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Comit de Directores de la Carrera de Subdireccin de Programas

ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
COURSE OF ENGLISH I

1. Competences Communicating feelings, thoughts, knowledge,


experiences, ideas, reflections and opinions in public,
personal, educational and professional fields
productively and receptively in English language
according to the level B2 which is independent user of
the European framework for contributing to his/her
performance of the functions in his/her personal, social
and labor environment.
2. Four month term Second
3. Theoretical hours 37
4. Practical hours 98
5. Total hours 135
6. Weekly hours 9
7. Learning objective: Express current and permanent actions and routine
experiences asking and confirming information about
schedules, places and services politely to describe
changes in his/her personal, professional and
technological development fields.

Hours
Learning Units
Theory Practice
Total
I. Expressing household chores, opinions and 6 12 18
preferences.

II. Present and past passive 6 30 36

III. Interchanging information in a formal way and 10 26 36


expressing habits in the past

IV. Expressing experiences and writing a formal 30 45


letter.

Total 37 98 135

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
ENGLISH I

LEARNING UNITS

1. Learning unit I. Expressing household chores, opinions and preferences


2. Theoretical hours 6
3. Practical hours 12
4. Total hours 18
Students will describe routine, current and permanent actions, as
5. Learning unit
well as tasks and carrying out instructions in order to propose
objective
improvements to procedures in his/her major area.

Topics Knowledge Skills Values

"Do" and To differentiate the use To express actions, Responsibility


"make" of the verbs do and tasks, orders and Punctuality
make and their carrying out Attendance
standard collocations. instructions. Respect
Pro-activity
To express handmade, Empathy
and manufactured Team work
activities. Leadership

"Gerunds and To explain the use of the To express routines, Responsibility


infinitives" structure verb + gerund momentary and Punctuality
permanent actions in Attendance
To explain the use of the tasks, personal and Respect
structure verb + infinitive labor business. Proactivity
Empathy
To express Team-work
To identify the cases in preferences, opinions Leadership
which the structures verb and aversions
+ gerund and verb +
infinitive express similar To make suggestions in
meanings. his/her area of
specialty
To identify the cases in
which the structures verb
+ gerund and verb +
infinitive express
different meanings.

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
ENGLISH I

ASSESSMENT PROCESS

Assessment
Learning outcome Learning Sequence
instruments
The student will make the 1. To identify the standard Case analysis
description of an activity collocations for do and make Rubric
procedure from a task based 2. To understand the structure of
assignment and audiovisual the instructions and procedures
material which deals with his/her when using do and make
area of specialty. 3. To identify the use of the
gerunds and infinitives
The student will make a survey 4. To understand the structure of
among his/her partners and the sentences which denote
submit a summary of the gotten habitual or momentary actions
results and they will specify the using gerunds and infinitives.
following points in it: 5. To describe procedures using
collocations with the verbs do
-routines and make
-changes in their life styles
-temporary events which have
had impact in their routines.

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
ENGLISH I

TEACHING LEARNING PROCESS

Teaching methods and techniques Teaching aids and materials


Role play Dictionary, internet, TV, recorder, DVD player,
Case analysis movies, Music CD, CD rom, specialized
Simulation software in the learning of the English
language, interactive rooms, overhead
projector, and projector, laboratories,
magazines, authentic material, computer
equipment, procedure manuals,

TRAINING FACILITIES

Room Laboratory / Workshop Company


X

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
ENGLISH I

LEARNING UNITS

1. Learning unit II. Present and past passive


2. Theoretical hours 6
3. Practical hours 30
4. Total hours 36
Students will describe past and present events in order to
highlight features related with the origin, authorship and
5. Learning unit
manufacture of products, inventions, discoveries, technology and
objective
art.

Topics Knowledge Skills Values

Passive voice To identify the structure of To indicate current Proactive


in present the passive voice in present events related with Extrovert
tense and its use. the origin, Creative
authorship and Autonomous
manufacture of Respectful
goods, products Dynamic
and services Tolerant
Assertive

Passive voice in To identify the structure of To tell past events Proactive


past the passive voice in past related with the Extrovert
tense and its use origin, authorship, Creative
and manufacture of Autonomous
products, Respectful
inventions, Dynamic
discoveries, Tolerant
technology and art. Assertive

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
ENGLISH I

ASSESSMENT PROCESS

Assessment
Learning outcome Learning Sequence
instruments
To elaborate and present a 1. To identify the structure of the Project
report of a research about passive voice in present Rubric
typical products and the most 2. To build sentences using passive
outstanding technological voice in present
inventions from different 3. To identify the structure of the
regions. It must to include: passive voice in past
4. To build sentences using the
-origin passive voice in past
-authorship 5. To express the passive voice
-manufacture structures in present and past.

