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Propuesta del seminario de comunicación i

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Propuesta del seminario de comunicación i

  1. 1. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 1 de 2 1. IDENTIFICACIÓN Nombre de la Asignatura Seminario de profundización en comunicación en inglés (como opción de grado) Código Área COMUNICACIÓN Naturaleza TEORICO- PRACTICO No de Créditos 10 TP Trabajo Presencial 160 horas TD Trabajo Dirigido 160 horas TI Trabajo Independiente 160 horas Semestre IX Duración 480 horas Habilitable No Homologable No Validable No PRE-REQUISITO: 2. JUSTIFICACIÓN Acquiring high communicative competences in English Bachelor Degree is a process that demands a lot of time and skills from teacher-trainees. They do not have enough time to practice the language because some of them work during the day and they do not invest enough time to study by their own. They just learn what the teachers teach in the classroom and do not try to expand that knowledge or practice with friends. Moreover, the majority of students do not make great effort to acquire high communicative competences. They like to be taught in Spanish, do not pay close attention to the English lessons and attend the class just to pass the subjects without taking responsibility about their future as teachers. Under these circumstances, a SEMINAR ON ENGLISH COMMUNICATION is a great opportunity for teacher-trainees to master communicative competences and overcome gaps that were not fulfilled during the career. The seminar aims at empowering communicative competences on teacher-trainees through adopting different language teaching-learning methods, strategies, techniques and activities. They all allow the use of meaningful activities, tasks, and projects that bring interaction and expand L2 information and understanding through different approaches such as communicative, content based, tasked based, collaborative and project based learning which promote not only the integration of the four skills but realistic language learning experience to reinforce specific and general communicative competences. The analysis of socio cultural factors, national and international
  2. 2. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 2 de 2 problems, presentations and projects on topics derived from the region bring realistic task like how to live healthy, discussion of social problems and article writing are clear example of how this seminar helps teacher-trainees to succeed in acquiring high and efficiently general and specific communicative competences. This seminar is also designed to achieve competences such as linguistic, socio linguistic, discourse, strategy and pragmatic by reinforcing exercises of listening, speaking, reading and writing and developing daily-life activities and assessments that encourage the practice of lifelong learning experience. The mastery of these competences enhance the comprehension of language forms to structure messages and have the language across, stimulate the correct use of the L2 in different scenarios and social context, help teacher-trainees to be consistent and well organized to communicate ideas; increase learners’ time to plan, control and correct their message before they express it. Finally, the mastery of the competences allows teacher-trainees to verify sequencing of messages in accordance with interactional, context and transactional schemata. Furthermore, the seminar provides valuable practice to endorse specific communicative competences using permanent activities that reinforce listening and reading comprehension exercises, which promote thinking and problem-solving skills. Listening to a story for example, help teacher-trainees to understand native speaker, comprehend oral messages, and recall information from TV news or radio station and master pronunciation and intonations. It also prepares students for discussing the topics on the story and writing their points of view on the story themes. Finally, this seminar is fundamental for teachers-trainees because it promotes communicative competences that prepare learners to meet global communication standards and provide lifelong experience that motivate learners to reinforce their competences in L2. The students will learn new cultures through reading, discuss updated social problems and listen to TV news and radio stations, which fulfill students’ weaknesses in terms of communication
  3. 3. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 3 de 2 3. COMPETENCIAS 3.1 Competencias Generales The process of the seminar, teacher-trainees will achieve different communicative competences that will enable them to enrich their knowledge in English language. Then, they are called to master general competences such as linguistic, sociolinguistics, pragmatics; discourse and strategy competences. According to Canale and Swain (1980) linguistics competence is the knowledge of grammatical principles that students need to communicate well. This competence is concerned with the acquisition of the linguistic code (verbal or non-verbal) which includes vocabulary knowledge as well as knowledge of morphological, syntactic, semantic, phonetic and orthographic rules. This competence helps teacher –trainees to acquire knowledge and the ability to use language resources to form well-structured messages. Referring sociolinguistics competence Canale and Swain (1980) state it is the knowledge of how to use language in a social context in order to fulfill communicative functions and communicative functions with respect to discourse principles. Their concept of this competence refers to how an individual can use the knowledge of language in actual communication. Sociolinguistic competence enhances the possession of knowledge and skills for appropriate language use in a social context. Canale (1983, 1984) defines discourse competence as mastery of rules that determine ways in which forms and meanings are used to achieve a meaningful unity of spoken or written texts. The unity of a text is enabled by cohesion in form and coherence in meaning. Cohesion is achieved by the use of cohesion devices (e.g. pronouns, conjunctions, synonyms, parallel structures etc.), which help to link individual sentences and utterances to a structural whole. The mastery of competence provides teacher-trainees coherence, progression and consistency relevance of ideas when they communicate written or orally because it enables the organization of meaning. Canal also analyzes pragmatic as the competence that highlights language elements that mark social relationships, rules of appropriate behavior, and expressions of peoples’ wisdom, differences in register and dialects and stress. Acquiring pragmatic competence encourages teacher-trainees to identify sequencing of messages in accordance with interactional, context and transactional schemata.
