Idioma Inglés

PLAN DE PROFESORADO EN Idioma Inglés
The contents developed in this course will be framed
within essay discourse level.
Unit 1. Daily Affairs
• Narratives on familiar topics
• Simple face-to-face conversations
• Simple instructions
• Personal biographical information
• Money matters
• Health matters
• Post office
• Numbers
• Shopping/making purchases
Unit 2. Socializing
• Activities/hobbies
• Talking on the phone
• Greetings/ Introductions
• Making appointments
• Accepting/refusing invitations
Unit 3. Mass Media
• Radio/television broadcasts
• Announcements
• Social networks
• Blogging
• Chatting
Unit 4. Traveling
• Restaurants and foods
• Asking/giving directions
• Transportation
• Lodging
• Customs
• Simple instructions
5. Methodology
To achieve the stated language competences, students
should enroll in activities that will enable them to
understand and grasp main ideas and/or details of written
and spoken discourse. Moreover, students will initiate,
sus¬tain, and close general conversations with a number
of strategies appropriate to a range of circumstances
and topics with noticeable errors. Vocabulary still needs
more practice and there is evidence of negative transfer
from L1 to L2. Discourse is particularly characterized by
simple narra¬tion and/or description. The Intermediate-
High student will be understood even by interlocutors
not accustomed to dealing with speakers at this level,
so some repetition may still be required.
Students will be engaged in activities to get main ideas
and information from texts at the next higher level
featuring description and narration. Structural complexity
may interfere with comprehension; for example, basic
grammatical relations may be misinterpreted and
temporal references may rely primarily on lexical items.
Students will be immersed in intensive reading activities
to avoid the misuse of cohesive factors in discourse.
Besides, students will develop skills in taking notes in
detail on familiar topics and respond in writing to personal
questions, plus writing simple letters, brief synopses and
paraphrases, summaries of biographical data, work and
school experience. Finally, students will gain ability to
describe and narrate in paragraphs at an emerging level.
Teachers as facilitators will make use of the following
set of techniques: comprehension checks, guessing
from context, making inferences, cloze, reverse cloze,
skimming and scanning, paraphrasing, gisting/resume,
passage completion, identifying sociolinguistic factors,
identifying idioms, understanding intentions, intensive/
extensive reading techniques, among others.
6. Evaluation guidelines
• Theory: 20%
• Practice: 80%
To evaluate students’ learning achievements regarding
language, culture, methodology and evaluation
competences, the teacher will coherently assess what
has been articulately delivered through the teaching
learning-process and its components such as objectives,
activities and expected outcomes. Therefore, the
following assessment activities are suggested:
Listening
Comprehension checks, making inferences, identifying
main ideas and details, guessing, completion exercises,
completing charts, identifying places and addresses in
maps.
Speaking
Presentations, interviews, impromptu speeches, role
plays, dramatizations and task-based activities.
Reading
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