Spa-Ingles Basico I 2016

7/26/2019 Spa-Ingles Basico I 2016

1/21

IUC-SPAV1 Pg. 1

UNIVERSIDAD CATOLICA LOS ANGELES DE CHIMBOTE

IDIOMAS ULADECH CATOLICA

SYLLABUS / LEARNING PLAN

A. SYLLABUS

1. General information

1.1 Name of the course : Certificacin en Ingls Basico I

1.2. Course code :

1.3. Type of study : General

1.4 Nature of the course : Compulsory - (theory/practice)

1.5 Level of studies : Pre-graduate

1.6 Academic term : III

1.7 Credits : 1

1.8. Hours per week : 6 classroom hours; 3 and 1/2 virtual hours (theory/practice)

1.9. Total hours : 150

1.10. Previous requirements : none

1. 11 Academic Term : 2016 - 0

1.12. Head teacher :

1.13. Teaching tutor :1. 14 Teaching tutors :

2. Features of the graduate profile related to the program

Students develop communicative language competences according to each level, applying

appropriate grammar structures and vocabulary related to various specific contexts in written and

oral texts, so as to carry out the tasks to be accomplished and to the benefit of his own personal,

cultural and professional growth.

3. Summary

The phenomenon of globalization has contributed greatly to convert Basic English into the most

important and necessary language today. Training in Basic English is essential not only to get

better job opportunities in the future but also to communicate and have access to worldwide

information, thus keeping updated in any field of study and interest. Therefore the Basic English

course is structured through different units in order to achieve an optimal level of mastering English


2/21

IUC-SPAV1 Pg. 2

as a means of communication with different people and cultures, as well as fostering social

interaction among the participants.

4. General goal

Develop oral and written comprehension and production capabilities in English through the

application of theoretical basis and practice which enable understanding and communication in the

four main language skills, such as speaking, reading, listening and writing on specific topics while

providing assessment towards the acquisition of new knowledge.

5. Specific Objectives

5.1. Understand simple oral texts related to the learnersimmediate environment.

5.2. Use simple phrases and sentences to provide personal information, describe personal

environment, as well as some aspects of immediate concrete surroundings, with an adequate

intonation and pronunciation.

5.3. Understand short simple texts related to the learners current reality and expressed in asimple language.

5.4. Produce simple texts with cohesion and coherence related to personal, familiar environment

and experience, using the appropriate corresponding linguistic elements.

6. Learning Units

Learning Unit

Specific

Objectives/

Capabilities

Content

1

5.1

5.2

5.3

5.4.

Vocabulary:

Countries & nationalities

Adjectives to express opinion

The alphabet

Numbers 1-100

Personal objects (singular and plural)

Colors

Greetings

Verb go

Places in town

Days of the week

Telling time

Grammar:

Verb be (present simple)


3/21

IUC-SPAV1 Pg. 3

Subject pronouns

Articles a/an and zero article

Wh-questions

Demonstrative pronouns

Possessive adjectives

This vs. These

2

5.1

5.2

5.3

5.4.

Vocabulary

Morning routine

Family members

Cell phone uses

Wh-questions (who, where, what)

Birthday activities

Weather and temperature

Months and seasons

Grammar

Prepositions of time at/ on

Present simple tense (affirmative and negative)

Present simple (interrogative)

Frequency adverbs

Its raining vs. Its rainy

35.1

5.2

5.3

5.4.

Vocabulary:

Everyday activities

Occupations

Future time phrases

Verbs: need/want/have to

Adjectives to describe feelings

Sports

Abilities (job interview expressions)

Clothes

Grammar:

Present continuous

Present simple vs. Present continuous

Present continuous for future

Obligation

Preposition to, for

Informal English grammar expressions

Modal verb can (affirmative, negative, interrogative)


4/21

IUC-SPAV1 Pg. 4

4

5.1

5.2

5.3

5.4

Vocabulary:

Clothes sizes & accessories

SPA facilities

Public places

Free time and vacation activities

Adjectives describing places

Household chores

Word formation

Grammar:

Possessive pronouns

There + be (Present) in affirmative, negative and

interrogative form

Verbs love/like/ not mind/ hate + verb-ing

too/ either vs. also

Imperatives (affirmative and negative)

Object Pronouns

7. Strategies for teaching and learning

The methodology used to develop this subject focuses on the learning process of the students,

through participatory techniques such as brainstorming, role plays, pair-work, dialogs and group

work, based on communicative situations connected to reality.

This methodology also responds to the learning system known as "Blended Learning" in the

context of the communicative approach and systemic and cooperative learning, in order to enhance

the development of the studentsabilities and skills.

