wearing. complete a chart after reading people are wearing at the time
2.3.Describe and speak 3. Clothing vocabulary: the whole class 10 some conversations about speaking.
about sections in a store. will make a list of all the names of clothes Min. shopping.
Grammar: people wear. 3. they use a more advanced
2.4.Simple present tense: 3. Reading: lesson 4, worksheet 2 vocabulary than in level one
about clothing to describe the
shop, buy, purchase, want, 4. Listening: participants will listen to 20 1A, read a paragraph on clothes Hours. different sections in a store.
like. some peoples dressing preferences, Min. and provide the missing
2.5.The use of how much afterwards, they will answer questions information in chart. 4. They have the knowledge to
and how many to ask for based on what they hear. conjugate the verbs shop, like,
quantities and prices. 140 4. Lesson 5, worksheet 1A, 2 want, and purchase correctly in
2.6.Singular and plural, 5. Textbook: the whole class will work on Min. complete exercises about the use Hours. the present tense, to express in
possessive adjectives. the practices of unit II in the book. of adjectives for clothes. affirmative, negative, and
Vocabulary: interrogative forms.
2.7.Types of stores and 6. Shopping: Pair work: participants are 10 5. Writing: participants are to
5. Participants are able to use
products. going to practice shopping dialogs by Min. write about what they like to wear 2 expressions of quantities to talk
2.8.Money, amounts, bills, having different information on charts in different seasons of the year. Hours. about prices of items in a store.
coins. distributed by the facilitator. Lesson I,
2.9.Clothings and colors. worksheet one A, from Activity Bank. 30 7. Platform homework: participants 6. They have the capacity to use
2.10.Adjectives of size, Min. will describe the various sections of clothing vocabulary to refer to
shape, age,, pattern. 7. Academic forum 2: Lets go store they know in their community. 2 adjectives of size, shapes, age,
shopping. 30 The workbook exercises, from page Hours. pattern, and possessive ones.
16 to 29.
Min.
(task 4)
8. Quiz: Evaluation of the
competences: Units 1 and2.

8
CONTENTS AND ACTIVITIES PER UNIT: FIFTH WEEK (CONT.)
Specific competence: Talk about shopping habits and things one likes to purchase.
UNIT TUTORIAL INTERACTION INDEPENDENT 12 EXPECTED RESULTS
ACTIVITIES 6 STUDY ACTIVITIES ISH
TIH
UNIT II 1. Group work: participants will work 1. Check and ledgers: from Activity 1. Participants have the capacity
LETS GO in groups to speak about their 20 Bank: they will complete some checks 2 to participate and interact in
SHOPPING shopping habits and what things they Min. and ledgers from the information given Hours. conversations to relate things they
Communication: like to buy. by the receipts. This is worksheet 1. like shopping.
2.1.Talk about shopping 2. They use names and colors of
habits and things one 2. Class activity: by looking at some 20 2. Lesson 3, worksheet 1A, clothing clothes properly to describe what
likes to purchase. pictures, participants are going to Min. vocabulary: they will complete a chart people are wearing at the time
2.2.Describe clothes describe the clothes the people on the after reading some conversations 2 speaking.
people are wearing. pictures are wearing. about shopping. Hours.
2.3.Describe and speak 10 3. They are able to use a more
about sections in a store. 3. Clothing vocabulary: the whole Min. 3. Reading: lesson 4, worksheet 1A, advanced vocabulary than in level
Grammar: class will make a list of all the names read a paragraph on clothes and one to describe the different
2.4.Simple present tense: of clothes people wear. provide the missing information in sections in a store.
shop, buy, purchase, want, 20 chart. 2 4. They have the knowledge to
like. 4. Listening: participants will listen to Min. Hours. conjugate the verbs shop, like,
2.5.The use of how much some peoples dressing preferences, 4. Lesson 5, worksheet 1A, complete want, and purchase correctly in
and how many to ask for afterwards, they will answer questions exercises about the use of adjectives the present tense, to express in
quantities and prices. based on what they hear. 140 for clothes. affirmative, negative, and
2.6.Singular and plural, Min. 2 interrogative forms.
possessive adjectives. 5. Textbook: the whole class will 5. Writing: participants are to write Hours.
Vocabulary: work on the practices of unit II in the about what they like to wear in different 5. Participants are able to use
2.7.Types of stores and book. 10 seasons of the year. expressions of quantities to talk
about prices of items in a store.
products. Min. 2
2.8.Money, amounts, bills, 6. Shopping: Pair work: participants 6. The workbook exercises, from page Hours. 6. They have the capacity to use
coins. are going to practice shopping dialogs 16 to 29. clothing vocabulary to refer to
2.9.Clothings and colors. by having different information on 30 adjectives of size, shapes, age,
2.10.Adjectives of size, charts distributed by the facilitator. Min. 7. Platform homework: participants will 2 pattern, and possessive ones.
shape, age,, pattern. Lesson I, worksheet one A, from describe the various sections of store they Hours.
Activity Bank. 30 know in their community.
Min. (Task 5)
7. Academic forum 3: participants 7. Study the unit through videos and
are to write about Food names. images from the digital books in the
mounted standardized course in the
platform.

