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17-0009: English I
CRED: 3

PURPOSE OF THE COURSE

How do people make friends nowadays? What are your biggest fears people might have? What makes an
adventurous personality? In this course the students will have the opportunity to describe interpersonal
human relationships on social media and human behavior. The participants will be able to talk and write
about good and bad habits, sentimental items, art, and others. This will help them become aware of the world
they live in and express their points of view. The course will also provide the students get in contact classic pieces
of literature to discuss and analyze in class. After taking this course, the students will be able to expand the content
studied in class by doing research at home and developing and exploring their own interests in a critical way. The
course aims to develop students’ knowledge and skills at the Low-Intermediate level (A2) according the Common
European Framework of Reference for Languages:

 Can understand sentences and frequently used expressions related to areas of most immediate relevance
(e.g. very basic personal and family information, shopping, local geography, employment).
 Can communicate in simple and routine tasks requiring a simple and direct exchange of information on
familiar and routine matters.
 Can describe in simple terms aspects of his/her background, immediate environment and matters in areas
of immediate Basic need.

Competences Subcompetences Performance criteria

DISCIPLINARY
COMPETENCE
Participate in Describe simple social situations both in an  Giving oral presentations in
spoken and oral and written way. order to practice their oral, and
written soft skills.
interactions Have small talks about routine tasks  Conducting and answering
involving familiar requiring a simple and direct exchange of interviews.
English situations. information on familiar topics and activities.  Taking part in role plays, and
class discussions.
Write about family, people, places, shopping,  Correcting peers’ writing tasks
educational backgrounds, entertainment,  Using the grammatical
living conditions and recent jobs. structures studied in class in
written and oral forms.
 Commenting on other students’
work and class topics
 Keeping a diary with weekly
entries
 Expressing their opinions on a
variety of topics related to the
course content.
Identify the main  Reading short, authentic texts to
Interpret information from short, simple
ideas and pinpoint the main ideas and
supporting details passages containing high frequency supporting details.
in simple texts and vocabulary and expressions.  Comparing different types of
short English texts.
videos.  Making connections from a given
text to personal experiences.

Find specific information in texts and videos
about familiar topics to discuss in class and
explain it to their classmates.
GENERAL
COMPETENCES
Innovation Innovation competence involves the
capacity to think in an open, critical and
purposeful manner; to experience and
reflect; inquire; synthesize and reorganize
information; generate new ideas; manage
change; take risks and anticipate
consequences; use technology; act
independently and collaborate with others,
among others.
Entrepreneurship Entrepreneurship competence involves the
ability to plan systematically, show
initiative, geared towards quality,
implement problem solving skills, influence,
reach agreements, communicate, manage
information and other resources, show self-
confidence and assertiveness, among others.
Integrity Integrity competence involves the capacity
to sponsor and apply high moral and ethical
principles, respect others, and be consistent
with their own values in difficult situations,
among others.
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 Participating as an active
member of a team.
 Watching videos and discussing
their main ideas in groups.
 Rephrasing messages from
videos using their own words.
 Generating Ideas: Coming up
with a variety of approaches
to problem solving.
 Critical Thinking: Logically
identifying how different
possible approaches are
strong and weak, and
analyzing these judgments.
 Synthesis/Reorganization: Fin
ding a better way to approach
problems through
synthesizing and reorganizing
the information.
 Creative Problem Solving: Using
novel ideas to solve problems.
 Identifying
Problem: Pinpointing the
actual nature and cause of
problems and the dynamics
that underlie them.
 Seeking
Improvement: Constantly
looking for ways that one can
improve one’s organization.
 Gathering
Information: Identifying
useful sources of information
and gathering and utilizing
only that information which is
essential.
 Independent
Thinking: Thinking ‘outside
the box’ even if this sometimes
may go against popular
opinion.
 Technological
Savvy: Understanding and
utilizing technology to improve
work processes.
 Developing a moral vocabulary
 Discussing ethical situations.
 Responding appropriately,
when/if cheating occurs.
 Participating in meaningful
conversations about current
topics.
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 Doing research and presenting

information in an ethical manner,
avoiding plagiarism or any other
disreputable actions.

PLAN OF THE LEARNING EXPERIENCE

Weeks 1: Friendship: Will You Friend Me?

Essential Questions:

 How is friendship different nowadays from what it used to be in the past?

 How do people behave in social networks?
 How do social networks enhance/undermine human interactions?

Language content:

 Simple present
 Yes/No questions with verb be
 Yes/No questions simple present
 Wh-questions simple present

Assignments

Before:

 Read the article “Welcome to the Friendship Page” and do the exercises on My NorthStarLab.
 Identify new vocabulary words from the reading and add it to your vocabulary log.

During

 Go over the syllabus and evaluation activities for this course.

 Review prior knowledge and set expectations.
 Discuss the essential questions in small groups.
 Connect the information from readings and videos to personal experiences. Share those connections with
a partner.
 Fill in a T-Chart describing what people can do on two different social networks. Share this
information orally in small groups.
 Discuss the difference between nous and verbs.
 Analyze the structure of a simple sentence.
 Go over the structure of a paragraph.
 Work on the book exercises suggested by your teacher.
 Write a short paragraph about a classmate and one of his or her friends. For this assignment you are
create a set of questions you will like to ask and interview one of your classmates to gather the
needed information. Use the vocabulary and grammar studied so far.
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After:
 Project: How is social media changing the world? How can you use social media to promote equality
and equity in society? How do some people use social media irresponsibly? Answer the questions
and provide examples. Write a paragraph about it and be prepared to discuss it with one of your
partners the following class.

Week 2: Friendship: A World of Friends

Essential Questions:

 What makes a good friendship?

 How do people make and keep good friends?
 Why are friends important for most people?

