UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA- UNAD Vicerrectora de
relaciones Internacionales-VIREL Instituto Virtual de Lenguas-
INVIL National English Program English 4 - 90170 Course
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD
Vicerrectora de relaciones Internacionales VIREL Instituto
Virtual de Lenguas INVIL National English Program
SYLLABUS English 4 - 90170 Course
1. COURSE GENERAL INFORMATION
SCHOOL OR UNIT: Instituto Virtual de LenguasACRONYM: INVIL
LEVEL: Technician Technological Professional Master
TRAINING FIELD: Common basic interdisciplinary (foreign language
component)
COURSE: English 4CODE: 90170
COURSE TYPE: Theoretical-practical
NUMBER OF CREDITS: 2 creditsNUMBER OF WEEKS: 8 weeks
PRIOR KNOWLEDGE: In the English 4 course, students should know,
understand and dominate the topics of English 0, 1, 2 and 3
courses. Some of these topics are: Compound adjectives, present
progressive with future meaning, Wh question with modals, phrasal
verbs, past progressive-past simple, modal verbs advice and
obligation, among others.
COURSE DIRECTOR: Lika Gobronidze
DATE OF ELABORATION: March, 2015
COURSE DESCRIPTION: The UNAD, true to its mission as a leading
organization in open and distance education, has a key role in the
advances related to the globalization topic. For this reason, its
internationalization policy seeks to guide the steps of the
national and international community towards bilingual
scenarios.According to the above English 4 is part of the foreign
language component in the curriculum guidelines of the UNAD's
academic programs. Students will encounter in this course, the
availability of a virtual environment in which six environments
(initial information, knowledge, collaborative learning, practical
learning, assessment and monitoring and management) are prepared.
Each environment fulfills a specific function within educational
intentions which guide the work, through both individual and group
interaction, in order to enhance the learning and practice of
English oriented activity guides and accompanied by their
respective evaluation rubrics.This course has two (2) credits,
which include independent study and tutorial support, for a total
of 96 hours of academic work, distributed in 64 hours of
independent study, 36 hours of accompaniment and tutorial follow-up
aimed to: * Recognize and appropriate the basic contents of English
4 specifically.* Develop abilities and communication skills through
listening (audio, written reflection of audiovisual materials) and
written comprehension (drafting, interpretation and development of
the contents), in order to make use of the English language in
different scenarios of everyday life * Foster in students the
importance of learning English for work, academic and personal
environment.* Take advantage of techno-didactical resources and
technological tools in the course in order to learn a foreign
language with autonomy and tutorial support.
* On the agenda on the initial information environment, you can
refer to corresponding activities to each of the two work units,
dates and evaluative weights of them. * The student has the
guidance and support from the assigned tutor on campus throughout
the process in order to solve doubts or concerns that may arise
when developing this course.
2. EDUCATIONAL INTENTIONS
Purpose. To strengthen communication skills in English language
so the student is able to employ an intermediate - advanced
language on general topics those allow him to manage situations in
different contexts where the use of the foreign language is
required. To achieve this purpose, synchronous and asynchronous
learning activities have been arranged where everyday situations
arise and students are able to apply and reinforce their knowledge,
productive and receptive skills.
General skills of the course:
The student strengthens the communication skills required in the
command of English through the virtual environment and the ICT
resources of the course as a support to strengthen his learning
process and be fluent in the foreign language.
The student through the use of the learning strategy based on
tasks within the virtual learning environment, is able to engage in
everyday situations in oral and written form on familiar
topics.
The student communicates in oral and written way making use of
English in order to describe experiences, events, desires and
aspirations, as well as briefly justify his views and explain his
plans.
The student takes part in the exchange of cultural information;
Recognizing his environment and understanding the new cultures of
the second language studied.
