UNIVERSIDAD Facultad de Educación
Facultad Ciencias de la Salud
DEL Programa: PEDAGOGÍA
Programa: SSTINFANTIL
(Modalidad a Distancia)
QUINDIO
GUIA
GUIAACADEMICA
ACADÉMICA
I. FICHA TÉCNICA
NOMBRE DE LA MATERIA: ENGLISH II
1. Número de créditos académicos :
2. Facultad que lo ofrece: Ciencias de la Salud
3. Campo de formación: A. A. B.
4. Código:
5. Naturaleza del curso: Teórico práctico
6. Semestre : IV
7. Prerrequisitos: INGLÉS I
8. Docente: RAMÓN ELÍAS VELA VALENCIA
9. Periodo Académico 2016-II
II. PRESENTACIÓN DEL CURSO
The acquisition of a second language has become a necessity in the world today due to the increasing demand in the
scientific, technological, social and cultural fields. The student population is forced to acquire the tools to face it.
English language is one of them since globalization provides the possibility to interact with diverse contexts.
It is highly essential to know the language for communication. In general, the most popular language is English. In this
computer age, English is the only language that any one can understand. So to say, it has become as an ideal
language for expressing our feelings. First, we have to learn the language and then we have to gain fluency in the
language.
English has become the language of science and technology and is used by scientists throughout the world to
communicate.
This is a theoretical and practical course which intention is the one of offering tools of structural, lexical and textual type
to read texts in English.
To get an additional language as English, allows the student to know different features of diverse cultures.
III. PROPÓSITO DE FORMACION DE LA ASIGNATURA
This course focuses on reading skills by introducing key grammar and vocabulary through authentic text. It also focuses
on listening skills by introducing functional language through transactional dialogues and meetings.
The syllabus balances the need for grammatical accuracy required to pass exams with the need for the functional
language required to develop fluency and communicative competence quickly.
The vocabulary focuses on topics that describe the basic structures and functions of the business world. These include
jobs, offices and marketing for example. There are also topics relating to specific issues affecting today’s business
world such as globalisation and rapid technological progress.
As with the vocabulary, the functional language of the course is dealt with according to whether students need to learn
or do business. For students with little experience of hard business skills such as presenting, negotiating and taking part
in meetings, it will be presented functional language through: talking about a project, discussing ideas, making
arrangements and talking about trends. For students familiar with hard business skills, the functional language is
presented in the context of traditional business skills such as meetings, telephone skills and interviews.
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IV. OBJETIVOS - Objetivo General
To help students achieve knowledge of the English language, developing the reading competence to get some
understanding of the world of business.
Objetivos Específicos
* Students become more knowledgeable about the ways that they can think about something that they read
* To develop reading comprehension skills in the students.
* To introduce students to the basis of composition.
V. JUSTIFICACIÓN DE LA ASIGNATURA
Today, the demand for business english is grater than ever. And with the increasingly globalised world of international
business, it looks set to keep on growing. As a result, the teaching and learning of business english is playing an
increasingly important role in business studies everyday corporate life.
For students studying business full time, the key is to learn business through the medium of the english language.
This course includes components specifically designed to meet the needs of students who either need to learn business
through english or perform familiar business tasks in english.
VI. ARTICULACIÓN DE LA ASIGNATURA
English has been cited as the major language of international business. It is the most wide spread language in the
world. English has become a major international language for worldwide communication. English is a mandatory
requirement for any professional working in a global business environment. It will surely be an advantage in interviews,
thus giving you more opportunities to widen your career prospects. Or, if you are not looking for a new job, having the
confidence and ability to speak Business English is one way of enhancing your potential for earning by making you
stand out for career advancement or promotions. Business English can refer not only to the study of business English
vocabulary used in the fields of trade, business, finance, or international relations; but also, to the study of techniques
about business presentations, negotiations, correspondence, writing and other kills needed for business
Communications.
VII COMPETENCIAS A DESARROLLAR EN LA ASIGNATURA
En cuanto al saber:
GRAMMATICAL COMPETENCE
To make sentences using specific vocabulary and different grammatical structures. (Contexts: sentence construction,
graphic interpretation and word composition).
READING COMPREHENSION COMPETENCE
To read comprehensibly articles, texts and different topics related to business administration taking into account the
following techniques:
Main point Steps Fact vs. opinion
perspective Prediction Paraphrase & summary creative response
Journalist's questions Pre-reading & post-reading Prediction- title
Transparency(true and false cognates) Skimming Scanning
Grammatical categories Comparisons
En cuanto al ser:
Integrity: Actions are consistent with what one says is important, that is, he or she “walks the talk”.
Communicates intentions, ideas and feelings openly and directly, and welcomes openness and honesty, even
in difficult discussions with other people.
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Teamwork: Implies the intention to work cooperatively with others, to be part of a team, to work together, as
a member of a group (rather than as a leader) as opposed to working separately or competitively.
Initiative: Refers to 1) the identification of a problem, obstacle or opportunity and 2) taking action in light of
that to address current or future problems or opportunities. As such, Initiative can be seen in the context of
proactively doing things and not simply thinking about future actions.
En cuanto al saber hacer:
PRAGMATIC COMPETENCE:
It is the functional use of the language according to the context where it is produced produce.