  4. 4. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 4 de 2 Finally, strategy competence allows teacher-trainees to use verbal and no-verbal communication to compensate communicative competences. This competence helps students to better planning, controlling and correcting them when they express their ideas. 3.2 Competencias Especificas Teacher-trainees will achieve specific communicative competences, which will empower their knowledge in L2. These competences are among others. Lexical competence. General speaking, this competence is “the knowledge of and ability to use the vocabulary of a language” (Council for Cultural Cooperation, 2001, p.110). It encourages teacher-trainees to learn compounds, phrasal verbs, and idioms, fixed phrases that increase their understanding in the language. Grammatical competence is the mastery of vocabulary, syntax, phonology; graphology and rules of the language that allows learners to use the language to convey messages. Textual competence is basically how well an individual can read and understand different texts. These competences will also be fulfilled in the seminar through different reading, speaking, listening and writing in and out class task, in which teacher-trainees use the language for different purposes. Finally, this seminar aims at promoting rhetorical or effective discourse competence. It is defined as how well an individual can contribute to a conversation. This includes multiple components. One is how well the individual can understand what a range of speakers is saying. Another is how well the individual can interject his or her own opinions, and how well that person can express ideas to an audience within a general scenario. 3.3 Competencias Especificas que desarrollara el seminario This seminar aims at promoting general and specific communicative competence through a variety of tasks, projects and presentations including in and out class exercises that encourage teacher- trainees to master the following competences: • Linguistic competence: Teacher-trainees will enrich their knowledge about how to use the grammar, syntax, and vocabulary of a language. Linguistic competence asks: What words do I use? Writing an essay • Sociolinguistic competence: Teacher-trainees will learn how to use and respond to language
  5. 5. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 5 de 2 appropriately, given the setting, the topic, and the relationships among the people communicating. Sociolinguistic competence asks: Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing? • Discourse competence: Teacher-trainees will study how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole. Discourse competence asks: How are words, phrases and sentences put together to create conversations, speeches, email messages, newspaper articles? • Strategic competence: Teacher-trainees will learn how to recognize and repair communication breakdowns, how to work around gaps in one’s knowledge of the language, and how to learn more about the language and in the context. Strategic competence asks: How do I know when I’ve misunderstood or when someone has misunderstood me? What do I say then? How can I express my ideas if I don’t know the name of something or the right verb form to use? 4. OBJETIVOS This seminar is designed to promote communicative competence on teacher-trainees, who need to fulfill gaps that stop their learning process from being complete. Under this premise, the development of the seminar has general and specific aims that will be explained below. General objective:  Empower communicative competences on teacher-trainees through the implementation of communication seminar based on communicative language teaching, tasks based, project based and collaborative approaches in English Bachelor Program Degree at Amazonia University Specific objectives:  Adopt communicative language teaching, tasks based, project based and collaborative approaches in English Bachelor Program Degree at Amazonia University as a way to reinforce each one of communicative competences  Promote communicative competences using techniques, strategies, assessments and activities of communicative, task based, project based learning and collaborative approaches  Enhance communicative competences by developing meaningful assessments and classroom activities that allow teacher-trainees to use the language meaningfully and different scenarios including classroom, outside activities, immersion and English Clubs  Create realistic activities such as projects, tasks and lessons that foster communicative competences  Evaluate if the approaches, techniques, tasks and activities improve communicative competences teacher-trainees during the seminar
  6. 6. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 6 de 2 5. CONTENIDO TEMÁTICO Y ANÁLISIS DE CRÉDITOS
  7. 7. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 7 de 2 Module 1: COMMUNICATION I Number of hours: 100 This module is based on the mastery of linguistic, pragmatic, sociolinguistic and strategic competences through developing a bulk of reading, writing, listening and speaking exercises. A great number of projects on social life, presentations of daily life discussions, debates of cultural factors; group and individual work activities, role-plays, meaningful tasks and classroom explanations among other activities that promote general communicative competences. Reading exercises such as reading poems, books, articles and newspapers provide teacher- trainees with expertise to identify grammar structures, participate in class discussion, analyze and comprehend different types of texts. Also, they train students on how to become active readers by evaluating texts, making prediction and decision, learning new words, integrating prior knowledge and constructing new understanding as well. Reading exercises are needed to encourage learners to fulfill their weaknesses on writing. After reading, teacher-trainees write essays, reflections or position papers that show their understanding of the reading. Additionally, they participate in class discussion, role-plays and debates from the assigned reading. Listening exercises prepare teacher-trainees to improve their pronunciation, understand oral messages and hear familiar sound combination with which they associate meaning. They acquire source for reaction, interpretation and discussion. This is important so that teacher- trainees master phonological contrast and integrate speaking, writing and reading. In addition, listening exercises train teacher-trainees to be able to understand what is said to them in English, on TV or radio, face to face, on a tape, CDs and cinemas. They also absorb appropriate intonation, the sound of words, good pronunciation model and high spoken communication competences. Speaking exercises such as presentation, exposés, discussions or debate and role-plays advance learners on sociolinguistic and pragmatic competence. They learn how to use the language functionally in different contexts and identify social norms. They acquire this through reading about culture of the different societies where