9
CONTENTS AND ACTIVITIES PER UNIT: SIXTH WEEK
Specific competence: Expresses food preferences.
UNIT TUTORIAL 6 INDEPENDENT 12 EXPECTED RESULTS
INTERACTION TIH STUDY ACTIVITIES ISH
ACTIVITIES

1. Group work: participants will get 10


UNIT III: together to share information about their Min. 1. Unit 3, lesson 1 worksheet 2 1. They learn food vocabulary to
FOOD. food preferences and eating habits. 1A: participants are going to Hours. express their preferences about
complete some written practices food.
Communication: 2. Class work: the facilitator and 10 about favorite American food and
3.1.Talk about food participants will construct a concept Min. their own favorite food. 2. Participants have the
preferences. mapping with food vocabularies. capacity to read and understand
3.2. Read and interpret 2. Unit 3, lesson 2 worksheet simple food ads in the target
food ads. 3. Dictation: the facilitator will dictate a 10 1A: participants are to read and 2 language to get information
3.3.Compare prices of food reading about a persons eating habits Min. interpret ads about food; they will Hours. related.
items. and preferences; participants are to write use the expressions: How much
3.4.Share information what they hear. is/How much are .They will also 3. They can participate and
eating habits. practice some dialogs of the interact well in conversations
3.5.Place an order in a 4. Drama: participants are going to 10 same kind in the classroom. concerning eating habits to
restaurant. dramatize the situation of eating in a Min. express their opinion about.
Grammar: restaurant. 3. Unit 3, lesson 5 worksheet
3.7. Simple present 1B: they practice how to read a 2 4. They learn eating-out
tense (continued). 6. By looking at pictures, participants are 20 menu and will complete a chart Hours. phrases to place an order in a
3.8.Comparative going to identify the food item. Min. based on the information given in restaurant.
adjectives. the handout.
3.9.Questions and 7. Textbook: participants and the 150 5. They learn to use numbers
yes-no answers. facilitator will do all the exercises in the Min. 4. Practices from the workbook: related to food cost to make
Vocabulary: book, unit 3. from page 30 to 43. 4 simple comparisons of prices
3.10.Food vocabulary Hours. referred to food.
(more advanced words). 9. Listening: Unit 3 extension worksheet 10 5. Platform homework: Writing:
3.11.Quantities and 1A: Participants will hear some people Min. participants are to write a composition 2 6. They use expressions of
containers. talk about how to prepare some recipes, about their likes and dislikes Hours. quantities to ask for prices and
concerning food and meals of the
3.12.Words to make and then an exercise will be completed. day.
other parameters of measures.
comparisons. 1 (Task 6)
3.13.Menu sections. 8. Academic Forum: Do you think food Hour 6. Study the unit through videos and 7. They have a large vocabulary
influences our personality? Why? images from the digital books in the of food items to express their
mounted standardized course in the food preferences.
platform.

10
CONTENTS AND ACTIVITIES PER UNIT: SEVENTH WEEK
Specific competence: Identifies types of housing.
UNIT TUTORIAL 6 INDEPENDENT 12 EXPECTED RESULTS
INTERACTION TIH STUDY ACTIVITIES ISH
ACTIVITIES
UNIT IV: 1. Participants will be asked by the 10 Min. 1. Extension unit: worksheet 1C: 2 1. They learn houses parts
HOUSING facilitator what city they live in, and will participants are going to read budgets and Hours. vocabulary to make simple
Communication: talk about their community. prepare one on their own. descriptions of houses and
2. By looking at pictures, participants 2. Housing: lesson 1, worksheet 1. Read apartments
4.1.Talk about types of 10 Min. some paragraphs about housing
housing. will identify and name the parts of preferences to answer questions
2
4.2.Interpret and discuss house or an apartment. afterwards. Hours. 2. They learn the simple
classified ads. 3. Dictation: the facilitator reads a text 10 Min. 3. Reading: participants will read some present tense to express ideas
4.3.Make appointments via which describes the housing of dialogs about rooms in a house (lesson 2, and emotions.
the phone. somebody while participants will write worksheet 2, Activity Bank). 2
what they hear. 4. Classifieds: participants are reading Hours. 3. They have the capacity to
4.4.Describe furniture in a
4. Speaking: participants will talk to and interpreting classified ads to later identify and name the different
house. 10 Min. complete some exercises (lesson 3,
4.5.Describe the parts of a class about their housing preferences: parts of a house to name
a house or an apartment. worksheet 3C, Activity Bank). house parts.
house. 5. Practice for the present continuous
Grammar: 5. Drama: participants will play roles to 2
10 Min. tense: Lesson 4, worksheet 4C, Activity
4.6.The use of the indefinite dramatize situations in which they Bank. Hours. 4. They read and interpret
article: A/An. make business appointments on the 6. Prepositions of location: participants are classified ads concerning
4.7.The simple present phone. going to look at a floor plan to locate housing sells to learn how to
tense of: live/have/. 6. By looking at pictures, participants 10 Min. different places by using prepositions of 2 look for houses.
4.8.Present progressive are going to identify and name location (lesson 5, worksheet 5C, Activity Hours.
different furniture. Bank). 5. They learn house parts to
tense. 140 7. The Home Design Project: participants
4.9.Prepositions of location. 7. Textbook exercises concerning the name different furniture of a
unit: To be done in the classroom by Min. can work in groups to make the design of a house or an apartment.
Vocabulary: house; they have to play different roles:
4.10.Housing the facilitator and participants. architect, leader, engineer, and so forth
2
8. Listening: they are to listen to some Hours. 6. They use the right
vocabulary 10 (Project from Activity Bank).
people talk about the type of housing preposition of location to
4.11.Parts of a Min. 8. Exercises in the Grammar Challenge
wanted to complete a practice from the locate places and objects in a
home. book, from page 44 to 57.
Activity Bank (lesson 1, worksheet 1, also 9. Platform task: writing: participants are house by
4.12.Classified ads, lesson 2, worksheet 2)
utilities. going to write about their dream house or
9. Interaction: participants are to interact
10 apartment.
4.13.Appointments. through asking questions to classmates
Min. (task 7)
4.14.Furniture. about their homes (lesson 2, worksheet 2,
Activity Bank).
10. The Final forum: Summarize the main
11. Quiz: Evaluation of the
1 competencies: Units 3 and 4.
ideas of the previous forums.
Hour

11
CONTENTS AND ACTIVITIES PER UNIT: EIGHTH WEEK
SPECIFIC COMPETENCE: Evaluation
TUTORIAL INTERACTION
ACTIVITIES INDEPENDENT STUDY
3 TIH ACTIVITIES EXPECTED RESULTS

1. Feedback about questions 15 1-. Assessment of participations in 1-. Handing in Projects on time to
originated from activities done as Min. forums, homework, and other complete course requirements.
independent studies. platform activities.

45
2. Handing in of final Project. Min.
2- Learning Self-evaluation.

3. Final Department Test. 50


Min. 3. Coevaluation.

4. Final Forum: the final


production. 4- Final Projects form and content
corrections.

5. Quiz: Final Evaluation of the


competencies: Units 1 and 4.

12
LEARNING PROCESS EVALUATION
CRITERIA ACTIVITIES 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
Oral Production presentations. participations. Coherence, clarity, and originality of the ideas expressed. Linguistic
and Interaction correction: right word-power, sentence structure, pronunciation. Right knowledge of
Activities writing and orthography. Good use of technological resources. Capacity to look for and 10%
select information. Creativity in the presentations made. Capacity for teamwork.
-Interaction activities Right and pertinent participations. Respect towards the agreed upon communication
(synchronic and asynchronic). rules. Coherence, clarity, and originality of the ideas expressed. Celerity and punctuality in
handing in assignments.
-Asynchronic interaction Clarity, quality, objectivity, and pertinence of participation. Coherence and originality of the
activities. ideas expressed. Good use of technological resources. Celerity and punctuality in
handing in assignments. Organization of the information presented.
-Essays Facts and data. Principles and concepts. Skills to investigate. Procedural contents.
-Research paper Thinking abilities.
-Questionnaires and exercises
-Reflexive diaries and concept
maps.
Written Production
-Case studies. Application. Professional skills. Facts and data. Principles and concepts. Procedural 15%
Activities. contents. Thinking abilities. Activities and values (responsibility, decision making).
-Problem solutions. 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
-Projects. contents. Thinking abilities. Activities and values (responsibility, decision making). Time
management, collaboration).
Reflection. Creativity. Logical order in the Organization of the information presented. The
-Portfolio. advancement of the learning process according to the topics treated. Capacity to question
and criticism of the ideas expressed through written and oral forms.
-Field Projects. Projects addressed to field work that will link theory to practice.
Professional -Practices in situ. Practical activities done by the participants of a subject in institutions and enterprises
Practical Activities whose activities are related to their field of study. 15%
-Lab. Practices. Practical activities done by the participants of a subject in inside and outside specialized
laboratories.
-Simulation Practices. Activities done by participants, who will simulate reality on stage, be it physical or virtual.
-Short answers and -Knowledge -Comprehension -Application
Written Test. completions. -Analysis -Synthesis -Written consideration 50%
-Multiple Alternatives.
Matching, Association, and -Critical reasoning

13
Ordering.
-Multiple Choice Essay
questions.
-Quality Commitment to do their homework according to the efficiency standards set beforehand.
-Ethics Shows moral commitment in his-her actions as a student.
-Cooperation. - 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 10%
Attitudes and
consequences of his-her actions. - Participates actively in group decision making.
values
- Shares with his-her classmates. He-she is generous. Promotes actions to motivate
-Solidarity. 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.
-Pluralism. -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.
-Innovation. - Shows creativity and talent in his- her homework. Shows initiative and interest in the
academic work.
-Shows openness and receptivity towards science advancements.
-Equity. -Disposition to make good and balanced decisions.
-Impartiality in his- her opinions.

14
INFORMATION TO REMEMBER
The facilitator will begin the subject by socializing the program, the general and specific competences to be reached by the
First week of class 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).
Weekly assignments 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 forum Doubts about the Final Project are to be responded through a forum to be uploaded the third week of class.
Final Production (Written The facilitator is going to explain which this activity of production will be. The production will be written and presented orally.
and oral). Itll 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.
Written test To be applied the last week of class. It is based on the contents of the program and the due results.

BIBLIOGRAPHY
BASIC

1) JENKINS, ROB AND JOHNSON, STACY: Stand out I. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 2009.
2) JENKINS, ROB AND JOHNSON, STACY: Stand out I: Grammar challenge. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 2009.

THE SUBJECTS FACILITATORS PROFILE:


The facilitator for this subject must be licensed 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:


Jos Parra: Luz Rosa Estrella, Director of the Curriculum Reform Office. Ph.D. in Education.
Language School Director 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 2011, updated by:
by Mohamed El Fakhkhari : professor and school of languages Coordinator / French courses manager in January 2011, and
by Ramn E. Jimnez, professor and English courses manager in August 2014.

15