The specific contents will be developed through activities planned by the teacher in which students

are the main actors in the construction of their learning. The teacher fulfils different roles: one of

motivator, mediator, facilitator, challenger and expert.

The activities may be theoretical or practical and the strategies, techniques and procedures

employed should be active, as follows:


5/21

IUC-SPAV1 Pg. 5

Teaching - Learning strategies Types

Strategies to explore prior knowledge

and activate motivation

Brainstorming

Quiz/ questionnaire

Eliciting

Warmers

Lead-ins

Question - answer

Strategies to foster written comprehension

(Reading)

Skimming

Gisting

Scanning

Detecting functions

Extracting specific information

Contextual guessing

Filling out forms

Simple cloze

Strategies to foster oral comprehension

(Listening)

Instructional listening (filling in gaps, marking

the correct answer)

Language analysis tasks

Summarizing information

Strategies to foster oral production

(Speaking & Interaction)

Dialog and discussing

Pair-work

Role play

Oral presentation

Peer coaching

Survey

Drilling

Strategies to foster written production:

(writing)

Written practice

Strategies and techniques to develop the

acquisition of vocabulary and use of correct

spelling (visual presentation, word-games,

crosswords, etc.), the correct use of grammar


6/21

IUC-SPAV1 Pg. 6

(filling in the blanks, matching, word order etc.),

capitalization, punctuation and paragraphing.

Cooperative strategies and active methods to

foster the development of competences

Group work

Games

Task-based activities

8. Pedagogical resources:

The modern classroom and Laboratory is used for the development of the subject, as well as the

virtual platform provided by the course-book (Richmond) and My English Lab platform (Pearson).

Teacher tutoring:

It is scheduled at the end of each learning unit, according to the needs of each student, which are

processed through the computer module provided by ERP University.

9. Learning Assessment

As well as formative and informal assessment, a formal assessment will be held throughout

each learning unit. The average score of each learning unit is obtained as follows:

N DESCRIPTION OF ACTIVITIES %

1 Problem-solving activities according to the language skills:

Reading (15%)

Listening (15%)

Writing (15%)

(45%)

2 Oral exam (Speaking) (20%)

3 Written exam (25%)

4 Virtual platform activities (10%)

TOTAL 100%


7/21

C-SPAV1 Pg. 7

. LEARNING PLAN

LEARNING UNIT 1

Specific Objectives


5.2. Use simple phrases and sentences to provide personal information, describe personal environment, as w

as some aspects of immediate concrete surroundings, with an adequate intonation and pronunciation.

5.3. Understand short simple texts related to the learners current reality and expressed in a simple language

5.4. Produce simple texts with cohesion and coherence related to personal, familiar environment and experien

using the appropriate corresponding linguistic elements.

Learning Activities Time

1. Syllabus presentation

2. Students learn the names of different countries, languages and nationalities

3. Students get familiar with subject pronouns

4. Students learn to use correctly the verb to be in affirmative, negative and interrogative sentences

5. Students learn to use the appropriate greetings in given situations and answer to greetings of other people, as well as introduce

themselves and ask about nationality

6. Students learn the correct pronunciation of the alphabet. They easily spell common English words.

7. Students get acquainted with some of the IPA sound transcriptions

1 stwe06 ho

1. Students learn numbers from 1 till 100

2. Students learn to distinguish positive and negative adjectives, place them correctly in the sentence and use them to express

opinion

3. Students learn how to use the articles A / AN correctly.

4. Students learn to pronounce the letters of the alphabet and to spell names. They are at ease with writing spelled names.

5. Students are able learn to complete a hotel reservation form.

2ndwe06 ho


8/21

C-SPAV1 Pg. 8

6. Students learn to form wh- questions using the verb beto ask about personal details, to establish a short conversation in which

they ask for and give personal information.

7. Students are able to understand someone making a hotel reservation.

8. Students learn the vocabulary related to personal objects.

9. Students learn the use of Demonstrative Pronouns.

1. Students get familiar with the vocabulary about colors and basic adjectives. They use it to describe objects.

2. Students learn Possessive Adjectives to talk about possessions

3. Students listen to some information included in a registration form and complete it with their own data4. Students prepare short conversations using common greetings and expressions. They use survival English expressions to

understand better their interlocutor.

3rdwe

06 ho

1. Students get familiar with a vocabulary about activities expressed with the verb go

2. Students get acquainted with the vocabulary about days of the week to talk about their typical activities on these days.

