THE UNIVERSITY OF THE AUTONOMOUS REGIONS OF THE NICARAGUAN

CARIBBEAN COAST
URACCAN-NUEVA GHINEA CAMPUS

SYLLABUS

Subject

English Integrated Skills IV: Reading and Writing

Date: February 1st 2021

I. General Information

Career: Bachelor’s Degree in English Language Teaching

Study Plan

Subject: English Integrated Skills IV: Listening and Speaking

Subject Code:

Requirement: English Integrated Skills III: Reading and Writing

Regime: four-monthly

Modality: presently

Frequency: Regular

Shift: Night

Hours (Theoretical y Practical): 64

Academic Year: 2021

Teacher: Klifor Javier Pérez Valle

Number: 81281172

E-mail: klifjavier156@gmail.com

Coordinator: Msc Napoleón Rojas

II: Institutional Philosophy

Misión/Mission

Formar hombres y mujeres con conocimientos, saberes, capacidades, valores,

principios, actitudes humanistas, sentido de emprendimiento e innovación, en
equilibrio y armonía con la Madre Tierra para el fortalecimiento de las Autonomías de
los Pueblos.

To train men and women with skills, knowledge, skills, values, principles,
humanistic attitudes, sense of entrepreneurship and innovation, in balance and
harmony with Mother Earth for the strengthening of Autonomous Peoples.

Visión/vision
Ser líder en el modelo de Universidad Comunitaria Intercultural reconocida a nivel
regional, nacional e internacional por su calidad y pertinencia, que acompaña
procesos de gestión e incidencia, para la construcción de ciudadanías
interculturales de género, que conlleven al Buen Vivir y la Autonomía de los
Pueblos indígenas, afrodescendientes, mestizos y otras comunidades étnicas.

To be a leader in the model of Intercultural Community College recognized

regionally, nationally and internationally for its quality and relevance, accompanying
management processes and incidence, for the construction of intercultural gender
citizenship, involving the Good Life and Autonomy indigenous peoples, Afro-
descendants, mestizos and other ethnic communities.
 Transverse axes:

 Intercultural Gender Perspective

 Interculturality
 Autonomy of the Peoples
 Good living and development with Identity
 Dialogue of knowledge
 Institutional Articulation

 University Values o University Principles

 Institutional Identity  University Autonomy
 Respect  Accessibility
 Ethic  Equity
 Solidarity  Interculturality
 Humanism  Community Service
 Transparency  Cultural Identity
 Co-responsibility  Regional Unity
 Trust  National Unity
 Complementarity  Collective Construction
 Environmental awareness  Quality culture
 III: Course description

The course Integrated Skills IV: Reading and Writing allows students to continue mastering
the acquisition and development of the four English skills. However, the skills, reading and
writing, will be covered with special emphasis. During this course the students will be reading
articles about different topics and writing basic paragraphs about everyday situations such as
your favorite place to shop, your personal preferences, something funny/strange/ interesting,
an e-mail to a friend, your country, and someone who wants to study in your country.
Moreover, in order to meet the proposed objectives of this course, professors will use
communicative methodology to carry out the teaching-learning process.

According to the curriculum 2010, of the Bachelor’s degree in English Language Teaching and
knowledge areas that comprise it, the course English Integrated Skills IV: Reading and writing
is located in the area of specialization. Furthermore, this subject is in the fourth semester of the
curriculum and it is prerequisite of the course English Integrated Skills V: Reading and writing.

The importance of this course is because it will provide students an appropriate environment for
practicing the four English skills, but focusing on reading and writing. English will be used as a
medium of communication and social interaction in the classroom, regardless of the level of
difficulty and errors in the use and management language at this time.
IV: OBJECTIVES

Continue improving students’ communicative abilities with a solid practice and use of reading and
writing skills through different interactive activities based on everyday topics and issues by using
the English Language as medium of communication and interaction.

Encourage students to practice personal and academic responsibility, mutual respect among each
other and to recognize the capacities, rights and duties of men and women of our society through
the teaching-learning process of reading and writing skills.

V: CONTENTS

N° of the unit Name of the Theoretical Practical Total Hours

units Hours Hours

There are too

1 4 6 10
many stores!
I like guys who
2 4 6 10
are creative
What are you
3 4 6 10
doing?
It might be an
4 4 6 10
elephant.
5 I used to sing 4 6 10
Living in a
6 4 6 10
pyramid.
7 Evaluation 2 2 4<
8 Total Hours 32 32 64

VI: Methodological strategies

 It is recommended that English teachers, of URACCAN University, follow a
communicative approach to facilitate the teaching-learning process of this course,
taking into consideration that the communicative approach in language teaching starts
from a theory of language as communication. According to Hymes (1972) the goal of
language teaching is to develop communicative competence.
Some of the characteristics to have in mind are:

 Learners learn a language through using it to communicate.

