UNIVERSIDAD ABIERTA PARA ADULTOS
UAPA
VICERRECTORIA ACADEMICA
SCHOOL OF LANGUAGES
SUBJECT’S PROGRAM
ENGLISH IV
CAREERS IN WHICH THIS SUBJECT IS TAUGHT
 Psychology
 Accounting
 Marketing
 Business Management
 Computer Systems
 Systems Engineering
 Law
 Education
REFERENCE DATA
FORMATION AREA
COMMON
GENERAL
CYCLE
TH
5
CODE
PRE-REQ
CREDITS
NUMBER OF
HOURS
THEORETICAL
HOURS
PRACTICE
HOURS
TUTORIAL
HOURS
INDEPENDENT
STUDY HOURS
ING-204
ING-203
4
6
2
4
24
96
THE SUBJECT’S PRESENTATION
Englsih IV is the last general English level. To this point, participants are supposed to have developed certain competences that
allow them to speak and write about topics already seen in previous levels, but for which they now have to use a more
advanced and complex vocabulary and structure of the target language. This level is a chance they have to read and
understand more complex texts, as well as to listen to longer dialogs to increase their listening comprehension competence.
The main goal of level IV is to continue to enrich and develop more deeply the competences of oral and written comprehension
and production, in accordance with the knowledge they are to acquire in this four-level regular course.
The topics for this subject are: The community, health, occupations and jobs, people and learning.
PRIOR KNOWLEDGE
The prior knowledge required for this level is the set of competences developed in English I, II, and III: competences to
speak and write about oneself, ask for and give personal information, express food preferences, talk and write about one´s
community, describe health problems, give suggestions, speak and write about one´s job, express likes and dislikes about
music, sports, and so forth…
EDUCATIONAL PURPOSE
Provide participants with more advanced language tools to consolidate the development of the necessary competences to
interact with other people in the English language.
PROFESSIONAL PROFILE’S COMPETENCES
General competence
Capacity to communicate, orally and in the written form, in the mother tongue and in a foreign language.
THE SUBJECT’S SPECIFIC COMPETENCES
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Identifies locations in his/her community.
Gives and follows street directions.
Gives and follows directions in a mall.
Leaves phone messages.
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Writes a message in a postcard.
Talks and writes about facilities/services in his/her community.
Uses the modal Can to ask for and give directions.
Talks about family members and activities they do together.
Writes aboout his/her communities: likes and dislikes.
Interprets transportation schedule and fares.
Identifies and names parts of the body.
Describes symptoms of illness.
Interprets a doctor´s directions.
Asks for information at a hospital.
Talks and writes about healthy and unhealthy habits.
Gives health advice by using the modal Should.
Reads and understands medicine labels.
Makes a list of ailments he/she knows.
Identifies common occupations and the skills and education required for them.
Speaks about his/her job duties.
Wrties about his/her job likes and dislikes.
Identifies appropiate behavior and attitudes for getting a job.
Reads and interprets classified ads concerning job opportunities.
Reads general principles for a job interview.
Writes a job history of his/her own.
Performs a job interview.
Interprets performance reviews.
Evaluates study habits.
Talks about study skills he/she has.
Writes about future plans concerning his/her profession or studies.
Identifies learining opportunities.
Speaks about work preferences.
Organizes and develops study goals.
CONTENTS AND ACTIVITIES PER UNIT: FIRST AND SECOND WEEKS
UNIT
UNIT V: OUR
COMMUNITY
Communication:
5.1Identify locations and
services in one´s
community.
5.2Leave and receive
phone messages.
5.3.Give and follow
directions in a mall.
5.4.Write postcard
messages.
5.5.Ask for and give
street directions.
Grammar:
5.6.Imperatives.
5.7.More on prepositions
of locatrion.
5.8.Questions with
modal Can.
5.9.Present continuous
(continuation).
5.10. Simple present
tense.
5.11.Adverbs of
frecuency.
Vocabulary:
5.12.Community facilities
vocabulary.
5.13.Direction words.
5.14.Stores,
prepositions.
TUTORIAL INTERACTION
ACTIVITIES
1. The facilitator presents and explains the
program and the competences planned
for the level.
