SURCOLOMBIANA UNIVERSITY

SCHOOL OF EDUCATION
FOREIGN LANGUAGE TEACHER EDUCATION PROGRAM

FACULTY: EDUCATION
PROGRAM: ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM
1. COURSE INFORMATION
COURSE TITLE: Basic English I
1. CODE: BEEDLE01 NUMBER OF CREDITS: 7 WEEKLY HOURS: 10
REQUIREMENTS: None
AREA OF KNOWLEDGE: Socio-Humanistic
UNIT IN CHARGE OF CURRICULAR DESIGN: English Language Teacher Education Program
BASIC COMPONENT ☒ FLEXIBLE/ELECTIVE COMPONENT ☐
SEMESTER: 2017-1

INSTRUCTORS: Lilian Cecilia Zambrano Castillo / Ana Cristina Barrios Romero

EMAIL: [email protected]
MEETING DAYS AND TIMES: Mondays to Fridays (10:00 – 12:00 m.)
OFFICE HOURS: Mondays 8:00 -10:00 a.m.

TIME OF STUDENTS’ ACADEMIC WORK

Students’ Academic Total

In-class Work Independent Work
Activity (Hours)
Hours 160 128 288
TOTAL 160 128 288

COURSE DESCRIPTION

This course seeks to reinforce and strengthen cultural, cognitive, and performance schemes on the students to use
English more independently and for real-life purposes as well as to deepen their understanding of the social and
cultural implications of the target language use. Integrated learning activities involving all language skills will
help students practice and apply the fundamentals of English in more varied settings and develop more accuracy
and control of their spoken and written English. Reading activities promote vocabulary expansion while writing
activities teach the basics of paragraph development. Students will be encouraged to use technological tools to
empower their language learning through independent work so that they can take more responsibility for their
own learning process. This course aims at fulfilling the Common European Framework of Reference for
Languages requirements for level A2.
RATIONALE

Learning English today is no longer seen as a simple school requirement but as a big necessity for every single student
regardless the major he/she is pursuing. English provides an essential tool to keep updated with this globalization and every
time smaller world.

Since cultural knowledge is an integral part of both language learning and successful communication, students need to be
aware of foreign cultures and traditions different from their own. By learning English, students gain access to greater
sources of knowledge in fields such as science, technology, research, humanism, etc. This course offers the basic English
language aspects, using a communicative approach and develop students’ communicative competence in relation to
speaking, listening, reading and writing skills so that they will be able to express their own ideas and interact with others
significantly and for real - life purposes. It presents grammar and vocabulary as crucial tools for effective communication.
In classroom exposure students are constantly given different strategies to become more independent.

In accordance with the institutional mission and principles, this course will promote the following premises:
(a) All students will be granted equal chance to participate in learning activities and projects either in or out of the
classroom (democracy and inclusion);
(b) All class participants will show respect for all opinions and beliefs shared by their fellow classmates
(ethics). Nonetheless, they must also be willing to receive respectful and meaningful criticism and reflection (critical and
reflective thinking);
(c) Students will be expected to strengthen their learning process by working independently and autonomously
(autonomy);
(e) A healthy multicultural and interdisciplinary environment will be promoted for students to grow as sensitive,
inquisitive and tolerant individuals (epistemology).

GENERAL COMPETENCES

SSBAT:
Acquire a very basic range of simple expressions
about personal details and needs of a concrete type.
Acquire a basic vocabulary repertoire of isolated
words and phrases related to particular concrete
situations.
Spell his/her address, nationality and other personal
details.
KNOW/ Write straightforward, detailed descriptions on a
KNOWLEDGE INTERPRETIVE range of familiar subjects within his/her field of
(Savoir) interest.
Write accounts of experiences, describing feelings
and reactions in simple connected texts.
Understand phrases and the highest frequency
vocabulary related to areas of most immediate
personal relevance.
Catch the main point in short, clear, simple
messages and announcements.
Read short simple texts and stories, and find
specific information in every day material such as
 advertisements, prospectuses. menus and
timetables.
Communicate and exchange information on
familiar topics and activities.

ARGUMENTATIVE SSBAT.
Give and explain opinions about specific familiar
topics.
Create simple arguments about specific daily
topics, and events.

