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0. COURSE SYLLABUS
1. CLASS SESSION
2. Online discussions and comments
4. Jonathan Vela
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0. COURSE SYLLABUS
UNIVERSITY OF QUINDIO
SCHOOL OF EDUCATION
MODERN LANGUAGES PROGRAM
Reading and Writing II
TUESDAY: 1:00 - 3:00 p.m. EDUCATION 103
THURSDAY: 5:00 - 6:00 - EDUCATION 103
FRIDAY: 3:00 - 5:00
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SYLLABUS INGLES II.doc
HOURS PER WEEK
WEEKS PER SEMESTER
HOURS PER SEMESTER
1. PROFESSOR: JONATHAN VELA
2. DESCRIPTION OF THE COURSE:
The purpose of this course is to develop the four different types of language competence-- communicative, cognitive, textual, and argumentative-- through the three components of the subject: listening/speaking, grammar, and reading/ writing. Each component is developed separately, but they should be integrated to promote the sociolinguistic competence as one of the final outcomes. This course follows the guidelines proposed by the Common European Framework of Reference for Languages
for this specific level
Independent User: B1 Threshold.
The fundamental goal of the
reading and writing component
is to develop high levels of comprehension and production of expository paragraphs. Literal, inferential, critical and creative comprehension levels will be aimed at. The components of the communicative competence to be developed are the sociolinguistic, the discursive, the linguistic, and the strategic ones.
3. OBJECTIVES OF THE COURSE:
3.1 General Objective
To enable the students to develop the basic communicative, cognitive, and textual competences through the three main components that constitute the course.
3.2 Specific Objectives:
To develop fluency and accuracy in English.
To enable students to read and write expository, comparison and contrast, and cause and effect paragraphs, outlines and short compositions.
To make the students aware of the grammatical aspects of the language to enable them to write grammatically correct paragraphs.
This course responds to the present requirements of a foreign language teaching methodology, which is perceived as an important tool in the current communicative environment. In addition, it encompasses other abilities that go beyond the simple commitment of accomplishing the linguistic needs. For this reason, this course is based on the Action Method which focuses on the development of a set of skills that lead to the
acquisition of tools to enable communication in real life situations. During this course, the speech acts are carried out through linguistic activities that are included in the social context and contribute to the meaningful learning process of the students.
COMMON EUROPEAN FRAMEWORK OF REFERENCE
Goals to achieve by the end of
Threshold Independent User: B1
Can produce simple connected texts on topics which are familiar or of personal interest.
Can write simple connected texts on a range of topics within their field of interest and can express personal views.
Can write simple texts about experiences or events.
Can write personal letters or e-mails to friends or acquaintances asking for or giving them news and narrating events.
Can plan in advance what they are going to write about, concerning expository paragraphs.
Can write expository paragraphs regarding topics of interest.
Can write expository compare and contrast paragraphs regarding topics of general interest.
Can write expository cause and effect paragraphs regarding topics of general interest.
Narrative paragraph (review)
Cause / Effect
Updated interesting and polemical topics.
Can understand texts that consist mainly on high frequency daily or job related language, description of events, feelings, and wishes.
Can understand the main points in short newspaper articles about current familiar topics.
Can understand articles in newspapers and magazines, where someone talks about a current theme or event.
Can guess the meaning of single unknown words from the context thus deducing the meaning of expressions if the topic is familiar.
Can skim short texts (for example news summaries) and find relevant facts and information (for example who has done what and where).
Can understand the main points in short, simple, everyday information brochures.
Can understand simple messages and standard letters (for example from businesses, clubs or authorities).
Can understand the plot of a clearly structured story and recognize what the most important episodes and events are and what is significant about them.
Reading comprehension based on author’s purpose, topic, genre and format.
Analysis of referents
Identifying markers of coherence and cohesion
Updated interesting and polemical topics.
6. ASSESSMENT AND EVALUATION
For each component, assessment will be carried out both in formative and summative ways. The fifty percent of all the grades will be based on a follow-up procedure and the other fifty percent on the mid-term (25%) and final examination (25%). The final grade of the course will be obtained taking into account that the grade for the listening and speaking component corresponds to the 40%, for the reading and writing component corresponds to 40%, and for the grammar component corresponds to the 20%.
Mid-term examination 25%
Final Examination 25%
Presentations, role-plays, listening tasks, participation in discussions, round tables, listening quizzes, phonetic exercises.
Presentations, role plays, grammar analysis, class participation, quizzes, grammar tasks.
Paragraphs, reading comprehension tasks, books, quizzes
Reading and Writing Component
Listening and speaking Component
Important Notice: A student who fails any of the three components of the course (Listening/speaking, grammar, or reading/writing) will not be promoted to the course English III; therefore, her/his grade will be the one he/she has failed on, and there is no re-examination; consequently, He/she will have to repeat the three components again.
7. INDEPENDENT WORK
ENGLISH II is composed by three components: Listening/speaking, reading/ writing, and grammar. Each component is comprised of 5 hours of class work per week, for a total of 15 hours a week for the entire course. In the same way, independent work is expected to be done in the same amount of time, that is to say, students should work on their own, based on the activities proposed by each teacher, for a total of 15 hours a week. Independent work includes activities such as homework, workshops, research, reading and writing assignments, oral presentations, exam reviews, and tutoring, among others. The nature of the course is theoretical and practical.
Eastwood, J. (2002).
Oxford practice grammar
. London: Oxford University Press. [Adobe Digital Editions version] Retrieved from:
Murphy R. (Ed) (2007).
Essential grammar in use: A self-study reference and practice book for elementary students of English
. New York: Cambridge University Press [Adobe Digital Editions version] Retrieved from
Murphy R. & Naylor H. (2007
). Essential grammar in use, supplementary exercises
. New York: Cambridge University Press[Adobe Digital Editions version] Retrieved from
Jones V. & Kay S. (Adp. Maggs P. & Smith C.) (2008
). New American inside out: elementary student’s book
. Mexico City: Macmillan Publishers, S.A. de C.V. Retrieved from
Parson, J. (2011).
Harlow: Pearson Longman.
Tarver, B. (2013).
Douglas, N. (2009).
. Boston, Mass.: Heinle/Cengage Learning.
(2008). Real Reading 2.
Barrall, I. (2012).
. Harlow: Pearson Longman.
Alexander, Karen. (2003).
Palmer, G. (2008).
Real English 2. With answers and audio CD.
Cambridge University press.
Revised, June 16 - 2015
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