english 3: reading & writing

FORMACIÓN ACADÉMICA

FACULTAD DE CIENCIAS HUMANASDEPARTAMENTO DE LINGÜÍSTICA E IDIOMAS

PROGRAMACIÓN TEMÁTICA ASIGNATURA

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Vigente a partir de:2011-01-18

Nombre del Profesor MARIO RODRIGO GUERRERO RODRÍGUEZFormación Académica M.A. IN APPLIED LINGUISTICS TO TEFL

Escalafón Docente ASISTENTE

Nombre de la Asignatura ENGLISH 3 – READING & WRITING Código 8310Prerrequisitos ENGLISH 2 – READING & WRITINGProgramas a los cuales va dirigida LICENCIATURA INGLÉS – FRANCÉSTipo de asignatura Teórica Teórico práctica X PrácticaNúmero de créditos que otorga 3 Horas clase 3 Horas prácticas 3 Trabajo independiente 4Fecha de aprobación Comité Curricular y de Investigaciones del ProgramaHorario de atención a estudiantes:Periodo: A-2012 Fecha: 20 de Febrero de 2012

Descripción de la asignatura:This course is designed to provide students with extensive practice in reading and writing through different meaningful activities. Students are expected to achieve and intermediate level since this course will provide varied and different opportunities to practice reading and writing. Reading and writing tasks will focus students on the development of critical thinking skills as well as comprehension production skills that may facilitate the English reading and writing learning process.

Competencias a DesarrollarAt the end of the course, students are expected to develop the Reading skills related to skimming, scanning, previewing, questioning, note taking, and summarizing. They will also expand information as well as express themselves through their writing exercises and activities.Students are also expected to write different kinds of paragraphs in which they express their own opinions.It is also expected that students gain a considerable amount of new vocabulary about general culture, technology and other fields through the different reading material presented and developed in class.The communicative purposes of writing and the importance of accuracy will also be emphasized.They are expected to develop critical thinking skills by activating schemata, making inferences, expressing opinions, organizing, and synthetizing the information presented in the authentic texts they will face with.

MetodologíaThe methodology will be base don task based approach that will allow students working on grammar, reading, writing, and vocabulary development. Also, students will be able to write longer paragraphs (up to 400 words) by showing coherence and cohesion and punctuation.The textbook will be the main tool to be developed in the class. However, there will be complementary reading and writing material taken from different sources such as TOEFL and other standard tests to simulate real evaluation tests.The students will face challenging tasks that will direct them to integrate the content, vocabulary, and grammar from the unit. They will be given enough opportunities or edit their work as well as their peers’ work.




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Since writing and reading is a personal activity, students will have to work individually in different activities that imply reading and writing exercises and they will be encouraged to participate actively in class and develop all the activities and planned exercises and practices.A class blog will be used to post all the writing and reading activities.

Actividades ComplementariasAdditional activities will give the students the opportunity to practice reading and writing which include extra material such as different articles on different fields and one or two short stories.

Actividades Evaluativas PorcentajeIndependent written compositions 20%TOEFL or any other standard test samples 20%Independent reading 10%Daily short written reports about the assigned reading 20%Assigned reading activity 30%

Requirements and GradingClassroom Behavior: Please act appropriately and treat all students and your teacher with respect. Students and teacher will communicate in English and in Spanish depending on the situation. Cell phones are not allowed to ring in class. Please do not leave the classroom while class is in session except for emergencies.Attendance: The course has very strict attendance policies. If you miss 3 or more hours, you will receive an automatic 0 (Zero) in the course. If you have excessive absences, you will receive a grade of 0 (Zero) again. All students are expected to bring the materials or textbooks required by the teacher.Tardiness: It is not acceptable to be late to class. If you are less than ten minutes late to class, you will be marked tardy. If you are ten minutes late (or more), you will be marked absent. An accumulation of three tardies will count as an absence. The attendance and tardiness policies apply to lab classes as well as to regular classes.Make-Up Tests/Late Homework: It is very important that you be present for all tests. If, however, you are ill or must be absent on a day on which a test is scheduled, you will have one week from the date of the test to make it up. It is your responsibility to talk to the teacher about making up your test at a time that is acceptable to me. If you do not make up the test within the required time, you will receive a zero (0). Homework must be handed in on the day it is due, and quizzes must be made up within one week of the quiz.Academic Honesty/Cheating: Any form of copying, cheating, or plagiarism will result in a zero (0) for the assignment.

MaterialesClass textbook, online articles and written or audio material posted in the blog.

CONTENTSWeek Class Work Independent Work

1,2 General Class info, Class Program, Students’ assignments

Write a short paragraph, 350 words max. about advantages and




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and activitiesUNIT 1; FINDING THE IDEAL JOBInterpreting cartoonsApplying background knowledge and vocabularyReading: Finding the ideal jobWhat to do to find a jobMaking inferencesUsing descriptive and possessive adjectivesThe paragraphTopic sentencesSupporting sentences

disadvantages of using technology in the classroom.

