Universidad Nacional del Comahue



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Universidad Nacional del Comahue


Facultad de Lenguas
Programa

Lengua Inglesa II

Profesorado en Inglés



(2014)

CARRERA DE PROFESORADO EN INGLÉS: ORDENANZA 00430/09



UNIVERSIDAD NACIONAL DEL COMAHUE


FACULTAD DE LENGUAS

CARRERAS: PROFESORADO EN INGLES

ASIGNATURA: Lengua Inglesa II

PLAN: CARRERA DE PROFESORADO: ORDENANZA 00430/09


REGIMEN DE DICTADO: ANUAL

NUMERO DE HORAS RELOJ SEMANALES: 7 (siete)

NUMERO APROXIMADO DE HORAS RELOJ A DICTARSE: 200 HORAS RELOJ ANUALES

EQUIPO DOCENTE: Leopoldo Omar Labastía (Profesor Titular regular)

Gabriela Fernández (Asistente de Docencia regular)

AÑO ACADEMICO: 2014




I. GENERAL AIMS





  1. To continue developing the learners´ communicative competence in all its aspects: grammatical, sociolinguistic, discourse and strategic competence, both in understanding and expressing meaning.

  2. To make students aware of the nature of the foreign language as a vehicle of interaction: To prepare and encourage learners to exploit in an optimal way their communicative competence in the foreign language in order to participate in actual communicative situations.

  3. To get students to see the foreign language as an instrument for the transmission of concepts, ideas, and attitudes by the use of verbal/non-verbal symbols, in the oral/written modes.
  4. To enhance, through the foreign language, the students´ knowledge of the world and of the second language cultures, and to compare the second language cultures with that of their own language.


  5. To help learners develop a critical attitude towards the material they are dealing with, in terms of both language and content.

  6. To help the students develop learning strategies leading to more autonomous learning.

  7. To help learners develop their awareness of the role of English in connection with their career choice.


II. SPECIFIC OBJECTIVES





  1. To help learners develop their mastery of the language code in the different areas of grammatical competence: phonology, word formation, lexis and collocation, grammar and semantics.




  1. To get the students to combine grammatical forms and meanings in order to understand and produce relevant, cohesive and coherent texts in different genres: semantic relations, reference, lexical cohesion, communicative function and information structure.




  1. To help students to develop their mastery of the sociolinguistic competence in terms of:

Context, register, dialect, cooperation and politeness.


  1. To foster the students´ use of verbal and non-verbal communication strategies in order to compensate for breakdowns in communication and for insufficient competence, and to enhance their communicative capacity.


III. SKILLS AND ACTIVITIES

Development of the four macroskills.




  1. Tasks

Extended speaking activities to enable students to use the language they know to achieve a communicative goal. They comprise a preparation stage, where students are presented with a model of other people doing the task or a stimulus that leads up to it, and specific language which may help them carry it out. After the task has been done, the students will prepare to report on their work and present their conclusions to their classmates.




  1. Error correction

The students will receive feedback from the teacher during the different activities. They will be helped to become aware of their errors and mistakes, and encouraged to find ways to correct them.


1. Analysis, discussion and correction of students’ errors recorded in their written and oral work.

2. Exercises from the “Longman Dictionary of Common Errors: Workbook”.



3. Novels
The following play and novel will be read and discussed in detail on a weekly basis in class.


  • Agatha Christie, “Witness for the Prosecution.” (Play)




  • Colin Dexter, “The Silent World of Nicholas Quinn” (Inspector Morse series)

IV. CONTENTS

Class work is organised around: a. Textbook units; b. Videos and Films; c. Error correction; d.; e. Extensive reading: novels, plays, articles and extracts from books; f. Debates and role play.


Textbook
Most of the units will be based on units from the textbook “Life – Upper Intermediate.” The book units will be supplemented with extra material in the form of notes
Note: The detailed contents of the units outlined below will be found in the corresponding charts in the booklets for each unit.

Unit 1: Textbook Unit 1 “Relationships”


  • Grammar: present tenses review – the passive – the perfect tenses

  • Vocabulary and collocation: friends: nouns and phrasal verbs – relationships –Word focus: get – Learning vocabulary: general advice – aids to learning – Finding, learning and recording collocations

  • Wordbuilding: forming adjectives from nouns and verbs

  • Real life (functions): Meeting people you know

  • Pronunciation: Weak forms in passive verbs – expressive intonation


  • Listening: three people talking about important relationships in their lives – a radio extract about animal friendships.