Sociolinguistic competence
The English 4 student, has the ability to express and interpret
thoughts, feelings and facts in both oral and written (listening,
speaking, reading, writing), and to interact appropriately in
social and cultural contexts among others making use of simple
tenses and more complex grammatical structures. Production
competence
The student is able to understand the main points of clear texts
which are familiar to him either in work or study situations and
uses reading as a source of enjoyment and personal enrichment. In
addition, he produces simple and coherent text on familiar topics
or in which he has a personal interest. He is able to describe
experiences, events, desires and aspirations, as well as briefly
justify his views and explain his plans.
Digital and technological competence
The student uses the task based learning strategy supported by
the course and, all media and technology tools placed at his
disposal, including the ICT in order to obtain, select and present
information in verbal and written form.
Name of the unitLearning ContentsRequired references
(includes: Text books, web links, journals)
UNIT 1 TIME CLAUSES 1 PastperfectOnline English Course. (s/f).
Past Perfect - advanced level. Retrieved from:
http://www.curso-ingles.com/gramatica-inglesa/past-perfect.php on
December, 2014
English Grammar on line-4U.(2014). Past perfect Simple.
Retrieved from:
http://www.curso-ingles.com/gramatica-inglesa/past-perfect.php on
December, 2014
English Grammar on line-4U.(2014). English in 52 weeks. (2014).
Active voice Past perfect. Retrieved from:
http://www.shertonEnglish.com/resources/es/active-voice/past-perfect.php
on December, 2014
Grammar-Quizzes.com. (2014). Practice on points of English
grammar. Past perfect: Contrasting earlier from the later events.
Retrieved from: http://www.grammar-quizzes.com/past3b.html on
December, 2014 British Council (2014). Verbs in time clauses and if
clauses. Retrieved from:
https://learnEnglish.britishcouncil.org/es/English-grammar/verbs/verbs-time-clauses-and-if-clauses
on December, 2014
English Grammar on line-4U.(2014). Conditional Sentences /
If-Clauses Type I, II and III. Retrieved from:
http://www.ego4u.com/en/cram-up/grammar/conditional-sentences on
December, 2014
Sherton English. English in 52 weeks. (2014). First Conditional-
type I. Retrieved from:
http://www.shertonEnglish.com/resources/es/conditionals/type1.php
December, 2014
OM-grammar. (s/f). Conditional sentences. Retrieved from:
http://www.ompersonal.com.ar/omgrammar/oracionescondicionales.htm
December, 2014
English Club. (2014). First Conditional: Real possibility.
Retrieved from:
http://www.Englishclub.com/grammar/verbs-conditional_2.htm
December, 2014
English teacher Melanie into the real world. (2010). Vocabulary
- When to Say ' Congratulations!' Retrieved from:
http://www.Englishteachermelanie.com/vocabulary-when-to-say-congratulations/
December, 2014
Bla. B Dictionary. (s/f). English-Spanish translation for
"congratulatory". Retrieved from:
http://en.bab.la/dictionary/English-spanish/congratulatory
December, 2014
Ibe. Learn English. Learn English. (2013). English lesson 4.
Offering congratulations. Retrieved from:
https://www.youtube.com/watch?v=Cp1nI4_yDSE December, 2014
2 time Clauses in the past
3 If clauses and results clauses in conditional sentences.
4.Conditional sentences with the combination:
present-future-(first conditional)
5. Congratulatory vocabulary and expressions
Complemetary referencesPerfect English grammar. (2014) First
Conditional-exercise1. Retrieved from:
http://www.perfect-English-grammar.com/first-conditional-exercise-1.html
December, 2014
Agenda web. (s/f). Hundreds of free English exercises. First
conditional exercises. Retrieved from:
http://www.agendaweb.org/verbs/conditional-first-exercises.html
December, 2014
Really learn English for students and teachers. (2013). Past
perfect exercises. Retrieved from:
http://www.really-learn-English.com/past-perfect-exercises.html
December, 2014
Your Dictionary. (2014). The dictionary you can understand.
Retrieved from: http://sentence.yourdictionary.com/congratulation
December, 2014
UNIT 2 HYPOTHETICAL SITUATIONS 1 Wish to express hypothetical
situations in the present and future5MinuteEnglish (2013). English
as a Second Language. Using wish in the present tense. Retrieved
from: http://www.5minuteEnglish.com/apr21.htm December, 2014
BBC learning English. (s/f). Inspiring language learning.
