Propuesta del seminario de comunicación i

FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO
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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

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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

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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.

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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

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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

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5. CONTENIDO TEMÁTICO Y ANÁLISIS DE CRÉDITOS

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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

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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
 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

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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

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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.

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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

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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
Vocabulary: Festivals, feasts and holidays around the world
Grammar: Tenses
Writing: Comparison and contrast essay
Methodology:
 Presentation
 Puzzle

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 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
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
Vocabulary: Money and societal problems

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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.
Vocabulary: Type of sports, free time activities and types of entertainment
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

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Pronunciation: highlighting words
Vocabulary: context clues, synonyms and definitions
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
Writing: Position paper
Methodology:
 Class discussion
 Play
UNIT 13:

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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)
Vocabulary: Types of movies, actors and actresses
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
Vocabulary: American life styles

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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
 Questionnaire
 Group work
 Pair work
 Expansion activities
 Class survey
UNIT 15:
Theme: Fashion

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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
 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,

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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
 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

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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
 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

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suggestions, deciding upon what type of movie to make, arguing and decision-making.
Pronunciation: Understanding spoken language used in movies
Vocabulary: Movie making
Writing: Writing the scenes, main characters and rewriting them.
Methodology:
 Group work
 Pair work
 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
Writing: Writing jokes, story and signs
Methodology:

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 Games
 Group work
 Pair work
 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.
Vocabulary: Social problems
Writing: Article writing
Methodology:
 Games
 Group work
 Pair work
 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

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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
Vocabulary: Social medias
Writing: Seminar report
Methodology:
 Around table
 Presentation
 Group work
 Pair work
 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.
Vocabulary: Texts
Writing: Reading summary and report
Methodology:

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 Around table
 Presentation
 Group work
 Pair work
 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)
Vocabulary: Related to the theme each group chooses
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

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 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
 Task “Health daily routine” 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
 Festivals and holidays around
the world
7 hours and seven
minutes
7 hours and
seven minutes
 Task: Preparing a recipe 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
 Living abroad (Benefits,
disadvantages, advice and
recommendation
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
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
minutes
 Classroom seminar on social
network
minutes
6 hours and
sixty-seven
minutes
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,

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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

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 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

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 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

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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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