Language content:

 Simple present
 Yes/No questions with verb be
 Yes/No questions simple present
 Wh-questions simple present
 Simple and compound sentences

Assignments:

Before:
 Design a reading schedule for the novel you selected to share with you teacher.
 Read the article “Facebook facts” and do the exercises on My NorthStarLab.
 Start reading the scheduled pages of your novel.
 Identify and add the new vocabulary words to your vocabulary log.

During

 Discuss the essential questions in small groups.

 Describe what you normally do with your friends to one of your partners.
 Describe your friends´ physical appearance and personality traits.
 Talk about the novel you are reading at home in small groups. Describe the events that have
happened so far and characters´ personality traits.
 Work on the listening exercises on friendship suggested by the teacher.
 Recognize and use “and” and “but” to introduce similar and contrasting ideas.
 Go over the compound sentence structure.
 Work on the book exercises suggested by your teacher.
 Fill in a T-Chart to outline what good and bad friends do. Share the information orally with one of
your classmates.
 Write a short paragraph describing either a healthy or unhealthy friendship. Use compound
sentences and the grammar and vocabulary you have studied so far.

After:
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 Project: Why are many countries unable to achieve peace? How do some political leaders promote
and support friendly/unfriendly relationships? How can we get along with others regardless of
social, economic, religious, and ethnic differences, among others? Answer these questions in a
paragraph and be prepared to explain your ideas to your peers.

Week 3: Arts: Art for Everyone

Essential Questions:

 What makes a good piece of art?

 Why is art important?
 How can everyone enjoy/produce art?

Language Content:

 Simple past tense (action verbs and verb be).

 Nouns, adjectives and verbs
 Using commas
 Simple and compound sentences

Assignments:

Before:
 Read the scheduled pages of your novel.
 Read the article “Art of Everyone” and do the exercises on My NorthStarLab.
 Identify and add the new vocabulary words to your vocabulary log.

During

 Discuss the essential questions in small groups.

 Describe what activities did in school that were related to the arts.
 Choose a piece of art of you like the most and describe it in small groups.
 Fill in a main idea graphic organizer about the article “Art for Everyone” with a partner. Compare
your graphic information with others´.
 Talk about the novel you are reading at home in small groups. Describe the events that have
happened so far and characters´ personality traits.
 Keep working on the structure of simple and compound sentences.
 Discuss the usage of commas when writing about dates and countries.
 Work on the book exercises suggested by your teacher.
 Write a short biography about your favorite artist. Use the grammar and vocabulary you have
studied so far. Make reference to his or her past actions and deeds.

After:
 Project: Should regular education include art courses in its curriculum? Why? How can the arts
improve the quality of our lives? Fill in a T-Chart describing the advantages and disadvantages of the
arts in education. Bring the graphic to class for group discussion

Week 4: Arts: Making Unusual Art

Essential questions:
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 Why do people like abstract art?

 What is the best way to express your feelings?
 What is art?

Language Content:

 Simple past tense (regular and irregular verbs and verb be).
 Nouns, adjectives and verbs
 Simple sentence structure

Assignments:

Before:
 Read the scheduled pages of your novel.
 Read the article “Looking at Haring´s Art” and do the exercises on My NorthStarLab.
 Identify and add the new vocabulary words to your vocabulary log.

During

 Discuss the essential questions in small groups.

 Present your project on Keith Haring Foundation to one of you partners.
 Analyze the usage of simple past tense of regular and irregular verbs.
 Fill in a Venn diagram comparing good and bad art. Share your information with one of your
classmates.
 Chat about traditional paper art from countries such as China, India, Indonesia, Japan, Mexico, Poland
or any other country of your interest. Use your cellphone to find some pictures of this type of art.
Describe those pictures to one of your classmates.
 Talk about the novel you are reading at home in small groups. Describe the events that have
happened so far and characters´ personality traits.
 Keep working on the structure of simple and compound sentences.
 Work on the listening exercises suggested by your teacher.
 Write a short paragraph about any experience you have had with any type of art. It can be music,
painting, dancing, etc. Describe what you did. Make sure to use verbs in simple past. Use simple and
compound sentences.

After:
Project: What is the relationship between the arts and technology? How can someone incorporate
innovation, different disciplines and diverse cultures in the arts? Create a collage and bring it to class
for group discussion.

Weeks 5: Special Possessions: What is it Worth to You?

Essential Questions:

 Why do people like to have possessions?

 What is it worth to keep?
 Why do people accumulate stuff?

Language Content:
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 Review of simple present

 Adverbs of Frequency
 Simple present with “everything, something, nothing, anything, everybody, somebody, nobody and
anybody” as subjects (third-person singular form)
 Compound sentences

Assignments:

Before:

 Read your scheduled pages of your novel.

 Read the article “My Secret” and do the exercises on My NorthStarLab.
 Identify and add the new vocabulary words to your vocabulary log.

During

 Discuss the essential questions in small groups.

 Describe the pictures about traditional paper art for you project.
 Analyze the function of nouns, adjectives and adverbs and use them correctly.
 Keep working on the compound sentences.
 Describe an object that has a lot of value for you in small groups.
 Work on the book exercises suggested by your teacher.
 Connect new information to personal experiences and previous knowledge.
 Talk about the novel you are reading at home in small groups. Describe the events that have
happened so far and characters´ personality traits.
 Go to one of these websites: www.TIAS.com, www.junkables.com, www.ebay.com. Choose one item
on the website. Read about the item. What is it? How old is it? What does it look like? Is it valuable?
Why or why not?
 Identify topic sentences and supporting sentences in a paragraph.
 Write a paragraph about your own special possession or collection. Use these questions to generate
ideas: Do I have a special possession? What is it? Why do I keep it? Was it a gift? Does it have a
sentimental value? Is it worth a lot of money? Use the grammar and vocabulary studied so far.

After:

 Project: How can greediness lead some people to do morally incorrect actions? What type of actions
do you consider unscrupulous? Why? Find a case of someone who has behaved inappropriately due
to his/her greed. Bring this information to class and be prepared to discuss the topic with one of
your peers.

