UNIVERSIDAD PEDAGÓGICA NACIONAL

FACULTAD DE HUMANIDADES
DEPARTAMENTO DE LENGUAS
LICENCIATURA EN ESPAÑOL-INGLÉS
SYLLABUS

GENERAL INFORMATION
1. Name of syllabus: Lengua y Cultura Anglófonas 4
2. Code: 1322135 Group: 2 Credits: 3
3. Term: 2020-I
4. Professor: Jhonatan Toro Vargas Contact: jtorov@pedagogica.edu.co

5. Objective
Development of background and psycho, socio, cultural, and pragmatic linguistic abilities in order to communicate efficiently in English

6. Main Issues
How to coherently use oral and written English language.
How to learn about English culture to contrast it with our own culture.

7. Topics of each Main Issue

How to coherently use oral and written English language.
1. Through the comprehension of oral, written texts, authentic and semi-
authentic, formal and informal material.
2. Through the production of written texts with a high level of complexity in
terms of grammar and syntax.
3. Through the appropriate use of idiomatic and colloquial expressions in oral
and written discourse.
4. Through the use of various communicative situations.
5. Showing commitment and autonomy in the learning process.
How to learn about English cultures to contrast them with our own culture.
1. By discovering similarities and differences between the native and the
second language.
2. By using different cultures as an empowering element to learn the second
language.
3. By the use of software to discover the history and cultures of the United
Kingdom.

8. Activities during the semester. Approach under the student scope:

● Workshop of learning strategies.
● Lectures: Where the application of topics, a cultural approach and note taking is done.
● Audio Laboratory: Listening comprehension, aural comprehension, and phonetics.
● Video Laboratory: Listening comprehension, cultural approach, and note taking.
● Workshops, presentations, and discussions
 ● Guided work: To develop abilities of composition and oral expression.
● Games: to apply the topic studied with a lucid point of view.
● Use of the topics studied with simulated contexts.
● Listening comprehension, phonetic practice and cultural approach, and entertainment.
● Cultural project

9. Achievements to be assessed

9a. Knowledge 2. Phonetics

 Emphatic stress to express enthusiasm
Indicators:  Rhythm
1. Communicative functions/ grammatical structures  Direct and indirect speech rhythm
First Term  Sentence stress in short answers with think, hope, guess, and believe
 Contractions with ‘d (would)
 Mixed tenses review.  Stress to emphasize meaning
 Gerunds and infinitives: changes in meaning.  Voiced and voiceless dental fricative
 Mixed conditionals: unless in conditional.  Intonation patterns
 Perfect modals: would have/should have/Could have
 Embedded questions: Noun clauses and noun clauses as direct object 3. Attitudes:
 To understand the importance of a foreign language as a teacher of it
Second term and as self-improvement.
 Indirect/Reported speech: Say and tell; tense changes.  To identify mistakes and work on improving them.
 Relative clauses  To be able to establish similarities and differences between Spanish
 Noun clauses and English.
 Verbs followed by objects and infinitives.  To identify socio-cultural aspects of English.
 Infinitives with too + adjective.  To broaden syntax knowledge.
 To identify learning strategies to improve performance in the second
language.
 To implement several strategies to learn the second language.

9b. Knowledge of:

ACHIEVEMENT INDICATORS IN TERMS OF SKILLS

General Methodology

According to current circumstances, classes will be held by online sessions through different platforms or in direct classes. In the first case, it becomes
imperative to take advantage of ICTs as a configurator instrument of learning environments. In order to design e-learning educational experiences, teachers
will ask their students to sign up to the chosen platforms (Teams by Office 365, Hangouts, Zoom, etc.) to start the session. Once students have their online
sessions, a brief review of a given topic or the introduction of a new topic will be given. Then, students have to send their questions or points for discussion
to the teacher. These questions or discussion points will be dealt with immediately, either individually or collectively. Online debates will be organized in
order to discuss the topics that have been chosen for this course. This will also help to identify reading comprehension strategies that have been proposed.

Teachers will share material (PDF reading files, video clips, online tutorials, recordings, PPP slides, Prezi, Slideshare, Powtoon, and Moodle etc.) with their
students to complement online sessions. This also fosters autonomous work.
Students will be asked to work in online groups to work on different assignments such as reading comprehension tasks, writing tasks, or solving charts after
listening exercises. Additionally, online text editing will be done via Teams, Google docs, or Dropbox and the like to give general feedback and observations
to the group. Also, online reading-aloud sessions will be done in the class, as to guide students on the use of reading strategies, their application and
usefulness. Students can ask their questions and give contributions through the online chats included in the platforms.

In the second case, classwork in this course will include communicative activities through which students will have the chance to develop the four language
skills and share ideas/discuss about all the topics that will be introduced along the term, as well as to put into practice the different reading strategies and
grammar, vocabulary, and functions that are included in the program. Classes will be recorded on the platform in case students need to go back to it or
missed one of the sessions.

1. Listening:
Achievement: listening, understanding and analysing complex topics about different subjects.

Specific methodology: students will be given different sources of audio-visual material regarding different worldwide controversial topics on academy,
critical pedagogy, politics, etc. with different formats (documentary, film, interview, sitcoms, etc.) so they can accomplish the following indicators:

Identifies the general idea of an oral text.

Identifies and takes notes of general and secondary ideas as well as specific details.
Infers the meaning of unknown words in a context.
Makes inferences and deductions based on what is heard including the speakers’ attitudes.
Identifies the expressions when starting conversations.
Follows the development of colloquial discourse.
Follows and understands news.
Takes exact notes of the oral texts.
Follows narrations.
Expresses his/her own opinion of listened texts.
In order to carry this out, different online platforms will be used so students can have access to this material. There will also be online interaction between
the teacher and students which will take place in class sessions or as both parts agree to do so. These interactions will be addressed to solve questions and
evaluation, which have to be linked to the other communicative skills.

2. Reading:
Achievement: Reading, understanding and analysing complex topics about different subjects.

Specific methodology: This process will also take place in different online platforms to solve students´ questions and give feedback on their assignments.
Additionally, students are intended to have preparation on international tests; therefore, some websites with information and exercises will be shared with
students for them to interact with the international-test-like questions.

Indicators: The student:

Identifies the general idea of an oral text.
Identifies and takes notes of general and secondary ideas.
Identifies specific details such as verb forms.
Infers the meaning of unknown words in a context.
Makes inferences and deductions based on what is read including the authors’ attitudes.
Identifies expressions when starting conversations.
Follows and understands news.
Takes exact notes of the written texts.
Expresses his/her own opinion of written texts.

3. Writing:

Specific methodology

The process of writing is time consuming and complex; therefore, it might take place in the classroom when possible, at home, and by using virtual platforms.
EFL learners will be given feedback during the tutorial sessions whether online through different tools or platforms (Teams, Meet, Zoom, hangouts, etc.) or
personally.

Achievement: To write texts with a high level of difficulty (compare and contrast and cause and effect essays).
Indicators: The student:

Uses the grammar structures learned in previous semesters.

Uses the vocabulary studied correctly according to the topic.
Uses punctuation marks correctly.
Uses communicative functions according to the context.
Relates ideas in order to give unity to the text.
4. Speaking:
Achievement: Interacts with his/her teacher and classmates about personal, social, cultural and academic topics.

Specific methodology: students will be given different sources of audio-visual and written material regarding different worldwide controversial topics on
academy, critical pedagogy, politics, etc. with different formats (documentary, film, interview, sitcoms, newspaper articles, essays, etc.) so they can
accomplish the following indicators:

Uses the grammar structures learned in previous and current semesters.

Uses the vocabulary studied correctly according to the topic.
Uses communicative functions according to the context.
Relates ideas in order to give unity to the context.
Uses the phonemes correctly in order to make himself or herself understood.
Identifies and produces stressed words and sentences.
Identifies and produces correctly some phonetic phenomena such as: linking, elision, and assimilation.
Holds a conversation in a natural way, by using fillers and asking questions.
Expresses his/her own opinion orally.

Teachers will use different online platforms in order to interact with their students. In these interactions, the teacher will post critical questions for discussion
on the chosen topics. In addition, short oral group or individual presentations will take place. For these tasks students could use different ICT resources such
as Canva, Prezi, Powtoon, Slideshare as back-up. Students and teachers will schedule this accordingly. Before the final version of the oral task, students
must ask for online tutorial sessions. On the other hand, speaking presentations will have the following structure, introduction, development, conclusion and
analysis discussion.

5. Anglo cultures: CULTURAL PROJECT about relevant aspects of the United Kingdom.
The student:

- Inquires and presents relevant aspects about the British culture.

- Establishes a contrast between his/her own culture and the cultures of other English-speaking countries.

Topics:
● The political system of the United Kingdom
● Literature: British authors and their times.
● The educational system of the United Kingdom
● Economy
● Religion
● The United Kingdom in the two world wars
● Top monarchs and their influence in the history of the UK
● Environmental issues
The cultural project in this course is an essential section of the class in which students gain knowledge about the history of England and the British Empire.
Specifically, when someone learns another language, it is necessary that each learner gets to know some important cultural features in terms of the common
behaviour, ideals, and vision of the world that the speakers of that target language share in their daily living.