 Prior experiences of the students are important.
 Authentic and meaningful communication should be the goal of classroom
activities.
 Fluency is an important dimension of communication.
 Communication involves the integration of different language skills (listening-
speaking and writing-reading)
 Learning is a process of creative construction and involves trial and error.

The Pedagogical Model of URACCAN University underlines other significant

suggestions to carry out the teaching-learning process, for instance, teachers have to
"encourage and promote research, guide their work based on student’s prior
knowledge and experiences, promote entrepreneurship and creativity, and promote the
development of classroom environments where the student meets the most important
role in the classroom, through their active participation. (URACCAN, 2004, p. 17)

In conclusion, it is suggested to use authentic materials such as books with audio CDs
recorded and designed by native speakers, movies tackling important topics, English
langue laboratory, board games, websites, visit of English peaking people -available in
the community-, dictionaries and other sources found in the community and that are
easy for the students to use. Moreover, to make the oral production more meaningful,
the students and teachers will use the English Language as a medium of
communication and interaction inside and outside the classroom.

VII: MATERIALS OR DICDACTICS RESOURCES

 Educative materials or didactics resources are helpful tools that the teacher have to
provide for the success of the development of the signature: selection of readings,
learning guides, texts, projector, multimedia, television, audio, interactive
presentations.

Announces the main educational means and educational materials that will be used
for the learning acquisition. The selection and/or elaboration of the means and
educative materials will depend of the nature of the signature and the procedures
and techniques utilized. It should be considered means and materials of nature and
diverse technology.

 Tape recorders
 Computers to be used in the classroom.
 Data shows
 TV
 DVD player
 Audio CDs
 DVDs
 Internet
 Language Laboratory.
 Monolingual English dictionary
 English-Spanish dictionary
 Grammar books
 Head projectors
 Classroom with chairs, whiteboards, light, tables and funs.

VIII. EVALUATION
The assessment process in this course will be accomplished by taking into consideration a
wide variety of teaching strategies and techniques, for instance, oral presentations, reading
comprehension exercises, pronunciation exercise, articles discussion, debates about everyday
situations, sentences writing, and basic paragraph writing.

Moreover, English professors must pay attention to what URACCAN Pedagogical Model
suggests regarding evaluation "the assessment is a continuous process that must accompany
the learning process as both are inseparable. (URACCAN, 2004, p. 17)

Thus, some strategies suggested are:

a. Take into consideration the students’ needs to the extent that their motivation is the
engine that drives learning.
b. Use interactive activities looking for meaningful interaction.
c. Take into account the contexts in which the students interact and their own
experiences when teaching.
d. Understand that through errors the students also can learn.
e. Apply techniques for individual and group work.
f. Encourage students to be self taught.

That is to say, it is also mandatory that professors put into effect different ways to assess their
students’ learning process such as diagnostic evaluation, formative evaluation and summative
evaluation.

Finally, the English teachers have to be aware that in order to decide if a student passed or
failed the course, they have to provide a quantitative grade. According to URACCAN
University, its grading system is a numeric scale from 0 to 100; the minimum grade for
approval requires 60%. However, it is suggested that the evaluation and assessment process
of this course be carried out on basis of cumulative and individually work done by the students.

I Partial
Assignment Number Weight Total
Workbook Exercises 3 10 30
Reading 2 10 20
Writing Paragraph 3 5 15
Quiz 1 5
Attendance, Punctuality, Discipline, Forum participation 10
Final test 20
Total 100

II Partial
Assignment Number Weight Total
Workbook Exercises 3 10 30
Readings 2 10 20
Writing Paragraph 3 5 15
Quiz 1 5
Attendance, Punctuality, Discipline, Forum participation 10
Assay Writing final test 20
Total 100

IX. REFERENCES
Wilson Ken, Kocienda Genevieve, 2007. Smart Choice. Oxford University
Press, Oxford New York, USA.

X: Websites:

http://eslus.com/LESSONS/READING/READ.HTM: Reading comprehension and

vocabulary building.
http://www2.actden.com/writ_den/tips/paragrap/index.htm: Theory and practice about
paragraph writing.

