Competences ProgramENGLISH
Competences ProgramENGLISH
Competences ProgramENGLISH
HUMANITIES FACULTY
LANGUAGES DEPARTMENT
MAJOR ON BASIC EDUCATION TEACHING WITH EMPHASIS ON HUMANITIES: SPANISH AND ENGLISH; ENGLISH AND FOREIGN
LANGUAGES
6. Key questions:
8. Activities to be carried out during the semester. Methodology to be used from a student-centered approach:
Type of activities:
Workshops about exam presentation strategies
Video Laboratory (Conferences and talks): Presentation of several topics, cultural approach, and note-taking on what is said or inferred.
Audio Laboratory: Listening Comprehension, sound discrimination, phonetic practice, and note-taking
Guided work: Development of both written composition and oral expression
Development of oral expression and listening comprehension
Net surfing
Activities for style correction on written texts
Workshops in error analysis
Oral dynamics: round tables, debates, oral panels, etc.
Role-plays
Simulation of International English Language Tests
9. Achievements to be evaluated
9a. Learning:
Indicators:
1. Communicative functions / grammatical structures
- To identify the most common mistakes on the usage of language syntax patterns to correct them.
- To justify the reasons why some syntactic structures are produced.
- To consolidate the usage of the most complex grammatical structures of the English language.
- To enhance the vocabulary related to academic activities and situations.
- To apply learning strategies that facilitate a good performance in the presentation of several International English Language tests such as
TOEFL, First Certificate in English, CAE, and IELTS.
2. Vocabulary
To use and understand idiomatic expressions
To use and understand compound verbs accurately.
To use irregular plurals correctly.
To use morphological guide references to build more complex words.
To apply word division correctly.
2. Reading
Achievement: To read and understand complex written texts of any kind.
Indicators:
To place cultural and linguistic references
To infer the meaning of words in context
To identify the main idea
To identify specific information
To identify the main topic
To understand the organization of a written text
To draw conclusions
To make inferences
3. Writing
Achievement: To write more complex texts.
Indicators:
To use all the complex grammatical structures worked in class
To use vocabulary related to the topic in an accurate way
To use punctuation marks accurately
To use communicative functions according to the context
To connect ideas accurately to improve cohesion in a written text
To plan and write essays about any topic
To support proper opinions in a written text
To write formal letters with different intentions: complaint, appreciation, excuse, etc.
To write a curriculum vitae to look for a job
To write critical reviews of articles and books
4. Speaking
Achievement: To interact about daily topics
Indicators:
To use all the complex grammatical structures worked in class
To use vocabulary related to the topic in an accurate way
To use communicate functions according to the context
To use intonation patterns accurately
To use stress patterns accurately
To pronounce the phonemes of the English language accurately to achieve communication
To connect ideas accurately to give cohesion to the oral speech
To analyze errors that are commonly committed in the oral speech
- To support a proper point of view
9c. Attitudes:
Contents:
1. Feedback of several activities such as diagnostic tests, quizzes or mid-term exams, guide workshops and preparation of written
tasks.
2. Essay writing.
3. Topics that are not accomplished during the session hours.
4. Learning strategies (cognitive and metacognitive ones)
Methodology:
Those tutoring sessions devoted either to objectives 1 to 3 will be given individually.
Those tutoring sessions, in which the topics not accomplished during class hours are to be developed, will be carried out in small
groups and in several hour shifts, in order to assist those students who cannot attend any of the tutoring sessions with no risk to fall
behind in the syllabus.
In addition, discussions will be carried out, as well as written workshops with guides elaborated by the teacher.
Assessment:
The teacher in charge will decide on the number of points assigned to tutorial activities. In Tutorial sessions the teacher will be able to
evaluate workshops, group work, etc.
12. Bibliography
ARIAS, S. L.D. (2009). Manual of English pronunciation. Universidad Pedagógica Nacional. Bogotá. Editorial Kimpress
EASTWOOD, John. Oxford Guide to English Grammar. 1994. Oxford. Oxford University Press
EVANS, Virginia and James Milton. FCE Listening and Speaking skills. Express Publishing.2002. UK.
GEAR, Jolene and Robert Gear. Cambridge Preparation for TOEFL Test. 1996. Cambridge University Press
MAURER, Jay. Focus on Grammar. An advanced Course for Reference and Practice. Longman. 1995
PEATY, David. Working with English Idioms. Longman. 1996
STANTON, Alan and Mary Stephens. Fast Track to FCE. Longman. 2001. Spain.
SWAN, Michael and Catherine Walter, How English works. Oxford University Press. 1997