Week 6: Special Possessions: Special Possessions

Essential questions:

 What are the most valuable possession some can ever have?
 Why do some people prefer possessions that have sentimental value rather than monetary value?

Language Content:

 Simple present Review (third- person verb agreement)

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 Adverbs of frequency
 Phrases of frequency
 Compound sentences

Assignments:

Before:
 Read the scheduled pages of your novel.
 Read the article “Be a Smart Collector” and do the exercises on My NorthStarLab.
 Identify and add the new vocabulary words to your vocabulary log.

During
 Discuss the essential questions in small groups.
 Talk about the video
 Share the information you wrote about item you choose in your previous project to one of you
partners.
 Analyze the usage of adverbs of frequency and phrases of frequency.
 Fill in a T-Chart comparing an item with a sentimental value and one with monetary value. Share
your information with one of your classmates.
 Talk about the novel you are reading at home in small groups. Describe the events that have
happened so far and characters´ personality traits.
 Keep working on the structure of compound sentences.
 Work on the listening exercises suggested by your teacher.
 Talk about the reasons for holding on to special possessions in small groups.
 Chat about good luck charms you have heard of. Describe the object and express your beliefs about
it.
 Write a short paragraph about a special possession that belongs to one of your classmates. . First
design the interview questions you would like to ask your classmate. Use the vocabulary and
grammar studied so far.

After:

 Project: Why do people like to accumulate? How can a hording disorder affect people´s interpersonal
relationships, health and the environment? How can health systems provide effective and accessible
care to those who suffer from this disease? Answer these questions in a paragraph and be prepared
to discuss the topic with one of your peers.

Week 7: Business: Open for Business

Essential questions:

 How can big stores affect locally-owned stores?

 Why do some people prefer small stores?

Language Content:

 There is / there are

 There was/ there were
 Gerunds as subjects
 Gerunds after “like, love, enjoy, hate and prefer”
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 Compound sentences

Assignments:

Before:
 Read the scheduled pages of your novel.
 Read the article “Mom & Pop vs. Big Box” and do the exercises on My NorthStarLab.
 Identify and add the new vocabulary words to your vocabulary log.

During

 Discuss the essential questions in small groups.

 Describe the pictures about good luck charm that you chose for your previous project to one of your
peers.
 Keep working on the compound sentences.
 Discuss the usage of there is and there are with the whole class.
 Talk about the use of gerunds English.
 Fill in a T-Chart and compare the advantages and disadvantages of small and big stores. Share the
information orally with a partner.
 Work on the book exercises suggested by your teacher.
 Connect new information to personal experiences and previous knowledge.
 Describe an online store and what people can buy there. Choose one item on the website. Prepare an
ad to make people visit the website and want to buy the item. In small groups, talk about the novel
you are reading at home. Describe the events that have happened so far and characters´ personality
traits.
 Write a paragraph describing your favorite store. Use compound sentences, adjectives and the
grammar you have studied so far.

After:
 Project: Do companies have any social responsibility with their communities? Why? How can
companies help people around them? Fill in a spider web graphic organizer to organize your ideas
and bring it to class for group discussion. .

Weeks 8: Business: Creativity in Business

Essential Questions:

 How do you know when a business innovative?

 Why is creativity necessary nowadays?

Language content:

 There is / there are

 There was/ there were
 Gerunds as subjects
 Gerunds after “like, love, enjoy, hate and prefer”
 Compound sentences
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Assignments:

Before:

 Read the scheduled pages of your novel.

 Read the article “Etsy.com” and do the exercises on My NorthStarLab.
 Identify and add the new vocabulary words to your vocabulary log.

During

 Discuss the essential questions in small groups.

 Present the ad you prepared in you previous project to one of your peers.
 Keep working on the compound sentences.
 Discuss the usage of there was and there were with the whole class.
 Use gerunds as subjects and “like, love, enjoy, hate and prefer” to talk about favorite stores and
brands.
 Work on the listening exercises suggested by your teacher.
 Connect new information to personal experiences and previous knowledge.
 Talk about the novel you are reading at home in small groups. Describe the events that have
happened so far and characters´ personality traits.
 Write a paragraph describing your favorite store. Use compound sentences, adjectives and the
grammar you have studied so far.

After:
 Project: Do companies have to reward their employees for their good performance? Why? Go online and
choose a company that has interesting perks for its employees. Outline those perks. Why are they good?
Write a short paragraph about this topic and bring it to class for group discussion.

Week 9: Phobias: What are you Afraid Of?

Essential questions:

 How can you overcome a phobia?

 Why are people scared of certain things/insects?

Language Content:

 Modals: can and may

 Future tense with will
 Adjectives +prepositions
 Compound sentences

Assignments:

Before:

 Read the scheduled pages of your novel.

 Read the article “Hel! I´m Scared” and do the exercises on My NorthStarLab.
 Identify and add the new vocabulary words to your vocabulary log.
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During

 Discuss the essential questions in small groups.

 Describe the perks you chose for your previous project to one of your peers.
 Keep working on the compound sentences.
 Discuss the usage of can and may with the whole class.
 Talk about future events tense using will.
 Fill in a T-Chart and outline two different kinds of phobias. Share the information orally with a
partner.
 Work on the book exercises suggested by your teacher.
 Connect new information to personal experiences and previous knowledge.
 Describe a moment in which you were afraid of something to one of your classmates. Give as many
details as you can.
 Talk about the novel you are reading at home in small groups. Describe the events that have
happened so far and characters´ personality traits.
 Write a paragraph giving some suggestions to someone who is afraid of something. Show that you
understand the problem. Give your suggestions. Provide reasons for your suggestions. Conclude by
offering a final comment/fact about that phobia. Use the vocabulary and grammar studied so far.

After:
 Project: Should governments provide free mental health services? Why? What would be the result if
everybody had access to quality mental health services? Answer these questions and fill in a cause-
and-effect graphic organizer. Bring it to class for group discussion.

Week 10: Phobias: Understanding Fears and Phobias

Essential questions:

 Why do people feel fear?

 Can you prevent a phobia? How?

Language content:

 Modals: can and may

 Future tense with will+
 Adjectives +prepositions
 Compound sentences

Before:

 Read the scheduled pages of your novel.

 Read the article “Other Phobias” and do the exercises on My NorthStarLab.
 Identify and add the new vocabulary words to your vocabulary log.

During

 Discuss the essential questions in small groups.

 Present the collage about phobias you prepared in you previous project to one of your peers.
 Keep working on the compound sentences.
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 Discuss the usage of can, may and will with the whole class.
 Use gerunds as subjects and “like, love, enjoy, hate and prefer” to talk about favorite stores and
brands.
 Work on the listening exercises suggested by your teacher.
 Go online and find information about different options that people have to treat a given phobia.
Outline the information and create a brochure that describes the various ways in which someone
can deal with fear.
 Connect new information to personal experiences and previous knowledge.
 Talk about the novel you are reading at home in small groups. Describe the events that have
happened so far and characters´ personality traits.
 Write a paragraph describing a moment in your life that you were really scared of something. What
was it? Was it really dangerous? What did you to calm down? Describe the occasion and provide as
many details as possible. Use the vocabulary and grammar you have studied so far.

After:
 Project: How can fears affect people’s personal and professional growth? Provide an example of
someone who has been successful in coping with a specific fear. Why was he/she successful? Outline
those ideas and bring the information to class for group discussion. .

Weeks 11: Adventure: What an Adventure!

Essential Questions:

 Why do people like to travel?

 How can you have fun in your life?

Language content:

 Simple past (regular and irregular verbs)

 Wh-questions
 Time order words
 Compound sentences

Assignments

Before:

 Read the scheduled pages of your novel.

 Read the article “Lindbergh Did It” and do the exercises on My NorthStarLab.
 Identify and add the new vocabulary words to your vocabulary log.

During:

 Discuss the essential questions in small groups.

 Present your brochure to one of your classmates.
 Keep working on the compound sentences.
 Talk about past events tense using regular and irregular verbs.
 Chat with one of you classmates about the last trip that you had.
 Work on the book exercises suggested by your teacher.
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 Connect new information to personal experiences and previous knowledge.

 Fill in a Venn diagram comparing the experience of Lindbergh with the most unforgettable trip you
have ever taken.. Share that information in small groups.
 Go online and find an adventurous person. Write a paragraph describing some of his/her
unforgettable trips. Make sure to include time order words. Put the events in chronological time
order. Use simple past tense.
 Talk about the novel you are reading at home in small groups. Describe the events that have
happened so far and characters´ personality traits.
 Write a narrative paragraph about a trip or adventure you had in the past. You can write about your
own experience or that of another person. Use verbs in simple past, compound sentences and the
vocabulary studied so far.

After:

 Project: Is there any room for adventure in the XXI century? Explain. What world records still need
to be set? Why? Answer these questions in a short paragraph and bring it to class for group
discussion.

Week 12: Adventure: Risks and Challenges

Essential questions:

 Why do people like adventures?

 What is an adventurous experience?

Language content:

 Present continuous
 Adjectives that end in –ed and –ing
 “But” and “even though”
 Compound sentences

Before:

 Read the scheduled pages of your novel.

 Read the article “Crash Landing on the Hudson River” and do the exercises on My NorthStarLab.
 Identify and add the new vocabulary words to your vocabulary log.

During

 Discuss the essential questions in small groups.

 Talk about the adventurous person you did some research on with one of your classmates. Share the
pictures you collected for this assignment.
 Keep working on the compound sentences.
 Discuss the usage of “but” and “even though” with the whole class.
 Use gerunds adjectives ending in –ed and –ing to describe adventures, trips and places.
 Work on the listening exercises suggested by your teacher.
 Role play an interview with a risk-taker.
 Connect new information to personal experiences and previous knowledge.
 Talk about the novel you are reading at home in small groups. Describe the events that have
happened so far and characters´ personality traits.
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 Write a paragraph describing a dangerous sport/activity that people do. What is it? Where do people
practice it? What do people need to do it? Why is it dangerous? Have you ever done it? Why? Do you
want to do it? Why? Use the vocabulary and grammar studied so far.

After:
 Project: What areas of humanity can people still explore and provide solutions to? Create a collage
with those ideas and bring it to class for group discussion.

Week 13: Family: What Number Are You?

Essential questions:

 How do siblings influence who you are?

 How can birth order define personality traits?

Language content:

 Comparative adjectives
 Connecting words to show similarities and differences
 Future with “going to”
 Compound sentences

Before:

 Read the scheduled pages of your novel.

 Read the article “Timing is Everything” and do the exercises on My NorthStarLab.
 Identify and add the new vocabulary words to your vocabulary log.

During

 Discuss the essential questions in small groups.

 Present the world record you found to one of your classmates.
 Keep working on the compound sentences.
 Talk about your family relations and habits and how they have defined who you are now.
 Use comparatives adjectives to compare different members of your family.
 Use “going to” talk about the plans that you and your family members have for the future.
 Work on the book exercises suggested by your teacher.
 Connect new information to personal experiences and previous knowledge.
 Fill in a Venn diagram comparing a first born and the middle child. Share that information in small
groups.
 Talk about the novel you are reading at home in small groups. Describe the events that have
happened so far and characters´ personality traits.
 Write an opinion paragraph. Do you believe the ideas about birth order are true? Why or why not?
Support your idea with you own experience. Use the vocabulary and grammar studied so far.

After:

 Project: How can families support their children´s social kills development? Fill in a T-Chart
comparing a family that worries about its children soft skills and a family that doesn’t. Bring the
graphic to class for group discussion.
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Week 14: Sports: How Young is too Young?

Essential questions:

 Why is exercise important for everybody?

 How can you become an active person?

Language content:

 Very, too and enough

 Future with “going to”
 Expression reasons and results (because, because of, so, that´s why, that´s the reason that)
 Compound sentences

Before:

 Read the scheduled pages of your novel.

 Read the article “Ready Ronnie” and do the exercises on My NorthStarLab.
 Identify and add the new vocabulary words to your vocabulary log.

During:

 Discuss the essential questions in small groups.

 Present the pictures and the info about the royal/famous family that you researched to one of your
classmates.
 Keep working on the compound sentences.
 Talk about exercises and favorite sports in small groups.
 Use “because, because of, so, that´s why, and that´s the reason that” to explain why exercise is
beneficial for everybody.
 Describe future exercise plans you have using “going to.”
 Define what people can do using very, too and enough.
 Work on the book exercises suggested by your teacher.
 Connect new information to personal experiences and previous knowledge.
 Talk about the novel you are reading at home in small groups. Describe the events that have
happened so far and characters´ personality traits.
 Write an opinion paragraph. Do you believe it is easy to start an exercise routine? Why or why not?
Support your idea with you own experience. Use the vocabulary and grammar studied so far.
After:

 Prepare yourself for the achievement tests.

Week 15: Final Achievement Tests

 Achievement Oral Test

 Achievement Written Test
 16

LEARNING ENVIRONMENT

Teaching methodology

To ensure that the course is compatible with the needs, interests and styles of learning of all the participants,
we use the methodology of “reversed classroom”, or "flipped classroom": the assignments that need minor
cognitive effort (remembering and understanding) are done by the students out of the classroom, and those
who need major cognitive effort, such as analysis, synthesis and evaluation, are done in different scenarios
in the classrooms.

The course provides materials such as readings, videos, narrated presentations and others, via the online
learning platform of ULACIT (i.e. Blackboard). Students before coming to class are expected to prepare their
participation in class, and study the theory at home. The sessions are reserved to practice, reflection and
discussion. They revolve around questions, controversies and issues of real business life. With this active,
reflective and participative methodology, students are expected to develop inquiry, research and analytical
skills. Moreover, they are expected to develop a deep understanding of the subject, participating in the
construction of knowledge shared with other students, teachers and other members of society.

The course uses the Facebook social network as a learning tool and other cutting-edge technologies.

Learning resources

The course has the following educational resources to continually support the teaching-learning process:

1. Classrooms-enabled computers, projection equipment and Internet access.

2. Online education platform: Blackboard (Bb).
3. Document Camera.
4. Recording equipment and sound amplification.
5. Virtual Library: EBSCO, from which you can access full-text articles.
6. Clickers, wireless personal response systems.
7. Computer labs with Internet access and applications for research.
8. Articulate Presenter, a tool that converts PowerPoint presentations to Flash and can integrate
interactions, animations and narrations synchronized.

Educational Resources

Besides the bibliography recommended, the course requires the use of authentic material, realia, videos,
CDs, DVDs, Blackboard and other resources. The active book is accompanied by a workbook which will be
used to further enhance the student´s learning.
Furthermore, students can use bibliographical and multimedia resources to support their learning process,
including computer laboratories, wireless access to the Internet, multimedia equipment, cameras, online
libraries, and more. Through Blackboard, students can communicate with other students or the faculty,
either synchronically or asynchronically, as well as leave their assignments in a drop box, participate in
chats, access learning resources, or check their grades.

Bibliography

Course Textbooks

Merdinger, M. & Barton, L. (2015). NorthStar Reading and Writing Level1. New York, U.S.: Pearson.
 17

Twain, M. (2008). The Prince and the Pauper. England: Pearson Education ESL.

Steinbeck, J. (2008). Of Mice and Men. England: Pearson Education ESL.

EVALUATION

Evaluation activities %
Written Tasks 15%
English Chronicles Website 35%
Literary Journal 15%
Achievement Test (Written and oral ) 30%
Course Evaluation (CEPA) 5%
Total 100%

Written Tasks: 15%

Students will have the opportunity to write 3 evaluated paragraphs. Students are expected to use the vocabulary,
language structures studied in class. Each student writes the entry following the instructions given by the
professor, in terms of topic, length, the use of academic writing skills and critical thinking, according to their
level. Writings should evidence deep analysis of the topic, reflection, critical thinking and growth in their
language acquisition.
Writing is done individually in class. Then, it is revised through the professor’s feedback, self-correction, co-
evaluation, group work, and the like. Each student must turn in to the professor the rough drafts of the work done
in class. Once each writing has gone through the revision and editing process, each student types his/her work and
sends it to the leader of the group, who is in charge of uploading the assignment to webpage English Chronicles.
The students who do not upload their final written tasks to their website will not be credited any grade for these
assignments. These written tasks will be done on weeks 4, 8 and 12.
Writing rubric is adapted from the integrated writing rubric of TOEFL iBT.
Score Characteristics of performance

Exemplary The writing sample is at least five sentences long. A response at this level
(3 points) contains relevant information from the readings, the information is
generally coherent and connected, and the writing is marked by adequate
organization; effective use of transition words and phrases to display unity
and progression of information development; consistent, generally correct
use of word order, pronouns, relative clauses, modals, and auxiliary + main
verbs; appropriate use of vocabulary and several language errors
throughout.

Acceptable (2 points)
The writing sample is at least five sentences long. A response at this level
contains some information from the readings and is marked by somewhat
adequate organization; there is somewhat effective attempt to use transition
words and phrases to sequence and organize information; there is a main
idea and multiple supporting sentences; consistent, correct use of subject-
verb agreement, personal pronouns, WH-relative clauses, and simple verb
tenses; as well as several language errors.
 18

Developing (1 point)
The writing sample is at least five sentences long. The paragraph reflects
some organization; the writer is just beginning to use transition words to
sequence information, but more practice is needed; generally consistent,
correct use of subject-verb agreement, personal pronouns, WH-relative
clauses, and simple verb tenses; appropriate use of vocabulary learned in
class, and several language errors per sentence.

0 points The writing sample reveals a combination of problems from a lack of

organization of information; few complete sentences to form paragraphs;
and an inadequate attempt to provide a main idea and supporting
sentences. There might be somewhat consistent, correct use of subject-verb
agreement and simple verb tenses. Writing samples not at least fifteen
sentences long.

Literary Journal 15%

In this academic assignment, students will be able to write about the pieces of literature they are reading this
quarter. Students are expected to write weekly entries on Blackboard describing the characters of the book, the
setting and a detailed narration of the plot of the story. Students are to make explicit connections to previous
experiences, people, places, events, etc. Students have to choose a few lines (quotes) that were either very
meaningful to them or that provoked a strong negative/positive reaction. The professor will check journals on
weeks 4, 8 and 12. Each revision is worth 5%. The novels student can read are The Prince and the Pauper and Of
Mice and Men.

Literary Journal – Evaluation Rubric

Criteria 5 4 3 2 1
The student describes the setting of the story and the characters of the book.
The student narrates the main events of the story.
The student makes explicit connections to previous experiences.
The student demonstrates accurate use of grammar (verb tenses).
The student employs a wide range of vocabulary.
The student provides an insightful analysis of his/her novel.
TOTAL (BASED ON 30 POINTS)

English Chronicles Website 35%

On a website, students are expected to demonstrate the extent of their learning experiences in the course and the
linguistic skills they are developing as a result of taking this class. This is an academic assignment that requires a
collaborative style, team work, planning, evaluation and organization of information, and the use of technology
and multimedia resources. This website is an opportunity for students to demonstrate achievement of the course
competencies.
 19

On this website, students are expected to upload their written assignments as evidence of their language progress
and performance. Students will have the opportunity to record the in-class activities, field trips, presentations,
group discussions, among others, in order to make videos that show students interaction in the target language. All
videos should enhance reflective statements, create interest, and be appropriate examples of their learning. These
multimedia files should be edited with proper voice projection, appropriate language, and clear delivery. Each
video should be narrated by all members of the group. Likewise, students will upload articles related to the after
class mini projects. Each article should be a 2-page maximum and must be accompanied by a graphic organizer
(compare and contrast, cause-and-effect, T-Chart, main idea, etc.) that allows the students to evaluate, synthetize,
connect, and compare information. Students are also expected to design a questionnaire to interview one of his
classmates on topics that were discussed, performance, improvement, and personal information and talents. The
interview must be recorded and uploaded to the section called protagonists.
The website is easy to read with appropriate use of fonts, point size, bullets, italics, bold, and indentations for
headings and sub-headings. The text has no errors in grammar, capitalization, punctuation, and spelling. The
layout uses horizontal and vertical white space appropriately. The background and colors enhance the readability
of the text.
There are three updates of this assignment. For each update students must present an advance of the elements
below. Advancements will be due on the following weeks: 4, 8, and 12. First and second submission is worth 10
% each and the final one is worth 15%.

Website Sections:

 Written tasks
 Videos
 Articles
 Protagonists

Scale Characteristics of Performance

15 points Linguistic Component: All the texts and videos included on the Website demonstrate and excellent
use English writing skills. Furthermore, it shows effective use of grammar, vocabulary, and culture.
The students apply grammatical structures correctly as well as the use of capital letters, punctuation
and spelling. The editing of videos includes the real voice of the students speaking the target language.
Student’s English pronunciation, diction, and rhythm are appropriate enough to be understood all the
time.

Critical Thinking Component: The Website includes a wide variety of reflective contents that draw
the attention of the reader and demonstrates the learning of the students. It also shows the students´
critical attitude in the learning process. The contributions fully demonstrates the students´ creativity
and originality. The reflections made show the achievement of all the competencies of the course. All
the contributions are clearly and closely related to the purpose of the E-portfolio.

Technological Component: Multimedia resources such as pictures, graphics, audios and videos are
effectively included in all the Website. The students use the font, bullets, italics, bold print, and
indentation appropriately all the time. Therefore, titles, subtitles, page orientation and spaces are
properly use and allows an easy understanding. The background and colors of the page enhance the
legibility of the Website. Each and every single contribution is followed by a caption that articulately
describes and summarizes the information in the artifact and that explains the importance of that
particular work. The audios and videos must be of high quality and resolution to ease comprehension
for the audience.
 20

Linguistic Component: All the texts included on the Website shows an appropriate use of English
writing skills. However, it shows a few errors in the use of grammar, vocabulary, and culture. The
10-14 students apply grammatical structures correctly as well as the use of capital letters, punctuation and
points spelling with minor mistakes. The editing of audios and videos includes the real voice of the students
speaking the target language. Student’s English pronunciation, diction, and rhythm are appropriate
enough to be understood most of the time.

Critical Thinking Component: The Website includes some reflective contents that draw the attention
of the reader and demonstrates the learning of the students. There is also some evidence of the
students´ critical attitude in the learning process. The contributions include are creative and original.
The reflections made show the achievement of most competencies of the course. All the contributions
are related to the purpose of the Website.

Technological Component: Multimedia resources such as pictures, graphics, audios and videos are
included in almost all of the E-portfolio. The students use the font, bullets, italics, bold print, and
indentation appropriately most of the time. Therefore, titles, subtitles, page orientation and spaces are
properly use and allows an easy understanding. The background and colors of the page enhance the
legibility of the Website. Most of the contribution are followed by a caption that articulately describes
and summarizes the information in the artifact and that explains the importance of that particular
work. The audios and videos have a decent quality and resolution to ease comprehension for the
audience.

Linguistic Component: The quality of the texts included on the Website does not show an appropriate
use of English writing skills. There are errors in the use of grammar, vocabulary, and culture
5-10 points throughout the Website. The students apply grammatical structures, punctuation, spelling and
capitalization incorrectly most of the time. The editing of audios and videos might not include the
real voice of the students speaking the target language. Students use English pronunciation, diction,
and rhythm is such a way that it hinders understanding by native and nonnative speakers.

Critical Thinking Component: The Website does include some reflective contents that draw the
attention of the reader and demonstrates the learning of the students. There is little evidence of the
students´ critical attitude in the learning process. The contributions include might not be creative and
original. The reflections made might not show the achievement of most competencies of the course.
All the contributions are not related to the purpose of the Website.

Technological Component: Multimedia resources such as pictures, graphics, audios and videos are
included in most parts of the Website. The students use the font, bullets, italics, bold print, and
indentation inappropriately most of the time. Therefore, titles, subtitles, page orientation and spaces
do not allow an easy understanding. The background and colors of the page barely enhance the
legibility of the Website. Most of the contribution are not followed by a caption that articulately
describes and summarizes the information in the artifact and that explains the importance of that
particular work. The audios and videos have such a poor quality and resolution that it does not ease
comprehension for the audience.

0-5 points Linguistic Component: The quality of the texts included on the Website does not show unacceptable
English writing skills. There are major errors in the use of grammar, vocabulary, and culture
throughout the Website. The students does not apply grammatical structures, punctuation, spelling
and capitalization correctly throughout the Website. The editing of audios and videos do not include
the real voice of the students speaking the target language. Students use English pronunciation,
diction, and rhythm ineffectively. It obstructs understanding by native and nonnative speakers.

Critical Thinking Component: The Website does include any reflective contents that draw the
attention of the reader and demonstrates the learning of the students. There is no evidence of the
students´ critical attitude in the learning process. The contributions are not creative and original. The
 21

reflections do not show the achievement of the competencies of the course. All the contributions are
not related to the purpose of the Website.

Technological Component: Multimedia resources such as pictures, graphics, audios and videos are
not included in most parts of the Website. The students use the font, bullets, italics, bold print, and
indentation inappropriately. Therefore, titles, subtitles, page orientation and spaces do not allow an
easy understanding. The background and colors of the page does not enhance the legibility of the E-
portfolio. Contribution are not followed by a caption that articulately describes and summarizes the
information in the artifact and that explains the importance of that particular work. The audios and
videos have such a poor quality and resolution that it totally impedes comprehension for the audience.

 ACHIEVEMENT TESTS: 30%

Achievement Exam Written Part

The final written achievement exam will be conducted on week 15. All scheduling conflicts with other classes
should be negotiated with other professors at the beginning of the quarter.

Achievement Exam Oral Part

The oral test will be conducted on week 15 by another professor from the Faculty. It will be done in pairs,
meaning you will be given specific scenarios and roles for each couple to perform. Each couple will be given
5 minutes to read role-card and brainstorm potential vocabulary, phrases, questions etc. to use during
performance. Role-plays will be assigned at random.

IMPORTANT NOTE

The only absences to any part (oral and/or written) of the Achievement Test that will be excused are those
for medical reasons. We will be requiring notes of doctors when this is the case. Moreover, these students
will have to pay a fee of $20 (twenty dollars) for the make-up exam (either written, oral or both). Unjustified
absences will mean failing the test and as a consequence failing the course.

The student who does not pass the final test (oral and written averaged together), with a minimum grade of
70, will not be accredited any grade for the achievement test in the final evaluation of the course.

The achievement test represents 30% of the grade; however, not passing the test means failing the
course. The minimum passing grade is 70.

The following is the rubric to grade the oral exam (role play).

ORAL TEST RUBRIC
Name _________________________Date ___________Evaluator (Professor) ________________English level ___ Group ___
Total points obtained ______________ Score ___________
Category Meets Expectations
Delivery of The student is able to keep a
speech conversation going steadily with
proper communication skills and drills
20 pts. that show almost no difficulties. 20 pts.
Grammar The student most of the time shows
grammatical control of structures
20 pts. studied in class. S/he makes almost
no errors that cause
misunderstanding. 20 pts.
Vocabulary The student most of the time shows a
wide range of language to express
20 pts. his/her ideas. S/he mostly uses
vocabulary studied in the course to
communicate appropriately according
to the task. 20 pts.
Fluency The student’s speed and hesitation is
under control according to the context.
10 pts. 10 pts.
Pronunciation The student most of the time can
produce words and sentences as well
20 pts. as articulate speech without interfering
communication. Mumbling is under
control. 20 pts.
Task The student most of the time presents
the task as instructed and is able to
10 pts. keep the conversation going. 10 pts.
Total points
100
Adequate
The student is able to keep a conversation going
fairly steady with several proper communication
skills and drills that show a few minor difficulties.
15 pts.
The student often shows grammatical control of
structures studied in class. S/he makes few
errors that cause misunderstanding.15 pts.
The student often shows a wide range of
language to express his/her ideas. S/he
frequently uses vocabulary studied in the course
to communicate appropriately according to the
task.15 pts.
The student’s speed and hesitation is
sometimes under control according to the
context. Some pauses or hesitation hinders
understanding. 8 pts.
The student can often produce words and
sentences without interfering communication.
Articulation is often performed adequately.
Mumbling hinders comprehension. 15 pts.
The student often presents the task as
instructed and is able to keep the conversation
going.8 pts.
Needs Improvement
The student keeps a conversation going
but with communication skills and drills
that show several difficulties. 10 pts.
The student sometimes shows
grammatical control of structures studied
in class. S/he makes some errors that
cause misunderstanding.10 pts.
The student sometimes shows a wide
range of language to express his/her
ideas. S/he occasionally uses
vocabulary studied in the course to
communicate appropriately according to
the task.10 pts.
The student’s speed and hesitation is
hardly ever under control according to
the context. Many pauses or choppy
ideas hinders understanding.5 pts.
The student can sometimes produce
words and sentences without interfering
communication. Deficient articulation
sometimes hinders understanding.
Continuous mumbling hinders
comprehension.10 pts.
The student sometimes presents the
task as instructed and is able to keep
the conversation going.5 pts.
22
Inadequate
The student cannot keep a conversation
going with communication skills and drills
because it shows many difficulties.5 pts.
The student rarely shows grammatical
control of structures studied in class. S/he
makes many errors that cause
misunderstanding.5 pts.
The student rarely shows a wide range of
language to express his/her ideas. S/he
almost never uses vocabulary studied in
the course to communicate appropriately
according to the task.5 pts.
The student’s speed and hesitation is not
under control and hinder understanding
because of repeated and choppy
words/phrases. 3 pts.
The student rarely produces words and
sentences appropriately which interferes
communication. Articulation is usually not
performed. Mispronunciation and repeated
mumbling avoids communication.5 pts.
The student seldom presents the task as
instructed and is able to keep the
conversation going.3 pts.
 23

