AFRICAN ART

UNIVERSIDAD DISTRITAL FRANCISCO JOSÉ DE CALDAS

FACULTAD DE CIENCIAS Y EDUCACIÓN.

SYLLABUS

PROYECTO CURRICULAR: LICENCIATURA EN EDUCACIÓN BASICA CON ENFASIS EN INGLES.

NOMBRE DE LOS DOCENTES: RUTH AMIRA CALDERON GRUPO: 01

MARTHA CANDIA 02

THOMAS OSORO 03

SILVIO PUERTAS 04

ESPACIO ACADÉMICO: BASIC ENGLISH I

Obligatorio (X ) : Básico ( X) Complementario ( )

Electivo ( ) : Intrínsecas ( ) Extrínsecas ( )

CÓDIGO: 16501002

NUMERO DE ESTUDIANTES: 20 cada grupo

NÚMERO DE CREDITOS: 5

TIPO DE CURSO: TEÓRICO ( ) PRACTICO( ) TEOR-PRAC( x).

Alternativas metodológicas: Taller ( X)

HORARIO:

Group Days Time Classroom

01 MON-TUE- WED-THUR-FRI 8:00-10:00 AM

602-102-LAB-MM

02 MON-TUE- WED-THUR-FRI 8:00-10:00 AM

MM 307 503 603 504

03 MON-TUE- WED-THUR-FRI 12:00-02:00 PM 501-LAB-603-505

04 MON-TUE- WED-THUR-FRI 12:00-02:00 PM 505-603-MM-501

I. JUSTIFICACIÓN DEL ESPACIO ACADÉMICO

This academic space is part of the general academic framework that seeks to build basic skills in the students’ knowledge of the English language with a long term project to prepare competent language teachers. The skills gained from this study will help the students to understand and use the paths for instructional and communicative competence during and after their professional training.

Apart from the sociolinguistic competences involved during this academic space, the study of English language will open the students’ academic awareness to realities of other cultures. They will also be able to dialogue through writing and verbal interaction to the external world relating their own culture.

To achieve this vision, we shall approach the English language from a situational or contextual base in order to respond to the current learning needs among the learners.

Some necessary criteria to pass this academic stage to the next step include the following:

a) Ability to use English to communicate a wide range of needs, ask for information from others and participate in an argument using the acquired language skills. Track on this will be through a monitored students’ progress check.

b) Ability to write comprehensively and with clarity on some topic of interest or any general theme using the skills learnt along the formative process.

II. PROGRAMACION DEL CONTENIDO

MAIN OBJECTIVE

To communicate in a comprehensive and satisfactory way in different social and academic contexts using the English language skills developed in class.

SPECIFIC OBJECTIVES

1. The value of knowing well the others, where they come from, what they do and their general cultural set up. The meaning of basic cultural elements like greetings.

2. Contexts in which we talk about our daily activities, routines, sharing our worries, asking and responding to peoples’ specific needs.

3. To talk the business world and how to behave in such contexts as window-shopping, buying and selling malls, etc.

4. To show the relationship that exist among things; the distances between them, their price description.

5. How to be polite in the daily life situations; addressing other people, presenting your complaints, making requests, asking for permission without hurting the others.

6. To talk about our families and the good inherent in such institutions in contrast to the contemporary distorted use of the same word.

7. To talk about what we do and how; the attitude towards work and study

8. To talk about we actions in some time past; questions on how we behaved in front of our responsibilities.

9. To talk about things (objects), their quantity, quality and how we relate to them

10. To talk about experiences we’ve had in life, interesting places we’ve been to

11. To talk about our habitual tendencies during our childhood, adolescence

Note: these specific objectives listed above will be covered in two or more class sessions.

FORMATIVE COMPETENCES

CONTEXT

We are situated in a cultural context that is very diverse and distinct from the English speaking cultures. Nevertheless, our study will be contextually tied in order to talk about the Colombian cultural base in our class workshops. We shall try to relate ourselves to the immediate world using the English as a foreign language.

BASIC

Emphasis will be placed on the three main structural components of ICFES: the cognitive components aimed at interpretation of a literal English text, argumentation for or against the opinions expressed in a text, and support to our multi-facet argumentation.

WORK

The students registered and taking classes in the LEBEI are interested to become professional English teachers. As such, the learning of the language will also be focused on preparing capable teachers to work anywhere in the world as competent English teachers without any significant limitation in any of the skills under study.

CEF COMPETENCES

The development of the English classes will follow the common European framework (CEF) as described below:

A2

UNDERSTANDING

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements. I can understand short utterances drawn from familiar material.