language is spoken and sharing that knowledge with their classmates. Speaking exercises also help teacher-trainees to use language in different scenarios, use cohesion and coherence at the time of expressing their ideas. They learn to use the language spontaneously and identify what words or body language use to have the message across. Moreover, speaking exercises provide rehearsal opportunities to practice daily life communication, which encourage learners to become autonomous language user. That is, teacher-trainees use words and phrases to communicate their thoughts fluently and efficiently. Writing exercises guarantee more opportunities for language processing. Teacher-trainees have more time to think about what they are going to write, practice the language they have been learning during the process and gives reinforcement to the student on gaps they have in linguistic and discourse competences. Through writing exercises, critical skills are also master. This skill is develops using a great variety of in and outside class assignments such as blogs, journal and diary and which make progress in building writing habit. Writing different kind of essays, brochures, collaborative writing, article for newspaper or magazine teacher-trainees
  8. 8. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 8 de 2 correct their failing in grammar, coherence, cohesion or vocabulary in order to become communicative competent not only in writing but general language competences. OBJECTIVES OF COMMUNICATION I MODULE At the end of this module students will be able to master the following objectives General objective:  Promote communicative competence on teacher-trainees through the mastery of linguistic, pragmatic, sociolinguistic and strategic competences through developing a bulk of reading, writing, listening and speaking exercises. A great number of projects on social life, presentations of daily life discussions, debates of cultural factors; group and individual work activities, role-plays, real tasks and classroom explanations among other in and out class activities Specific objectives:  Develop the use of reading strategies (preview, predicting, scanning, skimming, inferring, summarizing, discussing and others) through a great variety of reading exercises, which enhance communication and social interaction  Increase teacher-trainees academic vocabulary preparing them to read academic texts that provide structure scientific knowledge to write their own papers  Improve communicative competences using higher reading tasks such as listening reading, reading debates, multiple choice reading comprehension questions or discussing point of views.  Integrate the four skills (speaking, listening, reading and writing) in all in and out class tasks to guarantee the acquisition of high and proficient communicative competences  Prepare teacher-trainees for improving their pronunciation, understanding of oral messages and hearing familiar sound combination using meaningful tasks and projects, which require their reactions, interpretations, discussions and understanding of English either face to face, on TV or radio, on tapes, CDs and songs through listening exercises  Use different listening comprehensions tasks and strategies (jigsaw listening, message taking, filling the blanks, discussing, predicting, inferring and others) to involve other language kills and communicate effectively.  Provide teacher-trainees with the opportunity to rehearse, hear, see and understand conversational English in a range of different contexts to use real communication tasks, projects and activities.  Design tasks, projects, presentations, debates, discussion, storytelling and in and out class activities that increase spoken and written communication among  Articulate the activities tasks, projects, presentations, debates, discussion in and out class activities to integrate all language skills and enhance communicative competences  Give realistic rehearsal opportunities to practice daily life communication, which encourage learners to become autonomous language user  Encourage writing skills through the use of blogs, journal and diary to build writing habit and correct their weaknesses in grammar, coherence, cohesion or vocabulary in
  9. 9. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 9 de 2 order to master communicative competences  Write essay types, position paper, article, Project brochures and guides, collaborated writing to allow teacher-trainees express their view-points, thoughts and understanding of social problems, readings, listening and speaking activities. CONTENT: UNIT 1: Theme: Dwellings Listening: The perfect house to rent. Note-taking, matching speakers to the statements and making inferences Reading: The perfect house (Multiple choice, note-taking and answering questions) Speaking task: Compare types of houses, suggest ways to make house safer for children, renting a house; expressing sympathy and requesting services. Pronunciation: Stressed and unstressed sounds Vocabulary: Appliances, household chores; home safety Grammar: Phrasal verbs break, bring Writing: A position paper describing a house to rent Methodology:  Discussion  Story telling  Role play  Questionnaire UNIT 2: Theme: Project on holidays. Teacher-trainees visit travel agent and get information about a variety of different types of holiday in Caquetá, in the region, Colombia and the world. Listening: Associate meaning and discussion Reading: Holiday, advice for travelers, family and adventure holidays (looking for specific information, answering questions and making inferences) Speaking task: Presentation, discussion and debates on holidays Pronunciation: Final consonants
  10. 10. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 10 de 2 Vocabulary: Holiday, leisure and indoor and out-door activities Grammar: Review of all tenses Writing: Teacher- trainees will write a project on holiday and a brochure of alphabet touristic places Methodology:  Project based learning  Group work  Debate  Oral exposé UNIT 3: Theme: Environmental problems Listening: Identifying main ideas and determining the relationships of ideas Reading: Global Warming, conservation, energy crisis, preservation of animals and planet (questionnaire, processing details and summarizing) Speaking task: Suggest ways to protect animal from extinction and solutions to improve the environment, complaining about environmental problems Pronunciation: Identify varieties of English Vocabulary: Holiday, leisure and indoor and out-door activities Grammar: Conditionals, phrasal verbs fall and get Writing: Teacher- trainees will write persuasive essays on “Conservation of planet”. Poster session to reflect upon environmental problems Methodology:  Content based instruction  Questionnaire  Interview UNIT 4: Theme: Task “Health daily routine”. Teacher-trainees visit hospital and clinics in the city to get information about how health problems affect people from Florencia, Caquetá, in the region and Colombia. They will work in groups of three and try to explain daily life stress and major sickness people suffer in our nation.
