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English Teaching Curriculum 2002

This document outlines the syllabus for an English language course at Universidad Autónoma de Entre Ríos in Argentina. It details the course objectives of developing students' English communication skills to a level of fluency and accuracy needed for teaching. The syllabus is divided into sets of topics that systematically practice the four language skills through a variety of activities. Student assessment includes worksheets, oral and written exams, and an optional final exam for promotion. The course uses a communicative methodology with an emphasis on actively involving students in learning processes.

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44 views6 pages

English Teaching Curriculum 2002

This document outlines the syllabus for an English language course at Universidad Autónoma de Entre Ríos in Argentina. It details the course objectives of developing students' English communication skills to a level of fluency and accuracy needed for teaching. The syllabus is divided into sets of topics that systematically practice the four language skills through a variety of activities. Student assessment includes worksheets, oral and written exams, and an optional final exam for promotion. The course uses a communicative methodology with an emphasis on actively involving students in learning processes.

Uploaded by

SMB
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

Universidad Autónoma de Entre Ríos.

smmb2002
Facultad de Humanidades, Ciencias Sociales y Arte.
Profesorado de Inglés.

Departamento: Inglés.
Cátedra: Lengua Inglesa.
Curso: II.
Plan de estudios: 2001.
Profesora: Sandra M. Bayona, ob.
Ciclo lectivo: 2002.
Carga horaria: 5 horas (300 minutos) semanales.
Régimen: Anual.
Planificación anual.
Objetivos.
Objetivos generales de la materia.
- Que el alumno logre comunicarse con corrección y fluidez en inglés, en forma oral y
escrita, ya que como profesor será modelo del idioma.

Objetivos generales del curso.


- Que el alumno
desarrolle progresivamente las habilidades relacionadas con el lenguaje,
revisando, ampliando y profundizando los conocimientos previamente adquiridos;
integre en forma productiva las habilidades adquiridas en otras áreas específicas
del estudio de la lengua;
relacione activamente lo presentado con lo que deberá enseñar en su futura área
laboral.
profundice en la conciencia de ser responsable de su propio desarrollo
académico.

Objectives of the Syllabus.


The student should achieve
a degree of fluency and accuracy in English which enables them to engage in a
wide range of activities aimed at improving confidence, competence and effectiveness
in oral and written communication.
a command of grammatical structures and vocabulary in all kinds of situations.
the ability to read with immediate comprehension authentic material.
the ability to understand explicit as well as implicit information in a written
and/or oral text and thus be able to identify the main point or important information in a
text.
the ability to apply different reading techniques effectively.
the ability to use self-study strategies for continuous language development.
the level needed to produce coherent written texts of different types, using
accurate and appropriate linguistic resources.

The student should develop an awareness of


text organisation and logical development.
the style and conventions of written language, including the difference between
registers.

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the use of the systems of vocabulary (affixation, compounding, collocation,
phrasal verbs, synonyms, homophones, etc.)smmb2002
the need to be a clear and coherent model in their future role as teachers.smmb2002
the fact that languages are constantly developing, thus demanding a continuous
study of syntax and semantics.

Methodology.
A communicative methodology where:
- the student is actively involved in all learning processes.
- the teacher adopts different roles ( informer, monitor, consultant) according to the
stage of the lesson.

Activities.
Listening skills
Authentic material will be used for improving comprehension, understanding different
accents, practising note-taking and summarising discussions, viewpoints and arguments.
Oral fluency
Attention to appropriacy and correct register will feature prominently throughout the
course. Pronunciation will be assessed as an integral part of oral fluency.
Vocabulary expansion: including idioms, collocation, phrasal verbs, connotation and
colloquial language. Method of work: workshops, discussion and practice of all aspects
of oral and written English; individual projects and presentations.
Written activities.
Note- taking, summarising. Information transfer.
Asking and answering questions. True/False. Multiple choice. Multiple matching.
Gap filling. Cloze tests. Multiple cloze. Word building. Sentence transformation.
Compositions.
Reading skills.
Intensive and extensive reading.
Skimming and scanning.

Contents.
The contents are divided into sets based on topics, systematically introducing and
practising the four language skills and their subskills.
Extra material may be added if necessary.