Methodology

Students research about the history and cultural aspects of English cultural dynamics and aspects taking into account the aforementioned topics. Students
have to make groups of three or pairs. Each group must choose a topic of their liking and a week after they must present the teacher what will be done in
class. No topics can be repeated. By the final term, when it is expected to be back in the university, every group will perform the presentation which will
last 30 minutes and might take place the first week of July, two groups per week. In such a case the current global situation persists and the course needs
to be finished virtually, students will be asked to present their projects via the internet either through any of the aforementioned virtual platforms or through
videos that must be sent to the teacher. Every group must take AAW for feedback, without it the presentations will not be allowed. On the other hand, every
topic must be critically approached.

Evaluation: The presentations will be assessed by making use of the following grill:

● Speech fluency 1.0 point

● Grammar and vocabulary 1.0 point
● Pronunciation 1.0 point
● Cohesion and coherence 1.0 point
● Task achievement 1.0 point
TOTAL 5.0

Attitudes: The student

- Establishes a context for understanding the culture.
- Respects others’ opinions.
- Establishes cooperation in the group.

11. Assisted Academic Work

11.1. Objectives
The Assisted Academic Work is a tool that students have in order to improve their skills and competences in the language with the teacher’s assistance and
guidance. The main purposes of this activity are:
 ● To practice speaking
● To receive guidance on the writing process
● To discuss doubts about topics worked on in class
● To discuss the cultural project
● To receive feedback on all the activities and work done in and out of class

11. 2. Methodology

The AAW will be developed under the supervision and guidance of the head teacher. It will be conducted in the following way:
1. The teachers and the students agree on the two hours fixed for the AAW sessions. (Individual or group sessions could be scheduled through Sign
Up Genius - https://www.signupgenius.com/ - or other possible tools.)
2. Teacher and student(s) agree on the topic, matter or skill to develop.
11.3 Critical and Academic literacies Approach

The Assisted Academic Work consists of two hours weekly. During these two hours students have the opportunity to reinforce some topics, clarify doubts,
and answer specific questions they may have. In addition, students obtain feedback on the projects they are carrying out such as: cultural, reading, and writing
projects. Furthermore, some skills like speaking and writing may be evaluated through AAW. Students have the possibility to attend these tutorials either
individually or in small groups of 3 to 4 students. Also, tutorial sessions might take place at the Saudel room (when plausible) or the teacher and students
may draw on some virtual tools such as Teams, Hangouts, Zoom, Meet etc. In the second case, students are supposed to arrange an online meeting or session
taking into account the schedule agreed with the whole class previously and upload the necessary material to a Dropbox or Google Drive folder designed for
this purpose.

12. Course Evaluation

12.1 Assessment

● Midterm test 20%

● Final test 30%
● Total (Exams) 50%
● Class performance 15%
● Cultural project 15%
● Reading project 10%
● Writing project (essay) 10%
● Total (Activities) 50%
________________________________________________
FINAL 100% / 5.0
Specifications:

The mid-term exam will include the topics mentioned above in the indicators section. As for the final exam, the topics included are the ones covered
in the second term.

Class performance will include quizzes throughout the semester. Also, workshops, short oral presentations and written assignments along with homework.
Not all homework will be graded. (Online activities along the first term will count as well) Punctuality is essential.

Cultural project: students will be given a set of topics concerning British culture. They will have a week to decide what they want to talk about based on
the topics and the remaining time from then to July to prepare the presentation. AAW is mandatory to carry this out for without it, the project will not be
presented. Each presentation will last 30 mins tops and they will take place as stated above. Presentations will take place every week from then on (first week
of July). Every student must make a written reflection on the topic. Specifications will be given to do so.

Reading project: Pedagogy of the Oppressed from Paulo Freire will be the book to be read during the semester. It will be evaluated in AAW through
debate in small groups. One small debate will take place in class so students become familiar with the evaluation process.

It is important to highlight that in addition to the book, learners will also be prepared and exposed to FCE and IELTS international exams regarding audio
and reading comprehension exercises before taking the exams. Inferencing, eliciting, extracting main ideas, taking notes among other types of questions will
be worked on during the first-term Moreover, for the second term, students will be introduced to some reading skills which will be useful when approaching
a text.

Writing project: students will be given a set of controversial topics (abortion, euthanasia, suicide, bullying, legalising drugs, death penalty, feminism, others
may be suggested) for them to pick one and one only to work during the semester and deliver the final version by the last week of the semester in August.
Requirements include one-page document, three paragraphs tops and the type of document is an argumentative essay following the 2 nd part of the IELTS
exam. AAW is also a requirement.