I can demonstrate understanding from aural material by answering questions orally.

I can fill in short conversations, songs lyrics, charts, maps and paragraphs.

I can answer questions about video activities.

I can guess and create discourse from silent-video activities.

I can identify general and specific ideas from radio broadcast material.

I can write dictations.

I can organize written information based on listening material.

I can give written feedback on peers’ oral tasks.

I can identify sounds phonemes and sentences.

READING I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. I can answer comprehension questions from familiar material.

I can use the bilingual dictionary to clarify basic meaning of unknown words and l can learn to use the monolingual dictionary.

Infer content from a given headline and deduce ideas from a simple text.

Establish connections among different texts and recognize diverse reading structures.

Identify main ideas and key words in familiar reading and deduce meanings from context.

Elaborate reading comprehension checking activities and report orally and in written form relevant information from texts.

SPEAKING I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself.

WRITING I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. Interact in communicative situations that imply:

Greeting and meeting people, introducing myself and others and asking for and giving personal information.

Spelling words and names and vocabulary in general, describing people and places, ordering food, asking for and giving prices and asking for and giving the time.

Apologize, asking and giving directions, talking about daily routines and leisure activities.

Describing jobs, talking about quantities abilities and disabilities and narrating past events using appropriate time expressions.

Expressing polite requests, comparing people, places and things and making suggestions.

Talking about actions in progress, expressing future plans and purposes.

Describing life experiences and reporting about complementary readings.

Discussing cultural aspects of countries and recognizing phonetic symbols to improve pronunciation.

I can write short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something. I can rewrite short texts dealing with personal information and write informal letters.

Write easy formal letters to apply for a job or a scholarship.

I can describe daily routines and place s where people live.

I can write paragraphs about different topics using linking words with diverse purposes.

I can write postcards.

I can summarize short stories.

I can give written feedback on oral presentations.

THE PROGRAM

This syllabus homogenously fit into the macro curriculum that is focused on an integrated academic and professional formation for our students. The activities, abilities and values of this syllabus have all been organized in such a way that they meet this purpose.

Each academic unit has been designed in such a way that the main and common skills under study can be effectively covered. Follow up activities have been duly prepared to respond to the new system of credit lot coverage whereby students will have to work together in some activities and in others work individual.

COURSE PLANNER

WEEK CONTEXTUAL TOPIC ACTIVITIES

1 The value of knowing well the others, where they come from, what they do and their general cultural set up. The meaning of basic cultural elements like greetings. Investigate and write about the different greeting styles from around the world

2 Contexts in which we talk about our daily activities, routines, sharing our worries, asking and responding to peoples’ specific needs. Pair work: Write introductions between strangers and role play them in class.

Group work: Join another pair. Introduce your partner.

Pair work: write an interview and apply it to your partner in class.

What do you know about these jobs? Receptionist, tour guide, carpenter, nurse.

My perfect day: Imagine of your perfect day. Write about it.

PROGRESS CHECK, WORK IN GROUP: ORAL TEST

3 To talk about the business world and how to behave in such contexts as window-shopping, buying and selling malls, etc. Write about the advantages of buying and selling online against the traditional way of doing business.

4-5 To show the relationship that exist among things; the distances between them, their price description. Writing about a favorite musician’s life. Answer the questions on the handout (interchange 3rd edition workbook Chapter 4).

PROGRESS CHECK, WORK IN GROUP, TEST: DESCRIPTIVE WRITING

6-8 How to be polite in the daily life situations; addressing other people, presenting your complaints, making requests, asking for permission without hurting the others. Writing speeches using modal verbs

PROGRESS CHECK IN GROUP AND TEST/EVALUATION

9 To talk about our families and the good inherent in such institutions in contrast to the contemporary distorted use of the same word. Investigate and write an article about the understanding of family in our metropolitan city of Bogotá

10 To talk about what we do and how; the attitude towards work and study, the job opportunities in Colombia Discuss the attitude shown in sports, work, and study

PROGRESS CHECK IN GROUPS AND INDIVIDUAL WORKS

11 To talk about we actions in some time past; questions on how we behaved in front of our responsibilities. Imagine that you took a vacation but everything went wrong. Write about it describing what happened.

12 To talk about things (objects), their quantity, quality and how we relate to them Write about complains of your neighbor and say if the complains are valid.

PROGRESS CHECK IN GROUPS AND INDIVIDUAL WORKS

13-14 To talk about experiences we’ve had in life, interesting places we’ve been to

Write about a dangerous sporting activity. Express why you like or don’t like it.

