Carta Descriptiva Portugues Grown Ups

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CENTRO DE IDIOMAS
COURSE PROGRAM
COURSE IDENTIFICATION: Grown Ups 1

Academic hours: 84 hours
Level CEFR : A1
Preferred starting age: 14
COURSE DESCRIPTION
Grown Ups One is a general adult course that prepares learners for effective real-world communication and is carefully
benchmarked to the CEFR in order to ensure that students encounter the most relevant and useful language at the right
point in their learning.
The program is organized around a comprehensive approach to productive skills: thorough preparation for effective real-
world communication. Lessons include useful language, pronunciation and conversation skills so students learn to
communicate confidently and effectively.
GOAL
Students will demonstrate an ability to deal with simple, straightforward information and begin to express oneself in
familiar contexts. use simple everyday polite forms of greeting and address; greet people, ask how they are and react to
news; handle very short social exchanges; ask and answer questions about what they do at work and in free time; make and
respond to invitations; discuss what to do, where to go and make arrangements to meet; make and accept offers.
COMPETENCES
1. Can use simple everyday polite forms of greeting and address; greet people, ask how they are and react to news.
2. Can handle very short social exchanges; ask and answer questions about what they do at work and in free time.
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Carrera 6ª. No. 76-103 Montería NIT. 891080031-3 - Teléfono: 7860300 - 7860920 www.unicordoba.edu.co
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3. Can make and respond to invitations; discuss what to do, where to go and make arrangements to meet; make and accept
offers.
LEARNING OUTCOMES
By the end of the course students will be better able to:
LISTENING READING SPOKEN INTERACTION SPOKEN PRODUCTION WRITING

 Can understand  Can understand  Can communicate in  Can give a simple  Can give short, basic
enough to manage short, simple texts simple and routine description or descriptions of
simple, routine containing the most tasks requiring a presentation of events and activities.
exchanges without common words, simple and direct people, living or
too much effort. including some exchange of working conditions,  Can write very
shared international information on daily routines, simple personal
 Can generally words. familiar and routine likes/dislikes, etc. as letters expressing
identify the topic of matters to do with a short series of thanks and apology.
discussion around  Can understand work and free time. simple phrases and  Can write short,
me which is short, simple texts sentences linked
conducted slowly written in common  Can handle very simple notes and
into a list. messages relating to
and clearly. everyday language. short social
exchanges but is matters of everyday
 Can generally  Can understand rarely able to life.
understand clear, short simple texts understand enough
standard speech on related to my job.  Can describe plans
to keep conversation and arrangements.
familiar matters, going of his/her own
although in a real  Can find specific
information in accord.  Can explain what I
life situation I might like or dislike about
have to ask for simple everyday

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repetition or
material such as  Can interact with something.
reformulation. advertisements, reasonable ease in
brochures, menus structured situations  Can describe my
 Can understand and timetables. and short family, living
enough to be able to conversations, conditions,
meet concrete needs provided the other schooling, present or
in everyday life person helps if most recent job.
provided speech is  I can understand necessary.
clear and slow. short simple
personal letters.
COURSE CONTENT
Content: Unit 1 People Everyday English Asking for and giving information
Wordpower From
VOCABULARY LANGUAGE FOCUS (GRAMMAR)

Countries and nationalities, adjectives to describe people. Question forms, present simple and present continuous.
ASSESSMENT ACTIVITY
LEARNER OUTCOME: These are the suggested activities that students can perform as evidence of
This is what students will be able to do by the end of the achievement.
SKILL term in each skill and language sub process
By the end of the unit, students will be able to … As evidence of learning students will…

CENTRO DE IDIOMAS
Read and understand information in an Online profile. Identify specific information in the profiles such as nationality,
STRATEGIES
READING
profession, marital status, personal information.
Understand conversation with a receptionist in a gym. Engage a group conversation and state if the answers as True or False.
ORAL PRODUCTION STRATEGIES LISTENING
Identify the expressions to check understanding.
Ask and give information Use expressions to check understanding of what they heard.
Talk about people you know Use adjectives to describe their family and friend’s personality.
Write an online profile Write a self-introductory text using correct punctuation and spelling.
PRODUCTION
WRITTEN
Content: Unit 2 Work and study. Everyday English Asking for things and replying.
Wordpower Work

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Jobs, study, time. Present simple positive and negative, Present simple questions
and short answers.
ASSESSMENT ACTIVITY
SKILL term in each skill and language sub process
Understand a text about dangerous jobs. Describe the job of a person.

STRATEGIES
READING
Scan the text to fin specific information.
Understand a phone conversation about a making State the answers as true or false.
STRATEGIES LISTENING
decisions.

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Make a request. Take turns to ask for things and replying.

ORAL PRODUCTION
Ask for things and reply.

Use in conversation structures such as: Can I have, Could I, I’d like.
Complete a competition entry form. Write a simple paragraph expression their opinion.
PRODUCTION
WRITTEN
Be aware of the common spelling mistakes.
Content: Unit 3 Daily life Everyday English Making arrangements.

Wordpower Prepositions of time.

Time expressions, common verbs, technology. Present perfect vs Past simple.
ASSESSMENT ACTIVITY
SKILL unit in each skill and language sub process

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Read and understand an article about the routine of an Understand the routine of the family.
STRATEGIES
READING
Indian family.
Say the frequency of the actions they do.
Understand a conversation about TV programs of their Retell the main information for each of the speakers.
preference.
Make arrangements to go out. Match the ending with the beginnings of the expressions.
Classify the expressions used to decline an invitation.
Have a conversation inviting someone to go out.
Write an informal email invitation Discuss and plan an event with their classmates.
PRODUCTION
WRITTEN
Compose a paragraph inviting their classmates to an event.
Content: Unit 4 Food Everyday English Arriving at a restaurant, ordering a meal.

Wordpower Like

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Food, verbs related to cooking. Countable and uncountable nouns, a/an, some, any, Queantifyers: much, many,
a lot of.
ASSESSMENT ACTIVITY
Read and understand a text about food markets around Match the picture with every paragraph.
STRATEGIES
READING
the world.
Share and describe to their classmates their hometown market.
Understand a conversation in a restaurant. Predict the type of information they will listen.
STRATEGIES LISTENING
Share the main points of the conversation.

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Learn to order a meal in a restaurant. Role play a conversation in a restaurant using expressions such as: I
ORAL PRODUCTION
have, I’d like, I’d want, I’ll have.
Write a blog about something you know how to do. Compose a text using the adverbs of order to organize the text.
PRODUCTION
WRITTEN
Making the order clear.
Content: Unit 5 Places Everyday English Asking for and giving directions
Wordpower Prepositions of place

Places in a city, furniture. There is / there are, possessive pronouns and possessive 's.
ASSESSMENT ACTIVITY

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Understand an article about an unusual town. Predict the content of the text they will read.
STRATEGIES
READING
Match the descriptions to the pictures.
Share their opinions about visiting a new place.
Understand people talking about a new home. Classify the information they listen.
Learn how to ask for and give directions. Role play a conversation in town to give directions.
Check what other people say.

Use expressions in conversations such as: sure/certain.
Write a description of your neighborhood. Organize their ideas before writing.

PRODUCTION
WRITTEN
Link ideas with and, but, and so. Use the given text as a guide.
Connect ideas in the text using connectors.
Content: Unit 6 Family Everyday English Leaving a voicemail message.

Wordpower Go

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Family, years and dates, past simple irregular verbs. Past simple of be; Past simple: Positive.
ASSESSMENT ACTIVITY
Read and understand a biographical article. Organize chronologically past events.

STRATEGIES
READING
Understand a conversation about leaving a voicemail. Listen in detail and provide answers to incomplete the voicemails.
Asking for someone on the phone. Role play a dialogue on the phone.
Ask using appropriate phrases i.e is Dan here/ there; can he call me
again/back?

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Write a life story about someone in their family. Present an outline planning their ideas before they write.
PRODUCTION
WRITTEN
Linking ideas in the past.

Use words such as Where / In to join ideas in the text.
Content: Unit 7 Journeys Everyday English Saying excuse me and sorry.

Wordpower Get

Transport, transport adjectives. Love / like / don’t mind / hate +verb+ -ing.
ASSESSMENT ACTIVITY
Understand a blog and a text about the Silk Road. Match the texts to the pictures.
STRATEGIES
READING
Classify the information to the speakers.

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Understand a conversation on a train. Listen in detail and give correct answers to the situation.
Say excuse me and sorry Use the common phrases in conversations.
Emphasize on what is said Role play the situations to use the vocabulary.
Stress the correct words to make emphasis.
Link ideas with after, when and while. Identify the use of each adverb.
PRODUCTION
WRITTEN
Use properly the adverbs to link ideas.
Write an e-mail about themselves. Write a self-introductory text.

Use all the items necessary for organizing the text.
Content: Unit 8 Fit and healthy Everyday English Talk about health and how you feel.
Wordpower Tell/say

Sport and exercise, parts of the body, appearance. Can/ can’t; could couldn’t for ability.
Have to / don’t have to.

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ASSESSMENT ACTIVITY
Read and understand an article about a Paralympian. Scan the text and determine the meaning of some unfamiliar words.
STRATEGIES
READING
Discuss with their classmates their opinions about disabilities.
Understand people in a conversation at the gym. Predict the audio based on the images they see.
Listen for specific information and identify the man’s problem.
Talk about health and how you feel. Say how they feel using phrases such as look well, feel well, feel a bit tired.
Express sympathy. Understand the mood of the speaker and choose the best way to express
sympathy.

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Write an article. Describe their free time activity in an article. (Past experience)
PRODUCTION
WRITTEN
Link ideas with however; and adverbs of manner Use however to contrast ideas.
Content: Unit 9 Clothes and shopping Everyday English Choosing clothes, paying for clothes.
Wordpower Time

Shopping, money, clothes, prices. Present continuous
Present simple vs Present continuous
ASSESSMENT ACTIVITY
Read and understand a blog about living abroad. Interact and discuss the topic with their classmates.
STRATEGIES
READING
Share their opinions about the topic.

CENTRO DE IDIOMAS
Understand a conversation in a store. Identify the speakers.

Correct the mistaken information presented in the text.
Say something nice. Make a comment using expressions such as: it looks really good on you;
that looks great.
Join vowels and consonants to sound more fluent.

Join words.
Write a thank you e-mail. Classify the phrases as formal or informal.

PRODUCTION
WRITTEN
Compose a thank you e-mail following the structure and including formal
Write a formal and informal e-mail. /informal greetings.
Content: Unit 10 Communication Everyday English Asking for help.

Wordpower Most.

Technology collocations, high numbers. Comparative adjectives, superlative adjectives.

CENTRO DE IDIOMAS
ASSESSMENT ACTIVITY
Read and understand a webpage about smartphones Answer questions related to the text (to check comprehension).
STRATEGIES
READING
and tablets.
Use the comparative form of the adjectives when contrasting items.
Compare and talk about the things they have.
Understand a conversation about asking and receiving Tell the class what happened in the situation.
help.
Present their opinion on what people could do in such a situation.
Ask for help. Role play a conversation asking for help.
Take turns practicing asking for help and agreeing to help each other.
Check instructions. In pairs give and check instructions by using the sentences such as: Like
this? Is that right?

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Write a post expressing an opinion. Compare text with their classmates and check if they are using the right
PRODUCTION
WRITTEN
connectors.
Linking ideas with also, too, and as well.
Use linkers for adding new information in a text.
Content: Unit 11 Entertainment. Everyday English Asking for and expressing opinions
Wordpower Multi-word-verbs

Irregular past participles, music. Present perfect, Present perfect vs Past simple.
ASSESSMENT ACTIVITY
Read and understand an article about actresses’ fact Share the answers of the quiz (for comprehension).
STRATEGIES
READING
files.
Ask and answer about entertainment experience. Engage a conversation sharing facts about the actresses’ experiences.

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Understand a conversation about a night out. Take note on the people talking and answer the questions presented.
Retell the in order the activities they have or haven’t done yet using
present perfect.
Ask for and express opinions. Be given different situations in which they will have to give and ask their
opinions on the matter.
Respond to an opinion.
Write a film review. Structure an outline of the film review in the correct order.
PRODUCTION
WRITTEN
Maintain cohesion in paragraph. Work in pairs to check their partners have done as instructed. (see
teaching notes or instructions given by the teacher)
Content: Unit 12 Travel Everyday English Checking in at a hotel; asking for tourist information.
Wordpower Take

Geography, travel collocations. Going to, should/shouldn’t.

CENTRO DE IDIOMAS
ASSESSMENT ACTIVITY
Read and understand an article about living in a Match the statements to the writers in each paragraph.
STRATEGIES
READING
different country.
Scan the text and understand the unfamiliar words by context.
Understand a conversation about winning a Read the sentences before listening to select the correct option.
competition.
Predict and describe the picture.
Listen to specific information and answer the questions.
Check in at a hotel. Role play as receptionist/ guest using the questions presented.
Take turns being the tourist and an assistant who works in the office.
Ask for tourist information.

CENTRO DE IDIOMAS
Write an e-mail with travel advice. Students read and reply the emails.
PRODUCTION
WRITTEN
Check their partners’ use of expressions for giving advice for traveling.
Use linking words to order ideas in each paragraph.
METHODOLOGY
Reading
Syllabus has been carefully selected to suit the age and level of student. Language is introduced in context giving the
opportunity to students to read and become familiar with meaning. It is a truism that language and culture are inseparable
and yet this is something that is often overlooked in English language teaching materials which focus exclusively on a
linguistic agenda. For this reason, each unit clearly emphasizes culture and offer insights into life and realities across the
planet. It also offers a truly global focus, concentrating both on the English-speaking world and also on other countries.
Listening.
Students will listen to audio and video material for the level, instructions, songs, karaoke to follow. All the listening activities
are presented through different activities to work on vocabulary, structures, pronunciation, intonation, and fluency. Video is
becoming the primary means of information presentation in digital global media. Recent statistics suggest that 90% of
Internet traffic is video-based. Because of this, teaching a language through text and image alone may not completely reflect
how many of today’s teenagers communicate and receive and transmit information. Due to the increasing prevalence of
video in all walks of life, being visually literate and knowing how to process visual data is an increasingly necessary skill in
today’s digital world.
Writing and Speaking

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In accordance to CEFR guidelines, language is presented and used in a language portfolio as well as in student book.
Photocopies and extra will be used along the student book to provide a range of activities to develop writing and speaking
skills according to level. Speaking and writing use vocabulary and grammar that learners have already internalised, or are in
the process of internalising. They both allow the writer or speaker to be creative, but often use formulaic phrases and
expressions such as functional language, which can become automated and prepare the listener to expect predictable
content. However, although similar in that they are both productive skills, in many ways speaking and writing are very
different and need a different pedagogical approach.
EVALUATION
Students will be assessed formally through the use of the evaluations which are similar to the test task in the KET and PET.
These evaluations test their knowledge of the grammar and vocabulary presented in the units. This also includes the
listening material. The language portfolio, which reflects the students’ progress on their own terms, will also be used to
indicate students’ progress. Informal evaluation will take place throughout the units, assessing the students’ ability to
complete each activity according to contents.
MATERIALS
Empower Textbook
Teachers Guide
Presentation Plus
Dictionary
Audio CDs
Posters
Extra Resources Pack
REFERENCES
Council of Europe (2011). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Council

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of Europe.
Goldstein, B. & Jones, C. (2008). Uncover 1. Cambridge University Press. Cambridge, UK.


Carta Descriptiva Portugues Grown Ups

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VICERRECTORRÍA DE INVESTIGACIÓN Y EXTENSIÓN

COURSE IDENTIFICATION: Grown Ups 1

Por una universidad con calidad, moderna e incluyente

LISTENING READING SPOKEN INTERACTION SPOKEN PRODUCTION WRITING

Por una universidad con calidad, moderna e incluyente

VOCABULARY LANGUAGE FOCUS (GRAMMAR)

Por una universidad con calidad, moderna e incluyente

profession, marital status, personal information.

Identify the expressions to check understanding.

Por una universidad con calidad, moderna e incluyente

VOCABULARY LANGUAGE FOCUS (GRAMMAR)

Understand a text about dangerous jobs. Describe the job of a person.

Scan the text to fin specific information.

Por una universidad con calidad, moderna e incluyente

Make a request. Take turns to ask for things and replying.

Ask for things and reply.

Be aware of the common spelling mistakes.

Content: Unit 3 Daily life Everyday English Making arrangements.

VOCABULARY LANGUAGE FOCUS (GRAMMAR)

Por una universidad con calidad, moderna e incluyente

Classify the expressions used to decline an invitation.

Have a conversation inviting someone to go out.

Compose a paragraph inviting their classmates to an event.

Content: Unit 4 Food Everyday English Arriving at a restaurant, ordering a meal.

Por una universidad con calidad, moderna e incluyente

VOCABULARY LANGUAGE FOCUS (GRAMMAR)

Share and describe to their classmates their hometown market.

Share the main points of the conversation.

Por una universidad con calidad, moderna e incluyente

have, I’d like, I’d want, I’ll have.

Making the order clear.

VOCABULARY LANGUAGE FOCUS (GRAMMAR)

Por una universidad con calidad, moderna e incluyente

Match the descriptions to the pictures.

Share their opinions about visiting a new place.

Check what other people say.

Write a description of your neighborhood. Organize their ideas before writing.

Connect ideas in the text using connectors.

Content: Unit 6 Family Everyday English Leaving a voicemail message.

Por una universidad con calidad, moderna e incluyente

VOCABULARY LANGUAGE FOCUS (GRAMMAR)

Read and understand a biographical article. Organize chronologically past events.

Por una universidad con calidad, moderna e incluyente

Linking ideas in the past.

Content: Unit 7 Journeys Everyday English Saying excuse me and sorry.

VOCABULARY LANGUAGE FOCUS (GRAMMAR)

Classify the information to the speakers.

Por una universidad con calidad, moderna e incluyente

Say excuse me and sorry Use the common phrases in conversations.

Stress the correct words to make emphasis.

Use properly the adverbs to link ideas.

Write an e-mail about themselves. Write a self-introductory text.

VOCABULARY LANGUAGE FOCUS (GRAMMAR)

Por una universidad con calidad, moderna e incluyente

Discuss with their classmates their opinions about disabilities.

Listen for specific information and identify the man’s problem.

Por una universidad con calidad, moderna e incluyente

VOCABULARY LANGUAGE FOCUS (GRAMMAR)

Share their opinions about the topic.

Por una universidad con calidad, moderna e incluyente

Understand a conversation in a store. Identify the speakers.

Correct the mistaken information presented in the text.

Join vowels and consonants to sound more fluent.