UNIVERSIDAD ABIERTA PARA ADULTOS

UAPA
VICERRECTORIA ACADEMICA
SCHOOL OF LANGUAGES

SUBJECTS PROGRAM
ENGLISH III
CAREERS IN WHICH THIS SUBJECT IS TAUGHT
PSYCHOLOGY
ACCOUNTING
MARKETING
BUSINESS MANAGEMENT
COMPUTER SYSTEMS
SYSTEMS ENGINEERING
LAW
EDUCATION

REFERENCE DATA
FORMATION CYCLE CODE PRE-REQ CREDITS NUMBER OF THEORETICAL PRACTIC TUTORIAL INDEPENDENT
AREA HOURS HOURS E HOURS HOURS STUDY HOURS

COMMON 5TH ING-203 ING-202 4 6 2 4 24 96

GENERAL

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 THE SUBJECTS PRESENTATION

English III represents another step ahead in the language subjects included in all the Universitys study programs. This level
continues with the purpose to develop communicative competences in a foreign language like English, as it has been set and
planned by the Institution.

Level III provides more advanced tools to participants, so that they will be able to participate more actively and fluently in dialogs
that require a higher level of comprehension and production, be it written or oral. In this subject, participants have the chance to
speak and write about topics like: shopping habits, countries, nationalities, capitals, official languages of countries around the
world, food preferences, things they like and dont like, places they live in, and so forth.

PRIOR KNOWLEDGE

All the competences developed in English levels I and II.

EDUCATIONAL PURPOSE

Provide participants with the right linguistic tools to make them competent in reading, writing, listening, and
speaking in the English language.

PROFESSIONAL PROFILES COMPETENCES

General competence

Capacity to communicate, orally and in the written form, in the mother tongue and in a foreign language.

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 THE SUBJECTS SPECIFIC COMPETENCES
Asks about and identifies locations to find and explain addresses.
Describes the house in which she/he lives, also the houses of other people she/he knows.
Identifies the different rooms of a house or an apartment.
Talks and writes about various types of transportation, to express his/her transportation preferences.
Greets people in English in any situation of communication.
Uses numbers to count and refer to quantities.
Follows and gives instructions depending on the situation.
Asks for and gives personal information at a more advanced level.
Makes physical and personality 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.

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 CONTENTS AND ACTIVITIES PER UNIT: FIRST WEEK
UNIT TUTORIAL 3 INDEPENDENT 12 EXPECTED RESULTS
INTERACTION TIH STUDY ACTIVITIES ISH
ACTIVITIES
UNIT 0:
WELCOME TO OUR 1. Participants use expressions
CLASS 1. The facilitator presents and explains 15 1. Pre-unit, lesson 1, worksheet 1, 2 of greeting to make contact with
the program and the competences Min. in which participants will practice Hours their classmates and other
Communication: planned for the level. simple dialogs, will write people.
0.1.Greet and meet sentences about the
classmates in the new 2. Participants will talk to each other to 10 conversations read, and will read 2. They understand and execute
class. get to know themselves. Min. a paragraph about someones classroom instructions, and also
0.2.Follow and give introduction. show competence to give
instructions. 3. The facilitator will make a feedback 5 instructions properly.
0.3.Exchange personal about topics (names, phone numbers, Min. 2. Complete the written practices 8
information. jobs, nationalities, food preferences) found in the Grammar Challenge Hours. 3. They correctly use
Grammar: discussed in previous levels, as a way workbook, from page P2 to P7. expressions of time to refer to
0.4.The verb Be in to evaluate prior knowledge. activities and their different
present. 3. Homework: participants are to schedules.
Vocabulary: 4. Listening: Participants will listen to 10 write a large personal 2
0.5.Expressions of people talk about themselves, give Min. introduction, in which they even Hours. 4. They can interact to exchange
greeting. personal information, like phone can talk about some of their likes personal information with
0.6.Numbers. numbers addresses, age, and so and dislikes in life. classmates and other people
0.7.Expressions of time. forth outside class.
0.8.Personal information.
5. Textbook activities, which include all 70
the exercises to be done in the Min.
classroom.

6. Reading through the platform:

There is a reading participants will 45
study to answer some questions and Min.
complete a chart about the reading.

7. Social forum: participants will 15

express the expectations concerning Min.
the subjects.