Expressing wishes in the past, present and future. Retrieved from:
http://www.bbc.co.uk/worldservice/learningEnglish/grammar/learnit/learnitv301.shtml
December, 2014
Esl base. (n.d.) Teach English. English grammar Wish: Form and
meaning. Retrieved from: http://www.eslbase.com/grammar/wish
December, 2014
Grammar-Quizzes.com. (2014). Practice on points of English
grammar. Expressing wishes and regrets. Retrieved from:
http://www.grammar-quizzes.com/condition4a.html December, 2014
Esl base. (2014) Resources for teachers and learners of English.
English grammar Wish. Retrieved from:
http://www.eltbase.com/notes.php?id=52 December, 2014
The blog to learn English. (2013). Differences among "I wish, if
only, I hope" to express desire, complaints or repentance.
Retrieved from:
http://elblogdelingles.blogspot.com/2013/03/diferencias-entre-i-wish-if-only-i-hope.html
December, 2014
English. An educational, fun, and easy way to learn English.
(2012). Use of Hope and Wish. Retrieved from:
http://ingles-whatstheproblem.blogspot.com/2012/02/el-uso-de-hope-y-wish.html
December, 2014
Townson University. (2014). Online writing support.
Active-Passive voice. Retrieved from:
http://www.towson.edu/ows/activepass.htm December, 2014
English Grammar on line-4U.(2014). Passive voice. Retrieved
from: http://www.ego4u.com/en/cram-up/grammar/passive December,
2014
Grammar-Quizzes.com. (2014). Practice on points of English
grammar. Passive Verbs with Two Objects: Focusing on the direct or
indirect object. Retrieved from:
http://www.grammar-quizzes.com/passive1c.html December, 2014
Advanced straight forward English. (s/f). Troublesome grammar.
Active and passive voice. Retrieved from:
http://www.garlicpress.com/shop/images/ASFE.pdf December, 2014
2 hope to express realistic expectations in the present.
3 use of wish + 'stop ing' structures. Hope vs. Wish.
4. Used to for habits and customary past actions.
5. Subject and Direct Object within a sentence, both in active
and passive voice in present and past tenses of the passive voice
impersonal for events.
Complemetary referencesAbout.com. (s/f). English as 2nd
language. Active voice to passive voice transformations. Retrieved
from: http://esl.about.com/library/quiz/blgrquiz_passive1.htm
December, 2014
English Exercises.org. (s/f). Passive voice exercises. Active or
passive voice. Retrieved from:
http://www.Englishexercises.org/makeagame/viewgame.asp?id=1373
December, 2014
Agenda web. (s/f). Hundreds of free English exercises.
Verbs-Wish/hope-exercises. Retrieved from:
http://www.agendaweb.org/verbs/wish-exercises-verb.html December,
2014
To learn English.com. (s/f). Exercise of hope and wish.
Retrieved from:
http://www.tolearnEnglish.com/English_lessons/exercise-of-hope-and-wish
December, 2014Esl grammar practice. (2012) Hopes and wishes.
Retrieved from:
http://eslgrammarpractice.blogspot.com/2012/11/hopes-and-wishes.html
December, 2014
3. LEARNING ACTIVITIESUnitLearning Contents
CompetenciesPerformance indicatorsLearning StrategyN of
WeeksAssessment
PurposeAssessment CriteriaWeighting
UNIT 1
TIME CLAUSES
1.Past perfect.
2. Time clauses in the past.
3. If clauses and results clauses in conditional sentences.
4. Conditional sentences with the combination: Pres.-Fut. (first
conditional)
5. Congratulatory vocabulary and expressions
The student uses accordingly the past perfect in different
contexts where an action in the past occurs before another action,
the student also acknowledges and uses expressions to
congratulate.
The student recognizes and uses in written and oral form the
structure of the first conditional as a result of possible actions
Inquires aboutContent from the past perfect and conditional
expressing possibility through the available resources and broadens
information on your own. He understands the conversations which
include past perfect and identifies the sequence of events with
ease.
He analyzes readings expressing personal opinions.
He is able to maintain a fluent and coherent conversation in
past perfect tense.
He describes real situations by writing about them and is able
to clearly identify the sequence of eventsTask based strategy
organized as follows: ROLE OF THE TUTOR
I. Previous task: At the beginning, the tutor invites the
student to recognize the course units and activities.Task cycle:
Act. 1. Recognition forum: Conceived in three moments:1. Task:
Students begin the collaborative work 2. Planning: The e-students
provide feedback their classmates' work 3. Inform: Students present
individually, an audio recording of the answers to the questions
set out. II. - Focus on the meaning- Act. 2 - Pre-knowledge online
activity. Analysis: Students practice online activity to identify
and process specific structures and strengthen communication
skills. III-IV - Focus on the form - Act. 3 -4 : Online
activity-Unit 1and 2: Students are encouraged to listen and read
prior use the reading or audio to extract useful language with
grammatical structures learned during this unit.
2Identify actions of the past perfect, its tense forms and
unique temporal clauses to describe personal experiences, and uses
expressions to congratulate.
Determine the construction of first conditional sentences where
there are consequences of initial actions.
Act. 1. Identification and recognition of elements, topics and
activities to be developed during the course.
Act. 2. Topic transfer from Unit 1 using an online objective
test.
Act. 3 Use of new vocabulary and proper English phonetics
applied to a synchronous talk with the tutor.
5%
5%
70%
UNIT 2
HYPOTHETICAL SITUATIONS USED TO1 Wish to express hypothetical
situations in the present and future
2 hope to express realistic expectations in the present.
3 Use of wish + stop -ing structures. Hope vs. Wish.
4. Used to for habits and customary past actions.
5. Subject and Direct Object within a sentence, both in active
and passive voice in present and past tenses of the passive voice
impersonal for events.
The student understands and is able to see the difference
between the expressions 'Wish and Hope' in oral and written form in
actual and hypothetical situations in the present.
The student applies the modal "used to" followed by an
infinitive verb in sentences that communicate past habits within
sentences with positive, negative and question meaning.
The student interprets and understands concepts, order and
function of words in sentences constructed with passive and active
voice including the subject and direct object with its application
in practical activities on their immediate environment.The student
talks expressing his point of view using wish or hope depending on
the context.
The student does written exercises which highlight the
importance of his position against real or hypothetical facts.
The student writes clear and detailed texts practicing what he
learned in both units.
The student takes part in spontaneous talks about past habits
and understands written texts describing past habits.
The student takes part in academic conferences in which passive
voice phrases are used and writes reports expressing opinions and
facts with well-constructed phrases.ROLE OF THE STUDENTV. - Focus
on the language- Act. 5 - Speaking assignment-unit 1 & 2 -
practice: The tutor leads the practical activities where the
students exercise words and phrases that will allow them to use the
English language.VI. - Central task - Act. 6 Writing
assignment:Planning and execution of the task: Students work in
collaborative groups. The tutor constantly accompanies the activity
in each forum. Students present individually a written
text.Feedback, deep learning and reflection on the task.VII- Act 7.
Course Final Test: Students through the online final objective test
will be able to experiment the learning process of the course
topics. VII- Act 7. Course Final Test: Students through the online
final objective test will be able to experiment the learning
process of the course topics. 8Apply the proper use of wish and
hope in everyday sentences.
Describe past habits by using the expression "used to" with the
following verb in the correct tense.
Apply orderly and coherent concepts on passive and active voice
when creating everyday phrases.Act. 4. Topic transfer from Unit 2
using an online objective test.
Act. 5 Proper use of grammar structures, punctuation signs,
connecting words, cohesion and coherence in the requested text.
Act. 6. Topic transfer from Unit 1 using an online objective
test.