3. Students learn how to tell time in two ways and use it in a description of their daily routine.

4. They listen to someone else describing his/her routine

5. They learn how to use the prepositions ON and AT

6. Unit 1 Test

4 stwe06 ho

LEARNING UNIT 2

SpecificObjectives


5.2. Use simple phrases and sentences to provide personal information, describe personal environment, as we

some aspects of immediate concrete surroundings, with an adequate intonation and pronunciation.

5.3. Understand short simple texts related to the learners current reality and expressed in a simple language.

5.4. Produce simple texts with cohesion and coherence related to personal, familiar environment and experien



9/21

C-SPAV1 Pg. 9

Learning Activities Tim

1. Students learn how to tell their morning routine and the routine of a third singular person.

2. Students learn the affirmative and negative forms of Present Simple Tense and its use

3. Students read short texts about cell phone uses.

4. They answer a survey about how they use cell phones.

5. They sum up their classmates phone habits after asking him/her provided questions

5thwe06 h

1. Students learn the vocabulary related to family members, complete a family tree and talk about their own family.10. Students learn the use the Saxon genitive to talk about the relationship between family members.

11. They write a brief introduction of themselves and a short description of each member of their closest family.

12. Students form questions in Present Simple using DO / DOES and question words. They also give short and complete answer when

required.

13. Students get aware of the pronunciation of the words containing silent e

6thwe06 h

1. Students learn frequency adverbs and the correct place in a sentence

2. Students talk about different ways of spending holidays and birthday, learning the different holidays celebrated throughout the year.

They get aware of the use of prepositions ON and AT while referring to festivities.

3. Students learn the vocabulary related to weather phenomena

4. Students learn the difference between its raining and its rainy

7 thwe06 h

1. Students use the vocabulary they learnt to describe photos and talk about actual weather and climate

2. Students understand the different uses of the letter s in English and recognize common ending for adjectives y

3. Students are familiar with the names of the months and cardinal directions

4. Students talk about their favorite season, what they usually do and dont do in their favorite season.

5. Unit 2 test

8 thwe06 h


10/21

C-SPAV1 Pg. 10

LEARNING UNIT 3

Specific

Objectives


5.2. Use simple phrases and sentences to provide personal information, describe personal environment, as we

some aspects of immediate concrete surroundings, with an adequate intonation and pronunciation.


5.4. Produce simple texts with cohesion and coherence related to personal, familiar environment and experie


Learning Activities Tim

1. Students learn some vocabulary to describe daily actions

2. Students learn the affirmative, negative, and interrogative forms of Present Continuous Tense and its use.

3. Students learn to describe actions that are on progress and the vocabulary related to everyday activities and occupations.

4. Students learn the difference between Simple Present and Present Continuous. They describe what people are doing and what

they usually do.

5. Students listen to a radio show interview and comment on it.

9 thwe06 h

1. Students learn more vocabulary related to the weather.

2. Students read a summary of a popular series.

3. Students learn to use Present Continuous to talk about future arrangements and future time expressions

4. Students role-play a mock interview on the basis of provided notes.

5. Students write their own diary including plans for the nearest future. They ask partner about his/her plans.

6. Students answer a questionnaire about their reasons for studying English and explain their answers to the classmates.

7. Students learn the correct use of the verbs have, need, want with prepositions for and to

8. Students learn to talk about their state (Im hungry, Im tired etc.), ask another person about his/her state and make an offer.

10thw06 h


11/21

C-SPAV1 Pg. 11

1. Students get familiar with the vocabulary about sports. They express their opinions and interests about different sports and the

Olympic Games.

2. Students learn all the forms of the verb CAN in Present Tense.

3. Students use the verb CAN to talk about their abilities and ask about someone elses abilities.

4. Students listen to a job interview and rate their own comprehension ability.

5. Students learn some key abilities to succeed in life and in their future job.

11thw06 h

1. Students get acquainted with the vocabulary related to clothes and accessories

2. They learn to describe what people are wearing.3. Students get aware of common mistakes while referring to what people are wearing.

4. Students listen to a fashion show to identify relevant information.

5. Unit 3 test

12 thw06 h

LEARNING UNIT 4

SpecificObjectives


5.2. Use simple phrases and sentences to provide personal information, describe personal environment, as well as s

aspects of immediate concrete surroundings, with an adequate intonation and pronunciation.


5.4. Produce simple texts with cohesion and coherence related to personal, familiar environment and experience, u

the appropriate corresponding linguistic elements.