Set 1.
Vocabulary related to communication: body language; languages: homophones,
portmanteau words, abbreviations, gender, registers, euphemisms and political
correctness, phrasal verbs and expressions.
Prepositions of position, direction, time, manner, purpose.
The Definite Article.
Verbs with Gerunds. Verbs with (Bare) Infinitives.
Order of adjectives.
Subjunctive tenses.
Substitution.
Connectors.
Text types: formal letters: letters of application. Narrative composition.
Structures used to express surprising facts and news; personal opinions.

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Set 2. smmb2002
Vocabulary related to human behaviour: feelings, relationships, moods, attitudes, social
manners.
Possessive Cases.
Negative compounds: compounds with no- and any-.
Relative Clauses: Finite and Non-finite Relative Clauses.
Text types: reviews. Speeches.
Structures used to make suggestions; make a restatement; introduce correct information;
express generalisation and exceptions.

Set 3.
Vocabulary related to science, technology and the environment: discoveries and
inventions, global problems, the future.
Phrasal verbs and expressions.
Cleft sentences.
Indirect and Reported Speech.
Make and Do.
Say, call, speak, talk, think.
Much, many, little, few, a lot, plenty.
Adjectives ending –ing. Adjectives ending –ed.
Text types: articles; reports.
Structures used to refuse; ask for explanations.

Compulsory Reading.
Christie, Agatha, The Stymphalian Birds. In Christie, Agatha, 1993. Best Detective
Stories of Agatha Christie. UK: Longman.
Dahl, Roald. Mrs. Bixby and the Colonel’s Coat. In VVAA, 1993. From the Cradle to
the Grave. Short Stories. OUP.
Du Maurier, Daphne. 1952. My Cousin Rachel. The Reprint Society.
Forester, C.S. The Bedchamber Mystery. In VVAA, 1968. The Hilton Bedside Book.
USA: Hilton Hotels Corporation.
Grisham, John, 1998. The Street Lawyer. New York: Doubleday.
King, Stephen, Word Processor of the Gods. In Skeleton Crew, 1986. Signet Book. New
American Library.
Meehan, Thomas, Il Talento Mysterioso. In VVAA, 1968. The Hilton Bedside Book.
USA: Hilton Hotels Corporation.
Plaidy, Jean. 1983. Myself, My Enemy. UK: Pan Books.
Sheldon, Sidney, 1993. Rage of Angels. USA: Harper Collins Publishers.
Tolkien, J.R.R. Leaf, by Niggle. In Tolkien, J.R.R. The Tolkien Reader. New York:
Ballantine Books.

Material may be added.

Bibliography.
Aspinall, T, Capel, A, Gude, K, 1996. Advanced Masterclass CAE. OUP.
Alexander, L.G., 1990. Longman English Grammar Practice. N.Y. Longman.
Brinton, Donna et al. 1997. Insights 2. Longman,
Graver, B.D., 1995. Advanced English Practice. OUP.

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Haines, Simon, Stewart, Barbara, 1994. First Certificate Masterclass. OUP. smmb2002
McCarthy, M, O’Dell, F., 1994. English Vocabulary in Use. CUP.
Morris, Susan, Stanton, Alan, 1993. The Nelson First Certificate Course. U.K. Nelson.
O’Connel, Sue, 1993. Focus on First Certificate. Nelson,
O’Connel, Sue, 1993. Focus on Advanced English. CAE. Nelson.
O’Dell, Felicity, 1997. English Panorama 1. C.U.P.
Spratt, M, Taylor, L., 1997. The Cambridge CAE Course. U.K. C.U.P.
Stephens, Mary. 1996. Practise Advanced Writing. Longman,
Swan, Michael, 1994. Practical English Usage. England. OUP.
Thomas, B J, 1995. Advanced Vocabulary and Idiom. Longman.
Thomas, B J, 1995. Intermediate Vocabulary . Longman.
Vince, Michael, 1994. Advanced Language Practice. Heinemann.
Watcyn-Jones, Peter. 1980. Test your Vocabulary 4. Penguin English.
Wyrick, Jean, 1990. Steps to Writing Well. USA. Holt, Rinehart and Winston, Inc.
Longman Dictionary of Contemporary English. 1988. Longman.
Longman Dictionary of English Language and Culture. 1992. Longman.
The Penguin Dictionary of English Synonyms and Antonyms. 1992. Penguin.
Other dictionaries.
Articles from magazines and newspapers.

