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UNIVERSIDAD ABIERTA PARA ADULTOS

UAPA
VICERRECTORIA ACADEMICA
SCHOOL OF LANGUAGES
SUBJECTS PROGRAM
ENGLISH II
CAREERS IN WHICH THIS SUBJECT IS TAUGHT

PSYCHOLOGY
ACCOUNTING
MARKETING
BUSINESS MANAGEMENT
COMPUTER SYSTEMS
SYSTEMS ENGINEERING
LAW
EDUCATION

REFERENCE DATA
FORMATION
AREA

COMMON
GENERAL

CYCLE

CODE

PRE-REQ

CREDITS

NUMBER OF
HOURS

THEORETICAL
HOURS

PRACTIC
E HOURS

TUTORIAL
HOURS

INDEPENDENT
STUDY HOURS

5TH

ING-202

ING-201

24

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THE SUBJECTS PRESENTATION


English II (a common general subjet) is the second part of the basic English course begun in English I. In this subjet,
participants will continue to develop more complex and advanced competences, based upon the knowledge acquired in the first
part.
This level gives them the chance to talk and write about themes like: their communities, the rooms of a house or an apartment,
transportation types; share information about health habits and problems; talk and write about their jobs, and other topics in
which theyll show their skills to interact with others with more fluency and facility. Speaking and writing are two very important
communicative competences emphasized on in this level.

PRIOR KNOWLEDGE
All the competences developed in English I.

EDUCATIONAL PURPOSE

To equip participants with more advanced vocabulary and grammar, so that they get to develop the proper
competences to face the topics treated in this level.

PROFESSIONAL PROFILES COMPETENCES


General competence
Capacity to communicate, orally and in the written form, in the mother tongue and in a foreign language.

THE SUBJECTS SPECIFIC COMPETENCES

Asks about and identifies locations to find and explain addresses.

Describes the house in which she/he lives, also the houses of other people she/he knows.

Identifies the different rooms of a house or an apartament.

Talks and writes about various types of transportation, to express his/her transportation preferences.

Gives and follows directions according to the situation.

Identifies the parts of the body and refers to symptoms and illenesses.

Describes healthy habits, like exercising, sleeping well, resting enough, eating healthy food.

Talks and writes about the different actions done with the parts of the body.

Identifies medications priscribed for certains illnesses.

Talks about actions that can be done in a waiting room.

Names different occupations and gives information about his/her work.

Describes his/her job duties.

Reads and understands job evaluations.

Identifies and organizes study materials.

Reads and understands advertisements for study materials.

Makes a list of goals to achieve related to any dream they may have.

Develops a study schedule to improve his/her college performance.

Describes how he/she learns English.

CONTENTS AND ACTIVITIES PER UNIT: FIRST WEEK


UNIT

TUTORIAL INTERACTION
ACTIVITIES

3
TIH

INDEPENDENT
STUDY ACTIVITIES

14
ISH

EXPECTED RESULTS

UNIT V:

1. The facilitator introduces the subject


and its programs, and also talks about the
processes and evaluation to be carried
out.
2. Introduce oneself to the audience.

15
Min.

1. Writing: participants will


write a composition to describe
the community in which they
live.

1
Hour

1. Participants know how to


give short answers to Yes/No
questions in the proper form.

1
Hour

2.They use the prepositions


In/On to indicate addresses
and names of streets.

Communication:
1. Short answers to
respond to Yes/No
questions.
2. Describes community
locations.
Grammar:
3.The
use
of
prepositions In/On to
refer to streets.
4.The difference in use
of the indefinite article
The verbs come and go
in the present tense.
5. Simple present tense.
Vocabulary:
6. Parts of a
house.
7.
Types
of
transportation.
8.The use transportation
verbs.
9. A/An.

5
Min.

3. Interaction among participants to share


personal information (group work).

10
Min.

4. Group work: participants work in groups


and talk about their communities. They
describe them.

10
Min.

2. Reading: participants will


read a text about advantages
and disadvantages of living in a
house or in an apartament, and
then they will answer some
questions about the text.

5. Group work: participants work in


couples and describe their houses or
apartments.

10
Min.

3. Workbook unit 5 activities.


From page 63 to page 70.

3. By looking at pictures, participants will


identify and name types of transportation.

10
Min.

4. Exercises of unit 5 (textbook).

50
Min.

5. Social forum: participants are going to


write about their expectations for this
subject.

15
Min.

6. Academic forum: advantages and


disadvantages of living in a house or in an
apartament.

