UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA- UNAD Vicerrectora de relaciones Internacionales-VIREL Instituto Virtual de Lenguas- INVIL National English Program English 4 - 90170 Course

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD

Vicerrectora de relaciones Internacionales VIREL Instituto Virtual de Lenguas INVIL National English Program

SYLLABUS English 4 - 90170 Course

1. COURSE GENERAL INFORMATION

SCHOOL OR UNIT: Instituto Virtual de LenguasACRONYM: INVIL

LEVEL: Technician Technological Professional Master

TRAINING FIELD: Common basic interdisciplinary (foreign language component)

COURSE: English 4CODE: 90170

COURSE TYPE: Theoretical-practical

NUMBER OF CREDITS: 2 creditsNUMBER OF WEEKS: 8 weeks

PRIOR KNOWLEDGE: In the English 4 course, students should know, understand and dominate the topics of English 0, 1, 2 and 3 courses. Some of these topics are: Compound adjectives, present progressive with future meaning, Wh question with modals, phrasal verbs, past progressive-past simple, modal verbs advice and obligation, among others.

COURSE DIRECTOR: Lika Gobronidze

DATE OF ELABORATION: March, 2015

COURSE DESCRIPTION: The UNAD, true to its mission as a leading organization in open and distance education, has a key role in the advances related to the globalization topic. For this reason, its internationalization policy seeks to guide the steps of the national and international community towards bilingual scenarios.According to the above English 4 is part of the foreign language component in the curriculum guidelines of the UNAD's academic programs. Students will encounter in this course, the availability of a virtual environment in which six environments (initial information, knowledge, collaborative learning, practical learning, assessment and monitoring and management) are prepared. Each environment fulfills a specific function within educational intentions which guide the work, through both individual and group interaction, in order to enhance the learning and practice of English oriented activity guides and accompanied by their respective evaluation rubrics.This course has two (2) credits, which include independent study and tutorial support, for a total of 96 hours of academic work, distributed in 64 hours of independent study, 36 hours of accompaniment and tutorial follow-up aimed to: * Recognize and appropriate the basic contents of English 4 specifically.* Develop abilities and communication skills through listening (audio, written reflection of audiovisual materials) and written comprehension (drafting, interpretation and development of the contents), in order to make use of the English language in different scenarios of everyday life * Foster in students the importance of learning English for work, academic and personal environment.* Take advantage of techno-didactical resources and technological tools in the course in order to learn a foreign language with autonomy and tutorial support.

* On the agenda on the initial information environment, you can refer to corresponding activities to each of the two work units, dates and evaluative weights of them. * The student has the guidance and support from the assigned tutor on campus throughout the process in order to solve doubts or concerns that may arise when developing this course.

2. EDUCATIONAL INTENTIONS

Purpose. To strengthen communication skills in English language so the student is able to employ an intermediate - advanced language on general topics those allow him to manage situations in different contexts where the use of the foreign language is required. To achieve this purpose, synchronous and asynchronous learning activities have been arranged where everyday situations arise and students are able to apply and reinforce their knowledge, productive and receptive skills.

General skills of the course:

The student strengthens the communication skills required in the command of English through the virtual environment and the ICT resources of the course as a support to strengthen his learning process and be fluent in the foreign language.

The student through the use of the learning strategy based on tasks within the virtual learning environment, is able to engage in everyday situations in oral and written form on familiar topics.

The student communicates in oral and written way making use of English in order to describe experiences, events, desires and aspirations, as well as briefly justify his views and explain his plans.

The student takes part in the exchange of cultural information; Recognizing his environment and understanding the new cultures of the second language studied.