  • Reading: an article about changing attitudes in China – an article about immigrant families in New York

  • Critical thinking: Identifying the main aspect

  • Speaking: your friends – the generation gap – family influences

  • Writing: text type: an informal email – Writing skill: greetings and endings – Paragraph organisation

  • Video: “Immigration” – “The generation gap”

  • Common Errors: Exercises 8, 1 and 2 (Longman Workbook of Common Errors)

  • Semantic relations: Introduction

  • Extensive reading: “Sahel villagers fleeing climate change must not be ignored”, “as TV changed people’s relationship expectations?”



Unit 2: Textbook Unit 2 “Storytelling”


  • Grammar: past simple and present perfect simple – past tense review: past continuous, past simple, past perfect simple, past perfect continuous

  • Vocabulary and collocation: books and films – word focus: keep – organising a vocabulary notebook – the names of English language words – praising and criticising – types of collocation – collocations in a dictionary

  • Wordbuilding: synonyms – negative prefixes un- and in-

  • Real life (functions): reacting to stories

  • Pronunciation: the letter l – contracted negative forms – linking and assimilation – How sentence stress affects information structure interpretation.
  • Listening: a conversation about different accounts of Ayrton Senna’s life – an interview with a film critic


  • Reading: a true story about dangerous animals – an article about the brothers Grimm

  • Critical thinking: close reading

  • Speaking: the film of the book – a famous writer or filmmaker – narrow escapes - storytelling

  • Writing: text type: narrating stories – Narration and information structure: cleft sentences, inversion of order – Writing skill: using descriptive words – structure of narratives – creative writing.

  • Video: ”History of film”, “Nightmare in Yellow”

  • Common Errors: Exercises 3, 4, 5 and 28 (Longman Workbook of Common Errors)

  • Semantic Relations: temporal relations – time frames

  • Extensive reading: “Starlight, Star Bright”, “The Right Thing”, “Love and Belonging”, “Heartwood” (Chicken soup for the teenage soul II) - Hobbyist



Unit 3: Textbook Unit 3 “Science and technology”


  • Grammar: Future forms review: tenses and phrases – Future in the past

  • Vocabulary: useful devices – word focus: out of – Using your dictionary – Revising vocabulary – Global problems – Collocations with “answer” and “problem” – collocations and register – Science and technology – Computers and the Internet

  • Wordbuilding: latin prefixes – size prefixes – compound nouns (noun + noun) – possessive, noun + noun, noun + of + noun

  • Real life (functions): asking for and offering technical help

  • Pronunciation: /r/ and /t/ in American English – stress in two-syllable verbs

  • Listening: three people making predictions about the future – a presentation about overpopulation

  • Reading: an article about augmented reality – an article about appropriate technology
  • Critical thinking: balancing arguments


  • Speaking: global problems – overpopulation – information age predictions – technological solutions

  • Writing: text type: short e-mail requests – writing skill: being polite – From narrative to argumentative writing – Argumentative writing: supporting a thesis

  • Video: “Augmented reality”, “Will robots ever develop feelings?”

  • Common errors: Exercises 5, 6 and 7 (Longman Workbook of Common Errors)

  • Semantic relations: bonding -– Truth and validity – Cause-effect: reason-result, means-purpose, means-result -

  • Extensive reading: “The overpopulation myth”, “Good and bad technologies for development – some nice examples of both”



Unit 4: Textbook Unit 4 “Art and creativity”


  • Grammar: Expressions of quantity and determiners

  • Vocabulary: Word focus: cool – Guessing and explaining meaning – The arts – Music – Liking and disliking – Collocations with “interest”

  • Wordbuilding: noun suffixes

  • Real life (functions): Describing likes and dislikes

  • Pronunciation: weak forms of disappearing sounds

  • Listening: a conversation between two people who do artistic things in their free time – An extract from a radio programme about what’s on in Melbourne – An artist’s opinion about what art is

  • Reading: An article about unusual street art – an article about the origins of rap

  • Critical thinking: Analysing contrasts

  • Speaking: Participation in the arts – an art competition – music and values

  • Writing: text type: an online review – writing skill: personalising your writing

  • Video: “Urban art”, “Nation piracy”
  • Extensive reading: “Why do people go back for more and more tattoos?”, “The power of a good tune”



Unit 5: Textbook Unit 5 “Development”


  • Introduction: an extract from the film “Home” on development.

  • Grammar: Verb / noun / adjective + infinitive or –ing – verb/adjective with –ing and to infinitive – inchoative verbs – patterns with the verb “agree”

  • Vocabulary: Features of a city – redevelopment – word focus: pick – towns and cities – used to / be / get used to – lay/lie – raise/rise – Amenities, facilities, commodities and conveniences – Collocations with “advantage” – agree / accept / approve / admit

  • Wordbuilding: adjectives and adverbs – adverb + adjective – re- with verbs and nouns – suffixes –able, -ability –

  • Discourse: reference in a written text

  • Real life (functions): Reaching decisions – introducing topics in an argument

  • Pronunciation: rhyming words

  • Listening: Three speakers talking about different types of development – someone talking about redevelopment in their city – an interview with a journalist talking about social development in southern India.

