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1. INFORMACIÓN BÁSICA
1.1. Educación 1.2. Inglés
Facultad Programa
1.3. Área Language Acquisition 1.4. Curso Communication II

1.5. Código 212315 1.6. 4

Créditos
1.6.1. HDD 128 1.6.2. HTI 128 1.7. Año de 2020
actualización

2. JUSTIFICACIÓN

This course helps students acquire communication skills that allows them to reach the waystage level
(A2). According to CEF, at the wastage level, students develops simple communicative skills and
knowledge to communicate limited information by interacting with the language through a wide range
of different activities including speaking, listening, reading and writing. This interaction is framed
under situations that resemble their everyday experiences through communicative and real tasks.

3. PROPÓSITOS DE FORMACIÓN

This course provides students with learning opportunities to develop communicative basic skills.
Course Goals. On completion of the course, teacher-candidates will demonstrate the A2 level of the
Common European Framework. By the end of the Foundation Cycle, students are expected to reach
the B1 level.

4. COMPETENCIAS ESPECÍFICAS Y TRANSVERSALES

By the end of this course students will

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● Start and end short conversations about basic topics

● Use appropriate vocabulary to talk about familiar topics
● Use appropriate structures in both oral and written texts according to specific conversational
situations.
● Write simple paragraphs about familiar topics, using appropriate vocabulary and authentic
everyday language.
● Show respect and tolerance towards individual differences, classmates’ opinions and
contributions in the language classroom, facilitating collaborative work.
● Use technology as a fundamental tool for the development of the four language skills.
● Create original tasks as evidence of personal or group contributions.

5. LEARNING OUTCOMES

By the end of the course, students will:

● Make use of basic communication patterns to provide personal information through short
monologues in an informal setting.
● Read personal daily routines and produce oral utterances about their way of living.
● Recognize typical family members’ relationships in recorded conversations.
● Report in both orally and in writing past experiences related to their lives as family members
and students.
● Use vocabulary related to geographic places to talk or write about them.
● Give suggestions about health care products in different situations
● Describe people, things, animals or places using degrees of comparisons.

6. COURSE CONTENT
● Greetings
● Introductions

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● Gender identification
● Commands
● Food
● Personal information
● Jobs
● Description of people’s physical appearance
● Routines
● Past events
● Abilities and talents
● Feelings and emotions
● Comparison of people, places and things

7. ESTRATEGIAS METODOLÓGICAS
The course follows a task-based approach that consists on fostering different language skills in
students while performing a task without pre-determining the language to be studied. Learners learn
while completing different tasks. By the use of this methodology students receive concise instructions
and input to determine what to do and to recall some language. Some tasks samples are provided as a
clear model of what students are expected to do. Learners complete the assigned task individually, in
pairs or in groups using different features and structures of the language while the teacher organises
and encourages the process.

Students plan and practice what they are going to convey while the teacher monitors and advises to
figure out any language questions or doubts. This stage is followed by reporting orally or in a written
way to the class taking into account the order the teacher chooses. These practice activities will afford
opportunities for the students to talk about their own experiences. Finally, the teacher gives feedback
and suggestions to the students and the rest of class.

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Learners evaluate their performance while comparing their tasks´outcomes with their partners´. The
teacher provides content feedback and reinforces the language items that emerge from the performed
task in which learners are expected to use the form- language while developing their oral production.

8. ACTIVIDADES Y PRÁCTICAS
Students will participate in different kinds of activities, such as group-work or collaborative-work
activities, elementary spontaneous conversations, role-plays, simulations. Also, they will learn by
doing, by reflecting on the process and by acknowledging the interactive nature of language which
facilitates the use of functional language, conversation strategies, and features of natural speech,
pronunciation, and writing.

9. CRITERIOS DE EVALUACIÓN PARA EL DESARROLLO DE COMPETENCIAS

Evaluation will be based mainly on both oral and written assignments during each of the units of
instruction. Key assignments will be assessed and feedback provided following assessment rubrics.
Each of the three marking periods will include a written exam (vocabulary, writing, pronunciation,
grammar, reading) and speaking exams (videos, role plays, short presentations).

Informal Evaluation will be based on teachers´ observations and discussions with students about their
progress, difficulties and challenges. Checklist or note sheets will be used.

Formal Evaluation will be done through Checklists, Rubrics and 3 midterm exams.

Outcome: All students will receive a grade ranging from 1.0-5.0.

10. BIBLIOGRAFÍA

Latham-Koening, C., & Oxenden, C. (2013). American English File 1 (2nd ed.). Oxford
University Press

Richards, J. &. Renandya, W. (2002) Methodology in Language Teaching: An Anthology of

Current Practice. Cambridge University Press

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Harmer, J. (2010) The Practice of English Language Teaching (4th ed.). Longman.

Last Updated: June 17, 2020

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