Tutorial sessions: Mandatory

In order to be allowed either to develop the cultural project presentation or to deliver a paper corresponding to one of the assessment aspects mentioned
above, each student must attend at least two tutoring sessions. For the Writing Project, a minimum of three (3) sessions is required.

ATTENDANCE: If the student fails to attend 20% of the course (12.8 hours) the student will immediately receive an automatic 0.0 for the final course
grade. Taking into account the aforementioned in the methodology section in which it is stated that classes may be recorded, Thus,it is vital that students
attend all virtual or direct class sessions scheduled.
Weekly class development proposal
Week number Communicative Learning aims Type of work Assignment Assessment
function/grammar
structure
1 and 2 Mixed tenses review To review and to improve Online sessions to explain Worksheets solving, Summative and formative.
the tenses already studied. and clarify doubts. writing exercises, Summative will be added
Autonomous work on audio/video recordings, to Class performance item
worksheets and webpages. reading checks, etc. for the general
Assessment.
3 and 4 Gerunds and infinitives: To review and to improve Online sessions to explain Worksheets solving, Summative and formative.
changes in meaning their use and meanings. and clarify doubts. writing exercises, Summative will be added
Autonomous work to audio/video recordings, to Class performance item
understand and reinforce reading checks, etc. for the general
the topics. Assessment.
5 and 6 Mixed conditionals: To identify and implement Online sessions to explain Worksheets solving, Summative and formative.
unless in conditional the correct use of and clarify doubts. writing exercises, Summative will be added
conditional sentences in Autonomous work to audio/video recordings, to Class performance item
English, as well as their understand and reinforce reading checks, etc. for the general
combinations. the topics. Assessment.
7 and 8 Perfect modals: would To understand and to Online sessions to explain Worksheets solving, Summative and formative.
have/should have/could implement the use of and clarify doubts. writing exercises, Summative will be added
have modal verbs in the past Autonomous work to audio/video recordings, to Class performance item
according to specific understand and reinforce reading checks, etc. for the general
situations. the topics. Assessment.

13. References

- ARIAS, L. D. (2009). Manual of English Pronunciation. Bogotá: Universidad Pedagógica Nacional.

- SASLOW, J. & ASHER, A. SUMMIT 1. Longman.
- Cambridge International Dictionary of English.
- EASTWOOOD, John. Oxford Practice Grammar. Oxford University Press.
- GRAFF, Henry. America: The Glorious Republic. Houghton Miffling Company, 1990.
- HOOK, J.N. Two-Word Verbs in English. Harcourt Brace Jovannovich Publishers.
- LYNCH, T. Communication in the Language Classroom. Oxford University Press.
- MUNBY, John. Communicative Syllabus Design. Cambridge University Press.
- Oxford’s Advanced Learner’s Dictionary.
- OXFORD, Rebecca. Language Learning Strategies. Newbury House Publishers.
 - PARROTT, Martin. Tasks for Language Teachers. Cambridge Teacher Training and Development.
- RAIMES, Ann. Techniques in Teaching Writing. Oxford University Press.
- SCHRAMPFER, B. & MATTHIES, B. Fundamentals of English Grammar, 1995, Prentice Hall.
14. Resources
Videos:
Brave Heart, The man for all seasons, Elizabeth I, Victorian Scramble
for the empire.
ADJECTIVAL CLAUSES
http://www.chompchomp.com/terms/adjectiveclause.htm
http://wps.ablongman.com/long_faigley_penguinhb_2/30/7853/2010392.cw/in
dex.html
INFINITIVE WITH TOO + ADJECTIVE
http://www.youtube.com/watch?v=ZDXwtvgZ41o
NOUN CLAUSES, EMBEDDED QUESTIONS, NOUN
CLAUSES AS DIRECT OBJECTS.
http://www.youtube.com/watch?v=oogy8KB1Mj0
http://www.youtube.com/watch?v=HE6LBi4wFEo
http://www.englishpractice.com/grammar/noun-clause-exercise/
http://www.grammar-quizzes.com/nounclausequiz.html
http://www.english-zone.com/grammar/noun-clz1.html
http://www.ucl.ac.uk/internet-grammar/function/ex5.htm
UNLESS IN CONDITIONALS.
http://www.englishbaby.com/lessons/grammar/conditionals_with_unless
WEB SITES
www.ssag.sk
www.connect2/teacherresources
www.summit1.com
www.englishpage.com
www.englisch-hilfen.de/en
www.mansioningles.com
https://www.englisch-hilfen.de/en/exercises_list/alle_grammar.htm
https://www.ego4u.com/
https://agendaweb.org/
INDIRECT SPEECH (TENSE CHANGES), IMPERATIVES.
http://www.youtube.com/watch?v=n1G0tmsruIw
http://www.youtube.com/watch?v=iLUhWd9T6Vc
http://www.englisch-hilfen.de/en/exercises_list/reported.htm
http://www.myenglishgrammar.com/english/exercise-5-indirect-speech.html
http://ies1libertas.edu.gva.es/departamentos/ingles/PDFs/primero/eimpe1e1.pdf
http://www.englishgrammarsecrets.com/imperative/menu.php
CONDITIONAL (UNREAL)
http://www.youtube.com/watch?v=KwJPFN7YmJ4&feature=related
http://www.englishpage.com/conditional/conditional2.htm
http://www.englishpage.com/conditional/conditional3.htm
http://www.englishpage.com/conditional/conditional4.htm
http://www.englishpage.com/conditional/conditional5.htm
http://efreeway.avcenter.ntu.edu.tw/freeway/self_assessment/package/Package%2014/inte
r/inter-gram.htm
VERBS FOLLOWED BY OBJECTS AND INFINITIVES
http://www.myenglishteacher.net/VerbsFollowedbyObjectandaInfinitive.html
 http://www.grammar-quizzes.com/9-7.html
http://linguapress.com/grammar/conditionals.htm
http://www.youtube.com/watch?v=waAT8q_RouE
NON COUNT NOUNS.
http://www.chompchomp.com/terms/noncountnoun.htm
http://www.youtube.com/watch?v=yEmcy-xbtOw
http://www.english-zone.com/grammar/noncount2.html#6
NOUN CLAUSES
http://www.youtube.com/watch?v=oogy8KB1Mj0
http://www.towson.edu/ows/exercisenomclause.htm
http://buckhoff.topcities.com/noun_clauses.htm
http://teachro.publiccomputingservices.org/grammarpractice/clause/subnoun.h
tm
PREPOSITIONS OF PLACE TO DESCRIBE LOCATIONS
http://www.perfect-english-grammar.com/prepositions-of-place-exercise-
1.html
http://www.englishexercises.org/makeagame/viewgame.asp?id=597
http://www.1-language.com/englishcourse/unit6_grammar_exs.htm
http://www.azargrammar.com/assets/beginning/BEGVocabularyWorksheets/
BEGVocab1/BEGvoc1-10.pdf
http://www.detailenglish.com/index.php?page=articles&op=readArticle&id=2
30&title=Prepositions-of-Place-Exercises-With-Pictures
http://www.english-4u.de/prep_of_place_ex1.htm
http://www.englisch-
hilfen.de/en/exercises/structures/prepositions_place_time.htm
http://www.youtube.com/watch?v=6jE5NMRNAAs&feature=related
Assigned professor.
http://downloads.bbc.co.uk/worldservice/learningenglish/grammarchallenge/pdfs/gc_45_
verb_object_infinitve.pdf
http://downloads.bbc.co.uk/worldservice/learningenglish/grammarchallenge/pdfs/gc_45_
verb_object_infinitve_quizzes.pdf
http://speakspeak.com/a/html/d3b004_grammar_practice_exercise_verb_infinitive.htm
http://www.grammar-quizzes.com/infinitive2b.html
GERUNDS AND INFINITIVES (CHANGES IN MEANING)
http://www.youtube.com/watch?v=6jE5NMRNAAs&feature=related
http://www.englishpage.com/gerunds/index.htm
http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/gerinf1.htm
http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/gerinf2.htm
http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/gerinf3.htm
http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/gerund2.htm
http://www.really-learn-english.com/gerunds-and-infinitives.html
THE PRESENT PERFECT AND THE PRESENT PERFECT
CONTINUOUS
http://www.ego4u.com/en/cram-up/grammar/prepersim-preperpro
http://www.englishpage.com/verbpage/presentperfectcontinuous.html
http://www.englishgrammarsecrets.com/presentperfectsimpleorcontinuous/menu.php
http://english-zone.com/verbs/prsperfcont.html
http://www.autoenglish.org/gr.percon.i.htm
http://www.englishclub.com/grammar/verb-tenses_present-perfect-continuous_quiz.htm
http://www.englishclub.com/grammar/verb-tenses_present-perfect-continuous_quiz.htm
http://www.youtube.com/watch?v=kLxnRQZrhc0&feature=related
Jhonnatan Toro Vargas
Magíster en Educación
Docente Departamento de Lenguas
Universidad Pedagógica Nacional