Capacitacion Docente V

Universidad de Antioquia
Capacitacin Docente en Lengua Extranjera Ingls

English V - Intermediate III
Presentation
The program of Capacitacin Docente en Lengua Extranjera Ingls has been thought of as a
space for the university faculty to share knowledge and increase negotiated interaction 1so that
they could develop their communicative competence in English as a foreign language 2. Since
independent work, self-assessment and the use of technology have been found to foster student
autonomy through the development of learning strategies such as planning, self-evaluation and
self-monitoring3, these teaching-learning practices will be privileged along the different courses
of the program.
Justification
In the globalised world in which we live, there is a growing need to communicate in English,
either to keep up with the cutting edge scientific development carried out elsewhere latitudes or
to make our own known overseas. Consequently, promoting the development of the facultys
communicative competence in English becomes indispensable to achieve the competitiveness
that the University has identified as one of its objectives in its development plan 4.
Course Objectives
General
o To promote the development of communicative competence in English as a Foreign
Language, EFL.
o To promote negotiated interaction among the students and the teacher within a friendly
atmosphere.
Specific
Regarding the socio-cultural component: At the end of the course, the students will
o Exchange information about future plans
o Describe and compare places
o Write a biography and formal letters
o Be able to found and express differences between the Colombian culture and speaking
countries culture
Regarding the grammatical component: At the end of the course, the students will
o acquire the lexicon as well as the morphological and phonological competence needed
to communicate successfully within the contexts specified in every unit
Regarding the discourse component: At the end of the course, the students will
o Use connectors such as when, as soon as, and if to create complex sentences and
express time and hypotheses
o Be able to use relative pronouns in order to create relative clauses
1
Kumaravadivelu (2003)
The Common European Framework for Reference, Savignon (2001)
3
OMalley & Chamot (1990), Wenden (1991), Benson & Voller (1997), Benson
(2001)
4
Plan de Desarrollo Universidad de Antioquia 2006-20016
2
Regarding the strategic component: At the end of the course, the students will
o acquire some linguistic strategic abilities that could facilitate communication within the
contexts specified in the program: verifying information, using interlocutions, using the
alphabet
o acquire reading and listening strategies such as skimming, scanning, prediction,
activation of previous knowledge, usage of the dictionary, etc.
o develop some learning strategies that could help autonomous learning to take place:
planning, self-monitoring, self-evaluating, cooperative work, etc.
o use technology as a valuable resource that facilitates the development of studentautonomy.
Methodology
This course is intended to be carried out within an approach that privileges communication
within a negotiated interaction context as the one proposed by the post-method pedagogy. It is
considered paramount to place the student as the center of the teaching-learning process where
the teachers role is overall the one of an organizer, facilitator and support.
With the purpose of developing communicative competence 5, the students will utilize written,
audio and audio-visual material along with technical resources such as the Internet. The
teacher will follow the textbook American Headway, which they will complement with other
authentic or graded resources according to their criteria.
Activities such as practical workshops, presentations, role plays, readings, and small projects,
either in class or out of it, will be carried out with the aim of developing competence in the four
skills: reading, writing, listening and speaking.
The use of the mother tongue as a teaching-learning strategy is recommended only in the events
in which it might be considered pertinent to facilitate comprehension. Likewise, the promotion
of cooperative work as a teaching-learning tool as well as the use of technology as a student
autonomy motivational and promotional factor, are highlighted.
Contents
Unit 1:
o
o
o
o
o
o
o
Expressing your hopes and ambitions

Talking about future intentions
Expressing your feelings
Hot verbs
Writing a postcard
Future tense
Short dialogs
Unit 2:
o
o
o
o
o
o
Describing places and cities

Talking about directions
Comparative and superlative adjectives
Synonyms and antonyms
Relative clauses 1
Listening practice
The Common European Framework for Reference
o
Unit 3:
o
o
o
o
o
o
o
o
o
o
Unit 4:
o
o
o
o
o
o
Unit 5:
o
o
o
o
o
o
Writing about describing of a place

Talking about music and fame
Adverbs
Word pairs
Past simple and Present perfect
For and since
Relative clauses 2
Formal and informal expressions
Music vocabulary
Listening practice ( interview)
Writing a biography
Talking about work and vacations
Modal auxiliaries: have, should, must
Compound nouns
Illness vocabulary
Listening practice
Writing formal letters
Talking about vacations and going places
Asking for general information about vacation(reservations and demands )
Time and conditional clauses
Hot verbs: take, get, do, make
Listening practice about life in 21 century
Short dialogue
Follow up and evaluation

Objectives of the course and evaluation criteria will be presented and discussed with the
students. Formative assessment practices, understood as those that aim at measuring
achievement within the process and helping students to improve their skills, should take place
before summative events arrive. The use of rubrics (Picn, Goodrich Andrade) is highly
recommended as evaluation tools for self- and teacher-assessment both during formative and
summative events. The assessment system is suggested to be completed as follows:
Follow up: 60%
It could include
o A portfolio made out of worksheets, short compositions, writing activities based
on reading assignments, etc.
o Presentations, interviews, role-plays and other oral production activities
o Listening comprehension exercises
o Small projects
o Quizzes
Final written exam: 20%
Final oral exam: 20%

Capacitacion Docente V

Uploaded by

Copyright:

Available Formats

Capacitacion Docente V

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Capacitacion Docente V

Uploaded by

Copyright:

Available Formats

Universidad de Antioquia

Capacitacin Docente en Lengua Extranjera Ingls

Expressing your hopes and ambitions

Describing places and cities

The Common European Framework for Reference

Writing about describing of a place

Follow up and evaluation

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.