This document provides the syllabus for the English II course offered at Universidad Nacional Abierta y a Distancia. The 3 credit course aims to strengthen students' English language skills of reading, listening, writing and speaking through tasks based learning. It will assess students' ability to communicate in English through tasks like short conversations and written assignments. The course is divided into 3 units covering topics like daily routines, life experiences, and future plans. Students will be expected to demonstrate an A2 level of English proficiency across 5 learning outcomes upon completion of the course.
This document provides the syllabus for the English II course offered at Universidad Nacional Abierta y a Distancia. The 3 credit course aims to strengthen students' English language skills of reading, listening, writing and speaking through tasks based learning. It will assess students' ability to communicate in English through tasks like short conversations and written assignments. The course is divided into 3 units covering topics like daily routines, life experiences, and future plans. Students will be expected to demonstrate an A2 level of English proficiency across 5 learning outcomes upon completion of the course.
This document provides the syllabus for the English II course offered at Universidad Nacional Abierta y a Distancia. The 3 credit course aims to strengthen students' English language skills of reading, listening, writing and speaking through tasks based learning. It will assess students' ability to communicate in English through tasks like short conversations and written assignments. The course is divided into 3 units covering topics like daily routines, life experiences, and future plans. Students will be expected to demonstrate an A2 level of English proficiency across 5 learning outcomes upon completion of the course.
This document provides the syllabus for the English II course offered at Universidad Nacional Abierta y a Distancia. The 3 credit course aims to strengthen students' English language skills of reading, listening, writing and speaking through tasks based learning. It will assess students' ability to communicate in English through tasks like short conversations and written assignments. The course is divided into 3 units covering topics like daily routines, life experiences, and future plans. Students will be expected to demonstrate an A2 level of English proficiency across 5 learning outcomes upon completion of the course.
The course is part of the academic unit: Escuela de Ciencias de la Educación
ECEDU
Academic degree level: Professional Training field: Discipliner
Number of credits: 3 Course type: Methodological
The course does not have a re-Take Course designed by: Juan Jose exam Miranda Cuervo
Course updated by: Kelly Maritza Fajardo Fajardo
Date of design: Friday, June 23rd, Date of update: Wednesday,
2023 September 6th, 2023
Course Description:
English II is a methodological academic course included in the Specific Disciplinary
Training Component of the Bachelor's Degree in Foreign Language with emphasis onEnglish. It is offered as a compulsory course in the program curriculum with 3 academic credits that require an estimated study time of 144 hours. It belongs to Core Problem 1: Foreign language skills as a means of insertion in the global environment. This core problem responds to the problematic question: How to train competent educators in the command of foreign languages according to the needs ofthe country that contribute to its integration into a globalized world? The course, as immersed in this core problem, responds to the following skills: • Understand, express, and interpret thoughts orally and in writing, in situations that require language to facilitate interaction. • Use the skills acquired in the use of the foreign language, to communicate insituations of daily life. • Recognize language as a cultural manifestation associated with the practices ofdifferent human groups and integrates this knowledge into the foreign
1 language training. In this sense, the purpose of the course is focused on strengthening the reading, listening, writing and speaking skills of English II students through reading and audio exercises, writing short stories and participating in conversations using shortsentences and frequently used expressions related to the student's immediate context, e.g., routines, local geography, past events and future plans. To achieve this purpose, different individual and group activities are proposed for the development of the four basic language skills under the communicative approach, since it considers language as a system of interaction and communication.In this sense, the Task-Based Language Learning strategy is applied, which allows the use of language communicatively as a means for carrying out tasks of daily life. This is based on the constructivist idea that knowledge is built through social interaction with others and emphasizes communication between students, and between students and the teacher.
Carrying out these activities will allow the student to achieve the five learning outcomes set according to the competencies indicated by the CEFR as regards levelA2.
2. Course Learning Purpose:
The course learning purpose is:
• To strengthen the four English language skills of English II students throughthe exposure to real language scenarios that demand the use of the four language skills to successfully communicate their immediate reality and environment using high frequency vocabulary, common expressions, and language forms from an A2 level framework.
