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

6 hours and sixty-seven

minutes

Movie making 10 hours 10 hours 10 hours English Immersion 10 hours 10 hours 10 hours Article writing 6 hours and sixty-seven

minutes 6 hours and

sixty-seven

minutes


minutes

Classroom seminar on social

network 6 hours and sixty-seven

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.

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http://www. Cdc.gov/niosh/nasd/docs/a532300.htm

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http://www. Gilligan.mc.duke.edu/oem/silfact 1.htm

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Propuesta del seminario de comunicación i

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