XI. PLAN CALENDARIO

Date Objectives Unit and Description of Didactics Evaluation Bibliography
contents the resources
methodological
strategies
February Make 1.Conference English board 1.Team work (Smart Choice
1st 2021 complaints FIRST UNIT: game. 2, Oxford
appropriately. There are too University
2.Pair work
many stores! Press by Ken
Express their 2.Competition Wilson and
own point of Thomas Healy,
3.Indivi dually
view critically 2007).
about people’s Contents: 2.Oral activities
opinions about
3.Written
shopping 1: Making paragrap 4.Oral and
online. complaints. h written tasks

Write basic 2: “Online

paragraph Shopping- 4. Flash Cards
3.Individual task
about their Dreaming or
favorite place nightmare?”:
to shop. Reading
about
people’s
opinions
about
February shopping
8th 2021 online.

3: Writing
about your
favorite place
to shop.
Date Objectives Unit and Description of Didactics Evaluation Bibliography
contents the resources
methodological
strategies
February 1: Describe 1.Analitical circle 1: English board 1.Team work (Smart Choice 2,
15th 2021 preferences. SECOND game. Oxford University
UNIT: I like 2.Pair work Press by Ken
2: Express guys who are Wilson and Thomas
their own point creative. 2.Competition Healy, 2007).
of view
3.Indivi dually
critically about
ideas of 2.Practice
dating.
1: Describing 3.Written
assignment
preferences. paragrap 4.Oral and
3:Write short h written tasks
paragraph
about their 2: “Ideas for a
personal first date”: An 4. Flash Cards
preferences article with fun
3.Assesment
February date
22th 2021 suggestions.

3: Writing
about your
personal
preferences.

Date Objectives Unit and Description of the Didactics Evaluation Bibliography

contents methodological resources
strategies

March 1: Express 1.Practical class English board 1. Team work (Smart Choice 2,
1st 2021 events and THIRD UNIT: game. Oxford University
situations that What are you Press by Ken
2.Pair work
occurred while doing? Wilson and
something 2.Competition Thomas Healy,
else 2007).
1: Telling 3.Indivi dually
happened.
stories.
2.Resolve
2: Identify and
3.Written
workbook
2: “Where paragraph 4.Oral and
discuss the exercises
were you written tasks
most important
when the
ideas from an 4. Flash Cards
lights went
article.
March out?”: An
8th 2021 article about a
3: Apply their
major
5: Cardboard
writing abilities 3. working in work bricks
blackout.
to express Individual task
their view
3: Writing
points about
about
something
something
funny, strange,
funny,
or interesting.
strange, or
interesting.

March
15th 2021
Date Objectives Unit and Description of Didactics Evaluation Bibliography
contents the resources
methodological
strategies

March 1: Make 1.Brainstorm English board 1. Team work (Smart Choice 2,

22th 2020 speculations. FOURTH game. Oxford University
UNIT: It 2.Pair work Press by Ken
might be an Wilson and
2: Discuss 2.Competition Thomas Healy,
elephant.
main ideas of 3.Indivi dually 2007).
articles about 1: Making 2.Case study
animals. speculations. 3.Written
paragraph 4.Oral and written
3: Apply their 2: “Jurassic tasks
Park?”: An
writing skill to article about 4. Flash Cards
April 5th send e-mail Komodo
3. Role playing
2020 to friends. Island.

3: Writing an
e-mail to a
friend.

Date Objectives Unit and Description of the Didactics resources Evaluation Bibliography
contents methodological
strategies

April 1: Talk 1.Puzzle English board 1. Team work (Smart Choice

12th about past FITH UNIT: I Technique game. 2, Oxford
2021 used to sing. University
habits 2.Pair work
Press by Ken
easily. 2.Competition Wilson and
1: Taking about
past habits. 3.Indivi dually Thomas
2: Express Healy, 2007).
work
their 2: “Superstar 3.Written
2.Buzz Groups
opinions Cameron Diaz”: paragraph
An article about
about actress Cameron 4.Oral and written
famous Diaz. 4. Flash Cards tasks
people.
3: Writing about
your country. 3.Poster 5: Carboard Word
April 3: Give their Presentation bricks
19th view point
2021
when
writing
about
important
aspect of
their
country.
Date Objectives Unit and Description of the Didactics Evaluation Bibliography
contents methodological resources
strategies

April 26th 1: Explain 1.Practice English board 1. Team work (Smart Choice
2021 possibilities. SIXTH UNIT: assignment game. 2, Oxford
Living in a 2.Pair work University
pyramid. Press by Ken
2: Give their 2.Competition Wilson and
opinions 1: Explaining 3.Indivi dually Thomas Healy,
about living possibilities. 2007).
big cities. 3.Written
2.Resolve workbook
2: “High life”: An paragrap 4. written tasks
exercises
article about h
3: Write to
building projects
someone of the future.
May 3rd who wants 4. Flash Cards
2021 to carry out 3.: Writing to
some things someone who
wants to study in 3.Case study
in their your country.
country.

May 10th
2021