Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Syllabus of the Course Inglés A2, Code 900002

1. Course Information

The course is part of the academic unit: Vicerrectoría Académica y de

Investigación VIACI

Training field: Interdisciplinar Básico

Academic degree level: Profesional
Común

Number of credits: 3 Course type: Methodological

The course does not have a re-Take Course designed by: Leidy Diana
exam Sánchez G.

Course updated by: Leidy Diana Sánchez García

Date of update: Monday, December 11,

Date of design: Friday, December 1, 2023
2023

Course Description:

The English A2 course has three (3) academic credits which contain tutoring time
and independent work for a total of 144 hours of academic work, divided into 106
hours of independent study and 36 hours of monitoring and tutorial support.
With the aforementioned hours it is intended that the student recognizes and
appropriates the basic contents of the English course that displays basic concepts
related to the initial information, namely: present using simple and polite forms of
greeting and address others; asking how they are and how they react to the news;
handle very short social exchanges; ask and answer questions about what they do
at work and free time; make and respond to invitations; discuss what to do, where
to go and make arrangements to meet; Make and accept offers.
Related topics in this course seek that the student incorporate assertive
communication skills through a Task-Based Learning strategy in which the student
will browse through three Units in order to respond to 6 tasks: of these six tasks,

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four are questionnaires and the other two are tasks to upload in the evaluation
environment divided into three moments: Initial, intermediate, and final.

2. Course Learning Purpose:

The course learning purpose is:

• To develop communicative skills in simple terms through writings, videos,
readings, and quizzes using sentences and expressions of immediate needs
and routine tasks that are familiar to a present, past, and future situation.

3. Learning Outcomes:

At the end of the course the student will be able:

Learning Outcome 1: To identify essential information in short texts and recorded

passages through online assignments dealing with everyday matters.

Learning Outcome 2: To express among a video, experiences in English using

linguistic structures and vocabulary according to the level, taking exercises and
readings from the online content as a reference.

Learning Outcome 3: To write texts, ideas and information about daily affairs
through a simple correlation of linguistic elements in present, past and future tense.

4. Learning Strategy:

The Learning Strategy for the course is: Task based learning.

This Learning Strategy is based on: This Learning Strategy is based on the student
where he/she is the center of the whole process and is expected to take the leading
role; he/she is not waiting for the tutor to tell him/her what to do and how to do it.
They are active participants who develop their own strategies at their own pace,
trying to identify their strengths and aspects that need to be improved.

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The English A2 course will be developed in three (3) environments, Initial
information, Learning, and Evaluation. The Initial information environment contains
the E-book/Online content, activity guides, and discussion forums; and the
Evaluation environment contains the initial evaluation, Intermediate evaluations,
and the final evaluation.

The Learning Strategy is organized in 6 Tasks

• Task 1: Pre-Knowledge quiz

• Task 2: English is Easy and Fun – Writing Task
• Task 3: What have I learned? Quiz Time!
• Task 4: Oral Production Experience an activity – Speaking task
• Task 5: Challenging myself. Quiz Time!
• Task 6: Final exam
5. Course Contents and Bibliographic References

Unit 1: Sharing information about present and past activities.

In this unit, the following contents will be addressed:

• Module 1: Talk about the weather, tell the temperature, write about cause and
consequences, describe the weather.
• Module 2: Talk about routines, use time expressions: every day, every other day, on
weekends, on vacation, talk about frequency of activities, use frequency adverbs,
write a shopping list.
• Module 3: Talk about activities in progress and in the past, write a story in the past,
exchange information about vacations and travel, describe processes, identify British
/ American English differences in vocabulary.
• Module 4: Talk about the past, ask, and answer in the past, react to situations, use
connectors of cause and consequence.
• Module 5: Describe people’s physical appearance and personality, identify areas of
improvement for pronunciation, read for specific information, talk about future, talk
about sequences of events.
To address the contents besides the E-book/Online content, the following
bibliographic references are required:
• Exam English (2019) [A2 Listening: Describing people] Taken from:
https://www.examenglish.com/A2/A2_listening_describing_people.htm British
Council (2016) [Daily Routine] Taken from:
https://learnenglishteens.britishcouncil.org/topics/daily-routine/term English

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 grammar Online (2017) [Present Progressive] Taken from:
https://www.ego4u.com/en/cram-up/grammar/present-progressive
• University of Victoria (2008) [Simple Past: Negatives and Questions) Taken
from:
https://web2.uvcs.uvic.ca/courses/elc/studyzone/330/grammar/pastnq.htm
University of Victoria (2008) [Simple Past: Regular verbs) Taken from:
https://web2.uvcs.uvic.ca/courses/elc/studyzone/330/grammar/pasted.htm
University of Victoria (2008) [Simple Past: Irregular verbs) Taken from:
https://web2.uvcs.uvic.ca/courses/elc/studyzone/330/grammar/irpast.htm
• Sanchez, L.D (2021, 12, 20). Universidad Nacional Abierta y a Distancia. OVI
Past Progressive Taken From:
https://repository.unad.edu.co/handle/10596/44532
Unit 2: Asking and giving information related to plans in the future.

