Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Syllabus of the Course English VII: English Conversation, Code 518012

1. Course Information
The course is part of the academic unit: Escuela de Ciencias de la Educación ECEDU
Academic degree level: Profesional Training field: Disciplinar
Number of credits: 3 Course type: Methodological
The course does not have a re-Take Course designed by: Liliana Isabel
exam Moreno Cervera
Course updated by: Liliana Isabel Moreno Cervera
Date of design: Thursday, June 25, 2020 Date of update: Friday, November 26, 2021
Course Description:
English VII: English Conversation is an advanced three-academic-credit course that provides
students a series of authentic tasks to foster L2 speaking accuracy and their ability to
communicate appropriately by using the right words, expressions, and attitude towards a
specific topic, setting, and relationship. Most of the tasks will take place synchronously
allowing interaction with a tutor and peers which will provide authentic contexts so that
students will be able to show up their abilities to express fluently and spontaneously about
diverse academic and cultural topics, to defend their point of view regarding a controversial
issue, to be trained in the listening and speaking parts of international tests, and to present
a speech through a web conference system. Therefore, in order to accomplish the course
learning purpose and learning outcomes, the learning strategy that has been adopted is the
task–based approach, related to specific assignments that will enhance students’ cognitive
processes of comprehension, meaningful production and interaction in the target language,
with high standards of fluency and accuracy, which precisely aims to address the first core
problem of foreign languages competences as a means of insertion in the global
environment.

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 2. Course Learning Purpose
The course learning purpose is the following:
• Strengthen foreign language linguistic, sociolinguist, and pragmatic competences
through the accomplishment of oral production tasks in given sets of real-time
interaction to communicate and discuss effectively about complex issues.

3. Learning Outcomes
At the end of the course the student will be able to:
Learning Outcome 1: demonstrate oral skills to express fluently and spontaneously about
different cultural subjects for social or academic purposes.
Learning Outcome 2: discuss about a controversial issue using pro or con arguments to
convince a counterpart towards a specific point of view.
Learning Outcome 3: interpret extended speech even when it is not clearly structured and
when relationships are only implied and not signaled explicitly.
Learning Outcome 4: describe complex subjects with clear and detailed information
developing particular points and rounding off with an appropriate conclusion.

4. Learning Strategy
The Learning Strategy for the course is: Task-Based Learning.

This Learning Strategy is based on: the implementation of goal-oriented and meaning
centered activities, designed to facilitate students’ participation in meaningful synchronic
activities. The specific tasks will enhance students’ cognitive processes of comprehension,
meaningful production and interaction in the target language, with high standards of fluency
and accuracy.

The Learning Strategy is organized in 6 Tasks

• Task 1: Reflecting upon English language awareness
• Task 2: Partaking in eight weekly mandatory encounters

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 • Task 3: Debating about controversial issues
• Task 4: Speaking part of Cambridge C1 Advanced
• Task 5: Standardized tests listening quiz
• Task 6: Delivering a speech through a web conference system

5. Course Contents and Bibliographic References

Unit 1: Enhancing speaking skills through real-time interaction
In this unit, the following contents will be addressed:
• Planning language study based upon current language awareness
• Peer interaction to enhance oral production skills regarding academic and cultural
subjects

To address the contents, the following bibliographic references are required:

Baten, R. A., Clark, F., & Hoque, M. (2019). Upskilling Together: How Peer-interaction
Influences Speaking-skills Development Online. 2019 8th International Conference on
Affective Computing and Intelligent Interaction (ACII), Affective Computing and
Intelligent Interaction (ACII), 2019 8th International Conference On, 662–668.
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.asp
x?direct=true&db=edseee&AN=edseee.8925448&lang=es&site=eds-live&scope=site
Leaver, B., Ehrman, M., & Shekhtman, B. (2005). Interpersonal dynamics in the learning
process. In Achieving Success in Second Language Acquisition (pp. 131-144).
Cambridge: Cambridge University Press. https://www-cambridge-
org.bibliotecavirtual.unad.edu.co/core/books/achieving-success-in-second-language-
acquisition/interpersonal-dynamics-in-the-learning-
process/35C58288BDB481C94C26A13858286A4D
Leaver, B., Ehrman, M., & Shekhtman, B. (2005). Planning foreign-language study. In
Achieving Success in Second Language Acquisition (pp. 3-37). Cambridge: Cambridge
University Press. https://www-cambridge-