  • Reading: An article about urban development in Dubai – An article about a hydropower dam project in Laos

  • Critical thinking: Fact or opinion

  • Speaking: Changes in your town – a happy society – sensitive development – evaluating a development project

  • Writing: Text type: an opinion essay – writing skill: linking words – writing statistics

  • Videos: “Aquarium on Wheels” and “East Timor”.

  • Semantic relations: amplification

  • Common Errors: Exercises 8, 9 and 10 (Longman Workbook of Common Errors)

  • Extensive Reading: “Planning for the future in urban design”, “The biological basis of resilient cities”.


Unit 6: Textbook Unit 7 “Natural Resources”



  • Introduction: an extract from the film “Home” on water consumption.

  • Grammar: Conditional sentences – conditional links - mixed conditional sentences – wish/would rather/ would sooner/if only – the subjunctive.

  • Vocabulary: The environment – habitats – flora, fauna and biodiversity - conservation – oil – strong feelings – global warming - word focus: better – collocations with ‘problem’.

  • Wordbuilding: collocations related to one word – verb prefixes en-, de-, dis- - verb suffixes –en, -ize, -ate, -ify. Pronunciation of suffix –ate and –ize.

  • Real life (functions): Making your point

  • Pronunciation: contractions in conditionals – sentence stress

  • Listening: An ecologist describing how we can avoid wasting natural resources – four people talking about saving water

  • Introduction: an extract from the film “home” on oil.

  • Reading: An article about Ecuador’s plan to protect resources – an article about Madagascar’s unique ecology

  • Critical thinking: emotive language

  • Text organisation: situation-problem-solution-evaluation – advantages and disadvantages.

  • Grammar: Relative clauses – defining and non-defining relative clauses – reduced relative clauses – modal verbs.

  • Speaking: how we use water conservation - wishes

  • Writing: Text type: a letter to the press – Writing skill: giving vivid examples

  • Videos: “Galapagos energy”; four Greenpeace campaign videos.

  • Semantic relations: cause-effect: reason-result, means-result, means-purpose, condition-consequence, grounds-conclusion.

  • Extensive reading: “Earth has lost half of its wildlife in the past 40 years, says WWF.”

“Aral sea rescue plan a ‘partial success’”. “Satellite images show Aral Sea basin ‘completely dried’”. “Cotton production linked to images of the dried up Aral Sea basin.



Unit 7: “Fracking and Global Warming” (taught by María Jesús Luna)


  • Grammar: causal cohesive devices

  • Vocabulary: Fracking –

  • Videos: “The ethics of fracking”

  • Critical thinking: interpreting facts and giving opinions – expressing attitude – comparing points of view

  • Speaking: role play

  • Writing: note-taking. Argumentative writing

  • Semantic relations: cause-effect.


V. EVALUATION

The students´ communicative competence will be evaluated in terms of their oral and written comprehension, and oral and written production through assignments, tests and term exams, and a final written and oral exam.


To qualify as “alumno promocional”, the students should meet the following requirements:


  1. be present at 80% of the classes taught.

  2. Pass 80% or assignments with a mark of 7 or above.

  3. Pass the term exams (one oral, two written and three use of English) with a mark of 7 or above, without failing any of them (they should not have had to take any make-up exam),

  4. Pass a comprehensive oral exam (“coloquio”) at the end of the course, with a mark of 7 or above.

To qualify as a “alumno regular” the students should meet the following requirements:




  1. be present at 70% of the classes taught.

  2. Pass 70% of assignments with a mark of 4 or above.
  3. Pass the term exams (one oral, two written and three use of English) or the make-up exams with a mark of 7 or above.

Those students who get a mark between 4 and 6 at the “coloquio de promición” will qualify as “alumno regular” and will have to sit for the final oral exam only.

Those students who get a mark below 4 at the “coloquio de promoción” will qualify as “alumno regular” and will have to sit for the written and oral final exam.

Final exam for “alumnos regulares” and “alumnos libres”.


  • Alumnos regulares:

  1. Written exam: it will consist of questions testing general comprehension of a written text and a composition.

  2. Oral exam: The students will present and discuss an article they choose related to the topics in the units which is not included in the unit. They will answer questions on any of all the other articles, the novels and films and videos that they have read / watched throughout the course.




  • Alumnos libres:

  1. Students who do not qualify as “regular” will sit for the final exam as “alumno libre”. They will be required to take an exam testing the different aspects of communicative competence discretely prior to the final written and oral exams.

