SYLLABUS

COURSE INFORMATION

SUBJECT: COMMUNICATIVE ABILITIES IN ENGLISH I

ACADEMIC CENTER: ARTS AND HUMANITIES

ACADEMIC DEPARTMENT: LANGUAGES

MAJOR: BA IN ENGLISH LANGAUGE TEACHING

COURSE
CURRICULUM: 2019 SEMESTER: 1st 1
NUMBER:
DEVELOPMENT OF
ACADEMIC AREA: COMMUNICATIVE PERIOD: AUGUST – DECEMBER 2020
ABILITIES IN ENGLISH
HOURS PER WEEK T/P: 6 CREDITS: 6

COURSE DELIVERY: COURSE TYPE: CORE

REVISED BY: ELT academy

APPROVED BY: ELT academy UPDATED: July 2020

GENERAL DESCRIPTION

This is a practical subject which focuses on improving students’ ability in the use of the four main skills of the English
language: listening, speaking, reading and writing at a B1+ level.

GENERAL OBJECTIVE

During the course students will develop and practice their communicative abilities in the English language to achieve a B1+
level.

CONTENTS
UNIT I: PEOPLE (16 hours)
SPECIFIC OBJECTIVES
CONTENTS REFERENCES
Students will develop and 1. Relationships Cambridge. CUP
practice grammar, listening, Identifying the main idea (L) Greenall, Simon (1998).
reading, writing and Identifying the different parts of speech (G) Move up Intermediate. Hong
speaking strategies to Kong: Macmillan
Punctuation rules (W)
improve their fluency and Heinemann
accuracy in conversations. Identifying the main idea (R)
Expressing feelings and opinions (S) Keenan, M. & Pavik, Ch.
(1985) Interactions One. A
2. Lifestyle Writing Process Book. N.Y.
Identifying and remembering detailed information (L) McGraw Hill.
Grammatical tenses (simple present, simple past,
Murphy, R. (2005). English
simple future) (G)
Grammar in Use. Cambridge
Organizing and writing paragraphs (W) University Press. Great
Expressing preferences (S) Britain.
Identifying topic sentences (R)

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UNIT II: CURRENT ISSUES (26 hours)

SPECIFIC OBJECTIVES CONTENTS REFERENCES
Students will develop and 1. Environmental concerns Blanchard, K. & Root, Ch.
practice grammar, listening, Reductions and contractions (S) (1984) Ready to Write.
reading, writing and Identifying supporting sentences (R) Longman
speaking strategies to
Writing introductions (W)
compose a problem- Bradford, B. (1988)
solution essay. Grammatical tenses (present continuous as future (G) Intonation in Context.
Identifying contractions and reductions (L)
Cambridge. CUP
2. Social issues Greenall, Simon (1998).
Asking for and giving advice (S) Move up Intermediate. Hong
Understanding words in context (L) Kong: Macmillan
Heinemann
Writing developmental paragraphs (W)
Grammatical tenses (present perfect) (G) Keenan, M. &Pavik, Ch.
Guessing meaning from context (R) (1985) Interactions One. A
Writing Process Book. N.Y.
3. Healthy life McGraw Hill.
Expressing feelings and opinions (S)
Vocabulary strategies (R) Murphy, R. (2005). English
Grammar in Use. Cambridge
Writing conclusions (W)
University Press. Great
Quantifiers (G) Britain.
Understanding idiomatic expressions (L)
Oskima, A. & Hogue, A.
(1981) Writing Academic
English. White Plains, NY:
Longman

Glendinning, E. &Holmström,
B. (1992). Study Reading. A
Course in Reading Skills for
Academic Purposes.
Cambridge. CUP.

UNIT III:MEDIA (28 hours)

SPECIFIC OBJECTIVES CONTENTS REFERENCES
Students will develop and 1. TV Blanchard, K. & Root, Ch.
practice grammar, listening, Grammar tenses (past continuous vs. simple past) (G) (1984) Ready to Write.
reading, writing and Understanding idiomatic expressions (L) Longman
speaking strategies to
Writing developmental paragraphs (W)
improve their fluency and Bradford, B. (1988)
accuracy in conversations. Understanding words in context (R) Intonation in Context.
Expressing preferences (S)
Cambridge. CUP
2. Movies Greenall, Simon (1998).
Identifying the main idea (L) Move up Intermediate. Hong
Grammar tenses (past perfect simple vs. past perfect Kong: Macmillan
Heinemann
continuous) (G)
Identifying topic sentences (R) Keenan, M. &Pavik, Ch.
Expressing agreement and disagreement (S) (1985) Interactions One. A
Writing Process Book. N.Y.
McGraw Hill.

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3. Music Murphy, R. (2005). English

Identifying voiceand voiceless sounds (L) Grammar in Use. Cambridge
University Press. Great
Comparisons with so, too, either, neither(G)
Britain.
Writing problem - solution essay (W)
Voice and voiceless sounds (S) Oskima, A. & Hogue, A.
(1981) Writing Academic
English. White Plains, NY:
Longman

Glendinning, E. &Holmström,
B. (1992). Study Reading. A
Course in Reading Skills for
Academic Purposes.
Cambridge. CUP.