2. Warm-up activity: The faciitator will ask
participants where they live and what they
like to do in their cities.
3. Identify locations and services: The
facilitator will write on the board a list of
locations and participants are to identify
the services they can get in those places.
4. Classify services or facilities in the
community: Participants are going to
classify the services identified before:
Transpostation, health, protection, and so
forth.
5. The facilitator will explain the difference
between neighborhood and community.
6. With books closed, the facilitator is
going to ask participants the following
questions: where do you keep your
money? Where do you go if you are ill?
Where can you buy clothes?
Where do you mail letters?
7. The facilitator and the whole class will
discuss the terms that follow, examples
and explanations will be provided:
lodging, park and recreation, medical
care, residential area.
8. Drama: Participants can dramatize a
situation in which someone is looking for
place in a community and the other
person gives the right direction.
9. The textbook exercises. The facilitator
and the whole classare going to work on
6 TIH
10
Min.
10
Min.
10
Min.
10
Min.
10
Min.
15
Min.
20
Min.
20
Min.
1
Hour
2/45
Hours
/Min.
INDEPENDENT STUDY
ACTIVITIES
1. Make a list of
agencies and services.
28
ISH
EXPECTED
RESULTS
government
1
Hour.
1. They can identify locations and
services in their communities.
2. Writing: Participants will write a
description of their communities,
including a part about the facilities
and services they have in such
places.
2
Hour.
2. They have capacity to ask for
and give directions of places.
3. Worksheet A from unit 5, lesson 1,
Activity Bank CD.
4. Worsheet A, unit 5, lesson 2,
Activity Bank CD.
5. Worksheet C, unit 5, lesson 3,
Activity Bank CD.
6. Worksheet C, unit 6, lesson 4,
Activity Bank CD.
7. Worksheet C, unit 5, lesson 5,
Activity Bank CD.
8. Workbook
exercises.
exercises:
Unit
5
2
Hour.
2
Hour.
2
Hour.
3. They are able to leave and
receive messages on the phone,
depending on the vocabulary
requirement and the situation
also.
4. They can write postcard
messages
to
friends
and
relatives.
2
Hour.
5. Participants have the capacity
to identify the different sections in
a mall and give directions in it.
2
Hour.
6. They use the right vocabulary
to give orders and commands.
15
Hours
.
7. Thet are able to use adverbs of
frecuency to describe common
activities they carry out in their
lives.
8.
They
know
how
tomakequestions with modal Can.
the practices found in the unit, with more
focus mon the listening exercises.
10. Social forum: What are your
expectations for this subject?
11. Academic forum: What is the ideal
neighborhood for you? Describe it.
15
Min.
15
Min.
CONTENTS AND ACTIVITIES PER UNIT: THIRD AND FOURTH WEEKS
UNIT
UNIT VI:
TALKING WITH OTHERS
Communication:
6.1.Identify parts of the
body.
6.2.Talk and write about
health
problems
and
illnesses.
6.3.Ask for information at a
hospital.
6.4.Describe healthy and
unhealthy practices.
6.5.Give advice on health
decisions.
Grammar:
6.6.The simple present of
HAVE
tense to refer to
health problems.
6.7.Modal SHOULD to give
advice on health.
6.8.Preposition of location.
6.9.The verb WANT with
Infinitives.
Vocabulary:
6.10.Internal and external
body parts.
6.11. Names of ailments
and illnesses.
TUTORIAL INTERACTION
ACTIVITIES
6 TIH
INDEPENDENT STUDY
ACTIVITIES
26
ISH
EXPECTED
RESULTS
1.The facilitator uses and shows
pictures to teach internal and external
parts of the body.
40
Min.
1. Worksheet A from unit 6, lesson
1, Activity Bank CD.
3
Hours.
9. They are able to name and
identify parts of the body.
2. Class work: Participants will be asked
what they do to be healthy. They are to
respond individually.
30
Min.
2. Worsheet A, unit 6, lesson 2,
Activity Bank CD.
3
Hours.
10. Participants can talk about
simple health problems: ailments,
illnesses.
3. Worksheet C, unit 6, lesson 3,
Activity Bank CD.
