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TEACHING ENGLISH FOR SPECIFIC PURPOSES

UNIT 3- TASK 4 – SYLLABUS DESIGN

COURSE CODE: 551038A_761

GROUP:
551038_10

TUTOR MG. CLARA ESPERANZA BILBAO CORTÉS.

PRESENT BY:
NAZLI BEATRIZ RAMOS VIDAL.
CODE: 30568477
YOANY VARGAS BARRERA.
CODE : 1096512996
SARA MARÍA VÉLEZ VERBEL.
CODE: 64556049
LEONARDO IBAÑEZ.
CODE: 1143357414
HERLIN DAVID JIMÉNEZ ANGULO.
CODE:1052954634

OPEN AND DISTANCE UNIVERSITY- UNAD-

MAY/2020

SYLLABUS
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By Nazli Ramos

Teaching science communicatively- Syllabus course

Course Overview
1. Course description
This syllabus aims to develop the students/ language skills in English, focusing on the
needs to learn about science in the first high school's grades- to know science vocabulary and
research proposals and final lab reports, through CBI approach, this Syllabus shall be developed
weekly
Instructor Information:
Instructor name: Nazli Ramos
Email: Nazly21@gmail.com
Phone: 3223456285
How and when to contact instructor: From Monday to
Friday only 8: 00 am to 10:00 am
The course runs for 5 weeks, from May 11 to June 15, 2020. In order to complete the
modules, participants should work on and offline for 3-5 hours every week.

This is a facilitated Edmodo Tool. Modules will open week by week at 12:01 AM ET on
Mondays. Assignments can be completed at any time before the course close date on June 15,
2020, but we strongly recommend that you follow the one-week-per-module schedule to ensure
that you finish the course on time. No late assignments will be accepted.

2. Course objective
It is designed to meet the needs to learn and master science vocabulary in English used
for 6th and 7th grade.
3. Specific objectives
 To improve the English language proficiency in science among the students with
an emphasis on the four main skills (reading, listening, speaking and writing)
 To provide the students with the essential strategies to develop day-to-day
communication.
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 To improve students’ listening skills to understand the listening process by

giving training in listening, generating a lot of vocabulary.

4. Technical Support
For technical support, if you have any questions, comments, or concerns regarding these
Terms or the Services, please contact us at info@edmodo.com, (650) 513-2735, or 1200 Park
Place, Suite 400, San Mateo, CA 94403.13 or contact to your teacher.

5: Content Support
For questions related to course content, please refer to the Content Support Discussion
Board, on Edmodo.

6: Assessment and Certification

Participants who satisfactorily complete all required tasks with a score of 70% or above
before the course close date will receive a digital badge and certificate of participation.
7: Evaluation Standards
100% of total score Quizzes Complete quizzes and surveys
in each Module

The course also contains ungraded tasks:

Brief surveys (1-3 questions) and practice quizzes. These tasks are not graded, but you have
to complete them in order to move forward to the next task.

Discussions. In this course, discussion forum participation is optional, but discussions will be
facilitated. We encourage you to engage in a dialogue with fellow teachers from all over the
world.

Reflection tasks. All modules end with self-reflection questions to get you thinking about the
course content, your teaching and what you can do to improve it. You can complete these
tasks in digital format or using an ordinary notebook. Please note that these tasks will not be
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submitted through Edmodo or graded, but they will help you keep track of your learning and
development.

8: Course Summary:
TOPIC ACTIVITY/ STRATEGIES

CHAPTER I. Learn vocabulary

Lesson 1. New vocabulary Level B2 - Text

Lesson 2. Associate vocabulary with reading - Audios
Lesson 3. Associate vocabulary with listening - Slide power point presentation
Lesson 4. Create history - Dictionary
- Web pages: (Wiil, AVO)

CHAPTER II Grammar

Lesson 1. Modal verbs - Writing exercise

Lesson 2. Be used to, Get used to, and use to - Illustration
Lesson 3. Conditional - Slide power point presentation
Lesson 4. Preposition - http://mansioningles.com/phrasal_verbs/ph
rasal-verbs-en-ingles.htm

CHAPTER III. Reading, history books, culture book

Lesson1. Culture reading

Lesson 2. Documentary reading - Text
Lesson 3. History reading - Slide power point presentation
- Explanation

CHAPTER IV. Reading comprehension.

Lesson 1. Skimming “main ideal” - Article

Lesson 2. Extensive Reading “general idea” - Novel
Lesson 3. Intensive Reading - documentary

CHAPTER V. Listening
- Text
Lesson 1. Text-audio - Movie
Lesson 2. Movie - Slide power point presentation

CHAPTER VI. Listening comprehension

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- Images
Lesson 1. Top-down “about context” - Summary
Lesson 2. News about the city - Slide power point presentation
Lesson 3. Pre-listening, while listening, Post-listening - Audio

CHAPTER VII. Real context

- Slides power point
Lesson 1. Relation different people - Video
Lesson 2. Relation different places - Real context different places
Lesson 3. Exam about structure level B2 - Exam

Materials:

There are some materials that additionally we need such as: It is necessary to use:
 laptop,
 TV
 Internet connection
 Digital stereo –audio and video system and
 Web Cam
 A spacious room

Teaching Methodology
Based on students’ need the methodology to develop this course is the Communicative
approach. Communicative competence or the ability is considered to use the language correctly
and appropriately to achieve communication goals. This well-known model encompasses four
types of language competence: linguistic (grammatical competence or accuracy), sociolinguistic
(the extent to which utterances can be appropriately used or understood), discourse (ability to
combine ideas to achieve cohesion and coherence) and strategic (ability to use strategies
to handle language knowledge limitations) Chandra. (2017)

By Sara Vélez

1- Course description:
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English for Specific Purpose (ESP) is a learner-centered approach to teach

English as a foreign or a second language, which focuses in communicative
competence in a specific discipline such as medicine, business, engineering etc
Hutchinson and Waters (1987).
This syllabus objective is to design a course for a flight attendant who needs to take an
exam to get a promotion, she needs to improve the reading and listening skills.
This is the case:
E. A flight attendant is hiring you because she has a month to take an English exam by
means of which she may be promoted to a better position at the airline she works for. She
has a B1 level of English and manages a good range of vocabulary. She speaks with some
fluency but needs to prepare for the writing, language use and reading parts of the exam.
Basic course information:
This is a free course contains a set of topics related to actual working conditions. They
are:
1) Looking up flight times, 2) Checking in departure, 3) The crew and crew duties, 4)
Boarding, 5) Arrival, 6) Food and beverages on the flight, 7) Flight destinations and
8) Landing and disembarkation.
All topics will be showed in 20 meetings with a duration of 90 minutes per session.
The syllabus, the matrix and the lesson plan were designed by an English teacher
called Sara Vélez who works at Corposucre University, Tweetalig center of
Language, student attention Monday, Tuesday and Wednesday from 9:15 a.m. to
11:00 a. m. and Thursday from 9 a. m. to 11:30 a. m. no attention on Friday. The
student will attend class in the 4B classroom, students can contact me by phone
number 301 4556870 or by e-mail, the e-mail address is
saramariavelezverbel@gmail.com.
 At the end of this course the student will be able to understand very well any
conversation in the to understand and respond appropriately in a conversation
oriented towards your job as a stewardess or when you are asked for any of
the services that her position must provide.
 At the end of this course the student will be competent in English so can
handle any situation in her work.
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 The student will be able to use the best strategies to use to improve her
abilities in English.
 The material used was mainly found in the Internet and also in specialized
books.
 At the end of this course the student will be able to create strategies to
improve all her English skills.
This will be a blended course, for online work will enter to
www.tweetaligplatform.edu.co.

Gradding and assesment:

Standards-based descriptions Letter grade Value in porcentage

Exceeds Standards A 93-100

A- 90-92

Meets Standards B+ 87-89

B 83-86

B- 80-82

Approaching Standards C+ 77-79

C 73-76

C- 70-72
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D+ 67-69

D 60-66

Does not meet standards F Below 60

Incomplete F N/A

2- Course Objective:
The course aim is to develop the usage of English in the airlines industry
3- Specific Objectives:
To design strategies to improve reading skills, taking account the students is
Level B1 of CFR.
To design special classes, focus on the specific are:
It will provide the students with appropriate and proficient skills in the reading
and writing skills related to airlines business.
She will learn the vocabulary used in the airline industry as well as be able to
communicate with passengers using the English language.

4- Course Context:

The course also provides the student with information regarding procedures and
using vocabulary used as well as to be able to respond accurately and appropriate
to different flight needs.

TOPIC ACTIVITY/STRATEGIES
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Unit 1

Lesson 1 Looking up flight  Oral description of information on an air

times. ticket.

Lesson 2 Making  Reading for specific purpose.

Reservations.  Asking for and giving information about

flights

Unit 2  Writing air tickets

Lesson 1 Checking in  Describing pictures

departure.  Filling in departures cards

 Reading about check in halls, and departure
Lesson 2 Airport lounges

departures.

Unit 3  Describing pictures

Lesson 1 The crew
 Reading about crew duties.
Lesson 2 Crew duties

Unit 4
 Reading about seat allocation.
 Writing about the use of oxygen mask.
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Lesson 1 Boarding

Lesson 2

Unit 5  Role play based on the vocabulary related to

Lesson 1 Arrival landing planes, custom areas etc.

Lesson 2 Shopping at the  Reading about safety procedures

Airport.

Unit 6  Reading about meals served on board and

equipment.
Lesson 1 Food and  Writing sentences to describe pictures.
Beverages on the flight
 Reading about general aircraft information
aeroplane noises and navigation.
Unit 7  Picture discussion.
 Reading about in-flight safety.
Lesson 1 flight

destinations.

Unit 8  Reading about delays, punctuality and

onward flights.
Lesson 1 In-flight  Filling in an arrival card
Announcement  Reading about procedures after passengers’
Lesson 2 disembarkation and a transit stop.
Landing and
disembarkation

By Yoany Vargas
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Course description

this have some strategies from others experiences that allow me know more about topic, the
same form I hope to find methodologies of easy understanding for apply in the study every day
and in the environment, which is the place when some person living more time, there can
learning.

Into this course, I would like learning more in the English for academy purposes (EAP), and
apply different aspects that I can used as a teacher in the future with the context adequate
application, because I and this forma creating materials production listening in easy way.

2. Course objective

Creating a good strategy for learn some language appropriate for a tourist implementation in a
plantation of banana business

3. Specific objectives

Increase the form to learn more how can understand the better way the students every lecture and
make a correction about weaknesses.

Learn the English as a most important language around the world in different aspects

Creating skills for learn one specific language in a specific topic for give information about
tourist information.

5. Course content for B2 level language

Topic Activities to develop

Unit 1 - Phase 1  Watch conversations between people
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Vocabulary for tourist activities
Associate words in infrastructure
conversation for a plantation banana
Unit 1- Phase 2
Grammar activities
Use correct sentences in a common
activities with the machine and plantations
Activity interactive with pictures
Unit 2- Phase 3
Interacting with classmates
Approaching to practice
Record a video talking about banana
plantation
Unit 2 Phase 4
Talking about mission for creating a better
strategy for speak in the banana
plantation
Moment to evaluation
Methodology:
This syllabus has been done with activities for virtual study apply tools of web 2.0 for give us
one teaching for used the English in different purposes in this case for plantation banana
from banana plantation.
 Watch the video tourist travel
 The student must doing a little writing
with text about tourist presentation for
plantation banana
 Review of a vocabulary that students
already know in order to introduce
new ones, about topic “working on
banana plantation”
 Photographs with different people
performing various actions or
developing describing activities on
the business
 The student must record a video
talking for a meeting about business
which all must watch your face in the
video, the students can used the tools
Skype or any that can be used for this
activity.
 All students must doing a pepper in
different aspects for example farmer,
boss, seller, and buyer.
 Every student creating some strategies
that can help to the boss of banana
plantation with the activity that allow
to all workers can speak in correct
form the English language.
 Creating videos for this activity and
writing in a short paragraph
 The student doing a presentation on
Preci, or some tools that you like, he
must having strategies for
implementation.
 The students must doing a
recompilation, from all information in
the video explain the principals
aspects.
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By Leonardo Ibañez

TEACHER Leonardo Antonio Ibáñez Calvo

COURSE English to improve language skills for a doctor ENGLISH LEVEL B2
TIME
STARTING DATE June 1st 2020 DUE DATE August 30th 2020
COURSE DESCRIPTION
Helping to improve the language skills communication of a doctor who needs to be more fluency
in English language because of some professional interest. That’s why this English specific purpose
course is focused in medicine vocabulary and situations of a health professional in daily life.
OBJETIVES
 Reinforcing listening in English to be able to understand what people say to me in a
second language.
 To improve the speaking in second language through different activities base in real life
situation.
LEARNING OUTCOMES
 The student Will be able to communicate his idea in English with the appropriated
vocabulary.
 The student will be able to understand what other say to him and he could participate in a
conversation in a confidence way.
 The student will be motivated to keep learning and improve his language skills since he
could understand what he listens and reads.
METODOLOGY
The Communicative language teaching (CLT) is the appropriated methodology for the students
since he could practice the target language through the interaction with the teacher while he
learns and the use of language inside the learning environment and outside.
UNITS
 VOCABULARY: medical instruments and common expressions in a professional
environment.
 VACABULARY II: Medicines and illness.
 FACING REAL PROFESSIONAL SITUATIONS: talking to colleagues.
LESSONS
UNIT LESSON STRATEGY ACTIVITY RESORCES
#1. Vocabulary Medical Association. Writing and
instruments. The teacher brings pronounce.
some definitions, The student
the vocabulary, and writes
images to sentences with
memorize the new the new
vocabulary. vocabulary y  COMPUTER.
pronounce  STEREO.
them to correct  NOTEBOOK.
any mistake  PENS.
#1. Vocabulary Common talking. The student  COMPUTER.
expressions in a The teacher starts uses the list to  INTERNET.
professional a conversation in replace some  POSTCADS.
environment which He does not statements in
use any expression, the
but He give to the conversation
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student a useful for useful

