551007-Intro English Syllabus 2014julio

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD Vicerrectoría Académica y de Investigación Escuela de Ciencias de la Educación

SYLLABUS: Intro English

1. General information

SCHOOL: School of Education ABBREVIATION: ECEDU

LEVEL: Professional

EDUCATIONAL FIELD: Specific professional training

COURSE: Intro English CODE: 551007

COURSE TYPE: Theoretical - practical

NUMBER OF CREDITS: 3 NUMBER OF WEEKS: 16

PREVIOUS KNOWLEDGE: English reading and writing basic level

COURSE DIRECTOR: Diana Liceth Martínez

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,


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


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


UNIT LEARNING CONTENT REFERENCES

1 Sign in

Greetings Basic small talk Formal / informal language Please / Thank you.

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). Inglés Básico. Lección 1. Recuperado de http://www.ompersonal.com.ar/ELEMENTARY/unit1/page1.htm

2 My profile

Own basic personal information, occupations, interests, Wh questions and answers.


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



http://books.pagegear.co/VirtuallyEnglish/UNAD_L1/Unit1/01_material_signin/index.html

http://books.pagegear.co/VirtuallyEnglish/UNAD_L1/Unit1/01_material_signin/index.html

http://www.ompersonal.com.ar/ELEMENTARY/unit1/page1.htm

http://books.pagegear.co/VirtuallyEnglish/UNAD_L1/Unit2/01_material_my_profile/index.html

http://books.pagegear.co/VirtuallyEnglish/UNAD_L1/Unit2/01_material_my_profile/index.html

http://www.youtube.com/watch?v=d4xHaGUx3c0


http://www.youtube.com/watch?v=3r7h-jk4b1A


http://www.youtube.com/watch?v=EqGdIxP-W5Y



Isaacenglish. (2013). Extending Invitations. Recuperado de

http://www.youtube.com/watch?v=TBuc98cjO3Q

6 Style and lifestyle

Talking about physical appearance



OM Multimedia. (2014). Inglés Básico. Lección 4. Recuperado de


Sandra Go. (2013). Describing people. Recuperado de

http://www.youtube.com/watch?v=ZVE1Vr0Z4rM

Supplementary

References

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 conversación básico a intermedio. Recuperado de http://www.ompersonal.com.ar/omtalk/presentacion.htm Online Reading Practice OM Multimedia. (2014). Cuentos cortos, ensayo y poesía en Inglés. Recuperado de http://www.cuentoseningles.com.ar/shortstories/indexshortstories.html Online Writing Practice OM Multimedia. (2014). Redacción en inglés. Recuperado de http://www.ompersonal.com.ar/OMWRITE/contenidotematico.htm Grammar explanations OM Multimedia. (2014). Verbos y tiempos verbales en Inglés. Recuperado de http://www.ompersonal.com.ar/omverbs/contenidotematico.htm

http://www.youtube.com/watch?v=TBuc98cjO3Q



http://www.youtube.com/watch?v=ZVE1Vr0Z4rM

http://www.ompersonal.com.ar/omaudio/contenidotematico.htm

http://www.ompersonal.com.ar/omtalk/presentacion.htm

http://www.cuentoseningles.com.ar/shortstories/indexshortstories.html

http://www.ompersonal.com.ar/OMWRITE/contenidotematico.htm

http://www.ompersonal.com.ar/omverbs/contenidotematico.htm


4. LEARNING ACTIVITIES

Unit Learning contents

Competence Performance indicators

Learning strategy Weeks Assessment

Purpose Evaluation criteria

Weigh-ting

Previous knowledge stage

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.

The student: -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.

Task-based learning strategy that promotes learning through practical activities.

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

The evaluation criteria can be found in this rubric. Evaluation rubric previous knowledge stage

25

points


1

Sign in

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.

The student: -Says hello and Good-bye -Makes “small talk”. -Says and spells his/her name. -Asks for and gives personal information.

I. Task one

First step:

The students are asked to listen to a conversation between three people and complete some forms with the information they listened to.

After that, the students complete another form with their own information.

Second step:

The students listen to three people talking about their personal information, works, occupations, interests, e-mails, the 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 get students establishing basic social contact by introducing themselves and asking for others’ information, using the simplest everyday forms.

To develop the four communica-tive 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

2 My profile

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: -Says where he/she lives and where he/she is from. -Talks about his/her work and study. -Talks about his/her interests and activities.


Finally, they make a Power Point presentation in order to present their profiles, including pictures, texts and voice. The students submit this task to the evaluation and assessment environment. ------------------------------------ The students present the quiz corresponding to units 1 and 2.

----------- 26

points

3 Family

and friends

Basic personal information about family Small talk about friends and family.

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: -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.

II. Task two First step: The students build their family trees, including the personal information about each member and the activities they do. Second step: The students watch three videos about some people introducing their friends and talking about their hobbies. Third step:

8

To get students identifying their family members and leisure activities.

The evaluation criteria can be found in this rubric. Evaluation rubric Units 3 and 4

90

points

4 My social Network

Describing peoples’ personalities and leisure time activities.

The student can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete

The student: -Introduces friends and acquaintances. -Describes people’s personalities. -Talks about what

9 to 10

To check students’ abilities to introduce and describe people and hobbies.


type. 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: Finally they make a video with this information and submit the written document and the video file to the evaluation and assessment environment. ------------------------------------ The students present the quiz corresponding to units 3 and 4.

----------- 27

points

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.

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

III. Task three 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 students’ abilities to understand and produce coherent texts and speech for announcing and make suggestions about events and places.

The evaluation criteria can be found in this rubric. Evaluation rubric Unit 5

90

points


announcement for an event.

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. ------------------------------------ The students present the quiz corresponding to units 5 and 6.

----------- 27

points


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 people’s physical appearance. -Talks about clothing. -Understands descriptions about physical appearance and style. -Writes descriptions of people’s physical appearance and style.

IV. Task four First step: The students read and listen to some descriptions. Then, according to the models and some extra-information 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


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 assessment environment.

5. COURSE EVALUATION TYPE

Type of evaluation Weighting Highest score

Self-assessment Formative

Coevaluation Formative

Heteroevaluation 500

Total 500

6. SISTEMA DE INTERACTIVIDADES DEL CURSO

Type of interactivity Means Term Number of interactions at the course

Asynchronous Forums According to agenda 5

Synchronous Webconference 2 hours 26

Total 31

551007-Intro English Syllabus 2014julio

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