45
Min.

3. Competence to describe the


parts of a house or of an
apartment.
12
Hours.

4. They know well how to use


the indefinite article A/An.
5. They identify types of
transportation and expressess
transportation preferences.
6. They can talk and write
about their communities to
give
information
and
addreses.

CONTENTS AND ACTIVITIES PER UNIT: SECOND AND THIRD WEEKS


UNIT

UNIT VI:
HEALTHY INVING
Communication:
1. Actions done with the
parts of the body.
2.Refer to healthy habits.
Grammar:
1.
The
use
of
Imperatives.
2.Simple present tense
(regular and irregular
verbs).
3.
The
present
continuous tense.
4. The use of the modal
Should to give simple
suggestions.
Vocabulary:
1. Parts of the body.
2.Vocabulary to refer to
health problems.
3. The use of the words:
Ache/Sore/Pain.
4. Names of medications.

TUTORIAL INTERACTION
ACTIVITIES

6
TIH

INDEPENDENT
STUDY ACTIVITIES

28
ISH

EXPECTED RESULTS

1. They give, understand, and


execute
commands
(imperatives).
2. Participants name the parts
of the body and say what
things or actions we do can
with them.
3.
They
use
simple
vocabulary words related to
health and medicine.
4. They describe signs and
symptoms of illnesses.
5. They can talk and write
about health and healthy
activities or habits.
6. They give suggestions to
sick people by using the
modal Should.
7. They describe activities that
are taking place at the
moment of speaking, by
making correct use of the
present continuous tense.
8. They can understand
simple
texts
related
to
symptoms of illnesses and
answer questions about them.

1. The facilitator will show an illustration


to identify and name the parts of the body
and the actions done with them.

30
Min.

1. Writing: participants will write


a text in which they say what
they do to be healthy.

2
Hours.

2. By looking at pictures, participants will


identify health problems (illnesses)
people have.

20
Min.

2
Hours.

3. Group work: participants get together


to talk about their healthy habits (work in
couples).

10
Min.

2. Writing: participants will


make a list of vocabulary words
related
to
illnesses
and
medications, like cough, sneese,
appointment, treat, symptoms,
and so on.
3. Completion of the review unit.

4. Unit 6 activities in the textbook.

150
Min.

2
Hours
22
Hours.

5. Task in the platform: readind text


about things to do to keep health. Read
and answer questions on the text.

20
Min.

6. Academic forum: what is good to be


healthy? Give your opinions.

2
Hours

7. Doubt forum: write your doubts and


questions about the Final Production.

4. The workbook unit 6


exercises, from page 71 to page
84.

CONTENTS AND ACTIVITIES PER UNIT: FOURTH AND FIFTH WEEKS


UNIT

TUTORIAL INTERACTION
ACTIVITIES

6
TIH

UNIT VII:
WORK

1. Participants will say what they do;


they will interact to ask everyone
about their occupations.

30
Min.

2. Group work: in couples, they will


inform about their abilities.

20
Min.

3. Identify occupations in pictures


(class work).

10
Min.

4. Dictation: partcipants will listen to


someone describe his/her job, and
will write what they hear.

20
Min.

5. Prictices in the textbook, unit 7.

Communication:
1.Description of job duties.
2.Share likes and dislkes
about ones job.
Grammar:
3.Simple
present
tense
continuation.
4.Question
words:
what/where/when/who.
5.The use of the modal Can
to refer to abilities in a job
setting.
6.The termination er to form
names of occupations from
verbs.
7.Imperatives (negative form).
Vocabulary:
8.Occupations and
professions.
9.Job evaluation vocabulary.

INDEPENDENT
STUDY ACTIVITIES

28
ISH

1. List of occupations: participants


will make a list of jobs and will
write what activities or duties are
done in every job.

EXPECTED RESULTS

2
Hours.

1. Participants identify and talk


about occupations and job
duties.

2
Hours.

2. They use question words to


demand information about
work.
3. They can talk about their
abilities by using the modal
Can.

2. Activity bank:
worksheet 1.

lesson

2,

3. Activity bank:
worksheets 1 and 2.

lesson

3,

2
Hours.

4. Activity bank:
worksheet 1.

lesson

4,

2
Hours.

150
Min.

5. Activity bank:
worksheet 1.

lesson

5,

2
Hours.

6. Task in the platform: make a


description of the job and the job
duties.

40
Min.

6. Workbook unit 7 exercises,


from page 89 to 98.

7. Academic Forum: The ideal job:


what is it and why?

