FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO

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1. IDENTIFICACIN

Nombre de la Asignatura Cdigo rea

CONVERSATIONAL ENGLISH 6210802 DISCIPLINAR

Naturaleza
No de Crditos TP TD TI
PRCTICO Trabajo Trabajo Dirigido Trabajo
4C Presencial 24h Independiente
96h
72h
Semestre Duracin Habilitable Homologable Validable
VIII 192h NO NO NO

PRE-REQUISITO: INGLS AVANZADO II

2. JUSTIFICACIN

This course is particularly oriented to expertise the students oral language competence
in order to acquire a more like native speakers oral use. To do this, different techniques,
methods and approaches to expand their language skills related to linguistic, sociolinguistic
and pragmatic aspects will be used. Similarly, this course is also intended to expand
critical thinking to solve problems and empower students to communicate effectively in
professional, academic and social contexts.

3. COMPETENCIAS

3.1 Competencias Generales

These competences are mainly related to develop and reinforce knowledge, skills and
know-how, existential competence, and the ability to learn.
Be able to plan and organize a message (cognitive skills);
Be able to formulate a linguistic utterance (linguistic skills);
Be able to articulate the utterance (phonetic skills).
Be able to perceive the utterance (auditory phonetic skills);
Be able to identify the linguistic message (linguistic skills);
Be able to understand the message (semantic skills);
Be able to interpret the message (cognitive skills).

3.2 Competencias Especificas

Communicative Competences:

Linguistic Competence:
Can select an appropriate formulation from a broad range of language to express
him/herself clearly, without having to restrict what he/she wants to say.
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Vocabulary: Has a good command of a broad lexical repertoire allowing gaps to be

readily overcome with circumlocutions; little obvious searching for expressions or
avoidance strategies. Good command of idiomatic expressions and colloquialisms.
Grammatical accuracy: Consistently maintains a high degree of grammatical
accuracy; errors are rare and difficult to spot.
Semantic: Has awareness and control of the organization of meaning.
Phonological: Can vary intonation and place sentence stress correctly in order to
express finer shades of meaning.
Orthographic: Layout, paragraphing and punctuation are consistent and helpful.
Spelling is accurate, apart from occasional slips of the pen.
Sociolinguistic competence: Can follow films, news, music videos, TV programs and
documentaries, employing a considerable degree of slang and idiomatic usage.
Students can use language flexibly and effectively for different social purposes;
including emotional, allusive and joking usage. Can identify and understand the
different English language accents.

Pragmatic competence:
Flexibility: Can adjust what he/she says and the means of expressing it to the
s it u at io n and the recipient and adopt a level of formality appropriate to the
circumstances.
Turntaking: Can select a suitable phrase from a readily available range of discourse
functions to preface his/her remarks appropriately in order to get the floor, or to gain
time and keep the floor whilst thinking.
Thematic development: Can give elaborate descriptions and narratives, integrating
sub-themes, developing particular points and rounding off with an appropriate
conclusion.
Coherence and cohesion: Can produce clear, smoothly flowing, well-
structured speech and writing, s h o wi n g controlled use of organizational
patterns, connectors and cohesive devices.

4. OBJETIVOS

Proficient User (Effective Operational Proficiency C1):

Can express him/herself fluently and spontaneously without much obvious
searching for expressions.
Can use language flexibly and effectively for social, academic and professional
purposes.
Has a good command of a broad lexical repertoire allowing gaps to be readily
overcome with circumlocutions.
Can identify and understand different accents without difficulty.
Can express themselves fluently through the different language skills; listening,
speaking, reading and writing.
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5. CONTENIDO TEMTICO Y ANLISIS DE CRDITOS

Contenido temtico (incluir las practicas)

Unit 1 Language functions (Theory and Practice)

Functions
Talking about language functions
Recognizing language functions
Using language functions in specific contexts

Unit 2 Presentation strategies (Theory and Practice)

Functions
Talking about presentation strategies
Putting into practice different presentation strategies (free topic)

Unit 3 Pronunciation and Intonation

Functions
Identifying most common pronunciation problems
Practicing pronunciation and intonation through different activities.

Unit 4 Advanced readings to speak

Functions
Reading different types of texts
Reporting different types of readings
Discussing different types of texts

Unit 5 Advanced listening to speak

Functions
Listening to different types of listening material
Reporting different types of listening material
Talking about different types of listening material

Unit 6 Topic based speaking activities

Functions
Exploring different topics
Putting into practice speaking through different activities

Unit 7 Live listening, speaking and reading

Functions
Reporting different types of listening material
Reporting reading material
Discussing about different types of listening and reading material

Unit 8 Readings assigned (Oral presentations)

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Functions
Delivering presentations about specific topics

Anlisis de Crditos

TRABAJO TRABAJO TRABAJO

TEMAS
PRESENCIAL DIRIGIDO INDEPENDIENTE
Unit 1: Language functions 4 2 5
(Theory and Practice)
Unit 2: Presentation strategies 4 2 5
(Theory and Practice)
Unit 3 Pronunciation and 6 2 5
Intonation
Unit 4: Advanced readings to 12 4 20
speak
Unit 5: Advanced listening to 14 4 20
speak
Unit 6: Topic based speaking 12 2 10
activities (Micro Class)
Unit 7: Live listening, speaking 10 4 15
and reading
Unit 8: Readings assigned (Oral 10 4 16
presentations)
TOTAL DE HORAS DEL CURSO 72h 24h 96h
TOTAL CRDITOS: 4C

6. Estrategias Metodolgicas

To practice conversation at all times, different topics will be explored through different
activities such as individual assignments, group assignments, class discussions,
presentations among others. Similarly, different methods and approaches will be considered.
The aim is to perfect the communicative competence of students. As for the teacher, he/she
will be a guide and a facilitator in the process.

Trabajo presencial-Classwork:
Provide students comprehensible input so they can put into practice the English
language through the different language skills.
Use different effective, authentic, innovative and dynamic strategies, methods and
approaches to make the English language learning and teaching a successful
experience.
Provide students different tools and strategies to communicate in/out of universities
contexts
Present a wide range of authentic written and oral materials to motivate students
towards the English language learning
Perfect the English language skills of students, especially speaking, by putting into
practice an excellent pronunciation, intonation and using refined language.
Trabajo dirigido-Guided Work
Performing and watching/listening to real material.
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Acting out.
Oral presentations.
Reporting articles from magazines, newspapers, newsletters, radio, broadcasts
and books.
Creative and imaginative speech
Pair and group work exercises
Projects -Researching in an unconscious way
Written reports/practice
Virtual Practice
Trabajo independiente-Independent Work
Readings
Oral practice/reports
Oral recordings.
Listening to audio media and recordings.
Interactive activities
Written reports/practice
Virtual practice

7. RECURSOS.

All available and necessary resources to develop the English language skills of students
such as, Textbooks, dictionaries, markers, erasers, computers- Internet, stereos, TVs, video
beam, DVDs, library, English lab, PDF files, mp3/mp4 files, photocopies, different websites.
audio CDs, tape recorder, Moodle-Edmodo platform (if possible) different websites,
newspapers, magazines and books, will be used to achieve the objectives of this course.

8. EVALUACIN

In order to value teacher-trainees work, this Conversational English Course will follow the
norm of the University to provide 70 percent first and 30 percent at the end of the semester. In
all three exams, the teacher and two (2) extra examiners will be evaluating students
performance if available. Likewise, the presentation of the final 30 percent will be evaluated
by the teacher and two (2) extra examiners if available. Similarly, this final presentation will be
recorded. It is important to mention that during the semester, two stories/books are to be read
by students and they will be evaluated in any of the tests and/or classes. Additionally,
students are asked to develop a complementary project during the development of the
course: Improving grammar through oral peers and self-feedback.

Stories to be read during the semester:

MAKING PEACE

70%:
To be reported on May 19th 2017
Tests
Quizzes, class exercises and homework
Oral Presentations, conversational club
Project: Complementary project
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30%:
To be reported on June 8th 2017
Test (Grammar and listening)
Presentations

Total: 100%

The works are due in class on the dates proposed, no extensions.

Class Attendance
Class attendance is the student's responsibility. They are responsible for everything
covered in class. This includes details about the tests or papers, and graded activities.
Therefore, I strongly advise class attendance. In the extremely rare case of an emergency
which prevents contacting the professor prior to the test, do it as soon as possible. Do not
wait until next class or the end of the semester.

Any student with unjustified absences/no-attendance equal or superior to 20%, will be

graded with (0.0) as final grade.

9. BIBLIOGRAFA -Fuentes Electrnicas

Allen, D., Freeland T., Neuwirth, M., Hennings j and Schauer L. (2008). Speaking of
Teaching. The centre for teaching and learning. Stanford University. Newsletter.
Vol.18, No. 1
Baker, Ann. (2006). Ship or Sheep. Third edition. Upper intermediate. Cambridge
University Press.
Baker, A. & Goldstain S. ( 2008). Pronunciation Pairs - An Introduction to the
Sounds of English. Second Edition Skills Students Book with Audio CD.
Cambridge: Cambridge University Press
Covey, Stephen. (1989). The 7 Habits of Highly Effective People. United States: Free
press
Hewings, M. (2005). Advanced Grammar in Use Advanced. Cambridge University
Press.
Hughes, R. 2008. Teaching and Researching Speaking Series Applied
Linguistics in Action. Cambridge: Cambridge University Press
K, Kinsella. (2010). Academic Language Function Toolkit. Sweetwater District-wide
Academic support teams.
Oxeden, Clive and Latham-Koenig, Christina. New English File. Advanced. Oxford
University Press. 1997
Pozzi, D.C (2004). Forms and functions in language: Morphology, syntax. Retrieved
March 10, 2005, from University of Houston, College of education.
Side, R., & Wellman, G. (2000). Grammar and Vocabulary for Cambridge
Advanced and Proficiency. London: Pearson Education Limited.
Soars, Liz & John; Sayer, M. (2003). New Headway: Upper - Intermediate. Oxford:
University Press.
Thornbory, S. 2005. How to Teach Speaking. Pearson ESL How to Teach Speaking

Online Resources
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http://www .bbclearningenglish.com
http://www .breakingnewsenglish.com
http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
https://es.duolingo.com/
http://www.edmodo.com
https://www.englishclub.com/reading/
http://www.englishpage.com/readingroom/readingroomintro.html
http://esl-bits.net/
http://www.eslfast.com/
http://www.esl-lab.com
http://www.facebook.com
http://www.famouspeoplelessons.com
http://www.hotmail.com
http://www.lbc.co.uk
http://www.manythings.org/voa/stories/
http://www.newsinlevels.com/
http://www.oup.com
http://www.skype.com
http://www.ted.com
http://study.com/articles/Free_Books_-_50_Places_to_Find_Free_Books_Online.html
http://www.voaenglish.com
http://www.youtube.com
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COMPLEMENTARY PROJECT: IMPROVING GRAMMAR THROUGH PEERS AND

SELF-FEEDBACK

Description of the Project

Conversational English VIII is 16 weeks long but the project Improving grammar through
peers and self-feedback will lasts for 5 weeks. It will start on the third week of classes and will
end on the twelfth week.
To develop this project, the teacher will choose 5 topics, students need to look for information
related to the topics in order to give their critical view/opinion. Once the teacher choose the
topics, they will make a mind map, that map will not contain text, just key words. Students will
not use index cards to support their ideas. Each intervention must be at least 5 minutes and it
will be individually. The rest of the students will participate in each intervention, they will write in
a paper as many grammatical errors as they can perceive. At the end each student will give to
the speaker a feedback about the different grammatical errors he/she made. The score will be
divided in two parts, the teacher score and students score. A rubric will be used to evaluate the
presentations. Some of the criteria to be considered is mind map, grammar, pronunciation and
fluency.

OUTCOMES

GENERAL

Students recognize grammatical mistakes through peers oral presentations.

Students will acquire new input (vocabulary, verbs etcetera) which will be very useful
when using the English language in their lives.

SPECIFIC

Students will perfect their grammar and pronunciation.

Students will improve their fluency through self-regulation.
Students will improve their language skills; Reading, Listening, Writing and Speaking
through the course.
Students will spread out their vocabulary which will be highly significant when using the
English language in several contexts.