CONSTRUCTIVE SSBAT:
Give solutions to very simple everyday problems
Give advice to his/her classmates.

SSBAT:
KNOW HOW/ Act in accordance with the types of convention set out.
SKILLS (Savoir Carry out effectively the routine actions required for daily life (bathing,
faire) dressing, cooking, eating, etc..
Perform specialized actions (mental and physical) required to carry out the
duties of employment.
Carry out effectively the actions required for leisure activities.
Bring the culture of origin and the foreign culture into relation with each
other.
Develop cultural sensitivity and ability to identify and use a variety of
strategies for contact with those from other cultures.

SSBAT:
BE/ Show openness towards, and interest in, new experiences, ideas, people,
EXISTENTIAL societies and culture.
(Savoir être) Show ability to make effective use of the learning opportunities created by
teaching situations, for example: a. To grasp the intention to the task set. b.
To cooperate effectively in pair and group work. c. To make rapid and
frequent active use of the language learnt.
Definition of Thematic Units and Allotment of Time For In-Class and Independent Work.

STUDENTS’ WORK
(hours) TOTAL OF
No. b) HOURS
NAME OF THEMATIC UNIT a) In-class
Independent (a + b)
work
Work
UNIT 1
A. Nice to meet you
1 B. I’m not American, I’m Canadian! 18 15 33
C. His name, her name
D. Turn off your cell phones!
UNIT 2
A. Cappuccino and fries
2 B. When Natasha meets Darren 18 15 33
C. An artist and a musician
D. Relatively famous
UNIT 3
A. Pretty woman
3 B. Wake up, get out of bed 18 15 33
C. The island with a secret
D. On the last Wednesday in August
UNIT 4
A. I can’t dance
4 B. Shopping- men love it! 18 15 33
C. Fatal attractions?
D. Are you still mine?
UNIT 5
A. Who were they?
5 B. Sydney, here we come! 18 14 32
C. Girls’ night out.
D. Murder in a mansion
UNIT 6
A. A house with a story
6 B. A night in a haunted hotel 18 14 32
C. Nightmare neighbors
D. New York, New York
UNIT 7
A. What does your food say about you?
7 B. How much water do we really need? 18 14 32
C. Trading vacations
D. It’s written in the cards
UNIT 8
A. The True False Show
8 B. The highest mountain in the world 18 14 32
C. Would you like to drive a Ferrari?
D. They dress well but drive badly
UNIT 9
9 A. Before we met 18 12 30
B. I’ve read the book, I’ve seen the movie
TOTAL 160 128 288
WEEKLY COURSE PLANNER

No. H. T. P. H.T.I.
The PEDAGOGIC ACTIVITIES AND
of
matic STRATEGIES
Wee CONTENTS Lab and Guided Independent
Unit Class
ks practice Work Work

Course syllabus presentation 8 2 4 4

Verb to be, possessive adjectives, articles. Dialogues, group work, role play,
Personal information, countries and listening, reading, pair work.
nationalities, numbers, classroom language.
1
1
LISTENING WORKSHOP
Laboratory practice

Simple present, possessive ´s Dialogues, group work, role play, 8 2 4 4

Verb phrases, irregular plurals, jobs, family listening, reading, pair work, telling
Consonant sounds. events, describing pictures.
2 Listening tasks
xx2
Learning strategies Drills on capitalization and
punctuation
WRITING WORKSHOP http://esl.fis.edu/grammar/satz/capital
Capitalization rules + Punctuation 1.htm
Present simple, telling the time. Role play, listening, reading, pair 8 2 2 2
Daily routine. Vowel sounds. work, telling events.
3 Listening tasks
3
READING WORKSHOP Story telling
Story
Literature checkpoint No.1
 Adverbs of frequency, prepositions of time. Dialogues, group work, role play, , 8 2 4 4
Time words and expressions, the date. listening, reading, pair work, telling
Listening task events, describing pictures.
4 Learning strategies
Writing practice.
Sentence structure
WRITING WORKSHOP
Simple sentence structure

Can’t/can, Like + verb (-ing). Dialogues, group work, role play, 8 2 4 4

Verb phrases, free time activities. listening, reading, pair work,
Listening task describing pictures.