expression for expressions
doctors list. without
changing the
meaning of the
conversation.
#2. Vocabulary II Medicine and Listen and repeat. The student
illness The teacher plays writes some
on the stereo the prescription
vocabulary and according to
help the student to the illness given
repeat to correct by the teacher.
any mistake
#3. Facing real Talking to Watching videos. The student
professional colleagues The teacher plays designs a
situations. some videos in conversation of
which there is a a real
professional professional
situation or a situation using
conversation vocabulary and
between useful
colleagues in the expressions.
hospital.
EVALUATION
The student will present 3 evaluation (listening, reading writing) in digital platform to check how
much their language skills improved. And a final one will be an oral test. There won’t be a final
score but some recommendations for the student to keep working to improve his communication
in the target language.

By Herlin Jiménez

COLLABORATIVE SYLLABUS TEMPLATE

Do you need to create a syllabus course? How? What thinks do you need to do in order to create
it? If you want to create an Excellent syllabus, follow the next template step by step in order to
complete your syllabus successfully.
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1. Course Information: Students need to be enrolled completely in the course for this
reason in this part you need to clarify:

 Course title, number, section

 Semester and year
 Days, times, location
 Format (online/hybrid/face-to-face):

Instructor Information: Students need to contact you, be clear and specify with this
information, say your schedule, I mean in what time they could contact you if they have any
questions. I recommended you provide:

Instructor photo:
Instructor name:
Email: (email address and instructions; course name in subject line)
Phone:
Office Hours:
How and when to contact instructor:
Link to Instructor bio:

2. Course Organization
Course Description
(Include catalog and extended description, pre- and co-requisites, if relevant, minimum grades
needed for this course to count towards major or minor requirements, remember to specify each
point in a clear way.)

Required Textbook/Course Materials

Sample language
Syllabus lists required and recommended textbooks with information about where they can be
purchased. Electronic equivalent provided or texts ordered early to ensure timely conversion
in an alternative format.
You can follow the next structure:
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Please read the Technical Skills and Requirements to understand the Minimum Hardware and
Software needed for this course.
Required Textbook:
Other Required Materials:
Recommended Materials (optional):

Student Learning Outcomes

The Objectives of the Course ought to be planned and designed to meet the needs and
competencies of the students, taking into account the students need. Example:
Course Learning Outcomes
Upon completion of this course, you will be able to:
 First course outcome
 Second course outcome
 Third course outcome, etc.

Additionally, you need to write the specific objectives of the course. For example:

Student Learning Outcomes

 To improve the English language proficiency among the students
 To provide the students with the essential strategies to develop day-to-day

3. Course Schedule

Show the organization of the course, this must contain the whole topic of the course in detail, I
mean weekly, monthly, or through semester. For example:
Course calendar
 Include assignment due dates, exam dates, and date of final exam
 Faculty may want to include a “subject to change with fair notice” statement
 Option: link to a calendar page or document

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Course Overview

Sample language
Explain how your class is being taught fully online/hybrid/face-to-face. In this you already have
to know what technological tools will you use in order to find materials, take quizzes and exams,
and submit completed works electronically. If you do not know any tool, I you should use
Edmodo or classroom, both are free and easy tools to management a course and on you tube you
can find a lot of video tutorial in order to learn use them.

Course requirements: Here, follow the next advices:

 Papers, projects, exams, quizzes, homework, laboratory work, fieldwork, field trips,
class participation, etc.
 Faculty may want to include a statement about the expected time that students will
need to spend studying/doing coursework outside of class
 Include specific information regarding academic integrity relevant to your course, as
well as information about whether collaboration is allowed and in what form
 Faculty may want to include a statement regarding classroom and online conduct and
professional etiquette

Course Policies

Explain briefly and clearly the policies of the course, such as example This course is offered
in a face-to-face format and will use Classroom for accessing course materials and some
assignment submissions. Please follow the Course Schedule.
OR
This course is offered online, over the Internet using Edmodo. This allows you to access the
course materials from a computer with any standard web browser already installed.