Sociolinguistic competence

The English 4 student, has the ability to express and interpret thoughts, feelings and facts in both oral and written (listening, speaking, reading, writing), and to interact appropriately in social and cultural contexts among others making use of simple tenses and more complex grammatical structures. Production competence

The student is able to understand the main points of clear texts which are familiar to him either in work or study situations and uses reading as a source of enjoyment and personal enrichment. In addition, he produces simple and coherent text on familiar topics or in which he has a personal interest. He is able to describe experiences, events, desires and aspirations, as well as briefly justify his views and explain his plans.

Digital and technological competence

The student uses the task based learning strategy supported by the course and, all media and technology tools placed at his disposal, including the ICT in order to obtain, select and present information in verbal and written form.

Name of the unitLearning ContentsRequired references

(includes: Text books, web links, journals)

UNIT 1 TIME CLAUSES 1 PastperfectOnline English Course. (s/f). Past Perfect - advanced level. Retrieved from: http://www.curso-ingles.com/gramatica-inglesa/past-perfect.php on December, 2014

English Grammar on line-4U.(2014). Past perfect Simple. Retrieved from: http://www.curso-ingles.com/gramatica-inglesa/past-perfect.php on December, 2014

English Grammar on line-4U.(2014). English in 52 weeks. (2014). Active voice Past perfect. Retrieved from: http://www.shertonEnglish.com/resources/es/active-voice/past-perfect.php on December, 2014

Grammar-Quizzes.com. (2014). Practice on points of English grammar. Past perfect: Contrasting earlier from the later events. Retrieved from: http://www.grammar-quizzes.com/past3b.html on December, 2014 British Council (2014). Verbs in time clauses and if clauses. Retrieved from: https://learnEnglish.britishcouncil.org/es/English-grammar/verbs/verbs-time-clauses-and-if-clauses on December, 2014

English Grammar on line-4U.(2014). Conditional Sentences / If-Clauses Type I, II and III. Retrieved from: http://www.ego4u.com/en/cram-up/grammar/conditional-sentences on December, 2014

Sherton English. English in 52 weeks. (2014). First Conditional- type I. Retrieved from: http://www.shertonEnglish.com/resources/es/conditionals/type1.php December, 2014

OM-grammar. (s/f). Conditional sentences. Retrieved from: http://www.ompersonal.com.ar/omgrammar/oracionescondicionales.htm December, 2014

English Club. (2014). First Conditional: Real possibility. Retrieved from: http://www.Englishclub.com/grammar/verbs-conditional_2.htm December, 2014

English teacher Melanie into the real world. (2010). Vocabulary - When to Say ' Congratulations!' Retrieved from: http://www.Englishteachermelanie.com/vocabulary-when-to-say-congratulations/ December, 2014

Bla. B Dictionary. (s/f). English-Spanish translation for "congratulatory". Retrieved from: http://en.bab.la/dictionary/English-spanish/congratulatory December, 2014

Ibe. Learn English. Learn English. (2013). English lesson 4. Offering congratulations. Retrieved from: https://www.youtube.com/watch?v=Cp1nI4_yDSE December, 2014

2 time Clauses in the past

3 If clauses and results clauses in conditional sentences.

4.Conditional sentences with the combination: present-future-(first conditional)

5. Congratulatory vocabulary and expressions

Complemetary referencesPerfect English grammar. (2014) First Conditional-exercise1. Retrieved from: http://www.perfect-English-grammar.com/first-conditional-exercise-1.html December, 2014

Agenda web. (s/f). Hundreds of free English exercises. First conditional exercises. Retrieved from: http://www.agendaweb.org/verbs/conditional-first-exercises.html December, 2014

Really learn English for students and teachers. (2013). Past perfect exercises. Retrieved from: http://www.really-learn-English.com/past-perfect-exercises.html December, 2014

Your Dictionary. (2014). The dictionary you can understand. Retrieved from: http://sentence.yourdictionary.com/congratulation December, 2014

UNIT 2 HYPOTHETICAL SITUATIONS 1 Wish to express hypothetical situations in the present and future5MinuteEnglish (2013). English as a Second Language. Using wish in the present tense. Retrieved from: http://www.5minuteEnglish.com/apr21.htm December, 2014