 Course evaluation CEPA: 5%

As a comprehensive activity of the course, the student will have the opportunity to evaluate its various
components: the teaching skills of the teacher, quality of materials, the educational environment, the skills of
ULACIT graduates, the evaluation system, and the challenging and demanding levels. Also, as a central
element of the Teaching for Understanding (EpC), educational model that ULACIT implements, the student
has a space in the CEPA, to reflect on their own performance (self-assessment) and that of their peers (co-
evaluation) . This intellectual exercise allows students to identify their strengths and weaknesses, and take
actions to continuously improve their processes of knowledge construction. When assessing their peers,
students take an active role as members of the committed learning community. Being a forum for reflection
within the course and due to the value it has for making academic decisions, it is given a value of 5% within
the final grade. For this evaluation item, the student is expected to take time, responsibly analyze each
question and answer the questionnaire completely.

INSTITUTIONAL POLICIES

Academic Honesty Policy

ULACIT aims for the highest and most rigorous standards of academic life. In this course you are expected to
avoid dishonest conducts such as fraud or plagiarism. Fraud constitutes making up data, forge bibliography,
use projects done by another person, and obtain unauthorized help to do your course work. Plagiarism
includes copying textually from another source into your document; it includes phrases, sentences,
paragraphs obtained on the Internet, book or any other sources without the appropriate reference.
Paraphrasing without references is also considered plagiarism. Whether the fraud or plagiarism is
performed voluntarily or involuntarily, in an individual or group work, it will cause you to fail the course
immediately. In case the student is found guilty of fraud or plagiarism on a second course, the student will
be expelled from the institution.

English integration Level

ULACIT is a bilingual university. Therefore, the degrees that include English-taught courses use Spanish and
English language resources, depending on the location of the course in the curriculum. In the courses marked
with the word "English" on the academic offering, students can submit their projects and other assignments
in English. The courses in bilingual careers are completely taught in English. In the bachelor and postgraduate
degrees, reading English literature is compulsory, although the courses may incorporate additional readings
in Spanish.

Creating a culture of respect

In ULACIT, we set high expectations for conduct of members of the university community. Therefore, we
emphasize the value of mutual respect and expect everyone to treat others as they want to be treated. We
define respect as the consideration and appreciation we can show others without exceptions, so do not
tolerate disruptive actions such as:
 Tardiness to class or early leave.
 Constantly disrupting the class, rising from their seat.
 Eating and drinking in the classroom.
 Attending phone calls during the class period.
 24

 Packing your belongings before the teacher has completed the lesson.
 Falling asleep in the classroom.
 Reading newspapers.
 Using mobile devices for purposes other than those of the class, promoting distractions.
 Coming unprepared to class.
 Making negative or taunting comments about their classmates and/or the teacher.
 Talking out of turn.
 Showing unwillingness to listen to others.
 Using vulgar language on campus.

We ask teachers to take corrective measures to ensure a respectful coexistence environment conducive to
learning and habits of respect, fundamental to the comprehensive and professional training of students. At
the beginning of each period, students should consult with their faculty for specific regulations and sanctions
that could be implemented.

Attention to diversity

The curricular approach at ULACIT focuses on the development of competences through the completion of
projects, allowing students to fulfill the academic requirements based on their own learning styles, abilities,
and individual interests. The primary responsibility of learning is placed on the student; the instructor is
responsible for setting course expectations from start, offering the required support to satisfy them, and
awarding a level of flexibility that allows each student to choose how he or she will fulfill the course goals
and work at his own pace in the completion of the projects assigned. Furthermore, the instructor will provide
the required learning materials, along with continuous feedback using the rubrics designed for each project.
The feedback is of a qualitative as well as quantitative nature. The use of technological tools and collaborative
work allows the professor to tailor the educational process to the abilities of each student. If you have any
additional special educational needs, please contact diversidad@ulacit.ac.cr

Claims

ULACIT safeguards your rights as a student and guarantees due process in cases of claims regarding grades,
for which it must follow the process established by the Regulation of Student System, available on the website
of ULACIT, Vice President of Student Services, Student Regulations, chapter 16.
Check that the qualifications posted in your academic record are the correct ones. To do this, you will receive
in your mail account @ulacit.ed.cr the report card from the previous period in Week 1. If the grade is not the
correct one, contact the course instructor, who within 3 business days must justify your grading. If no
response is given by the teacher, or the justification does not satisfy you, address the complaint to the Dean
along with the response of the teacher. The issue should be resolved within 3 business days and exhaust
administrative regulations.
Claims regarding qualifications can only be reviewed during the next academic period, so it is very important
to assume responsibility of the strict control of your own qualifications.