70%
70%
25%Final Test
1. COURSE ASSESSMENT STRUCTURE
Type of assessmentWeightingMaximum score
Self-assessmentTrainingIt is the opportunity that the student
has to check and do a self-critical reflection of his academic
progress related to his training project
Evaluation between peersTrainingIt is a collaborative action
among students; the comments made or received from the other
members of the group are significant to identify strengths and
weaknesses in the personal learning process
Evaluation by the tutorEvaluation process done by the tutor,
which aims to verify the learning achievements and verification of
skills and learning contents which make up the competition. This
evaluation shall be consistent with the teaching strategy of the
task-based learning, where the activities to assess skills should
form part of a set of actions that give solution to a situation
inside a task in accordance with provisions under the respective
rubric for each activity as appropriate. All activities to be
performed by the student shall maintain a correspondence with the
achievement of objectives and its specific competence to develop.
To evaluate the tasks several indicators will be defined and will
allow us to identify the aspects that the student should have to in
order to check if the skill has been properly acquired by the
student.
THE EVALUATION RUBRICS: They are guidelines in which grading
scales are established according to progressive levels in relation
to the performance of a student in the accomplishment of a specific
task.It is aimed towards qualitative aspects that serve to measure
quantitatively its work according to a academic an metacognitive
criteria. It involves a progressive evaluation
75%375
25%125
Total500
Academic work in the virtual campus policiesThe UNAD, complies
with the development of a quality culture consistent with its
academic educational model, in its various fields and performance
multicontexts, working responsibly within the framework of its
autonomy and university mission with innovative criteria that
guarantee the satisfaction of academic stakeholders, beneficiaries
and users of its programs and services as well as the quality,
efficiency and effectiveness of its management model and the
continuous improvement of its processes and resources.
All courses of the programs are developed in a virtual campus
created by the UNAD for this purpose. This space provides direct
contact with educational stakeholders that make up the course.
To work in the virtual campus it is necessary to take into
account the educational model of the UNAD where Virtual Learning
Environment (AVA in Spanish) is composed by the following academic
stakeholders: E-students, e-mediators (Course Director and Course
Tutor)
E-mediator:
E-Director of Academic Course: It is the academic stakeholder
whose primary functions are to design, update and improve the
teaching material of the course (course module), design and/or
update the course activities, lead the national network of course
tutors in charge and manage the virtual classroom and its different
environments. The role of course director allows him to make
changes in the virtual classroom.
E-Tutor of Academic Course: It is a cognitive mediator who
facilitates guides, accompanies and evaluates the integral
formation process, taking part in the course network in order to
formulate and implement strategies for the tutorial support and
strengthening of the academic course within the substantive
responsibilities framework and its criteria.
E-student: It is the educational stakeholder; its autonomous
learning is the essential condition to carry out the academic
activity oriented to its integral training. (Academic Regulation
UNAD, 2006)
As provided in our PAP (Academic Project), the UNAD,
acknowledges the learning process with a cognitive,
psycho-affective, and motor character which meets or is performed
sequentially, in this sense, the academic work is determined by
learning phases. (PAPs 3.0 version)
Anti-plagiarism Policy - Academic regulations for
studentIntellectual property means the set of rights and privileges
over all creations of human ingenuity that in any knowledge field,
may be object of definition, reproduction, use, or by any known or
to be known mean, and with respect to which the State and
legislation offer special protection.
According to the Unadista anti-plagiarism policy:
In Spanish, plagiarism is defined by the Royal Academy
dictionary as the action of "copy substantially other people's
works, considering them as own." Plagiarism is a serious offence:
it is the equivalent, in academia, to theft. A student who
plagiarizes does not take its education seriously, and does not
respect the foreign intellectual production.
There is no little plagiarism. If a student uses any portion of
another person's work, and this person does not document his
source, it is committing an act of plagiarism.
The Internet age facilitates communication and given that there
is a lot of information as it has never existed, it is very easy to
engage in this practice. That's why, in addition to the previous
statement, there are on the network various applications, some of
them free, that verify a text and validate its sources to make sure
that a document is not an involuntary or voluntary copy of another
document. Here it is shown the application called The Plagiarism
Checker.
