Syllabus Chart

Date/Session number	Objectives/Skills	Activities/Materials
Session 1   March 10th Unit 1: What is a Family?	* Listening/ Reading: Get specific information from a written or spoken text,  such as new vocabulary, pronunciation of new sounds,	The students: 1. Work individually reading a text about  the topic: What is a family? 2. Get new vocabulary into the text, look up meanings in a dictionary, write them on the whiteboard 3. Practice the new sounds
Session 2 March 17th	* Writing Write a text giving specific information about the topic.	4. Write a short text: ‘Why my family is special?’ 5. Exchange the text with a classmate to check grammar
Session 3 March 24th	*Speaking: Organise ideas and explain those orally. Oral evaluation: Visual material well organised Highlight content Pronunciation	6. Present to the class a family’s tree with 3 generations, explaining the relationship among them.
Session 4 March 31st	*Attitudinal: Express their own ideas showing respect to his/her classmates’ opinion.	7. See a video that shows different kinds of families. Work in pairs making  a collage showing different families. 8. Discuss about:  one-parent families, childless couples, are they  families?
Session 5 April 7th	Written evaluation: True or false Multiple choice Completing sentences

Supplementary Materials

Description 

1.- Podcast is an Internet technology that educators can use to provide students with course materials they can use anytime, any place, even when they are not connected to a computer. You can use podcast to deliver course content in audio, video, and/or graphic formats.

Educational Benefits of Podcast

In addition to providing teachers with a new way to communicate course content, podcasting can benefit students because it is a hands-on activity. Podcasts are an excellent means to motivate students because they use devices that are part of the students’ experience to talk about and practice speaking skills for students to use the process of writing for students to work collaboratively

http://www.teachingideas.co.uk/ict/podcasting.htm

http://teachingtoday.glencoe.com/howtoarticles/podcasting-basics

2.- Wiki is a server program that allows users to collaborate in forming the content of a Web site. With a wiki, any user can edit the site content, including other users' contributions, using a regular Web browser. Basically, a wiki Web site operates on a principle of collaborative trust.

The best known example of a wiki Web site is Wikipedia, an online dictionary building collaboration.

The wiki can be accessed at any time and from anywhere. It is securely stored on a server and can be backed up to a local hard drive. Different media such as video and images can be easily added and the page history function means that you can always role back to older content.

Teachers can use a wiki as a knowledge base, enabling them to share reflections and thoughts regarding teaching practices. This facilitates the scholarship of teaching and learning and inquiry based reflective practice.

Students can use a wiki to develop research projects. The wiki gives the students the ability to collaborate from anywhere at any time. The wiki environment provides of the needs of students with different learning styles since various media can be added to the pages including animations, video and images.

http://blogs.sitepoint.com/what-is-a-wiki/

http://www.teachersfirst.com/content/wiki/

Syllabus

Course number and title:  Global English, to 2nd grade of secondary.

Term: First  and Second Term
Instructor: Pablina Ortega
Office Hours: Wednesday since 14:00 to 15:00 at office. Any doubt by email: pablinaortega@gmail.com 
Location in the Curriculum: Foreign Language: English.
Course Description: This course is considered to Secondary Schools, Second grade, 30 students by grade, the students' ages according to the level. The social level of the students is middle class.

Course Objectives:The students will be able to understand different types of materials expressed in the second language, written texts and audios. At the same time, the students will be able to express their own ideas in a  written and orally way. 
By the end of this course, the students will be able to use the varied and  necessary communicative competences in a real situation. Is also important that the students show an attitud of respect about the  English language and culture. 
* Get the explicit and implicit information in a text
* Identify specific information in oral texts
* Organise ideas to write a text.
* Express own ideas, opinions, likes and dislikes.
* Know and respect different kinds of pronunctiation and entonation from English cultures.

Course Format: Presential 
Course Requirements:Class attendance: 80% (the inassisstances must be justified by sick leave.Participation in class: 10%Tasks, Materials: 10%The evaluations will be: - 10 Short written quizzes: related to the units in the textbook: 30%- Two Written Midterm quizzes: 30% each one - Final Exam: Oral presentation: 40%  Required Texts: Textbook: 'Global English', Student's Book for 2nd of Secondary. Ministry of Education. Dictionaries: English-English and English-Spanish.

Supplemental Readings: Magazines, websites, newspaper, etc. 
Required Readings: -

Reflection of coursebook

In relation to the evaluation that I made about the Ministry's text book: Global English, to First Grade-Secondary, 
I think as follow:
The textbook has clearly defined the objectives, in order to develop the four skills in a Second Language Learning, those are: Reading, listening, writing, speaking. Also has varied topics and tasks with clear instructions, coloured pictures an attractive layout, print easy to read, that become interesting to the students. The tasks and activities contents are organized and sequenced by difficulty.  The students have the oportunity to evaluate themselves, and they are encouraged to improve their development. However, the textbook doesn't consider the different levels of learning among the students, and their different learning styles, is a general book with instructions in general. Finally, the textbook is a adequate gridance for the teacher, not too heavy preparation load. 

   BOX 13.2: CRITERIA FOR COURSEBOOK ASSESSMENT

Importance	Criterion
//	Objectives explicitly laid out in an introduction, an implemented in the material	7
//	Approach educationally and socially acceptable to target community	7
//	Clear attractive layout; print easy to read	7
//	Appropriate visual materials available	7
//	Interesting topics and tasks	7
//	Varied topics and tasks, so as to provide for different learner levels, learning styles, interests, etc.	6
//	Clear instructions	7
?	Systematic coverage of syllabus	?
//	Content clearly organized and graded (sequenced by difficulty)	7
//	Periodic review and test sections	7
//	Plenty of authentic language	7
//	Good pronunciation explanation and practice	6
//	Good vocabulary explanation and practice	6
//	Good grammar presentation and practice	7
//	Fluency practice in all four skills	7
//	Encourages learners to develop own learning strategies and to become independent in their learning	7
//	Adequate guidance for the teacher; not too heavy preparation load	7
//	Audio cassettes	7
//	Readily available locally	7