THE UNIVERSITY OF THE AUTONOMOUS REGIONS OF THE

NICARAGUAN CARIBBEAN COAST

URACCAN

PROGRAM OF

ENGLISH GRAMMAR I

MAJOR

SYSTEM ENGINEERING

STUDY PLAN 2016

Nicaraguan Caribbean Coast 2020

 I. Program overview

Institution: University of the Autonomous Regions of the

Nicaraguan Caribbean Coast

Academic area: Economics and Administrative Sciences

Subject: English Grammar I

Code: EGM: 103

Major: System Engineering

Year: III

Shift of study: Morning/Night

Study mode: Face to face

Total number of hours: 64

Total number of hours per week 4

Number of credits: 4

Designed by: Msc. Juan Carlos Ortiz Altamirano

Approved by:

Sign:

Seal:
 II. C O U R S E DESCRIPTION

The subject English Grammar I aim to provide learners an explicit understanding of

the most basic grammatical elements. Students will have the chance to strengthen
their English Knowledge through the analysis of structure-focused on listening and
reading exercises improving students’ knowledge about the English language.

Besides, this program will increase students’ vocabulary, understand contexts, and
engage in communicative language tasks. This course continues to provide an
integrated – skills approach to help students understand and practice English
Grammar and combines controlled and communicative practice with critical thinking
skills and ongoing assessment so students gain the confidence they need to speak
and write English accurately and fluently.

Instructors will use a combination of communicative approaches, the oral-situational,

the total physical response and the audio-lingual approaches in order to facilitate the
teaching-learning process. The idea of using more than one method is to provide a
more complete teaching process wherein both communication and accurate
pronunciation are emphasized.

According to the curriculum 2016, of the System Engineering, the course English
Grammar I is located in the ninth quarterly of the curriculum and it is prerequisite of
the course English Grammar II.

This course is supposed to be developed in 64 class hours, and it has four (4)
credits.
 III. Foundation

Vision

To train men and

women with skills,
knowledge, values,
principles, humanistic
attitudes, sense of
entrepreneurship and
innovation, in balance
Previous Course
and harmony with
Mother Earth for the Mastering English
strengthening of Pronunciation
Autonomous Peoples. Capacities, abilities
and skills
Mission
Use written expression
To be a leader in the skills to solve study
model of Intercultural problems and as a
Community College means of academic and
recognized regionally, professional
nationally and improvement.
internationally for its
quality and relevance, Apply knowledge of
accompanying these languages to English
management facilitate their learning. Grammar I
processes and
incidence, for the Attitudes
construction of
intercultural gender Shows responsibility,
citizenship, involving mutual respect and
the Good Life and recognition of the men
Autonomy indigenous and women of our
peoples, Afro- Consequenti
society. al Course
descendants, mestizos
and other ethnic
communities.
English
Values: Grammar II
Our values are
founded in the
Institutional Identity,
Respect, Ethics,
Solidarity, Humanism,
Transparency
Co-responsibility,
Trust,
Complementarity and
Environmental
Awareness.
 IV. General objectives

Conceptual Procedural Attitudinal

Provide an abundance Provide English Encourage future
of both controlled and students with solid Graduated Students of
communicative practice and use of different majors with a very
exercises so that grammar through professional respect for the
students can bridge the different interactive cultural diversity of
gap between identifying activities based on indigenous and ethnic
grammatical structures everyday topics and communities, to their
and using them and issues by using the worldview, culture and the
create opportunities for English language as individual and collective
critical thinking while a medium of human rights and the
enabling them to communication and process of empowerment
personalize what they interaction. of Autonomous Regions of
have learned. the Nicaraguan Caribbean
Coast.

V. Thematic plan

Organization of
the Teaching-
Self-
learning Tota
No. stud
UNITS Process l
y
Theor Practic
y e
1 Simple Present 4 8 12 24
2 Pronouns; Quantity Expressions; 4 8 12 24
There is / There are
3 Present Progressive 4 8 12 24
4 Be: Past 4 8 12 24
5 Simple Past 4 8 12 24
Interim and final Exam 4 8
Tota 20 40 64 128
l
 VI. Analytical plan

First Unit: Simple present

Objectives Contents Sub contents

 Ask and answer questions about Simple Yes / No

Conceptual

electronic devices in simple present Present: Questions

tense.
 Identify the stress on important
words.
 Use Wh- questions to ask Simple Wh- Questions
questions for a visitor from another Present:
Procedural

country.
 Practice the sentence stress in Be and Have
texts related to appearance.
 Use simple present with adverbs of Adverbs of
frequency to talk about habits. Frequency
 Express their own point of view
Attitudinal

about appearance and habits.

Methodological recommendations of unit I

It is recommended that English teachers, of URACCAN University, follow a

communicative approach to facilitate the teaching-learning process of this
course, taking into consideration that the communicative approach in language
teaching starts from a theory of language as communication. According to
Hymes (1972) the goal of language teaching is to develop communicative
competence.
Some of the characteristics to have in mind are:

 Learners learn a language through using it to communicate.

  Prior experiences of the students are important.
 Authentic and meaningful communication should be the goal of
classroom activities.
 Fluency is an important dimension of communication.
 Communication involves the integration of different language skills
(listening-speaking and writing-reading)
 Learning is a process of creative construction and involves trial and error.

The Pedagogical Model of URACCAN University underlines other significant

suggestions to carry out the teaching-learning process, for instance, teachers
have to "encourage and promote research, guide their work based on student’s
prior knowledge and experiences, promote entrepreneurship and creativity, and
promote the development of classroom environments where the student meets
the most important role in the classroom, through their active participation.
(URACCAN, 2004, p. 17)

In conclusion, it is suggested to use authentic materials such as books with

audio CDs recorded and designed by nave speakers, movies tackling important
topics, English langue laboratory, board games, websites, visit of English
peaking people -available in the community-, dictionaries and other sources
found in the community and that are easy for the students to use. Moreover, to
make the oral production more meaningful, the students and teachers will use
the English Language as a medium of communication and interaction inside
and outside the classroom.

Second Unit: Pronouns; quantity expressions; there is / there are

Objectives Contents Sub contents

 Talk about gifts for family Family Subject and

Conceptual

members. members Object Pronouns

 Identify stress to clarify
corrections.
  Ask and answer questions Habits How much / How
about spending habits. many; Quantity
Procedural Expressions
 Write sentences about a trip
Trips
to an interesting place using
the target vocabulary and There is / There
there is / there are. are

 Express their own point of

Attitudinal

view about gifts, habits and

trips.

Methodological recommendations of unit II

It is recommended that English teachers, of URACCAN University, follow a

communicative approach to facilitate the teaching-learning process of this
course, taking into consideration that the communicative approach in language
teaching starts from a theory of language as communication. According to
Hymes (1972) the goal of language teaching is to develop communicative
competence.
Some of the characteristics to have in mind are:

 Learners learn a language through using it to communicate.

 Prior experiences of the students are important.
 Authentic and meaningful communication should be the goal of
classroom activities.
 Fluency is an important dimension of communication.
 Communication involves the integration of different language skills
(listening-speaking and writing-reading)
 Learning is a process of creative construction and involves trial and error.

The Pedagogical Model of URACCAN University underlines other significant

suggestions to carry out the teaching-learning process, for instance, teachers
have to "encourage and promote research, guide their work based on student’s
prior knowledge and experiences, promote entrepreneurship and creativity, and
promote the development of classroom environments where the student meets
the most important role in the classroom, through their active participation.
(URACCAN, 2004, p. 17)

In conclusion, it is suggested to use authentic materials such as books with

audio CDs recorded and designed by nave speakers, movies tackling important
topics, English langue laboratory, board games, websites, visit of English
peaking people -available in the community-, dictionaries and other sources
found in the community and that are easy for the students to use. Moreover, to
make the oral production more meaningful, the students and teachers will use
the English Language as a medium of communication and interaction inside
and outside the classroom.

Third unit: Present progressive

Objectives Contents Sub contents

 Analyze the present progressive Present Statements

Conceptual

sentences about photos. progressive

 Use present progressive yes / Yes / No
no questions about a cartoon. Questions

 Compare statements about Present Wh- Questions

themselves. progressive
 Act in pantomiming activities.
Procedural

 Create a conversation about

present activities and
descriptions of famous places.
 Practice intonation in yes / no
questions and Wh – questions.
 Appreciate the importance of
Attitudinal

using the present progressive in

everyday situations.
Methodological recommendations of unit III

It is recommended that English teachers, of URACCAN University, follow a

communicative approach to facilitate the teaching-learning process of this
course, taking into consideration that the communicative approach in language
teaching starts from a theory of language as communication. According to
Hymes (1972) the goal of language teaching is to develop communicative
competence.
Some of the characteristics to have in mind are:

 Learners learn a language through using it to communicate.

 Prior experiences of the students are important.
 Authentic and meaningful communication should be the goal of
classroom activities.
 Fluency is an important dimension of communication.
 Communication involves the integration of different language skills
(listening-speaking and writing-reading)
 Learning is a process of creative construction and involves trial and error.

The Pedagogical Model of URACCAN University underlines other significant

suggestions to carry out the teaching-learning process, for instance, teachers
have to "encourage and promote research, guide their work based on student’s
prior knowledge and experiences, promote entrepreneurship and creativity, and
promote the development of classroom environments where the student meets
the most important role in the classroom, through their active participation.
(URACCAN, 2004, p. 17)

In conclusion, it is suggested to use authentic materials such as books with

audio CDs recorded and designed by nave speakers, movies tackling important
topics, English langue laboratory, board games, websites, visit of English
peaking people -available in the community-, dictionaries and other sources
found in the community and that are easy for the students to use. Moreover, to
make the oral production more meaningful, the students and teachers will use
the English Language as a medium of communication and interaction inside
and outside the classroom.

Fourth unit: Be: Past

Objectives Contents Sub contents

 Identify how to use the Past tense Past of Be Statements,

Conceptual

of BE in affirmative, negative and yes/no

interrogative form. Movies and questions
 Describe events about vacations. other past
 Explain about leisure activities. times
 Write sentences about movies, Wh –
plays, concerts, games or about questions
Past of Be
their last vacation.
 Ask and talk about leisure activities
and places they have visited by
Procedural

using Wh questions words and the

past of be in affirmative and
negative. Travel and

 Know how to make inferences Leisure

when listening to messages on a Activities
telephone answering machine.

 Share their knowledge about leisure

Attitudinal

activities and vacations.

Methodological recommendations of unit IV

It is recommended that English teachers, of URACCAN University, follow a

communicative approach to facilitate the teaching-learning process of this
course, taking into consideration that the communicative approach in language
teaching starts from a theory of language as communication. According to
Hymes (1972) the goal of language teaching is to develop communicative
competence.
Some of the characteristics to have in mind are:

 Learners learn a language through using it to communicate.

 Prior experiences of the students are important.
 Authentic and meaningful communication should be the goal of
classroom activities.
 Fluency is an important dimension of communication.
 Communication involves the integration of different language skills
(listening-speaking and writing-reading)
 Learning is a process of creative construction and involves trial and error.

The Pedagogical Model of URACCAN University underlines other significant

suggestions to carry out the teaching-learning process, for instance, teachers
have to "encourage and promote research, guide their work based on student’s
prior knowledge and experiences, promote entrepreneurship and creativity, and
promote the development of classroom environments where the student meets
the most important role in the classroom, through their active participation.
(URACCAN, 2004, p. 17)

In conclusion, it is suggested to use authentic materials such as books with

audio CDs recorded and designed by nave speakers, movies tackling important
topics, English langue laboratory, board games, websites, visit of English
peaking people -available in the community-, dictionaries and other sources
found in the community and that are easy for the students to use. Moreover, to
make the oral production more meaningful, the students and teachers will use
the English Language as a medium of communication and interaction inside
and outside the classroom.

Fith unit: Simple past

Objectives Contents Sub contents

  Know how to use the regular Simple past Regular verbs

Conceptual
simple past in questions and
Business trip
sentences.

 Describe themselves as Simple past Regular and

children in sentences using irregular verbs
regular simple past verbs
Procedural

Yes / No questions
endings. A Biography
 Describe a short biography
Wh - Questions
about a famous person using
regular and irregular verbs in A car accident
the simple past.
 Respect each other when Interviewing

interviewing their classmates each other

Attitudinal

about their past or when

conversing about something
that happened on the way to
school.

Methodological recommendations of unit V

It is recommended that English teachers, of URACCAN University, follow a

communicative approach to facilitate the teaching-learning process of this
course, taking into consideration that the communicative approach in language
teaching starts from a theory of language as communication. According to
Hymes (1972) the goal of language teaching is to develop communicative
competence.
Some of the characteristics to have in mind are:

 Learners learn a language through using it to communicate.

 Prior experiences of the students are important.
 Authentic and meaningful communication should be the goal of
classroom activities.
  Fluency is an important dimension of communication.
 Communication involves the integration of different language skills
(listening-speaking and writing-reading)
 Learning is a process of creative construction and involves trial and error.

The Pedagogical Model of URACCAN University underlines other significant

suggestions to carry out the teaching-learning process, for instance, teachers
have to "encourage and promote research, guide their work based on student’s
prior knowledge and experiences, promote entrepreneurship and creativity, and
promote the development of classroom environments where the student meets
the most important role in the classroom, through their active participation.
(URACCAN, 2004, p. 17)

In conclusion, it is suggested to use authentic materials such as books with

audio CDs recorded and designed by nave speakers, movies tackling important
topics, English langue laboratory, board games, websites, visit of English
peaking people -available in the community-, dictionaries and other sources
found in the community and that are easy for the students to use. Moreover, to
make the oral production more meaningful, the students and teachers will use
the English Language as a medium of communication and interaction inside
and outside the classroom.

VII. Necessary teaching resources

 Computers to be used in the classroom.

 Data shows
 TV
 Audio CDs
 DVDs
 Internet
 Language Laboratory
 Monolingual English dictionary
 English-Spanish dictionary
 Grammar books
 Head projectors
  Classroom with chairs, whiteboards, light, tables and fans.

VIII. Assessment process

It is suggested that the assessment of this course is made on the basis of

cumulative work carried out by the students, either individually or group work.
Evaluation assessment exercises should always focus on the practical
application of vocabulary in context, in the light of their own experiences as
English teacher.

The provided bibliography has an abundance of both controlled and

communicative exercises so that students can bridge the gap between
identifying grammatical structures and using them, therefore teachers can
assess students by providing opportunities for critical thinking, highlighting the
target structures in realistic contents, providing a varied controlled exercises for
both the form and meaning of the new structures, and allowing students to use
the new structures freely and creatively in motivating, open – ended speaking
and writing activities.

Finally, according to the Régimen Académico (2012) the learning assessment

will be integral and systematized in order to have evidence that demonstrate the
acquisition and development of knowledge, attitude, and values included in this
program. The evaluation can be done by different techniques:

a. Quizzes
b. Assignations in class
c. Individual assignations, observations, practical classes,
researches, carpets, projects, written reports, and others.
d. Observations of students by the teachers.
e. Autoevaluation and coevaluation of students
f. Students performance according to their attitudes, aptitudes,
knowledge, abilities, and non-cognitive activities.
 IX. Basic and complementary books

Basic Books

Schoenberg Irene E., Maurer Jay (2012). Focus on Grammar 1: An Integrated

Skills Approach, Third Edition. Pearson Education, United States of
America

Complementary Books

There are not more complementary books.

X. BIBLIOGRAPY USED TO DESIGN THIS COURSE

Schoenberg Irene E., Maurer Jay (2012). Focus on Grammar 1: An Integrated

Skills Approach, Third Edition. Pearson Education, United States of
America