Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Syllabus of the Course English II, Code 518007

1. Course Information

The course is part of the academic unit: Escuela de Ciencias de la Educación

ECEDU

Academic degree level: Professional Training field: Discipliner

Number of credits: 3 Course type: Methodological

The course does not have a re-Take Course designed by: Juan Jose
exam Miranda Cuervo

Course updated by: Kelly Maritza Fajardo Fajardo

Date of design: Friday, June 23rd, Date of update: Wednesday,

2023 September 6th, 2023

Course Description:

English II is a methodological academic course included in the Specific Disciplinary

Training Component of the Bachelor's Degree in Foreign Language with emphasis
onEnglish. It is offered as a compulsory course in the program curriculum with 3
academic credits that require an estimated study time of 144 hours. It belongs to
Core Problem 1: Foreign language skills as a means of insertion in the global
environment. This core problem responds to the problematic question: How to
train competent educators in the command of foreign languages according to the
needs ofthe country that contribute to its integration into a globalized world?
The course, as immersed in this core problem, responds to the following skills:
• Understand, express, and interpret thoughts orally and in writing, in
situations that require language to facilitate interaction.
• Use the skills acquired in the use of the foreign language, to communicate
insituations of daily life.
• Recognize language as a cultural manifestation associated with the practices
ofdifferent human groups and integrates this knowledge into the foreign

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 language training.
In this sense, the purpose of the course is focused on strengthening the reading,
listening, writing and speaking skills of English II students through reading and
audio exercises, writing short stories and participating in conversations using
shortsentences and frequently used expressions related to the student's
immediate context, e.g., routines, local geography, past events and future plans.
To achieve this purpose, different individual and group activities are proposed for
the development of the four basic language skills under the communicative
approach, since it considers language as a system of interaction and
communication.In this sense, the Task-Based Language Learning strategy is
applied, which allows the use of language communicatively as a means for
carrying out tasks of daily life. This is based on the constructivist idea that
knowledge is built through social interaction with others and emphasizes
communication between students, and between students and the teacher.

Carrying out these activities will allow the student to achieve the five learning
outcomes set according to the competencies indicated by the CEFR as regards
levelA2.

2. Course Learning Purpose:

The course learning purpose is:

• To strengthen the four English language skills of English II students throughthe
exposure to real language scenarios that demand the use of the four language
skills to successfully communicate their immediate reality and environment
using high frequency vocabulary, common expressions, and language forms
from an A2 level framework.

3. Learning Outcomes:

At the end of the course the student will be able to:

Learning Outcome 1: Apply basic and concrete vocabulary, that is a series of
phrases and sentences related to personal information, daily activities, and stories of
life events in written communication tasks.
Learning Outcome 2: Use the highest frequency vocabulary, common expressions,

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and phrases, to handle very short social exchanges in synchronous encounters or
oral presentations.
Learning Outcome 3: Demonstrate comprehension of shorts audios or videos
related to areas of most immediate personal relevance when basic everyday
vocabulary and expressions are used.
Learning Outcome 4: Identify specific and explicit information from short and
simplewritten texts on familiar matters through various reading tasks.
Learning Outcome 5: Demonstrate comprehension of very short and simple texts,
phrases, and the highest frequency vocabulary related to areas of most immediate
personal relevance when it comes to reading, listening, and the usage of simple
grammatical structures and sentence patterns.

4. Learning Strategy:

The Learning Strategy for the course is: Task-Based Language Learning.

This Learning Strategy is based on the use of authentic language and on asking
students to do meaningful tasks using the target language. Such tasks can include
visiting a doctor, conducting an interview, or calling customer service for help.
Assessment is primarily based on task outcome (in other words the appropriate
completion of real-world tasks) rather than on accuracy of prescribed language
forms. This makes TBLT especially popular for developing target language fluencyand
student confidence.

The Learning Strategy is organized in 9 Tasks

• Task 1: Initial Activity

• Task 2: Living leisurely.
• Task 3: Quiz: Living leisurely.
• Task 4: Life Stories
• Task 5: Quiz: Life Stories
• Task 6: Better times ahead
• Task 7: Quiz: Better future ahead
• Task 8: Final Activity
• Task 9: Final Test

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 5. Course Contents and Bibliographic References

Unit 1: Living Leisurely

In this unit, the following contents will be addressed:
• Fitness activities
• Leisure activities
• Routines
• House and home
• Clothing and weather

To address the contents, the following bibliographic references are required:

BBC Learning English. (s. f.). BBC Learning

English. https://www.bbc.co.uk/learningenglish

English II Tutors’ Network. (2021). Present simple – household routines and chores.
Peardeck. https://app.peardeck.com/student/tvstkaxju

English II Tutors’ Network. (2021). House furniture. Peardeck.

https://app.peardeck.com/student/tyoilnfxp

La Mansión del Inglés. Curso de Inglés Gratis. Gramática Inglesa.

(n.d.). http://www.mansioningles.com/ Copyright La Mansión del Inglés C.B.

Leon, S. J. (2022). Present simple and continuous.

[Objeto_virtual_de_aprendizaje_OVA]. Repositorio Institucional UNAD.
https://repository.unad.edu.co/handle/10596/50630

Prasoon, S. (2015). English Vocabulary Made Easy : The Complete Vocabulary Build
up for Improving English. V&S Publishers.
https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.com/l
ogin.aspx?direct=true&db=nlebk&AN=1586152&lang=es&site=eds-
live&scope=site&ebv=EK&ppid=Page-__-1

Richard Hudson. (2003). English Grammar. Routledge.

https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.com/l

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 ogin.aspx?direct=true&db=nlebk&AN=76528&lang=es&site=eds-
live&scope=site

VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación

APA 7a Edición [PDF]. Universidad Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf
Unit 2: Life Stories
In this unit, the following contents will be addressed:
• Vacation
• The happiest day in your life
• A lucky event
• An unlucky situation
• An accident
• When you got sick

To address the contents, the following bibliographic references are required:

British council Learn English. (2020, October 7th ). Questions and negatives. British
Council. https://learnenglish.britishcouncil.org/english-grammar-
reference/questions-and-negatives

Cambridge (n.d.). ESOL exercises. Cambridge

English https://www.cambridgeenglish.org/learning-english/activities-for-
learners/

English Exercises (n.d.)English Exercises. http://www.englishexercises.org/

English II Tutors’ Network. (2021, August 31st). Good Experiences - Bad

Experiences on Genially. Genial.Ly.
https://view.genial.ly/612ebc214716800d0d2d8647/presentation-good-
experiences-bad-experiences

Leon, S. J. (2022) [OVA] Past Simple. Repositorio Institucional

UNAD.https://repository.unad.edu.co/handle/10596/50703

Teschner, R. V., & Evans, E. E. (2007). Chapter 2 Verbs, Tenses, Forms, and
Functions. In Analyzing the Grammar of English: Third Edition: Vol. 3rd ed.
Georgetown University Press.31-54. Taken from:
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/lo

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 gin.aspx?direct=true&db=nlebk&AN=217228&lang=es&site=eds-
live&scope=sit

VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación

APA 7a Edición [PDF]. Universidad Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf

Unit 3: Better times ahead

In this unit, the following contents will be addressed:
• Comparatives and superlatives
• Future tenses
• Future predictions
• Future plans
• Activities and plans

To address the contents, the following bibliographic references are required:

Banville, S. (s. f.).Breaking News English - Easier News Lessons Level 0 and 1.
www.breakingnewsenglish.com. https://breakingnewsenglish.com/

English II Tutors’ Network. (2021a, November 3rd). Unit 3: Talking about activities
and plans on Genially. Genial.Ly.
https://view.genial.ly/6182e303feb6f60daba26a38/presentation-unit-3-
talking-about-activities-and-plans

English II Tutors’ Network. (2021). Describing people – physical appearance –

personality traits. Peardeck. https://app.peardeck.com/student/tjargxoxp

Learn English (n.d.). The United Kingdom's international organization for cultural
relations and educational opportunities. British
Council. http://learnenglish.britishcouncil.org/en/

Prasoon, S. (2015). Chapter 5 Adjectives. In English Grammar and Usage: Read

Swiftly, Speak Fluently and Write Correctly. V&S
Publishers. https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebs
cohost.com/login.aspx?direct=true&db=nlebk&AN=1586151&lang=es&site=ed
s-live&scope=site&ebv=EK&ppid=Page-__-36

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Teschner, R. V., & Evans, E. E. (2007). Chapter 3 Basic Structures, Questions, Do-
Insertion, Negation, Auxiliaries, Responses, Emphasis, Contraction.
In Analyzing the Grammar of English: Third Edition: Vol. 3rd ed. Georgetown
University Press. 55-78. Taken from:
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/lo
gin.aspx?direct=true&db=nlebk&AN=217228&lang=es&site=eds-
live&scope=site

VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación

APA 7a Edición [PDF]. Universidad Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf

6. Organization of Weekly Academic Activities and Course Evaluation Plan

Initial Moment:

Task 1 Initial Activity

To be developed from week 1 to week 2
This responds to Learning Outcome: 1 and 2

The activities are: To create a video answering some questions on personal facts and
learning abilities.