UNIT IV: IDENTIFYING DIFFERENCES (26 hours)

SPECIFIC OBJECTIVES CONTENTS REFERENCES
Students will develop and 1. Men and women Blanchard, K. & Root, Ch.
practice grammar, listening, Expressing preferences (S) (1984) Ready to Write.
reading, writing and Identifying supporting sentences (R) Longman
speaking strategies to
Writing introductions (W)
compose a comparison- Bradford, B. (1988)
contrast essay. Comparisons and superlatives: ..er, the …est, more, Intonation in Context.
the most)(G)
Drawing conclusions about who, what and where (L) Cambridge. CUP
Greenall, Simon (1998).
2. My country Move up Intermediate. Hong
Using the appropriate rhythm and intonation Kong: Macmillan
Heinemann
depending of the context (S)
Expressing preferences (S) Keenan, M. & Pavik, Ch.
Vocabulary strategies (R) (1985) Interactions One. A
Writing developmental paragraphs (W) Writing Process Book. N.Y.
Modals (logical probability, social interactional) (G) McGraw Hill.
Identifying and remembering detailed information (L)
Murphy, R. (2005). English
Grammar in Use. Cambridge
3. My generation
University Press. Great
Reductions and contractions(S) Britain.
Expressing feelings and opinions (S)
Identifying the organization of ideas (R) Oskima, A. & Hogue, A.
Writing conclusions (W) (1981) Writing Academic
Prepositons of time and place (in/on/at) (G) English. White Plains, NY:
Identifying contractions and reductions(L) Longman

Glendinning, E. &
Holmström, B. (1992). Study
Reading. A Course in
Reading Skills for Academic
Purposes. Cambridge. CUP.

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TEACHING – LEARNING METHODOLOGY

Language practice will be carried out through individual, pair and group work using a student-centered approach.
Communication will take place ONLY in English. The students will demonstrate the abilities developed through the learning
activities, which will also promote self and peer evaluation. The teacher will support students during the learning process by
providing information and tutoring.
TEACHING MATERIALS

ICT’s, ludic material, text books, audios, authentic readings, etc.

ASSESSMENT

 Class assignments (presentations, videos, debates, posters, classwork, etc.) 20%.

 Four projects. They will include: 25% (P1)

20% (P2)
10% (P3)
25% (P4)
Total 100%

- Project 1: Students will develop a 5 minutes presentation related to

one of the topics seen in class. Creativity, fluency, pronunciation,
cohesion and use of language will be evaluated. The presentations
will take place on September 17th & 18th

- Project 2: The development of a detailed book report. Attention

given to the accuracy and development of details will be evaluated.
The report will be presented on October 15th & 16th

- Project 3: Listening exercises report about podcasts, videos and

audiobooks. Details will be discussed with the professor. Deadline
November 13th

- Project 4: A five paragraph compare - contrast essay will be

required (700-800 words). Use of language, organization, sentence
structure, word choice, writing mechanics (punctuation,
capitalization, etc.) will be graded. Deadline December 14 th

Notes:

1. APA style will be required for all written assignments.

2. If plagiarism is found in any of the evaluation items, the grade of that item or those items will be equal 0 (zero).
3. Homework, class tasks, presentations, exams, and/or projects MUST be handed in and done on time (dates
established by the teacher). After these dates, they WILL NOT be graded.
4. The teacher will give specific guidelines for the development of the different class assignments and projects.
5. 80% of attendance will be required to pass this course. Attendance will be taken per session.
6. Teacher will upload partial grades to E-SIIMA as a reference of specific assessment progress. Final grade will not
correspond to the average of the uploaded grades.

REFERENCES

BASIC:

Asano, H., Urunu, M. &Rost, M. (1990) Basics in Listening. Hong Kong: Lingual House.

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Blanchard, K. & Root, Ch. (1984) Ready to Write. Longman

Bradford, B. (1988) Intonation in Context. Cambridge. CUP.

Brewster, S. (1991) Intermediate Listening. Walton-on-Thames: Nelson

Eastwood, J. (2005). Oxford Practice Grammar with Answers. Oxford University Press. Great Britain.

Genzel, R. & Graves, M. (1994) Culturally Speaking. Boston, Heinle&Heinle.

Glendinning, E. &Holmström, B. (1992). Study Reading. A Course in Reading Skills for Academic Purposes.
Cambridge. CUP.

Greenall, Simon (1998). Move up Intermediate. Hong Kong: Macmillan Heinemann.

Keenan, M. &Pavik, Ch. (1985) Interactions One. A Writing Process Book. N.Y. McGraw Hill.

Kellogg, Michael (1999). WordReference.com. Online Language Dictionaries. Consultado en Octubre 2009.
Disponible en la página de Internet: http://www.wordreference.com/

Kirn, E. & Hartman, P. (1985) Interactions One. Listening and Speaking. New York: McGraw-Hill

Kirn, E. & Jack, D. (2002). Interactions 1 Grammar. Mc Graw Hill. USA.

Murphy, R. (1998). Essential Grammar in Use. Cambridge University Press. Great Britain.

Murphy, R. (2005). English Grammar in Use. Cambridge University Press. Great Britain.

Oskima, A. & Hogue, A. (1981) Writing Academic English. White Plains, NY: Longman

Willis, D. (1993). Collins Cobuild. Student’s Grammar. Harper Collins Publishers, Great Britain.

COMPLEMENTARY:

Hartmann, P. &Mentel, J. (1993). Interactions Access. A Reading/Writing Book. NY. Mc-Graw Hill.

The Merriam Webster’s Dictionary of Synonyms and Antonyms. (1992). New York: Smithmark Publishers.

Wegman, B., Prijic, M., Bernstein, M. (1996). Mosaic Two. A Reading Skills Book. New York: Random House.

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