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
ENGLISH I

TEACHING LEARNING PROCESS

Teaching methods and techniques Teaching aids and materials


Research Dictionary, internet, TV, recorder, DVD player,
Discussion movies, Music CD, CD rom, specialized
Task based approach software in the learning of the English
language, interactive rooms, overhead
projector, and projector, laboratories,
magazines, authentic material, computer
equipment.

TRAINING FACILITIES

Classroom Laboratory / workshop Company


X

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
ENGLISH I

LEARNING UNITS

III. Interchanging information in a formal way and expressing


1. Learning unit
habits in the past.
2. Theoretical hours 10
3. Practical hours 26
4. Total hours 36
Students will interchange information about places, services and
5. Learning unit
schedules in order to make decisions and make
objective
recommendations in a polite way,

Topics Knowledge Skills Values

Indirect To identify the structure To ask about places, Proactive


questions and the use of the services and Extrovert
indirect questions schedules in a formal Creative
way. Autonomous
To differentiate the Respectful
structure and use of the Dynamic
indirect questions using To verify information Tolerant
wh words and If about places, services Assertive
and schedules in a
polite way.

Tag Questions To identify the structure, To confirm information Proactive


use and function of the related with places, Extrovert
tag questions services and Creative
schedules. Autonomous
Respectful
Dynamic
Tolerant
Assertive

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
Topics Knowledge Skills Values

Used to To identify the use and To narrate habits the Proactive


function of the expression costumes and routines Extrovert
used to related with places. Creative
Autonomous
Respectful
Dynamic
Tolerant
Assertive

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
ENGLISH I

ASSESSMENT PROCESS

Assessment
Learning outcome Learning Sequence
instruments
From a task based assignment 1. To identify the structure and Case Analysis
about a travel agency: use of indirect questions Check list.
2. To differentiate the structure
-To make a touristic brochure and use of Indirect questions
using Wh words and If
-Based on a simulation 3. To identify the structure, use
assignment, to describe the and function of the tag
historical background of a place questions
its costumes and traditions 4. To identify the use and
function of the expression used
- To give and get information to
about places, services and
schedules politely.

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
ENGLISH I

TEACHING LEARNING PROCESS

Teaching methods and techniques Teaching aids and materials


Case Analysis Dictionary, internet, TV, recorder, DVD player,
Project Based learning movies, Music CD, CD rom, specialized
Simulation software in the learning of the English
language, interactive rooms, overhead
projector, and projector, laboratories,
magazines, authentic material, computer
equipment, brochures, and touristic guides.

TRAINING FACILITIES

Classroom Laboratory / workshop Company


X

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
ENGLISH I

LEARNING UNITS

IV. Expressing experiences and writing a formal letter.


1. Learning unit

2. Theoretical hours 15
3. Practical hours 30
4. Total hours 45
Students will relate personal and labor experiences which started
5. Learning unit in the past in contrast with those experiences that remain in force
objective in order to make a formal letter.

Topics Knowledge Skills Values

Present Perfect To identify the structure To describe personal Proactive


Progressive of the present perfect and professional Extrovert
progressive situations which have Creative
started in the past and Autonomous
To identify the use of the remain in the present. Respectful
prepositions for and Dynamic
since To determine the Tolerant
lasting of personal and Assertive
To distinguish the professional situations
structures and the use and relations
of the present perfect
and the present perfect
progressive
Formal letter To identify the general To structure formal Proactive
characteristics and the letters. Extrovert
elements of a formal Creative
letter Autonomous
Respectful
Dynamic
Tolerant
Assertive

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
INGLES I

PROCESO DE EVALUACIN

Instrumentos y tipos
Resultado de aprendizaje Secuencia de aprendizaje
de reactivos
A partir de un ejercicio prctico, 1.- Comprender la estructura del Essay
elaborar y exponer una carta presente perfecto progresivo Rubric
formal de recomendacin acerca 2.- Identificar el uso de las
de un compaero, detallando las preposiciones "for" y "since"
experiencias acadmicas y 3.- Diferenciar las estructuras y
profesionales que incluya: el uso entre el presente perfecto
y el presente perfecto
- Remitente progresivo
- Destinatario 4.- Identificar las caractersticas
- Fecha generales y elementos de la
- Asunto carta formal
- Cuerpo 5.- Elaborar cartas formales
- Despedida
1. To understand the structure of
Based on a practical exercise, to the present perfect progressive
elaborate and present a formal 2. To identify the use of the
letter which talks and prepositions for and since
recommends a partners 3. To differentiate the structures
academic and professional and the use between the
experience. The letter must present perfect and the present
include: perfect progressive
4. To identify the general
-Writer mailing address characteristics and elements of
-Mailing address a formal letter
-Date 5. To make formal letters
-Topic or purpose
-Body
-Closing

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
ENGLISH I

TEACHING LEARNING PROCESS

Teaching methods and techniques Teaching aids and materials


Interview Dictionary, internet, TV, recorder, DVD player,
Task based approach movies, Music CD, CD rom, specialized
Discussion software in the learning of the English
language, interactive rooms, overhead
projector, and projector, laboratories,
magazines, authentic material, computer
equipment.

TRAINING FACILITIES

Classroom Laboratory / workshop Company


X

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
ENGLISH I

CAPABILITIES DERIVED FROM THE PROFESSIONAL COMPETENCES WHICH


CONTRIBUTE TO THE SUBJECT

Capability Performance Criteria


To interpret complex, written and oral Based on oral or written information previously
information in texts or extensive given:
discourses even if they are technical and
belong to his/her specialty field and to 1. The students reacts to the sent message in a
follow plot lines in order to define and nonverbal way
keep his/her own point of view 2. The student Interchanges and presents in
detail approaches, expositions and positions as
well as advantages and disadvantages about the
information given
3. The student expresses and defends an opinion
or personal point of view based in the information
which was given beforehand.

To express feelings, thoughts, knowledge, Based on fluent and spontaneous conversations


experiences, ideas, reflections and about abstract and cultural topics of his/her
opinions in detail arguing and highlighting specialty and using concerning vocabulary in
the importance, advantages and order to be able to communicate in a secure and
disadvantages in a wide set of topics accurate way, keeping a conversation and self-
related with his/her specialty field in order correcting his/her mistakes the student:
to defend his/her own points of view and
present proposals. -writes messages asking and giving points of
view about topics in his specialty field in order to
uphold making decisions.
-explains problems in a precise way, defends
his/her points of view
-responds to messages in a written way,
highlighting the personal importance of
experiences and sensations, without committing
mistakes which may obstruct the comprehension,
presenting the advantages and disadvantages in
a set of choices using complex sentences.

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
Capability Performance Criteria
To contrast information about several -The student outlines the information about
sources related to contemporary problems contemporary topics and problems in a logic and
which are related to different positions or structured way related with his/her specialty area.
concrete points of view, through analysis
techniques of texts in order to relate, -The student writes essays in a well-structured
contrast, define or holdup a personal and logic way which are related to contemporary
position or the positions of others. problems and compares his/her personal position
with the positions of consulting authors, holding
up or refuting the opinions of such authors.
.
To write clear and detailed documents To writes reports and informs in an intelligible,
about a wide set of topics related with logic and well- structured way, without evident
his/her specialty area, making proposals spelling errors about a wide variety of topics in
and reasons, highlighting the importance his/her specialty, explaining advantages and
of certain facts and experiences in order disadvantages from a concrete point of view.
to back up or refute a concrete point of
view.

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
ENGLISH I

BIBLIOGRAPHY

Autor Ao Ttulo del Documento Ciudad Pas Editorial

Betty 2003 Fundamentals of English White Estados Longman


Shrampfer Grammar Plains, ny Unidos de
azar Amrica
David 2001 The Complete Listening- St. Estados Jag publications
Christiansen Speaking Course Anthony, Unidos de
ID Amrica
Val black 1992 Speaking Oxford, Ox Inglaterra Oxford university
Maggy press
Mcnorton
Sue Parker
Merriam- Essential learners English Springfield, Estados Merriam-webster
Webster 2010 dictionary Ma Unidos de inc.
Amrica
Fabcor 2001 Prvate teacher for Bogot Colombia IMPRECAL LTDA
Corporation everybody OBM
S en C
Carlos 2010 The university of Chicago USA pocket books
Castillo y New York
Otto F.
Bond
Raymond 2009 Essential Grammar in Use Cambridge United Cambridge
Murphy Kingdom University Press
Raymond 2009 Grammar in Use Cambridge United Cambridge
Murphy intermediate Kingdom University Press
L.G. 1998 Longman English Grammar Essex England Longman
Alexander Practice
2002 Webster's Springceld Massachusetts Websters
New Dictionary of Synonyms
,
Keith 2007 International Express Oxford United Oxford University
Jarding and Kingdom Press
Liz Taylo
Joan 2011 Top Notch 1 White New York Pearson_longman
Saslow and Plains
Allen
Ascher
Kenneth 2011 English for Meetings Oxford UK Oxford University
Thomson Press

Comit de Directores de la Carrera de Subdireccin de Programas


ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19
Comit de Directores de la Carrera de Subdireccin de Programas
ELABOR: REVIS:
TSU XXX Educativos
FECHA DE ENTRADA
APROB: C. G. U. T. y P. Enero de 2013
EN VIGOR:

F-CAD-SPE-24-PE-5A-19