FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO
CODIGO:
FO-M-DC-05-01
VERSION:
2
FECHA:
2010-04-19
PAGINA:
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1. IDENTIFICACIÓN
Nombre de la Asignatura
CONVERSATIONAL ENGLISH
Código
6210802
Área
DISCIPLINAR
Naturaleza
No de Créditos
4C
TP
Trabajo
Presencial
Duración
192h
72h
Habilitable
NO
PRÁCTICO
Semestre
VIII
TD
TI
Trabajo Dirigido
Trabajo
24h
Independiente
96h
Homologable
NO
Validable
NO
PRE-REQUISITO: INGLÉS AVANZADO II
2. JUSTIFICACIÓN
This course is particularly oriented to expertise the students’ oral language competence
in order to acquire a more like native speakers’ oral use. To do this, different techniques,
methods and approaches to expand their language skills related to linguistic, sociolinguistic
and pragmatic aspects will be used. Similarly, this course is also intended to expand
critical thinking to solve problems and empower students to communicate effectively in
professional, academic and social contexts.
3. COMPETENCIAS
3.1 Competencias Generales
These competences are mainly related to develop and reinforce knowledge, skills and
know-how, existential competence, and the ability to learn.
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Be able to plan and organize a message (cognitive skills);
Be able to formulate a linguistic utterance (linguistic skills);
Be able to articulate the utterance (phonetic skills).
Be able to perceive the utterance (auditory phonetic skills);
Be able to identify the linguistic message (linguistic skills);
Be able to understand the message (semantic skills);
Be able to interpret the message (cognitive skills).
3.2 Competencias Especificas
Communicative Competences:
Linguistic Competence:
Can select an appropriate formulation from a broad range of language to express
him/herself clearly, without having to restrict what he/she wants to say.
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Vocabulary: Has a good command of a broad lexical repertoire allowing gaps to be
readily overcome with circumlocutions; little obvious searching for expressions or
avoidance strategies. Good command of idiomatic expressions and colloquialisms.
Grammatical accuracy: Consistently maintains a high degree of grammatical
accuracy; errors are rare and difficult to spot.
Semantic: Has awareness and control of the organization of meaning.
Phonological: Can vary intonation and place sentence stress correctly in order to
express finer shades of meaning.
Orthographic: Layout, paragraphing and punctuation are consistent and helpful.
Spelling is accurate, apart from occasional slips of the pen.
Sociolinguistic competence: Can follow films, news, music videos, TV programs and
documentaries, employing a considerable degree of slang and idiomatic usage.
Students can use language flexibly and effectively for different social purposes;
including emotional, allusive and joking usage. Can identify and understand the
different English language accents.
Pragmatic competence:
Flexibility: Can adjust what he/she says and the means of expressing it to the
s i tu at i on and the recipient and adopt a level of formality appropriate to the
circumstances.
Turntaking: Can select a suitable phrase from a readily available range of discourse
functions to preface his/her remarks appropriately in order to get the floor, or to gain
time and keep the floor whilst thinking.
Thematic development: Can give elaborate descriptions and narratives, integrating
sub-themes, developing particular points and rounding off with an appropriate
conclusion.
Coherence and cohesion: Can
produce
clear,
smoothly
flowing,
wellstructured speech and writing, showing controlled use of organizational patterns,
connectors and cohesive devices.
4. OBJETIVOS
Proficient User (Effective Operational Proficiency C1):
 Can express him/herself fluently and spontaneously without much obvious
searching for expressions.
 Can use language flexibly and effectively for social, academic and professional
purposes.
 Has a good command of a broad lexical repertoire allowing gaps to be readily
overcome with circumlocutions.
 Can identify and understand different accents without difficulty.
 Can express themselves fluently through the different language skills; listening,
speaking, reading and writing.
FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO
CODIGO:
FO-M-DC-05-01
VERSION:
2
FECHA:
2010-04-19
5. CONTENIDO TEMÁTICO Y ANÁLISIS DE CRÉDITOS
Contenido temático (incluir las practicas)
Unit 1 Language functions (Theory and Practice)
Functions
 Talking about language functions
 Recognizing language functions
 Using language functions in specific contexts
Unit 2 Presentation strategies (Theory and Practice)
Functions
 Talking about presentation strategies
 Putting into practice different presentation strategies (free topic)
Unit 3 Pronunciation and Intonation
Functions
 Identifying most common pronunciation problems
 Practicing pronunciation and intonation through different activities.
Unit 4 Advanced readings to speak
Functions
 Reading different types of texts
 Reporting different types of readings
 Discussing different types of texts
Unit 5 Advanced listening to speak
Functions
 Listening to different types of listening material
 Talking about different types of listening material
Unit 6 Topic based speaking activities
Functions
 Exploring different topics
 Putting into practice speaking through different activities
Unit 7 Live listening, speaking, reading and writing
Functions
 Reporting different types of listening material
 Reporting reading material
 Writing essays about different topics
Unit 8 Readings assigned (writing essays and oral presentations)
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Functions
 Writing about specific topics
 Delivering presentations about specific topics
Análisis de Créditos
TEMAS
Unit 1: Language functions
(Theory and Practice)
Unit 2: Presentation strategies
(Theory and Practice)
Unit 3 Pronunciation and
Intonation
Unit 4: Advanced readings to
speak
Unit 5: Advanced listening to
speak
Unit 6: Topic based speaking
activities
Unit 7: Live listening, speaking,
reading and writing
Unit 8: Readings assigned
(writing essays and oral
presentations)
TOTAL DE HORAS DEL CURSO
TOTAL CRÉDITOS:
TRABAJO
PRESENCIAL
4
TRABAJO
DIRIGIDO
2
TRABAJO
INDEPENDIENTE
5
4
2
5
6
2
5
12
4
20
14
4
20
12
2
10
10
4
15
10
4
16
72h
24h
4C
96h
6. Estrategias Metodológicas
To practice conversation at all times, different topics will be explored through different
activities such as individual assignments, group assignments, class discussions,
presentations among others. Similarly, different methods and approaches will be considered.