TEXTUAL COHERENCE COMPETENCE:
To establish logical sequence through the development of ideas.( contexts: to complete dialogues, understanding of
different situations, reading comprehension).
VII. METODOLOGÍA
It will be dynamic, where pair and small group work is paramount, students must interact with their partners. Students
will apply basic reading comprehension techniques to learn about culture, develop reading abilities and get vocabulary
and grammar structures, and most important : focus English learning – teaching to their target career
VIII. NÚCLEOS PROBLÉMICOS
(Son preguntas orientadoras que le permiten al estudiante abordar los contenidos temáticos, para la comprensión de
los problemas y fenómenos que lo rodean.)
1st tutorial: Who to interview? How do you greet someone in English?
2nd tutorial: What types of communication can a team use? What does a good team member do?
3rd tutorial: Which company to buy? Which companies do you think are good to their workers?
4th tutorial: What sort of project is this? Was the project a success?
IX. EJES TEMÁTICOS Y CONTENIDOS DE LA MATERIA
FIRST TUTORIAL
MAKE THE FIRST CONTACT
English I review: present, past and future continuous tenses (+, - and ? form)
There is-was, there are-were (present and past forms)
Countable and uncountable nouns (irregular plural of nouns) - Quantity expressions
Possessive case: `s - s`
Listening comprehension exercise
Quiz
Introduction to the Perfect tenses
SECOND TUTORIAL
TALK ABOUT JOBS
Zero and first conditional
Possessive pronouns (mine, yours, his, hers, its, ours…)
Reflexive pronouns (Myself, yourself, himself, herself, itself, ourselves…)
Reading comprehension
Listening comprehension exercise
Quiz
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THIRD TUTORIAL
TALK ABOUT COMPANIES
Modal auxiliaries: can, could, should, must, have to
Present perfect tense (+, - and ? form). Ever – already – yet
Past perfect tense (+, - and ? form).
Reading comprehension
Listening comprehension exercise
Quiz - Mid-term examination
FOURTH TUTORIAL
TALK ABOUT PROJECTS
Presentations
Free topic, 20 minutes for each cipa. Monologue:15 minutes
Parameters: active participation (dramatization), pronunciation, wardrobe-scenography, integration with the subject
X. WORKSHOPS
FIRST TUTORIAL
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Circle the uncountable nouns
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XI. EVALUACION
(Descripción cuantitativa de los valores porcentuales del trabajo académico propuesto por el tutor (a), de cuerdo con las
políticas de la Universidad y los acuerdos que se realizan con el estudiantado. Descripción cualitativa de las estrategias
evaluativas que permitan reconocer y fortalecer los aprendizajes de acuerdo con las competencias que se desean
desarrollar. El referente de la evaluaciones el acta de concertación)
Para la habilitación se tendrá en cuenta el Estatuto estudiantil parágrafo 2 articulo 49 Según reza: “las asignaturas
teórico-prácticas serán habilitables cuando se apruebe el componente práctico
XI. EVALUACION
Written tests: 25% each one x 2 (30% ECAES) = 30% (if applicable)
Follow up: (workshops) 40%
Final Project: 30%
Aspectos a Evaluar Estrategias Porcentaje
Asistencia a tutorías Sustentación de talleres 10%
Aplicación de conocimientos Evaluaciones escritas 50%
Desarrollo de competencias Realización de ejercicios prácticos
específicos 40%
Análisis de casos
Los porcentajes estipulados son obligatorios. El número de evaluaciones, talleres, ejercicios, casos y aportes, para llegar
a los porcentajes estipulados, dependerá de la concertación realizada con los estudiantes, la cual quedará estipulada
en el acta.
XII. Bibliografía Complementaria
DURAN Rosa Maria, Reading and Understanding, Mc Graw Hill.
H G, WIDDOWSON. Reading and Thinking in English. Londres.
http://virtual.uniquindio.edu.co/index., Trabajo número 134: Inglés para cursos de extensión.
HUTCHINSON Tom, American Hotline, Oxford University Press.
LINLEY Fran et al, Snapshot, Longman, 1999.
MOORE John, Reading and Thinking in English, Oxford, OUP.
PATERSON, Ken, Grammar Spectrum Elementary, Oxford University Press,1995
RICHARDS, Jack. New Interchange Intro.Cambridge University Press. 2001.
SCHRAMPFER, Betty. Fundamentals of English Grammar. Prentice Hall regents. 1992.
SOARS, Liz and John. Headway, Elementary Workbook. Oxford University Press, 1994.
XIII. Bibliografía Web- enlaces
www.aulafacil.com
www.hio.ft.hanze.nl/thar/reading.htm
www.eslus.com/LESSONS/READING/READ.HTM
www.nelliemuller.com/reading_comprehension.htm
www.smic.be/smic5022/exercisesreadingcom.htm
www.abcteach.com/directory/reading_comprehension
www.lingolex.com www.englishpractice.com
www.efl.com www.edunet.com
www.speakeasy.org www.learningstart.com
www.parlo.com www.cnnmoney.com
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IV. DATOS DEL TUTOR QUE ORIENTA LA ASIGNATURA
Nombre: RAMÓN ELÍAS VELA VALENCIA
Experiencia docente: Docente catedratico de la Universidad del Quindìo tanto en programas presenciales como
en distancia.
Docente de Inglés MEN
Contacto:
E-mail: [email protected]
Fecha de actualización
July 26th, 2016
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