15-16 To talk about our habitual tendencies during our childhood, adolescence

To count childhood experiences

PROGRESS CHECK IN GROUPS AND INDIVIDUAL WORKS/ FINAL EVALUATION

FEEDBACK AND EVALUATION OF THE COURSE

III. STRATEGIES

This program basically builds on a task-based syllabus with individual, pair and group instruction. It, therefore, follows a communicative approach to the learning of English and deals with a variety of topics in the modality of general English. The syllabus for the course contains:

• New Interchange 1 and some units in the second book.

• The core material provided by the units of both the student’s book and workbook of new Cutting Edge Elementary with its corresponding audio material.

• Supplementary material and follow up activities covering the four language skills, to be done during class time or as homework.

• Extensive reading material: graded level “readers” and other relevant reading material.

Regular class attendance is expected of all students. Absences without notifying the teacher and exceeding 30% (20) will be deemed excessive and may result in the student being dropped from the course. Each student is responsible for lessons missed due to absences. Thus, it is suggested that each student secures lessons notes from a student who attended the class.

TYPE OF COURSE: OBLIGATORY, BASIC, THEORICO-PRACTICAL, WORKSHOP

HOURS (TD-TC-TA) HOURS TEACHER/WEEK

(td-tc) HOURS STUDENT/WEEK

(TD-TC-TA) TOTAL HOURS ST/WEEK

X 16 WEEKS CREDITS

15 10 5 240 5

Direct participation in class: (TD): 5 hours

Cooperative work: (TC): 5 hours

Individual work: (TA): 5 hours

IV. RESOURCES

a) The human resource will be of paramount import in the teaching-learning process. This resource is comprised of: the teacher, who will help the students to deliver or bring forth new ideas for discussion and so build knowledge. The students will be a very good resource in the knowledge development. We count on the creativity of the two involved parties to make learning and teaching of English language a smooth and enjoyable process.

b) We shall use written materials (publications from outstanding entities like Cambridge University Press), free web postings, music and videos posted on the internet (you tube).

c) The available audiovisual and internet facilities will be brought into a productive use.

d) The rooms will offer us special academic fabrication places; they will be special places for academic discourses.

e) Academic outings will be encouraged see the real need of what students are preparing for.

BIBLIOGRAPHY

RICHARDS, C. Jack. Interchange third edition 1-3. Cambridge University Press.

UR, Penny. Grammar Practice Activities, A Practical Guide for teachers. Cambridge University Press.

GEAR, Jolene; G. Robert. Cambridge Preparation for the TOEFL Test, Fourth Edition.

MARSLAND, Bruce. Lessons from Nothing, Activities for language teaching with limited time and resources. Cambridge University Press.

UR, Penny; Wright A. Five-Minute Activities. Cambridge University Press.

MURPHY, Raymond. Essential Grammar in Use. A Reference and practice book for elementary students of English. Cambridge University Press.

DOFF, Adrian. Teach English. A training Course for Teachers. Trainer’s Handbook. Cambridge university Press in association with The British Council.

COMPLEMENTARY READING

Reading novels, story books

MAGAZINES

On-line based magazines

http://www.world-newspapers.com/

http://www.english-magazine.org/

http://www.saltpublishing.com/saltmagazine/index.htm

INTERNET

http://www.englishpage.com/readingroom/readingroomintro.html

www.abcteach.com

www.elllo.org

www.rhlschool.com

www.towerofenglish.com

www.englishpage.com

www.mansioningles.com

www.want2learn.com

V. ORGANIZATION

A unit will be covered in two or three sessions and more time will be dedicated to students’ group activities and discussions whose follow-up will be through the internet at time other than allotted the class lesions. The internet sites proposed for this academic space is: http://www.e-socrates.org/course/view.php?id=464, http://www.moodlesocial.com/course/view.php?id=206 and so, each student is therefore requested to register with this space.

VI. EVALUATION

The evaluation will be based on a qualitative assessment of students during the learning process and the definite quantitative evaluation based on a score. Accordingly, there will be three distinct formats of qualitative evaluation:

Self evaluation ( a format is given to students )

Progress evaluation

Final exam evaluation

TIPO DE EVALUACIÓN GRADE DATE PERCENTAGE

Self evaluation

LETTERS

NUMBERS 10%

Progress evaluation

LETTERS 60%

Final exam evaluation

NUMBERS 30%

STUDENT ENDORSEMENT

NAME SIGNATURE CÓDE Nº DATE

1.

2.

3.

TEACHERS´ SIGNATURE:

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HANDED IN ON: August 18, 2009