This document provides the syllabus for an English 3 reading and writing course. It outlines the course objectives, which are to develop students' reading skills like skimming, scanning and summarizing, as well as to improve their writing abilities. The syllabus describes the weekly topics that will be covered, including finding jobs, country vs. city life, making money, and alternative career paths. It also lists the assessment criteria and grading policy for the course. Students will complete regular reading and writing assignments, tests, and an independent final composition. The goal is for students to achieve an intermediate proficiency in English reading and writing skills.

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DEPARTAMENTO DE LINGÜÍSTICA E IDIOMAS
PROGRAMACIÓNTEMÁTICA ASIGNATURA Versión: 4
Vigente a partir de:2011-01-18
Nombre del Profesor MARIO RODRIGO GUERRERO RODRÍGUEZ
Formación Académica M.A. IN APPLIED LINGUISTICS TO TEFL
Escalafón Docente ASISTENTE
Nombre de la Asignatura ENGLISH 3 – READING & WRITING Código 8310
Prerrequisitos ENGLISH 2 – READING & WRITING
Programas a los cuales va dirigida LICENCIATURA INGLÉS – FRANCÉS
Tipo de asignatura Teórica Teórico práctica X Práctica
Número de créditos que otorga 3 Horas clase 3 Horas prácticas 3 Trabajo independiente 4
Fecha de aprobación Comité Curricular y de Investigaciones del Programa
Horario de atención a estudiantes:
Periodo: A-2012 Fecha: 20 de Febrero de 2012
Descripción de la asignatura:
This course is designed to provide students with extensive practice in reading and writing
through different meaningful activities. Students are expected to achieve and
intermediate level since this course will provide varied and different opportunities to
practice reading and writing. Reading and writing tasks will focus students on the
development of critical thinking skills as well as comprehension production skills that may
facilitate the English reading and writing learning process.
Competencias a Desarrollar
At the end of the course, students are expected to develop the Reading skills related to
skimming, scanning, previewing, questioning, note taking, and summarizing. They will
also expand information as well as express themselves through their writing exercises and
activities.
Students are also expected to write different kinds of paragraphs in which they express
their own opinions.
It is also expected that students gain a considerable amount of new vocabulary about
general culture, technology and other fields through the different reading material
presented and developed in class.
The communicative purposes of writing and the importance of accuracy will also be
emphasized.
They are expected to develop critical thinking skills by activating schemata, making
inferences, expressing opinions, organizing, and synthetizing the information presented in
the authentic texts they will face with.
Metodología
The methodology will be base don task based approach that will allow students working
on grammar, reading, writing, and vocabulary development. Also, students will be able to
write longer paragraphs (up to 400 words) by showing coherence and cohesion and
punctuation.
The textbook will be the main tool to be developed in the class. However, there will be
complementary reading and writing material taken from different sources such as TOEFL
and other standard tests to simulate real evaluation tests.
The students will face challenging tasks that will direct them to integrate the content,

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vocabulary, and grammar from the unit. They will be given enough opportunities or edit
their work as well as their peers’ work.
Since writing and reading is a personal activity, students will have to work individually in
different activities that imply reading and writing exercises and they will be encouraged to
participate actively in class and develop all the activities and planned exercises and
practices.
A class blog will be used to post all the writing and reading activities.
Actividades Complementarias
Additional activities will give the students the opportunity to practice reading and writing
which include extra material such as different articles on different fields and one or two
short stories.
Actividades Evaluativas Porcentaje
Independent written compositions 20%
TOEFL or any other standard test samples 20%
Independent reading 10%
Daily short written reports about the assigned reading 20%
Assigned reading activity 30%
Requirements and Grading
Classroom Behavior: Please act appropriately and treat all students and your teacher
with respect. Students and teacher will communicate in English and in Spanish depending
on the situation. Cell phones are not allowed to ring in class. Please do not leave the
classroom while class is in session except for emergencies.
Attendance: The course has very strict attendance policies. If you miss 3 or more hours,
you will receive an automatic 0 (Zero) in the course. If you have excessive absences, you
will receive a grade of 0 (Zero) again. All students are expected to bring the materials or
textbooks required by the teacher.
Tardiness: It is not acceptable to be late to class. If you are less than ten minutes late to
class, you will be marked tardy. If you are ten minutes late (or more), you will be marked
absent. An accumulation of three tardies will count as an absence. The attendance and
tardiness policies apply to lab classes as well as to regular classes.
Make-Up Tests/Late Homework: It is very important that you be present for all tests.
If, however, you are ill or must be absent on a day on which a test is scheduled, you will
have one week from the date of the test to make it up. It is your responsibility to talk to
the teacher about making up your test at a time that is acceptable to me. If you do not
make up the test within the required time, you will receive a zero (0). Homework must be
handed in on the day it is due, and quizzes must be made up within one week of the quiz.
Academic Honesty/Cheating: Any form of copying, cheating, or plagiarism will result
in a zero (0) for the assignment.
Materiales
Class textbook, online articles and written or audio material posted in the blog.