5 WRITING WORKSHOP Writing practice. (Topic sentence,

Paragraph organization supporting sentences, concluding
sentence)

Exam 1 Chapters 1-3

4
Object pronouns, possessive pronouns. Dialogues, group work, role play, 8 2 4 4
Love story phrases. Music. listening, reading, pair work,
6 Listening tasks describing pictures.
Learning strategies

READING WORKSHOP Reading strategies

Guided reading

Simple past of be: was / were Dialogues, group work, role play, 8 2 4 4
5 7 Word formation listening, reading, pair work, telling
Regular verbs stories.
Past time expressions.
Listening tasks

READING WORKSHOP

Literature checkpoint No. 2

 WRITING WORKSHOP Writing Practice (Unity and
Coherence)

Regular and Irregular verbs Group work, role play, listening, 8 2 4 4

8 Go, have, get reading, pair work.
Listening tasks
Learning Strategies

There is/there are. There was/there were. Dialogues, group work, role play, 8 2 4 4
9 Houses and furniture. listening, reading, pair work.
Prepositions of place.
Sentence stress. Silent letters.
Brainstorming and outlining
WRITING WORKSHOP Editing your writing
6 Writing a paragraph

10 Present continuous vs. Present simple Dialogues, group work, listening, 8 2 4 4

Verb phrases. Places in a city. reading, pair work, telling events.
Place names. Verb + ing
Chapters 4-6
Exam 2
11 Countable and uncountable nouns. Dialogues, group work, role play, 8 2 4 4
a/an, some/any listening, reading, pair work.
How much/ How many?
Quantifiers: a lot, not much, etc.
Reading strategies
7 READING WORKSHOP
Text reading

12 Be going to (plans / predictions) Dialogues, group work, role play, 8 2 4 4

Vacations, verb phrases, sentence stress. listening, reading, pair work,
 Comparative and superlative adjectives. Dialogues, group work, role play, 8 2 4 4
13 Personality adjectives. The weather. listening, reading, pair work.
Listening Tasks
Learning Strategies

WRITING WORKSHOP
Writing a paragraph
8 Would like to /like. Adverbs. Dialogues, group work, role play, 8 2 4 4
Adventures/common adverbs. listening, reading, pair work, telling
14 Adjectives and adverbs. events.

WRITING WORKSHOP Students follow guidelines to do peer

Peer correction correction.

9 Present perfect vs. simple past. Dialogues, group work, role play, 8 2 4 4
15 Been to. Past participle. listening, reading, pair work.
Sentence stress, irregular past participles.

16 Final Exam Chapters 1-9 8 2 4 4

Final grade report

H. T. P. = On-site work hours

H. T. I. = Independent work hours

COMMENTS: The contents and the sequence described in the weekly planner may be modified according to specific learning needs and
circumstances. No extra credits will be given at the end of the course. Please contact the instructor or your academic counselor if you have any
questions or doubts. Use your time wisely and take every opportunity given in class.
ASSESSMENT OF LEARNING

As suggested in chapter VI article 24 of students’ conduct book, a formative evaluation approach will prevail in all
assessment activities conducted in this course. The key of formative assessment, as proposed by Brown (2004), is
to provide “appropriate feedback on performance, with an eye towards the future (formation) continuation of their
learning.” (p. 6). Thus, special class sessions will be devoted to discuss feedback in regards to students’ L2
performance, teaching and learning strategies, and other aspects that may be interfering with learning.

Every attempt will be made to incorporate alternatives in assessment in the form of computer-based testing,
performance-based testing, and the use of self- and peer- evaluation. The latter is intended to offer students a chance
to participate in the evaluation process, as a “value and principle of democratic practices” (Shohamy, 2001).
With the purpose of making the assessment of learning in this course more of an assessment for learning experience
(Black and William, 1998), it will be guided by the following principles: Assessment as a permanent process; as a
democratic practice (Shohamy, 2001); feedback-oriented; as a multiple-evidencing process (Cook, 1985; Shohamy,
1998); with complementary formative and summative functions; and planned under the notions of validity,
reliability, authenticity, practicality, impact, and fairness (Brown, 2004; Bachman and Palmer, 2010; Kunnan,
2013).