BBC learning English. (s/f). Inspiring language learning. Expressing wishes in the past, present and future. Retrieved from: http://www.bbc.co.uk/worldservice/learningEnglish/grammar/learnit/learnitv301.shtml December, 2014

Esl base. (n.d.) Teach English. English grammar Wish: Form and meaning. Retrieved from: http://www.eslbase.com/grammar/wish December, 2014

Grammar-Quizzes.com. (2014). Practice on points of English grammar. Expressing wishes and regrets. Retrieved from: http://www.grammar-quizzes.com/condition4a.html December, 2014

Esl base. (2014) Resources for teachers and learners of English. English grammar Wish. Retrieved from: http://www.eltbase.com/notes.php?id=52 December, 2014

The blog to learn English. (2013). Differences among "I wish, if only, I hope" to express desire, complaints or repentance. Retrieved from: http://elblogdelingles.blogspot.com/2013/03/diferencias-entre-i-wish-if-only-i-hope.html December, 2014

English. An educational, fun, and easy way to learn English. (2012). Use of Hope and Wish. Retrieved from: http://ingles-whatstheproblem.blogspot.com/2012/02/el-uso-de-hope-y-wish.html December, 2014

Townson University. (2014). Online writing support. Active-Passive voice. Retrieved from: http://www.towson.edu/ows/activepass.htm December, 2014

English Grammar on line-4U.(2014). Passive voice. Retrieved from: http://www.ego4u.com/en/cram-up/grammar/passive December, 2014

Grammar-Quizzes.com. (2014). Practice on points of English grammar. Passive Verbs with Two Objects: Focusing on the direct or indirect object. Retrieved from: http://www.grammar-quizzes.com/passive1c.html December, 2014

Advanced straight forward English. (s/f). Troublesome grammar. Active and passive voice. Retrieved from: http://www.garlicpress.com/shop/images/ASFE.pdf December, 2014

2 hope to express realistic expectations in the present.

3 use of wish + 'stop ing' structures. Hope vs. Wish.

4. Used to for habits and customary past actions.

5. Subject and Direct Object within a sentence, both in active and passive voice in present and past tenses of the passive voice impersonal for events.

Complemetary referencesAbout.com. (s/f). English as 2nd language. Active voice to passive voice transformations. Retrieved from: http://esl.about.com/library/quiz/blgrquiz_passive1.htm December, 2014

English Exercises.org. (s/f). Passive voice exercises. Active or passive voice. Retrieved from: http://www.Englishexercises.org/makeagame/viewgame.asp?id=1373 December, 2014

Agenda web. (s/f). Hundreds of free English exercises. Verbs-Wish/hope-exercises. Retrieved from: http://www.agendaweb.org/verbs/wish-exercises-verb.html December, 2014

To learn English.com. (s/f). Exercise of hope and wish. Retrieved from: http://www.tolearnEnglish.com/English_lessons/exercise-of-hope-and-wish December, 2014Esl grammar practice. (2012) Hopes and wishes. Retrieved from: http://eslgrammarpractice.blogspot.com/2012/11/hopes-and-wishes.html December, 2014

3. LEARNING ACTIVITIESUnitLearning Contents

CompetenciesPerformance indicatorsLearning StrategyN of WeeksAssessment

PurposeAssessment CriteriaWeighting

UNIT 1

TIME CLAUSES

1.Past perfect.

2. Time clauses in the past.

3. If clauses and results clauses in conditional sentences.

4. Conditional sentences with the combination: Pres.-Fut. (first conditional)

5. Congratulatory vocabulary and expressions

The student uses accordingly the past perfect in different contexts where an action in the past occurs before another action, the student also acknowledges and uses expressions to congratulate.

