SYLLABUSENGLISH IV

COURSE CODE PREREQUISITE CREDITS HOURS PER WEEK

WEEKS PER SEMESTER

HOURS PER SEMESTER

CEF LEVEL

English IV 160410101 English III 10 15 16 240 B2

1. PROFESSOR: JONATHAN VELA

2. DESCRIPTION OF THE COURSE:

The purpose of this course is to develop the four different types of language competence-- communicative, cognitive, textual, and argumentative-- throughout the three main components of the subject: audio-oral, grammar, and reading and writing. Each one of them is dealt with separately in order to emphasize as appropriate, but they should be integrated in such a way that every component has the development of sociolinguistic competence as one of the final outcomes. This course follows the guidelines and competences proposed by the Common European Framework (CEF) for this specific level (B2 Vantage)

2.1 The main focus of the audio-oral component is on the communicative competence, mainly on its sociolinguistic component; however, the other competences should be taken care of in due course. The cognitive aspects are concerned with different topics, articulatory phonetics, language functions, listening and speaking. Research activities will be part of the audio-oral aspects as a way of intertwining the learners with their community and of integrating the intercultural elements of the learners’ group and those of the target language group.

2.2 The grammar component of the course corresponds to the study of some of the linguistic elements of the language. Grammar should be taught in context and be envisaged as part of language functions in order to develop speech acts at the communicative level.

3. OBJECTIVES OF THE COURSE:

3.1 GENERAL OBJECTIVES

In the audio-oral component, the student will be able to achieve and perform at the level of discussions, debates, presentations and argumentations using the structures and the functions required.

In the grammar component, the student will be able to use and produce, in a contextualized way, patterns and vocabulary ordinarily encountered in formal, academic and professional language.

UNIVERSITY OF QUINDIOFACULTY OF EDUCATION

MODERN LANGUAGES PROGRAM

UNIVERSITY OF QUINDIOFACULTY OF EDUCATION

MODERN LANGUAGES PROGRAM

UNIVERSITY OF QUINDIOFACULTY OF EDUCATION

MODERN LANGUAGES PROGRAM

3.2 Specific Objectives:

To begin the development of fluency and accuracy in English. To make the students aware of the grammatical aspects of the course and to

enable them to write grammatically correct paragraphs and short compositions.

4. METHODOLOGY

This course responds to the present requirements of a foreign language teaching, which is perceived as an important tool in current communicative environment and encompasses other abilities that go beyond the simple commitment of accomplishing the linguistic needs. For this reason, this course is based on the Action Method, a methodological approach that ensures the development of a set of skills, which lead to the acquisition of tools to enable communication. During this course, the speech acts are carried out through linguistic activities that are included in the social context and which lead to the meaningful learning process of the students.

5. CONTENTS

COMMON EUROPEAN FRAMEWORK OF REFERENCEGoals to achieve by the end of Fourth Semester

Independent User: B2 VantageLanguage

Skill General competence Specific Competences Contents Underlying topics(each topic 2 weeks)

GRAMMAR

Appropriate grammatical control. Occasional “”slips” or non-systematic errors and minor flaws in sentences structure may still occur, but they are rare and can often be corrected in retrospect

Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say, adopting a level of formality appropriate to the circumstances.

Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.

Has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence forms to do so.

Shows a relatively high degree of grammatical control. Does not make errors, which cause misunderstanding, and can correct most of his/her mistakes.

Tenses Review Conditionals Review Mixed Conditionals Passive Voice Parallel Structure Noun and Adjective

Clauses Review Adverb Clauses Connector used in

argumentation Compound Adjective Nominalization Inversion Complex Nouns Groups To + ing Michigan Practice II

Sports Technology Health Culture Entertainment Environmental

Issues Final project

LISTENING

Can make regular interaction with native speakers quite possible without strain for either party

Can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. Can understand most TV news and current affairs programmes. Can understand the majority of films in standard dialect.

Can take an active part in discussion in familiar contexts, accounting for and sustaining my views.

Sports Technology Health Culture Entertainment Environmental

Issues Final project

Can produce stretches of language

SPEAKING

Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.

Can present clear, detailed descriptions on a wide range of subjects related to the field of interest.

Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions. There are few noticeably long pauses.

Can initiate discourse, take his/her turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. Can help the discussion along on familiar ground confirming comprehension, inviting others in, etc.

Can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail.

Can construct a chain of reasoned argument

6. EVALUATION AND PERCENTAGES

For each component, assessment will be carried out both in the formative and summative ways. Mainly, fifty percent of all the grades will be assigned on a follow-up procedure and the other fifty percent on the mid-term (25%) and final examination (25%). The final grade of the course will be obtained taking into account that the grade for the audio-oral and reading and writing correspond to 40%, and the remaining which is grammar corresponds to the 20%.

Follow-up 50%Activities

Mid-term examination 25%

Final Examination

25%

AUDIO-ORAL

presentations, role-plays, listening tasks, participation in discussions, round tables, listening quizzes, phonetic exercises.

GRAMMAR

Presentations, role plays, analyses, class participation, quizzes, grammar tasks.

Listening Exam

Oral exam

Mid-term

Listening Exam

Oral exam

Final exam

Criteria PercentagesGrammar Component 40%Audio Oral Component 60%

Total 100%

Important Notice: Any student who fails any of the two components of the course (audio-oral or grammar) will have to take the course (English IV) again. There is no re-examination for this course.

7. INDEPENDENT WORK

ENGLISH IV is composed by three components: Audio-oral, reading and writing, and grammar. Each component has an intensity of 5 hours of class work per week, for a total of 15 hours a week for the entire course. In the same way, independent work is expected to be done in the same amount of time, that is to say, students should work on their own, based on the activities proposed by each teacher, for a total of 15 hours a week. Independent work includes activities such as homework, workshops, research, preparation for presentations, exams and advisories, among others.

The nature of the course is theoretical and practical, since students first receive knowledge about concepts and structures, and then, apply this knowledge through the use of English in its different abilities.

8. BIBLIOGRAPHY

8.1 Texts Beaumont, John (2001). North Star. Longman. Elbaum, Sandra N. (1996) Grammar in Context: Heinle & Heinle Publishers. Dixson, Robert j. Graded exercises in English: Regents Publishing Company, Inc. Hartmann, Pamela and Laurie Blass (1998). QUEST I Reading and Writing in the

Academic World: McGraw Hill. Hartmann, Pamela (1997). A Reading and Writing Skills Book: McGraw-Hill College. Huizenga, Jann (2005). TOTALLY TRUE 1: Building Vocabulary through Reading.

Oxford University Press. Kirn, Elaine and Pamela Hartmann (2002). INTERACCIONS I. A READING SKILLS

BOOK: McGraw – Hill. Kirn, Elaine and Pamela Hartmann (2002). INTERACCIONS II. A READING SKILLS

BOOK: McGraw – Hill. Lee, Linda and Erik Gundersen (2002). SELECT READINGS. Pre-intermediate: Oxford

University Press. Nettle, Mark and Diana Hopkins. Developing grammar in context: Cambridge University

Press. Schrampfer Azar, Betty. Basic English Grammar: Longman. Schrampfer Azar, Betty. English Grammar: Longman.

8.2 Websites

www.anael.org/english/abortion/harder.wmv www.youtube.com www.voanews.com/specialenglish/archive/2009-03/2009-03-04-voa1.cfm www.onestopenglish.com www.eslcafe.com www.esl-lab.com www.nonstopenglish.com www.englishclub.com www.nationmultimedia.com www.freeenglish.com www.english-zone.com www.english-at-home.com www.englishlearner.com www.wikipedia.com