3. Learning Outcomes:
At the end of the course the student will be able to:
Learning Outcome 1: Apply basic and concrete vocabulary, that is a series of phrases and sentences related to personal information, daily activities, and stories of life events in written communication tasks. Learning Outcome 2: Use the highest frequency vocabulary, common expressions,
2 and phrases, to handle very short social exchanges in synchronous encounters or oral presentations. Learning Outcome 3: Demonstrate comprehension of shorts audios or videos related to areas of most immediate personal relevance when basic everyday vocabulary and expressions are used. Learning Outcome 4: Identify specific and explicit information from short and simplewritten texts on familiar matters through various reading tasks. Learning Outcome 5: Demonstrate comprehension of very short and simple texts, phrases, and the highest frequency vocabulary related to areas of most immediate personal relevance when it comes to reading, listening, and the usage of simple grammatical structures and sentence patterns.
4. Learning Strategy:
The Learning Strategy for the course is: Task-Based Language Learning.
This Learning Strategy is based on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of real-world tasks) rather than on accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluencyand student confidence.
The Learning Strategy is organized in 9 Tasks
• Task 1: Initial Activity
• Task 2: Living leisurely. • Task 3: Quiz: Living leisurely. • Task 4: Life Stories • Task 5: Quiz: Life Stories • Task 6: Better times ahead • Task 7: Quiz: Better future ahead • Task 8: Final Activity • Task 9: Final Test
3 5. Course Contents and Bibliographic References
Unit 1: Living Leisurely
In this unit, the following contents will be addressed: • Fitness activities • Leisure activities • Routines • House and home • Clothing and weather
To address the contents, the following bibliographic references are required:
English II Tutors’ Network. (2021). Present simple – household routines and chores. Peardeck. https://app.peardeck.com/student/tvstkaxju
English II Tutors’ Network. (2021). House furniture. Peardeck.
Prasoon, S. (2015). English Vocabulary Made Easy : The Complete Vocabulary Build up for Improving English. V&S Publishers. https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.com/l ogin.aspx?direct=true&db=nlebk&AN=1586152&lang=es&site=eds- live&scope=site&ebv=EK&ppid=Page-__-1
Richard Hudson. (2003). English Grammar. Routledge.
VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación
APA 7a Edición [PDF]. Universidad Nacional Abierta y a Distancia. https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf Unit 2: Life Stories In this unit, the following contents will be addressed: • Vacation • The happiest day in your life • A lucky event • An unlucky situation • An accident • When you got sick
To address the contents, the following bibliographic references are required:
British council Learn English. (2020, October 7th ). Questions and negatives. British Council. https://learnenglish.britishcouncil.org/english-grammar- reference/questions-and-negatives
Cambridge (n.d.). ESOL exercises. Cambridge
English https://www.cambridgeenglish.org/learning-english/activities-for- learners/
English Exercises (n.d.)English Exercises. http://www.englishexercises.org/
English II Tutors’ Network. (2021, August 31st). Good Experiences - Bad
Experiences on Genially. Genial.Ly. https://view.genial.ly/612ebc214716800d0d2d8647/presentation-good- experiences-bad-experiences
Leon, S. J. (2022) [OVA] Past Simple. Repositorio Institucional
Teschner, R. V., & Evans, E. E. (2007). Chapter 2 Verbs, Tenses, Forms, and Functions. In Analyzing the Grammar of English: Third Edition: Vol. 3rd ed. Georgetown University Press.31-54. Taken from: https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/lo
VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación
APA 7a Edición [PDF]. Universidad Nacional Abierta y a Distancia. https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf
Unit 3: Better times ahead
In this unit, the following contents will be addressed: • Comparatives and superlatives • Future tenses • Future predictions • Future plans • Activities and plans
To address the contents, the following bibliographic references are required:
Banville, S. (s. f.).Breaking News English - Easier News Lessons Level 0 and 1. www.breakingnewsenglish.com. https://breakingnewsenglish.com/
English II Tutors’ Network. (2021a, November 3rd). Unit 3: Talking about activities and plans on Genially. Genial.Ly. https://view.genial.ly/6182e303feb6f60daba26a38/presentation-unit-3- talking-about-activities-and-plans
English II Tutors’ Network. (2021). Describing people – physical appearance –
Learn English (n.d.). The United Kingdom's international organization for cultural relations and educational opportunities. British Council. http://learnenglish.britishcouncil.org/en/
Prasoon, S. (2015). Chapter 5 Adjectives. In English Grammar and Usage: Read
6 Teschner, R. V., & Evans, E. E. (2007). Chapter 3 Basic Structures, Questions, Do- Insertion, Negation, Auxiliaries, Responses, Emphasis, Contraction. In Analyzing the Grammar of English: Third Edition: Vol. 3rd ed. Georgetown University Press. 55-78. Taken from: https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/lo gin.aspx?direct=true&db=nlebk&AN=217228&lang=es&site=eds- live&scope=site
VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación
APA 7a Edición [PDF]. Universidad Nacional Abierta y a Distancia. https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf
6. Organization of Weekly Academic Activities and Course Evaluation Plan
Initial Moment:
Task 1 Initial Activity
To be developed from week 1 to week 2 This responds to Learning Outcome: 1 and 2
The activities are: To create a video answering some questions on personal facts and learning abilities.
