UNIVERSITY OF THE QUINDIO

SCHOOL OF EDUCATION
MODERN LANGUAGES PROGRAM
ENGLISH I SYLLABUS

SUBJECT: ENGLISH I

SEMESTER: FIRST

CREDITS: TEN (10) – FIFTEEN CLASS HOURS

CODE: 160410101

1. DESCRIPTION

The purpose of this course is to develop the four different types of language
competence-- communicative, cognitive, textual, and argumentative--
throughout the three main aspects of the subject: audio-oral, grammatical, and
reading and writing. Each one of them is dealt with separately in order to
emphasize as appropriate, but they should be integrated in such a way that
every aspect has the development of sociolinguistic competence as one of the
final outcomes.

1.1 The main focus of the audio-oral component is on the communicative

competence, mainly on its sociolinguistic component; however, the other
competences should be taken care of in due course. The cognitive aspects are
concerned with different topics, articulatory phonetics, language functions,
listening and speaking. Research activities will be part of the audio-oral aspects
as a way of intertwining the learners with their community and of integrating the
intercultural elements of the learners’ group and those of the target language
group.

1.2 The central goal of the reading and writing component is to develop high
levels of comprehension and production of narrative, descriptive and expository
paragraphs, and of short compositions. The following comprehension levels will
be aimed at: literal, inferential, critical and creative. The components of the
communicative competence to be developed are the sociolinguistic, the
discursive, the linguistic, and the strategic.

1.3 The grammatical component of the course corresponds to the study of

some of the linguistic elements of the language. Grammar should be taught in
context and be envisaged as part of language functions in order to develop
speech acts at the communicative level. The cognitive aspects are the different
linguistic aspects.
2. OBJECTIVES

2.1 General
To enable the students to develop the basic communicative, cognitive, textual
and expository competences through the three main components that constitute
the course.

2.2 Specific
2.2.1 To begin the development of fluency and accuracy in English.
2.2.2 To enable students to read and write narrative, descriptive, and expository
paragraphs, and short compositions.
2.2.3 To make the students aware of the grammatical aspects of the course and
to enable them to write grammatically correct paragraphs and short
compositions.

3. CONTENTS

3.1 Grammar component (Develops Linguistic Competence)

3.1.1 The alphabet

3.1.2 The simple sentence
3.1.3 The subject pronouns
3.1.4 There is and there are
3.1.5 The simple present, past, future, and continuous
3.1.6 The adjective
3.1.7 The conjunctions
3.1.8 The article
3.1.9 Demonstratives
3.1.10 The frequency adverbs
3.1.11 Yes/No questions
3.1.12 Wh-questions
3.1.13 Tag questions
3.1.14 Prepositions of time and place
3.1.15 Count nouns and mass nouns
3.1.16 The relative clause

3.2 Audio-oral Component

It will develop mainly sociolinguistic, discourse, and strategic competences as

well as the intercultural one.

3.2.1 Language functions

3.2.1.1 Imparting and seeking factual information

3.2.1.1.1 Identifying
3.2.1.1.2 Reporting
3.2.1.1.3 Correcting
3.2.1.1.4 Asking

3.2.1.2 Expressing and finding out intellectual attitudes

3.2.1.2.1 Expressing agreement and disagreement

3.2.1.2.2 Denying something
3.2.1.2.3 Accepting an offer or invitation
3.2.1.2.4 Declining an offer or invitation
3.2.1.2.5 Offering to do something
3.2.1.2.6 Expressing whether something is considered possible or impossible
3.2.1.2.7 Expressing capability and incapability
3.2.1.2.8 Expressing how certain/uncertain one is of something
3.2.1.2.9 Inquiring how certain/uncertain one is of something
3.2.1.2.10 Expressing one is/is not forced to do something
3.2.1.2.11 Expressing others are/are not forced to do something
3.2.1.2.12 Giving and seeking permission is withheld

3.2.1.3 Expressing and finding out emotional attitudes

3.2.1.3.1 Expressing pleasure, liking

3.2.1.3.2 Expressing displeasure, dislike
3.2.1.3.3 Expressing surprise
3.2.1.3.4 Expressing hope
3.2.1.3.5 Expressing satisfaction
3.2.1.3.6 Expressing dissatisfaction
3.2.1.3.7 Expressing disappointment
3.2.1.3.8 Expressing fear and worry
3.2.1.3.9 Expressing preference
3.2.1.3.10 Expressing gratitude
3.2.1.3.11 Expressing sympathy
3.2.1.3.12 Expressing intention
3.2.1.3.13 Expressing want and desire

3.2.1.4 Expressing and finding out moral attitudes

3.2.1.4.1 Apologizing
3.2.1.4.2 Expressing appreciation
3.2.1.4.3 Expressing regret
3.2.1.4.4 Expressing indifference

3.2.1.5 Getting things done

3.2.1.5.1 Inviting others to do something

3.2.1.5.2 Advising others to do something
3.2.1.6 Socializing

3.2.1.6.1 Greeting people

3.2.1.6.2 Meeting people
3.2.1.6.3 Introducing people and being introduced to people
3.2.1.6.4 Taking leave
3.2.1.6.5 Attracting attention
3.2.1.6.6 Beginning a meal

3.3 Strategic Competence: The students can use compensatory strategies for
missing knowledge: Conversation initiation skills, conversation maintenance
skills, and conversation end skills.

