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UNIVERSIDAD DEL VALLE DE MEXICO

CAMPUS
BACHILLERATO
CURRICULUM

SUBJECT ISSUE

Preparation Date:

Subject:
LENGUA ADICIONAL I (NorthStar High Intermediate Units 1-5)
Code:

Hours a week: 5

Modality:

Lessons a week:

Area: ENGLISH DEPARTMENT

GROUP(S):

Term: 1 - 2006
5

MAIN OBJECTIVES:
By the end of the course the student will be able to participate actively in different oral and written exchanges according to the following
competences:
ORAL AND WRITTEN COMMUNICATION:
a) Write clear and detailed texts about a wide variety of topics.
b) Write reports and articles, stating opinion and reasons to support his/her views.
c) Write letters describing facts and personal experience.
d) Make oral presentations about a wide variety of topics.
e) Explain his/her point of view about a topic, providing supporting details about advantages and disadvantages.
f) Participate in a conversation with average fluency.
g) Participate in oral discussions about everyday situations, presenting and supporting his/her views about it.
ORAL AND WRITTEN COMPREHENSION:
a) Understand relatively long speeches and lectures as long as they present information within his/her area of knowledge or interest.
b) Understand main idea in different TV and radio broadcasting programs about general interest and updated information.
c) Read articles and reports about updated issues where the authors explain different views.
d) Read contemporary literature.

Unit:

1
UNTRUTH AND CONSEQUENCES
No. of hours:

OBJECTIVES

The learners will use reading and listening strategies presented within the context of the media. They will consolidate and use the
passive voice to describe events from the news.

ESTIMATED DATE

CONTENTS
1.1. Reading Comprehension
1.1.1 Reading one: Peeping Tom Journalism
1.1.2 Reading two: Focus on Bomb Suspect
Brings Tears and a Plea

TEACHING LEARNING STRATEGIES


Participation
Read a magazine article.
Read a newspaper article.

1.2. Reading Strategies.


Participation
1.2.1 Understanding bibliographic references and
Analyze and discuss about questions before reading a
footnotes.
text.
1.2.2 Prediction.
Analyze and determine the purposes for the different
1.2.3 Analyzing text purpose.
sections in a newspaper.
1.2.4 Identify the main idea.
Dictionary work.
1.2.5 Identify supporting details.
1.3. Grammar
1.3.1 The passive voice.
1.4. Vocabulary The Media
1.4.1 Classifying words
1.4.2 Key words
1.4.3 Defining new words and expressions
1.4.4 Idioms.

Participation
Inductive analysis of the passive voice
Sentence completion.
Participation
Use the dictionary to complete a chart.
Multiple choice items.

1.5. Listening Comprehension


1.5.1 Listening One: News Resisters
1.5.2 Listening Two: Corn Cam

Participation
Multiple choice items
Sentence completion.

1.6 Listening Comprehension strategies


1.6.1 Identify the main idea
1.6.2 Identify specific information
1.6.3 Identify key words.
1.6.4 Personalizing the information.

Participation
Compare and contrast two different texts.
Group discussion: The Media.

1.7 Critical thinking


1.7.1 Compare and describe a photograph.
1.7.2. Classify information.
1.7.3 Drawing conclusions.
1.7.4 Hypothesizing
1.7.5 Compare and contrast sources of
information.
1.7.6 Describing Graphs

Project work
How is the media presenting the information? - Causes
and Effects.
-

The importance of the radio and TV: Complete a chart.

DATE

1.7.7 Inferring information in an interview


1.7.8 Analyze the main purpose on different
news.

Suggested Material
Textbook
Magazines and newspapers.
CD / DVD player

Bibliographic Reference
Basic
Andrew K English & Laura Monahon English. North Star. Focus on
Reading and Writing High Intermediate (Second Edition). Unit 1.
Ed. Longman, United States. 2004.
Tess Ferree & Kim Sanabria. North Star. Focus on Listening and
Speaking. . High Intermediate. Unit 1 Ed. Longman, United States.
2004.

Broadcasted News

Evaluation Criteria
Homework10 %
Class participation 10 %
Project 30 %
Unit Test 50 %

Unit

2
DREAMS NEVER DIE
No. of hours:

OBJECTIVES

Students will practice different reading and listening strategies within the context of overcoming difficulties. To reinforce and practice the
use of the gerund and the infinitive.

ESTIMATED DATE

CONTENTS
2.1. Reading Comprehension
2.1.1 Reading One: The Education of Frank
McCourt
2.1.2 Reading Two: The Miracle: She altered our
perception of the disabled and
remapped the boundaries of sight and
sense.
2.2. Reading Strategies
2.2.1 Prediction
2.2.2 Identify specific information
2.2.3 Identify chronologic sequence.
2.3. Grammar
2.3.1 The gerund and the infinitive.
2.4. Vocabulary Overcoming difficulties
2.4.1 Synonyms.
2.4.2 Word categories.
2.4.3 Key words and expressions.
2.4.4 Idioms.

TEACHING LEARNING STRATEGIES


Participation
Frank McCourt An autobiography.
Diane Schur- A biography

Participation
Answer pre-reading questions.
Word meaning-.
Complete a chronological chart.
Complete a comparative chart.
Participation
The gerund and the infinitive: an inductive analysis.
Sentence completion and error correction.
Participation
Complete a chart
Gap filling.

2.5. Listening Comprehension


2.5.1 Listening One: Dreams of Flying and
Overcoming Obstacles
2.5.2 Listening Two: The Achilles Track Club
2.5.3 Exchanging opinions and note taking.
2.5.4 Synthesizing main idea.
2.5.5 Listening for specific information.
2.5.6 Transferring information.
2.5.7 Compare and contrast two different texts.

Participation
Multiple choice items.
Sentence completion
Note taking.

2.6. Critical thinking


2.6.1 Compare and contrast personal
experiences.
2.6.2 Inferring the meaning of words from
context.
2.6.3 Discuss and evaluate the importance of

Project work
Oral presentation: Famous people who has overcome
difficulties
Film analysis: Students will see and summarize the plot
of one of the following films:

Participation
Identify similarities between two different texts.
Oral presentation: A personal difficulty that was
overcome.

DATE

character to overcome difficulties and become


successful.
2.6.4 Understand bibliographic reference.
2.6.5 Compare and contrast two different texts.
2.6.6 Identify obstacles in personal experience.
2.6.7 Analyze different techniques to write an
essay.
2.6.8 Hypothesize about different points of view.
2.6.9 Identify and use different vocabulary and
expressions to describe physical disabilities.
2.6.10 Inferring not stated purpose.

Suggested Material
Textbook
Magazines and newspaper.
Films:
-

Cinderella Man
Rain Man
A Beautiful Mind

Cinderella Man
Rain Man
A Beautiful Mind

Oral presentation:
Different disabilities in the individuals causes and
effects.

Bibliographic Reference
BASIC:
Andrew K English & Laura Monahon English. North Star. Focus on
Reading and Writing High Intermediate (Second Edition). Unit 2.
Ed. Longman, United States. 2004.
Tess Ferree & Kim Sanabria. North Star. Focus on Listening and
Speaking. . High Intermediate. Unit 2 Ed. Longman, United States.
2004.
SUPPLEMENTARY:
Mcourt, Frank (1996), Angelas Ashes, Scribner.

Evaluation Criteria
Homework (1, 2) 10 %
Participation

10 %

Project

30 %

Unit Test 50 %

Unit

3
DYING FOR THEIR BELIEFS
No. of hours:

OBJECTIVES

Learners will use reading and listening comprehension strategies within the context of medicine. He will use the past unreal to
speculate.

ESTIMATED DATE

CONTENTS

TEACHING LEARNING STRATEGIES

3.1. Reading Comprehension


3.1.1 Reading One: Dying for Their Beliefs:
Christian Scientist Parents on Trial in Girls Death
3.1.2 Reading Two: Norman Cousins Laugh
Therapy

Participation
Reading a newspaper article.
Reading an essay.

3.2. Reading strategies


3.2.1 Prediction.
3.2.2 Synthesize the main idea.
3.2.3 Reading for specific information.
3.2.4 Compare and contrast information.
3.2.5 Relate information to personal experiences.
3.2.6 Identify philosophic reasoning.

Participation
Answer questions about reading.
Reading comprehension exercises.
Compare and contrast different texts.

3.3. Grammar
3.3.1 Past Unreal

Participation
Analyze and practice third conditional sentences.

3.4. Vocabulary - Medicine


3.4.1 Categorizing.
3.4.2 Analogies.
3.4.3 Compare and contrast word meaning.

Participation
Guess the meaning of words from context.
Answer multiple choice exercises.

3.5. Listening Comprehension


3.5.1 Listening One: Teen Sleep Needs
3.5.2 Listening Two: Get Back in Bed
3.5.3 Synthesize the main idea.
3.5.4 Listening for details
3.5.5 Identify tone and tenor.
3.5.6 Compare and contrast two different texts.
3.5.7 Identify stress and intonation.

Participation
Answer multiple choice exercises.
Text completion.

3.6. Critical Thinking


3.6.1 Compare and contrast different medical
treatments.
3.6.2 Drawing conclusions.
3.6.3 Analyze plot.
3.6.4 Analyze cartoons and their meaning.
3.6.5 Understanding bibliographic reference.
3.6.6 Compare and contrast sleeping habits.

Project
Opinion survey about different medical treatments.

Participation
Compare and contrast two different texts.
Role play a conversation to solve problems in a hospital.

Oral presentation: Talk about trouble sleeping and their


possible solutions.

DATE

3.6.7 Discuss about sleeping habits.


3.6.9 Propose solutions to different problems with
trouble sleeping.
3.6.10 Analyze and discuss different problems
about sleeping habits.

Suggested Material
Textbook.
Articles from Medical Journals
Medical Excerpts.

Bibliographic Reference
BASIC:
Andrew K English & Laura Monahon English. North Star. Focus on
Reading and Writing High Intermediate (Second Edition). Unit 3.
Ed. Longman, United States. 2004.
Tess Ferree & Kim Sanabria. North Star. Focus on Listening and
Speaking. . High Intermediate. Unit 3 Ed. Longman, United States.
2004.

Evaluation Criteria
Homework (3, 4) 10 %
Participation

10 %

Project 30 %
Unit Test 50 %

UNIT:

4 WHEN DISASTER STRIKES


No. of hours:

OBJECTIVES

The learner will use reading and listening comprehension strategies within the topic of natural disasters. Review and practice defining
and non-defining clauses.

ESTIMATED DATE

CONTENTS

TEACHING LEARNING STRATEGIES

4.1. Reading comprehension


4.1.1 Reading One: Drought
4.1.2 Reading Two: Monologue of Isabel
Watching It Rain in Macondo.

Participation
Reading an anecdote.
Reading a novel excerpt.

4.2. Reading Strategies


4.2.1 Understanding graphs and charts.
4.2.2 Prediction.
4.2.2 Identify chronological sequence in a text.
4.2.3 Reading for specific information.
4.2.4 Identify parallelism in two different texts.
4.2.5 Find specific information in a text

Participation
Discuss questions and pictures in preparation for
reading.
Identify main ideas and complete a gapped text.
Complete a chart with specific information.
Compare and contrast two different texts.

4.3. Grammar
4.3.1 Adjectives Clauses
4.3.2 Relative pronouns
4.4. Vocabulary Natural disasters
4.4.1 Synonyms.
4.4.2 Suffixes
4.4.3 Key words.
4.4.4 Word connections.
4.4.5 Descriptive adjectives.
4.5. Listening comprehension
4.5.1 Listening one: Preparing for a Hurricane
4.5.2 Listening Two: Hurricane Hunters
4.5.3 Listening to the news.
4.5.4 Identify chronological sequence.
4.5.5 Identify emotions and intentions.
4.5.6 Synthesize information
4.5.7 Reading for specific information.
4.5.8 Identify intonation patterns.

Participation
Analyze and practice adjective clauses.
Sentence completion with relative pronouns.
Participation
Use of the dictionary to complete a chart.
Multiple choice exercises.

Participation
Multiple choice exercises.
Text completion.
Participation
Compare and contrast two different texts
Complete a chart.
Role play disaster news.

Project
Research and give an oral presentation about a disaster
4.6. Critical thinking
in the area/country. Describe the consequences and
4.6.1 Classify information
reactions among society.
4.6.2 Inferring the meaning of words from
Interview a person who has witnessed a natural disaster
context.
and report to the class.
4.6.3 Analyze the use of descriptive language in a
Film discussion: (Oral Presentation)
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text.

4.6.4 Transfer information to personal


experience.
4.6.5 Understand characters emotions.
4.6.6 Hypothesize about peoples point of
view.
4.6.7 Evaluate information.
4.6.8 Supporting opinion with reports.

Suggested Material
Textbook
Newspaper articles about local disasters
Films:
-

Dantes Peak
The Perfect Storm
Deep Impact
Twister

The Perfect Storm


Dantes Peak
Twister
Deep Impact

Bibliographic Reference
Basic:
Andrew K English & Laura Monahon English. North Star. Focus on
Reading and Writing High Intermediate (Second Edition). Unit 4.
Ed. Longman, United States. 2004.
Tess Ferree & Kim Sanabria. North Star. Focus on Listening and
Speaking. . High Intermediate. Unit 4 Ed. Longman, United States.
2004.

Evaluation Criteria
Homework (3, 4) 10 %
Participation

10 %

Project 30 %
Unit Test

50%

UNIT

5
21st CENTURY LIVING
No. of hours:

OBJECTIVES

The learner will practice reading and listening comprehension strategies presented in the unit within the context of protection of the
environment. Identify and use the structures to give recommendations and talk about obligations.

ESTIMATED DATE

CONTENTS
5.1 Reading comprehension
5.1.1 Reading One: Cities Against Nature
5.1.2 Reading Two: Earthship Homes Catch Old
Tires on Rebound
5.2 Reading strategies
5.2.1 Understanding graphs.
5.2.2 Paraphrasing main ideas.
5.2.3 Reading for specific information.
5.2.4 Identify contrast.
5.3 Grammar
5.3.1 Modal auxiliaries: could, should, might,
ought (not) to + have + VPP
5.4 Vocabulary Protection of th
Environment
5.4.1 Definitions.
5.4.2 Synonyms.
5.4.3 Key words.
5.4.4 Word formation.
5.5 Listening comprehension
5.5.1 Listening One: Interview with a Medicine
Priest.
5.5.2 Listening Two: Ndakinna- A Poem
5.5.3 Synthesizing the main idea.
5.5.4 Identify specific information.
5.5.5 Taking notes.
5.5.6 Compare and contrast different points of
view.
5.6 Critical Thinking
5.6.1 Analyzing pictures and drawings.
5.6.2 Compare views about urban development.
5.6.3 Infer the meaning of words from the
context.
5.6.4 Supporting different points of view.
5.6.5 Classify information.

TEACHING LEARNING STRATEGIES


Participation
Reading an article about urban development.
Reading a newspaper article
Participation
Answer questions in preparation for reading.
Analyze and describe the characteristics of
environmental-friendly community.
Taking notes to complete a synoptic chart.
Participation
Inductive analysis of modal auxiliaries.
Sentence completion and sentence formation to practice
with modal auxiliaries.
Participation
Sentence completion with synonyms.
Multiple choice exercises.

Participation
Sentence completion.
Participation
Compare and contrast two different texts.
Discussion about local efforts to protect the
environment.
Project
Research about different environmental associations
and their benefits.
Read information about the American Indians and
describe their view of environmental awareness.

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DATE

5.6.6 Evaluate the benefits of environmental


awareness.
5.6.7 Identify and use expressions that indicate
cause and effect.
5.6.8 Understanding quotes.
5.6.9 Drawing conclusions.
5.6.10 Evaluate different situations.
5.6.11 Infer information.
5.6.12 Analyze imagery in poetry.

Suggested Material
Textbook
Articles about environment

Bibliographic Reference
BASIC:
Andrew K English & Laura Monahon English. North Star. Focus on
Reading and Writing High Intermediate (Second Edition). Unit 5.
Ed. Longman, United States. 2004.
Tess Ferree & Kim Sanabria. North Star. Focus on Listening and
Speaking. . High Intermediate. Unit 5 Ed. Longman, United States.
2004.

Evaluation Criteria
Homework (5) 10 %
Participation 10 %
Project 30 %
Unit Test

- OPTIONAL

Midterm Exam (Units 1 5) 50 %

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