Learning Activities

1. Students listen to an interview about fashionable people.

2. Students recognize expressions used to avoid legal problems.

3. Students assume peoples style on basis of their avatarand comment on it.

4. Students express their opinion about sharing a closet space and ways of organizing it

5. Students learn how to use possessive pronouns and their correct pronunciation.

13thw06 h


12/21

C-SPAV1 Pg. 12

6. Students correct mistakes in a short written text.

1. Students express their opinions about their favorite SPA facilities and treatments.

2. Students predict an ending of a dialog.

3. Students learn clothing sizes in English.

4. Students get familiar with typical expressions used in a clothing store and learn to ask about the size, color, type or price. They

express their likes and dislikes about certain clothes.

5. Students role-play a conversation between a customer and a salesclerk.

6. Students learn the names of punctuation marks in English and use them to punctuate a dialog.7. Student review the content of this unit.

1. Students learn the names of main public places in town and a strategy to recognize some words on basis of their mother tongue.

They get aware of so called false friends (ex. library)

2. Students get acquainted with all the forms of the expression There is/there are with the corresponding determinatives

3. Students learn the different meanings of the verb CAN (ability and possibility)

4. Students describe their town using There is / there are and the vocabulary provided.

5. Students answer questions after reading a text about a town.

6. They learn useful adjectives used to describe a town and where to place them in a sentence.

7. Students learn the sequencing words to order actions: before, after, when, first, finally, then, etc.

8. Students write a text describing places in town. They follow the key steps for a good writer provided by the methodology.

14week

hou

1. Students get familiar with the vocabulary about free time activities and household chores.

2. Students get to know the meaning of emoticons used in digital messages.

3. Students learn to apply too/ either/ also correctly in a sentence and find out common interests with their classmates.

4. Students learn the structure employed with the verbs love/like/not mind/ hate, with toand the gerund. Students talk about their

own likes, dislikes and preferences.

5. Students talk about what they like doing on vacation and what they usually do during that time.

6. Student get aware of different uses of the word like

15week

hou


13/21

C-SPAV1 Pg. 13

1. Students learn the vocabulary related to vacations and recognize sentence stress.

2. Students learn the imperative forms of the verb (affirmative and negative)

3. Students expand their vocabulary by adding synonyms

4. Students learn alternative ways of spending vacations. They read a leaflet containing advice for travelers about couch-surfing and

a staycation. Students comment on it, talk and exchange views about these two ways of spending vacation.

5. Students learn expressions used to give directions and are able to understand someone indicating the way. They are able to give

directions from their home to the university or any familiar place. They use imperative mode correctly.

6. Unit 4 test.

16week

hou


14/21

Assessment Instruments:

1. Oral Assessment Sheet

2. Rubrics for Oral Assessment

3. Writing Assessment Sheet

4. Rubrics for Written Assessment

5. Checklist for Reading Comprehension

6. Checklist for Listening Comprehension

7. Written Exam

Bibliographical References

JONES, Ceri and GOLDSTEIN, Ben NEW AMERICAN FRAMEWORK -RICHMOND

Badalamenti, Victoria andHennerStanchina, Carolyn GrammarDimensions Heinle andHeinle Publishers,USA, 2000.KesnerBland,Susan

GrammarSense1,2,3 Oxford University Press,England, 2004.

Bibliography -Dictionaries

MOLINSKY,STEVENyBLISS,BILL Word by WordPictureDictionary

Ed. Prentice Hall Regents, New Jersey-USA, 1994 LONGMAN Active StudyDictionary of English 5taed., Ed. Longman GroupUK. Limited, Essex-England,1993.

WILLIAMS,EDWIN The Bantam New College RevisedSpanish EnglishDictionary Ed. Bantam Books, New York-USA, 1989.

On line

www.cambrigedictionaryonline.com

www.wordreference.com

DiccionarioTraductorhttp://dictionary.reference.com/translate/

www.oup.com/elt/global/products/headway/elementary

www.oup.com/elt/global/products/englishforlife

www.oup.com/elt/global/products/inenglish

www.oup.com/elt/global/products/result/engelem

www.learnningenglish.com
http://www.cambrigedictionaryonline.com/http://www.cambrigedictionaryonline.com/http://www.wordreference.com/http://www.wordreference.com/http://dictionary.reference.com/translate/http://www.learnningenglish.com/http://www.learnningenglish.com/http://www.learnningenglish.com/http://dictionary.reference.com/translate/http://www.wordreference.com/http://www.cambrigedictionaryonline.com/


15/21

Oral Assessment Sheet

Date: ______________ Level: ____________

Group: _______________ Teacher: ____________________

STUDENTS NAMEFluency Coherence Grammar Vocabulary Pronunciation Total

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38


16/21

RUBRICS FOR ORAL ASSESSMENT:

Indicator 1 2 3 4

FluencyPauses and

hesitates mostof the time,

searching forwords

Speakssufficientlyclearly and

distinctly, withsome

interruptionsand hesitation

Speaks mostlyin complete

sentences withonly a few

interruptionsand hesitation

Always speaksin complete

sentences withno interruptions

nor hesitation

Coherence The sentencesaredisconnectedand incoherent.It is hard to tellwhat the topicwas.

The sentencesare sufficientlyconnected andcoherent to the

topic.

The sentencesare coherentand related tothe topic most

of the time.

The sentencesare alwayscoherent andrelated to the

topic.

Grammar Shows verylittle knowledge

and no masteryof grammarstructures

Appliesgrammar

structures to

form sentenceswith someerrors and

inconsistencies

Chooses thecorrect

grammar

structures toform sentences

most of the time

Uses thegramatical

structures learnt

correctly andeasily

Vocabulary Uses verylimited

vocabulary

Uses a sufficientrange of

vocabulary.Some errors in

word usage

Uses anadequate rangeof vocabulary.

Usesappropriate and

variedvocabulary

according to thelevel

Pronunciation Often mumblesor can not beunderstood.

Speakssufficientlyclearly and

distinctly, withacceptable

pronunciation

Speaks clearlyand distinctly

most of thetime, with

satisfactorypronunciation

Speaks clearlyand distinctlyall (100-95%)the time withfairly goodaccent andpronunciation.


17/21

Writing Assessment Sheet

Date: ______________ Level: ____________

Group: _______________ Teacher: ____________________

STUDENTS NAMEContent Organization Achievement

of purposeUse oflanguage

Correctness Total

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38


18/21

RUBRICS FOR WRITTEN ASSESSMENT:

Indicator 1 2 3 4

Content Very poor andinsufficient

thoughts andsupporting

details

Simplistic andemerging

presentation ofthoughts and

details

Satisfactorypresentation ofthoughts ans

details

Effective andengaging

presentation ofthoughts and

details

Organization Very littleorganization isexhibited.

Writespredominantly

phrases andpatterned

sentences withlittle logical

sequence

The textpresents

satisfactoryorganization

(Topic sentence,body and

conclusin)

The text welland effectively

organized

Achievement ofPurpose

Purpose is veryvaguely

established

Purpose isestablished but

not wellsustained

Purpose isclearly

established andgenerallysustained

Purpose isclearly

established andeffectivelysustained

Use oflanguage

Vague,imprecise or

inappropriatevocabulary is

used

Mainly simplebut sufficiently

precisesentences are

used, oftenlacking invariety

Vocabulary isappropriate to

the purpose andsentences are

mostly wellstructured

Precise andeffective

vocabulary isused. Sentences

vary in lengthand pattern.

CorrectnessUses singlewords and

disconnectedphrases;

exhibits littleawareness of

capitalization &punctuation.

Text containserrors that

which interferewith clarity of

communication

Text containsminor errors,none of whichinterferes with

clarity ofcommunication.

Text containsessentially noerrors whichinterfere withclarity ofcommunication


19/21

IUC-SPAV1 Pg. 19

CHECKLIST FOR READING COMPREHENSION:0= Never 1 = Infrequently 2 = Frequently 3 = Mostly 4 = Always

STUDENTS FULL NAME

INDICATORS

Identifies purpose forreading and makes

predictions before andduring reading

Identifies main points,facts and opinions thatmay be related to thetext

Identifies details andis able to recall them

Monitorsunderstanding of thetext and uses strategiesto figure out themeaning of new words

Expresses opinionbefore the ideassuggested by the

author and uses newvocabulary in

speaking and writing

TOTAL


20/21

IUC-SPAV1 Pg. 20

CHECKLIST FOR LISTENING COMPREHENSION:0= Never 1 = Infrequently 2 = Frequently 3 = Mostly 4 = Always

STUDENTS FULL NAME

INDICATORS

Determines exactlywhat he or she needs

to know

Pays careful attentionto relevant verbalinformation

Asks effectivequestions to clarifyverbal information

Can identify andsummarize thespeakers main points

Understandsinstructions and

audios beyond surfacemeaning

TOTAL


21/21

WRITTEN EXAM

Names: ___________________________________________ Date: _____________

Teacher: __________________________________________ Cycle: _____________ Group: ____________

I. LANGUAGE IN USE: Grammar, vocabulary, functional language, pronunciation

II. READING:

III. LISTENING:

IV. WRITING:

Spa-Ingles Basico I 2016

Documents

Transcript of Spa-Ingles Basico I 2016