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CONTENTS
Week Class Work Independent Work
1,2 General Class info, Class Write a short paragraph, 350
Program, Students’ assignments words max. about advantages
and activities and disadvantages of using
UNIT 1; FINDING THE IDEAL technology in the classroom.
JOB Get a cartoon to be presented to
Interpreting cartoons the class. Explain it!
Applying background knowledge Complete a newspaper article with
and vocabulary the words from the vocabulary
Reading: Finding the ideal job studied p.3
What to do to find a job Reading a book review pp. 5-7.
Making inferences Present the opinions to the class
Using descriptive and possessive Reading about people who love
adjectives their jobs (individual work pp. 8-
The paragraph 10)
Topic sentences Doing Research on finding the
Supporting sentences ideal job p. 225
Check Blog
3 UNIT 2: COUNTRY LIFE OR Do background and vocabulary
CITY pp. 25-29
Reacting to pictures Vocabulary: Completing a word
Synthetize: Reacting to reading puzzle pp. 32-36
Using the simple past tense Writing: Using pictures p. 38
Descriptive paragraphs Take 3 pictures from the city and
Adding descriptive details 3 from the countryside. Write a
(Collective writing) paragraph describing those
pictures.
4 UNIT 3: MAKING MONEY Predicting pp. 45-49
A magazine article; Making Reading: I made it myself pp. 53-
money 56
Reading advertisements (using Vocabulary focus: pp. 56-60
comparative form adjectives) Design a cluster as the basis for
Using clustering for writing writing paragraphs
Organizing a paragraph from a Check Blog
cluster
Giving explanations
Developing Composition 1
5 UNIT 4: A DIFFERENT PATH Find one comic strip related to
TO JUSTICE justice. Be prepared to explain the
Interpreting comic strips meaning of it. Background and
Reading: Vote for restorative vocabulary pp. 73-74
justice Reading: Moving past the crime
Looking for main ideas pp. 78-83

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Reading for details Writing a letter to the editor pp.
Making inferences 86-90
Expressing opinion Doing research: How does
Giving advice: should, ought to, restorative justice works in
shouldn’t Colombia?
Charting as a means to organize Check Blog
writing
First TOEFL MOCK
6 UNIT 5: SUBWAY ETIQUETTE Do: Vocabulary pp. 102-105
Predicting and sharing
information
Background and vocabulary
Reading: A civilized suggestion
Reading: Riding the subway in Writing a web page about
Japan etiquette pp. 108-111
Connecting concepts between Check Blog
two texts
Using imperative sentences
Using listing to organize your
writing
7 UNIT 6: SERIOUS FUN Playing traditional games. List 3
Predicting traditional games (Illustrate)
Reading: Serious fun Check Blog
Vocabulary: Traditional games
vs. Computer games
Expressing habitual present with
when-clauses Background and vocabulary pp.
Brainstorming to organize your 114-116
writing
Writing: A review: Using useful
information and clear opinion Do: pp. 118-122
Showing order of importance
8,9 UNIT 7: THE BEST PRODUCE Do: Focus on the topic pp. 133-
THERE IS 135
Comparing/contrasting
information: Organic produce vs. Reading: Miles to go before you
Regular produce eat. Pp. 140-141
Writing Wh-questions in the
simple present tense Design a brochure about local
Writing questions as a means to produce
organize your writing
Writing a brochure: The Check Blog
organization of a brochure

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10 UNIT 8: I’LL TAKE THE TRAIN, Reading: The climate train
THANKS Do: pp. 160-165
Predicting Do exercise 3 p. 172
Sharing information Write a paragraph in the blog
Using background knowledge and where you explain the best way
vocabulary you consider to go from Pasto to
Using superlatives taken from a any city in Colombia (or any place
chart you want)
Check Blog
11,12,13 UNIT 9: WHAT’S YOUR Do pp. 184-190
MEDICINE Write a short paragraph
Predicting explaining how to cure
Sharing information “something”
Background knowledge and Do p. 195
vocabulary Create a medicine booklet,
Reading: Leech describing illnesses and defining
Using adverbs of manner them. Write what causes those
Brainstorming as a means to illnesses and possible treatments.
organize your writing Make some Internet research
Writing narrative paragraphs about illnesses. (Post it in the
Using time order words in a blog).
narrative Check Blog
Second TOEFL MOCK
14,15 UNIT 10: ENDANGERED Reading pp. 205-207
CULTURES Do p. 212
Predicting Do pp. 216-218
Sharing information Do pp. 219-220
Reading a map Choose an indigenous community
Synthetizing reading: To in Colombia and write an outline.
supporters of indigenous cultures Then based on the outline write a
Expressing predictions and future paragraph that includes the main
plans components (Thesis statement,
Writing predictions paragraphs topic sentences, supporting
Taking notes from reading sentences, and a concluding
Using an outline to organize your sentence or concluding
reading sentences).
Writing concluding sentences Check Blog
16 Written Report on selected
reading.
Observaciones

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DEPARTAMENTO DE LINGÜÍSTICA E IDIOMAS
PROGRAMACIÓNTEMÁTICA ASIGNATURA Versión: 4
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________________________________ ______________________________
Mario Guerrero R. Nombre y Firma
Representante Estudiantil