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 THEORETICAL PRACTICE TUTORIAL INDEPENDENT
HOURS HOURS HOURS HOURS STUDY HOURS

COMMON 5TH ING-201 HIGH 4 6 2 4 24 96

GENERAL SCHOOL

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 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.

PROFESSIONAL PROFILE’S COMPETENCES

General competence

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

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 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.

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 CONTENTS AND ACTIVITIES PER UNIT: FIRST WEEK
UNIT TUTORIAL INTERACTION 3 TIH INDEPENDENT STUDY 14 EXPECTED RESULTS
ACTIVITIES ACTIVITIES HIS

UNIT 0: 1. The facilitator introduces the subject 20 1.The Workbook unit 0 9 1. They use different
WELCOME TO OUR and its programs, and also talks about the Min. practices to complete. Page P1 Hours. expressions to greet people
CLASS processes and evaluation to be carried to P6. in diverse communiction
0.1.Greeting out. situations.
expressions. 5 2.Prepare a list of personal 3
0.2.The alphabet. 2. Introduce oneself to the audience. Min. questions to interview Hours. 2. Participants use the
0.3. The numbers (first somebody in the classroom. alphabet properly to spell
part). 3. Interaction among participants to share 10 names and other words.
0.4. Phone numbers. personal information (group work). Min. 3.Exercises to practice the 2
0.5. English instructions. numbers and names of Hours. 3. They ask for and give basic
0.6. Subject pronouns. 4. Participants look at pictures and 10 classroom objects. It will be personal information. like:
0.7. The verb Be. identify classroom objects. Min. handed in by the facilitator. names, addresses, phone
0.8. Classroom verbs. numbers.
0.9. Classroom objects. 5. Write phone numbers based on given 10
information (Activity Bank). Min. 4. They follow and give simple
instructions in English.
6. Match classroom activity and 5
associated object (Activity Bank). MIN 5. They identify classroom
objects.

50
7.The textbook excercises. Min.

8. Social forum: the participant will write 1

about his/her expectations in this subject. Hour

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 CONTENTS AND ACTIVITIES PER UNIT: SECOND AND THIRD WEEKS
UNIT TUTORIAL INTERACTION 6 TIH INDEPENDENT STUDY 28 EXPECTED RESULTS
ACTIVITIES ACTIVITIES HIS

UNIT I: 1. In groups, participants mill around to 40 1.Reading of a text about a 4 1.Participants identify countries,
PERSONAL find out more personal information about Min. person’s personal information. Hours. capitals, nationalities, and
INFORMATION everyone in class. Answer some questions about official languages.
the text.
1. The verb Be. 20 16 2.They talk and write, in a
2. Possessive 2. Write about countries and cities Min. 2. Workbook unit 1 exercices. simple form, about celebration
adjectives. (Activity Bank). Page 1 to page 14. Hours. dates and holidays.
3. Nationalities and
languages. 3. Participants will write about 3.They use the numbers to
4. Months of the year. 3. Marital status (read and listen to 60 different celebrations and 4 specify dates around the
5. Days of the week. identify marital status, from Activity Min. holydays around the year. Hours. months of the year and the
6. Vocabulary of marital Bank). days of the week.
status.
7. Addresses. 5. The textbook excercises. 120
8. Birthdates. Min.
9. The numbers 6. Academic forum: participation in the
(continuation) personal presentation forum. 2
Housr

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 CONTENTS AND ACTIVITIES PER UNIT: FOURTH WEEK
TUTORIAL INTERACTION INDEPENDENT STUDY 12
UNIT ACTIVITIES 3 TIH ACTIVITIES ISH EXPECTED RESULTS

UNIT II:
OUR CLASS 1. Group work: every participant will 15 1.Write some personal information 1 1.They use the proper language
introduce some other people. Min. about another person. Hour. expressions to introduce third
1. Other ways to people and give personal
introduce oneself. 2.Practice about classroom objects 1 information about them.
2. More classroom 2. Pair work: participants ask and 15 identification. Hour.
objects. answer questions about classroom Min. 2 Participants describe weather
3. The time. objects location. 3. Written practice about the use of 1 conditions and talk over activities
4. The seasons of the location prepositions. Hour. done in different seasons of the
year. year.
5. Adjectives. 3. By looking at pictures, participants 15 4. Identify people´s activities in 1
6. Prepositions of will describe different weather Min. different illustrations. Hour. 3. They know how to locate the
location. conditions. place of objects by using
7. Present prepositions of lacation.
continuous. 5. Workbook unit II exercices. Page
4. By looking at pictures, participants 15 15 to page 28. 8 4.They have the competence to
will identify the activities people are Min. Hours. talk about activities people are
doing in every picture. doing at the time of speaking.

