II. Presentation of the study program.

The English 8 program is a guide of minimum contents expressed in linguistic

terms that are intended to guide the teacher's work to lead students to achieve the
communication skills described in the Common European Framework of Reference for
level B1 +, which are focused on the student being able to interact effectively in
everyday contexts in which a standard and commonly used language is required, as
well as in those that demand the expression of personal positions and own experiences.
The indicators at this level also aim to introduce students to specialized topics in their
professional field in a second language.

Language learning is cyclical, that is, it relies more on the constant practice of
basic structures in different contexts and with different functions than those on the
acquisition of knowledge. That is why the sequence that has been given to the contents
is based on the growing complexity of structures, on the variety of their registers and
functions, and on an increasingly wide range of vocabulary; aspects that allow capturing
the subtleties of the language to communicate with more precision and naturally a
greater amount of information.

The topics described here revolve around grammar tenses, aspects and verbal
modes, as well as linguistic structures that allow students to identify, differentiate and
compare the different uses and functions of the language, in order to apply them in
various contexts and discriminate purposes and intentions in different contexts. types of
discourse when interacting orally and in writing.

It is expected that this learning unit will provide the student reading-writing
strategies to access any kind of text, particularly those specialized academics that
provide knowledge and innovative approaches to their professional work; as well as
having the necessary skills to interact with foreign classmates in everyday and
academic scopes orally.

According to the CEFR, language teaching and learning are only conceived in
contexts in which the student has the opportunity to interact and communicate with
specific purposes. For this reason, one of the main tasks of any teacher will be to
establish contexts and situations of interaction that are useful to the student, anticipating
the common scenarios that they will face during the course of their studies; and once
they finish them, it will also be their job to propose activities that help students develop
awareness of the skills achieved and those that need to be strengthened, as well as the
strategies they apply to solve problems when communicating and to strengthen the
language learning process.

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IV. Objectives of vocational training.
Objectives of the educational program:
They are the Degree objectives to train professionals in Accounting, to analyze and
interpret financial and administrative information, detect and propose solutions to the
economic problems of an organization and achieve the best decision-making, with a
high sense of responsibility, ethics and service to:

General Aspects:
• Expand their cultural universe to improve their understanding of the world and
the environment in which they live, to take care of nature and potentialize their
expectations.
• Assume the university principles and values, and act accordingly.
• Take care of their health and harmoniously develop their body, exercise free
time responsibly and creatively.
• Develop sensitivity and art as the basis for creativity.
• Assess the progress, integration, and uncertainty of the sciences, given the
growing complexity of professions.
• Participate actively in their academic development to increase their learning
capacity and evolve as a professional with autonomy.
• Recognize cultural diversity and enjoy its goods and values.
• Make decisions and formulate rational, ethical, and aesthetic solutions.
• Exercise dialogue and respect as principles of coexistence with their peers, and
open to the world.
Particular Aspects:
• Control the operations of an organization under the accounting, legal and fiscal
guidelines, through which assets, liabilities and stockholders' equity can be
subdivided and grouped according to certain characteristics of affinity to propose
control systems and registration of economic operations.
• Generate financial states or formal records to keep track of the different
economic activities carried out by organizations, within the national and
international regulatory framework, and develop strategies aimed to meet the
objectives of private, public or social organizations.
• Analyze financial and administrative information to solve identified risks taking off
from a diagnosis which allows assessment of the efficiency and effectiveness of
the accounting process, information system that possesses an organization, in
order to identify weaknesses and opportunities to propose alternatives and
solutions.

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Objectives of the training core:
Promote in the student the learning of the contextual, theoretical and philosophical
bases of their studies, the acquisition of a university culture in Sciences and Humanities,
and the development of the essential intellectual capacities for the preparation and
professional practice, or for various situations of personal and social life.

Objectives of the curricular or disciplinary area:

Acquire oral and written communication skills in the English language to work in a
multicultural and global environment that allows them to develop work and negotiation
activities with people and foreign companies.

V. Objectives of the learning unit

Formulate opinions, requirements, warnings, recommendations, and other types of
speech that lead to a specific intention through the use of verbs that define that
intention, in which you can print an impersonal and general tone by focusing your
speech on an object, event or process through the use of passive voice and causative
structures.

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VI. Contents of the learning unit, and its organization.
Tematic Unit 1. Work and Study
Objective: Discuss about habits and requirements at work and school. Present
concrete and organized information on a topic of interest in front of a group.