Thematic
Assessment Strategy Percentage
Unit
1-3
1st term
Additional Exam 1 - week 6 25%
material
4-6
2nd term
Additional Exam 2- week 11 25%
material
1-9
3rd term
Additional Final Exam 3- week 16 30%
material
Writing Process
_____________ Writing Process 10%
Miscellaneous Quizzes, presentations, Literature checkpoint
____________ 10%
(x3), listening tasks
INDEPENDENT READING CHECKPOINTS
Students will engage in independent reading of three short stories assigned by the instructor. This independent
reading aims to reinforce grammar and vocabulary, and to motivate students to read. The assigned readings will
be part of (and assessed) in the context of each of the three exams.

EXAMS
Each exam includes the four skills: speaking, listening, reading and writing, plus grammar and vocabulary.
Each of the 5 sections of the exam is worth 20% for a total of 100%. The contents for each test come from the
units in the textbook American English File 3 and from all other materials covered in class up until the lesson
before the test date.

COMMENTS: The contents and the sequence described in the weekly planner may be modified
according to specific learning needs and circumstances. No extra credits will be given at the end of the
course. Please contact the instructor or your academic counselor if you have any questions or doubts. Use
your time wisely and take every opportunity given in class.

Course Policies
● It is your responsibility to get notes from a fellow student if you miss class.
● You are expected to come to class with your assignments done.
● Attendance to classes is mandatory. Over 20% absences will result in a failing grade. When a student
fails a course because of absences, the final grade will be ZERO POINT ZERO (0.0) (See Articles 28
& 29 Manual de Convivencia Estudiantil, and Directiva Académica 002 Septiembre 7 de 2010 Consejo
Académico Universidad Surcolombiana)

Artículo 28: La asistencia a las actividades presenciales contempladas en el microdiseño curricular es

obligatoria. En ningún caso la asistencia a estas actividades podrá ser inferior al ochenta por ciento (80%)
de la intensidad programada.

PARÁGRAFO: Para que una excusa de inasistencia a actividades presenciales tenga validez, debe ser
presentada dentro de los (3) días hábiles siguientes. Estas deben ser presentadas ante el profesor titular del
curso quien determinará la validez atendiendo los siguientes criterios:
a. Las excusas médicas deberán ser convalidadas por el servicio médico universitario.
b. Otras excusas deben estar documentadas de tal forma que se compruebe el hecho que motivó la
inasistencia.

Artículo 29: El estudiante que pierda un curso por inasistencia deberá repetirlo. De esto se dejará
constancia en la Hoja de Registro bajo la siguiente anotación: “Perdió por fallas”.

● Plagiarism is using someone else’s words or ideas as if you originated them. All work is expected to
be your own.
● Papers totally or partially purchased, borrowed and / or copied from individuals or other students, web
sites or other agencies are not acceptable. Any assignment with evidence of plagiarism will be graded
 with ZERO POINT ZERO (0.0). (See Articles 51 Manual de Convivencia Estudiantil, Acuerdo 049
2004 Consejo Superior Universitario).
Artículo 51: Serán consideradas faltas gravísimas:
Fraude en los registros o las pruebas académicas.
La suplantación de personas.
La guarda, tráfico y consumo de drogas y/o sustancias estupefacientes o alucinógenas en los predios
universitarios.
La ofensa, ultraje, insulto o agresión, de manera reiterada contra personas vinculadas a la –
universidad.
Las conductas tipificadas como delitos por las leyes de la República.”

BIBLIOGRAPHY

Basic bibilography

Clive, Oxenden, Christina Latham- Koenig. American English File – 1- Student + Workbook

Savage, A. & Shafiei M. (2007). Effective Academic Writing 1 – The Paragraph. Oxford University Press

Textbook policy:
Students are required to purchase the text and workbook for this series. You must have these course resources by
the second day of class. Our program will make every effort to protect copyright materials as it is against the law
to reproduce them by any means without the author’s expressed permission.

Editions other than the required student’s edition will NOT be accepted.