Aitchinson, Jean. Linguistics. USA. NTC Publishing Group.


Byrne, Donn. 1979. Teaching Writing Skills. Great Britain: Longman.
---------------- 1979. Teaching Oral English. Hong Kong: Longman.
Doubtfire, Dianne, 1996. Creative Writing. USA. NTC Publishing Group.
García Hoz, Víctor (ed.) 1993. Enseñanza y aprendizaje de las lenguas modernas.
Madrid: Ediciones Rialp, S.A.
Grellet, Françoise, 1994. Developing Reading Skills. CUP.
Lightbown P. and N. Spada, 2000. How Languages are Learned. Hong Kong. OUP.
Lyons, J. 1997. Language and Linguistics. An Introduction. Great Britain. CUP.
Richards, Jack (ed.) 1975. Error Analysis. Great Britain: Longman.
Skehan, Peter. 1998. A Cognitive Approach to Language Learning. Hong Kong: Oxford
University Press.
Widdowson, H.G. 1979. Teaching Language as Communication. UK: Oxford
University Press.
--------------------- 1998. Linguistics. Hong Kong: Oxford University Press.

Evaluación.
Los alumnos podrán optar por uno de estos modos para promocionar Lengua II:
Promoción Directa.
Trabajos Prácticos.
Porcentaje mínimo exigido: 80% aprobado con un 60 % o más, sin instancia de
recuperación.
La modalidad de los Trabajos Prácticos será determinada por la Cátedra. Se prevén 15
Trabajos Prácticos en el ciclo lectivo 2002 para Lengua II.

Parciales.
Porcentaje mínimo exigido: 100% de los parciales o el recuperatorio aprobado con un
mínimo del 73 % (6).
Cantidad: dos.

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Modalidad: smmb2002
- primer parcial: oral.
- segundo parcial: oral y escrito. Ambas instancias serán eliminatorias.

Instancia de recuperación
Habrá UNA instancia de recuperación, a fin de año, luego de rendidos los dos parciales.
Para acceder a la instancia de recuperación, el alumno deberá haber aprobado uno de los
dos parciales.
Modalidad de la instancia de recuperación: se adaptará a la modalidad del parcial que el
alumno no haya aprobado.

Asistencia.
80% (60% para quienes presenten justificación).

Promoción Por Examen Final.


Trabajos Prácticos.
Idem punto Trabajos Prácticos, Promoción Directa.

Parciales.
Porcentaje mínimo exigido: 100% de los parciales o el recuperatorio aprobado con un
mínimo del 60 % (4).
Cantidad: dos.
Modalidad:
- primer parcial: oral.
- segundo parcial: oral y escrito. Ambas instancias serán eliminatorias.

Instancia de recuperación.
Idem punto Instancia de recuperación, Promoción Directa.

Asistencia.
60% (50% para quienes presenten justificación).

Examen Final.
De cumplir con estos requisitos, se considera que el alumno ha regularizado la materia y
debe pasar por una instancia evaluadora final, en fecha a determinarse de acuerdo a los
turnos de exámenes acordados por la autoridad competente.
Este examen final consistirá en dos instancias, ambas eliminatorias:
instancia escrita: subdividida en 4 partes: audiocomprensión, lectocomprensión,
uso de la lengua, composición;
instancia oral.
La nota mínima de aprobación corresponde al 60% (4). La nota final se obtendrá luego
de promediar las notas de ambas instancias, si el alumno hubiese aprobado ambas.

Categoría Libre.
El alumno que desee promocionar en la categoría Alumno Libre deberá cumplir los
siguientes requisitos.

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Requisitos.smmb2002
100% de los parciales o el recuperatorio aprobado con un mínimo del 60 % (4).
Cantidad: dos. smmb2002
Modalidad:
- primer parcial: oral.
- segundo parcial: oral y escrito. Ambas instancias serán eliminatorias.

Instancia de recuperación.
Idem punto Instancia de recuperación, Promoción Directa.

Examen Final, Categoría Libre.


