Ing Lengua Inglesa II 10

Universidad Nacional de Tucumán - Facultad de Filosofía y Letras
CAREER : PROFESORADO Y LICENCIATURA EN INGLÉS
SYLLABUS - 2010 -
LENGUA INGLESA II (PLAN 2005)

ANNUAL COURSE : 8 (EIGHT) HOURS OF CLASS A WEEK
- plus periodical individual interviews -

To take this course students must be regular in the following subjects :
Lengua Inglesa I and Introducción a la Gramática
STAFF MEMBERS:
PROFESORA ASOCIADA: Prof. Marta León de Mondino
JEFE DE TRABAJOS PRÁCTICOS: Prof. Mónica Díaz Romero
JEFE DE TRABAJOS PRÁCTICOS: Prof. Verónica Sánchez de Babot
AUXILIAR DOCENTE GRADUADO: Prof. Patricia Córdoba
AUXILIAR DOCENTE GRADUADO: Prof. Edith Díaz Yurko de Rengel
AUXILIAR DOCENTE GRADUADO: Prof. Josefina Miranda
AUXILIAR ESTUDIANTIL: Paulina Fernández Garvich
AUXILIAR ESTUDIANTIL: María Emilia Baigorrí
AIMS :
• To take students a stage further in the process of acquisition of communicative

competence.
• To enable the students to communicate fluently and accurately in a wide range of
situations and speech events.
• To provide the students with adequate knowledge about the language so they can
account for its use.
• To help the students develop their own studying strategies and vocabulary learning
skills.
• To expose the students to as much authentic spoken and written language as possible.
• To engage the students in stimulating, challenging and interactive communicative tasks.
• To raise the students’ level of awareness of mistakes.
• To encourage critical thinking.
• To help the students develop different strategies for reading comprehension.
• To enable the students to communicate through writing in a wide range of forms.
• To raise awareness of cross-cultural differences and strengthen the students’ sense of
identity.
CONTENTS :
The topics and structures to be dealt with in the language learning process will be those
presented in the text books used in the course, the reading material and specially designed
booklets and study guides with activities obeying to students’ interests.
See bibliography given below.
Upstream (upper intermediate) LANGUAGE USE:
UNIT 1: Crossing barriers

• Articles
• Determiners
• Too/Enough
• Partitives
• Countable/ uncountable nouns
UNIT 2: Moods and feelings
• Present Simple and Present Continuous
• Stative verbs
• Used to – be/get used to
• Word formation: forming adjectives
UNIT 3: Making a living
• -ing form or infinitive
• Reported speech
• Introductory verbs
• Word formation: forming negative adjectives
UNIT 4: Make yourself at home
• Present Perfect
• Present Perfect Continuous
• Word formation: adjective endings
UNIT 5: Modern living
• Adjectives
• Adverbs
• Comparisons
• Word formation: adjective suffixes
UNIT 6: Going places
• Modal verbs
• Word formation: derivatives
• UNIT 7: History
• Past forms
• Past modals
• Word formation: verb suffixes
UNIT 8: Learning lessons
• The passive
• The causative
• Word formation: -ing/ - ed endings
UNIT 9: Planet issues
• Future forms
• Conditionals
• Mixed conditionals
• Wishes
• Word formation: prefixes
UNIT 10: The cycle of life
• Relative clauses
• Clauses of concession/ purpose
• Question tags
METHODOLOGY :
• Interaction between students and teacher

• Interaction among students (pair work and group work – small /large)
• Interviewing native speakers
• Communicative tasks
• Role-play / Drama – one act plays / Song representations
• Vocabulary development
• Reading and oral comprehension exercises: reordering jumbled texts, finding the suitable
heading, jigsaw reading, summarising, identifying the speakers, listening for specific
information, creating the other side of the conversation, retelling the story, etc.
• The writing process (generating ideas, organising , planning, writing, revising, editing)
• Intensive reading (short stories, articles, news reports, etc.)
• Extensive reading (novels, plays, magazine and newspaper articles, information
downloaded from the Internet, etc.)
• Seeking and selecting information from different sources
• Oral reports (individually and in small groups)
EVALUATION:

Written :
- PRÁCTICOS: Papers including different types of written exercises based on the

contents dealt with in class.
- PARCIALES: Global assessment focusing on the use of English (listening, reading
and writing activities), short stories and American and British culture. At least 4 (four).

