POLITÉCNICO INTERNACIONAL

ENTREPRENEURSHIP
DEPARTMENT
SOFTWARE SYLLABUS

SUBJECT: ENGLISH VI
CYCLE VI
I
CREDITS
STUDY HOURS PER COURSE 1 hours and a half a week / 15 hours per cycle
PREVIOUS REQUIREMENTS None
REQUIREMENTS None
Not specify
ENTRANCE STUDENTS’ PROFILE
BASIC USER: The students will have the A2 level where they will be able to
FINAL RESULTING STUDENTS’ PROFILE FOR THE A2 LEVEL comprehend phrases and frequently used expressions related to areas of most
immediate relevance (basic personal and family information, shopping, places of
interest, local geography, employment etc.). The students will be able to
communicate in basic and daily conversations that only involve simple and direct
exchanges of information on familiar and routine matters. Furthermore, the
students will describe in simple terms aspects and events about their past, as well
of things related to their immediate necessities.
FINAL RESULTING STUDENTS´PROFILE FOR THE COURSE By the end of the cycle the students will talk about experiences they had in the
past. Furthermore, they will be able to give some suggestions or recommendations
to people. In addition, they will make more structured sentences by linking them
using relative clauses. Besides, they will be able to express actions at a particular
moment in the past.
TEACHER WHO DESIGNS
Laura Quevedo Padilla
VERSION
4
DATE OF IMPLEMENTATION
2014-4T

Formato: PE-DAC-002 Versión: 01 Julio de 2013

 1. GENERAL DESCRIPTION OF THE COURSE

Nowadays, the need for these students to have certain specific English skills is remarkable. In our context, they need to be able to
perform in simple situations, most of them related to their professional field. In this way, this program is oriented towards the
communicative approach, through the practice of the four abilities: reading, writing, listening and speaking, all of these developed in some
of their professional activities and in the possible situations that students will face in their jobs. The complexity to reach those skills is
based on the Common European Framework (CEFR). In this cycle students are in the first part of the level A2, where the students in one
hand, will be able to participate in a simple conversation performing in some areas of Software by using of some basic grammar structures
and vocabulary of the English language, and on the other hand, students will be able to read and write simple texts (posters, notices,
catalogues etc.) as well they will learn at least an average of 270 to 300 words.

In addition, students will have the possibility to work on Tell Me More in a parallel way. Tell Me More is a language learning
software in which they will have the chance to face activities related to both professional and general situations. Basically, the purpose of
this program is to improve and reinforce the learning process. This software is intended to help in the learning, construction and practice
processes of a foreign language by a series of activities lined up with the contents and general objectives of this program. Specifically, the
students will have to practice at least an average of three-to-five (3-5) hours every period.

2. OBJECTIVES

FINAL RESULTING STUDENTS’ PROFILE FOR THE COURSE

By the end of the cycle the students will talk about experiences they had in the past. Furthermore, they will be able to give some suggestions
or recommendations to people. In addition, they will make more structured sentences by linking them using relative clauses. Besides, they
will be able to express actions at a particular moment in the past.

OUTCOMES IN THE FOUR LANGUAGE SKILLS

LISTENING SKILL
Understands description of experiences from the past. The student comprehends simple suggestions about different situations. Besides,
the student understands when people ask him/her for specific obligations and responsibilities they may have.
 SPEAKING SKILL
Describes some of his/her most remarkable experiences of life. The student also gives simple but clear suggestions or recomme ndations
in a specific situation. In addition, the student will be able to ask and answer different questions about actions at a particular moment in the
past.
WRITING SKILL
Describes experiences of life and actions at a particular time in the past. Besides, writes short paragraphs giving his/her suggestions about
a topic. Additionally, the student is able to write paragraphs linked by relative clauses when it is necessary.
READING SKILL
The student understands implicit and explicit ideas expressed in true, false, open, close or multiple choice questions, within an easy text
about : experiences of life from the past, suggestions for people, and actions at the past in a particular time.