3.3.1 Discourse Competence: Cohesion and coherence in the oral speech.

3.3.2 Intercultural Competence: The students can identify and understand

cultural tips and use them as an aid to comprehension.

3.4 Reading and Writing Component

3.4.1 Textual Competence

3.4.1.1 The narrative paragraph
3.4.1.2 The descriptive paragraph
3.4.1.3 The short composition

Note: During the semester the students must read at least two books as part of
the extensive reading plus the intensive reading carried out in class.

3.4.2 Competences for reading and writing

3.4.2.1 Reading
3.4.2.1.1 Linguistic Competence: The students should know the rules and the
lexicon and vocabulary that help them understand what is being read.

3.4.2.1.2 Sociolinguistic Competence: The students should know the rules and
principles that the reader can use to understand what is read, based on author’s
purpose, topic, genre, format, etc.

3.4.2.1.3 Strategic Competence: The students can use compensatory strategies

for missing knowledge: inferring, predicting, deducing, guessing; they can also
use clues from the context and information from their own background
knowledge.

3.4.2.1.4 Discourse Competence: The students can identify markers of

coherence and cohesion in the written text for the purpose of reading
comprehension.
3.4.2.1.5 Intercultural Competence: The students can identify and understand
cultural tips and use them as an aid to comprehension.

3.4.2.2 Writing
3.4.2.2.1 Linguistic Competence: The students command rules of grammar-
rules of morphology and syntax- including rules for subject/verb agreement,
reference, etc.; vocabulary; mechanics: handwriting, spelling, punctuation,
capitalization.

3.4.2.2.2 Sociolinguistic Competence: The students can vary the use of the
language with respect to a number of variables including the topics, the genre,
the audience and the purpose. (To be able to write for diverse discourse
communities that appreciate widely varying texts.)

3.4.2.2.3 Strategic Competence: The students are able to use strategies to

stretch their competence to write effectively; to get familiarized with the writing
process; that calls for them to brainstorm, draft, compose, revise, and edit.

3.4.2.2.4 Discourse Competence: The students can organize their texts

cohesively and coherently, on one hand; this involves the ability to use
reference, substitution, ellipsis, conjunction, and lexical cohesion in a proper
way. On the other hand, coherence demands development (presentation of
ideas orderly and with a sense of direction); continuity (consistency of facts,
opinions and writer perspective); balance (a relative emphasis- main or
supportive-must be accorded each idea); completeness (the ideas presented
must provide a sufficiently thorough discourse.)

3.4.2.2.5 Intercultural Competence: The students can use in a written way

elements of the other culture.

4. METHODOLOGY

Team teaching will be the main type of methodology for this course. Classroom
activities will be centered on the learners and peer-group work and project work
should be the central type of activity inside and beyond the classroom.

5. RESEARCH

Research done by the students should be one of the main formative aspects of
this course; it should also be a means to reinforce and consolidate the learners’
culture and to facilitate the transition to the target language and culture without
difficulties.
6. EVALUATION

For every one of the components assessment will be carried out both in the
formative and summative ways. Namely, fifty percent of all the grades will be
assigned on a follow up procedure and other fifty percent on the mid-term and
final examinations. The final grade for the course will be obtained taking into
account that the grade for the Audio-Oral and Reading and Writing components
corresponds each to 40%, and the remaining 20% corresponds to the Grammar
component.

Important Notice: The student who fails any of the three components of the
course (Listening-Speaking, Reading- Writing, or Grammar) will have to take
the course again. There is no reexamination for this course.

7. BIBLIOGRAPHY

Liz, Soars John. American Headway 1. New York: Oxford UP, 2001.

Elbaum, Sandra N. Grammar in Context. Boston: Heinle & Heinle, 1995.

Schrampfer Azar Betty. Fundamentals Of English Grammar. Englewood Cliffs,

1992.

Trimmer Joseph F. Writing with a Purpose. Geneva: Houghton Miffling

Inc,1995.

Eastwood Jhon. Oxford Practice Grammar: New York, Oxford UP, 2000.

Ediger, Anne and Cheryl Pavllik. Reading Connections: Skills and Strategies for
Purposeful Reading. New York: Oxford UP, 2000.

Feigenbaum, Irwin. The Grammar Handbook. Oxford: Oxford UP, 1985.

Gethin, Hugh. Grammar in Context: Proficiency Level English. Collins, 1988.

Hornby, A S. Guide to Patterns and Usage in English. 2nd ed. 1975.

Markstein, Linda and Louise Hirasawa. Developing Reading Skills: Intermediate

1. 2nd ed. Boston: Heinle, 1994.