Syllabus

Approach to syllabus design

In this syllabus, the skills-centred approach will be used in this course because this one helps the students to develop their skills and strategies. To improve their knowledge according to their needs using speaking strategies and vocabulary learning. 

Skill-based syllabus

The skill-based syllabus is the type of syllabus that we are going to use because it is the most adequate to develop a particular skill that may play a role in using language. The skill-based syllabus is used to teach the specific language skill, in this case, speaking the one that we are going to develop with activities such us: debates, role plays, describing things, etc..

Methodology 


Taking into account the characteristics and demands of this course, the Direct method has been chosen as the appropriate teaching content method, as it puts a lot of emphasis on the language as the skill that will be taught as the course is developed. It will also allow the teacher to be a partner and guide for students.
It is important to make clear that neither the instructor nor the students can use L1  and daily speech in L2 is important.
In the communicative language teaching approach, communication is a tool for language learning and it is related to students´interest. The process aims to involve real communication to promote learning. This approach has some benefits for language learning and communicative competence. For instance, students keep motivated and they learn about something relevant for them.

Resources and materials

These resources are the resources and materials that we are going to use during the course. They have been chosen to have into account students’ familiarity with them.

-Workshops

-Worksheets

-Videos

-Textbooks

-Websites

-Speakers (audios)

-Copies

The suggested textbook is Busy T.Speaking specialist: https://www.goodreads.com/book/show/46350992-speaking-specialist

Activity

1. The teacher starts the class asking the students what do you do? what your parents do? where do you study? where your parents work? and then students will watch a video about the profession and then receive a list of occupations and sentences about occupations, after finishing the video, students will write on the board their parents' occupations.

https://www.youtube.com/watch?v=x9ofeV_nCUQ

2.  According to the previous vocabulary, students have to write the words from the word blank under the correct picture. then they have to fill a word search according to the vocabulary learned.

3. With the previous vocabulary, the students have to create a short paragraph where they describe their family's occupation and the place where they work. Finally, they have to read it aloud to the rest of the class.

SUGGESTED EVALUATION 

To assess students' speaking skills there are a number of factors to consider. we decided to select a rubric to assess oral performance in order to check their vocabulary, grammar, fluency, communication, and pronunciation. The rubric is an analytic rubric in which Need improvement means a low score and the student could not achieve the goal and outstandingly achieved means a high score and the student achieved the goal.

 The syllabus

Unit 1

Name: Business world
Goal: Demonstrates knowledge during oral and vocabulary activities.
Language functions: ·         Give and receive information. ·         Describe situations and events. ·         Express agreements and disagreement.
Objectives: ·     Exchange information on business topics using the vocabulary questions and answers. ·     Identify words and expressions using the target vocabulary in a short oral conversation. ·     Recognize implicit information in the oral and argumentative text related to the vocabulary about system engineer. ·
Competence Indicators Can perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way in order to satisfy the simple needs of a concrete Performance indicators knowing Recognize vocabulary regarding system engineer Identify different WH questions to add specific or non-specific information. Distinguishes sequences ideas in oral or written text. Doing   Provides, orally and in writing, information related to target vocabulary.  Formulates questions to obtain specific information about business vocabulary.  Being Values and respect the opinions of classmates. Accept suggestions and recommendations of others.  Recognize their roles in the conversations.
Content Lexical    Greetings ·         Hello ·         Good morning ·         Good afternoon ·         Goodbye ·         Nice to meet you   Business Vocabulary ·         Balance sheet ·         Start-up ·         Marketing ·         Business plan     Numbers ·         One ·         One-hundred ·         One thousand    Professions ·         Doctor ·         Teacher ·         Nurse ·         Engineer Introducing myself ·         My name is ·         How old are you? ·         I study at… ·         I work at…     Adjectives ·         Expensive ·         Cheap ·         Short ·         Long ·         Bad ·         Good ·         New ·         Old     Possessives ·         My ·         Yours ·         His ·         Hers    Simple questions ·         When ·         Who ·         Yes / No questions ·         WH questions ·         Do/ Does    Months of the year/ Days of the week ·         January ·         February ·         March ·         Monday ·         Tuesday ·         Wednesday	Grammar ·         Present simple ·         Adverbs of frequency ·         Wh questions ·         Adjectives ·         Possessives ·         Comparatives Pronunciation ·         Recognition of verbs in present simple ·         Pronunciation of the vocabulary Discourse ·         Compare and contrast Sociolinguistic/Intercultural ·         Learning through interaction ·         Skill to analyze information ·         Ability to speak and understand

Unit 2

Name: Exploring the internet
Goal: Understand, exchange information, and express opinions about text and material about the internet.
Language functions: ·         Describe situation and past events. ·         Express point of view ·         Express agreement and disagreement
Objectives ·         Exchange information about the characteristics of the internet sources. ·         Make a simple description of the use of the internet. ·         Exchange information about social networks.
Competence Indicators ·         Can understand very short, simple text a single phrase at the time, picking up familiar names, words, and basic phrase and regarding as required. Performance indicators: Knowing ·         Identify information about the internet. ·         Recognize vocabulary and expressions related to the internet. ·         Choose appropriate information to support points of view. Doing ·         Identify specific information related to the internet in oral and written texts. ·         Develop a comparative table on internet and its advantages and disadvantages. ·         Make an oral presentation on the use of the internet. Being ·         Actively participate in class activities ·         Recognize advantages and disadvantages on the internet.
Content Lexical Information technology ·         Social network ·         Apps ·         Download / upload ·         Save as ·         Password ·         Access Expressions of advantage and disadvantages ·         One advantage could be… ·         The main disadvantage of this is… ·         The good point is… ·         The best part of …. Is… Expressions to make an oral presentation ·         Today, we would like to present… ·          Good afternoon our purpose today is… ·         My group members are… and I am… Expressions to give an opinion ·         I (really) think that… ·         I believe that… ·         I’m sure that… ·         I agree with… ·         I guess/image… ·         I have no doubt that… Expressions to argue and support points of view ·         I agree/ I disagree / I believe ·         I’m sorry I disagree ·         That’s true! ·         You’re absolutely correct!	Grammar ·         Past tense ·         Regular and irregular verbs ·         Wh questions / short questions ·         Modals of obligation Pronunciation ·         Recognition of the verbs such as verbs end in /d/ /id/ /t/ Discourse ·         Sequence of expressions Sociolinguistic / intercultural ·         Valuation of diversity of opinions

Unit 3

Name: Choosing materials
Goal: Describes and expresses personal opinions about common materials in engineering to be able to keep conversations with classmates active.
Language functions ·         Describe types of materials ·         Compare the materials ·         Express opinions about the different materials
Objective ·         To foster oral production by providing students opportunities   ·         express personal opinions on the commonly found materials in the field system engineering.
Competence Indicators ·         Can engage in conversations on topics that are familiar Performance indicators: Knowing Participates actively during class discussions. Doing ·         Clearly states his/her opinions. Being Demonstrates language awareness while speaking.
Content Lexical Types of materials ·         Materials in engineering ·         Stress and strain ·         Materials and forces  Expressions to give an opinion ·         I (really) think that… ·         I believe that… ·         I’m sure that… ·         I agree with… ·         I guess/image… ·         I have no doubt that…	Grammar Should tense Would tense Comparative Sociolinguistic / intercultural Valuation of diversity of opinions