REQUIRED MATERIAL Smart Choice Starter Book, Smart Choice Level 1 Book, Other Texts, guides,
charts, dictionaries, articles, books, listening, websites, TMM
vocabulary.
 COMMUNICATIVE
CLASS GRAMMAR CONTENTS BOOK
OBJECTIVE
Class 1 Introduction and rules of the class

Describing non-specific
Indefinitive pronouns -every-some-any
Class 2 beings, objects, or places

Present perfect Talking about personal SMART CHOICE LEVEL 2 UNIT 3: Do

experiences it before you're 30!
Class 3 Just- already-ever and yet
Class 4
Modals: Should and have to for
suggestions Talking about suggestions SMART CHOICE LEVEL 2 UNIT 6:
Class 5 and obligations You should try it!
too/not
SMART CHOICE LEVEL 2 UNIT 7:
enough; too many/too Making complaints
There are too many stores!
Class 6 much
SMART CHOICE LEVEL 2 UNIT 8: I
Relative clauses ( who, which, that, when, Describing ideas linked by like guys who are smart
where,whose) relative clauses SMART CHOICE LEVEL 3 UNIT 4:
Class 7 Who's your best friend?

Second term exam (Written and Reading)

Class 8
Past continuous and preparation for the SMART CHOICE LEVEL 2 UNIT 9:
Reporting events
final exam What were you doing?
Class 9

Final Oral Exam (Oral and Speaking)

Class 10
 SUGGESTED ACTIVITIES
TOPIC ACTIVITY OBJECTIVE
Indefinitive pronouns (every-some-any) Describing computer brands and their The student will use every-some-any to
usability. mention computer brands.

Present perfect Speaking about their knowledge about To talk about experiences.
software during the last cycles in the
university. E.g. “I have learnt how to
create a basadate”

Just/already/ever/yet Talking about their professional profile The student will express his/her ideas
specifying things they have or haven´t using time expressions.
done.

Should for suggestions Analyzing classmate´s projects and give The student will express his/her opinion
suggestions to improve giving suggestions.

Must and have to for obligations Making a survey about what to take into The student will be able to give
account when using software according to recommendations about software
the law. regulations.

Past Continuous Reading: Pupils are going to read an To learn how to develop reading
article which is written in past comprehension strategies such as
continuous and simple past. After there skimming and scanning.
will be some questions about the article,
 so they must check true or false. In
addition to they must organize some
events in the correct order.( Smart
Choice 2) page 60-63

Writing: Teacher will give on a piece of

paper an incomplete tale, student must
finish it by using of simple past and
continuous

Relatives clauses Speaking: Students must talk about people Use the relative clauses to talk about
they know by using relatives people and some of their features.
clauses.(Smart Choice3)Page 26,27,87 and
89. Review some adjectives to describe
Writing: Students will write a letter people and things.
address to his best friend where they
explain to him/her what the main
components of a computer are and what
are their functions.

Reading: “Computer Technology”

Pupils must read the article about
technology and underline each one of the
different relatives clauses, after they must
rewrite the text and using relatives where
is possible to do it.
FLASH ON ENGLISH for electronics and
technical assistance unit 9 page 28)
TELL ME MORE ACTIVITIES:

SOFTWARE - CYCLE 6
Folder 1 Time Folder 2 Time

Quantifiers I (Some - Any) 0:22:30 Should and Ought to: Advice 0:20:40

Quantifiers III (Little, A little, Much) 0:05:50 too - too much 0:20:20

Quantifiers II (Few, A few, Many) 0:04:50 "Also" - "As well" - "Too" 0:16:50

Formation of the Present Perfect 0:03:50 Relative Adverbs and Pronouns 0:09:50

Use of the Present Perfect 0:02:30 The Past Continuous 0:07:50

Diplomacy in American English 0:07:36 Letter to Human Resources 0:30:40

Emphasis 0:07:36 About the Project 1:13:30

Aproximation 0:10:16 Company Presentation 1:09:10

Suggestions 0:07:36

Cybersecurity 0:28:00

Wearable Health Sensors 0:25:40

Wireless Memory Cards 0:25:50

Total 1 2:32:04 Total 2 4:08:50

Total Time: 6:40:54

 3. METHODOLOGY

The methodology for this course allows students to develop speaking through all language skills according to a specific level and
personal/professional context. The methodology of the classes are based on the PPP (Presentation, practice and production) Model, in this
way, all classes are characterized because of:
1. An opening activity that helps to introduce new specific or general vocabulary through communicative activities.
2. Then, based on that, there is a content introduction or presentation where the grammar aligns with the presented vocabulary will be
presented to the students in different ways (inductive, deductive, etc.).
3. After, there is a practice stage, where grammar explanations are included to go deeper on specific linguistic aspects and make an
emphasis in communication. Here the teacher applies different controlled and semi-controlled activities so students practice what was
learnt.
4. Finally, in some classes students will be faced a production stage where students make a real use of the language, in situations that are
familiar for them in both their general and professional life. Here the teacher will allow students with free practices where they make an
autonomous use of the language. This will show if the student reaches or not the required abilities according to the objectives of the
level A2 in this cycle.

4. EVALUATION

The evaluation of the course is composed by 3 terms according to the policy of the institution:
The first term corresponds to the 35% of the cycle, the teacher will develop different activities in class that give enough infor mation about
their performance. There is no an official exam.

The second term corresponds to the 35% of the cycle, the teacher will develop several activities that give enough information about their
performance, including training exercises for ECAES exam, one final second-term exam and the activities evaluated for TMM (folder 1). All
the activities included in folder 1, should be evaluated on Friday of the 5th week.

Regarding the third term the teacher only takes into account a final oral presentation, which is going to be explain below and the activities
for TMM (Folder 1, 2 and the video). All the activities included in folder 1 and 2, should be evaluated on Friday of the 9th week.
It is important to mention that during the three terms students will assess their own learning process, using a self-evaluation format (see
below: student’s version), that is going to be included in a portfolio for the course.
 Final oral exam:
The students have to perform a simple conversation of 4 minutes in pairs where they have to:
1. Describe some of their most important experiences of live that happened in the past.
Give simple suggestions and recommendations for specific situations related to their career field in order to improve them
2. Answer and ask questions about some of the obligations and responsibilities they have to follow with some policies or regulations
they might have in the software area.

5. EVALUATION OF LEARNING OUTCOMES

LEVEL A2 CYCLE 6
SKILLS OUTCOMES DESCRIPTION OF THE COMPETENCES
Understands the description of experiences of life
Understands the different kind of recommendations made
LISTENING SKILL
Comprehends when describing actions that happened in a
particular time at the past

Talks about experiences of life

Gives and asks information of different type of suggestions and
obligations
SPEAKING SKILL
Describes certain actions at the past

Describes some relevant experiences of life

WRITING SKILL Writes simple paragraphs where he/she gives suggestions and
express some obligations

Understands the description of experiences of life in the past.

READING SKILL Comprehends in a simple text description suggestions and
obligations
 5.1 Self-assessment (students’ version)

NIVEL A2 CICLO 6 ESCALA DE VALORACIÓN

HABILIDADES DESCRIPCIÓN DE LOS DESEMPEÑOS EXCELENTE BUENO NECESITO BAJO
MEJORAR
Entiendo la descripción de experiencias de vida del
pasado
HABILIDAD DE Entiendo diferentes recomendaciones que pueden
ESCUCHA
ser hechas
Comprendo cuando describen acciones en el pasado
en un momento en específico

Hablo sobre mis experiencias de vida

Describo ciertas obligaciones y responsabilidades que
necesitan ser hechas
HABILIDAD DE
HABLA Hago y respondo información preguntas relacionadas
con acciones específicas en el pasado

Describo experiencias de vida en el pasado

HABILIDAD DE Escribo párrafos sencillos donde exprese sugerencias
ESCRITURA y obligaciones

HABILIDAD DE Entiendo cuando describen experiencias de vida del

LECTURA pasado
Comprendo en textos sencillos la descripción de
obligaciones y algunas responsabilidades
OBSERVACIONES Y/O COMENTARIOS GENERALES DEL ESTUDIANTE:

………………………………………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………….

Formato: PE-DAC-002 Versión: 01 Julio de 201

6. ORAL EVALUATION CRITERIA

FINAL
CRITERIA HIGHEST - SCORE SCORE NOTES
5 points each one divided in 4

FLUENCY The student performs him/herself fluently and

(Spontaneous – spontaneously in the target language. This student is
facility) able to express statements in an easy way.