  11. 11. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 11 de 2 Listening: Note taking, prediction and guessing vocabulary. Reading: Health problems in Colombia (exploring ideas, taking positions and reflecting) Speaking task: Drama and role-play on health problems Pronunciation: Encourage learners to be aware of intonation Vocabulary: Sickness, feelings and medical treatments Grammar: Making deductions, present perfect and modal verbs Writing: Journal Writing. All the groups write a journal based on the topic and finally send complaint letter to the health secretary and ministry Methodology:  Task based  Journal  Drama  Role-play UNIT 5: Theme: Power of the media Listening: Guessing vocabulary in context, practice pronunciation and answering questions Reading: Newspapers, internet page, journals, TV guides and magazines (Note-taking) Speaking task: TV news sessions, gossiping; making arrangements and expressing preferences Pronunciation: Focus on stress Vocabulary: News, newspaper, magazines and websites Grammar: Future perfect, quantifiers (either, neither, although, both, all, none) Writing: A news report Methodology:  Discussion  Note-taking  Game
  12. 12. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 12 de 2 UNIT 6: Theme: Social problems. Listening: Filling the gaps, statement matching, identifying main ideas and preparing for discussion Reading: Social problem worldwide (skimming reading and taking a position) Speaking task: Debate on social issues Pronunciation: Focus on developing learners’ communicative skills Vocabulary: Societal problems Grammar: Future perfect, quantifiers (either, neither, although, both, all, none) Writing: Narrative essay Methodology:  Debate  Group work  Individual work UNIT 7: Theme: Festival and holidays around the world Listening: Filling the gaps, statement matching, identifying main ideas and preparing for discussion Reading: Festival and holidays around the world (extensive reading, writing comments,) Speaking task: Discussing differences and similarities among the countries and their festival Pronunciation: Focus on developing learners’ communicative skills Vocabulary: Festivals, feasts and holidays around the world Grammar: Tenses Writing: Comparison and contrast essay Methodology:  Presentation  Puzzle
  13. 13. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 13 de 2  Peer review UNIT 8: Theme: Task: Preparing a recipe. Teacher-trainees have to choose the food and drink they like and prepare a recipe and bring it to the classroom. They explain the step to prepare their food and give their classmate a taste. Listening: YouTube videos (looking for details) Reading: Recipes (scanning) Speaking task: Presentation Pronunciation: Focus on developing learners’ communicative skills Vocabulary: Food, recipes and drinks Grammar: General advance grammar review Writing: Food recipe Methodology:  Presentation  Game  Questionnaire  Interview UNIT 9: Theme: Reading a story “ Dirty money” Listening: YouTube videos on dirty money (making inferences, writing comprehension questions) Reading: Dirty money (deducing meaning and use of unfamiliar lexical items through understanding word formation and contextual clues) Speaking task: Book analysis Pronunciation: Focus on developing learners’ communicative skills Vocabulary: Money and societal problems Grammar: General advance grammar review
  14. 14. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 14 de 2 Writing: Literary essay Methodology:  Face to face discussion  Questionnaire  Running dictation  Oral dictation UNIT 10: Theme: Sports and entertainment Listening: Types of sports, free time activities and entertainment (processing details, understanding vocabulary; understanding phone messages and recall information from the audio) Reading: Type of sports, free time activities and types of entertainment Speaking task: Give opinion, guess content, talk about hobbies; asking for permission and polite requests; taking a phone message and inviting a friend to sport events. Pronunciation: Focus on developing learners’ communicative skills Vocabulary: Type of sports, free time activities and types of entertainment Grammar: General advance grammar review Writing: Invitation letter Methodology:  Role-play  Simulation activities UNIT 11: Theme: Advertising Listening: listening for details, advertising, identify emphasis, identify chronology, listen to a value student product promotion and identify message and strategy of student ads Reading: Advertising campaigns (compare and contrast advertising strategies and reading aloud) Speaking task: Make predictions, propose advertising strategies, promote products, offer advice and create, rehearse and perform a TV advertising program. Record CD advertising products
  15. 15. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 15 de 2 Pronunciation: highlighting words Vocabulary: context clues, synonyms and definitions Grammar: General advance grammar review Writing: Persuasive poster Methodology:  Lectures  Content based  Posters  Picture session UNIT 12: Theme: Play: Teacher-trainees have to work in groups of four to organize a play. One of the embers of the group has deceived somebody and he confessed his fraud. So he is sent to prison. Listening: Interpret speaker’s tone and emotions, support answers with information, listen for reduction in speech, listen and comment on classmates play Reading: Fraud, too good to be true and types of fraud (hypothesize on fraud and types of fraud) Speaking task: Critique people correctly, describe types of fraud, share lives experience, recount experience using new vocabulary, express and defend opinions; class discussion and agree or disagree with statements. Pronunciation: Reduction Vocabulary: Types of fraud and consequences of fraud Grammar: General advance grammar review Writing: Position paper Methodology:  Class discussion  Play UNIT 13:
  16. 16. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 16 de 2 Theme: View and critique a movie “ lovely bones” Listening: Infer word meaning from context, scanning and skimming, listen and comment movie scenes Reading: Types of movie, best actors and actresses ever (Make inferences and predictions, multiple choice and recall information from the reading) Speaking task: Support opinions with reasons, critique a movie, describe types of movie, express preferences on movies, make comparative statements and choose appropriate vocabulary to talk about movies) Pronunciation: Reduction Vocabulary: Types of movies, actors and actresses Grammar: General advance grammar review Writing: Reflection Methodology:  Lecture  Game  Movie UNIT 13: Theme: Project: American culture. Teacher- trainees will work in groups of three to search specific items of American culture. Each group is expected to come out with a specific item of America culture. They have to present a structure scholar project where they show their research on the topic or item they choose. Listening: Accent and identity( a lecture of American culture) Reading: American culture (Looking for specific information, writing summary, note-taking and preparing for presentation, interpret American culture, recognize, infer and classifying information) Speaking task: Presentation, share research findings, pose and respond questions and state position Pronunciation: Reduction Vocabulary: American life styles Grammar: General advance grammar review
  17. 17. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 17 de 2 Writing: Report finding and conduct interview Methodology:  Interview  Presentation  Video UNIT 14: Theme: Living abroad (benefits, disadvantages, advice and recommendations) Listening: Compare personal inferences, make predictions and drawing conclusions (video living abroad) Reading: Benefits, disadvantages, advice and recommendations of living abroad (Class discussion, identifying relationship between the reading and life; learn new vocabulary and produce new knowledge) Speaking task: Give example to illustrate how is living abroad, its disadvantages and benefits. Compare how difficult is living in the continents (America, Asia, Europe and Africa), classifying where are the best countries to live and why, draw conclusions on best continent to travel, countries Colombian can travel without visa, discuss social factor in each continent and evaluate and rank the quality of life in each continent. Pronunciation: Decipher words spoken with reduced pronunciation Vocabulary: Continents and countries Grammar: Phrasal verbs, words definitions and context clues Writing: Descriptive essay Methodology:  Face to face discussion  Simulation activities  Questionnaire  Group work  Pair work  Expansion activities  Class survey UNIT 15: Theme: Fashion
  18. 18. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 18 de 2 Listening: Interview with designers, a conversation about current fashion trends (Jew saw, identifying main point, listening for details, relate listening with personal values, identifying speakers’ point of views, synthesize information, identify thoughts and listen to classmates presentations and questions) Reading: Fashion and new trends. (Compare and contrast adults and young people fashion, compare norms of dressing up, analyze relationship among words and phrases and analyze the significance of the text) Speaking task: Express opinions, rehearse and present an oral report, describe changing in fashion, make predictions, talk about Florencia and Caquetá trends, compare Colombian designers, best-dressed classmates, actors and actresses. Interpret classmates’ attitude, present a plan to improve fashion, conduct interview and share findings. Pronunciation: Group words for appropriate intonation and meaning Vocabulary: Analogies, synonyms and context clues Grammar: Phrasal verbs, used to and conditionals Writing: Plan to change fashion in Caquetá or Colombia Methodology:  Debate  Simulation activities  Presentation  Group work  Pair work  Individual activities  Interview Module 2: COMMUNICATION II (CONVERSATION AND SPONTANEOUS ORAL INTERACTION) Number of hours: 60 This module is more spontaneous oral interaction oriented; tasks, projects and activities are designed to use the language spontaneously in different contexts. However, it also achieves communicative competences by promoting real- life conversation that allow teachers-trainees to use the knowledge acquired in the previous module to broadcast radio programs, participate in immersion, articles writing for English Bachelor Degree Program Magazine and make movies that represent their culture. In addition, teacher-trainees conduct more structure projects such as classroom seminar on the advantages of developing tourism in Caquetá, advantages and consequences of social networks in language learning. Teacher-trainees also launch Reading Club in English Teaching Program. It is a good opportunity for students, teachers and the community to share their understanding of texts and learn new language item. This module enhances the use of all communicative competences trough practice conversation,
