Goal

By the end of the course, students from the different careers be able to understand
and use familiar everyday expressions, and very basic phrases aimed at the satisfaction of
needs of a concrete type, in order to supplement their A1 level and therefore lead them to the
A2 level.

Learning Objectives:

By the end of the course students will be able to express common words and phrases
in 2L.

Learning Outcome:

By the end of the course students will be able to:

- Introduce him/herself and others.

- Ask and answer questions about personal details, such as where he/she lives, people
he/she knows and things he/she has.
- Interact in a simple way provided the other person talks slowly and clearly and is
prepared to help.
- Understand the information that is presented within their careers.
- make a conversation from with new vocabulary and technical aspects.

English level of students:

According to the results that we got in the questionnaire applied to a focus group it
was notorious that students might be holding an A1 level according to the Common European
Framework, which means that students are in a beginners level within their degree level. The
teacher was conscious of ss level, thus, he tried to include material that were profitable to
their level, and also of students’ interest.

Approach to course design:

The approach that we consider to be profitable for the students is the skill-centred
approach, since we appoint to the development of skills, specifically the oral production. In
order to attend this specific need is necessary to take into account the students’ level, and
moreover, their interest regarding to the competences they need to have to achieve the goal.
We are not taking much relevance in the other two approaches for this course since they look
for addressing a need in terms of specific needs starting from the data collecting of their
failures and lacks, and therefore putting much attention in the needs rather that the
competences that students require.

Syllabus:

What we state from the syllabus design is that none of them profitably attends the
needs we want to address, that’s why we want to make a mixture of different items that
syllabuses hold.

In order to make proficient processes taking into account the complexity of the language what
we consider to be suitable are:

Material Syllabus:

We might be integrating authentic materials during our sessions, allowing students

to have some resources that cater their attention and creates meaningful wholes.

Organizational Syllabus:

This will help the teacher at the moment of knowing students, that is to say that
he/she is going to allow some topics of interest that cater ss’ attention so that they feel
motivated toward the processes. within this there will be tailored some items from evaluation
syllabus and classroom syllabus. From the evaluation syllabus we are taking into account the
competences regarding to the nature of language and linguistic performance; and for
classroom syllabus we are taking into account the environment where students are involved
to have an interactive and dynamic use of the language.
 Evaluation Organizationa Material Teacher Classroom Learner
l

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about the • Dynamic, learner to
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taught well as about the the clarity, that involves information.
language. nature of intensity what is
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learning

José Miguel Enamorado Giraldo

Isabel Vergara Palomino

Samuel Perez Fuentes