THE UNIVERSITY OF THE AUTONOMOUS REGIONS OF THE

NICARAGUAN CARIBBEAN COAST

URACCAN

PROGRAM OF

ENGLISH GRAMMAR II

MAJOR

SYSTEM ENGINEERING

STUDY PLAN 2016

Nicaraguan Caribbean Coast 2020

 I. Program overview

Institution: University of the Autonomous Regions of the

Nicaraguan Caribbean Coast

Academic area: Economic and Administrative Sciences

Subject: English Grammar II

Code: EGM: 201

Major: System Engineering

Year: IV

Shift of study: Morning/Night

Study mode: Face to face

Total number of hours: 64

Total number of hours per week: 4

Number of credits: 4

Designed by: Lic. Juan Carlos Ortiz Altamirano

Approved by:

Sign:

Seal:
 II. C o u r s e description

The course English Grammar II seeks to reinforce what was learned in the
previous program and develop new skills in the students demanding the use of
more complex grammatical tenses and other very important categories of the
language such as phrasal verbs and conditional of the language as well as
combines controlled and communicative practice with critical thinking skills and
ongoing assessment so students gain the confidence they need to speak and
write English accurately and fluently.

Instructors will use a combination of the communicative approach, the oral-

situational approach, the total physical response approach and the audio-lingual
approach so as to facilitate the teaching-learning process. The idea of using
more than one method is to provide a more complete teaching process wherein
both communication and accurate pronunciation are emphasized. The type of
syllabus for this course will be a task-based syllabus. Students are expected to
develop mastery in Reading and Writing.

According to the curriculum 2016, of the System Engineering, the course

English Grammar II is located in the tenth quarterly of the curriculum and it is
prerequisite of the course English Grammar II.

This course is supposed to be developed in 64 class hours, and it has four (4)
credits.
 III. Foundation

Vision
To train men and women
with skills, knowledge,
values, principles,
humanistic attitudes,
sense of entrepreneurship
and innovation, in balance
and harmony with Mother
Earth for the
strengthening of Previous Course
Autonomous Peoples.
English Grammar I
Mission Capacities, abilities and
To be a leader in the skills
model of Intercultural Use written expression
Community College skills to solve study
recognized regionally, problems and as a means
nationally and of academic and
internationally for its professional improvement.
quality and relevance,
accompanying Apply knowledge of these
management processes languages to facilitate their
and incidence, for the learning. English Grammar
construction of II
intercultural gender Attitudes
citizenship, involving the Shows responsibility,
Good Life and Autonomy mutual respect and
indigenous peoples, Afro- recognition of the men and
descendants, mestizos women of our society.
and other ethnic
communities.
Consequential
Course
Values:
Our values are founded Academic
in the Institutional Writing
Identity, Respect, Ethics,
Solidarity, Humanism,
Transparency Co-
responsibility, Trust,
Complementarity and
Environmental
Awareness.
 IV. General objectives

Conceptual Procedural Attitudinal

Provide an Provide  Develop professional future
abundance of both English implementation of the transversal
controlled and students with Axis of URACCAN University:
communicative solid practice multiculturalism, and gender, human
exercises so that and use of rights autonomous rights,
students can grammar entrepreneurship, research and
bridge the gap through business development in their daily
between different work.
identifying interactive
grammatical activities based  Encourage future Graduated
structures and on everyday Students of different majors with a
using them and topics and very professional respect for the
create issues by using cultural diversity of indigenous and
opportunities for the English ethnic communities, to their
critical thinking language as a worldview, culture and the individual
while enabling medium of and collective human rights and the
them to communication process of empowerment of
personalize what and interaction. Autonomous Regions of the
they have learned. Nicaraguan Caribbean Coast.

V. THEMATIC PLAN

Organization of the
Teaching-learning Self-
No. Total
UNITS Process study
Theory Practice
1 Simple Past and Past 4 8 12 24
Progressive
2 Simple past, Present 4 8 12 24
Perfect, and Present
Perfect Progressive
3 Future and Future 4 8 12 24
Progressive
4 Present and Future Unreal 4 8 12 24
Conditionals
5 Phrasal Verbs 4 8 12 24
Interim and final Exam 4 8
Tota 20 40 64 128
l
 VI. Analytical plan

First Unit: Simple past and past progressive

Objectives Contents Sub contents

 Identify and use correctly the Structure Simple Past

Conceptual

structure od simple past and past and Past

progressive. Progressive
 Learn about intonation and
pauses in sentences with time Asking First Meetings
clauses. questions
 Talk about first meetings using
simple past and past progressive Writing
Procedural

tense. paragraphs
 Ask and answer questions about
accomplishments in the past.
 Write paragraphs about
relationships that are important
for them.
 Respect each other when
Attitudinal

interacting in different activities in

the classroom.

Methodological recommendations of unit I

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 nave 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.

Second Unit: Simple past, present perfect, and present perfect

progressive

Objectives Contents Sub contents

 Recognize the difference Structure Simple Past,

between the simple past, Present Perfect,
present perfect and present and Present
Conceptual

perfect progressive. Grammar Perfect

 Express about hobbies and reduction Progressive
interest.
 Learn about the reduction of Hobbies and
HAS HE (“hazee”) and DID HE Interests
(“didee”), have you (“havya”)
and did you (“didja”)
  Ask and answer questions A personal Jumping for Joy

Procedural
about plans to accomplish. website
 Write few paragraphs about
themselves for a personal
website.
 Express their own point of
Attitudinal

view about hobbies and

interest.

Methodological recommendations of unit II

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 nave 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.

Third Unit: Future and future progressive

Objectives Contents Sub contents

 Identify the structure of future and Structure Future and

Conceptual

future progressive. Future

 Talk about reaching agreement Progressive
and activities for the future.
 Identify stress for contrasting Using future Life in the Future
information.
 Write a paragraph about their life
10 years from now using future
Procedural

and future progressive.

 Make inferences from a listening Reading an Cities for the
article future
related to a discussion about
organizing a conference.

 Appreciate the importance of

Attitudinal

expressing future in daily topics.

Methodological recommendations of unit III

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 nave 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.

Fourth Unit: Present and future unreal conditional

Objectives Contents Sub contents

  Know how to use correctly Structure Present and Future

Conceptual
the present and future Unreal Conditionals
unreal conditional.
 Give advice for problem
solving.
 Write paragraphs about a Expressing
wish they have for their own wishes The Fisherman and
Procedural

life or society using present His Wife

or future unreal conditionals.
 Talk about at least three Contractions of Would
A Fairy tale
wishes they would like to (“d”)
make.
 Valuate the importance of Dropping the final “t”
Attitudinal

sharing fairy tales and share after wouldn´t

them in the classroom.

Methodological recommendations of unit IV

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 nave 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.

Fith Unit: Phrasal verbs

Objectives Contents Sub contents

 Know the most common Review  Phrasal verbs

Conceptual

phrasal verbs.
 Identify stress in separable  Separable and
Phrasal verbs inseparable
phrasal verbs.

 Write paragraphs about how Writing a

Telemarketin
they feel in their home, office, paragraph
g
dorm or classroom, and about
Procedural

an experience they have had

on the phone.
 Talk about how they would like Wind and water,
to change their classroom or Welcome Home!
Reading
school, and what they think
Articles
about an ad, a piece of junk
mail, spam, or an internet offer.
  Respect each other when

Attitudinal
interacting in the classroom.

Methodological recommendations of unit V

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 nave 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. Necessary teaching resources

 Computers to be used in the classroom.

 Data shows
 TV
 Audio CDs
 DVDs
 Internet
 Language Laboratory
 Monolingual English dictionary
 English-Spanish dictionary
 Grammar books
 Head projectors
 Classroom with chairs, whiteboards, light, tables and fans.

VIII. Assessment process

It is suggested that the assessment of this course is made on the basis of

cumulative work carried out by the students, either individually or group work.
Evaluation assessment exercises should always focus on the practical
application of vocabulary in context, in the light of their own experiences as
English teacher.
The provided bibliography has an abundance of both controlled and
communicative exercises so that students can bridge the gap between
identifying grammatical structures and using them, therefore teachers can
assess students by providing opportunities for critical thinking, highlighting the
target structures in realistic contents, providing a varied controlled exercises for
both the form and meaning of the new structures, and allowing students to use
the new structures freely and creatively in motivating, open – ended speaking
and writing activities.

Finally, according to the Régimen Académico (2012) the learning assessment

will be integral and systematized in order to have evidence that demonstrate the
acquisition and development of knowledge, attitude, and values included in this
program. The evaluation can be done by different techniques:

a. Quizzes
b. Assignations in class
c. Individual assignations, observations, practical classes,
researches, carpets, projects, written reports, and others.
d. Observations of students by the teachers.
e. Autoevaluation and coevaluation of students
f. Students performance according to their attitudes, aptitudes,
knowledge, abilities, and non-cognitive activities.

IX. Basic and complementary books

Basic Books

Fuchs Marjorie & Bonner Margaret (2012). Focus on Grammar 4: An Integrated

Skills Approach, Fourth Edition. Pearson Education, United States of
America

Complementary Books

There are not more complementary books.

X. Bibliograpy used to design this course

Fuchs Marjorie & Bonner Margaret (2012). Focus on Grammar 4: An Integrated
Skills Approach, Fourth Edition. Pearson Education, United States of
America