UNIVERSIDAD ABIERTA PARA ADULTOS

UAPA
VICERRECTORIA ACADEMICA
SCHOOL OF LANGUAGES
SUBJECT’S PROGRAM
ENGLISH IV
CAREERS IN WHICH THIS SUBJECT IS TAUGHT
 Psychology
 Accounting
 Marketing
 Business Management
 Computer Systems
 Systems Engineering
 Law
 Education
REFERENCE DATA
FORMATION AREA CYCLE CODE PRE-REQ CREDITS NUMBER OF THEORETICAL PRACTICE TUTORIAL INDEPENDENT
HOURS HOURS HOURS HOURS STUDY HOURS
COMMON
TH
GENERAL 5 ING-204 ING-203 4 16 8 8 16 86
 THE SUBJECT’S PRESENTATION
Englsih IV is the last general English level. To this point, participants are supposed to have developed certain
competences that allow them to speak and write about topics already seen in previous levels, but for which they now have
to use a more advanced and complex vocabulary and structure of the target language. This level is a chance they have to
read and understand more complex texts, as well as to listen to longer dialogs to increase their listening comprehension
competence. The main goal of level IV is to continue to enrich and develop more deeply the competences of oral and
written comprehension and production, in accordance with the knowledge they are to acquire in this four-level regular
course.
The topics for this subject are: The community, health, occupations and jobs, people and learning.

PRIOR KNOWLEDGE
The prior knowledge required for this level is the set of competences developed in English I, II, and III: competences
to speak and write about oneself, ask for and give personal information, express food preferences, talk and write
about one´s community, describe health problems, give suggestions, speak and write about one´s job, express likes
and dislikes about music, sports, and so forth…

ENGLISH I ENGLISH II INGLES III

 Makes a personal introduction and gives
personal information.
 Uses expressions of greeting to make
contact with people.
 Says and writes phone numbers and
addresses in different communication
situations.
 Follows classroom instructions.
 Introduces a third person and gives basic
information about him/her.
 Tells the time correctly according to the
communicative situation.
 Describes the classroom objects.
 Describes the weather and the seasons of
the year.
 Identifies common foods.
 Makes a shopping list.
 Expresses food preferences.
 Expresses hunger and thirst.
 Asks about and identifies locations to find  Asks about and identifies locations to find
and explain addresses. and explain addresses.
 Describes the house in which she/he lives,  Describes the house in which she/he lives,
also the houses of other people she/he also the houses of other people she/he
knows. knows.
 Identifies the different rooms of a house or  Identifies the different rooms of a house or
an apartament. an apartment.
 Talks and writes about various types of  Talks and writes about various types of
transportation, to express his/her transportation, to express his/her
transportation preferences. transportation preferences.
 Gives and follows directions according to  Greets people in English in any situation of
the situation. communication.
 Identifies the parts of the body and refers  Uses numbers to count and refer to
to symptoms and illenesses. quantities.
 Describes healthy habits, like exercising,  Follows and gives instructions depending
sleeping well, resting enough, eating on the situation.
healthy food.  Asks for and gives personal information at
 Talks and writes about the different actions a more advanced level.
done with the parts of the body.  Makes physical and personality
 Uses simple quantity expressions.
 Describes people’s clothings.
 Identifies and finds sections in a store.
 Reads and understands simple
advertisements.
 Makes purchases and counts money.
 Identifies colors and simple shapes.
 Uses the numbers to specify dates.
 Uses time expressions (days of the week,
months of the year) to refer to activities
he/she does.
 Expresses marital status.
 Identifies medications priscribed for
certains illnesses.
 Talks about actions that can be done in a
waiting room.
 Names different occupations and gives
information about his/her work.
 Describes his/her job duties.
 Reads and understands job evaluations.
 Identifies and organizes study materials.
 Reads and understands advertisements
for study materials.
 Makes a list of goals to achieve related to
any dream they may have.
 Develops a study schedule to improve
his/her college performance.
 Describes how he/she learns English.
descriptions of people she/he knows.
 Talks and writes about family relationships.
 Expresses preferences about sports and
music.
 Plans a study schedule by using time
expressions properly.
 Identifies places to make purchases.
 Describes clothes people are wearing at
the moment of speaking.
 Describes sections and items in a store.
 Describes articles of clothing by using
colors.
 Talks and writes about meals and foods.
 Interprets food advertisements.
 Places orders in a restaurant.
 Compares prices of items.
 Expresses food preferences.
 Expresses needs in different
communication settings.
 Identifies types of housing.
 Describes parts of a home.
 Interprets classified ads.
 Uses the phone to make appointments.
 Identifies furniture in a house.

EDUCATIONAL PURPOSE
Provide participants with more advanced language tools to consolidate the development of the necessary
competences to interact with other people in the English language.

PROFESSIONAL PROFILE’S COMPETENCES

General competence

Capacity to communicate, orally and in the written form, in the mother tongue and in a foreign language.
 THE SUBJECT’S SPECIFIC COMPETENCES PER UNIT
Unit 5: OUR COMMUNITY. Week 1: Talks and writes about facilities/services in his/her community.

Unit 5: OUR COMMUNITY. (Cont.) Week 2: The Students Ask and Give Directions

Unit 6. HEALTH AND FITNESS. Week 3: Students identifies and names parts of the body.

Unit 6: HEALTH AND FITNESS. (Cont.) Week 4: Gives health advice by using the modal Should.

Unit 7: WORKING ON IT. Week 5: Identifies common occupations and the skills and education required for them.

Unit 7: WORKING ON IT. (cont). Week 6: Wrties about his/her job likes and dislikes.

Unit 8: PEOPLE AND LEARNING. Week 7: Writes about future plans concerning his/her profession or studies.

THE SUBJECT’S GENERAL COMPETENCES

 Writes a message in a postcard.
 Talks and writes about facilities/services in his/her community.
 Uses the modal Can to ask for and give directions.
 Talks about family members and activities they do together.
 Writes aboout his/her communities: likes and dislikes.
 Interprets transportation schedule and fares.
 Identifies and names parts of the body.
 Describes symptoms of illness.
 Interprets a doctor´s directions.
 Asks for information at a hospital.
 Talks and writes about healthy and unhealthy habits.
 Gives health advice by using the modal Should.
 Reads and understands medicine labels.
 Makes a list of ailments he/she knows.
 Identifies common occupations and the skills and education
required for them.
 Speaks about his/her job duties.
 Wrties about his/her job likes and dislikes.
 Identifies appropiate behavior and attitudes for getting a job.
 Reads and interprets classified ads concerning job opportunities.
 Reads general principles for a job interview.
 Writes a job history of his/her own.
 Performs a job interview.
 Interprets performance reviews.
 Evaluates study habits.
 Talks about study skills he/she has.
 Writes about future plans concerning his/her profession or
studies.
 Identifies learining opportunities.
 Speaks about work preferences.
 Organizes and develops study goals.

 Talks and writes about facilities/services in his/her community.
UNIT
UNIT V: OUR
COMMUNITY
Communication:
5.1Identify locations and
services in one´s
community.
5.2Leave and receive
phone messages.
5.3.Give and follow
directions in a mall.
5.4.Write postcard
messages.
5.5.Ask for and give street
directions.
Grammar:
5.6.Imperatives.
5.7.More on prepositions of
locatrion.
5.8.Questions with modal
Can.
5.9.Present continuous
(continuation).
5.10. Simple present tense.
5.11.Adverbs of frecuency.
Vocabulary:
5.12.Community facilities
vocabulary.
5.13.Direction words.
5.14.Stores, prepositions.
CONTENTS AND ACTIVITIES PER UNIT: FIRST WEEK
TUTORIAL INTERACTION INDEPENDENT STUDY 15 EXPECTED
ACTIVITIES 6 TIH ACTIVITIES ISH RESULTS
1. The facilitator presents and explains the program and the 10
competences planned for the level. Min. 1. Make a list of government 1 1. They can identify locations
2. Warm-up activity: The faciitator will ask participants agencies and services. Hour. and services in their
where they live and what they like to do in their cities. 10 communities to give
Min.
3. Identify locations and services: The facilitator will 2. Writing: Participants will 2 directions
write on the board a list of locations and participants are 10 write a description of their Hour.
to identify the services they can get in those places. Min. communities, including a 2. They have capacity to ask
4. Classify services or facilities in the community: part about the facilities and for and give directions of
Participants are going to classify the services identified services they have in such places.
before: Transpostation, health, protection, and so forth. 10 places. 2
5. The facilitator will explain the difference between Min. Hour. 3. They are able to
neighborhood and community. 3. Worksheet A from unit 5, communicate through
6. With books closed, the facilitator is going to ask 10 lesson 1, Activity Bank CD. 2 distance to leave and receive
Min.
participants the following questions: where do you keep Hour. messages on the phone.
your money? Where do you go if you are ill? Where can 4. Worsheet A, unit 5,
you buy clothes? 15 lesson 2, Activity Bank CD. 2 4. Participants have the
Where do you mail letters? Min. Hour. capacity to identify the
7. The facilitator and the whole class will discuss the 5. Worksheet C, unit 5, different sections in a mall to
terms that follow, examples and explanations will be 20 lesson 3, Activity Bank CD. 2 give directions in it.
provided: lodging, park and recreation, medical care, Min. Hour.
residential area. 6. Worksheet C, unit 6, 5. They use the right
8. Drama: Participants can dramatize a situation in lesson 4, Activity Bank CD. 2 vocabulary to give orders and
which someone is looking for place in a community and 20
Hour. commands.
the other person gives the right direction. Min. 7. Worksheet C, unit 5,
9. The textbook exercises. The facilitator and the whole lesson 5, Activity Bank CD. 2 6. Thet are able to use
classare going to work on the practices found in the Hours. adverbs of frecuency to
unit, with more focus mon the listening exercises. 1 8. Workbook exercises: Unit describe common activities
10. Social forum: Let’s have a cup of coffee Hour 5 exercises. they carry out in their lives.
11. Academic forum: Santo Domingo has it all. 9. Study Book: check 7. They know how to make
Talking a bout your capital city. 2/45 videos concerning unit’s questions with modal Can to
Hours/Min.
content express posibility.

 The students ask and give directions.
UNIT
UNIT V: OUR
COMMUNITY (CONT.)
Communication:
5.1Identify locations and
services in one´s
community.
5.2Leave and receive
phone messages.
5.3.Give and follow
directions in a mall.
5.4.Write postcard
messages.
5.5.Ask for and give street
directions.
Grammar:
5.6.Imperatives.
5.7.More on prepositions of
locatrion.
5.8.Questions with modal
Can.
5.9.Present continuous
(continuation).
5.10. Simple present tense.
5.11.Adverbs of frecuency.
Vocabulary:
5.12.Community facilities
vocabulary.
5.13.Direction words.
5.14.Stores, prepositions.
CONTENTS AND ACTIVITIES PER UNIT: SECOND WEEK
TUTORIAL INTERACTION INDEPENDENT STUDY 15 EXPECTED
ACTIVITIES 6 TIH ACTIVITIES ISH RESULTS
1. The facilitator presents and explains the program and the 10
competences planned for the level. Min. 1. Make a list of government 1 1. They can identify locations
2. Warm-up activity: The faciitator will ask participants agencies and services. Hour. and services in their
where they live and what they like to do in their cities. 10 communities to give
Min.
3. Identify locations and services: The facilitator will 2. Writing: Participants will 2 directions
write on the board a list of locations and participants are 10 write a description of their Hour.
to identify the services they can get in those places. Min. communities, including a 2. They have capacity to ask
4. Classify services or facilities in the community: part about the facilities and for and give directions of
Participants are going to classify the services identified services they have in such places.
before: Transpostation, health, protection, and so forth. 10 places. 2
5. The facilitator will explain the difference between Min. Hour. 3. They are able to
neighborhood and community. 3. Worksheet A from unit 5, communicate through
6. With books closed, the facilitator is going to ask 10 lesson 1, Activity Bank CD. 2 distance to leave and receive
Min.
participants the following questions: where do you keep Hour. messages on the phone.
your money? Where do you go if you are ill? Where can 4. Worsheet A, unit 5,
you buy clothes? 15 lesson 2, Activity Bank CD. 2 4. Participants have the
Where do you mail letters? Min. Hour. capacity to identify the
7. The facilitator and the whole class will discuss the 5. Worksheet C, unit 5, different sections in a mall to
terms that follow, examples and explanations will be 20 lesson 3, Activity Bank CD. 2 give directions in it.
provided: lodging, park and recreation, medical care, Min. Hour.
residential area. 6. Worksheet C, unit 6, 5. They use the right
8. Drama: Participants can dramatize a situation in lesson 4, Activity Bank CD. 2 vocabulary to give orders and
which someone is looking for place in a community and 20
Hour. commands.
the other person gives the right direction. Min. 7. Worksheet C, unit 5,
9. The textbook exercises. The facilitator and the whole lesson 5, Activity Bank CD. 2 6. Thet are able to use
classare going to work on the practices found in the Hours. adverbs of frecuency to
unit, with more focus mon the listening exercises. 1 8. Workbook exercises: Unit describe common activities
Hour 5 exercises. they carry out in their lives.
10. Social WIKI: Our Community
9. Study Book: check 7. They know how to make
2/45 videos concerning unit’s questions with modal Can to
Hours/Min.
content express posibility.

 Students identifies and names parts of the body.
UNIT
UNIT VI:
HEALTH AND FITNESS
Communication:
6.1.Identify parts of the
body.
6.2.Talk and write about
health problems and
illnesses.
6.3.Ask for information at a
hospital.
6.4.Describe healthy and
unhealthy practices.
6.5.Give advice on health
decisions.
Grammar:
6.6.The simple present of
HAVE tense to refer to
health problems.
6.7.Modal SHOULD to give
advice on health.
6.8.Preposition of location.
6.9.The verb WANT with
Infinitives.
Vocabulary:
6.10.Internal and external
body parts.
6.11. Names of ailments
and illnesses.
6.12. Symptoms and signs.
6.13. Names of some
medications.
6.14. Hospital vocabulary.
CONTENTS AND ACTIVITIES PER UNIT: THIRD WEEK
TUTORIAL INTERACTION INDEPENDENT STUDY 12 EXPECTED
ACTIVITIES 6 TIH ACTIVITIES ISH RESULTS
1.The facilitator uses and shows pictures to 40 1. Worksheet A from unit 6, 2 1. They are able to name and
teach internal and external parts of the body. Min. lesson 1, Activity Bank CD. Hours. identify parts of the body To
Communicate using the
2. Class work: Participants will be asked 2. Worsheet A, unit 6, lesson 2, 2 specific name of their bodies.
what they do to be healthy. They are to 30 Activity Bank CD. Hours.
respond individually. Min. 2. Participants can talk about
3. Worksheet C, unit 6, lesson 2 simple health problems:
3. Participants will describe some health 3, Activity Bank CD. Hours. ailments, illnesses to describe
problems they have at the moment of class, 30 health situations.
and the faciliator will give some advice to Min. 4. Worksheet C, unit 6, lesson 2
them. 4, Activity Bank CD. Hours 3. They can asociate food and
illnesses to describe healthy
4. The facilitator will present some people´s 5. Worksheet C, unit 6, lesson 2 and unhealthy habits.
problems and participants will give advice 30 5, Activity Bank CD. Hours
about what to do. Min. 4. They know how to use the
6.Workbook exercises: Unit six 2 modal SHOULD to give
5. Class work: The facilitator and participants exrercises. Hours. advice to people about what
will do the textbook exercises and activities. 2 to do and where to go for
Hours. 7. Study Book: check videos health help.
6. Drama: Participants can dramatize the concerning unit’s content
situation of sick person who goes to a doctor 5. Participants use the verb
for help. 30 WANT properly combined
Min. with infinitives to express
desires.
10 6. They have the competence to
Min. use simple hospital and health
vocabularies to ask for
10 information at a hospital.
Min.

 Gives health advice by using the modal Should.
UNIT
UNIT VI:
HEALTH AND FITNESS
(cont.)
Communication:
6.1.Identify parts of the
body.
6.2.Talk and write about
health problems and
illnesses.
6.3.Ask for information at a
hospital.
6.4.Describe healthy and
unhealthy practices.
6.5.Give advice on health
decisions.
Grammar:
6.6.The simple present of
HAVE tense to refer to
health problems.
6.7.Modal SHOULD to give
advice on health.
6.8.Preposition of location.
6.9.The verb WANT with
Infinitives.
Vocabulary:
6.10.Internal and external
body parts.
6.11. Names of ailments
and illnesses.
6.12. Symptoms and signs.
6.13. Names of some
medications.
6.14. Hospital vocabulary.
CONTENTS AND ACTIVITIES PER UNIT: FOURTH WEEK
TUTORIAL INTERACTION INDEPENDENT STUDY 12 EXPECTED
ACTIVITIES 6 TIH ACTIVITIES ISH RESULTS
1.The facilitator uses and shows 40 1. Worksheet A from unit 6, lesson 2 1. They are able to name and
pictures to teach internal and external Min. 1, Activity Bank CD. Hours. identify parts of the body To
parts of the body. Communicate using the
2. Worsheet A, unit 6, lesson 2, 2 specific name of their bodies.
2. Class work: Participants will be 30 Activity Bank CD. Hours.
asked what they do to be healthy. They Min. 2. Participants can talk about
are to respond individually. 3. Worksheet C, unit 6, lesson 3, 2 simple health problems:
Activity Bank CD. Hours. ailments, illnesses to describe
3. Participants will describe some 30 health situations.
health problems they have at the Min. 4. Worksheet C, unit 6, lesson 4, 2
moment of class, and the faciliator will Activity Bank CD. Hours 3. They can asociate food and
give some advice to them. illnesses to describe healthy
5. Worksheet C, unit 6, lesson 5, 2 and unhealthy habits.
4. The facilitator will present some 30 Activity Bank CD. Hours
people´s problems and participants will Min. 4. They know how to use the
give advice about what to do. 6.Workbook exercises: Unit six 2 modal SHOULD to give
exrercises. Hours. advice to people about what
5. Class work: The facilitator and 2 to do and where to go for
participants will do the textbook Hours. 7. Study Book: check videos health help.
exercises and activities. concerning unit’s content
5. Participants use the verb
6. Drama: Participants can dramatize 30 WANT properly combined
the situation of sick person who goes Min. with infinitives to express
to a doctor for help. desires.
10 6. They have the competence to
7. Academc Forum: “Healthy Habits” Min. use simple hospital and health
vocabularies to ask for
8. Quiz: autoevaluate units 5 and 6. 10 information at a hospital.
Min.

 Identifies common occupations and the skills and education required for them.
UNIT
UNIT VII:
WORKING ON IT
Communication:
7.1.Speak and write about
occupations.
7.2.Perform a job interview.
7.3.Interpret classified ads.
7.4.Describe one´s job duties.
7.5.Write a job history.
7.6.Speak about one´s abilities
for work.
Grammar:
7.8. Simple present and
negative simple present.
7.9.Modal CAN.
7.10.Simple past of regular
verbs and BE.
7.11.Questions with CAN.
7.12.Adverbs of frequency.
Vocabulary:
7.13.Job names or titles.
7.14.Abbreviations used in
classified ads.
7.15. Job history vocabulary.
7.16.Vocabulary for job
interviews and performances:
punctuality, improvement,
superior, appearance.
CONTENTS AND ACTIVITIES PER UNIT: FIFTH WEEK
TUTORIAL INTERACTION INDEPENDENT STUDY
ACTIVITIES 6 TIH ACTIVITIES
1. The facilitator will begin the 15 1.Worksheet C, lesson 1, unit 7.
unit by asking everey one in Min.
class what they do and what
their duties are. 20 2. Worksheet C, lesson 2, unit 7.
Min.
2. Pair work: They work in
couples to describe their jobs 3. Worksheet C, lesson 3, unit 7.
via speaking. 20
Min.
3. Group work: Participants get 4. Worksheet C, lesson 4, unit 7.
together to share information
about their abilities for work. 60
Min. 5. Worksheet C, lesson 5, unit 7.
4. Textbook exercises and
activities: from page 121 to 140. 30
Min. 6. Exercises in the workbook: unit
5. Drama: Participants are to 7.
perform a job interview, in pairs. 30
Min.
6.Speaking: In couples, they will 7. Writing: They are going to
talk about what they can and 1 describe their job duties.
can´t do. Hour
1 7. Writing: They will write a job
Hour history.
8. Study Book: check videos
concerning unit’s content
8 EXPECTED
ISH RESULTS
2
Hours. 1. They can identify job duties to talk
about and describe occupations.
2 2. They know the basic principles for a
Hours. good job interview to use it in real
life situations.
2
Hours. 3. They are able to interpret classified
ads for job searching and other
2 types of information to search for a
Hours. job through the newspaper.
2 4. They have the competence to
Hours, speak and write about job abilitites
to express what they can and can´t
2 do.
Hours
5. They are able to speak and write
about their jobs to express what
2 they likes and dislike.
Hours.
6. . Participants can give opinions on
ideal jobs to express future goals or
2 dreams
Hours.
7. They learn occupations’ vocabulary
to talk and write about job
experiences.
 CONTENTS AND ACTIVITIES PER UNIT: SIXTH WEEK

 Wrties about his/her job likes and dislikes.

UNIT TUTORIAL INTERACTION INDEPENDENT STUDY 8 EXPECTED

ACTIVITIES 6 TIH ACTIVITIES ISH RESULTS

UNIT VII:
WORKING ON IT 1. The facilitator will begin the 15 1.Worksheet C, lesson 1, unit 7. 2 1. They can identify job duties to
(Cont.) unit by asking everey one in Min. Hours. talk about and describe
class what they do and what occupations.
Communication:
their duties are. 20 2. Worksheet C, lesson 2, unit 7.
7.1.Speak and write about Min. 2 2. They know the basic principles
occupations. 2. Pair work: They work in Hours. for a good job interview to use it
7.2.Perform a job interview. couples to describe their jobs via 3. Worksheet C, lesson 3, unit 7. in real life situations.
7.3.Interpret classified ads. speaking. 20 2
7.4.Describe one´s job duties. Min. Hours. 3. They are able to interpret
7.5.Write a job history. 3. Group work: Participants get 4. Worksheet C, lesson 4, unit 7. classified ads for job searching
7.6.Speak about one´s abilities for together to share information 2 and other types of information to
work. about their abilities for work. 60 Hours. search for a job through the
Grammar:
Min. 5. Worksheet C, lesson 5, unit 7. newspaper.
4. Textbook exercises and 2
7.8. Simple present and negative activities: from page 121 to 140. 30 Hours, 4. They have the competence to
simple present. Min. 6. Exercises in the workbook: speak and write about job
7.9.Modal CAN. 5. Drama: Participants are to unit 7. 2 abilitites to express what they
7.10.Simple past of regular verbs perform a job interview, in pairs. 30 Hours can and can´t do.
and BE. Min.
7.11.Questions with CAN. 6.Speaking: In couples, they will 7. Writing: They are going to 5. They are able to speak and write
7.12.Adverbs of frequency. talk about what they can and 1 describe their job duties. 2 about their jobs to express what
Vocabulary:
can´t do. Hour Hours. they likes and dislike.

7.13.Job names or titles. 7. Academic Forum: My dream 1 8. Writing: They will write a job 6. . Participants can give opinions
7.14.Abbreviations used in job Hour history. 2 on ideal jobs to express future
classified ads. Hours. goals or dreams
7.15. Job history vocabulary. 9. Study Book: check
7.16.Vocabulary for job interviews videos concerning unit’s 7. They learn occupations’
and performances: punctuality, content (cont.) vocabulary to talk and write about
improvement, superior, job experiences.
appearance.
 CONTENTS AND ACTIVITIES PER UNIT: SEVENTH WEEK

 Writes about future plans concerning his/her profession or studies.

TUTORIAL INTERACTION 3 TIH INDEPENDENT STUDY 14 EXPECTED

UNIT ACTIVITIES ACTIVITIES ISH RESULTS

UNIT VIII:
PEOPLE AND LEARNING 1. Class work: The whole class will 40 1. Worksheet C, lesson 1, unit 8. 2 22. They are competent to talk
Communication: make a list of activities they do Min. Hour. about in simple present tense to
6.1. Share information about when they are not in class. Use express their study habits.
study habits.
6.2.Talk and write about one´s
the board. 2. Worksheet C, lesson 2, unit 8. 2
study schedule. 40 Hour. 23. Participants are able to use
6.3.Read about some people´s 2. Pair work: They are going to Min. the future tense to write and
study schedules. share information about their study 3. Worksheet C, lesson 3, unit 8. 2 speak about future study and
6.4.Identify learning habits. 40 Hour. work plans.
opportunities. Min.
6.5.Develop goals or plans. 3. Brain storming: Participants will 4. Worksheet C, lesson 4, unit 8. 2
6.6.Speak and write about work suggest some ways to study Hour. 24. They use words related to
experiences. English at home. The facilitator will learning and job opportunities to
Grammar:
6.7.Regular and irregular past
talk about the importance of 3 5. Worksheet C, lesson 5, unit 7. 2 express ideas about them.
tense verbs. studying at home. Hours. Hour.
6.8.Modal CAN. 25. they learn vocabulary about
6.9.Modal SHOULD. 4. Textbook exercises and 1 6. Exercises in the workbook: unit 8. 2 occupations and their activities to
6.10.Verb + infinitive, verb + activities, from page 141 to 160. Hour. Hour. have competence to refer to job
noun. experiences and abilities,
6.11.Future with GOING TO and 5. Academic Forum: 8 studying 7. Writing: They will write about their 1
WILL. tips job plans and study goals. Hour. 26. They use the past tense to
Vocabulary: talk and write about work
6.12.Words related to study
6. Quiz: Auto evaluation for units 1 experiences in the past.
skills.
6.13. Life skills. 7 and 8. 8. Writing: They are going to write Hour
6.14.Words related to educational about their study schedule at home.
choices and learning
opportunities. 9. Study Book: check videos
6.15.Vocabulary of study plans concerning unit’s content
and goals.
6.16.Words to describe jobs.
ADES
CONTENTS AND ACTIVITIES PER UNIT: EIGHTH WEEK
TUTORIAL
INTERACTION INDEPENDENT STUDY 2
ACTIVITIES 3 TIH ACTIVITIES ISH EXPECTED
RESULTS

0. Feedback about 15 1-. Assessment of participations in 1-. Handing in Projects on

questions originated from Min. forums, homework, and other platform 2 time.
activities done as activities. hours
independent studies.
95
1. Final Department Test. Min.
2- Learning Self-evaluation.
2. Social Forum:
Seguimiento a la
produccion final. 3. Coevaluation.

3. Test: auto test.

4- Final Project´s form and content
corrections.
 LEARNING PROCESS EVALUATION
CRITERIA ACTIVITIES INDICATORS (%)
Information Organization. Great knowledge of the topic: rigor, clarity, precision, and
-Virtual and oral presentations. presentation of ideas with the proper profoundness. Pertinence of argumentation in
Oral participations. Coherence, clarity, and originality of the ideas expressed. Linguistic
Production and correction: right word-power, sentence structure, pronunciation. Right knowledge of
Interaction writing and orthography. Good use of technological resources. Capacity to look for 10%
Activities and select information. Creativity in the presentations made. Capacity for
teamwork.
-Interaction activities (synchronic Right and pertinent participations. Respect towards the agreed upon communication
and asynchronic). rules. Coherence, clarity, and originality of the ideas expressed. Celerity and
punctuality in handing in assignments.
-Asynchronic interaction Clarity, quality, objectivity, and pertinence of participation. Coherence and originality
activities. of the ideas expressed. Good use of technological resources. Celerity and
punctuality in handing in assignments. Organization of the information presented.
-Essays -Research paper Facts and data. Principles and concepts. Skills to investigate. Procedural contents.
-Questionnaires and exercises Thinking abilities.
-Reflexive diaries and concept
maps.
-Case studies. Application. Professional skills. Facts and data. Principles and concepts. Procedural
Written contents. Thinking abilities. Activities and values (responsibility, decision making). 15%
Production -Problem solutions. Facts and data. Principles and concepts. Procedural contents. Thinking abilities.
Activities. Activities and values (responsibility, decision making).
Application. Professional skills. Facts and data. Principles and concepts. Procedural
-Projects. contents. Thinking abilities. Activities and values (responsibility, decision making).
Time management, collaboration).
Reflection. Creativity. Logical order in the Organization of the information presented.
-Portfolio. The advancement of the learning process according to the topics treated. Capacity
to question and criticism of the ideas expressed through written and oral forms.
-Field Projects. Projects addressed to field work that will link theory to practice.
Professional -Practices in situ. Practical activities done by the participants of a subject in institutions and
Practical enterprises whose activities are related to their field of study. 15%
Activities -Lab. Practices. Practical activities done by the participants of a subject in inside and outside
specialized laboratories.
-Simulation Practices. Activities done by participants, who will simulate reality on stage, be it physical or
virtual.
-Short answers and -Knowledge -Comprehension -Application
completions.
Written Test. -Multiple Alternatives. – -Analysis -Synthesis -Written consideration
 Matching, Association, and 50%
Ordering. -Critical reasoning
-Multiple Choice –Essay
questions.
-Quality Commitment to do their homework according to the efficiency standards set
beforehand.
-Ethics Shows moral commitment in his-her actions as a student.
-Cooperation. - Promotes cooperative and collaborative work as a way to develop collective
potentialities.
-Shows a good attitude towards team work.
-Responsibility. -Commitment to respond to his-her duties as participant and citizen – Punctuality. –
Faces consequences of his-her actions. - Participates actively in group decision
Attitudes and making. 10%
values - Shares with his-her classmates. – He-she is generous. – Promotes actions to
-Solidarity. motivate and lead common aims.
- He- she feels identified with the preservation of biodiversity and his- her
sociocultural environment.
- Respect towards the institutional patrimony. – He- she listens carefully to others.
-Pluralism. -Respect towards ethnic, ideological, religious, and gender diversity. – He- she
values the expression and discussion of ideas, and opinions of others. –Respect
the order of participation. –He- she is tolerant and moderate in his- her opinions.
-Innovation. - Shows creativity and talent in his- her homework. –Shows initiative and interest in
the academic work.
-Shows openness and receptivity towards science advancements.
-Equity. -Disposition to make good and balanced decisions.
-Impartiality in his- her opinions.
 INFORMATION TO REMEMBER
The facilitator will begin the subject by socializing the program, the general and specific competences to be reached by the
First week of class participant, besides, the faciltator will explain the evaluation parameters and how to develop every process around the 8
weeks.
This first week of class, the facilitator and the participants are going to form the different groups for weekly presentations.
Explanation and distribution of the Final Project (Oral and written).
Weekly assignments To be handed in next week after being assigned or uploaded to the virtual campus. It is important to study the content of
every unit to develop the competences of the subject, it is also important to hand in assignments the due dates and follow the
rules established.
Doubts forum Doubts about the Final Project are to be responded through a forum to be uploaded the third week of class.
Final Production (Written The facilitator is going to explain which this activity of production will be. The production will be written and presented orally.
and oral). It´ll be assigned the first week of class and presented orally around the 6th and 7th weeks. The written part is to be handed in
the last week.
Written test To be applied the last week of class. It is based on the contents of the program and the due results.

BIBLIOGRAPHY
Basic

1) JENKINS, ROB AND JOHNSON, STACY: Stand out 1. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 2009.
2) JENKINS, ROB AND JOHNSON, STACY: Stand out 1: Grammar challenge. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 2009.

THE SUBJECT´S FACILITATOR´S PROFILE:

The facilitator for this subject must be licenced on languages and have a professional preparation and experience on language
teaching, as well as the following qualities for teaching English: patience and tolerance; open-minded and dynamic.

Done by: REVISED BY:

José Parra: Language School Director Elizabeth Filpo, Tourism School Professor

This program was finished and approved by the Curriculum Reform Office, January 2011 and updated by:
by Ramón E. Jiménez, professor and English courses’ manager in June 2014.