Get a cartoon to be presented to the class. Explain it!

Complete a newspaper article with the words from the vocabulary studied p. 3

Reading a book review pp. 5-7. Present the opinions to the class

Reading about people who love their jobs (individual work pp. 8-10)

Doing Research on finding the ideal job p. 225

Check Blog3 UNIT 2: COUNTRY LIFE OR

CITYReacting to picturesSynthetize: Reacting to readingUsing the simple past tenseDescriptive paragraphsAdding descriptive details (Collective writing)

Do background and vocabulary pp. 25-29

Vocabulary: Completing a word puzzle pp. 32-36

Writing: Using pictures p. 38 Take 3 pictures from the city and

3 from the countryside. Write a paragraph describing those pictures.

4 UNIT 3: MAKING MONEYA magazine article; Making moneyReading advertisements (using comparative form adjectives)Using clustering for writingOrganizing a paragraph from a clusterGiving explanationsDeveloping Composition 1

Predicting pp. 45-49 Reading: I made it myself pp. 53-

56 Vocabulary focus: pp. 56-60 Design a cluster as the basis for

writing paragraphs Check Blog

5 UNIT 4: A DIFFERENT PATH TO JUSTICEInterpreting comic stripsReading: Vote for restorative justiceLooking for main ideasReading for detailsMaking inferencesExpressing opinionGiving advice: should, ought to, shouldn’tCharting as a means to organize writing

Find one comic strip related to justice. Be prepared to explain the meaning of it. Background and vocabulary pp. 73-74

Reading: Moving past the crime pp. 78-83

Writing a letter to the editor pp. 86-90

Doing research: How does restorative justice works in Colombia?

Check Blog




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First TOEFL MOCK6 UNIT 5: SUBWAY ETIQUETTE

Predicting and sharing informationBackground and vocabularyReading: A civilized suggestionReading: Riding the subway in JapanConnecting concepts between two textsUsing imperative sentencesUsing listing to organize your writing

Do: Vocabulary pp. 102-105

Writing a web page about etiquette pp. 108-111

Check Blog

7 UNIT 6: SERIOUS FUNPredictingReading: Serious funVocabulary: Traditional games vs. Computer gamesExpressing habitual present with when-clausesBrainstorming to organize your writingWriting: A review: Using useful information and clear opinionShowing order of importance

Playing traditional games. List 3 traditional games (Illustrate)

Check Blog

Background and vocabulary pp. 114-116

Do: pp. 118-122

8,9 UNIT 7: THE BEST PRODUCE THERE ISComparing/contrasting information: Organic produce vs. Regular produceWriting Wh-questions in the simple present tenseWriting questions as a means to organize your writingWriting a brochure: The organization of a brochure

Do: Focus on the topic pp. 133-135

Reading: Miles to go before you eat. Pp. 140-141

Design a brochure about local produce

Check Blog

10 UNIT 8: I’LL TAKE THE TRAIN, THANKSPredictingSharing informationUsing background knowledge and vocabularyUsing superlatives taken from a chart

Reading: The climate train Do: pp. 160-165 Do exercise 3 p. 172 Write a paragraph in the blog

where you explain the best way you consider to go from Pasto to any city in Colombia (or any place you want)

Check Blog11,12,13 UNIT 9: WHAT’S YOUR Do pp. 184-190




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MEDICINEPredictingSharing informationBackground knowledge and vocabularyReading: LeechUsing adverbs of mannerBrainstorming as a means to organize your writingWriting narrative paragraphsUsing time order words in a narrativeSecond TOEFL MOCK

Write a short paragraph explaining how to cure “something”

Do p. 195 Create a medicine booklet,

describing illnesses and defining them. Write what causes those illnesses and possible treatments. Make some Internet research about illnesses. (Post it in the blog).

Check Blog

14,15 UNIT 10: ENDANGERED CULTURESPredictingSharing informationReading a mapSynthetizing reading: To supporters of indigenous culturesExpressing predictions and future plansWriting predictions paragraphsTaking notes from readingUsing an outline to organize your readingWriting concluding sentences

Reading pp. 205-207 Do p. 212 Do pp. 216-218 Do pp. 219-220 Choose an indigenous community

in Colombia and write an outline. Then based on the outline write a paragraph that includes the main components (Thesis statement, topic sentences, supporting sentences, and a concluding sentence or concluding sentences).

Check Blog16 Written Report on selected

reading.

Observaciones

________________________________ ______________________________Mario Guerrero R. Nombre y Firma

Representante Estudiantil

english 3: reading & writing

Education