Professional Documents
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A. SILABO
1. General information
3. Summary
The phenomenon of globalization has contributed greatly to convert Intermediate English into the most
important and necessary language today. Training in Intermediate English is essential not only to get
better job opportunities in the future but also to communicate and have access to worldwide
information, thus keeping updated in any field of study and interest. Therefore, the Intermediate English
course is structured through different units, in order to achieve an optimal level of mastering English as
a means of communication with different people and cultures, as well as fostering social interaction
among the participants.
5. Specific Objectives
5.1 Communicate with various interlocutors to exchange information or dialogs about life priorities,
the senses, common illnesses, news media and predictions or unplanned decisions; using non-verbal
resources, “have to, need to, and want to”; “should” and “will” for predictions with cohesion and
coherence on topics which are familiar or of personal interest.
5.2 Talk with various interlocutors to exchange information or dialogs about global problems, natural
phenomena, and travelling expressions; using the non-verbal resources and “past continuous, “state
vs action verbs”; “past continuous vs past simple” and “present perfect for past experiences” with
cohesion and coherence on topics indicated.
5.3 Dialog with various interlocutors to exchange information or dialogs about the “present perfect”,
“past simple vs used”, “child personality”; “do and make” and “comparative and superlative”, using
the non-verbal resources and relevant expressions to initiate or end a dialog or simulation.
5.4 Communicate with various interlocutors to exchange information or dialogs about the “school
objects”, “class activities”, “phrasal verbs”; “warning and promises phrases” using “modals of
obligation & prohibition”, non-verbal resources, “prepositions + ing” , “ zero & first conditionals” ;
and “pronouns & referencing” with cohesion and coherence on topics which are familiar or of personal
interest or related to the context.
5.5 Dialog with various interlocutors to exchange information or dialogs about the “leisure and time
activities”, “verbs of movement”; “prepositions of movement”, “sports vocabulary” and “movie
genres” , using the non-verbal resources and the “prepositions of movement”, “go + ing”, “phrasal
verbs”, “prepositions & adverbs”; “compound nouns” ; “verbs + gerund/infinitive + ing” and “would
rather / prefer” with cohesion and coherence.
5.6 Communicate with various interlocutors to exchange information or dialogs about “like phrases”,
the “pausing devices”, “technology” and “phrasal verbs” using the non-verbal resources, “like
phrases”, the “numbers and fractions”, and “phrasal verbs” with cohesion and coherence on topics
which are familiar or of personal interest or related to the context.
5.7 Talk with various interlocutors to exchange information or dialogs about “false cognates”,
“expressions for certainty and doubt”, “wedding words”, “romance” and “intensifiers” using the non-
verbal resources and relevant expressions to initiate or end a dialog or simulation.
02 5.2 Vocabulary:
Global problems
Natural phenomena
Traveling expressions
Grammar:
Past Continuous
State vs. Action verbs
Past Continuous vs. Past Simple
Present perfect for past experiences + - ?
03 5.3 Vocabulary
Past participles
Points and periods in time
Word formation
Child personality
Do vs. make
Grammar
Present perfect for completed actions (already, just,
yet)
The methodology used to develop this subject focuses on the learning process of the students, through
participatory techniques such as brainstorming, role plays, pair-work, dialogs and group work, based on
communicative situations connected to reality.
This methodology also responds to the learning system known as "Blended Learning" in the context of the
communicative approach and systemic and cooperative learning, in order to enhance the development of the
students’ abilities and skills.
The specific contents will be developed through activities planned by the teacher in which students are the
main actors in the construction of their learning. The teacher fulfils different roles: one of motivator,
mediator, facilitator, challenger and expert.
The activities may be theoretical or practical and the strategies, techniques and procedures employed should
be active.
7. Pedagogical resources:
The modern classroom and Laboratory Learning Digital is used for the development of the subject.
Teacher tutoring:
It is scheduled at the end of each learning unit, according to the needs of the student, which is processed
through the respective computer module from the ERP University.
8. Learning Assessment
As well as formative and informal assessment, a formal assessment will be held throughout each learning
unit. The average score of each learning unit is obtained as follows:
N° DESCRIPTION OF ACTIVITIES %
Students who achieve at least an average grade of ten (10) will be entitled to the make-up test. The final
grade of the make-up test will not be higher than thirteen (13) and will replace the average grade
Bibliographical References
LEARNING UNIT 1:
5.1 Communicate with various interlocutors to exchange information or dialogs about life priorities, the senses, common
Specific Objectives illnesses, news media and predictions or unplanned decisions; using non-verbal resources, “have to, need to, and want to”;
“should” and “will” for predictions with cohesion and coherence on topics which are familiar or of personal interest.
LEARNING UNIT 2:
Specific Objectives 5.2 Talk with various interlocutors to exchange information or dialogs about global problems, natural phenomena, and
travelling expressions; using the non-verbal resources and “past continuous, “state vs action verbs”; “past continuous vs past
simple” and “present perfect for past experiences” with cohesion and coherence on topics indicated.
8. Students use some expressions used to show that you’re a good listener.
1. Students analyze units 1 &2 by doing some reading, listening, writing, grammar and vocabulary activities.
2. Students work out some vocabulary activities of comprehension related to traveling and get familiar with new vocabulary.
4. Students relate their funny, stressful, surprising on travel experiences and write about them.
6. Students use information with the present perfect about general past experiences.
9. Unit test 2
LEARNING UNIT 3:
Specific Objectives 5.3 Dialog with various interlocutors to exchange information or dialogs about the “present perfect”, “past simple vs used”,
“child personality”; “do and make” and “comparative and superlative”, using the non-verbal resources and relevant
expressions to initiate or end a dialog or simulation.
Unit test 3
LEARNING UNIT 4:
Specific 5.4 Communicate with various interlocutors to exchange information or dialogs about the “school objects”, “class activities”,
Objectives
“phrasal verbs”; “warning and promises phrases” using “modals of obligation & prohibition”, non-verbal resources,
“prepositions + ing” , “ zero & first conditionals” ; and “pronouns & referencing” with cohesion and coherence on topics which
are familiar or of personal interest or related to the context
Students produce a short text about their obligations and prohibition related to their daily life.
Unit 4 test
LEARNING UNIT 5:
Specific 5.5 Dialog with various interlocutors to exchange information or dialogs about the “leisure and time activities”, “verbs of
Objectives
movement”; “prepositions of movement”, “sports vocabulary” and “movie genres” , using the non-verbal resources and the
“prepositions of movement”, “go + ing”, “phrasal verbs”, “prepositions & adverbs”; “compound nouns” ; “verbs +
gerund/infinitive + ing” and “would rather / prefer” with cohesion and coherence
1. Students recognize the prepositions of movement and use them to ask each other questions about their sports and other kinds of
activities.
2. Students fill in a text of a postcard and use it as an example to write a similar text.
3. Students communicate about activities they like and don’t like using different combination of verbs.
Students identify verb patterns. (Verb + gerund) and learn to use them to produce oral and written sentences.
Unit 5 Test
LEARNING UNIT 6:
Secific Objectives 5.6 Communicate with various interlocutors to exchange information or dialogs about “like phrases”, the “pausing devices”,
“technology” and “phrasal verbs” using the non-verbal resources, “like phrases”, the “numbers and fractions”, and “phrasal
verbs” with cohesion and coherence on topics which are familiar or of personal interest or related to the context
Students work out a few reading and listening activities related to passive voice.
Unit 6 Test
LEARNING UNIT 7:
Specific 5.7 Talk with various interlocutors to exchange information or dialogs about “false cognates”, “expressions for certainty and
Objectives
doubt”, “wedding words”, “romance” and “intensifiers” using the non-verbal resources and relevant expressions to initiate or
end a dialog or simulation.
Students recognize vocabulary and expressions used when making predictions and use them in short oral dialogs.
Students distinguish the use of relative pronouns and use them to describe photos.
Final test
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Indicator 1 2 3 4
Pauses and Speaks Speaks mostly in Always speaks in
Fluency hesitates most of sufficiently complete complete
the time, clearly and sentences with sentences with no
searching for distinctly, with only a few interruptions nor
words some interruptions and hesitation
interruptions and hesitation
hesitation
Coherence The sentences are The sentences are The sentences are The sentences are
disconnected and sufficiently coherent and always coherent
incoherent. It is connected and related to the and related to the
hard to tell what coherent to the topic most of the topic.
the topic was. topic. time.
Applies grammar Chooses the Uses the
Grammar Shows very little structures to form correct grammar gramatical
knowledge and no sentences structures to form structures learnt
mastery of with some errors sentences most of correctly and
grammar and the time easily
structures inconsistencies
Vocabulary Uses very limited Uses a sufficient Uses an adequate Uses appropriate
vocabulary range of range of and varied
vocabulary. vocabulary. vocabulary
Some errors in according to the
word usage level
Speaks clearly
Pronunciation Often mumbles or Speaks Speaks clearly and distinctly all
can not be sufficiently and distinctly (100-95%) the
understood. clearly and most of the time, time with fairly
distinctly, with with satisfactory good accent and
acceptable pronunciation pronunciation.
pronunciation
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2
3
4
5
6
7
8
9
10
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12
13
14
15
16
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18
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22
Indicator 1 2 3 4
Organization Very little Writes The text presents The text well and
organization is predominantly satisfactory effectively organized
exhibited. phrases and patterned organization (Topic
sentences with little sentence, body and
logical sequence conclusión)
Uses single words Text contains errors Text contains minor Text contains
Correctness and disconnected that which interfere errors, none of which essentially no errors
phrases; exhibits with clarity of interferes with clarity which interfere with
little awareness of communication of communication. clarity of
capitalization & communication
punctuation.
INDICATORS
T
STUDENT’S FULL NAME Identifies purpose for Identifies main points, Identifies details and Monitors Expresses opinion O
reading and makes facts and opinions that is able to recall them understanding of the before the ideas T
predictions before and may be related to the text and uses strategies suggested by the A
during reading text to figure out the author and uses new L
meaning of new words vocabulary in
speaking and writing
INDICATORS
T
STUDENT’S FULL NAME Determines exactly Pays careful attention Asks effective Can identify and Understands O
what he or she needs to relevant verbal questions to clarify summarize the instructions and T
to know information verbal information speaker’s main points audios beyond surface A
meaning L
II. READING:
III. LISTENING:
IV. WRITING:
I-Unidad:
Última sesión de la cuarta semana
Desde la lección 1.1 hasta 2.1
II-Unidad
Última sesión de la octava semana
Desde la lección 2.2 hasta 3.2
III-Unidad
Última sesión de la décima segunda semana
Desde la lección 3.3 hasta 4.4
IV-Unidad
Última sesión de la décima sexta semana
Desde la lección 4.5 hasta 5.5.
V-Unidad
Última sesión de la vigésima semana
Desde la lección 6.1 hasta 7.1
VI-Unidad
Última sesión de la vigésimo cuarta semana
Desde la lección 7.2 hasta 8.2
VII-Unidad
Última sesión de la vigésimo octava semana
Desde la lección 8.3 hasta 9.3
VIII-Unidad
Última sesión de la trigésimo segunda semana
Desde la lección 9.4 hasta 10.5