  2. Written exam: the same contents as for ‘alumnos regulares’.

  3. Oral Exam: the same contents as for ‘alumnos regulares’. Alumnos libres will be asked to prepare all the units on the syllabus.


VI. BIBLIOGRAPHY



Students’ Bibliography

Christie, Agatha, 1954.Witness for the prosecution, a Play. London: Samuel French.

Course notes

Dexter, Colin. 1977. The silent world of Nicholas Quinn. London: Pan Macmillan.

Dummett, Paul (2013). Life Upper Intermediate Workbook. Andover (Hampshire): United Kingdom.

Dummett, Paul, Hughes, John, Stephenson, Helen (2013). Life Upper Intermediate Student’s Book. Andover (Hampshire): United Kingdom.

Eastwood, John (2003). Oxford Practice Grammar. Oxford: Oxford University Press.

Heaton, J.B. and Turton, N.D. 1997. Longman Dictionary of Common Errors, Workbook, Essex: Longman.

Dictionaries


  • Any up-to-date English-English dictionary like:


The Collins Cobuild English Dictionary, 2008, Boston: Heinle.

The Longman Dictionary of Contemporary English, Longman 1995.

Oxford Advanced Learner’s Dictionary, Oxford University Press, 2007.




  • Any up-to-date pronunciation Dictionary like:



Wells, J. 2000. The Longman Pronouncing Dictionary. Essex: Longman.


Jones, D. 1997. The English Pronouncing Dictionary. 15th Edition. Cambridge (U.K.): CUP.


  • Any up-to-date collocations dictionary like:

Hill, J, Lewis, M. 1999. LTP Dictionary of Selected Collocations. Hove (U.K.): Language Teaching Publications.

Oxford Collocations Dictionary for Students of English. 2002. Oxford (U.K.): Oxford University Press.

Extended bibliography
Textbooks
Cunningham, S. and Moor. P. 2003. Cutting Edge Advanced Student’s Book. Essex: Longman Pearson.

Moor, P. and Cunningham, S. 2003. Cutting Edge Advanced Workbook. Essex: Longman Pearson.


Vocabulary and Collocations

Fowler, W.S. (1987). The Right Word. Surrey and Edinburgh (U.K.): Nelson.

McCarthy, Michael and O’Dell, Felicity (2001). English Vocabulary in Use. Upper Intermediate. Cambridge (U.K.): Cambridge University Press.

McCarthy, Michael and O’Dell, Felicity (2005). English Collocations in Use. Cambridge (U.K.): Cambridge University Press.

Woolard, George, 2004. Key Words for Fluency. London: Thomson.

Grammar
Willis, David (1991). Collins Cobuild Student´s Grammar. Self-Study Edition with Answer Key, London: HarperCollins.

Pit Corder, S. (1960). An Intermediate English Practice Book, Essex: Longman.



Collins Cobuild English Grammar.London: HarperCollins. 1992.

Shaw, Katy (1991). Collins Cobuild English Grammar Exercises. London: HarperCollins.

Yule, George (2006). Advanced Oxford Practice Grammar. Oxford: Oxford University Press.

Verb Patterns
Collins Cobuild Verbs: Patterns and Practice, Self-Study Edition with Answers. London: HarperCollins. 1997.

Tenses
Fuchs, M. and Bonner, M. Focus on Grammar: A High-Intermediate Course for Reference and Practice.

Hall, N. And Shepheard, J. 1991. The Anti-Grammar Grammar Book. Essex: Longman.



Word Formation
Collins Cobuild English Guides: 2 Word Formation. London: HarperCollins 1991.

Semantic Relations
Collins Cobuild English Guides: 9 Linking Words. London: HarperCollins 1996.

Crombie, Winifred. 1985. Process and Relation in Discourse and Language Learning. Oxford: Oxford University Press.



Use of English
Collins Cobuild English Usage, London: HarperCollins. 1993

Collins Cobuild English Grammar. London: HarperCollins. 1992

Swan, Michael (1992). Practical English Usage. Oxford: OUP.


Common Errors
Heaton, J.B. and Turton, N.D. 1997. Longman Dictionary of Common Errors, Essex: Longman.

Writing
Hamp-Lyons, L. and Heasly, B. 1992. Study Writing: A Course in written English for academic and professional purposes. Cambridge (U.K.): Cambridge University Press.

Langan, John. 1995. English Skills with Reading. New York: Mc. Graw – Hill.

Withrow, Jean, 2002. Effective Writing. Cambridge (U.K.): Cambridge University Press.

Leopoldo O. Labastía Gabriela Fernández







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