Need Help?

I recommended you create a forum where students post questions about the course, such as
concepts covered in the course, your assignments, or scores post your question in the Forum
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4. Inclusivity

Clarify the manners that student could speak in the course; I recommend that you use the next
paragraph:
Students in this class are encouraged to speak up and participate in-class and online. Each of us
must show respect for each other because our class represents a diversity of beliefs, backgrounds,
and experiences. I believe that this is what will enrich all of our experiences together. I recognize
that our individual differences can deepen our understanding of one another and the world
around us, rather than divide us. In this class, people of all ethnicities, genders and gender
identities, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions,
and nationalities are strongly encouraged to share their rich array of perspectives and
experiences. If you feel your differences may in some way isolate you from our classroom
community or if you have a specific need, please speak with me early in the semester so that we
can work together to help you become an active and engaged member of our class and
community. (Adapted from CSU Chico and Winona State University)

Or use the next link to clarify information:

 Sample Inclusivity Statements

 Racial Equity Guide Glossary - common vocabulary to help avoid
misunderstandings

5. Expectations of the Student: write what things do you expect from you students, I mean
what learners already should do during the course. Example:

1. Log into the course daily. Come to class. Other

2. Expect to spend about _______ hours per week working on this course.
3. Prepare to the best of your ability for every aspect of this course.
4. Take the opportunity to learn how to write your own thoughts; don't plagiarize.
Be sure to give credit where credit is due and cite your sources or use footnotes or
endnotes.
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5. Learning through collaboration (defined as working with or learning from

another) is an effective tool used in this class and in your future employment. When I
expect you to collaborate, I'll make it very clear in the assignment instructions. All other
work in this class is to be done independently.
6. External tools we will be using in this class:
7. Who will have access to student content:

Expectations of the Instructor

If we all live up to our academic responsibilities, this course will be meaningful for all who
participate. Please feel free to discuss these points with me at any time during the course this
semester.
1. I will prepare and review course materials to be as current and accurate as possible.
2. I will be available to answer questions or issues that may arise for you during this course.
Expect a 24-hour turnaround time for response to emails.
3. I will try to the best of my ability to prepare you for the exams and other assessments in
this course.
4. I will utilize fair and honest evaluation techniques for each assignment required for this
course.
5. To the best of my ability, make this a valid and worthwhile learning experience.
6. I will do my best to address the needs of a diverse range of learning styles in this course.
7. I will make every effort to follow QLT (Quality Learning and Teaching) best practices.

6. Special notes: Browsers and Mobile Devices

Provide the explanation how students will be using the tools of the course for example if you will
use classroom or Edmodo, you can write:
1. The Edmodo app: Available for iOS or Android:
https://play.google.com/store/apps/details?id=com.fusionprojects.edmodo&hl=es_CO
8. Firefox or Chrome are recommended browsers for accessing Edmodo. If you have
problems opening some content, first try another browser. If you are using a mobile
device, try accessing the content on a computer.
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9. If Flash-based content is used in this course, it won't display on Mobile devices,

especially iOS devices.
10. External URLs: To open certain URLs (http vs. https) you may be prompted to
click on the shield icon in your browser to “allow” access to the unsecure content. Simply
click on the shield and click the “allow” button when asked.
11. Please note that some content may be blocked if you are using a campus
computer, as HSU computer labs do not allow opening certain types of unsecure content.

7. Evaluation and Grades: Provide the whole information about measuring the course, bring
specific details. Example:

Grading information
 A statement of how you will determine the letter grades for the course, including +/-
grades if you use them
 Extra credit options, if available
 List of the percentage weight assigned to various class assignments
 Policies on late or missed work, including exams
 Policies on attendance, tardiness, and class participation, including an explicit
statement of terms and/or penalties which pertain to student participation in co- and
extracurricular activities

Course Requirements Percent of Total Grade

Weekly Quizzes 20%
Weekly Discussions 25%
Weekly Assignments 25%
Final Project 30%

Finally explain about Incomplete Grades, what will happen if someone does not do one
activity. Example:

Incomplete grades will not be allowed for this class. If you think you may not be able to finish
the work in the course, it would be best if you dropped the course before the final withdrawal
date
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References

Humboldt State University College of Extended Education and Global Engagement, 2017.
Retrieved from https://humboldt2.instructure.com/courses/27792/assignments/101603

Rao, V. Chandra. (2017). A model English Syllabus design for the students of science and
technology. 3.
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