The aim is to perfect the communicative competence of students. As for the teacher, he/she
will be a guide and a facilitator in the process.
Trabajo presencial-Classwork:
 Provide students comprehensible input so they can put into practice the English
language through the different language skills.
 Use different effective, authentic, innovative and dynamic strategies, methods and
approaches to make the English language learning and teaching a successful
experience.
 Provide students different tools and strategies to communicate in/out of universities
contexts
 Present a wide range of authentic written and oral materials to motivate students
towards the English language learning
 Perfect the English language skills of students, especially speaking, by putting into
practice an excellent pronunciation, intonation and using refined language.
Trabajo dirigido-Guided Work
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• Performing and watching/listening to real material.
• Acting out.
• Oral presentations.
• Reporting articles from magazines, newspapers, newsletters, radio, broadcasts
and books.
• Creative and imaginative speech
• Pair and group work exercises
 Projects -Researching in a basic/unconscious way
 Written reports/practice
 Virtual Practice
Trabajo independiente-Independent Work
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Readings
Oral practice/reports
Oral recordings.
Listening to audio media and recordings.
Interactive activities
Written reports/practice
Virtual practice
7. RECURSOS.
All available and necessary resources to develop the English language skills of students
such as, Textbooks, dictionaries, markers, erasers, computers- Internet, stereos, TVs, video
beam, DVDs, library, English lab, PDF files, mp3/mp4 files, photocopies, different websites.
audio CD’s, tape recorder, Moodle-edmodo platform (if possible) different websites,
newspapers, magazines and books, will be used to achieve the objectives of this course.
8. EVALUACIÓN
In order to value teacher-trainees work, this Conversational English Course will follow the
norm of the University to provide 70 percent first and 30 percent at the end of the semester. It
is important to mention that during the semester, two stories/books are to be read by students
and they will be evaluated in any of the tests and/or classes. Additionally, students are asked
to develop a complementary project during the development of the course: “LIVE NEWS”.
Stories to be read during the semester:
 The 7 habits of highly effective people- Stephen R. Covey
 One book from the bible- New testament.
70%:
To be reported on November 13th, 2015
 Tests
 Quizzes, class exercises and homework
 Oral Presentations, assigned readings
 Project: Complementary project
30%:
To be reported on December 2 nd, 2015
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 Written Test
 Presentations
Total: 100%
The works are due in class on the dates proposed, no extensions.
Class Attendance
Class attendance is the student's responsibility. They are responsible for everything
covered in class. This includes details about the tests or papers, and graded activities.
Therefore, I strongly advise class attendance. In the extremely rare case of an emergency
which prevents contacting the professor prior to the test, do it as soon as possible. Do not
wait until next class or the end of the semester.
Any student with unjustified absences/no-attendance equal or superior to 20%, will be
graded with (0.0) as final grade.
9. BIBLIOGRAFÍA
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-Fuentes Electrónicas
Allen, D., Freeland T., Neuwirth, M., Hennings j and Schauer L. (2008). Speaking of
Teaching. The centre for teaching and learning. Stanford University. Newsletter.
Vol.18, No. 1
Baker, Ann. (2006). Ship or Sheep. Third edition. Upper intermediate. Cambridge
University Press.
Baker, A. & Goldstain S. ( 2008). Pronunciation Pairs - An Introduction to the
Sounds of English. Second Edition Skills Student’s Book with Audio CD.
Cambridge: Cambridge University Press
Covey, Stephen. (1989). The 7 Habits of Highly Effective People. United States: Free
press
Hewings, M. (2005). Advanced Grammar in Use – Advanced. Cambridge University
Press.
Hughes, R. 2008. Teaching and Researching Speaking – Series Applied
Linguistics in Action. Cambridge: Cambridge University Press
K, Kinsella. (2010). Academic Language Function Toolkit. Sweetwater District-wide
Academic support teams.
Oxeden, Clive and Latham-Koenig, Christina. New English File. Advanced. Oxford
University Press. 1997
Pozzi, D.C (2004). Forms and functions in language: Morphology, syntax. Retrieved
March 10, 2005, from University of Houston, College of education.
Side, R., & Wellman, G. (2000). Grammar and Vocabulary – for Cambridge
Advanced and Proficiency. London: Pearson Education Limited.
Soars, Liz & John; Sayer, M. (2003). New Headway: Upper - Intermediate. Oxford:
University Press.
Thornbory, S. 2005. How to Teach Speaking. Pearson ESL How to Teach Speaking
Online Resources
 http://www .bbclearningenglish.com
 http://www .breakingnewsenglish.com
 http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
 https://es.duolingo.com/
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http://www.edmodo.com
https://www.englishclub.com/reading/
http://www.englishpage.com/readingroom/readingroomintro.html
http://esl-bits.net/
http://www.eslfast.com/
http://www.esl-lab.com
http://www.facebook.com
http://www.famouspeoplelessons.com
http://www.hotmail.com
http://www.lbc.co.uk
http://www.manythings.org/voa/stories/
http://www.newsinlevels.com/
http://www.oup.com
http://www.skype.com
http://study.com/articles/Free_Books_-_50_Places_to_Find_Free_Books_Online.html
http://www.voaenglish.com
http://www.youtube.com