Topics:
1.1 Job expectations
1.1.1 Work habits and requirements
1.1.3 Job interview and CV
1.1.4 Review of structures and useful expressions to talk about job scope
1.2 Presentations
1.2 .1 Oral and written abstracts from the gathered information.
1.2.2 Organization of the information from oral and written texts.
1.2.3 Tools and strategies to present information in public.
1.2.4 Reviews and abstracts
1.3 Use of the language in the work and academic environment.

Tematic Unit 2. News

Objective: Generate a brief speech and promote interaction based on the replication
of information obtained.

Topics:
2.1 Indirect speech
2.1.1 Verbs to reference the speech
2.1.2 Changes of tense and person when reporting a speech
2.1.3 Questions and instructions
2.2 Emphasis on speech
2.2.1 Relative clauses
2.2.2 Reversed sentences
2.2.3 Cleft sentences
2.3 Use of the language in the academic and work environment

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 Unit 3. Opinions and agreements
Objetive: Identify and put into practice linguistic elements and communicative
strategies to express opinions and impressions, give recommendations, negotiate,
persuade, and reach agreements.
Topics:
3.1 Opinions and persuasion
3.1.1 Expression of emotions and ideas
3.1.2 Formal and informal expressions to introduce an opinion
3.1.3 Expressions of agreement and disagreement
3.1.4 Communication strategies to persuade
3.1.5 Hypothetical approaches to exemplify, give recommendations and
options
3.2 Comparisons
3.2.1 Comparatives and superlatives
3.2.2 Absolute and relative adjectives
3.2.3 Similarity
3.3 Recommendations
3.3.1 Modal verbs to make recommendations and give advice
3.3.2 Expressions to introduce a recommendation
3.4 Use of the language in the academic and work environment

Unit 4. Processes.
Objetive: Identify form and function of passive and causative structures to
describe processes, as well as to follow and give instructions to carry them out.
Topics:
4.1 Instructions
4.1.1 The imperative
4.1.2 Expressions that give sequence to the facts
4.1.3 Warnings, first conditional
4.2 Descriptions
4.2.1 Process description
4.2.2 Passive and active voice, and their functions
4.2.3 Causative structures
4.3 Use of the language in the academic and work environment

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 Unit 5. Dreams, desires and ambitions
Objetive: Express dreams, ambitions, desires and regrets to discuss impediments
and suggest alternatives.
Topics:
5.1 Conditionals
5.1.1 Unreal conditions in the present, second conditional
5.1.2 Unreal conditions in the past, third conditional
5.1.3 Unreal conditions in the present and past with present or hypothetical
future consequences, mixed conditionals
5.2 Degrees of certainty
5.2.1 Modal verbs to express different degrees of certainty
5.2.2 Speculations in the present and past
5.2.3 Wishes and regret
5.3 Use of the language in the academic and work environment

VII. Bibliographic heritage

Basic:
• Clare, A. &WiIson, JJ. (2011). Speak Out Intermediate. Londres: Pearson.
• Council of Europe. (2001). Common European Framework of Reference for
Languages: Learning, Teaching, Assessment (CEFR). Septiembre 18,
2013, de Council of Europe Sitio web:
http://wow.coe.int/t/dg4/linguistic/Source/Framework EN.pdf
• Goldstein, B. (2012). The Big Picture, Intermediate. Oxford, UK: Richmond.
• Kerr, P. & Jones, C. (2012). Straighforward Intermediate. Second Edition.
Oxford: Macmillan.
• Latham-Koenig, C. & Oxenden, C. (2013). English File Intermediate. Third
Edition. Oxford: Oxford University Press.
• McDonald, A. & Hancock, M. (2009). English Result Intermediate. Oxford:
Oxford University Press.
• Rea, D., Clementson, T., Tilbury, A. & Hendra L.A. (2011). English Unlimited
Intermediate. Cambridge: Cambridge University Press.
• Roberts, R., Clare, A. & Wilson JJ. (2011). New Total English, Intermediate.
Londres: Pearson

Complementary:
• Dirección de Aprendizaje de Lenguas
• Falla, T. & Davies, P.A. (2008). Solutions Intermediate. Oxford: Oxford
University Press.
• Fuscoe, K., Garside, B. & Prodromou, L. (2008), Attitude 5. Oxford:
Macmillan.

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• Goldstein, B. & Ruíz, J.M. (2009). New Framework 3. Oxford: Richmond.
• Redston, C. & Cunningham, G. (2006). Face2face Intermediate. Cambridge:
Cambridge University Press.
• Stephenson, H., Dummett, P. &Hughes, J. (2013). Life Intermediate.
Hampshire: National Geographic Learnin

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