UNIVERSIDAD PEDAGÓGICA NACIONAL

HUMANITIES FACULTY
LANGUAGES DEPARTMENT

MAJOR ON BASIC EDUCATION TEACHING WITH EMPHASIS ON HUMANITIES: SPANISH AND ENGLISH; ENGLISH AND FOREIGN
LANGUAGES

PROGRAM OF ACADEMIC SESSIONS

1. Subject: COMPETENCES IN ENGLISH LANGUAGE

2. Subject Code Number: 1322150 Credits: 3
3. Syllabus to be developed during the second semester of 2019
4. Professors: Luz Dary Arias Soto
5. Referent: Practice and consolidation of oral and written skills in English and techniques for presenting several International English
Language Tests that evaluate level C1 of the European Framework of Reference for languages

6. Key questions:

 How to strengthen the usage of the most complex structures in English?

 How can the English language be applied in context in both oral and written levels satisfactorily?
 How to integrate theoretical teaching approaches and their practice to solve specific International English Language Tests (CAE, FCE,
TOEFL and IELTS)?

7. Development of Key Questions:

 How to strengthen the usage of complex structures of the English language?

Learning Strategies
Cognitive and Metacognitive ones
 How can the English language be applied in context in both oral and written levels satisfactorily?
Competences
a. Listening Comprehension: To understand and identify the topic and specific details of complex oral texts: how to infer, to conclude, etc.
b. Speaking Skills: To communicate orally through the usage of complex structure and the correct utilization of the phonetic and the
phonological systems of the English language.
To produce all English phonemes accurately
1. Consonants
2. Vowels
To improve the oral expression by means of the correct usage of the suprasegmental features:
1. Rhythm
2. Stress patterns
 3. Intonation
c. Reading Comprehension: To understand and identify the topic and specific details of complex written texts: how to infer, to conclude,
etc.
d. Writing: To communicate in writing by using complex structures and the application of strategies of written expression.
 How to integrate theoretical teaching approaches and their practice to solve specific International English Language Tests (CAE,
FCE, TOEFL and IELTS)?
- Study of techniques to present English International Language Tests
- Application of exam presentation techniques and accurate usage of the English language.

8. Activities to be carried out during the semester. Methodology to be used from a student-centered approach:

Type of activities:
Workshops about exam presentation strategies
Video Laboratory (Conferences and talks): Presentation of several topics, cultural approach, and note-taking on what is said or inferred.
Audio Laboratory: Listening Comprehension, sound discrimination, phonetic practice, and note-taking
Guided work: Development of both written composition and oral expression
Development of oral expression and listening comprehension
Net surfing
Activities for style correction on written texts
Workshops in error analysis
Oral dynamics: round tables, debates, oral panels, etc.
Role-plays
Simulation of International English Language Tests

9. Achievements to be evaluated
9a. Learning:

Indicators:
1. Communicative functions / grammatical structures
- To identify the most common mistakes on the usage of language syntax patterns to correct them.
- To justify the reasons why some syntactic structures are produced.
- To consolidate the usage of the most complex grammatical structures of the English language.
- To enhance the vocabulary related to academic activities and situations.
- To apply learning strategies that facilitate a good performance in the presentation of several International English Language tests such as
TOEFL, First Certificate in English, CAE, and IELTS.
2. Vocabulary
To use and understand idiomatic expressions
To use and understand compound verbs accurately.
To use irregular plurals correctly.
 To use morphological guide references to build more complex words.
To apply word division correctly.

9b. Know how to learn and know how to be:

INDICATORS OF ACHIEVEMENT IN TERMS OF LANGUAGE SKILLS

1. Listening
Achievement: To listen to and understand complex oral texts of several kinds
Indicators:
To discriminate sounds
To recognize questions and statements
To recognize homophone words
To recognize vocabulary by context
To understand idiomatic expressions
To understand causal relations
To understand relative clauses
To draw conclusions
To make inferences
To identify the main topic
To infer the main topic
To identify cultural and linguistic references
To identify the main idea
To identify the supporting ideas
To identify specific details
To make inferences and deductions based upon what is being listened including speaker attitudes.

2. Reading
Achievement: To read and understand complex written texts of any kind.
Indicators:
To place cultural and linguistic references
To infer the meaning of words in context
To identify the main idea
To identify specific information
To identify the main topic
To understand the organization of a written text
To draw conclusions
To make inferences
3. Writing
Achievement: To write more complex texts.
Indicators:
To use all the complex grammatical structures worked in class
To use vocabulary related to the topic in an accurate way
To use punctuation marks accurately
To use communicative functions according to the context
To connect ideas accurately to improve cohesion in a written text
To plan and write essays about any topic
To support proper opinions in a written text
To write formal letters with different intentions: complaint, appreciation, excuse, etc.
To write a curriculum vitae to look for a job
To write critical reviews of articles and books

4. Speaking
Achievement: To interact about daily topics
Indicators:
To use all the complex grammatical structures worked in class
To use vocabulary related to the topic in an accurate way
To use communicate functions according to the context
To use intonation patterns accurately
To use stress patterns accurately
To pronounce the phonemes of the English language accurately to achieve communication
To connect ideas accurately to give cohesion to the oral speech
To analyze errors that are commonly committed in the oral speech
- To support a proper point of view

9c. Attitudes:

The student is able to:

Be responsible and autonomous toward his/her learning process.

Recognize his/her own mistakes and work to correct them as well.
Favor a healthy learning atmosphere.
Respect other people's opinion.
Support his/her own insights without any demeaning treatment to others.
Display his/her solidarity with the group.
 10. Quantitative Assessment Criteria to consider that the pupil has obtained the correspondent credits to this subject.