GRAMMAR AND The student shows an average command of the

VOCABULARY language as he/she uses appropriate grammar required
(Use of the language) for the level in the information given through his/her
statements. Besides, the student uses appropriate
vocabulary for the audience, he/she uses the
vocabulary related to his/her general and professional
context

EFFECTIVE The student gets to communicate efficiently his/her

COMMUNICATION ideas, as all the recipients are able to understand
(Understanding) clearly and coherently his/her statements. Also the
student has an appropriate interaction with his/her
interlocutor, making and asking simple questions, and
using the necessary expressions to keep the flow in a
normal conversation.

PRONUNCIATION The pronunciation in his/her speech is appropriate with

close to no mistakes made, according to the level. The
student shows command in the pronunciation of the
necessary words of the level. The comprehension is
easy.

Formato: PE-DAC-002 Versión: 01 Julio de 2013

7. SUGGESTED BIBLIOGRAPHY

 Beauont, J. (2009). NorthStar 1, Reading and Writing, Second Edition, United States: Pearson Longman.

 Dubicka, I. & O’keeffe, M. (2003). English for International Tourism. England: Pearson Education Limited.

 Johammsem, K. (2010). World English Intro. USA: HEINLE CENGAGE Learning

 Johammsem, K. (2010). World English 1. USA: HEINLE CENGAGE Learning

 Johammsem, K. (2010). World English 2. USA: HEINLE CENGAGE Learning

 Harding, K. &Walker, R. (s.f.). English for Careers: Tourism 1. UK: Oxford University Press.

 Harding, K. &Walker, R. (s.f.). English for Careers: Tourism 2. UK: Oxford University Press

 Harding, K. &Walker, R. (s.f.). English for Careers: Tourism 3. UK: Oxford University Press

 Merdinger and Barton, Polly and Laurie, (2009) NorthStar 1, Focus on listening and speaking. United States: Pearson Longman.

 Merdinger and Borton, Polly and Laurie. (2009). NorthStar 1, Listening and Speaking. Second Edition. United States: Pearson
Longman.

 Molinsky, S. &Bliss, B. (2001). Syde by side Book 1. (3rd Edition). New York: Longman

 Molinsky, S. &Bliss, B. (2001). Syde by side Book 2. (3rd Edition). New York: Longman

 Molinsky, S. &Bliss, B. (2001). Syde by side Book 3. (3rd Edition). New York: Longman

Formato: PE-DAC-002 Versión: 01 Julio de 2013

 Redston, C. & Cunningham, G. (2005). Face 2 face elementary book. UK: CAMBRIDGE UNIVERSITY PRESS

 Redston, C. & Cunningham, G. (2005). Face 2 face Pre- Intermediate book. UK: CAMBRIDGE UNIVERSITY PRESS

 Redston, C. & Cunningham, G. (2005). Face 2 face Intermediate book. UK: CAMBRIDGE UNIVERSITY PRESS

 Saslow and Ascher, Jean and Allen. (2006). Top Notch 1. United States: Pearson Longman.

 Saslow and Ascher, Jean and Allen. (2006). Top Notch 1 Workbook . United States: Pearson Longman.

 Schoenberg and Maurer, Irene E. and Jay. (2006). Focus on grammar (on integrated skills approach). Third Edition. United States:
Pearson Longman.
 Wilson, K. (2011). Smart Choice Starter . Second Edition. USA: Oxford University Press.

 Wilson, K. (2011). Smart Choice Level 1 . Second Edition. USA: Oxford University Press.

 Wilson, K. (2011). Smart Choice Level 2 . Second Edition. USA: Oxford University Press.

 Wilson, K. (2011). Smart Choice Level 3 . Second Edition. USA: Oxford University Press.

WEB PAGES

 British Council –EAQUALS Core Inventory for General English (s.f.) Recuperado el 9 de Julio de 2013, de
http://www.teachingenglish.org.uk/sites/teacheng/files/Z243%20E&E%20EQUALS%20BROCHURErevised6.pdf

 English Content (s.f.) Recuperado el 9 de Julio de 2013, de http://ilud.udistrital.edu.co/contenidos-uk.php

 Grammar points for each CEF Level (s.f.) Recuperado el 9 de Julio de 2013, de
http://www.examenglish.com/CEFR/cefr_grammar.htm