Complementary Bibliography:

MURPHY, Raymond. English Grammar in Use. Cambrige. C.U.P. 1985

Dooley, J. & Evans, V. (2012). Grammarway 1 & 2. Express publishing.

Web pages:

✓ http://www.esl-lab.com/ (online listening comprehension exercises)

✓ https://listenaminute.com/
✓ https://www.rong-chang.com/qa2/stories/story001.htm
✓ http://www.agendaweb.org/listening/intermediate_advanced.html (short stories listening and reading)
http://www.manythings.org/voa/stories /
✓ http://esl-bits.net/ESL.English.Listening.Short.Stories/ESL.Listening.Short.Stories.html (short stories listening and reading)
✓ http://www.flashcardlearner.com/articles/learning-a-language-the-10-most-effective-learning-strategies/ (learning strategies)

Oral Proficiency Rubric

FORMAT FOR SELF-ASSESSMENT SPEAKING PRACTICE

Adapted from Babaii, E., Taghaddomi, S., Pashmforoosh, R. (2015). Speaking self-assessment. Mismatches between learners’
and teachers’ criteria. Language Testing, 1(27) DOI: 10.1177/0265532215590847

Speaking Scoring Criteria (Presentation)

1. Fluency (without pauses, hesitation, and false starts) -------------------------------------------------5 4 3 2 1
2. Grammar (accuracy and variety of structures) ---------------------------------------------------------5 4 3 2 1
3. Vocabulary (appropriateness and variety of expressions) --------------------------------------------5 4 3 2 1
4. Pronunciation (stress, rhythm, and intonation) ---------------------------------------------------------5 4 3 2 1
5. Communicative effectiveness (clarity of ideas and comprehensibility (i.e.,
understandability of speech) --------------------------------------------------------------------------------5 4 3 2 1
6. Topic Management (topic relevance, topic coverage, and adequacy of details and
examples) -------------------------------------------------------------------------------------------------------5 4 3 2 1
7. Confidence (anxiety-free speech) ------------------------------------------------------------------------5 4 3 2 1
8. Organization (initiation, development, termination / interconnectedness of ideas) ---------------5 4 3 2 1
9. Strategy Use (avoiding unfamiliar language and compensating by using familiar language) ---5 4 3 2 1
10. Time Management (timing your talk) ------------------------------------------------------------------5 4 3 2 1
Score: ----------------------------------------------------------------------------------------------------------- _____/50
Oral Proficiency Rubric:

Poor Insufficient Fair Good Excellent

Comprehensio Topics handled in Parts of Topics handled Topics handled Displays
unsatisfactory conversation not adequately but adequately; ideas communicative
n manner. understood: minimally; ideas clearly conveyed; ease within
1–2–3 minimally conveyed in requires little context; creative,
successful. general; basically effort to be takes risks, easily
4-5 on task but no understood; understood
more. some creativity 10 - 11
6–7 8–9

Accuracy Meaning Meaning Makes some Makes some Shows

completely frequently serious mistakes grammar mistakes exceptional
obscured by obscured by that often give that do not affect control of
grammar grammar unintended meaning required
mistakes. mistakes. meaning (agreement, grammar
1–2–3–4 5–6–7 (conjugation, wrong past concepts in a
confuses tense, participles); variety of
word order). reasonably contexts.
8–9 correct. 12 – 13 - 14
10 - 11

Fluency Speech totally Painful pauses Speech Takes longer Normal,

disjointed; long, make speech somewhat than necessary “thoughtful”
unnatural pauses. hard to follow; disjointed to organize delay in
1–2–3–4 says less than because of thoughts; says formulation of
required. pauses; more than thought into
5–6–7 language very required. speech,
halting. 10 - 11 extended
8–9 discourse.
12 – 13 - 14
 Vocabulary Meaning Meaning Adequate, Makes some Excellent control
completely frequently though vocabulary and
obscured by obscured by makes serious mistakes that do resourcefulness.
vocab. mistakes; minimal mistakes that often not affect 10 - 11
inadequate vocab. vocabulary. give unintended meaning; attempts
1–2–3 4-5 meaning (wrong at resourcefulness.
preposition, 8–9
incorrect word
choice)
6–7

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