Mid-term Exam = 15 points

(Quizzes, workshops, class activities and TAA Sessions) = 20 points
Final Exam = 15 points
_______________
50 points

11. TAA Sessions

Objectives:
For the teacher:
1. To give feedback to the students about weaknesses of language skills evidenced during the sessions of the course.
2. To guide students in the preparation of oral presentations and written compositions.
3. To reflect with every student about learning strategies (cognitive and metacognitive ones) that allow to improve his/her overall
competence in English as a Foreign Language.
4. To present some topics that are not accomplished during the session hours, since they are just three every week.

For the students:

1. To hand in the correction of several tasks given by the teacher, along with some suggestions for improvement.
2. To submit the drafts and proposals for both written and oral tasks, so that the teacher gives his/her approval before its
presentation.
3. To reflect with the teacher about learning strategies (cognitive and metacognitive ones) that allow to improve his/her overall
competence in English as a Foreign Language.
4. To reflect on the guidelines to write paragraphs and essays.
5. To study some topics that are not accomplished during the session hours.

Contents:
1. Feedback of several activities such as diagnostic tests, quizzes or mid-term exams, guide workshops and preparation of written
tasks.
2. Essay writing.
3. Topics that are not accomplished during the session hours.
4. Learning strategies (cognitive and metacognitive ones)

Methodology:
Those tutoring sessions devoted either to objectives 1 to 3 will be given individually.
Those tutoring sessions, in which the topics not accomplished during class hours are to be developed, will be carried out in small
groups and in several hour shifts, in order to assist those students who cannot attend any of the tutoring sessions with no risk to fall
behind in the syllabus.
 In addition, discussions will be carried out, as well as written workshops with guides elaborated by the teacher.

Assessment:
The teacher in charge will decide on the number of points assigned to tutorial activities. In Tutorial sessions the teacher will be able to
evaluate workshops, group work, etc.

12. Bibliography

ARIAS, S. L.D. (2009). Manual of English pronunciation. Universidad Pedagógica Nacional. Bogotá. Editorial Kimpress
EASTWOOD, John. Oxford Guide to English Grammar. 1994. Oxford. Oxford University Press
EVANS, Virginia and James Milton. FCE Listening and Speaking skills. Express Publishing.2002. UK.
GEAR, Jolene and Robert Gear. Cambridge Preparation for TOEFL Test. 1996. Cambridge University Press
MAURER, Jay. Focus on Grammar. An advanced Course for Reference and Practice. Longman. 1995
PEATY, David. Working with English Idioms. Longman. 1996
STANTON, Alan and Mary Stephens. Fast Track to FCE. Longman. 2001. Spain.
SWAN, Michael and Catherine Walter, How English works. Oxford University Press. 1997

13. Web Index Pages

ESL INDEPENDENT STUDY LAB

http://www.lclark.edu/~krauss/toppicks/listening.html
LISTENING TASKS
http://www.hio.ft.hanze.nl/thar/compl1.htm
CYBER LISTENING LAB
http://www.esl-lab.com/
LEARNING PRINCIPLES, STYLES, AND TYPES OF LEARNING
http://www.sonlifeafrica.com/model/learning.htm
BECOMING AN AUTONOMOUS LEARNER
Learning to become information literate
http://www.soc.hawaii.edu/leonj/409bs2003/ralo/researchreport.htm
ADVANCED READING COMPREHENSION EXERCISES
http://www.readingmatrix.com/directory/pages/Reading_Comprehension_Advanced/
ON-LINE EXERCISES
http://www.smic.be/smic5022/exercisesreadingcomp.htm

LEARNING HOW TO WRITE

http://oscar.cprost.sfu.ca/~isp253/course/learning-how-to-write.html
WRITING AN ESSAY
http://www.english.bham.ac.uk/staff/tom/teaching/howto/essay.html
GRAMMAR
http://www.englishgrammarsecrets.com/

General information about the examination

http://www.cambridgeesol.org/exams/fce.htm
Online English level tests and examinations study skills.
http://www.englishjet.com/english_courses_files/test_cambridge_first_certificate.asp
First Certificate Exam Practice-FCE Preparation Online
http://www.ompersonal.com.ar/firstcertificate/contenidotematico.htm
First Certificate. ... El material online es una parte del Curso de preparación para First Certificate disponible.
http://www.mansioningles.com/First_cert.htm
FCE http://www.bellenglish.com/courses/fce/default.asp
The place on the Web for Cambridge exam preparation!
choose your Cambridge exam
http://www.flo-joe.co.uk/
Welcome to Churchill House's internet guide to English language exams
http://www.churchillhouse.com/english/exams.html
Gold First Certificate - Students - Homepage
First Certificate. Students. Welcome to First Certificate Gold for Students
http://www.longman.com/gold/firstcert/students/
Cambridge English (CAE) (now available). Cambridge Proficiency English (CPE) (now available)
http://www.english-online.org.uk/fce/fcehome.htm
Grammar - First Certificate Language Practice
http://www.onestopenglish.com/booksandcourses/catalogue/grammar/firstcertlang.htm
First Certificate
http://www.examenglish.com/FCE/index.php
http://www.pass-english-exams.com/en/courses/test.php
Reading part first certificate
http://www.usingenglish.com/
http://www.world-english.org/ielts_free_tests.htm
http://www.ielts.org/test_takers_information/test_sample.aspx
http://www.ielts-exam.net/ielts_writing_samples_task
http://www.aippg.com/ielts/ielts-downloads.htm
http://www.aehelp.com/free-ielts-course