The student recognizes and uses in written and oral form the structure of the first conditional as a result of possible actions Inquires aboutContent from the past perfect and conditional expressing possibility through the available resources and broadens information on your own. He understands the conversations which include past perfect and identifies the sequence of events with ease.

He analyzes readings expressing personal opinions.

He is able to maintain a fluent and coherent conversation in past perfect tense.

He describes real situations by writing about them and is able to clearly identify the sequence of eventsTask based strategy organized as follows: ROLE OF THE TUTOR

I. Previous task: At the beginning, the tutor invites the student to recognize the course units and activities.Task cycle: Act. 1. Recognition forum: Conceived in three moments:1. Task: Students begin the collaborative work 2. Planning: The e-students provide feedback their classmates' work 3. Inform: Students present individually, an audio recording of the answers to the questions set out. II. - Focus on the meaning- Act. 2 - Pre-knowledge online activity. Analysis: Students practice online activity to identify and process specific structures and strengthen communication skills. III-IV - Focus on the form - Act. 3 -4 : Online activity-Unit 1and 2: Students are encouraged to listen and read prior use the reading or audio to extract useful language with grammatical structures learned during this unit.

2Identify actions of the past perfect, its tense forms and unique temporal clauses to describe personal experiences, and uses expressions to congratulate.

Determine the construction of first conditional sentences where there are consequences of initial actions.

Act. 1. Identification and recognition of elements, topics and activities to be developed during the course.

Act. 2. Topic transfer from Unit 1 using an online objective test.

Act. 3 Use of new vocabulary and proper English phonetics applied to a synchronous talk with the tutor.

5%

5%

70%

UNIT 2

HYPOTHETICAL SITUATIONS USED TO1 Wish to express hypothetical situations in the present and future

2 hope to express realistic expectations in the present.

3 Use of wish + stop -ing structures. Hope vs. Wish.

4. Used to for habits and customary past actions.

5. Subject and Direct Object within a sentence, both in active and passive voice in present and past tenses of the passive voice impersonal for events.

The student understands and is able to see the difference between the expressions 'Wish and Hope' in oral and written form in actual and hypothetical situations in the present.

The student applies the modal "used to" followed by an infinitive verb in sentences that communicate past habits within sentences with positive, negative and question meaning.

The student interprets and understands concepts, order and function of words in sentences constructed with passive and active voice including the subject and direct object with its application in practical activities on their immediate environment.The student talks expressing his point of view using wish or hope depending on the context.

The student does written exercises which highlight the importance of his position against real or hypothetical facts.

The student writes clear and detailed texts practicing what he learned in both units.

The student takes part in spontaneous talks about past habits and understands written texts describing past habits.

The student takes part in academic conferences in which passive voice phrases are used and writes reports expressing opinions and facts with well-constructed phrases.ROLE OF THE STUDENTV. - Focus on the language- Act. 5 - Speaking assignment-unit 1 & 2 - practice: The tutor leads the practical activities where the students exercise words and phrases that will allow them to use the English language.VI. - Central task - Act. 6 Writing assignment:Planning and execution of the task: Students work in collaborative groups. The tutor constantly accompanies the activity in each forum. Students present individually a written text.Feedback, deep learning and reflection on the task.VII- Act 7. Course Final Test: Students through the online final objective test will be able to experiment the learning process of the course topics. VII- Act 7. Course Final Test: Students through the online final objective test will be able to experiment the learning process of the course topics. 8Apply the proper use of wish and hope in everyday sentences.

Describe past habits by using the expression "used to" with the following verb in the correct tense.

Apply orderly and coherent concepts on passive and active voice when creating everyday phrases.Act. 4. Topic transfer from Unit 2 using an online objective test.

Act. 5 Proper use of grammar structures, punctuation signs, connecting words, cohesion and coherence in the requested text.

Act. 6. Topic transfer from Unit 1 using an online objective test.