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UNIT
UNIT I
TALKING WITH OTHERS
Communication:
1.1.Talk about family members
and share information about
family relationships.
1.2.Describe physical
appearances and personalities
of other people.
1.3.Identify countries,
nationalities, and official
languages.
1.4.Share information about
things one likes and doesnt like
(express preferences).
1.5.Talk and write about class
schedules.
Grammar:
1.6.Simple present of Be
(continuation).
1.7.Third person possessive
adjectives.
1.8.Present ofHave.
1.9.Adjective order.
1.10.Simple present of Like.
Vocabulary:
1.11.Names of countries,
nationalities, and languages.
1.12.Colors, hairstyles, height,
weight, age, adjectives to describe
personalities.
1.13.Family vocabulary.
1.14.Words related to
entertainment.
1.15.Clock times.
CONTENTS AND ACTIVITIES PER UNIT: SECOND AND THIRD WEEKS
TUTORIAL 6 INDEPENDENT
INTERACTION TIH STUDY ACTIVITIES
ACTIVITIES
1. Speaking: participants will look at 10 1. Reading: participants will read
illustrations about family relationships and Min. a text about someones family.
about which they are to make Later, they are answering
descriptions. questions on the reading.
2. The world map: by looking at a world 10
map, participants will identify countries Min. 2. Writing: they will write a
and nationalities, as well as languages of composition about their families.
the world.
3. Class work: participants will describe 10 3. Practice: lesson one,
themselves physically and in terms of Min. worksheets 1 and 2: participants
their personality. will complete application forms
4. Group work: by getting together, 10 and a practice of some peoples
Min.
participants share information about their physical descriptions.
families.
5. Pair work: they will talk about things 10 4. Practice: lesson 2 worksheets:
they like and dont like (preferences). Min. family vocabulary and family
trees, from Activity Bank CD.
6. Group work: participants will work in 10
groups to talk about times they do certain Min. 5. Practice: lesson 4 worksheet
activities. 1A: express likes and dislikes;
simple present of like, simple
140
7. Textbook: practices of the unit. Min.
present of other verbs.
8. Listening: listen to some people 1 6. Grammar challenge exercises,
say their study schedules. Hour. from page 2 to 15.
9. Academic forum: What kind of person 1
are you? What things are to your liking? Hour.
28 EXPECTED RESULTS
ISH
1. Participants are able to talk
2 about their families with friends
Hours. and other people.
2. They have the competence to
2 describe people physically and
Hours. make simple comments about
peoples personality.
2
Hours. 3. They can talk about different
countries of the world, in terms
of their locations and languages,
also identify nationalities.
2 4. They are able to share
Hours. information about what their
preferences are, in terms of
entertainment.
2
Hours. 5. They can use the simple
present tense of some verbs to
refer to common activities and
routines they carry out.
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Hours. 6. Participants can talk and write
about their study schedules.
7. They know very well how to
use and collocate adjectives in
the English language.
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 CONTENTS AND ACTIVITIES PER UNIT: FOURTH AND FITH WEEKS
UNIT TUTORIAL INDEPENDENT 28 EXPECTED RESULTS
INTERACTION 6 TIH STUDY ACTIVITIES ISH
ACTIVITIES

UNIT II
LETS GO 1. Group work: participants will work in 20 1. Check and ledgers: from 2 1. Participants have the capacity
SHOPPING groups to speak about their shopping Min. Activity Bank: they will complete Hours. to participate and interact in
Communication: habits and what things they like to buy. some checks and ledgers from the conversations related to things
they like shopping.
2.1.Talk about shopping information given by the receipts.
habits and things one 2. Class activity: by looking at some 20 This is worksheet 1. 2. They use names and colors of
likes to purchase. pictures, participants are going to Min. clothes properly to describe what
2.2.Describe clothes describe the clothes the people on the 2. Lesson 3, worksheet 1A, 2 people are wearing at the time
people are wearing. pictures are wearing. clothing vocabulary: they will Hours. speaking.
2.3.Describe and speak complete a chart after reading
about sections in a store. 3. Clothing vocabulary: the whole 10 some conversations about 3. They are able to describe the
Grammar: class will make a list of all the names of Min. shopping. different sections in a store, by
2.4.Simple present tense: clothes people wear. using a more advanced
vocabulary than in level one.
shop, buy, purchase, want, 3. Reading: lesson 4, worksheet 2
like. 4. Listening: participants will listen to 20 1A, read a paragraph on clothes Hours. 4. They have the knowledge to
2.5.The use of how much some peoples dressing preferences, Min. and provide the missing conjugate the verbs shop, like,
and how many to ask for afterwards, they will answer questions information in chart. want, and purchase correctly in
quantities and prices. based on what they hear. the present tense, that includes
2.6.Singular and plural, 4. Lesson 5, worksheet 1A, 2 affirmative, negative, and
possessive adjectives. 5. Textbook: the whole class will work 140 complete exercises about the use Hours. interrogative forms.
Vocabulary: on the practices of unit II in the book. Min. of adjectives for clothes.
2.7.Types of stores and 5. Participants are able to use
6. Shopping: Pair work: participants expressions of quantities to talk
products. 5. Writing: participants are to 2 about prices of items in a store.
2.8.Money, amounts, bills, are going to practice shopping dialogs 10 write about what they like to wear Hours.
coins. by having different information on charts Min. in different seasons of the year. 6. They have the capacity to use
2.9.Clothings and colors. distributed by the facilitator. Lesson I, clothing vocabulary to refer to
2.10.Adjectives of size, worksheet one A, from Activity Bank. 7. Platform homework: participants 2 adjectives of size, shapes, age,
shape, age,, pattern. will describe the various sections of Hours. pattern, and possessive ones.
7. Academic forum: participants are to 30 store they know in their community.
write about the dressing preferences for Min.
different occasions. 6. The workbook exercises, from 16
30 page 16 to 29. Hours.
8. Doubt forum: make any question you Min.
have about the Final Production.

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 CONTENTS AND ACTIVITIES PER UNIT: SIXTH WEEK
UNIT TUTORIAL 6 INDEPENDENT 28 EXPECTED RESULTS
INTERACTION TIH STUDY ACTIVITIES ISH
ACTIVITIES

1. Group work: participants will get 10

UNIT III: together to share information about their Min. 1. Unit 3, lesson 1 worksheet 2 1. They are able to express their
FOOD. food preferences and eating habits. 1A: participants are going to Hours. preferences about food.
complete some written practices
Communication: 2. Class work: the facilitator and 10 about favorite American food 2. Participants have the capacity
3.1.Talk about food participants will construct a concept Min. and their own favorite food. to read and understand simple
preferences. mapping with food vocabularies. food ads in the target language.
3.2. Read and interpret 2. Unit 3, lesson 2 worksheet
food ads. 3. Dictation: the facilitator will dictate a 10 1A: participants are to read and 2 3. They can participate and
3.3.Compare prices of reading about a persons eating habits Min. interpret ads about food; they Hours. interact well in conversations
food items. and preferences; participants are to write will use the expressions: How concerning eating habits.
3.4.Share information what they hear. much is/How much are .They
eating habits. will also practice some dialogs 4. They can place an order in a
3.5.Place an order in a 4. Drama: participants are going to 10 of the same kind in the restaurant.
restaurant. dramatize the situation of eating in a Min. classroom.
Grammar: restaurant. 5. They know how to make simple
3.7. Simple present 3. Unit 3, lesson 5 worksheet 2 comparisons of prices referred to
tense (continued). 6. By looking at pictures, participants are 20 1B: they practice how to read a Hours. food.
3.8.Comparative going to identify the food item. Min. menu and will complete a chart
adjectives. based on the information given 6. They use expressions of
3.9.Questions and 7. Textbook: participants and the 150 in the handout. quantities to ask for prices and
yes-no answers. facilitator will do all the exercises in the Min. other parameters of measures.
Vocabulary: book, unit 3. 4. Practices from the workbook: 18
3.10.Food vocabulary from page 30 to 43. Hours. 7. They have a large vocabulary
(more advanced words). 9. Listening: Unit 3 extension worksheet 10 of food items.
3.11.Quantities and 1A: Participants will hear some people Min. 5. Platform homework: Writing: 2
containers. talk about how to prepare some recipes, participants are to write a Hours.
3.12.Words to make and then an exercise will be completed. composition about their likes and
dislikes concerning food and meals
comparisons. 1 of the day.
3.13.Menu sections. 8. Academic Forum: Do you think food Hour
influences our personality? Why?

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 CONTENTS AND ACTIVITIES PER UNIT: SEVENTH WEEK
UNIT TUTORIAL 6 INDEPENDENT 28 EXPECTED RESULTS
INTERACTION TIH STUDY ACTIVITIES ISH
ACTIVITIES
UNIT IV: 1. Participants will be asked by the 10 Min. 1. Extension unit: worksheet 1C: 2 1. They are able to make
HOUSING facilitator what city they live in, and will participants are going to read budgets and Hours. simple descriptions of houses
Communication: talk about their community. prepare one on their own. and apartments.
2. By looking at pictures, participants 2. Housing: lesson 1, worksheet 1. Read
4.1.Talk about types of 10 Min. some paragraphs about housing
housing. will identify and name the parts of preferences to answer questions
2 2. They can refer to the type of
4.2.Interpret and discuss house or an apartment. afterwards. Hours. housing they prefer by using
classified ads. 3. Dictation: the facilitator reads a text 10 Min. 3. Reading: participants will read some the proper vocabulary.
4.3.Make appointments via which describes the housing of dialogs about rooms in a house (lesson 2,
the phone. somebody while participants will write worksheet 2, Activity Bank). 2 3. They have the capacity to
4.4.Describe furniture in a what they hear. 4. Classifieds: participants are reading Hours. identify and name the different
4. Speaking: participants will talk to and interpreting classified ads to later parts of a house.
house. 10 Min. complete some exercises (lesson 3,
4.5.Describe the parts of a class about their housing preferences:
a house or an apartment. worksheet 3C, Activity Bank). 4. They read and interpret
house. 5. Practice for the present continuous
Grammar: 5. Drama: participants will play roles to 10 Min. tense: Lesson 4, worksheet 4C, Activity
classified ads concerning
4.6.The use of the indefinite dramatize situations in which they Bank. housing sells.
article: A/An. make business appointments on the 6. Prepositions of location: participants are
4.7.The simple present phone. going to look at a floor plan to locate 2 5. They name different
tense of: live/have/. 6. By looking at pictures, participants 10 Min. different places by using prepositions of Hours. furniture of a house or an
4.8.Present progressive are going to identify and name different location (lesson 5, worksheet 5C, Activity apartment.
furniture. Bank).
tense. 140 7. The Home Design Project: participants
4.9.Prepositions of location. 7. Textbook exercises concerning the 4 6. They are able to locate
unit: To be done in the classroom by Min. can work in groups to make the design of a Hours. places and objects in a house
Vocabulary: house; they have to play different roles:
4.10.Housing the facilitator and participants. architect, leader, engineer, and so forth
by using the right preposition
vocabulary 8. Listening: they are to listen to some of location.
10 (Project from Activity Bank).
people talk about the type of housing Min. 8. Exercises in the Grammar Challenge
4.11.Parts of a wanted to complete a practice from the
home. book, from page 44 to 57.
Activity Bank (lesson 1, worksheet 1, also 2
4.12.Classified ads, 9. Platform task: writing: participants are
lesson 2, worksheet 2)
utilities. going to write about their dream house or Hours.
9. Interaction: participants are to interact
10 apartment.
4.13.Appointments. through asking questions to classmates Min. 10. Platform task: geography quiz.
4.14.Furniture. about their homes (lesson 2, worksheet 2, 14
Participants will answer geography Hours.
Activity Bank).
questions on a test.
10. Academic forum: What country would
1
you like to live and why?
Hour

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 CONTENTS AND ACTIVITIES PER UNIT: EIGHTH WEEK
TUTORIAL INTERACTION
ACTIVITIES INDEPENDENT STUDY
3 TIH ACTIVITIES EXPECTED RESULTS

1. Feedback about questions 15 1-. Assessment of participations in 1-. Handing in Projects on time.
originated from activities done as Min. forums, homework, and other
independent studies. platform activities.

45
2. Handing in of final Project. Min.
2- Learning Self-evaluation.

50
3. Final Department Test. Min. 3. Coevaluation.

4- Final Projects form and content

corrections.

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 LEARNING PROCESS EVALUATION
CRITERIA ACTIVITIES INDICATORS (%)
Information Organization. Great knowledge of the topic: rigor, clarity, precision, and
-Virtual and oral presentation of ideas with the proper profoundness. Pertinence of argumentation in
Oral Production presentations. participations. Coherence, clarity, and originality of the ideas expressed. Linguistic
and Interaction correction: right word-power, sentence structure, pronunciation. Right knowledge of
Activities writing and orthography. Good use of technological resources. Capacity to look for 10%
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.

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 -Short answers and completions. -Knowledge -Comprehension -Application
Written Test. -Multiple Alternatives. 50%
Matching, Association, and -Analysis -Synthesis -Written consideration
Ordering.
-Multiple Choice Essay -Critical reasoning
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. 10%
Attitudes and
-Responsibility. -Commitment to respond to his-her duties as participant and citizen Punctuality.
values Faces consequences of his-her actions. - Participates actively in group decision
making.
- 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.

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 INFORMATION TO REMEMBER
The facilitator will begin the subject by socializing the program, the general and specific competences to
First week of class be reached by the participant, besides, the facilitator 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 The facilitator is going to explain which this activity of production will be. The production will be written
(Written and oral). and presented orally. Itll 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.

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

THE SUBJECTS FACILITATORS PROFILE:

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

Done by: REVISED BY:

Jos Parra: Luz Rosa Estrella, Director of the Curriculum Reform Office. Ph.D. in Education.
Language School Director Pedro Emilio Ventura, Coordinator of the Curriculum Reform Office. Master in Marketing.
Elizabeth Filpo, Tourism School Professor.
This program was finished and approved by the Curriculum Reform Office, May 2011.

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