Universidad Nacional Abierta y a Distancia
Vicerrectoría Académica y de Investigación
Syllabus of the Course English A2, Code 900002
1. Course Data
Table 1. Course Information.
Aspect
1. Managing unit
2. Program offering the course
3. Level of training
4. Prerequisites and/or Prior
Conditions
5. Number of credits
6. Course typology
7. The course allows for a
remedial exam
Description
Instituto Virtual de Lenguas INVIL
English National Program
Professional
The student should has taken the English
A1 course and approved it.
The student must know how introduce
himself, understand the verbal tenses of
simple present and present continuous.
3
Methodological
No
2. 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,
four are questionnaires and the other two are tasks to upload in the evaluation
environment divided into three moments: Initial, intermediate, and final.
1
3. Core Problem to Which This Course Is Linked
It does not apply because we are IBC courses
4. Training Purpose
The training purpose of the course is as follows:
•
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.
5. Competencies
This course contributes to the development of the following competencies:
From the Communicative and Task-Based approaches, the development of competence
is sought, understood as the set of knowledge, skills and individual characteristics that
allow a person to perform actions in a given context, which is what defines
competences. In the case of English, the development of communicative competence
is expected. Communicative competence includes, in turn, according to the Common
European Framework of Reference for Languages: Learning, Teaching, Evaluation 2002, the following competences:
Linguistic Competence.
This competence implies not only the theoretical handling of grammatical,
orthographic or semantic concepts, but also their application in various situations.
Pragmatic Competence.
It is related to the functional use of linguistic resources and includes, firstly, a
discursive competence that refers to the ability to organize sentences in sequences to
produce textual fragments. Secondly, it implies a functional competence to know both
the linguistic forms and their functions, as well as the way in which they are linked
together in real communicative situations.
Sociolinguistic Competence.
It refers to the knowledge of the social and cultural conditions that are implicit in the
use of language. It is also handled when coming into contact with expressions of
popular wisdom or with the differences in register, dialect and accent.
2
6. Learning Outcomes
This course meets the following Program Learning Outcomes:
At the end of the academic course the student will be able to:
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 andreadings from
the online content as a reference.
Learning Outcome 3: To read texts, ideas and information about daily affairs through a
simple correlation of linguistic elements in present, past and future tense.
7. Contents Associated with the Learning Outcomes
Learning Outcome 1
The following contents will be addressed:
• Simple present.
• Introduce yourself.
• Simple past and past continuous.
• Reading and comprehension of texts.
To address the contents, it is necessary to consult the following educational resources:
• Modules 1 to 5 from the E-book
• Aprende inglés con Mr. Pea (2021) Describing people [Video]. Describing people.
https://www.youtube.com/watch?v=BpMicC0AWNE
•
•
•
•
•
•
•
•
Borem, S. (2014). Welcome! Unit 1. Intro interchange [video]. Youtube.
https://www.youtube.com/watch?v=JD2Umh3QJIE
British Council (2021). Present Progressive. Present progressive, grammar and
uses. https://www.britishcouncil.co/blog/aprende-ingles/present-continuous
British Council (2021). Simple past. Simple past: Uso, estructura y conjugación.
https://www.britishcouncil.co/blog/aprende-ingles/past-simple
Education First. (2024). Comparatives and superlatives adjectives.
https://www.ef.com/wwen/english-resources/english-grammar/comparativeand-superlative/
English like a native. (2020). Adjectives to describe places. [video].
Youtube. https://www.youtube.com/watch?v=illyGhiL2p8
Navarro, Yuneiry. (2023). Traveling with family - OVA. Repositorio Institucional
UNAD. https://repository.unad.edu.co/handle/10596/60633
Ortiz Benavides, F. L., & Álava Viteri, C. (2021). Formación científica: un desafio
para la educación mediada. Sello Editorial UNAD.
https://doi.org/10.22490/9789586518185
Sanchez, L. (2021). OVI Past Progressive. Universidad Nacional Abierta y a
3
•
Distancia Repository https://repository.unad.edu.co/handle/10596/44532
Woodward. (2024). Daily
routines. https://www.vocabulary.cl/Lists/Daily_Routines.htm
Learning Outcome 2
The following contents will be addressed:
• Future Going to and Will.
• Obligation and advice.
• Read newspapers and magazines
To address the contents, it is necessary to consult the following educational resources:
• Modules 6, 7, 8 and 9 from the E-book.
• Bolaños. C., Paredes. D., Baez. J., y Aguirre C., (2024). Herramientas TIC para la
comprensión oral del inglés en diferentes contextos.Fenomenología educativa y
aprendizaje significativo. Telos: Revista de Estudios Interdisciplinarios En
Ciencias Sociales, 26(3), 1096–1109. https://doiorg.bibliotecavirtual.unad.edu.co/10.36390/telos263.19
• British Council (2021). Simple Future. Domina el futuro Simple.
https://www.britishcouncil.org.mx/blog/future-simple
• British Council (2021). Modal verbs. Aprende fácilmente la definición y uso
de los modal verbs del inglés. https://www.britishcouncil.co/blog/aprendeingles/modal-verbs
• Education First (2023). Past continuous. Past continuos.
https://www.ef.com.co/recursos-aprender-ingles/gramatica-inglesa/pastcontinuous/
• Sánchez, L. D. (2021). The Future simple tense. Objeto virtual de
Información OVI. Repositorio Institucional UNAD.
https://repository.unad.edu.co/handle/10596/44518
Learning Outcome 3
The following contents will be addressed:
• Comparing past and present events.