  19. 19. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 19 de 2 writing, pronunciation, reading and listening tasks that promote interaction and spontaneity to the process of acquiring high communicative competences, which packet learners’ box of knowledge. OBJECTIVES OF COMMUNICATION II MODULE General objective:  Increase teacher-trainees time to rehearse general and specific communicative competences through and spontaneous oral interaction tasks, more structure-projects such as seminar, movie maker; reading club, article writing and radio program broadcasting Specific objectives:  Utilize spontaneous oral interaction tasks, more structure-projects such as seminar, movie maker; reading club, article writing and radio program broadcasting as a way to prepare students achieve communicative competences in this module.  Improve conversation and communication using in and out class spontaneous oral interaction assignments, tasks and projects that help teacher-trainees to be high communicative competent in all skills  Promote extensive reading in order to launch reading club for sharing information, analyzing books and improving reading skills  Write one article about societal problem in our society  Open students’ blogs to encourage outside writing practice  Use different listening tasks CD, videos, lectures and record to reinforce pronunciation, learn new vocabulary, make inferences, answering questions and learn to listen others. DIFFERENCE BETWEEN MODULE I AND MODULE II “COMMUNICATION I” module is addressed to master general and communicative competences through more structured plan, in which teacher-trainees will develop a great amount of exercises that will enhance more language practice in non-real situation. It means that even they practice daily life activities; the majority of them are imaginary situations because they are not really living the scenes. However, “COMMUNICATION II” module adds seminar realistic language learning. Teacher-trainees are exposed to real scenarios such as radio broadcasting and movie making. These and other activities in this module help learners to learn from experience. It is a reliable interaction where the teacher-trainees improvise and have to respond to different situations at the same time because they are not prepared for unexpected conversation as they are for a presentation. For a presentation, they plan what to say and how to say and they can read the power point presentation. Broadcasting a radio program demands a lot from them because I will not allow them the use of transcripts. So, they have to manage the situation with imagination and the knowledge they have if they want to pass. It is the main difference between these two modules, yet they have something in common. They both have the same items in the units because it is the lesson plan that I
  20. 20. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 20 de 2 propose for the seminar and I want to complement oral interaction. UNIT 1: Theme: Radio program broadcasting Listening: Videos about history, social problems and sport. Different TV and radio programs to get experience (identifying main point, listening for details, relate listening with personal values, identifying speakers’ tones, synthesize information, identify thoughts, details and style used by reporters and journalists) Reading: History, social problems and sports. (Summary, paraphrasing, inferring, reacting and taking positions) Speaking task: Express opinions, discuss radio program topics, and broadcast a radio program in Amazonia radio station on live. Share the experience and describe their feeling. Training in the presentation of broadcast material. Pronunciation: Intonation, tone and rhythm Vocabulary: history, sports and social problem Grammar: General grammar focus Writing: Descript Methodology:  Radio program broadcasting  Rehearsal  Presentation  Group work  Pair work  Individual activities  Interview UNIT 2: Theme: Movie making Listening: Videos of thrillers (identifying main point, listening for details, relate listening with personal values, identifying main character, ways of speaking, spoken language, daily life communication, understanding messages) Reading: Reading transcripts (Summary, inferring, taking positions, interviewing, identifying vocabulary, analyzing clues) Speaking task: Develop and share ideas, asking questions, negotiation meaning, making
  21. 21. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 21 de 2 suggestions, deciding upon what type of movie to make, arguing and decision-making. Pronunciation: Understanding spoken language used in movies Vocabulary: Movie making Grammar: General grammar focus Writing: Writing the scenes, main characters and rewriting them. Methodology:  Group work  Pair work  Individual activities  Role-paly  Drama  Movie- making  Content based  Task based  Project based UNIT 3: Theme: English Immersion Listening: Listen to classmates and understanding them well (getting main point and message, listening for details, relate listening with personal responses, understanding meaning in context, ways of speaking, spoken language, daily life communication, understanding messages) Reading: Reading instructions, immersion manual and signs (narrate a story, describe instruction, understand meaning and making inferences) Speaking task: Develop and share ideas, asking questions, negotiation meaning, making suggestions, arguing and decision-making, storytelling, asking for food, asking permission, tell jokes and provide information orally Pronunciation: Understanding spoken language used in different context Vocabulary: Food, transportation and suggestions Grammar: General grammar focus Writing: Writing jokes, story and signs Methodology:
  22. 22. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 22 de 2  Games  Group work  Pair work  Individual activities  Role-paly  Drama  Tasks UNIT 4: Theme: Article writing (Social problem) Listening: Listen to TV news and radio stations to get information (getting main point and message, listening for details, relate listening with personal responses, understanding meaning in context, learn new words and getting new information) Reading: Social problems (answering questions, describe problems, understand meaning and making inferences, learn new vocabulary and reflect upon the problems) Speaking task: Discuss what topics to write about, negotiate, making preferences and agreeing and disagreeing. Pronunciation: Understanding spoken language used in different context Vocabulary: Social problems Grammar: General grammar focus Writing: Article writing Methodology:  Games  Group work  Pair work  Individual activities  Role-paly  Drama  Tasks  Class journal  Diary UNIT 5: Theme: Classroom seminar on social networks Listening: Listen to videos on the advantages and disadvantages of social networks (getting