Cumplidos estos requisitos, el alumno deberá pasar por una instancia evaluadora final,
en fecha a determinarse de acuerdo a los turnos de exámenes acordados por la autoridad
competente.
Este examen final consistirá en cinco instancias, todas eliminatorias:

audiocomprensión,
lectocomprensión,
uso de la lengua,
composición;
entrevista oral.

La nota mínima de aprobación corresponde al 60% (4). La nota final se obtendrá luego
de promediar las notas de las diferentes instancias, si el alumno las hubiese aprobado.

Cronograma.
Las dos primeras unidades se desarrollarán el primer semestre. El resto, en el segundo
término.

N.B.: A lo largo del desarrollo del presente programa, se integra lo presentado en otras
cátedras (tales como Gramática Inglesa, Fonética Inglesa y Civilización y Cultura), ya
sea a través de la aplicación práctica de la teoría dada o de la lectura y análisis de
diversos temas de interés.

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smmb2002

Common questions

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The course ensures understanding of different styles and conventions of written language by engaging students in writing varied text types, such as formal letters, narrative compositions, articles, and reports. Students practice using appropriate linguistic resources and gain awareness of text organization and logical development. Attention is given to differentiating between registers and applying them appropriately in different contexts .

Reading comprehension is addressed through both intensive and extensive reading techniques. Activities include skimming and scanning, working with a variety of text types, and understanding main points and important information. The curriculum is designed to enhance the ability to read with immediate comprehension of authentic materials and apply different reading strategies effectively .

The course content integrates topics and skills from other cátedras such as English Grammar, Phonetics, and Civilization and Culture. This integration involves applying theory from these areas in practical activities, as well as reading and analyzing diverse topics of interest. The objective is to provide a comprehensive understanding and application of language skills, fostering a holistic approach to language education that prepares students for their future teaching roles .

Practical language skills are assessed through both oral and written exams. The oral exams evaluate speaking proficiency and the ability to express ideas clearly. Written exams test comprehension, language use, and composition skills, requiring students to demonstrate their language proficiency across multiple contexts. Tasks like audiocomprehension and reading comprehension assess listening and reading skills, further ensuring that students can apply language skills practically .

The syllabus aims for students to achieve a command of grammatical structures and vocabulary across various situations, enhancing their ability to engage in a wide range of communicative activities. This comprehensive knowledge supports fluency and accuracy, prepares students for diverse communicative challenges, and meets the expectations of being effective language models in their future teaching professions .

The course employs a communicative methodology, where students are actively involved in all learning processes. Teachers adopt various roles, including that of informer, monitor, and consultant, depending on the lesson stage. The course includes workshops, discussions, and individual projects that encompass all aspects of oral and written English. Authentic materials are used for listening skills, and extensive reading techniques such as skimming and scanning are practiced to enhance reading abilities .

The course covers vocabulary topics such as communication-related terms (including body language and phrasal verbs), prepositions, possessive cases, and vocabulary related to science and technology. This approach not only expands students' lexical resources but also equips them to handle various communicative contexts, thereby enhancing their overall language proficiency and ability to apply these skills in real-world situations .

The curriculum emphasizes the development of communication skills in both oral and written English, aiming to ensure fluency and accuracy. It includes activities such as note-taking, summarizing, and engaging with authentic materials to improve comprehension and oral fluency. Additionally, the curriculum fosters vocabulary expansion, pronunciation improvement, and understanding of grammatical structures and registers. The methodology involves active student participation and self-study to promote continuous language development. This comprehensive approach prepares students to be effective English language models in their future teaching roles .

The evaluation process consists of practical work, partial exams, and a final exam. Students must complete practical work with at least 80% approval. Two partial exams are conducted, the first being oral and the second both oral and written, with both being eliminatory. There is a recovery instance at the end of the year for those who did not pass a partial exam. Attendance is mandatory, with 80% required unless justification is provided. The final exam comprises written and oral components, and students must achieve at least a 60% mark to pass .

Self-study is a crucial component of the syllabus, emphasizing continuous language development beyond classroom learning. Students are encouraged to develop self-study strategies to enhance their language skills independently. This focus on self-directed learning fosters a sense of academic responsibility and equips students with lifelong learning skills, critical for adapting to the evolving nature of language .

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