60 5.They use adjectives to make

5. The textbook excercises. MIN descriptions of people and
things.

6. Doubt forum: What is your doubt 1

about the Final Project? Hour

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 CONTENTS AND ACTIVITIES PER UNIT: FIFTH AND SIXTH WEEKS
TUTORIAL INTERACTION 6 TIH INDEPENDENT STUDY 28 EXPECTED RESULTS
UNIT ACTIVITIES ACTIVITIES ISH

UNIT III:
FOOD:
1. 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.
1. Group work: participants will talk 10 1. Food from different countries: read
about their favorite foods and eating Min a text about food from various
preferences. countries and answer questions
about the text.
2. Participants will read different texts 20
about various people’s eating habits Min. 2. You are what you eat: complete a
and preferences. quiz about the relationship between
your personality and the food you
eat.
3. Dictation: participants will listen to 20
people talk about what they like to Min. 3. Workbook unit 3 exercices. Page
eat and will write what they 29 to 42.
understand.
4. Participants can prepare a plate 50
for the class; they need to explain the Min.
recipe and procedures to do it.
5. Acting out: participants can
dramatize the situation of eating in a 30
restaurant, so they can develop the Min.
competence of reading a menu and
asking for something to eat and
drink. 90
Min.
7. The textbook excercises.
4 1.They can talk and write about
Hours food preferences.
2.They make proper use of the
terms related to food to express
4 hunger and thirst.
Hours
3.They are able to express disires
by using verbs like want and like.
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Hours 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.

1. Academic forum: the food 2

forum: What are your eating habits Hours
and preferences?

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ALLES DE CONTENIDOS POR UNIDADES Y ACTIVIDADES

CONTENTS AND ACTIVITIES PER UNIT: SEVENTH WEEK

TEMA OR TUTORIAL INTERACTION INDEPENDENT STUDY 14
UNIT ACTIVITIES 3 TIH ACTIVITIES ISH EXPECTED
RESULTS
UNIT IV:
CLOTHINGS
1. Participants will say what their 10 1. Writing: what do you prefer to 1 1. Participants can describe
1. Types of clothing. classmates are wearing in class. Min. wear and why? Hour clothes and what people are
wearing.
2. Sections in a store.
2. They are going to identify clothes 10 2. Writing: Look at the pictures: what 2 2. They know how to ask for the
3. Other prepositions of and colors by looking at pictures. Min. are these people wearing? Say the Hours price of things.
location. colors too.
3. They show understanding of
4. Colors. 3. Dictation: listen to what some 20 9 simple advertisements.
people are wearing and jot down Min. 3. Workbook unit IV exercices. Page Hours
5. Descriptions of what what is listened. 43 to 56. 4.They use the verb ¨have¨ to
people are wearing. refer to possessions.

6. “How much” to ask 4. From the Activity Bank, read and 10 5.They talk about clothing
for prices. listen to conversations and identify Min. preferences.
colors and clothes.
7. Advertisements
comprehension.
5. Acting out: participants 10
8. The use of “a and dramatize buying in stores and other Min.
an”. shopping places.
50
9. Simple present with 6.The textbook exercices. Min.
“have”.

8. Virtual discussion forum: 1

what´s good and bad about Hour.
clothing fashion?.

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

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

6. Handing in of Final Project. 45

Min.
2- Learning Self-evaluation.
50
7. Final Department Test. Min.
3. Coevaluation.

4- Final Project´s form and content

corrections.

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 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 presentations. participations. Coherence, clarity, and originality of the ideas expressed. Linguistic
Production correction: right word-power, sentence structure, pronunciation. Right knowledge of
and writing and orthography. Good use of technological resources. Capacity to look for 10%
Interaction and select information. Creativity in the presentations made. Capacity for
teamwork.
Activities
-Interaction activities (synchronic Right and pertinent participations. Respect towards the agreed upon communication
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
activities. of the ideas expressed. Good use of technological resources. Celerity and
punctuality in handing in assignments. Organization of the information presented.
-Essays -Research paper Facts and data. Principles and concepts. Skills to investigate. Procedural contents.
-Questionnaires and exercises Thinking abilities.
-Reflexive diaries and concept
maps.
-Case studies. Application. Professional skills. Facts and data. Principles and concepts. Procedural
Written
contents. Thinking abilities. Activities and values (responsibility, decision making). 15%
Production
-Problem solutions. Facts and data. Principles and concepts. Procedural contents. Thinking abilities.
Activities. 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.
-Portfolio. 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.
-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
Practical enterprises whose activities are related to their field of study. 15%
Activities -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.

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 -Short answers and completions. -Knowledge -Comprehension -Application
Written Test. -Multiple Alternatives. – 50%
Matching, Association, and -Analysis -Synthesis -Written consideration
Ordering.
-Multiple Choice –Essay -Critical reasoning
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. 10%
Attitudes and
-Responsibility. -Commitment to respond to his-her duties as participant and citizen – Punctuality. –
values Faces consequences of his-her actions. - Participates actively in group decision
making.
- Shares with his-her classmates. – He-she is generous. – Promotes actions to
-Solidarity. 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.
-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.

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 INFORMATION TO REMEMBER
The facilitator will begin the subject by socializing the program, the general and specific competences to
First week of class 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).
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 The facilitator is going to explain which this activity of production will be. The production will be written
(Written and oral). 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.
Written test To be applied the last week of class. It is based on the contents of the program and the due results.

BIBLIOGRAPHY

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Basic

1) JENKINS, ROB AND STACY JOHNSON: Stand out basic. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 2008.

2) JENKINS, ROB AND STACY JOHNSON: Stand out basic: Grammar challenge. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING,
2008.

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.
José Parra: Language School Pedro Emilio Ventura, Coordinator of the Curriculum Reform Office. Master
Director in Marketing.
Elizabeth Filpo, Tourism School Professor.
This program was finished and approved by the Curriculum Reform Office, January 2011.

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