  23. 23. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 23 de 2 main general ideas, scanning, relate listening with personal values and life, reacting and complaining about pros and cons of these pages) Reading: Reading about social networks (answering questions, analyzing information, understanding and complaining about the message of the text, synthesize information) Speaking task: Debates, discussions, lectures and point of view explanation Pronunciation: Understanding spoken language used in different context Vocabulary: Social medias Grammar: General grammar focus Writing: Seminar report Methodology:  Around table  Presentation  Group work  Pair work  Individual activities  Tasks  Project UNIT 6: Theme: Reading Club Listening: Listen to people’s ideas on how a reading club would be (Discussion, reaction, negotiation and answering questions) Reading: Reading different types of text (understanding and sharing information, discussing, supporting point of view and deducing) Speaking task: Debates, discussions, explanations, short presentation and questionnaire. Pronunciation: Understanding spoken language used in different context Vocabulary: Texts Grammar: General grammar focus Writing: Reading summary and report Methodology:
  24. 24. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 24 de 2  Around table  Presentation  Group work  Pair work  Individual activities  Tasks  Project UNIT 7: Theme: Final Project Theme: Project: Products make in Caquetá. Teacher- trainees will work in groups of three to search specific product that are made in Colombia or in the region. Each group is expected to come out with a product. They have to present a structure scholar project where they show their research on the topic they choose. They give a lecture on the topic in front of teachers and other guests Listening: Accent and identity (lectures) Reading: About the topic they choose (Looking for specific information, writing summary, note-taking and preparing for presentation, interpret American culture, recognize, infer and classifying information) Speaking task: Presentation, share research findings, pose and respond questions and state position(Lecture) Pronunciation: Reduction Vocabulary: Related to the theme each group chooses Grammar: General advance grammar review Writing: Project Methodology:  Presentation  Lectures  Questionnaire Análisis de Créditos TEMAS TRABAJO PRESENCIAL TRABAJO DIRIGIDO TRABAJO INDEPENDIENTE COMMUNICATION I TOTAL HOURS 100 TOTAL HOURS 100 TOTAL HOURS 100
  25. 25. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 25 de 2  Dwellings 6 hours 6 hours 6 hours  Project on holidays 7 hours and seven minutes 7 hours and seven minutes 7 hours and seven minutes  Environmental problems 7 hours and seven minutes 7 hours and seven minutes 7 hours and seven minutes  Task “Health daily routine” 7 hours and seven minutes 7 hours and seven minutes 7 hours and seven minutes  Power of media  Social problems 7 hours and seven minutes 7 hours and seven minutes 7 hours and seven minutes  Festivals and holidays around the world 7 hours and seven minutes 7 hours and seven minutes 7 hours and seven minutes  Task: Preparing a recipe 7 hours and seven minutes 7 hours and seven minutes 7 hours and seven minutes  Reading a story “Dirty money” 6 hours 6 hours 6 hours  Sports and entertainment 6 hours 6 hours 6 hours  Advertising 6 hours 6 hours 6 hours  Play “the fraud” 6 hours 6 hours 6 hours  Movie “Lovely bones” 6 hours 6 hours 6 hours  Project “ American culture” 7 hours and seven minutes 7 hours and seven minutes 7 hours and seven minutes  Living abroad (Benefits, disadvantages, advice and recommendation 7 hours and seven minutes 7 hours and seven minutes 7 hours and seven minutes  Fashion 6 hours 6 hours 6 hours COMMUNICATION II TOTAL HOURS 60 TOTAL HOURS 60 TOTAL HOURS 60  Radio Program Broadcasting “Social problems” 6 hours and sixty-seven minutes 6 hours and sixty-seven minutes 6 hours and sixty-seven minutes  Movie making 10 hours 10 hours 10 hours  English Immersion 10 hours 10 hours 10 hours  Article writing 6 hours and sixty-seven minutes 6 hours and sixty-seven minutes 6 hours and sixty-seven minutes  Classroom seminar on social network 6 hours and sixty-seven minutes 6 hours and sixty-seven minutes 6 hours and sixty-seven minutes  Reading Club 10 hours 10 hours 10 hours  Final project 10 hours 10 hours 10 hours TOTAL DE HORAS DEL CURSO 160 160 160 TOTAL CRÉDITOS: 10 6. Estrategias Metodológicas During the development of the seminar different approaches, techniques, in and out activities,
  26. 26. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 26 de 2 assessments and classroom games will be used to maximize the chances of acquiring general and specific communicative competences. Approaches like content based, task based, and project based, collaborated and communicative will be the based of the process. These approaches create plenty of opportunities for acquiring, reinforcing and fulfilling teachers- trainees’ communicative competences. Dramas, role-plays, pair work, presentations, discussions; and storytelling, projects and tasks among other techniques or strategies provide more time to achieve this seminar aims, reinforce teacher-trainees motivation and knowledge of the language. Classroom activities such as reading, writing, listening and speaking exercises are also designed to facilitate the use of real-life communication. Trabajo presencial: Teacher-trainees will count with a lot of time to practice different communication task, rehearse their presentation, and obtain explanation from the teacher and classmates, which enhance communicative competence through presentations, debates, projects, and significant tasks that encourage the use of language meaningfully. Trabajo dirigido: Learners will have a great number of assessments, tasks and projects that allow them to rehearse the communicative competence. Students will call to write journals and magazine, essays and reflections. Projects such tourism in Caquetá, movie making, a play about Colombia and writing blogs. Trabajo independiente: During the seminar, different activities and tasks are going to be done independently. Assessments such as opening a blog account to store the information and main tasks and projects will be asked. Other tasks as writing brochures to illustrate what they do in the seminar will also assigned. Teacher-trainees will also have different reading, listening, speaking and writing exercises they have to do at home. 7. RECURSOS. In order to develop this seminar, some material and resources will be used to facilitate the acquisition of communicative competences and achieve seminar aims. Among the materials and resources that will be used are:  Video beam  Special classroom  TV  Printed module  Black board  CDs  Copies  Eraser  Tests  Markers
  27. 27. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 27 de 2  Pc  Balls  Balloons  Camera  Cupboard-paper 8. EVALUACIÓN In order to value teacher-trainees work, the seminar will fallow the norm of the University to provide 70 percent first and 30 percent at the end of the semester. So, 70 percent of the seminar will be evaluated with: 70% : Speaking exercises 30%:  Drama  Story-telling  Presentations  Radio program  Immersion  Seminar  Movie making  Play  Spontaneous dialogues  Class discussions  Oral Interviews Writing tasks 15%:  Position papers  Project on holidays  TV news session  Article  Letters  Projects  Different Essays  Written interviews  Topic reflections Listening tasks 15%:  News report  Reflection  Audio book analysis  Questionnaire  Discussions based on listening
  28. 28. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 28 de 2  Other listening exercises Reading tasks 10%:  Persuasive, descriptive, narrative; persuasive, comparison and contrast reading  Write a journal based on the topic and finally send complaint letter to the health secretary and ministry  Book analysis  Reading Club  Reading short stories  Each lesson reading And the remaining 30 percent will be evaluated with: 30%:  Final project It includes an oral presentation, a written paper and a video about the project. How to approve or disapprove the seminar Teacher-trainees approve the seminar if after they fulfill all evaluation criteria and items and their individual score is similar or more than 3.0. In this case, a letter will be given to them saying that they approved seminar. Teacher-trainees disapprove the seminar if after they fulfill all evaluation criteria and items and their individual score is similar or less than 2.99. In this case, a letter will also be given to them saying that they disapproved seminar. Teacher-trainees can also disapprove the seminar if they miss more than 10 hours. A letter will be given to them saying that they disapproved seminar as well. Observation: See appendices “ rubric for the different activities” 1. BIBLIOGRAFÍA Canale, M. (1983). From communicative competence to communicative language pedagogy. In Richards, J. C., & Schmidt, R. W. (Eds.), Language and Communication, 2-27. London: Longman. Canale, M. (1984). A communicative approach to language proficiency assessment in a minority setting. In Rivera, C. (Ed.), Communicative competence approaches to language proficiency assessment: Research and application, 107-122. Clevedon: Multilingual Matters. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47. Council for Cultural Cooperation (2001) A Common European Framework of Reference for
  29. 29. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO CODIGO: FO-M-DC-05-01 VERSION: 2 FECHA: 2010-14-04 PAGINA: 29 de 2 Languages: Learning, Teaching, Assessment. Cambridge: CUP. (http://culture.coe.int/portfolio) Harmer,Jeremy(2007).The practice of language teaching (fourth edition).Pearson-Logman. Kagan, S. (1994). Cooperative Learning. San Clemente, CA: Kagan. Richards, J.C. & Renandya, W.A. (eds.) (2002). Methodology in language teaching: an anthology of current practice. Cambridge: Cambridge University Press. Richards, J.C. & Renandya, W.A. (eds.) (2002). Methodology in language teaching: an anthology of current practice. Cambridge: Cambridge University Press. RICHARD Jack C. New Advanced Intro. English for International Communication. Cambridge University Press. United States of America, 1998. SASLOW, Joan. ASCHER, Allen. Top Notch Advanced. English for Today’s World. Pearson Education Inc. New York. 2006. SOARS Liz & John. Headway Student’s. Advanced. Oxford University Press. Hong Kong, 1999. SOARS Liz & John. Headway workbook. Advanced. Oxford University Press. Hong Kong, 1999. Willis, J. (1996). A framework for task-based learning. Essex: Longman. -Fuentes Electrónicas http:// www.fcrr.org www.isabelperez.com www.aulafacil.com www.the New York time.com http://www. Alumina. Com.co/ing/higleneseg.htm http://www. Cdc. Gov/niosh/nasó/nasdhome.htm http://www. Cdc.gov/niosh/nasd/docs/a532300.htm http://www. Systoc.com/consult/policies.asp.htm http://www. Bons.org/sigs/index.htm http://www. Gilligan.mc.duke.edu/oem/silfact 1.htm

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