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 org.bibliotecavirtual.unad.edu.co/core/books/achieving-success-in-second-language-
acquisition/planning-foreignlanguage-study/09642D010B65ADE5B64C533529353CA3
Yesilçinar, S. (2019). Using the Flipped Classroom to Enhance Adult EFL Learners’ Speaking
Skills. PASAA: Journal of Language Teaching and Learning in Thailand, 58, 206–234.
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.asp
x?direct=true&db=eric&AN=EJ1227386&lang=es&site=eds-live&scope=site

VIO – Learn English – Speaking Skills

Griffith University. (2015, August 27). Learn English - Speaking Skills [Video File].
YouTube. https://youtu.be/24Gd8WHZYuU

Unit 2: Pro & Con Arguments

In this unit, the following contents will be addressed:
• Developing sociolinguistic skills through debates
• Defending points of view upon controversial issues

To address the contents, the following bibliographic references are required:

Bygate, M. (2001). Speaking. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to
Teaching English to Speakers of Other Languages (The Cambridge Guides, pp. 14-
20). Cambridge: Cambridge University Press. https://www-cambridge-
org.bibliotecavirtual.unad.edu.co/core/books/cambridge-guide-to-teaching-english-to-
speakers-of-other-languages/speaking/463A464D131A9EFAC3B09E5419E743F6
Iberri-Shea, G. (2017). Many More Sides: Debate across the Curriculum and around the
Globe. Contemporary Argumentation & Debate, 37, 75–90.
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.asp
x?direct=true&db=buh&AN=129786582&lang=es&site=eds-live&scope=site
Silberstein, S. (2001). Sociolinguistics. In R. Carter & D. Nunan (Eds.), The Cambridge
Guide to Teaching English to Speakers of Other Languages (The Cambridge Guides,
pp. 100-106). Cambridge: Cambridge University Press. https://www-cambridge-

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 org.bibliotecavirtual.unad.edu.co/core/books/cambridge-guide-to-teaching-english-to-
speakers-of-other-
languages/sociolinguistics/435A1B37205B913C742ACFABBC5FB152
Van Lier, L. (2001). Language awareness. In R. Carter & D. Nunan (Eds.), The Cambridge
Guide to Teaching English to Speakers of Other Languages (The Cambridge Guides,
pp. 160-165). Cambridge: Cambridge University Press. https://www-cambridge-
org.bibliotecavirtual.unad.edu.co/core/books/cambridge-guide-to-teaching-english-to-
speakers-of-other-languages/language-
awareness/F0FAEB053CC239BB662CDBF1F066660A

VIO - Intro to Debating

Sussman, D. [Dan Sussman] (2012, March 20). Intro to debate [Video File]. YouTube.
https://youtu.be/toKcpOja6Uw

Unit 3: Understanding and producing extended speech

In this unit, the following contents will be addressed:
• Preparing for the listening and speaking papers of international standardized tests
• Delivering accurate online meetings and presentations through web conferencing
systems

To address the contents, the following bibliographic references are required:

Cambridge Assessment English (2021). Cambridge English: C1 Advanced Preparation.
http://www.cambridgeenglish.org/exams-and-tests/advanced/preparation/
Meredith, D. (2010). Explaining Research: How to Reach Key Audiences to Advance Your
Work. Oxford University Press.
https://bibliotecavirtual.unad.edu.co/login?url=https://search-ebscohost-
com.bibliotecavirtual.unad.edu.co/login.aspx?direct=true&db=nlebk&AN=308148&lan
g=es&site=ehost-live&ebv=EB&ppid=pp_189

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Robert J. Garmston, & Bruce M. Wellman. (1992). How to Make Presentations That Teach
and Transform : ASCD. ASCD.
https://bibliotecavirtual.unad.edu.co/login?url=https://search-ebscohost-
com.bibliotecavirtual.unad.edu.co/login.aspx?direct=true&db=nlebk&AN=49892&lang
=es&site=ehost-live
Rost, M. (2001). Listening. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to
Teaching English to Speakers of Other Languages (The Cambridge Guides, pp. 7-13).
Cambridge: Cambridge University Press. https://www-cambridge-
org.bibliotecavirtual.unad.edu.co/core/books/cambridge-guide-to-teaching-english-to-
speakers-of-other-languages/listening/F77E9D2FFDE5912C928EB4580FFDAECB
T. J. Walker. (2010). How to Give a Pretty Good Presentation: A Speaking Survival Guide for
the Rest of Us. Wiley. https://bibliotecavirtual.unad.edu.co/login?url=https://search-
ebscohost-
com.bibliotecavirtual.unad.edu.co/login.aspx?direct=true&db=nlebk&AN=335329&lan
g=es&site=ehost-live