3
Hours.
3. Participants will describe some
health problems they have at the
moment of class, and the faciliator will
give some advice to them.
30
Min.
4. Worksheet C, unit 6, lesson 4,
Activity Bank CD.
3
Hours
5. Worksheet C, unit 6, lesson 5,
Activity Bank CD.
4
Hours
6.Workbook
exrercises.
10
Hours.
4. The facilitator will present some
people´s problems and participants will
give advice about what to do.
30
Min.
5. Class work: The facilitator and
participants will do the textbook
exercises and activities.
2
Hours.
6. Drama: Participants can dramatize
the situation of sick person who goes to
a doctor for help.
30
Min.
exercises:
Unit
six
11. They have the competence to
describe healthy and unhealthy
habits.
12. They know how to use the
modal SHOULD to give advice to
people about what to do and
where to go for health help.
13. Participants use the verb
WANT properly combined with
infinitives to express desires.
14. They have the competence to
use simple hospital and health
vocabularies to ask for information
at a hospital.
6.12. Symptoms and signs.
6.13. Names of some
medications.
6.14. Hospital vacabulary.
7. Academic forum: What habits can
keep us healthy?.
10
Min.
8. Doubts forum: Write any doubts you
may have about the final project or any
other issues concerning class.
10
Min.
CONTENTS AND ACTIVITIES PER UNIT: FIFTH AND SIXTH WEEKS
UNIT
UNIT VII:
WORKING ON IT
Communication:
7.1.Speak and write about
occupations.
7.2.Perform a job interview.
7.3.Interpret classified ads.
7.4.Describe one´s job
duties.
7.5.Write a job history.
7.6.Speak about one´s
abilities for work.
Grammar:
7.8. Simple present and
negative simple present.
7.9.Modal CAN.
7.10.Simple past of regular
verbs and BE.
7.11.Questions with CAN.
7.12.Adverbs of frequency.
Vocabulary:
7.13.Job names or titles.
TUTORIAL INTERACTION
ACTIVITIES
1. The facilitator will begin the unit by
asking everey one in class what they do
and what their duties are.
2. Pair work: They work in couples to
describe their jobs via speaking.
6 TIH
INDEPENDENT STUDY
ACTIVITIES
28
ISH
15
Min.
1.Worksheet C, lesson 1, unit 7.
20
Min.
2. Worksheet C, lesson 2, unit 7.
2
Hours.
16. They know the basic principles
for a good job interview.
3. Worksheet C, lesson 3, unit 7.
2
Hours.
17. They are able to interpret
classified ads for job searching
and other types of information.
4. Worksheet C, lesson 4, unit 7.
2
Hours.
3. Group work: Participants get together to
share information about their abilities for
work.
20
Min.
4. Textbook exercises and activities: from
page 121 to 140.
60
Min.
5. Drama: Participants are to perform a
job interview, in pairs.
30
Min.
6.Speaking: In couples, they will talk
about what they can and can´t do.
30
Min.
7. Social forum: What do/don´t you like
about your job?
1
Hour
8. Social forum: What is the ideal job for
1
2
Hours.
EXPECTED
RESULTS
15. They can identify occupations
and job duties.
18. They have the competence to
speak and write about what they
can and can´t do, that is, job
abilitites.
5. Worksheet C, lesson 5, unit 7.
2
Hours,
6. Exercises in the workbook: unit
7.
12
Hours
19. They are able to speak and
write about likes and dislikes
concerning their jobs.
7. Writing: They are going to
describe their job duties.
2
Hours.
20. Participants can give opinions
on ideal jobs.
21. They talk and write about jobb
7.14.Abbreviations used in
classified ads.
7.15.Job history
vocabulary.
7.16.Vocabulary for job
interviews and
performances: punctuality,
improvement, superior,
appearance.
you?
Hour
8. Writing: They will write a job
history.
2
Hours.
experiences.
CONTENTS AND ACTIVITIES PER UNIT: SEVENTH WEEK
UNIT
UNIT VIII:
PEOPLE AND
LEARNING
Communication:
6.1Share information
about study habits.
6.2.Talk and write about
one´s study schedule.
6.3.Read about some
people´s study
schedules.
6.4.Identify learning
opportunities.
6.5.Develop goals or
plans.
6.6.Speak and write
about work experiences.
Grammar:
6.7.Regular and irregular
past tense verbs.
6.8.Modal CAN.
6.9.Modal SHOULD.
6.10.Verb + infinitive, verb
+ noun.
6.11.Future with GOING
TO and WILL.
Vocabulary:
6.12.Words related to
TUTORIAL INTERACTION
ACTIVITIES
3 TIH
INDEPENDENT STUDY
ACTIVITIES
14
ISH
EXPECTED
RESULTS
1. Worksheet C, lesson 1, unit 8.
2
Hour.
22. They are competent to talk
about their study habits.
2. Worksheet C, lesson 2, unit 8.
2
Hour.
23. Participants are able to write
and speak about future study and
work plans.
3. Worksheet C, lesson 3, unit 8.
2
Hour.
4. Worksheet C, lesson 4, unit 8.
2
Hour.
1. Class work: The whole class will make
a list of activities they do when they are
not in class. Use the board.
40
Min.
2. Pair work: They are going to share
information about their study habits.
40
Min.
3. Brain storming: Participants will
suggest some ways to study English at
home. The facilitator will talk about the
importance of studying at home.
40
Min.
4. Textbook exercises and activities,
from page 141 to 160.
3
Hours.
5. Worksheet C, lesson 5, unit 7.
2
Hour.
5. Social forum: What are your study
habits?
1
Hour.
6. Exercises in the workbook: unit 8.
2
Hour.
7. Writing: They will write about their
job plans and study goals.
1
Hour.
8. Writing: They are going to write
about their study schedule at home.
1
Hour
24. They use words related to
learning and job opportunities.
25. Competence to refer to job
experiences and abilities.
26. They use the past tense to
talk and write about work
experiences.
study skills.
6.13. Life skills.
6.14.Words related to
educational choices and
learning opportunities.
6.15.Vocabulary of study
plans and goals.
6.16.Words to describe
jobs.
ADES
CONTENTS AND ACTIVITIES PER UNIT: EIGHTH WEEK
TUTORIAL INTERACTION
ACTIVITIES
INDEPENDENT STUDY
3 TIH
ACTIVITIES
0. Feedback about questions
originated from activities done
as independent studies.
15
Min.
1. Final Department Test.
95
Min.
1-. Assessment of participations in
forums,
homework,
and
other
platform activities.
2- Learning Self-evaluation.
3. Coevaluation.
4- Final Project´s form and content
corrections.
ISH
EXPECTED
RESULTS
1-. Handing in Projects on time.
CRITERIA
Oral
Production and
Interaction
Activities
Written
Production
Activities.
Professional
Practical
Activities
LEARNING PROCESS EVALUATION
INDICATORS
Information Organization. Great knowledge of the topic: rigor, clarity, precision, and
-Virtual and oral presentations.
presentation of ideas with the proper profoundness. Pertinence of argumentation in
participations. Coherence, clarity, and originality of the ideas expressed. Linguistic
correction: right word-power, sentence structure, pronunciation. Right knowledge of
writing and orthography. Good use of technological resources. Capacity to look for
and select information. Creativity in the presentations made.
Capacity for
teamwork.
-Interaction activities (synchronic Right and pertinent participations. Respect towards the agreed upon communication
and asynchronic).
rules. Coherence, clarity, and originality of the ideas expressed. Celerity and
punctuality in handing in assignments.
-Asynchronic interaction
Clarity, quality, objectivity, and pertinence of participation. Coherence and originality
activities.
of the ideas expressed. Good use of technological resources. Celerity and
punctuality in handing in assignments. Organization of the information presented.
-Essays -Research paper
Facts and data. Principles and concepts. Skills to investigate. Procedural contents.
-Questionnaires and exercises
Thinking abilities.
-Reflexive diaries and concept
maps.
-Case studies.
Application. Professional skills. Facts and data. Principles and concepts. Procedural
contents. Thinking abilities. Activities and values (responsibility, decision making).
-Problem solutions.
Facts and data. Principles and concepts. Procedural contents. Thinking abilities.
Activities and values (responsibility, decision making).
Application. Professional skills. Facts and data. Principles and concepts. Procedural
-Projects.
contents. Thinking abilities. Activities and values (responsibility, decision making).
Time management, collaboration).
Reflection. Creativity. Logical order in the Organization of the information presented.
-Portfolio.
The advancement of the learning process according to the topics treated. Capacity
to question and criticism of the ideas expressed through written and oral forms.
-Field Projects.
Projects addressed to field work that will link theory to practice.
-Practices in situ.
Practical activities done by the participants of a subject in institutions and
enterprises whose activities are related to their field of study.
-Lab. Practices.
Practical activities done by the participants of a subject in inside and outside
specialized laboratories.
-Simulation Practices.
Activities done by participants, who will simulate reality on stage, be it physical or
virtual.
ACTIVITIES
(%)
10%
15%
15%
Written Test.
-Short
answers
and
completions.
-Multiple
Alternatives.
–
Matching,
Association,
and
Ordering.
-Multiple
Choice
–Essay
questions.
-Quality
-Ethics
-Cooperation.
-Responsibility.
Attitudes and
values
-Solidarity.
-Pluralism.
-Innovation.
-Equity.
-Knowledge
-Analysis
-Comprehension
-Synthesis
-Application
-Written consideration
50%
-Critical reasoning
Commitment to do their homework according to the efficiency standards set
beforehand.
Shows moral commitment in his-her actions as a student.
- Promotes cooperative and collaborative work as a way to develop collective
potentialities.
-Shows a good attitude towards team work.
-Commitment to respond to his-her duties as participant and citizen – Punctuality. –
Faces consequences of his-her actions. - Participates actively in group decision
making.
- Shares with his-her classmates. – He-she is generous. – Promotes actions to
motivate and lead common aims.
- He- she feels identified with the preservation of biodiversity and his- her
sociocultural environment.
- Respect towards the institutional patrimony. – He- she listens carefully to others.
-Respect towards ethnic, ideological, religious, and gender diversity. – He- she
values the expression and discussion of ideas, and opinions of others. –Respect
the order of participation. –He- she is tolerant and moderate in his- her opinions.
- Shows creativity and talent in his- her homework. –Shows initiative and interest in
the academic work.
-Shows openness and receptivity towards science advancements.
-Disposition to make good and balanced decisions.
-Impartiality in his- her opinions.
10%
First week of class
Weekly assignments
Doubts forum
Final Production (Written
and oral).
Written test
INFORMATION TO REMEMBER
The facilitator will begin the subject by socializing the program, the general and specific competences to be reached by the
participant, besides, the faciltator will explain the evaluation parameters and how to develop every process around the 8
weeks.
This first week of class, the facilitator and the participants are going to form the different groups for weekly presentations.
Explanation and distribution of the Final Project (Oral and written).
To be handed in next week after being assigned or uploaded to the virtual campus. It is important to study the content of
every unit to develop the competences of the subject, it is also important to hand in assignments the due dates and follow the
rules established.
Doubts about the Final Project are to be responded through a forum to be uploaded the third week of class.
The facilitator is going to explain which this activity of production will be. The production will be written and presented orally.
It´ll be assigned the first week of class and presented orally around the 6th and 7th weeks. The written part is to be handed in
the last week.
To be applied the last week of class. It is based on the contents of the program and the due results.
BIBLIOGRAPHY
Basic
1) JENKINS, ROB AND STACY JOHNSON: Stand out 1. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 2009.
2) JENKINS, ROB AND STACY JOHNSON: Stand out 1: Grammar challenge. SECOND EDITION. BOSTON, HEINLE, CENGAGE LEARNING, 2009.
THE SUBJECT´S FACILITATOR´S PROFILE:
The facilitator for this subject must be licenced on languages and have a professional preparation and experience on language
teaching, as well as the following qualities for teaching English: patience and tolerance; open-minded and dynamic.
Done by:
José Parra: Language School Director
REVISED BY:
Elizabeth Filpo, Tourism School Professor
This program was finished and approved by the Curriculum Reform Office, January 2011.