ACADEMIC GUIDE

ENGLISH 5 GENERAL PURPOSES

2015 I

ADEMIC
ENGLISH I

GUIDE

1. SUBJECT GENERAL INFORMATION.

Subje
English 5 Code 83005
ct

Program General
Area English
Character

Mandatory X

Elective

Credits

Face to face X

On-line

Tiempos de
trabajo
Delivery
method
ss

Attending
32
hours

Autonomous
64
hours

Face to face X
Name

On-line
Institucional e-mail

Date

d@unipanamericana.edu.co

Diego Andrs
diegoandresrincon@unipanamericana.e
Diseo de Rincn
November 25th
du.co
gua Yoana Cristina
/ 2014
jcpinzonp@unipanamericana.edu.co
Pinzn
Actualizacin
Asesora
metodolgica
Asesora
temtica

2.

N/A
Mnica
Molano
Germn
Triana

INTRODUCTION.
This subject has been planned and designed in order to work on the English
Language with students. During this course, students will go through
intermediate communicative aspects, common words, phrases and expressions
that allow them to express ideas based on their context. They will also be given
the opportunity to know and learn about the social background and values
underlying English-speaking and non-speaking cultures.

3.

SUBJECT PREVIOUS KNOWLEDGE REQUIREMENTS.

Previous knowledge of contents from prior courses is required like:

To talk about occupations and jobs.

To give directions and commands.

To talk about personal information

To talk about food and drinks

To express plans for the future

To describe people and things

To talk about past experiences

4. GRAPHIC STRUCTURE.

STUDENTS WILL GO THROUGH INTERMEDIATE COMMUNICATIVE ASPECTS A ABOUT

.

5.

COMPETENCES.

COMMUNICATIVE COMPETENCES

To be able to satisfy routine social demands and limited life priorities and mass
media.
To have sufficient comprehension to read simple, authentic written material in a
form equivalent to usual printing or typescript on subjects within a familiar context.
To have sufficient comprehension to understand conversations on routine social
demands and limited to life priorities and mass media.
To write with sufficient vocabulary to express simply about a number of current
or past events. .
To be able to participate acceptably in many everyday social and work-related
interactions about priorities and mass media expressions.

CROSS-CURRICULAR COMPETENCES

Team work: to undertake complete successfully tasks and activities by

interacting with others effectively and accurately.

Problem - solving: to solve emerging problems coming up during the foreign

language acquisition process.
ICT usage: to use ICT to access to information and to interact with others in
order to enhance the foreign language acquisition process.
Autonomous Learning: to become more effective learners inside and outside the
classroom to reflect their language learning experiences by following the
teachers instructions.

INTERCULTURAL COMPETENCE

6.

To experience another culture and to analyze that experience in order to

understand cultural differences better.
To promote the satisfactory development of the learners personality and sense
of identity.
To recognize and respect other cultures behavior, values and beliefs.

RESULTADOS DE APRENDIZAJE / CRITERIOS DE EVALUACIN.

Resultados de Aprendizaje
LR1. To communicate in oral and
written way about life priorities.

Criterios de Evaluacin

AC1. The student talks about life priorities through an

interview.
AC2. The student creates a professional profile.
AC3 The student expresses his/her sensations and
personal experiences in an oral and written way.
AC4. The student expresses his/her needs,
obligations, and desires in a survey.
AC5. The student uses perception verbs after being
exposed to mass media input.
AC6. The student expresses his-her obligations at
work.
AC7. The student designs an ad that promotes a
LR2. To give information about
product using an accurate and understandable
life choices
vocabulary.
AC8. The student offers help in formal and informal
situations through role-plays.
AC9. The student asks for advice in a problematic
circumstance in web forums.
AC10. The student gives advice in a problematic
circumstance in web forums.
LR3. To narrate events in a logical AC11. The student tells a coherent story about
and coherent way
particular moments in the past.
AC12. The student asks and answers about
particular moments in the past using news.
AC13. The student distinguishes differences among
diverse natural di.sasters
LR4. To interchange opinions
AC14. The student reports the latest news in a video.
about news and mass media.
AC15. The student debates about the influence of
news and mass media on people life priorities.

AC16. The student discusses about global problems

and natural phenomena in discussion groups.
AC17. The student states a written opinion after
getting informed on global issues.

7.

CONCEPTUAL REFERENTS : GRAMMAR LEXICO

8.

Verb + infinitve or ing.

Linking verbs.
Have to, need to, want to.
Will for predictions and unplanned decisions.
Should for advice
Prepositions of time and place (in, on, at).
Past Continuous.
Natural phenomena vocabulary.
State Vs Actions Verbs
Past Continuous vs. Past Simple

ASSESSMENT ISSUES

The assessment process will be named according with the emerging

individuals
Self-assessment: Student assesses the building up of his/her own learning process
through a rubric provided by the teacher. He/she identifies difficulties and undertakes
improvement actions.
Peer assessment: Ss assess one another according to guidelines provided by the
teacher in which aspects such as class work, independent work and performance are
included.
Guided assessment: Teachers assess the students learning process in order to
identify strengths and weaknesses and to make decisions on their teaching practice.

9.

BIBLIOGRAPHIC RESOURCES WEB LINKS

Recursos
bibliogr LR
ficos

Recurs
o
dispon
ible en
Bibliote
Otras
ca de la
bibliote Web
instituci
cas
n
Fsico

Digital

Obligat
orios

Comple
mentari
os

Seligson, P; Lethaby, C; Barros, L.O (2013). English ID 2A

LR
Students book & Workboook Combo Edition. Oxford. Ed.
1-4
Richmond

English Learning
http://www.mansioningles.com/
www.agendaweb.org
http://www.bbc.co.uk/worldservice/learningenglish/index.s
html
http://elt.oup.com/student/headway/?
cc=co&selLanguage=en
http://www.cambridge.org/us/esl/touchstone/student/inde
x.html
http://www.cambridgeenglishonline.com/
www.turtlediary.com (Pedagogy)
http://learnenglishkids.britishcouncil.org/fr/ (Pedagogy)
www.eslgold.com
http://learningenglish.voanews.com/
http://englishclub.com/
http://www.manythings.org/
http://pumkin.com/learn-english-language/free-englishlearning/english-for-kids
http://www.languageguide.org/english/
http://www.eslgamesworld.com/
www.busuu.com (Language Learning Community)
www.livemocha.com (Language Learning Community)
LR

1-4

Business:
http://es.englishcentral.com/videos#!/index/3-businessenglish/75-interviews/popular
http://bit.ly/18SuaML
http://bit.ly/16FlNhW
www.voanews.com
http://www.usingenglish.com/comprehension/business+en
glish+certificate+preliminary.html
http://www.eslflow.com/BusinessEnglish.html
http://www.rong-chang.com/business.htm
Intercultural material
http://www.bbc.co.uk/
www.voanews.com
www.npr.org/
http://my.englishclub.com/
www.epals.com
http://www.eslflow.com/interculturalcommunication.html

LR
1-4
Dictionaries
www.wordreference.com
http://www.merriam-webster.com/
http://bit.ly/1683mm7 (Business dictionary)