WHAT HAPPENS AT UNAD IF PLAGIARISM IS DETECTED?
Students are expected to know that plagiarism is not acceptable
academic conduct.
The first time there is evidence that a student has committed
plagiarism in one of his classes, he will receive zero points on
the task or test in question, and the dependency shall be informed
of the transgression. The second time that a student commits
plagiarism in one of his classes, the grade of this class will be
'0', and his dependency shall be informed of the transgression.
For more information on the
subject:http://gervaseprograms.georgetown.edu/hc/plagiarism.html
For more information about how to reference sources:
http://www.dartmouth.edu/~sources/
http://owl.English.purdue.edu/owl/resource/560/01/
For more information about how to prevent plagiarism:
http://www.library.ualberta.ca/guides/plagiarism/preventing/index.cfm
http://www.college.columbia.edu/facultyadmin/cheating/action_plagiarism.php
For more information about how to identify plagiarism:
http://www.library.ualberta.ca/guides/plagiarism/preventing/index.cfm
http://www.plagiarism.org/
source:
http://calidad.unad.edu.co/documentos/sgc/normograma/DOCUMENTOS/DOCUMENTO_2007_POLITICAPLAGIO.pdf
Technological requirements (from the institution and the
student)UNAD students can access the English 4 course through a
mobile internet or broadband connection, with an equal or greater
capacity of one gigabyte. Similarly, it is necessary to have a
computer equipped with an operating system from Windows XP onwards.
It is also recommended that the computer has a capacity of at least
2 gigabytes of RAM and with the most recent version of JAVA in
order to use better Mozilla Firefox or Google Chrome browsers which
are recommended to use the Moodle platform, which is used in the
creation and design of the UNAD courses.
In order to get support, the student must have an e-mail account
and the Skype tool installed on his computer as well as a Skype
user. It is also essential to have a headset with headphones and
microphone for synchronous communication moments.
UNAD uses different sets of information to support the planning,
development and improvement of its training processes. The
Innovation and technological development Management as a leader in
the technological infrastructure management process supports the
operation of the information systems used in the processes.
UNAD has a voice, data and video transmission service, which
provide national and international interconnectivity to each of its
branches for the fulfillment of its missionary purpose, in the
fields of distance education in a safe manner, in compliance with
service level agreements.
UNAD implemented a wireless network infrastructure which has
coverage for all centers, and which responds to the growing demand
for computers that use this technology, in order to meet the
requirements of students and administrators who arrive to the
centers with their laptops are were not able to use UNAD network
services. It is also used to take care of the floating population
arriving to those centers.
UNAD has within its objectives to provide the necessary
technological elements for its different centers to provide better
service to the student, with rooms equipped with computers, and at
the same time provide computers to the administrative area.
These items include computers, printers, audiovisual equipment,
among others, which are allocated and distributed according to the
needs of the Unadista community in the areas.
Inclusion of population with disability status policy The public
policy for social inclusion since the UNAD, is based on the concept
of a policy responding to a country's situation. This is created
from participatory processes in which different political actors,
interact, whether in formal or informal settings with a focus on
human rights and human development. It is aimed to address the
needs of diversity from the capacities of persons, identifying
fully this population and its emerging reality as well as its
structural problems, to develop inclusion processes from the
resignification of spaces.
UNAD's Mission, education for all, extends the basic
opportunities for everyone, despite the barriers faced by some
groups who want to gain access to higher education, in search of a
better adaptation and acceptance in our education system to ensure
quality education. Law 361 of 1997 (Disabilities Act) "By means of
which mechanisms of social integration of persons with limitation
are established and some other provisions are mandated;" This
regulatory provision establishes various aspects in relation to the
fundamental rights of persons with limitation and establishes
obligations and responsibilities of the State at different levels
so that people who are in this situation, can reach their full
personal fulfillment and their full social integration. "Is not the
disability which makes life difficult, but the thoughts and actions
of others."
Documents supporting academic work Tutorials and guidelines made
by the tutors of the course VLO MCE:
http://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf