Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

English III - Syllabus

1. COURSE IDENTIFICATION

Faculty or unit: Vicerrectoría de

Initial: VIREL
Relaciones Internacionales
Level: Technical-Technological- Formation field: Interdisciplinar basic
Professional-Master common formation
Course: English III Code: 90121
Course Type: Methodological Number of credits: 2
Course designer: Jorge Hugo Hernández Course updater: Jorge Hugo Hernández
V. V.
Development Date: November 28th,
Updating date: November 28th, 2018
2018
Course description:
UNAD, faithful to its mission as leader organization in distance and open education,
has a key role in the advances regarding globalization topics. Therefore, its
internacionalization policy aims to lead the national and international community into
bilingual scenarios.
According to the previous information, English III course is part of the foreign
language component stated in the curricular guidelines from UNAD academic
programs. It is a methodological course divided into two units, it has been designed to
be developed in 16 weeks. It is a theoretical-practice course with 2 academic credits,
which consists of autonomous study and teacher support, for a 96-hour academic
work, distributed into 48-hour autonomous study and 48-hour support and monitoring
teaching.
The course understands the second language in its different skills like speaking and
listening thorugh audios and audiovisual resources; understanding and writing texts
through writing, comprehension and development of contents in a text as product.
English III course is desinged under the task based learning strategy, where students
must study the online contents and after that, they will submit two assignments that
allow to show the topics understanding.
The virtual room consists of six environments:

1. Starting Information Environment: In this space e-student can access to the

Course Agenda, Course Presentation, Rules and Conditions for Course
Development and Informative Forum: Course news and Course General Forum.
2. Knowledge Environment: In this space the e-student can access to the
 Course syllabus, Online content and Glossary.
3. Collaborative Learning Environment: In this space the e-student can find
schedules regarding: Synchronic meetings via Webconference, Synchronic
meeting via Skype and B-learning In Situ support. Likewise, there it is possible
to look at two assignments to develop in the course: Writing Assignment and
Speaking Assignment; which become an opportunity to work collaboratively
with partners and tutor. These assignments are developed in a real context and
starting from this point, students will write a text and an interview, respectively.
4. Practice Learning Environment: In this space the e-student finds the Guide
to use the educational resources; where it is explained how to take advantage a
series of resources that allow to practice different topics through exercises and
interactive activities.
5. Monitoring and Evaluation Environment: The e-student finds three course
evaluation moments: Initial, Intermediate and Final, how they are conformed:
Quicces (Recognition Quiz, Quiz Unit 1 and 2, General Course Review, and Final
Exam) and manual evaluation activities (Writing Assignment and Speaking
Assignment).
6. Student’s Management Environment: Here the e-student finds everything
related to University general resources in order to know them and manage
them, such as Academic news, Programs and registrations, UNAD Services
UNAD, among others.

2. TRAINING PURPOSES

Purposes of course training:

To make easy the development of communicative skills (speaking listening, reading,

writing) focused on interaction about current and recent past situations into the
academic and daily students’ context.
Course competences:

Communicative Competence
 Reading ability: Students read and understand in detail short texts about their
discipline and current topics.
 Listening ability: Students listen to information about daily topics in current
situations.
 Speaking ability: Students speak in English in current situations at intermediate
level.
 Writing ability: Students write short texts about academic topics regarding their
 discipline in a coherent, connect and using appropriately the semtantics.
Sociolinguistic Competences
 Students ask and answer questions in each time in order to be used like
idiomatic expressions according to their communicative intention in real life
situations.
 Students recognize the gramar structures of modal verbs in order to use them
appropriately at the moment of suggesting or giving advices.
Comprehension Competences
 Students understand different conversations about past activities in order to use
them as models to express their ideas in real life situations.
Production Competences
 Students write short texts in order to express their ideas properly and coherent
in real life situations.
Digital and Technologic Competences
 Students use appropriately the techonological resources available to learn a
second language based on the guidelines according to their own advance in the
learning process.

3. COURSE CONTENTS

Unit/topics Educational resources required

1. Unit 1 -
Expressing
ideas and
information
effectively: 1.
UNAD Florida. Online Contents. Retrieved from:
Compound
https://campus37.unad.edu.co/invil33/mod/resource/view.php?id
adjectives 2.
=372
Modal verbs 3.
The past
progressive 4.
Time and enough
clauses 5. Use of
–ING forms
2. Unit 2 - Using
language
creatively: 1.
Prepositions and UNAD Florida. Online Contents. Retrieved from:
phrasal verbs 2. https://campus37.unad.edu.co/invil33/mod/resource/view.php?id
Apologizing and =376
expressing regret
3. Present perfect
tense 4. Future
tense 5. Tag
questions
Additional educational resources for the course:

Unit 1 - Expressing ideas and information effectively

Sherton English. (1999-2018). Retrieved from
http://www.shertonenglish.com/resources/es/adjectives/adjectives-compound.php
Woodward English. Retrieved from http://www.grammar.cl/english/compound-
adjectives.htm
My English pages. (2018). Retrieved from
http://www.myenglishpages.com/site_php_files/vocabulary-lesson-compound-
adjectives.php
English 3D. (2007). Buenos Aires, República de Argentina. Retrieved from:
http://www.clafoti.com/imagenes12/present_future.htm
Pearson Brown. Retrieved from
http://www.englishgrammarsecrets.com/presentformsforfuture/menu.php
Bluebloc Notes. Retrieved from http://www.blueblocnotes.com/grammar/future-
tenses/present-continuous-future
E Learning Language. (2003). Retrieved from
http://www.elearnenglishlanguage.com/ingles/gramatica/verbosmodales.html
Laurent Camus. To learn English. Retrieved from
http://www.tolearnenglish.com/english_lessons/modals-questions
MediaCed Ltd. (2018). Verbling. Retrieved from
http://www.englishforums.com/English/ModalQuestions/cqgbj/post.htm
Nikita Kovalyov. (2002). Eclectic English. Retrieved from
http://www.eclecticenglish.com/grammar/Should1B.html
Stack Exchange Network. (2018). English language & usage. Retrieved from
http://english.stackexchange.com/questions/72987/how-to-create-a-questions-from-
past-modal-verb-sentences
Generate Press. Perfect English Gramar. (2018). Retrieved from http://www.perfect-
english-grammar.com/modal-verbs-of-obligation.html
Orlando Moure. OM Personal Multimedia English. (1999). Buenos Aires República
Argentina. Retrieved from
http://www.ompersonal.com.ar/omgrammar/verbosmodales1.htm
My English pages. (2018). Retrieved from
http://www.myenglishpages.com/site_php_files/grammar-lesson-modals.php
English for level B1. Retrieved from
http://roble.pntic.mec.es/dgub0004/modalverbs.html
English page. (2018). Language dynamics. Retrieved from
http://www.englishpage.com/verbpage/presentperfect.html
English club. (1997-2918). Retrieved from
http://www.englishclub.com/grammar/verb-tenses_future.htm
Kulatý, Petr. E-grammar. Retrieved from http://www.e-grammar.org/time-clauses/
Englisch-hilfen. (1999-2018). Retrieved from http://www.englisch-
hilfen.de/en/grammar/future_comparison.htm
Shoebottom, Paul. Frankfurt International School. Retrieved from
http://esl.fis.edu/grammar/rules/future.htm
Sevastopoulos, Julie. (2017). Palo Alto, California, USA.English gramar reference.
Retrieved from http://www.grammar-quizzes.com/gerund3c.html
Esl – lounge. (2001-2018). Retrieved from http://www.esl-
lounge.com/student/grammar/1g31-present-simple-continuous-past-letter-gap-fill.php
To learn English . Retrieved from http://www.tolearnenglish.com/exercises/exercise-
english-2/exercise-english-48420.php
ELTbase. (2008-2018). Retrieved from http://www.eltbase.com/notes.php?id=110
The Writing Lab & The OWL at Purdue. (1995-2018). Purdue Owl. Retrieved from
http://owl.english.purdue.edu/owl/owlprint/627/
La mansión del Inglés. Retrieved from http://www.mansioningles.com/gram62.htm
Pearson Brown. (2003). Retrieved from
http://www.englishgrammarsecrets.com/ingform/menu.php
Unit 2 - Using language creatively
English exercises. Retrieved from
http://www.englishexercises.org/makeagame/viewgame.asp?id=4291
British Council. Retrieved from http://learnenglish.britishcouncil.org/en/english-
grammar/clause-phrase-and-sentence/verb-patterns/relative-clauses
EC English Language Centres. Learn English. Retrieved from
http://www.ecenglish.com/learnenglish/lessons/prepositions-plus-ing
Englishpage. (2018). Retrieved from
http://www.englishpage.com/prepositions/prepositions.html
Engish page. (2018). Retrieved from
http://www.englishpage.com/prepositions/prepositions.html
English exercises. Retrieved from
http://www.englishexercises.org/makeagame/viewgame.asp?id=734
Using English. (2002-2018). Retrieved from
http://www.usingenglish.com/reference/phrasal-verbs/
English gramar online 4u. Retrieved from http://www.ego4u.com/en/cram-
up/grammar/simpas-preper
Learn English. Cursos-ingles. Retrieved from http://www.curso-ingles.com/gramatica-
inglesa/present-perfect-past-simple.php
Learn English. Cursos-inglés. Retrieved from http://www.curso-
ingles.com/gramatica-inglesa/present-perfect.php
Aprender Inglés Fácil. (2017). Retrieved from
http://www.aprenderinglesfacil.es/2008/06/presente-perfecto-present-perfect-
tense.html
Pearson Brown. (2003). Retrieved from
http://www.englishgrammarsecrets.com/presentperfectorpastsimple/menu.php
Demchenko, Yuri. Uazone. (1999). Retrieved from
http://www.uazone.org/friends/esl4rus/presentperf.html
BBC. (2018). BBC Learning English.. Retrieved from
http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv298.shtm
l
English Practice. (2018). Retrieved from
http://www.englishpractice.com/grammar/question-tags-short-answers-part/
LEO network. Learn English gramar. (1999-2016). Retrieved from
http://www.learnenglish.de/grammar/tagquestions.htm
Collins Adele. (2003). Adele’s ESL corner. Retrieved from
http://www.adelescorner.org/grammar/qtags/qtags_mixed_tenses.html
English gramar online 4u. Retrieved from http://www.ego4u.com/en/cram-
up/grammar/simple-past
Aula fácil S.L. (2009). Retrieved from
http://www.aulafacil.com/Ingejerc/Lecciones/Lecc20.htm
Saber inglés. (2000-2018). Retrieved from
http://www.saberingles.com.ar/curso/lesson15/06.html
To Learn English. Retrieved from http://www.tolearnenglish.com/exercises/exercise-
english-2/exercise-english-87374.php
Leshoekje. Retrieved from http://www.leshoekje.be/leshoekje/ICT-
oef%20ENG2/present-past3.htm
Busy teacher. (2007-2018). Retrieved from http://busyteacher.org/7675-simple-
present-and-simple-past-worksheet.html
Aula fácil S.L. (2009). Retrieved from
http://www.aulafacil.com/Ingejerc/Lecciones/Lecc21.htm
English exercises. Retrieved from
http://www.englishexercises.org/makeagame/viewgame.asp?id=3623
 4. LEARNING STRATEGY

Description of learning strategy:

English course is designed under the task based learning strategy –TBL-, where
students must study the contents independently, looking up, and later, develop the
assignments required. Along different stages individual, grupal, synchronic and
asynchronic activities are performed.

5. DISTRIBUTION OF ACADEMIC ACTIVITIES COURSE

Week Contents to develop Activity to develop according to the

1 Recognition Quiz
2 to 7 Unit 1: Expressing ideas
and information effectively
Unit 2: Using language
creatively
2 to 14 Unit 1: Expressing ideas
and information effectively
Unit 2: Using language
creatively
8 to 14 Unit 1: Expressing ideas
and information effectively
Unit 2: Using language
creatively
12 to 14 Unit 1 and 2: Expressing
ideas and information
creatively – Using
language creatively
16 Unit 1 and 2: Expressing
ideas and information
creatively – Using
language creatively
learning strategy
Presenting the Recognition Quiz to evaluate
the students’ language level at the beginning
of the course (Activity 1).
Writing a text at the Collaborative Learning
Environment folowing the guidelines
established in the Guide (Activity 2).
Checking Unit 1 and 2 of online contents.
Presenting Quiz Unit 1 & 2 (Activity 3).
Making a video about the topic established in
the Writing activity guide.
Performing a synchronous interview in English
with the tutor (Activity 4)
Each student makes a thorough self-evaluation
about his performance into the virtual course
(Activity 5).
Presenting the course Final Exam based on
unit 1 and 2.
(Activity 6)
 6. STRATEGIES OF ACADEMIC SUPPORT

Description of academic support strategies to apply in this course.

 Designing support didactic resources to the activities.

 Continuous, meaningful and properly feedback to the students in each stage of the
course.

 Explaning collaborative task roles and monitoring students’ task.

 Designing videos about the course and its different activities.

 Continuous messages to the students using different media (internal mail,

institutional mail, forum) in order to remember the activities availbale and
encourage them to develop the assignments established in the course.

 Synchronic and asynchronic attention through spaces like Skype, Webconference,

forum, etc.

 Opening support schedules via Skype for each student.

 Sharing strategies and resources regarding autonomous and collaborative learning.

 7. COURSE ASSESSMENT PLAN

Moments Highest Evaluation

Number Products to deliver according
of the score/50 score/500
of week to the learning strategy
evaluation 0 points points
To present the Recognition
1 Initial 25
Quiz. 25
To write a text following the 120
guidelines given at the
Collaborative Learning
Environment.

To present the Quiz that 110

evaluates the Unit 1 and 2
contents.

Intermediat To make a video according to

2 – 14 350
e Unit 1 and the guidelines. 90
2
To perform a synchronous
interview in English with tutor
taking into account the activity
guide.

To present the self-evaluation

about the general performance 30
in the course.
To present the Final Exam where
16 Final Unit 1 and 2 contents are 125 125
evaluated.
Total Score 500 500 points
points