Oral:
- PRÁCTICOS : Periodical interviews (in small groups) on the short stories/ books
assigned for reading.

Students must pass a minimum of 75% of PRÁCTICOS and PARCIALES.

FINAL EXAM :
- Students must pass a final exam (written and oral).
- Students must show their proficiency in their understanding and use of English at First
Certificate English level.
BIBLIOGRAPHY :
a) Textbooks :
- Obee, Bob and Evans, Virginia, (2008). Upstream Upper Intermediate, (Units 1 –10)
Express Publishing.
b) Intensive Reading Material :
Specially Designed Booklets and Study Guides:

- Cultural Awareness: An Insight into American and British Identity and Culture.
- Culturally Responsive Reading in the Language Class. .( A selection of Short

Stories with guided language activities).
Short stories:
• A Child’s Story – Charles Dickens
• A Guardian Angel – Ruskin Bond
• The First Seven Years – Bernard Malamud
• Japanese Hamlet – Toshio Mori
• Enoch’s Two Letters – Alan Sillitoe
• Visit to the Dentist – Maya Angelou
• Dead Men’s Path – Michael Obi
• Games at Twilight- Anita Desai
c) Set Books for Extensive Reading :

- Ngugi Wa Thiongo, Weep Not Child (novel)
- Austin, Jane. Sense and Sensibility (novel)
- Wild, Oscar, The Importance of Being Earnest (play) *
∗ The students will also see the corresponding film on this book.
d) Supplementary Material :
Books:
- Evans, Virginia, (1998).Successful Writing Upper Intermediate, Express Publishing.
- Mann, Malcom and Steve Taylore-Knowles, (2003) Skills for First Certificate: Writing.
Macmillan.
- Mann, Malcom and Steve Taylore-Knowles (2003) Skills for First Certificate: Listening
and Speaking. Macmillan.
- Mann, Malcom and Steve Taylore-Knowles (2003) Skills for First Certificate: Use of
English. Macmillan.
- McCarthy,Michael and O’Dell, Felicity, ( 1994).English Vocabulary in Use - Upper-
Intermediate and Advanced Students, Cambridge University Press
- Smalzer, William, (1996). Write to Be Read, Cambridge University Press.
- Vince, Michael, (1996) First Certificate Language Practice, Heinemann.
- Wellman,Guy, (1992)The Heinemann Wordbuilder, Heinemann.
Other Sources :
- Magazines, newspapers, the Internet, etc.

e) Dictionaries :
- Macmillan English Dictionary for Advanced Learners
- Oxford Advanced Learner Dictionary of Current English
- Webster’s New World Dictionary
- Longman’s Dictionary of Contemporary English
- Longman’s Lexicon of Contemporary English
- Longman’s Language Activator
- Longman’s Dictionary of Phrasal Verbs
- Longman’s Dictionary of Language and Culture
- NTC’s American Idiom Dictionary
- NTC’s Contemporary American Slang Dictionary
- NTC’s Common American Phrases in Everyday Contexts.
- Simon and Schuster, Diccionario Internacional Inglés-Español, Español-Inglés

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Universidad Nacional de Tucumán - Facultad de Filosofía y Letras

CAREER : PROFESORADO Y LICENCIATURA EN INGLÉS

LENGUA INGLESA II (PLAN 2005)

• To take students a stage further in the process of acquisition of communicative

Upstream (upper intermediate) LANGUAGE USE:

UNIT 1: Crossing barriers

• Interaction between students and teacher

- PRÁCTICOS: Papers including different types of written exercises based on the

- Students must pass a final exam (written and oral).

b) Intensive Reading Material :

Specially Designed Booklets and Study Guides:

- Culturally Responsive Reading in the Language Class. .( A selection of Short

c) Set Books for Extensive Reading :

- Magazines, newspapers, the Internet, etc.

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