VIO - Managing a Successful Webinar

Moreno, L. I. (2020). VIO - Unit 3 - Managing a Successful Webinar [Video File].
https://repository.unad.edu.co/handle/10596/35942

6. Organization of Weekly Academic Activities and Course Evaluation Plan

Initial Moment:

Task 1 - Reflecting upon English language awareness

To be developed from week 1 to week 2
This responds to Learning Outcome: 1

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The activities are to reflect upon current English language level and what actions will be
taken in the future for its continuous improvement.

Evaluation of Task 1
The evaluation criteria for this activity are: identify the nature and dynamics of the course,
reflect upon language awareness, shoot a video with required content and structure,
demonstrate language accuracy, and submit the outcome with the requested information.
The learning evidence is a PDF file with video, answers, and reflections according to
guidelines.
The highest score for this activity is 25 points, corresponding to 5% of the course
evaluation.
Intermediate Moment

Task 2 - Partaking in eight weekly mandatory encounters

To be developed from week 3 to week 12
This responds to Learning Outcome: 1
The activities are to participate in eight weekly mandatory encounters one hour to talk
about diverse cultural and academic topics.

Evaluation of Task 2
The evaluation criteria for this activity are: participate actively in each speaking session,
produce speech with appropriate pronunciation and intonation, demonstrate effortless
fluency and delivery, convey ideas with effective use of grammar and vocabulary, and keep
a reflective journal.
The learning evidence is a journal with eight entries in a PDF file.
The highest score for this activity is 120 points.

Task 3 - Debating about controversial issues

To be developed from week 7 to week 10

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This responds to Learning Outcome: 2
The activities are to participate in a real-time debate to defend a point of view regarding a
controversial issue.

Evaluation of Task 3
The evaluation criteria for this activity are: demonstrate appropriate sociolinguistic skills to
participate in a debate, produce speech with appropriate pronunciation and intonation,
demonstrate effortless fluency and delivery, convey ideas with effective use of grammar and
vocabulary, synthesize the most relevant ideas from the debate.
The highest score for this activity is 90 points.

Task 4 - Speaking part of Cambridge C1 Advanced

To be developed from week 11 to week 14
This responds to Learning Outcome: 4
The activities are to take part in an interview in pairs performing a mock of the speaking
part of the exam Cambridge C1 Advanced.

Evaluation of Task 4
The evaluation criteria for this activity are: perform the four parts of the interview
accurately, produce speech with appropriate pronunciation and intonation, demonstrate
effortless fluency and delivery, convey ideas with effective use of grammar and vocabulary,
reflect about performance in the oral test.
The learning evidence is a PDF file with the screenshot and reflections according to
guidelines.
The highest score for this activity is 80 points.

Task 5 - Standardized tests listening quiz

To be developed from week 11 to week 14
This responds to Learning Outcome: 3

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The activities are to take a 15-question quiz to assess listening comprehension through
British and American accent audios similar to those in international standardized tests.

Evaluation of Task 5
The evaluation criteria for this activity are: understand brief speech utterances about
diverse topics and inferring information even when it is not totally explicit.
The learning evidence is the number of correct answers in the questionnaire.
The highest score for this activity is 60 points.

The highest score for this evaluation moment is 350 points, corresponding to 70% of the
course evaluation.
Final Moment

Task 6 - Delivering a speech through a web conference system

To be developed from week 15 to week 16
This responds to Learning Outcome: 4
The activities are to conduct an online meeting or webinar through a web conference system
presenting a complex academic, scientific or cultural topic.

Evaluation of Task 6
The evaluation criteria for this activity are: deliver a real-time presentation through a web
conference system, produce speech with appropriate pronunciation and intonation,
demonstrate effortless fluency and delivery, convey ideas with effective use of grammar and
vocabulary, gather recorded video and other pieces of evidence of the presentation.
The learning evidence for this activity is a ZIP file with two documents according to
guidelines, including recording of the webinar and slides used in the presentation.
The highest score for this activity is 125 points, corresponding to 25% of the course
evaluation.

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 7. Teacher’s Support
To develop the course activities, you will have the support of a teacher or tutor. The options
for this academic support are:

• Virtual Campus E-mail

• Collaborative Forums
• Skype Sessions
• Online Conference Sessions or Web Conferences

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