70%

70%

25%Final Test

1. COURSE ASSESSMENT STRUCTURE

Type of assessmentWeightingMaximum score

Self-assessmentTrainingIt is the opportunity that the student has to check and do a self-critical reflection of his academic progress related to his training project

Evaluation between peersTrainingIt is a collaborative action among students; the comments made or received from the other members of the group are significant to identify strengths and weaknesses in the personal learning process

Evaluation by the tutorEvaluation process done by the tutor, which aims to verify the learning achievements and verification of skills and learning contents which make up the competition. This evaluation shall be consistent with the teaching strategy of the task-based learning, where the activities to assess skills should form part of a set of actions that give solution to a situation inside a task in accordance with provisions under the respective rubric for each activity as appropriate. All activities to be performed by the student shall maintain a correspondence with the achievement of objectives and its specific competence to develop. To evaluate the tasks several indicators will be defined and will allow us to identify the aspects that the student should have to in order to check if the skill has been properly acquired by the student.

THE EVALUATION RUBRICS: They are guidelines in which grading scales are established according to progressive levels in relation to the performance of a student in the accomplishment of a specific task.It is aimed towards qualitative aspects that serve to measure quantitatively its work according to a academic an metacognitive criteria. It involves a progressive evaluation

75%375

25%125

Total500

Academic work in the virtual campus policiesThe UNAD, complies with the development of a quality culture consistent with its academic educational model, in its various fields and performance multicontexts, working responsibly within the framework of its autonomy and university mission with innovative criteria that guarantee the satisfaction of academic stakeholders, beneficiaries and users of its programs and services as well as the quality, efficiency and effectiveness of its management model and the continuous improvement of its processes and resources.

All courses of the programs are developed in a virtual campus created by the UNAD for this purpose. This space provides direct contact with educational stakeholders that make up the course.

To work in the virtual campus it is necessary to take into account the educational model of the UNAD where Virtual Learning Environment (AVA in Spanish) is composed by the following academic stakeholders: E-students, e-mediators (Course Director and Course Tutor)

E-mediator:

E-Director of Academic Course: It is the academic stakeholder whose primary functions are to design, update and improve the teaching material of the course (course module), design and/or update the course activities, lead the national network of course tutors in charge and manage the virtual classroom and its different environments. The role of course director allows him to make changes in the virtual classroom.

E-Tutor of Academic Course: It is a cognitive mediator who facilitates guides, accompanies and evaluates the integral formation process, taking part in the course network in order to formulate and implement strategies for the tutorial support and strengthening of the academic course within the substantive responsibilities framework and its criteria.

E-student: It is the educational stakeholder; its autonomous learning is the essential condition to carry out the academic activity oriented to its integral training. (Academic Regulation UNAD, 2006)

As provided in our PAP (Academic Project), the UNAD, acknowledges the learning process with a cognitive, psycho-affective, and motor character which meets or is performed sequentially, in this sense, the academic work is determined by learning phases. (PAPs 3.0 version)

Anti-plagiarism Policy - Academic regulations for studentIntellectual property means the set of rights and privileges over all creations of human ingenuity that in any knowledge field, may be object of definition, reproduction, use, or by any known or to be known mean, and with respect to which the State and legislation offer special protection.

According to the Unadista anti-plagiarism policy:

In Spanish, plagiarism is defined by the Royal Academy dictionary as the action of "copy substantially other people's works, considering them as own." Plagiarism is a serious offence: it is the equivalent, in academia, to theft. A student who plagiarizes does not take its education seriously, and does not respect the foreign intellectual production.

There is no little plagiarism. If a student uses any portion of another person's work, and this person does not document his source, it is committing an act of plagiarism.

The Internet age facilitates communication and given that there is a lot of information as it has never existed, it is very easy to engage in this practice. That's why, in addition to the previous statement, there are on the network various applications, some of them free, that verify a text and validate its sources to make sure that a document is not an involuntary or voluntary copy of another document. Here it is shown the application called The Plagiarism Checker.