Initial moment evaluation
The evaluation criteria for this activity are: Video quality, grammar structures and vocabulary pronunciation and participation ontime. The highest score for this activity is 25 points, corresponding to 5% of the course evaluation.
Intermediate Moment
Task 2 Living Leisurely
To be developed from week 3 to week 8 This responds to Learning Outcome: 2, 3, 4.
7 The activities are: To create an interactive video presentation to display someleisure activities, picture descriptions and temporal situations.
Evaluation of Task 2 The evaluation criteria for this activity are: Video presentation quality, correct grammar structures and use of target vocabulary, correct pronunciation and forum participation on time. The highest score for this activity is 85 points.
Task 3 Quiz: Living Leisurely
To be developed from week 3 to week 8 This responds to Learning Outcome: 5 The activities are: To answer the questions of the questionnaire.
Evaluation of Task 3 The evaluation criteria for this activity are: To answer correctly the questions relatedto the unit contents. The highest score for this activity is 30 points.
Task 4 Life Stories
To be developed from week 9 to week 11 This responds to Learning Outcome: 2, 3, 4. The activities are: To create a timeline where you describe your 10 most important milestones in the past and speaking encounters participation.
Evaluation of Task 4 The evaluation criteria for this activity are: Padlet presentation, correct grammar structures and use of target vocabulary, correct pronunciation, forum participationon time and participation in the speaking encounters. The highest score for this activity is 85 points.
Task 5 Quiz Life Stories
To be developed from week 9 to week 11 This responds to Learning Outcome: 5 The activities are: To answer the questions of the questionnaire.
8 Evaluation of Task 5 The evaluation criteria for this activity are: To answer correctly the questions relatedto the unit contents. The highest score for this activity is 30 points.
Task 6 Better times ahead
To be developed from week 12 to week 14 This responds to Learning Outcome: 1, 2. The activities are: To individually compare things and people and to collaboratively create a videocast about future predictions.
Evaluation of Task 6 The evaluation criteria for this activity are: Videocast presentation, correct grammar structures and use of target vocabulary, correct pronunciation, forum participation on time and participation in the speaking encounters. The highest score for this activity is 90 points.
Task 7 Quiz Better times ahead
To be developed from week 12 to week 14 This responds to Learning Outcome: 5 The activities are: To answer the questions of the questionnaire.
Evaluation of Task 7 The evaluation criteria for this activity are: To answer correctly the questions relatedto the unit contents. The highest score for this activity is 30 points.
The highest score for this evaluation moment is 350 points, corresponding to 70% of the course evaluation.
Final Moment
Task 8 Final Activity
To be developed from week 15 to week 16 This responds to Learning Outcome: 1, 2. The activities are: To create a video answering relevant information about your life.
9 Evaluation of Task 8 The evaluation criteria for this activity are Video presentation, correct grammar structures and use of target vocabulary, correct pronunciation, forum participationon time and participation in the speaking encounters. The learning evidence for this activity is the video presentation. The highest score for this activity is 75 points.
Task 9 Final test
To be developed from week 15 to week 16 This responds to Learning Outcome: 5 The activities are: To answer the questions of the questionnaire.
Evaluation of Task 9 The evaluation criteria for this activity are: To answer correctly the questions related to the unit contents. The learning evidence for this activity are: To approve the final test. The highest score for this activity is 50 points.
The highest score for this activity is 125 points, corresponding to 25% of the course evaluation.
7. Teacher’s Support
To develop the course activities, you will have the support of a teacher or tutor. The options for this academic support are:
• Virtual Campus E-mail
• Collaborative Forums • Skype Sessions • Online Conference Sessions or Web Conferences
