Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
1. SYLLABUS
1. General information
1.1
: General
1.4
: Compulsory - (theory/practice)
1.5
Level of studies
: Pre- Graduate
1.6
Academic term
: VIII
1.7
Credits
:1
: 150
: Intermediate I
: 2016 0
1. 14 Teaching tutors
3. Summary
The phenomenon of globalization has contributed greatly to convert Intermediate English into the
most important and necessary language today. Training in Intermediate English is essential not
only to get better job opportunities in the future but also to communicate and have access to
worldwide information, thus keeping updated in any field of study and interest. Therefore, the
Intermediate English course is structured through different units, in order to achieve an optimal
IUC-SPA V2
Pg. 1
level of mastering English as a means of communication with different people and cultures, as
well as fostering social interaction among the participants.
4. General goal
Develop oral and written comprehension and production capabilities in English through the
application of theoretical basis and practice which enable understanding and communication in
the four main language skills, such as speaking, reading, listening and writing on specific topics
while providing assessment towards the acquisition of new knowledge.
5. Specific Objectives
5.1.
5.2.
Can deal with most situations likely to arise in common conversations, on topics that are
familiar, of personal interest or pertinent to everyday life (family, hobbies, work, travel and
current events). Can connect phrases in a simple way in order to describe experiences
and events, dreams, hopes and ambitions, giving reasons and explanation for opinions
and plans.
5.3.
Understand short texts of medium complexity, about topics consisting mainly of high
frequency everyday language describing events, feeling and wishes.
5.4.
Produce simple connected texts with cohesion and coherence on topics which are
familiar or of personal interest. Can describe experiences and impression, using the
appropriate corresponding linguistic elements.
Specific
Objectives
Specific topics
GRAMMAR:
Go + -ing
Prepositions & Adverbs
1
5.1
Compound nouns
5.2
Verb + gerund
5.3
5.4
Pg. 2
Prepositions of movement
Sports vocabulary
Phrasal verbs
Movie genres
GRAMMAR:
Any / Every / No / Some
So & Such
Passive Voice Present & Past
2
5.1
5.2
5.3
5.4
VOCABULARY:
Like phrases
Numbers and fractions
Pausing devices
Technology
Phrasal verbs
Future forms review
Future forms Present Simple & Present
Continuous
Reduced sentences
5.1
3
5.2
5.3
5.4
Be vs. Get
-ed & -ing adjectives
Second Conditional
Vocabulary:
False cognates
Expressions for certainty and doubt
Wedding words
Romance
Intensifiers
GRAMMAR:
5.1
4
5.2
5.3
5.4
IUC-SPA V2
Pg. 3
VOCABULARY:
1 Performers
2 Birth Order
3 Causes and Symptoms of stress
4 Word-formation: over under
5 Lifestyle changes
6 Money
7 Alternative lifestyles
Types
Brainstorming
Quiz/ questionnaire
Eliciting
Warmers
Lead-ins
Question - answer
Skimming
(Reading)
Gisting
Scanning
Detecting functions
Extracting specific information
Contextual guessing
Filling out forms
IUC-SPA V2
Pg. 4
Simple cloze
Strategies to foster oral comprehension
(Listening)
Pair-work
Role play
Oral presentation
Peer coaching
Survey
Drilling
Written practice
(writing)
capitalization,
punctuation
and
paragraphing.
Cooperative strategies and active methods to
Group work
Games
Task-based activities
8. Pedagogical resources:
The modern classroom and Laboratory Learning Digital is used for the development of the subject.
Teacher tutoring:
It is scheduled at the end of each learning unit, according to the needs of the student, which is processed
through the respective computer module from the ERP University.
9. Learning Assessment
As well as formative and informal assessment, a formal assessment will be held throughout each
learning unit. The average score of each learning unit is obtained as follows:
IUC-SPA V2
Pg. 5
DESCRIPTION OF ACTIVITIES
%
(45%)
Listening (15%)
Writing (15%)
(20%)
Written exam
(25%)
(10%)
TOTAL
IUC-SPA V2
Pg. 6
100%
B.
LEARNING PLANS
LEARNING UNIT 1:
elated
to
U
n
familiar
matters
regularly
encountere
d in work,
school,
leisure, etc.
Speci
n
fic
Objec d
tiv
es
t
Understand
the
main
point
on
current
affairs
or
topics
of
personal or
professiona
l
interest
when
delivery
relatively
slow
clear.
i
u
m
c
o
m
5.2.
the
is
and
Can
deal
with
most
situations
likely
to
arise
in
common
conversatio
ns,
topics
are familiar,
of personal
interest
pertinent to
everyday
on
that
or
life (family,
r
hobbies,
work, nts,
travel dream
and s,
curre hopes
and
nt
event ambiti
ons,
s).
Can
giving
conn reason
s and
ect
explan
phras
ation
es in
for
a
opinio
simpl
ns and
e way 5.4.
plans.
in
of medium
complexity,
about
topics
consisting
mainly
of
high
frequency
everyday
language
describing
events,
feeling and
wishes.
Produce
simple
order U
to
n
connected
descrid
e
be
r
e
s
x
t
p
a
e
n
ri
d
e
cohesion
texts
and
coherence
on
topics
which
are
familiar
or
of personal
interest.
Can
n
s
c
h
e
o
s
r
a
t
n
t
de
ex
vt
es
describe
experience
s
and
impression,
using
the
appropriate
correspondi
ng linguistic
elements.
ud
Learning Activities
en
Le
ss
on
6.1
& 4.
6.2
with
ts
re
vis
e
ve
rb
s of
mov
eme
nt
and
talk
abou
t
e
x
t
r
e
m
e
s
p
o
r
t
s
u
s
i
n
g
t
h
e
m
.
5. S
t
u
d
e
n
t
r
i
t
e
h
o
t
t
e
x
t
b
o
u
t
e
x
t
r
s
p
r
e
i
d
e
n
t
i
f
y
hours
r
s
.
v
e
r
b
p
a
t
t
e
r
n
s
.
(
V
e
r
b
+
g
e
o Lesson 6.3 r
u
s
1. Students get to know the prepositions of movement and use them to ask each other
n
i
questions
d about their sports and other kinds of activities.
t
) complete text of a postcard and use it as an example to write a similar text.
2. Students
i
a
p
n
d
l
e
a
r
n
t
o
u
s
e
e
o
r
a
l
a
n
d
w
r
i
t
t
e
n
s
e
n
t
e
n
c
e
s
.
3 th
week,
06
2. Students watch a video and perform a few activities to learn how to talk about rules of hours
games and sports equipment.
3. Students write simple instructions to explain a sport they like and do a reading
comprehension.
4. Students read an e-mail about birthday plans to identify the use of verb + gerund / verb +
infinitive. They write their reply following a model.
1. Students do some grammar and vocabulary exercises, reading, listening and writing
activities to review units 5 and 6.
2. Students read an article to learn vocabulary about movie genres and to talk about movies.
3. Students get familiar with word stress in relation to some common suffixes
4. Students describe a popular movie theyve seen re
4 th
week,
06
hours
LEARNING UNIT 2:
Un
der
work,
sta
nd
text
s of
me
Specific
Objectives
diu
5.2.
school,
leisure,
etc.
co
mpl
exit
rel
order to
ate
to
fa
mili
ar
5.3.
5.4.
Produce
simple
connected
texts
with
ar
the
appropriate
or
linguistic elements.
corresponding
Learning Activities
Time
5 st
1. Students listen to an audio about movies and make guesses and to understand details.
I
UC-SPA V2
Pg. 8
week,
06
4. Students do a few listening activities about obsessive fans to identify main ideas, details
and the use of so and such.
1. Students read a text to get familiar with vocabulary about piracy and talk about it and to
6 nd
week,
06
hours
2. Students learn how to use the passive voice in oral and written texts, in the present and
past tenses.
3. Students get familiar with the weak forms of the passive voice.
4. Students perform a few reading and listening activities related to passive voice.
Lesson 7.5 (& 8.1)
1. Students read a webpage and answer questions about reality shows.
2. Students listen to a phone call to a radio station looking for specific information and get
familiar with fillers to improve their fluency.
3. Students practice short dialogs in which they give opinions using conversation fillers such
as:you know, yeah, anyway
7 rd
week,
06
hours
Students produce short written and oral texts using the new vocabulary
1. Students listen to short conversations to get familiar with vocabulary related to phrasal
8 th
week,
06
hours
LEARNING UNIT 3:
Specific
Objectives
Un
der
sta
nd
text
s
of
me
dium
complexity
related
familiar matters regularly
encountered
in
work,
to
school,
Pg. 9
5.2.
Can deal with most situations likely to arise in common conversations, on topics
that are familiar, of personal interest or pertinent to everyday life (family, hobbies,
work, travel and current events). Can connect phrases in a simple way in order to
describe experiences and events, dreams, hopes and ambitions, giving reasons
and explanation for opinions and plans.
5.3.
5.4.
Produce simple connected texts with cohesion and coherence on topics which
are familiar or of personal interest. Can describe experiences and impression,
using the appropriate corresponding linguistic elements.
Learning Activities
Time
Lesson 8.3
1. Students read and listen to an article about future inventions. They do some reading and
9 th
week,
06
hours
3. Students talk about future inventions and future reality, guided by a few questions.
Lesson 8.4 & 8.5
1. Students read an article about technology and conversation killers. They express their
opinion about it and conversation skills.
2. Students listen to three dialogs and read to cartoons to identify more future forms: present
simple, present continuous, will, going to and revise/ learn their different use.
3. Students create short conversations related to different personality types using the
appropriate future structure.
10 th
week,
06
hours
4. Students perform some reading and listening activities about fortune telling.
5. Students learn vocabulary and expressions used when making predictions and use them
in short oral dialogs.
Review 5 & Lesson 9.1
1. Students do some grammar, vocabulary, reading and listening activities to revise units 7
and 8.
2. Students learn new vocabulary related to weddings. They listen to a wedding planner to
check their comprehension and discriminate the use between be and get.
3. Students listen to a dialog and identify details to complete a table with the given
information.
4. Students talk about wedding in different cultures and plans for their wedding, using the
IUC-SPA V2
Pg. 10
11 th
week,
06
hours
1. Students read an article about a memorable wedding and identify adjectives with ed and
ing and their uses.
2. Students talk about romance, marriage, weddings and feelings, using the adjectives
learned in this section.
3. Students get familiar with the vocabulary related to romance, as well as common adverbs.
They express their opinion about love and romance, guided by some questions.
12 th
week,
4. Students listen to a dialog and identify the use of second conditional. They perform06
various activities to learn how and when to use this new structure.
hours
5. Students talk and produce short texts about impossible or unlikely situations.
6. Students take a quiz about jealousy and share their opinions about it.
7. Unit 3 Test
LEARNING UNIT 4:
Un
der
sta
nd
text
s of
and clear.
me
Specific
Objectives
diu
4.2.
co
mpl
exit
rel
order to
ate
to
fa
mili
ar
4.3.
ma
tter
s
reg
ula
4.4.
appropriate
linguistic elements.
corresponding
Learning Activities
Time
UC-SPA V2
Pg. 11
13 th
week,
06
hours
5. Students read an article about family relationships to identify main ideas, most important
facts, causes and effects.
6. Students learn a few expressions used to give advice and role play situations in which
they would apply similar language.
Lesson 10.1 & 10.2
1. Students get familiar with vocabulary related to causes and symptoms of stress.
2. Students listen to people talking about ways of relieving stress. They perform listening
comprehension activities to order ideas and identify details.
3. Students produce written and oral texts about causes and symptoms of stress.
4. Students get familiar with vocabulary about lifestyle changes and read texts to identify
14 th
week,
06
hours
specific details.
5. Students talk about lifestyle changes and write a text about them.
6. Students learn about relative pronouns and use them to describe photos.
Lesson 10.3 & 10.4
1. Students read and listen to a movie review to learn about attitude towards money and
alternative lifestyles and get familiar with the related vocabulary.
2. Students talk and write
3. about their attitudes towards money and alternative lifestyles.
4. Students listen to a conversation about school reunions to identify verb tenses.
15 st
week,
06
hours
IUC-SPA V2
Pg. 12
16 nd
week,
06
hours
Assessment Instruments:
Bibliographical References
Heinle and Heinle Publishers, USA, 2000.Kesner Bland, Susan Grammar Sense1,2,3
Bibliography - Dictionaries
On line
1 www.cambrigedictionaryonline.com
2 www.wordreference.com
3 Diccionario Traductor http://dictionary.reference.com/translate/
4 www.oup.com/elt/global/products/headway/elementary
5 www.oup.com/elt/global/products/englishforlife
6 www.oup.com/elt/global/products/inenglish
7 www.oup.com/elt/global/products/result/engelem
8 www.learnningenglish.com
IUC-SPA V2
Pg. 13
Level: ____________
Group: _______________
Teacher: ____________________
STUDENTS NAM
Fluency
Coherence
Grammar
Vocabulary
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
IUC-SPA V2
Pg. 14
Pronunciation
Total
Coherence
Grammar
Vocabulary
Pauses and
Speaks
hesitates most
sufficiently
in complete
in complete
of the time,
clearly and
sentences with sentences with
searching for distinctly, with
only a few
no interruptions
words
some
interruptions nor hesitation
interruptions and hesitation
and hesitation
The sentences
are
disconnected
and
incoherent.
It is hard to tell
what the topic
was.
Applies
grammar
related to the
topic.
Uses the
Shows very
gramatical
structures
little knowledge structures to
grammar
learnt
and no mastery form sentences structures to
correctly and
of grammar
with some
form sentences
easily
most of the
structures
errors and
time
inconsistencies
Uses very
limited
vocabulary
Chooses the
correct
Uses a
sufficient
Uses an
Uses
range of
adequate range appropriate and
vocabulary.
of vocabulary.
varied
Some errors in
vocabulary
according to
word usage
the
level
Speaks clearly
Pronunciation Often mumbles
Speaks
Speaks clearly and distinctly
or can not be
sufficiently
and distinctly all (100-95%)
understood.
clearly and
most of the
the time with
distinctly, with
time, with
fairly good
acceptable
satisfactory
accent and
pronunciation pronunciation pronunciation.
IUC-SPA V2
Pg. 15
Level: ____________
Group: _______________
Teacher: ____________________
STUDENTS NAM
Content
Organization
Achievement
of purpose
Use of
language
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
IUC-SPA V2
Pg. 16
Correctness
Total
Use of
Vague,
imprecise or
language
inappropriate
vocabulary is
used
Correctness
sentences are
mostly well
structured
Uses single
Text contains
Text contains
words and
errors that
minor errors,
disconnected which interfere none of which
phrases;
with clarity of interferes with
exhibits little communication
clarity of
awareness of
communication.
capitalization &
punctuation.
Precise and
effective
vocabulary is
used.
Sentences
vary in length
and pattern.
Text contains
essentially no
errors which
interfere with
clarity of
communication
IUC-SPA V2
Pg. 17
1 = Infrequently
2 = Frequently
3 = Mostly
4 = Always
INDICATORS
Identifies main
Identifies purpose for points,
facts and opinions
reading and makes that
STUDENTSFULLNAME
text
Identifies details
and
is able to recall
them
Monitors
understanding of the
text and uses
strategies
to figure out the
meaning of new
words
Expresses opinion
suggested by the
T
A
IUC-SPA V2
Pg. 18
1 = Infrequently
INDICATORS
STUDENTSFULLNAME
Pays careful
Determines exactly attention
what he or she needs to relevant verbal
to know
information
Asks effective
questions to clarify
verbal information
Understands
instructions and
audios beyond surface
meaning
IUC-SPA V2
Pg. 19
T
O
T
A
L
WRITTEN EXAM
Names: ___________________________________________ Date: _____________
Teacher: __________________________________________ Cycle: _____________
____________
9.
LANGUAGE
IN
pronunciation
35.
READING:
III.
LISTENING:
IV.
WRITING:
USE:
Grammar,
vocabulary,
Group:
functional
language,
IUC-SPA V2
Pg. 20