In this unit, the following contents will be addressed:

• Module 6: Identify and correct a typical mistake, identifying the main idea in
a paragraph, make predictions about the future, write about changes in life.
• Module 7: Talk about accidents and injuries, read newspapers and
magazines in English to be exposed to new language, talk about everyday
problems, give and accept advice, write about past experiences, make
suggestions and polite offers.
• Module 8: talk about plans in the future, use close captions to correlate
written and oral language, compare actions in progress with plans in the
future, talk
about one’s schedule at the university.
• Module 9: offer and accept help, ask for and give permission,
express possibility, speculate about a situation in the present.
To address the contents besides the E-book/Online content, the following
bibliographic references are required:
• University of Victoria (2008) [Past Continuous) Taken from:
https://web2.uvcs.uvic.ca/courses/elc/studyzone/330/grammar/pascon.htm
• University of Victoria (2008) [Future: Forms) Taken from:
https://web2.uvcs.uvic.ca/courses/elc/studyzone/330/grammar/fut.htm
British Council (2016) [Obligation and Advice] Taken from:
• https://learnenglishteens.britishcouncil.org/grammar/beginner-
grammar/have- must-should-obligation-advice

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 • Sanchez, L.D (2021, 12, 20). Universidad Nacional Abierta y a Distancia. OVI
Simple Future Taken From:
https://repository.unad.edu.co/handle/10596/44518

Unit 3: Comparing past experiences and plans in the future.

In this unit, the following contents will be addressed:

•Module 10: talk about past intentions, write about plans in the future,
talk about past expectations and habits, compare past and present
events, talk about career plan.
• Module 11: Make and respond to polite requests, talk about eco-
friendly materials, tell, and write a story.
• Module 12: Talk about experiences, talk about activities that started in
the past and have continued to the present, talk about unusual
experiences.
To address the contents besides the E-book/Online content, the following
bibliographic references are required:

• British Council (2016) [Comparative and superlative adjectives] Taken from

https://learnenglishteens.britishcouncil.org/grammar/beginner-
grammar/comparative-superlative-adjectives
• University of Victoria (2008) [Expressing the future) Taken from:
https://web2.uvcs.uvic.ca/courses/elc/studyzone/410/grammar/410-
expressing- the-future.htm
• University of Victoria (2008) [Present Perfect and Simple Past) Taken from:
https://web2.uvcs.uvic.ca/courses/elc/studyzone/410/grammar/ppvpast.htm
University of Victoria (2008) [Present Perfect: uses) Taken from:
https://web2.uvcs.uvic.ca/courses/elc/studyzone/330/grammar/upperf.htm

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 6. Organization of Weekly Academic Activities and Course Evaluation Plan

Initial Moment:

Task 1 Pre-Knowledge quiz

To be developed from week 1 to week 3
This responds to Learning Outcome: 1
The activities are: To present a multiple option with Single choice questions of topics
seen in the English A1 course.

Initial moment evaluation

The evaluation criteria for this activity are: The evaluation criteria for this
activity are:
Presentation of the pre-knowledge quiz.
The highest score for this activity is 25 points, corresponding to 5% of the course
evaluation.
Intermediate Moment

Task 2 English is Easy and Fun – Writing Task.

To be developed from week 3 to week 6
This responds to Learning Outcome: 3
The activities are: Check the guide and the video tutorial, develop different activities
having in mind the online content, modules 1 - 3. The main topics are: simple past
and past progressive.

Evaluation of Task 2
The evaluation criteria for this activity are: The evaluation standard is a pdf
document in the evaluation environment.

The highest score for this activity is 100 points.

Task 3 What have I learned? Quiz Time!

To be developed from week 5 to week 7
This responds to Learning Outcome: 1

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The activities are: To present a multiple option with Single choice questions of topics
seen at Unit 1, module 1 to 5.

Evaluation of Task 3
The evaluation criteria for this activity is an Online test that assesses the
knowledge of Unit 1.
The highest score for this activity is 80 points.

Task 4 Oral Production: experience an activity.

To be developed from week 7 to week 13
This responds to Learning Outcome: 2
The activities are: Participate in at least 2 STT, then choose a topic and record a
video.

Evaluation of Task 4
The evaluation criteria for this activity are:
The student participates at least of 2 STT.
The student records a video about a topic giving in the guide.
The student takes advantage of a speaking practice with his/her tutor.
The highest score for this activity is 100 points.

Task 5 Challenging myself. Quiz Time!

To be developed from week 12 to week 14
This responds to Learning Outcome: 3
The activities are: To present a multiple option with Single choice questions of topics
seen at Unit 2, module 6 to 12.

Evaluation of Task 5
The evaluation criteria for this activity are:
An Online test that assesses the knowledge of Unit 3.
The highest score for this activity is 70 points.

The highest score for this evaluation moment is 350 points, corresponding to 70% of the
course evaluation.

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Final Moment

Task 6 Final Exam

To be developed from week 16 to week 16
This responds to Learning Outcome: 1
The activities are: Close ended questions of topics seen at Units 1, 2, and 3

Evaluation of Task 6
The evaluation criteria for this activity are to present the final exam of the course
of close ended questions about topics seen at Units 1, 2, and 3

The learning evidence for this activity is:

A Closed Objective Test online that assesses knowledge of units 1, 2 and 3.

The highest score for this activity is 125 points, corresponding to 25% of the course
evaluation.

7. Teacher’s Support

To develop the course activities, you will have the support of a teacher or tutor. The options
for this academic support are:

• Virtual Campus E-mail

• Collaborative Forums
• Online Conference Sessions or Web Conferences