Initial moment evaluation

The evaluation criteria for this activity are: Video quality, grammar structures and
vocabulary pronunciation and participation ontime.
The highest score for this activity is 25 points, corresponding to 5% of the course
evaluation.

Intermediate Moment

Task 2 Living Leisurely

To be developed from week 3 to week 8
This responds to Learning Outcome: 2, 3, 4.

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The activities are: To create an interactive video presentation to display someleisure
activities, picture descriptions and temporal situations.

Evaluation of Task 2
The evaluation criteria for this activity are: Video presentation quality, correct
grammar structures and use of target vocabulary, correct pronunciation and forum
participation on time.
The highest score for this activity is 85 points.

Task 3 Quiz: Living Leisurely

To be developed from week 3 to week 8
This responds to Learning Outcome: 5
The activities are: To answer the questions of the questionnaire.

Evaluation of Task 3
The evaluation criteria for this activity are: To answer correctly the questions
relatedto the unit contents.
The highest score for this activity is 30 points.

Task 4 Life Stories

To be developed from week 9 to week 11
This responds to Learning Outcome: 2, 3, 4.
The activities are: To create a timeline where you describe your 10 most important
milestones in the past and speaking encounters participation.

Evaluation of Task 4
The evaluation criteria for this activity are: Padlet presentation, correct grammar
structures and use of target vocabulary, correct pronunciation, forum participationon
time and participation in the speaking encounters.
The highest score for this activity is 85 points.

Task 5 Quiz Life Stories

To be developed from week 9 to week 11
This responds to Learning Outcome: 5
The activities are: To answer the questions of the questionnaire.

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Evaluation of Task 5
The evaluation criteria for this activity are: To answer correctly the questions
relatedto the unit contents.
The highest score for this activity is 30 points.

Task 6 Better times ahead

To be developed from week 12 to week 14
This responds to Learning Outcome: 1, 2.
The activities are: To individually compare things and people and to collaboratively
create a videocast about future predictions.

Evaluation of Task 6
The evaluation criteria for this activity are: Videocast presentation, correct grammar
structures and use of target vocabulary, correct pronunciation, forum participation
on time and participation in the speaking encounters.
The highest score for this activity is 90 points.

Task 7 Quiz Better times ahead

To be developed from week 12 to week 14
This responds to Learning Outcome: 5
The activities are: To answer the questions of the questionnaire.

Evaluation of Task 7
The evaluation criteria for this activity are: To answer correctly the questions
relatedto the unit contents.
The highest score for this activity is 30 points.

The highest score for this evaluation moment is 350 points, corresponding to 70% of
the course evaluation.

Final Moment

Task 8 Final Activity

To be developed from week 15 to week 16
This responds to Learning Outcome: 1, 2.
The activities are: To create a video answering relevant information about your life.

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Evaluation of Task 8
The evaluation criteria for this activity are Video presentation, correct grammar
structures and use of target vocabulary, correct pronunciation, forum participationon
time and participation in the speaking encounters.
The learning evidence for this activity is the video presentation.
The highest score for this activity is 75 points.

Task 9 Final test

To be developed from week 15 to week 16
This responds to Learning Outcome: 5
The activities are: To answer the questions of the questionnaire.

Evaluation of Task 9
The evaluation criteria for this activity are: To answer correctly the questions related
to the unit contents.
The learning evidence for this activity are: To approve the final test.
The highest score for this activity is 50 points.

The highest score for this activity is 125 points, corresponding to 25% of the course
evaluation.

7. Teacher’s Support

To develop the course activities, you will have the support of a teacher or tutor. The
options for this academic support are:

• Virtual Campus E-mail

• Collaborative Forums
• Skype Sessions
• Online Conference Sessions or Web Conferences

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