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Level 3-4
Curriculum Pacing Guide
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Learning objectives:
1. Gather information from reliable sources of information such as databases, journals,
scientific magazines.
2. Synthetize and analyze information coherently to write academic texts.
3. Give a short academic talk.
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Starting Unit
Learning outcomes:
1. Help students get to know
each other and create a
comfortable environment in
the group
2. Familiarize students with
the program
3. Know the proficiency of
English skills students
have to start an
appropriate personal plan
of work.
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Stage 1: Ice-breaking activities
Stage 2: Program Presentation
Stage 3: Diagnosis
Stage 4: Personal Plan of Work Motivation
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Class Project : A project proposal
Objectives :
At the end of this project, students will be able to write a project proposal which includes an introduction, a problem statement, objectives, plan of action and conclusion and to present it to the University community.
Situation and audience :
Students will participate in a role-play based on college students’ competition called “The College Challenge Contest”. This is an annual international competition for college students. The objective of the contest is to stimulate proactive interdisciplinary problem-solving analysis among undergraduate students around the world.
Winners receive cash awards to help advance their ideas to the next level. Our University will
sponsor a group of students to travel and participate in this competition, thus students are
encouraged to send and present their projects to represent our University. The Selection
Committee will be composed by teacher, classmates, other members from the University
community.
Project Task 1: Gathering information about an academic topic
Oral Task: UN De mentes
Project Task 2: Project proposal draft
Final Project Tasks: Project proposal / Project proposal presentation
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Unit 1
Learning outcomes
Use vocabulary related to a specific topic from a field of study such as modern design issues, nature into architecture, racial inequality, among other topics.
Gather information from reliable sources such as reviewed articles, scholarly books, web pages associated with governments or universities, or scientific studies.
Analyze information and be able to classify it in a coherent way by using graphic organizers, mind maps, summaries and glossaries.
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Project task 1: My Motivation Letter
Objective:
to write a motivation letter about personality,
skills, experiences, and wishes.
Situation and audience :
Students candidates to participate in ‘ The College Challenge Contest’ are required to write a motivation letter to introduce themselves and to convince the University selection committee that they are the most suitable candidates for this opportunity.
Project task 2: Gathering information about an academic topic
Objective :
to gather information from reliable sources and
to learn about a specific issue from a specific field of study.
Situation and audience :
In class, students will explore different issues that represent a significant challenge in our world today. The issues may concern education, development, conflict, and/or any other subject that interests students. Students will gather in groups of four and choose an issue they are interested in. By using a database, Google Scholar or other academic tool, students look for two or three articles in English about the issue they will be addressing in their project and prepare a written report including: the description of the issue, its causes and effects, and its possible solution.
Oral Task : UN De mentes
Objective: to explain to the university community a world need that the students have identified, describe the context, refer to projects or studies done before and explain shortly the proposal they have to tackle the issue.
Situation and audience: The Universidad Nacional UNTelevision has a program called ‘UN De mentes’. Students are invited to the program to explain to the tv program viewers about a world need that they have identified and the idea they have to tackle the issue.
To successfully develop this task students should:
1. Introduce themselves to the viewers: What is your name? What do you study? what are your academic interests? Have you been in a research group? Do you have any job experience?
2. Discuss the idea that they have to deal with the problem taking into account the following information:
What is the problem about? Why are they interested in this problem? What are the causes of this problem?
What are the effects of this problem? What are the possible solutions of this problem?
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Language
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Vocabulary
Vocabulary related to specific topics from a field of study (modern design issues, nature
into architecture, racial inequality, food wastage, among others).
Suffixes and prefixes
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Grammar review
Time tenses (Present, past, future)
Essential grammar
Conditionals types 0, 1 y 2
Quantifiers (many, much, a large amount of, enough)
Determiners (any , each , every, some, no, any, either,
neither, another, one)
Present perfect vs simple past
Adjective clauses
Compound-complex sentence
Punctuation marks
Grammar choices
Adverbs (place, time, manner)
First and second conditionals
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Reading and writing strategies that support the development of the tasks
Project Task 1: Gathering information about an academic topic
The following strategies can help students to develop reading practices that will be fundamental to build the knowledge of the academic topic they will select for the project. Some of the reading practices that will be favored during this task 1 are connected with the processes of search, classification, synthesis and analysis of information.
Defining an academic topic:
Surfing the net and looking for information in English to delimit the topic. For this search it is
necessary to guide students providing them with examples of issues and samples of sites or
sources of information; also, exemplify a search practice.
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Exploring thematic knowledge:
Once students define the topic and the sources of information, they select the main texts that
will help them to explain th e issue.
Analyzing the general characteristics of the text:
The first reading that will favor familiarity with the texts can include an exploration of some
textual features like headings, titles, subtitles, tables, content, paragraphs, footnotes,
illustrations, diagrams, charts, bold letters, symbols, etc.
Recognizing patterns in the text:
After doing the first reading practices, the analysis continues with exploration of how ideas
are organized and logically connected in a text. For example, some patterns of organization
in the texts can reflect the order of importance, sequence, classification, contrast, or cause
and effect configuration of ideas.
