VICERRECTORÍA ACADÉMICA

LICENCIATURA EN ESPANOL E INGLES

CONTENIDO PROGRAMÁTICO

Datos de identificación
Programa Académico: Asignatura: Ingles II
Licenciatura en Español e
Inglés.
Código: 27603018 Plan de estudios: 1029

Número de Créditos dentro del Fecha de actualización: Julio 2020

Plan de Estudios: 3

Justificación de la asignatura

This subject is proposed in support to The National Program of Bilingualism led by the National
Ministry of Education and Standards of the Common European Framework of Reference for
Languages (CEFR). Therefore, the faculty of education of the university and the program of
services provide the necessary tools to strengthen the domain of a foreign language in our society
with the purpose of making it part of global dynamics related to academic, cultural, economic, and
other subject matters according to the parameters suggested in the CEFR in each of the levels (A1,
A2, A2 +, B1, B1 +, B2, B2 +, C1, C2); thus contributing to the professional profile throughout the
academic training.

The above-mentioned introduction, justifies the main purpose of this subject which is to lead UAN
students to develop their English skills in a didactic and ludic way to achieve the level A2. For this
level, students will be able to use the set of knowledge and skills learned during the previous
courses to perform in new contexts making use of the following linguistic skills: understanding
(listening comprehension and reading comprehension); speaking (oral interaction and oral
expression) and writing (written expression).

Objetivo General

Students develop, apply and interpret basic and effective listening, speaking, reading and writing
skills by presenting and understanding authentic conversations, creating and developing research-
based activities related to the topic, using different kinds of learning tools that enhance their
learning and help them achieve their course and personal goals.

Objetivos Específicos

Unidad Objetivo Objetivo Objetivo

temática conceptual procedimental actitudinal
Clothes and -Explore and use the -Read, observe and do -Contribute to the
Shopping different tenses in activities related to the development of the
order to keep topics seen in class. class.
conversations about -Design and present

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Helping each familiar and unfamiliar projects proposed in
other topics. class.

Experience
Home sweet -Learn and -Apply and show the -Recognize and
home understand the learned structures in evaluate the different
different vocabulary activities proposed in learned structures
related to the topics the classroom. and put them into
seen in class. -Design and present practice in everyday
Celebrations the projects proposed situations.
in class.

Daily life
Now and then -Explore ways to use - Apply and show the - Recognize and
the learned learned structures in evaluate the different
vocabulary and activities proposed in learned structures
structures to properly the classroom. and put them into
show command of -Design and present practice in everyday
Giving advice them. the projects proposed situations.
in class.

Contenidos

Unit 1 Clothes and shopping, helping each other, experience.

-Present simple
-Present Continuous
-Past simple to be
-Object pronouns
-Predictions
-Giving advice

Unit 2 Home sweet home, celebrations, daily life.

-Wh questions
-How questions
-Yes/no questions
-Countable and uncountable nouns
-How often
-adverbs of frequency

Unit 3 Now and then, giving advice.

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-Intensifiers
-There was/there were
-Regular and irregular verbs
-ED ending pronunciation
-Modal verbs
-Giving suggestions

Competencias que los estudiantes desarrollan

Competencia Unidades de la competencia

Institucional
Competencia Investigate and do research about the different
investigativas applications in class.
Pensamiento Interpret and apply the different vocabulary words and
crítico structures learned.
Comunicación Understand and use the English language as a means of
en inglés communication in their products and in their classes.

Escritura en Understand and Use the Mother tongue when necessary.

lengua materna
Pensamiento Interpret the different graphs and charts of the statistics
matemático related to ESL and EFL education.
Competencia Work cooperatively in class and participate in the different
ciudadana activities.
Competencia Possess and Use basic technological knowledge taking into
en Ciencia, account the class needs.
tecnología y
manejo de la
información

Metodología

Modelo pedagógico: Cognitivo-social

Modalidad: Presencial

Estrategias pedagógicas: Foros, debates, investigación, diseño de

proyectos, estilos de aprendizaje, inteligencias múltiples, plataformas
digitales.

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 Resultado de Aprendizaje

Students will master their linguistic, metalinguistic, sociolinguistic, pragmatic and intercultural skills;
making a flexible and effective use of the language in social, academic and professional contexts.
Additionally, they will design teaching strategies that provide pedagogical reflective processes in
both, the learning process of the language as well as in the school educational practice by adopting
pedagogical approaches based on the knowledge and analysis of the educational context.
Finally, students will develop characteristics of leadership, mediator, decision-makers, team workers
and facilitator in their exercise of experienced teachers in training; establishing reflexive and
assertive relationships conducive among the communitive involved in the educational process.

Criterios de evaluación

Momentos Estrategia de Conocimientos y ¿A través de qué

de evaluación objetivos a evaluar se evalúa?
evaluación (¿Cómo (¿Qué se evalúa?)
(¿Cuándo evaluar?)
se
evalúa?)
Primer corte Micro teaching
( 25 %) Heteroevaluación Presentations
( 10 %) In class
Segundo
discussions
corte ( 25
Forums
%)
Coevaluación Debates
( 10 %) Lesson planning
Tercer corte
Whole class
( 20 %)
Autoevaluación instruction
Examen ( 10 %) Project
final (30%) presentation

Fuentes de información o referencias

Textos Guía (Descargables para la metodología distancia)

Foley, M & Hall, D. (2007). New Total English. Elementary level. Student´s and Workbook.
Edinburgh: Pearson education limited.
Moor, P & Cunningham, S (2001). Cutting edge. Student´s and workbook. Edinburgh: Pearson
education limited.

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Murray, D. E., & Christison, M. A.(2011). What English Language Teachers Need to Know, Volume
II. New York, NY: Routledge.

Miller, S., T. (N.D). Australia. Retrieved from www.readingA-Z.com

Herrera, S. and Murry, K. (2011) Mastering ESL and Bilingual Methods. Pearson.

● Oxford. R. (1990) Language learning strategies. What every teacher should know. New
York : Newbury House Publishers.
● Ministerio de Educación Nacional (2006) Guía No. 22 Estándares Básicos de
Competencias en Lenguas Extranjeras: Inglés.

Colombia
 

● Chard, D and Dickson, Sh.(1999). Phonological Awareness: Instructional and Assessment

Guidelines. Retrieved from
http://www.ldonline.org/article/6254/
● Fromkin, V., Rodman, R. & Hyams. N. (2007). An introduction to language. Boston, MA:
Thomson Wadsworth.
● Murcia, M. G., Brinton, D.M., & Snow, M.A. (2013). Teaching English as a Second or
Foreign Language. Boston, MA, National geographic Learning.
● Torgesen, J. K. & Mathes, P. G. (1998). What every teacher should know about
phonological awareness. (pdf document). Retrieved from
http://www.fldoe.org/ese/pdf/phon9872.pdf

CONTROL DE CAMBIOS
Fecha Descripción del o los Persona y cargo de quien
cambios realiza el cambio

DOCENTE (ELABORÓ o DECANO (REVISÓ Y APROBÓ)

ACTUALIZÓ)
Firma: Firma:

Nombre: Silvia Ordonez Nombre:

Fecha: July 27th 2020 Fecha:

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