• Make and respond to polite requests
• talk about activities that started inthe past and have continued to the present
(used to – Present perfect)
To address the contents, it is necessary to consult the following educational resources:
• Modules 10, 11 and 12 from the E-book
• British Council (2021). Simple past. Simple past: Uso, estructura y conjugación.
https://www.britishcouncil.co/blog/aprende-ingles/past-simple
4
•
•
•
•
British Council (2021) Present perfect. Entiende cómo usar el presente perfecto del
inglés. Comprende la estructura del present perfect con oraciones y ejemplos prácticos
para mejorar tu inglés. https://www.britishcouncil.co/blog/aprende-ingles/presentperfect
Cambridge university press. (2023). Used to en inglés, ejemplos y ejercicios.
https://blog.cambridge.es/como-usar-used-to/
Ring Teacher (2023). Will Vs. Going to. cuando usar will y going to.
https://www.ringteacher.com/materiales-didacticos/tiempos-verbales-inglesfuturo/comparacion-entre-will-y-going-to/
Sánchez, L.(2021). The Past Progressive Tense. Objeto virtual de Informacion OVI. Repositorio Institucional
UNAD. https://repository.unad.edu.co/handle/10596/44532
8. Organization of the Academic Activities
a. Methodological Strategy
The methodological strategy of the course is: Task based learning.
This strategy consists of: This Learning Strategy is based on the studentwhere he/she
is the center of the whole process and is expected to take the leadingrole; 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.
b. Didactic Sequence, Presented in Phases, Steps or Stages of the
Methodological Strategy and the Evaluation Plan
Initial Moment
Chart 2. Task 1 Information.
Aspect
1. Element of the Strategy
2. Name of the Choose an option
3. Responds to Course Learning
Outcome
4. Learning Evidence
Description
Task 1
This is what I know.
1
The student presents an online quiz,
where is going to give respond what the
student knows at the time he/she starts
the course.
5
5. Type of Activity
Independent
6. Activity Score
25 points
The total evaluation for this moment is 25 points, equivalent to 5% of the course
evaluation.
Intermediate Moment
Chart 3. Task 2 Information.
Aspect
1. Element of the Strategy
2. Name of the Choose an option
3. Responds to Course Learning
Outcome
4. Learning Evidence
5. Type of Activity
6. Activity Score
Description
Task 2
English is easy and fun.
1
The student is going to develop the guide
given with different exercises in english
and upload the activity in the
corresponding space.
Collaborative
100 points
Chart 4. Task 3 Information.
Aspect
1. Element of the Strategy
2. Name of the Choose an option
3. Responds to Course Learning
Outcome
4. Learning Evidence
5. Type of Activity
6. Activity Score
Description
Task 3
What have I learned? Quiz Time!
3
The student presents an online quiz
having in mind the topics seeing in the
modules 6, 7, 8 and 9 from the E-book in
the course.
Independent
80 points
Chart 5. Task 4 Information.
Aspect
1. Element of the Strategy
Description
Task 4
6
2. Name of the Choose an option
3. Responds to Course Learning
Outcome
4. Learning Evidence
5. Type of Activity
6. Activity Score
Keep learning English
2
The student is going to develop the guide
given with different exercises in english
and upload the activity in the
corresponding space.
Independent
100 points
Chart 6. Task 5 Information.
Aspect
1. Element of the Strategy
2. Name of the Choose an option
3. Responds to Course Learning
Outcome
4. Learning Evidence
5. Type of Activity
6. Activity Score
Description
Task 5
Challenging myself. Quiz Time!
3
The student presents an online quiz
having in mind the topics seeing in the
modules 10, 11 and 12 from the E-book
in the course.
Independent
70 points
The total evaluation for this moment is 350 points, equivalent to 70% of the course
evaluation.
Final Moment
Chart 7. Task 6 Information.
Aspect
1. Element of the Strategy
2. Name of the Choose an option
3. Responds to Course Learning
Outcome
4. Learning Evidence
5. Type of Activity
Description
Task 6
Final Exam
1, 2 and 3
The student presents an online quiz
having in mind the topics seeing in the
course.
Independent
7
6. Activity Score
125 points
The total evaluation for this moment is 125 points, equivalent to 25% of the course
evaluation.
9. Strategies for teacher support.
To develop the course activities, you will have the teacher’s support. The spaces in which
you will have interactions with your teacher are the following:
•
•
•
•
Virtual campus forums
Virtual campus e-mail
Chat sessions in Microsoft Teams
Online conference sessions or web conference sessions
10. Minimum Technical Requirements for the Development of the Course
• This course involves interactions through the virtual classroom. Take the time to
get familiar with the course and recognize the structure, content and resources.
• It is important to recognize the internal mail of the virtual classroom of the course
and the different discussion forums.
• Artificial Intelligence (AI) tools must be used ethically and responsibly in the
development of the learning activities.
• The minimum technological requirements for courses at UNAD must be met.
Table 3. Course Version Control Log.
Version
Date
1
09/02/202
4
Type of
change or
update
Accreditation
Description
of change
Responsible
It is a new
Syllabus
Leidy Diana
Sánchez G.
Program
Leader
Approval
Guillermo
Alberto
Arenas.
8