Corporación Universitaria Autónoma de Nariño Villavicencio
En la corporación Universitaria Autónoma de Nariño en su proceso de internacionalización busca crear lazos de cooperación e integración con instituciones de educación superior con el objetivo de alcanzar mayor visibilidad internacional en el mundo. Este proceso cuenta con dimensiones de movilidad para estudiantes, docentes e investigadores. El desarrollo de proyectos y currículos en conjunto, así mismo, como la participación en redes internacionales y suscripciones de acuerdos de reconocimiento para las instituciones y sus pares en busca del aseguramiento de la calidad de la educación superior (IES).
La oficina de Lenguas Extranjeras de la Corporación Universitaria Autónoma de Nariño, tiene como misión establecer competencias de aprendizaje y desarrollo de prácticas pedagógicas con destrezas y habilidades óptimas en una lengua extranjera con medición global, mediante la satisfacción de las necesidades de la comunidad; generando transformación social y compromiso con la excelencia académica a la comunidad.
Posicionar a la Corporación Universitaria Autónoma de Nariño “AUNAR como formadora de ciudadanos del mundo en la práctica de competencias comunicativas en lengua extranjera y sus estándares internacionales, con el fin de formar profesionales íntegros y competitivos en el mundo laboral globalizado.
Desarrollar las competencias comunicativas de lengua extranjera en sus niveles de A1, A2 y B1 del Marco Común Europeo Referencial que faciliten las prácticas de comprensión, expresión oral, interacción internacional, interpretación de texto, el intercambio cultural que permita el relacionamiento de los estudiantes en entornos académicos, científicos y tecnológicos en otros países o acceder a las oportunidades educativas internacionales.
Asking about and describing people’s appearance; identifying people.
Question for describing people; What … look like how old, how tall, how long and what color.
Contrastive stress – listening to descriptions of people; identifyong people.
Writing an Email describing a person “the age of selfies”: Reading about the history of selfies.
Find the differences: Comparing two pictures of a party.
Asking about free-time activities, asking for and giving information about abilities an talents.
Simple present wh-questions; can for ability; yes/no and wh-questions with can.
Pronunciation of can and can’t. Listening for people’s favorite sports to watch and play; Listening to people to talk about their abilities.
Writing questions about sports “An Interview with Shawn Johnson”: Reading about the life of an athlete.
“Hidden talents”: Finding out more about your classmates’ hidden talents.
Asking about birthdays; talking about plans for the evening, weekend, and other occasions.
The future with be going to; yes/no and Wh-questions wit be going to; futures time expressions.
Reduction of going to. Listening to people talk about their evening plans.
Writing about weekend plans “What Are You Going to Do on Your Birthday?”: Reading about birthday customs in different places.
“Guessing Game”: Making guesses about classmates’ plans.
Describing health problems; talking about common medications; giving advice for health problems.
Have + noun; feel + adjectives; negative and positive adjectives; imperatives.
Sentence intonation. Listening to people talk about health problems; listening for medications.
Writing advice for health problems “10 Simple Ways to Improve your Health”: Reading about ways to improve your health.
“Helpful advice”: Giving advice for some common problems.
Describing people’s locations; making; accepting; and declining invitations; making excuses.
Prepositional phrases; subject and object pronouns; invitations with Do you want to …?; verb + to.
Reduction of want to and have to. Listening to phone conversations; listening to voice-mail messages.
Writing about weekend plans “Around Los Angeles: This Weekend”: Reading about events on a web page.
“Let’s make a date!”: Making plans with your classmates.
Talking about foods likes and dislikes; giving opinions about healthy and unhealthy foods; talking about foods you have and need; describing eating habits.
Count and noncount noun; some and any; adverbs of frequency; always, usually, often, sometimes, hardly ever, never.
Sentence stress. Listening for people´s food preferences .
Writing about mealtime habits “Eating for Good Luck”: Reading about foods people eat for good luck in the new year.
“Snack survey”: Taking a survey about snacks you eat and comparing answers.
Asking about free-time activities, asking for and giving information about abilities an talents.
Simple present wh-questions; can for ability; yes/no and wh-questions with can.
Pronunciation of can and can’t. Listening for people’s favorite sports to watch and play; Listening to people to talk about their abilities.
Writing questions about sports “An Interview with Shawn Johnson”: Reading about the life of an athlete.
“Hidden talents”: Finding out more about your classmates’ hidden talents.
Introducing yourself; talking about yourself;exchanging personal information; remembering your childhood; asking about someones’s childhood.
Past tense; used to for habitual actions.
Reduced form of used to
Listening to people talk about their past.
Writing a paragraph about your childhood
Reading about the life and work of a Hollywood star.
Talking about transportation and transportation problems; evaluating city services; asking for and giving information.
Expressions of quantity with count and noncount nouns: too many, too much, fewer, less, more, not enough; indirect questions from wh-questions.
Syllable stress
Listening to a description of a transportation system.
Writing an online post on a community message board about a local issue”New Ways of Getting Around”: Reading about new transportation inventions.
Describing positive and negative features; making comparisons; talking about lifestyle changes; expressing wishes.
Evaluations and comparisons with adjectives: not…enough, too(not) as…as; evaluations and comparisons with nouns: not enough…, too much/many… as; wish.
Unpronounced vowels
Listening to people talk about capsule hotels.
Writing an e-mail comparing two living spaces
“Break those bad habits”: Reading about ways to end bad habits.
Talking about food; expressing likes and dislikes; describing a favorite snack; giving step-by-step instructions.
Simple past vs. present perfect; sequence adverbs: first,then, next, after that, finally.
Consonant clusters
Listening to descriptions of food.
Writing a recipe
“Food and Mood”: Reading about how food affects the way we feel.
Describing vacation plans; giving travel advice; planning a vacation.
Future with be going to and will; modals for necessity and suggestions: must, need to, (don’t) have to, ought to, -‘d better, should(not).
Linked sounds with /w/ and /y/
Listening to travel advice.
Writing a letter with travel suggestions “Volunteer Travel- A vacation with a difference”: Reading about how volunteer vacations work.
Making requests; agreeing to and refusing requests; complaining; aplogizing; giving excuses.
Two-part verbs; will for responding to requests; request with modals and Would you mind…?
Stress in two-part verbs
Listening to the results of a survey about family life.
Writing a set of guidelines
“How to ask for a favor”: Reading about ways to ensure a positive response for a favor.
Describing technology; giving instructions; giving suggestions.
Infinitives and gerunds for uses and purposes; imperatives and infinitives for giving suggestions.
Syllable stress
Listening to a radio program; listening to people give suggestions for using technology.
Writing an email asking for specific favors
“Modern-Day Treasure
Hunters”: Reading about the new hobby of geocoaching.
Describing holidays, festivals, customs, and special events.
Relative clauses of time; adverbial clauses of time: when, after, before.
Stress and rhythm
Listening to a description of Carnaval in Brazil.
Writing an entry on a travel website about a cultural custom
“Customs Around the World”: Reading about interesting customs and cultural events.
Talking about change; comparing time periods; describing possible consequences.
Time contrasts; conditional sentences with if clauses.
Intonation in statements with time phrases
Listening to people talk about changes.
Witing a paragraph describing a person’s past, present and possible future.
“Are you in love?”: Reading about the signs of being in love.
Describing abilities and skills; talking about job preferences; describing personality traits.
Gerunds; short responses; clauses with because.
Unreleased and released /t/ and /d/
Listening to people talk about their job preferences.
Writing a cover letter for a job application
“Find the Job That’s Right for You”: Reading about how personality type affects career choices.
Talking about landmarks and monuments; countries; discussing facts.
Facts with by (simple past); passive without by (simple present).
The letter o
Listening to descriptions of monuments; listening for information about a country.
Writing a guidebook introduction
“A Guide to Unusual Museums”: Reding about interesting museums.
Describing recent past events and experiences; discussing someone’s activities lately.
Past continuous vs. simple past;
present perfect continuous.
Constrastive stress in responses
Listening to stories about unexpected experiences.
Writing a description of a recent experience
“From the streets to the screen”: Reading about the rise of an unusual group of musicians.
Describing movies and books; talking about actors and actresses; asking for and giving reactions and opinions.
Participles as adjectives; relative pronouns for people and things.
Emphatic stress
Listening for opinions;listening to a movie review.
Writing a movie review
“Special Effects”: Reading about the history of special effects.
Interpreting body language;
explaining guestures and meanings;
describing acceptable and prohibited behavior in different situations; asking about signs and their meaning.
Modals and adverbs: might, may, could, must, maybe, perhaps, possibly, probably, definitely; permission, obligation, and prohibition.
Pitch
Listening to people talk about the meaning of signs.
Writing list of rules
“Pearls of Wisdom”: Reading about proverbs and their meaning.
Speculating about past and future events; describing a predicament; giving advice and suggestions.
Unreal conditional sentences with if clause; past modals.
Reduction of have
Listening to people talk about predicaments; listening to a call-in radio show.
Writing a letter to advice columnist
“The Advice Circle”: Reading an online advice forum.
Reporting what people said; making polite requests; making invitations and excuses.
Reported speech: requests and statements.
Reduction of had and would
Listening for excuses.
Writing a report about people’s responses to a survey; “The Truth About Lying”: Reading about “white lies”.
Describing personalities; expressing likes and dislikes; agreeing and disagreeing; complaining.
Relative pronouns as subjects and objects; it clauses + adverbial clauses with when.
Sentence stress Listening to New Year’s resolutions.
Writing a message of advice “Improving the World – One Idea at a Time”: Reading about young scientist Jack Andraka.
“Absolutely not!”: Discussing different points of view of parents and their children.
Talking about possible careers; describing jobs; deciding between two jobs.
Gerund phrases as subjects and objects; comparisons with adjectives, nouns, verbs, and past participles.
Syllable stress Listening for dates and time periods; listening to predictions.
Writing a biography “Looking Into the Future”: Reading about futurists and their predictions for the year 2050.
“History buff”: Taking a history quiz.
Making direct and indirect requests; accepting and declining requests.
Requests with modals, if clauses, and gerunds; indirect requests.
Unreleased consonants Listening to people making, accepting, and declining requests.
Writing a message with requests “Can You Tell It Like It Is?”: Reading about talking to friends about difficult topics.
“Beg and borrow”: Asking classmates to borrow items; lending or refusing to lend items.
Making direct and indirect requests; accepting and declining requests.
Requests with modals, if clauses, and gerunds; indirect requests.
Unreleased consonants Listening to people making, accepting, and declining requests.
Writing a message with requests “Can You Tell It Like It Is?”: Reading about talking to friends about difficult topics.
“Beg and borrow”: Asking classmates to borrow items; lending or refusing to lend items.
Talking about moving abroad; expressing emotions; describing cultural expectations; giving advice
Noun phrases containing relative clauses; expectations: the custom to, (not) supposed to, expected to, (not) acceptable to.
Word stress in sentences Listening for information about living abroad; listening to opinions about customs.
Writing a pamphlet for tourists “Culture Shock”: Reading about moving to another country.
“Cultural dos and taboos”: Comparing customs in different countries.
Describing problems; making complaints; explaining something that needs to be done.
Describing problems with past participles as adjectives and with nouns; describing problems with need + gerund, need + passive infinitive, and keep + gerund.
Contrastive stress Listening to complaints; listening to people exchange things in a store; listening to a conversation about a “throwaway culture”.
Writing a critical online review “Ask the Fixer!”: Reading about a problem with a ride-sharing service.
“Home makeover”: Comparing problems in two pictures of an apartment.
Identifying and describing problems; coming up with solutions.
Passive in the present continuous and present perfect; prepositions of cause; infi nitive clauses and phrases.
Reduction of auxiliary verbs Listening to environmental problems; listening for solutions.
Writing a post on a community website “Turning an Invasion Into an Advantage”: Reading about a creative solution to lionfish on St. Lucia.
“Take action!”: Choosing an issue and deciding on an effective method of protest; devising a strategy.
Asking about preferences; discussing different skills to be learned; talking about learning methods; talking about life skills.
Would rather and would prefer; by + gerund to describe how to do things.
Intonation in questions of choice Listening to a conversation with a guidance counselor; listening for additional information.
Writing about a skill “Are You Studying the ‘Right’ Way?”: Reading about different studying styles.
“Making choices”: Choosing between different things you want to learn.
Talking about things you need to have done; asking for and giving advice or suggestions.
Get or have something done; making suggestions with modals + verbs, gerunds, negative questions, and infi nitives.
Sentence stress Listening to New Year’s resolutions.
Writing a message of advice “Improving the World – One Idea at a Time”: Reading about young scientist Jack Andraka.
“Absolutely not!”: Discussing different points of view of parents and their children.
Talking about historic events; talking about things to be accomplished in the future.
Referring to time in the past with adverbs and prepositions: during, in, ago, from…to, for, since; predicting the future with will, future continuous, and future perfect.
Syllable stress Listening for dates and time periods; listening to predictions.
Writing a biography “Looking Into the Future”: Reading about futurists and their predictions for the year 2050.
“History buff”: Taking a history quiz.
Describing milestones; describing turning points; describing regrets and hypothetical situations.
Time clauses: before, after, once, the moment, as soon as, until, by the time; expressing regret with should (not) have + past participle; describing hypothetical situations with if clauses + past perfect and would/could have + past participle.
Reduction of have and been Listening to descriptions of important events; listening to regrets and explanations.
Writing a message of apology “Stella’s Answers”: Reading about a conflict with a friend and advice on how to fix it.
“Good choices, bad choices”: Playing a board game to talk about how you were and could have been.
Describing qualities for success; giving reasons for success; interviewing for a job; talking about ads and slogans.
Describing purpose with infi nitive clauses and infi nitive clauses with for; giving reasons with because, since, because of, for, due to, and the reason.
Reduced words Listening for features and slogans.
Writing a TV or web commercial “Brain Invasion: Why We Can’t Forget Some Ads”: Reading about what makes some advertisements memorable.
“Advertising taglines”: Creating a slogan and logo for a product.
Drawing conclusions; offering explanations; describing hypothetical events; giving advice for complicated situations.
Past modals for degrees of certainty: must (not) have, may (not) have, might (not) have, could (not) have; past modals for judgments and suggestions: should (not) have, could (not) have, would (not) have.
Reduction in past modals Listening to explanations; listening for the best solution.
Writing about a complicated situation “Messages from Outer Space, or a Leaking Pipe?”: Reading about unexplained events.
“Think of the possibilities!”: Drawing possible conclusions about situations.
Asking about and describing routines and exercise; talking about frequency ; discussing {sports and athletes; talking about abilities.
Adverbs of frequency: always, almost always, usually, often, sometimes, hardly ever, and never; questions: how often, how long, how well, and how good, short answers.
Intonation with direct address. Listening to people talking about free-time activities: listening to descriptions of sports participation.
Writing about favorite activities “Health and Fitness Quiz” : Reading about and taking a quiz.
“Do you dance?. Finding out about classmates abilities.
Describing how something is done or made; describing careers in fi lm, TV, publishing, gaming, and music.
The passive to describe process with is/are + past participle and modal + be + past participle; defi ning and non-defi ning relative clauses.
Review of stress in compound nouns Listening for parts of a movie.
Writing about a process “The Truth About Being a Film Extra”: Reading about what the job of film extra is like.
“Celebrities”: Guessing famous people from clues.
Giving opinions for and against controversial topics; offering a different opinion; agreeing and disagreeing.
Giving recommendations and opinions with passive modals: should be, ought to be, must be, has to be, has got to be; tag questions for opinions.
Intonation in tag questions Listening for solutions to everyday annoyances; listening to issues and opinions.
Writing a persuasive essay “That’s Plagiarism?”: Reading about plagiarism in the digital age.
“On the wrong side of the law”: Deciding on punishments for common offenses.
Giving opinions about inspirational sayings; talking about the past and the future.
Accomplishments with the simple past and present perfect; goals with the future perfect and would like to have + past participle.
Stress and rhythm Listening to past obstacles and how they were overcome; listening for people’s goals for the future.
Writing a personal statement for an application “Soaring Like an Eagle”: Reading about the athlete Michael Edwards.
“A digital nomad”: Taking a quiz about working remotely.
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