2
Hours.

18
Hours.

4. They know how to form


names of occupations by using
the suffix er in verbs.
5. They know how to give
orders
and
understands
imperatives.
6. They use the right verbs to
describe actions related to
jobs.

CONTENTS AND ACTIVITIES PER UNIT: SIXTH AND SEVENTH WEEKS


UNIT

UNIT VIII:
LIFELONG
LEARNING AND
REVIEW

Communication:
1.Develop a study
schedule.
2.Make goals.
3.Organize study
materials.
4.Make purchases.
5.Give and follow
directions.
Grammar:
6.The verb Be.
7.How much/how many to
ask for quantities.
8.Prepositions of location.
9.Simple present tense
continuation.
Vocabulary:
10.Office supplies.
11.Study tools: dinders,
dividers, notebook.

TUTORIAL INTERACTION
ACTIVITIES

6
TIH

1. Class discussion: the facilitator and the


participants will discuss what makes a
good and a bad student (qualities of a
good and a a bad). There will be two lists
written on the board.

60
Min.

2. Group work: participants get together to


talk about themselves as students; they
will say what type of students they are.

30
Min.

3. Where to purchase: the facilitator writes


questions about where to buy some items
and the participants will say the right
place.

30
Min.

4. The activities in the textbook unit 8.


5. Academic forum: shopping habits:
participants will take part in the discussion
of their buying habits.

2
Hours

2
Hours

INDEPENDENT
STUDY ACTIVITIES

28
ISH

EXPECTED RESULTS

1. Activity bank: lesson I,


worksheet 1.

2
Hours.

2. Writing: participants will


write a list of food and clothing
they buy.

2
Hours.

3. Activity bank: lesson II,


worksheet 1.

2
Hours.

1. They know how to plan and


make a list of goals for future
activities.
2. Participants organize study
materials, so that he/she can
plan his/her learning well.
3. They give and follow directions
to find places in a community.
4.They have the capacity to use
the right prepositions of places to
give directions.
5. They use the expressions
how much and how many to
ask for quantities and prices of
objects.
6. they identify materials used in
an office to work.
7. They know how to organize a
study schedule by using the right
vocabulary and structures.
8.They talk about their study
schedules and ask others about
it.
9. They have the capicity to
describe a good and a bad
student.
10. They describe their shopping
habits.
31. They talk and write about
their future goals.

4. Writing: participants write a


dialogue in which one person
is buying some clothings and
the another person is the
salesman/saleswoman.

2
Hours.

5. Writing: participants will


write a list of goals they have
for the near future.

2
Hours.

6. Workbook uni 8 exercices,


from page 99 to page 112.

18
Hours.

CONTENTS AND ACTIVITIES PER UNIT: EIGHTH WEEK


TEMA OR
UNIT

TUTORIAL INTERACTION
ACTIVITIES

3 TIH

0. Feedback about questions

15
Min.

originated from activities done


as independent studies.
1. Handing in of final Project.

45
Min.

2. Final Department Test.

50
Min.

INDEPENDENT STUDY
ACTIVITIES
1. Assessment of participations in
forums,
homework,
and
other
platform activities.

EXPECTED RESULTS

ISH

1-. Handing in Projects on time.

.
2. Learning Self-evaluation.

3. Coevaluation.

4. Final Projects form and content


corrections.

LEARNING PROCESS EVALUATION


CRITERIA

Oral Production
and Interaction
Activities

ACTIVITIES

-Virtual and oral


presentations.

-Interaction activities (synchronic


and asynchronic).
-Asynchronic interaction
activities.

Written
Production
Activities.

-Essays -Research paper


-Questionnaires and exercises
-Reflexive diaries and concept
maps.
-Case studies.
-Problem solutions.

-Projects.

-Portfolio.

Professional
Practical
Activities

-Field Projects.
-Practices in situ.
-Lab. Practices.
-Simulation Practices.

INDICATORS

Information Organization. Great knowledge of the topic: rigor, clarity, precision, and
presentation of ideas with the proper profoundness. Pertinence of argumentation in
participations. Coherence, clarity, and originality of the ideas expressed. Linguistic
correction: right word-power, sentence structure, pronunciation. Right knowledge of
writing and orthography. Good use of technological resources. Capacity to look for
and select information. Creativity in the presentations made.
Capacity for
teamwork.
Right and pertinent participations. Respect towards the agreed upon communication
rules. Coherence, clarity, and originality of the ideas expressed. Celerity and
punctuality in handing in assignments.
Clarity, quality, objectivity, and pertinence of participation. Coherence and originality
of the ideas expressed. Good use of technological resources. Celerity and
punctuality in handing in assignments. Organization of the information presented.
Facts and data. Principles and concepts. Skills to investigate. Procedural contents.
Thinking abilities.