Recognizing guiding words in the text:
To facilitate the recognition of patterns in a text, it is also necessary to recognize the guiding
words used by the author to link ideas, organize the text, or guide the reader. Words that are
frequently used in the text can show the thematic progression; some other guiding words
may also reflect the relationships that the authors want to establish with the audience. These
words can be connectors (conjunctions, adverbial and prepositional phrases), or modals, or
nouns and adjectives that accomplish different functions in the text.
Exploring the purpose, audience and context of the text:
To identify the purpose of the texts (inform, persuade, describe) through the ideational,
interpersonal, and textual organization that evidence the purpose, the audience and the
context of the explored texts.
Creating glossaries
After analyzing the general features of the texts, the students should begin to get familiar with
the words or terms used in this topic.
Designing graphic organizers
As a reading strategy of this stage of recognizing and being informed about the topic, graphic
organizers can facilitate the process of comprehension. They allow students to develop some
reading practices like identifying specific and general ideas, classifying, summarizing and
synthesizing information, finding logical relationships among ideas.
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Resources
UNTelevision
Reading techniques
Conditionals Type 1 and 2
Prefixes and Suffixes
Game: Is this a compound sentence?
Practice compound sentences using conjunctions
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Unit 2
Learning outcomes
Write short academic papers
(briefs, information reports,
project proposals, among others)
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Task 3: Project proposal draft
Objective: To write a project proposal draft
Situation and audience: As part of the niversity
competition to be part of “The College Challenge Contest”, students will write a project proposal draft about a chosen academic topic explaining and justifying the need (problem statement), explaining what students hope to accomplish (objectives), explaining and justifying what students are going to do (plan of action),describing the management plan and writing a conclusion.
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Language
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Vocabulary
Vocabulary related to specific
topics from a field of study
(modern design issues, nature
into architecture, racial
inequality, food wastage, among
others).
Logical connectors
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Essential grammar
Passive voice (present and past)
Parts of speech
Grammar choices
Word order
Future with going to and will
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Reading and writing strategies that support the development of the tasks
Project Task 3: Project proposal draft
The process of writing a project proposal will be guided by some reading and writing
practices:
Building knowledge of the field
1.Exploring the structure of a project proposal : Questions about the genre
What is a project proposal?
What is the purpose of a project proposal?
What is the intended audience of the text?
2.Reading a project proposal about the topic
Recognizing vocabulary and grammatical structures about the type of text
Linguistic Knowledge:
Vocabulary related to academic topics (modern design issues, nature into architecture, racial
inequality, food wastage, among others)
Logical connectors (cause and effect)
Modeling the text
1.Reading and analysis of similar texts of those that will be written by the students.
Analysis of the general structure of the text: stages, functions of each stage, vocabulary
used, grammar, purpose and audience.
Explanation of the structure of a project proposal using a graphic organizer:
- Introduction
- Problem statement
- Objectives
- Plan of action
- Management plan
- Conclusion
Joint construction of the text
1.Planning and writing of a project proposal with the whole class:
Design a scheme using graphic organizers
Write a similar text (or paragraphs) with the class
Give general feedback about the joint written text
Independent construction of the text
1.Writing the first draft of the text
2.Evaluating the drafts using rubrics
3.Giving feedback about the texts
4.Encouraging students to publish the texts
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Resources
Sentence connectors
https://app.box.com/s/nnu6sw4af5i2jvi2ieki
Project proposal reading
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Unit 3
Learning outcomes
Establish an academic conversation with colleagues and/or people interested in a
specific topic from a field of study
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Final Project Tasks: Project proposal presentation
Objectives:
● To improve the project proposal
● To present the project proposal
Situation and audience: Students candidates to
participate in “The College Challenge Contest” will prepare a fifteen-minute project proposal presentation in which they propose solutions for an identified problem, define objectives and organize a schedule to implement a plan of actions. Students will do this presentation to the University community.
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Language
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Vocabulary
Vocabulary related to specific
topics from a field of study
(modern design issues, nature
into architecture, racial
inequality, food wastage, among
others).
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Grammar
Essential grammar
Gerund and infinitives
Grammar choices
Present and past perfect
Modal auxiliaries (can-could-might-would-should)
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Reading and writing strategies that support the development of the tasks
Building knowledge of the field
1.Exploring information reports structure: Questions about the genre
● What’s the topic of this text?
● What is the purpose of this text?
● How is it organized?
● What is the function of each section in the text?
● Can you identify predominant language resources (i.e., verbs, tense, modals,
pronouns, adverbs, conjunction/connectors)?
● Can you identify what sources of information the authors used to talk about the topic?
2.Recognizing vocabulary and grammatical structures about the type of text.
Linguistic Knowledge:
Vocabulary related to likes, habits, routines, hobbies
Simple present structures
Quantifiers
Linking words: addition and contrast
Modeling the text
1.Explanation of the structure of a project proposal using a model:
- Introduction
- Problem statement
- Objectives
- Plan of action
- Management plan
- Conclusions
Joint construction of the text
1.Planning and writing of a descriptive paragraph with the whole class:
Write a similar text with the class
Give general feedback about the joint written text
Independent construction of the text
1.Writing the first draft of the text
2.Evaluating the drafts using rubrics
3.Giving feedback about the texts
4.Encouraging students to publish the texts
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Resources:
Gerunds and Infinitives
ESL Library Podcats Gerunds and Infinitives
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