Fdoc-088 Ingles 2

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UNIVERSIDAD DE CÓRDOBA FDOC-088

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PLAN DE CURSO PÁGINA
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1. INFORMACIÓN BÁSICA
1.1. Facultad 1.2. Programa

1.3. Área Adquisición de 1.4. Curso INGLES 2
Lengua
1.5. Código 1.6. Créditos 3
1.6.1. Horas 4 1.6.2. Horas TI 2 1.7. Año de actualización 2022
DD (asincrónicas)
(sincrónicas)
2. JUSTIFICACIÓN
This course aims to provide students a set of topics: topics of learning language
communicative skills and topics related to students’ specific learning areas. The students will
demonstrate development of communicative competence by reading and writing simple
texts and performing simple listening and speaking tasks.
3. PROPÓSITOS DE FORMACIÓN U OBJETIVOS
Students will demonstrate communicative competency at a basic level A1.2 in reading,

writing, listening, and speaking.
4. COMPETENCIA GENERAL DEL CURSO

Use English appropriately in various contexts: personal, social and professional at a basic
level A1.2 of the Common European Framework.
5. UNIDADES DE APRENDIZAJE
5.1 Unit 14 to 28: Students will demonstrate their basic communicative skills in
exchanging personal information.
5.2 Learning Outcomes:
✔ Use basic sentence patterns and communicate with memorized phrases, groups of a
few words and formulate about themselves and other people, what they do, places,
possessions etc.
✔ Find specific information in simple everyday material such as advertisements,

brochures, menus and timetables.
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✔ Write straightforward, simple descriptions on a range of familiar subjects within

his/her field of interest.
✔ Use simple sociocultural spoken and written language to establish and maintain
relationships.
✔ Write short texts by linking groups of words with simple connectors to make short
additions and contrast.
✔ Read by scanning short texts in order to locate desired information, and gather
information from different parts of a text, or from different texts in order to fulfill a
specific task.
5.3 Suggested Content
1. Family members: name, last name, daily activities.

2. Prices on a menu.
3. Question: How much…?
4. Simple past verb forms
5. Modals use in questions and statements
6. Dates and events in a person’s life.
7. Linking devices use.
8. Punctuation marks.
5.4 Criterios de Evaluación e Indicadores de Desempeño
Assessment will be about the students´ performance on the four language skills - listening,
speaking- and will include reading and writing assignments for each unit of instruction. Key
assignments (role-plays and/or simulations, oral presentations, formal compositions) will be
assessed and feedback provided following assessment rubrics. The rubrics will include key
criteria, such as fluency, accuracy, vocabulary use, pronunciation, and creativity. Informal
assessment will be based on teachers´ observations and discussions with students about
their progress, difficulties, and challenges. Checklists or note sheets will be used for
classroom observation. Formal assessment will be done through checklists, rubrics, and
tests.
Each semester term will have 3 partial examinations written /oral tests.
Nota: Cada corte tendrá su examen final y el seguimiento. El primero deberá ser máximo de
40% y el segundo del 60% respectivamente.
6. COMPETENCIAS TRANSVERSALES
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✔ Demonstrate a positive attitude towards learning, teaching English, the culture under
study and other cultures.
✔ Maintain and improve English learning through a professional growth perspective to
face a qualified society.
✔ Demonstrate a positive attitude at international and intercultural levels during and
after the learning process.
✔ Use TICs and the media as a great ally to promote faster learning of a foreign
language.
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. This methodology follows different stages:
Pre-task: In which the students will receive concise instructions and input to determine what
to do and to recall some language. This stage will be based on some tasks samples
providing the students with a clear model of what is expected to do.
Task: Learners complete the assigned task individually, in pairs or in groups using different
features and structures of the language while the teacher organizes 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.
Post task: 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, basic spontaneous conversations, role-plays, simulations, oral presentations
ect. Students will use high -interest themes to integrate language skills, out of class
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assignments, ect.
9. BIBLIOGRAFÍA
Students will participate in different kinds of activities such as group-work or collaborative-
work activities, basic spontaneous conversations, role-plays, simulations, oral presentations
ect. Students will use high -interest themes to integrate language skills, out of class
assignments, ect.
McCarthy, M., MacCarten, J., & Sandiford, H. (2014). Level 1B. Cambridge University Press,
Second Edition.
Rost M., (2006) World View 1b, Pearson
Oxford University Press, Red Roses by Christine Lindop.Starter level
Mahmood Yenkimaleki, Vincent J. van Heuven,
Comparing the nativeness vs. intelligibility approach in prosody instruction for developing speaking
skills by interpreter trainees: An experimental study,Speech Communication,Volume 137,2022,Pages
92-102,SSN 0167-6393,https://doi.org/10.1016/j.specom.2022.01.007.
I(https://www.sciencedirect.com/science/article/pii/S0167639322000152)
Vanessa Santiago Schwarz, Laura Hamman-Ortiz,

Systemic functional linguistics, teacher education, and writing outcomes for U.S. elementary English
learners: A review of the literature,Journal of Second Language Writing,Volume 49,2020,100727,
ISSN 1060-3743,
https://doi.org/10.1016/j.jslw.2020.100727.
(https://www.sciencedirect.com/science/article/pii/S1060374320300187)
10. TABLA DE OPERACIONALIZCION DEL CURSO

Anexo 1. Operacionalización del curso (FDOC 096)

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Last updated. Junio, 2022


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CÓDIGO:

UNIVERSIDAD DE CÓRDOBA FDOC-088

1.1. Facultad 1.2. Programa

3. PROPÓSITOS DE FORMACIÓN U OBJETIVOS

Students will demonstrate communicative competency at a basic level A1.2 in reading,

4. COMPETENCIA GENERAL DEL CURSO

5.2 Learning Outcomes:

✔ Find specific information in simple everyday material such as advertisements,

✔ Write straightforward, simple descriptions on a range of familiar subjects within

5.3 Suggested Content

1. Family members: name, last name, daily activities.

5.4 Criterios de Evaluación e Indicadores de Desempeño

study and other cultures.

✔ Maintain and improve English learning through a professional growth perspective to

face a qualified society.

✔ Demonstrate a positive attitude at international and intercultural levels during and

after the learning process.

Students will participate in different kinds of activities such as group-work or collaborative-

Vanessa Santiago Schwarz, Laura Hamman-Ortiz,

10. TABLA DE OPERACIONALIZCION DEL CURSO

Si usted ha accedido a este formato a través de un medio diferente al sitio

Last updated. Junio, 2022

Si usted ha accedido a este formato a través de un medio diferente al sitio

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