Application. Professional skills. Facts and data. Principles and concepts. Procedural
contents. Thinking abilities. Activities and values (responsibility, decision making).
Facts and data. Principles and concepts. Procedural contents. Thinking abilities.
Activities and values (responsibility, decision making).
Application. Professional skills. Facts and data. Principles and concepts. Procedural
contents. Thinking abilities. Activities and values (responsibility, decision making).
Time management, collaboration).
Reflection. Creativity. Logical order in the Organization of the information presented.
The advancement of the learning process according to the topics treated. Capacity
to question and criticism of the ideas expressed through written and oral forms.
Projects addressed to field work that will link theory to practice.
Practical activities done by the participants of a subject in institutions and
enterprises whose activities are related to their field of study.
Practical activities done by the participants of a subject in inside and outside
specialized laboratories.
Activities done by participants, who will simulate reality on stage, be it physical or
virtual.

(%)

10%

15%

15%

-Short

Written Test.

answers and completions.


-Multiple
Alternatives.

Matching,
Association,
and
Ordering.
-Multiple
Choice
Essay
questions.
-Quality
-Ethics
-Cooperation.

Attitudes and
values

-Responsibility.

-Solidarity.

-Pluralism.

-Innovation.

-Equity.

-Knowledge

-Comprehension

-Application
50%

-Analysis

-Synthesis

-Written consideration

-Critical reasoning
Commitment to do their homework according to the efficiency standards set
beforehand.
Shows moral commitment in his-her actions as a student.
- Promotes cooperative and collaborative work as a way to develop collective
potentialities.
-Shows a good attitude towards team work.
-Commitment to respond to his-her duties as participant and citizen Punctuality.
Faces consequences of his-her actions. - Participates actively in group decision
making.
- Shares with his-her classmates. He-she is generous. Promotes actions to
motivate and lead common aims.
- He- she feels identified with the preservation of biodiversity and his- her
sociocultural environment.
- Respect towards the institutional patrimony. He- she listens carefully to others.
-Respect towards ethnic, ideological, religious, and gender diversity. He- she
values the expression and discussion of ideas, and opinions of others. Respect
the order of participation. He- she is tolerant and moderate in his- her opinions.
- Shows creativity and talent in his- her homework. Shows initiative and interest in
the academic work.
-Shows openness and receptivity towards science advancements.
-Disposition to make good and balanced decisions.
-Impartiality in his- her opinions.

10%

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First week of class

Weekly assignments

Doubts forum
Final Production
(Written and oral).
Written test

INFORMATION TO REMEMBER
The facilitator will begin the subject by socializing the program, the general and specific competences to
be reached by the participant, besides, the facilitator will explain the evaluation parameters and how to
develop every process around the 8 weeks.
This first week of class, the facilitator and the participants are going to form the different groups for
weekly presentations.
Explanation and distribution of the Final Project (Oral and written).
To be handed in next week after being assigned or uploaded to the virtual campus. It is important to
study the content of every unit to develop the competences of the subject, it is also important to hand in
assignments the due dates and follow the rules established.
Doubts about the Final Project are to be responded through a forum to be uploaded the third week of
class.
The facilitator is going to explain which this activity of production will be. The production will be written
and presented orally. Itll be assigned the first week of class and presented orally around the 6th and 7th
weeks. The written part is to be handed in the last week.
To be applied the last week of class. It is based on the contents of the program and the due results.

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BIBLIOGRAPHY

BASIC
1) JENKINS, ROB AND STACY JOHNSON: Stand out basic. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 2008.
2) JENKINS, ROB AND STACY JOHNSON: Stand out basic: Grammar challenge. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING,
2008.

THE SUBJECTS FACILITATORS PROFILE:


The facilitator for this subject must be licenced on languages and have a professional preparation and experience on language teaching, as well as
the following qualities for teaching basic English: patience and tolerance for working with beginners; open-minded and dynamic.

Done by:

REVISED BY:

Jos Parra:
Language School Director

Luz Rosa Estrella, Director of the Curriculum Reform Office. Ph.D. in Education.
Pedro Emilio Ventura, Coordinator of the Curriculum Reform Office. Master in
Marketing.
Elizabeth Filpo, Tourism School Professor.

This program was finished and approved by the Curriculum Reform Office, April 2011.

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