WHAT HAPPENS AT UNAD IF PLAGIARISM IS DETECTED?

Students are expected to know that plagiarism is not acceptable academic conduct.

The first time there is evidence that a student has committed plagiarism in one of his classes, he will receive zero points on the task or test in question, and the dependency shall be informed of the transgression. The second time that a student commits plagiarism in one of his classes, the grade of this class will be '0', and his dependency shall be informed of the transgression.

For more information on the subject:http://gervaseprograms.georgetown.edu/hc/plagiarism.html

For more information about how to reference sources:

http://www.dartmouth.edu/~sources/ http://owl.English.purdue.edu/owl/resource/560/01/

For more information about how to prevent plagiarism:

http://www.library.ualberta.ca/guides/plagiarism/preventing/index.cfm http://www.college.columbia.edu/facultyadmin/cheating/action_plagiarism.php

For more information about how to identify plagiarism:

http://www.library.ualberta.ca/guides/plagiarism/preventing/index.cfm http://www.plagiarism.org/

source: http://calidad.unad.edu.co/documentos/sgc/normograma/DOCUMENTOS/DOCUMENTO_2007_POLITICAPLAGIO.pdf

Technological requirements (from the institution and the student)UNAD students can access the English 4 course through a mobile internet or broadband connection, with an equal or greater capacity of one gigabyte. Similarly, it is necessary to have a computer equipped with an operating system from Windows XP onwards. It is also recommended that the computer has a capacity of at least 2 gigabytes of RAM and with the most recent version of JAVA in order to use better Mozilla Firefox or Google Chrome browsers which are recommended to use the Moodle platform, which is used in the creation and design of the UNAD courses.

In order to get support, the student must have an e-mail account and the Skype tool installed on his computer as well as a Skype user. It is also essential to have a headset with headphones and microphone for synchronous communication moments.

UNAD uses different sets of information to support the planning, development and improvement of its training processes. The Innovation and technological development Management as a leader in the technological infrastructure management process supports the operation of the information systems used in the processes.

UNAD has a voice, data and video transmission service, which provide national and international interconnectivity to each of its branches for the fulfillment of its missionary purpose, in the fields of distance education in a safe manner, in compliance with service level agreements.

UNAD implemented a wireless network infrastructure which has coverage for all centers, and which responds to the growing demand for computers that use this technology, in order to meet the requirements of students and administrators who arrive to the centers with their laptops are were not able to use UNAD network services. It is also used to take care of the floating population arriving to those centers.

UNAD has within its objectives to provide the necessary technological elements for its different centers to provide better service to the student, with rooms equipped with computers, and at the same time provide computers to the administrative area.

These items include computers, printers, audiovisual equipment, among others, which are allocated and distributed according to the needs of the Unadista community in the areas.

Inclusion of population with disability status policy The public policy for social inclusion since the UNAD, is based on the concept of a policy responding to a country's situation. This is created from participatory processes in which different political actors, interact, whether in formal or informal settings with a focus on human rights and human development. It is aimed to address the needs of diversity from the capacities of persons, identifying fully this population and its emerging reality as well as its structural problems, to develop inclusion processes from the resignification of spaces.

UNAD's Mission, education for all, extends the basic opportunities for everyone, despite the barriers faced by some groups who want to gain access to higher education, in search of a better adaptation and acceptance in our education system to ensure quality education. Law 361 of 1997 (Disabilities Act) "By means of which mechanisms of social integration of persons with limitation are established and some other provisions are mandated;" This regulatory provision establishes various aspects in relation to the fundamental rights of persons with limitation and establishes obligations and responsibilities of the State at different levels so that people who are in this situation, can reach their full personal fulfillment and their full social integration. "Is not the disability which makes life difficult, but the thoughts and actions of others."

Documents supporting academic work Tutorials and guidelines made by the tutors of the course VLO MCE: http://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf