Programa LEIN-400

UNIVERSIDAD TÉCNICA NACIONAL

VICERRECTORÍA DE DOCENCIA

PROGRAMA INSTITUCIONAL DE IDIOMAS PARA EL TRABAJO

CURSO: INGLÉS IV

CÓDIGO: LEIN-400

NATURALEZA DEL CURSO: PRÁCTICO

REQUISITO: LEIN-300

TIEMPO EN CLASE: 4 HORAS SEMANALES (TOTAL DE 56 HORAS)

MODALIDAD: CUATRIMESTRAL

I. DESCRIPCIÓN DEL CURSO:

El curso fomenta el desarrollo de competencias comunicativas para facilitar el

intercambio de ideas que les permitirán a los aprendientes conversar en el idioma

inglés para resolver problemas, negociar, llamar por teléfono, describir personas y

lugares de una forma fluida, lo más espontánea y eficaz posible.

Este curso propicia el aprendizaje de habilidades blandas con la finalidad de lograr

que el aprendiente sea capaz de relacionarse efectivamente en diversos contextos. El

curso promueve a su vez el desarrollo del liderazgo logrando así un progreso

significativo de la actitud emprendedora de los aprendientes, esto para formar

profesionales que innoven, construyan y actualicen buenas prácticas requeridas para

su ejercicio profesional. Este curso preparará al estudiante para desenvolverse de la

mejor manera durante diversas situaciones de su vida.

El estudiante desarrolla el conocimiento mediante la práctica y el análisis grupal de

los contenidos por lo que la metodología del curso potencializa el trabajo en equipo, la

igualdad, la equidad y la solidaridad. Este aprendizaje a su vez promueve la utilización

de herramientas tecnológicas que facilitan la adquisición de las competencias. Para la

evaluación de estas competencias los estudiantes realizarán una entrevista de

certificación al finalizar el periodo lectivo así como una evaluación continua que

valora otras habilidades lingüísticas como escritura, comprensión de lectura y

comprensión auditiva. El curso permite al estudiante realizar una autoevaluación de su

aprendizaje con la finalidad de propiciar la autonomía para que el estudiante tome

responsabilidad de su propio aprendizaje.

II. COMPETENCIA GENERAL:

Competencia

transdisciplinar

General

Verbo de

desempeño

Conocimientos

(Aprender a

conocer)

Habilidades

(Aprender a

hacer)

Actitudes

(Aprender a

ser y a

convivir)

Se expresa (de

forma oral y

escrita )

espontáneamente

para atender

diversas

situaciones de la

vida diaria

mostrando una

actitud

colaborativa

Expresa

Selecciona el

lenguaje

apropiado

para

comunicarse

en forma oral y

escrita.

Emplea

discursos

orales y

escritos para

expresar

ideas de

forma eficaz

Muestra una

actitud

colaborativa

en diversas

situaciones a

nivel personal.

Pregunta

generadora:

¿Cuáles son los

beneficios del

trabajo

colaborativo?

Experiencias de Aprendizaje

Actividades orales espontáneas,

simulaciones de situaciones cotidianas

y laborales (guiadas y no guiadas),

ejercicios de escucha (multimedia),

textos escritos cortos, entrevistas, y

juegos

Evaluación

Rúbrica de desempeño del

estudiante (autoevaluación,

coevaluación y evaluación

docente)

III. COMPETENCIAS ESPECÍFICAS:

Unidad #1

Competencia

transdisciplinar

Específica

Verbo de

desempeño

Conocimientos

(Aprender a

conocer)

Habilidades

(Aprender a

hacer)

Actitudes

(Aprender a ser

y a convivir)

Se comunica

en un

contexto

personal y

laboral dando

y recibiendo

información

con una

actitud

comprensiva y

cordial

Comunica

Establece los

diversos tipos

de

comunicación,

verbal y no

verbal, y

escrita para

interactuar en

diversos

contextos.

Emplea el tipo

de lenguaje

apropiado al

comunicarse

por teléfono,

correo

electrónico y

personalmente.

Muestra una

actitud

comprensiva

al comunicar

diversas ideas

Pregunta

generadora:

¿Por qué es

necesario ser

comprensivo

en diferentes

entornos?

Experiencias de Aprendizaje

Actividades orales espontáneas,

simulaciones de situaciones

cotidianas y laborales (guiadas y

no guiadas), ejercicios de

escucha (multimedia), textos

escritos cortos, entrevistas, y

juegos.

Evaluación

Rúbrica de desempeño del estudiante

(autoevaluación, coevaluación y

evaluación docente)

Unidad #2

Competencia

transdisciplinar

Específica

Verbo de

desempeño

Conocimientos

(Aprender a

conocer)

Habilidades

(Aprender a

hacer)

Actitudes

(Aprender a

ser y a

convivir)

Soluciona

problemas de

diversa naturaleza

para dar las

recomendaciones

necesarias

mostrando una

actitud ética y

profesional.

Soluciona

Reconoce la

diferencia

entre elogio,

crítica, y

realimentación

(mediante la

interpretación

correcta del

mensaje) para

aconsejar,

recomendar y

aplicar

mejoras

Utiliza el

lenguaje

correcto para

formular una

realimentación

apropiada

Demuestra

ética al

resolver

problemas

Pregunta

generadora

¿Qué

ventajas

promueve la

actitud ética

en diversos

ámbitos?

Experiencias de Aprendizaje

Actividades orales espontáneas,

simulaciones de situaciones cotidianas y

laborales (guiadas y no guiadas),

ejercicios de escucha (multimedia),

textos escritos cortos, entrevistas, y

juegos.

Evaluación

Rúbrica de desempeño del estudiante

(autoevaluación, coevaluación y

evaluación docente)

Unidad #3

Competencia

transdisciplinar

Específica

Verbo de

desempeño

Conocimientos

(Aprender a

conocer)

Habilidades

(Aprender a

hacer)

Actitudes

(Aprender a ser y

a convivir)

Describe

objetivos de

índole personal

en forma oral y

escrita

mostrando una

actitud

emprendedora

Describe

Determina

fortalezas,

debilidades y

oportunidades

para plantear

metas

laborales y

personales.

Establece

metas u

objetivos

laborales y

personales

Muestra una

actitud

emprendedora

Pregunta

generadora

¿Por qué el

emprendedurismo

es un valor

relevante en el

desarrollo

humano y

profesional?

Experiencias de Aprendizaje

Actividades orales espontáneas,

simulaciones de situaciones

cotidianas y laborales (guiadas y

no guiadas), ejercicios de escucha

(multimedia), textos escritos cortos,

entrevistas, y juegos.

Evaluación

Rúbrica de desempeño del estudiante

(autoevaluación, coevaluación y

evaluación docente)

IV. METODOLOGÍA:

Inglés IV tiene una orientación socioconstructivista por lo que no se basa solamente

en la parte cognitiva del aprendiente sino también involucra su dimensión social. Las

clases propician experiencias cognitivas nuevas que permiten la internalización y

transformación de la información en un contexto apropiado, de esta manera, el

aprendiente alcanza las metas académicas que le permiten enfrentarse a la realidad.

El proceso de aprendizaje se lleva a cabo de la manera más significativa para el

aprendiente hay un desarrollo de diversas tareas que activan su conocimiento previo y

a su vez fomentan un desafío o reto que los motiva a seguir adelante. Durante este

curso el estudiante es visto como el centro del proceso de aprendizaje, dado que se

pretende potencializar sus fortalezas y competencias comunicativas. Finalmente, se

estimula la aplicación de tecnologías de la comunicación y la información.

El curso inglés IV promueve la interacción, el intercambio de ideas y experiencias

por parte de todos los participantes del proceso de aprendizaje. El estudiante es un

agente que descubre y construye de manera activa su propio conocimiento. El curso

promueve habilidades como el trabajo en grupo, el liderazgo y la comunicación

asertiva por medio de proyectos, actividades grupales y orales que simulen situaciones

propias del contexto laboral. Algunas de las tareas específicas realizadas en la clase

son: actividades orales espontáneas, escritas, simulaciones de situaciones cotidianas y

laborales, ejercicios de escucha (multimedia), juegos, autoevaluación, entre otras.

V. EVALUACIÓN:

El aprendiente demuestra su habilidad comunicativa a lo largo del curso por

medio de las siguientes actividades evaluativas:

ACTIVIDAD EVALUATIVA Porcentaje

Actividades integradas de evaluación (2 mínimo) 20%

Heteroevaluación (Incluye auto-evaluación y co-evaluación) 4%

Desarrollo Actitudinal 10%

Desempeño Oral (2 actividades mínimo) 10%

e-Evaluación 16%

Entrevistas (Parcial y Final) 40%

Total 100%

a. ACTIVIDADES INTEGRADAS DE EVALUACIÓN

Durante el curso, se realizarán como mínimo dos actividades que integrarán tres

habilidades: comprensión auditiva, comprensión de lectura y producción escrita.

b. CONTRATO DE MATRÍCULA

Es un documento en el cual el aprendiente acepta que conoce los

requerimientos y disposiciones del programa. Se le hará llegar al docente un correo y

un link para que los estudiantes completen la información en línea. La información que

se reciba de los aprendientes es de manejo de la coordinación del PIT.

c. HETEROEVALUACIÓN

Al finalizar el curso, los aprendientes tendrán la oportunidad de evaluar su

desempeño, de forma que empiecen a hacerse responsables de su aprendizaje,

reconozcan sus fortalezas y debilidades, y tomen conciencia de la importancia de su

papel activo en la clase. Se le hará llegar al docente un link para que los estudiantes

completen la información en línea. La información que se reciba de los aprendientes

es de manejo de la coordinación del PIT.

c. EVALUACIÓN DOCENTE

Al finalizar el curso, los aprendientes tendrán la oportunidad de evaluar la

mediación docente por medio de un formulario en línea. Se le hará llegar al docente

un link para que los estudiantes completen la información en línea. La información que

se reciba de los aprendientes es de manejo de la coordinación del PIT.

d. DESARROLLO ACTITUDINAL

El uso del idioma en clase es esencial para desarrollar las destrezas lingüísticas

que le permitirán al estudiante interactuar efectivamente en los diferentes contextos

sociales. La participación en clase incluye no solo la asistencia y puntualidad a las

sesiones sino la interacción activa en las actividades grupales y realización de

ejercicios individuales dentro y fuera de clase (tareas). Un aprendiente que participa

activamente hace preguntas y responde de forma voluntaria.

e. ACTIVIDADES ORALES

Para poder avanzar en el uso del idioma, se requiere práctica e interacción

constante. Por lo tanto, se realizaran mínimo dos presentaciones orales individuales o

grupales no memorísticas de tal forma que el estudiante sea capaz de ofrecer

información, describir situaciones, hacer y responder preguntas, etc.

f. DIAGNÓSTICO

Prueba que se realiza a mediados del cuatrimestre con el fin de identificar áreas

de mejora en el proceso de aprendizaje. Este diagnóstico busca medir el desempeño

del estudiante en el alcance de las competencias. Para la realización de esta prueba

se debe contar con dos evaluadores que colaboren como tribunal para llevar a cabo

la evaluación. Un representante de la oficina del PIT colaborará en forma presencial o

virtual cuando sea necesario. Esta evaluación está compuesta por una parte oral y una

escrita.

VI. BIBLIOGRAFÍA:

Centro Virtual Cervantes. (2003). Diccionario de términos clave de Enseñanza de

Lengua Extranjeras. Recuperado de

http://ele.sgel.es/ficheros/productos/downloads/Diccionario_ELE_422.pdf

Consejo de Europa. (2002). Marco común europeo de referencia para las lenguas:

aprendizaje, enseñanza, evaluación. Madrid: Instituto Cervantes-Ministerio de

Educación Cultura y Deporte: Anaya. Cambridge. (2014). Cambridge University

Press. Recuperado de http://www.cambridgeenglish.org/learning-english/find-

free-resources/

Gooch, A. (1978). Cassell's Spanish-English, English-Spanish dictionary = Diccionarioespan ol-ingles, ingles-espan ol. (Completely rev. and reset ed.).

London: Cassell.

Linguee | Diccionario español-inglés, entre otros idiomas. (n.d.). Recuperado en Junio

15, 2015, from http://www.linguee.es/

Randall's ESL Cyber Listening Lab - For English as a Second Language. (n.d.).

Recuperado en Junio 15, 2015, from http://www.esl-lab.com/

Universidad Técnica Nacional

Programa Institucional de Idiomas para el Trabajo

Campus:

Professor:

Course Schedule:

Student Attention Hour:

General competence:

Students will be able to hold short conversations about their

present, past and future events, as well as developing specific soft

skills that help them to define their strengths, weaknesses,

opportunities and threats.

Specific competences:

Unit 1: Talking about past, present and future events

Unit 2: Soft skills: Communication and problem solving

Unit 3: Soft skills: Negotiating and leadership.

Unit 4: Identifying my strengths, weaknesses, opportunities and

threats (SWOT)

Week Evaluation Learning Outcome Language Strategies

Unit #1 Talking about past, present and future events

Week 1

Diagnostic

Test created

by the

teacher

Syllabus, and course

program explanation

Talking about my future life

I am going to study Business

Administration at UTN.

She isn’t going to work at

HP next month.

I will buy a car next year,

but I won’t buy a house.

I expect to get married

very soon.

Vocabulary

Have kids, get a degree, work in..., go to work, get

married, buy a car, buy a house, hang out with friends,

get my dreamed job, get / have pets

Sample Language

My dream job is to work at UTN. I am going to study hard

to do it. Nowadays, I’m planning my future life. I expect

to have my car in five years. I will buy a house in Esparza.

Resources:

https://www.teachingenglish.org.uk/sites/teacheng/files

/Talking%20about%20the%20future-lesson-

plan%20%281%29.pdf

http://www.eslflow.com/futuretenselessonplans.html

http://www.eslflow.com/PreIntermediateLessonPlans.ht

ml

Affective

strategy:

Talking about

feelings

towards current

activities

Course Syllabus

LEIN-400

Describing past and future

events in my life

Sample Language

I got married in 1991.

I had my first child in 1998.

I finished high school in 2003.

I will study art in the university in 2016.

I will buy a car 2015.

I am going to finish my major at the end of the year

2016.

I am going to learn Portuguese.

Resources:

http://www.onestopenglish.com/community/lesson-

share/extras/mingle/

Visual learning

style:

Making

timelines to

visualize future

present and

past activities

Week 2

Setting goals and future

plans in different contexts

(personal, professional)

Vocabulary:

Short term goal, long term goal, personal goal, ultimate

goal, attainable, how important is it for you to achieve a

goal?

Sample Language

Main topics to develop future plans

Setting objectives and goals, general and specific.

Consider if the objectives are for long or short term,

prioritizing.

Consider all the elements for your objectives:

Family, personal, social,

What would happen if the objective is not achieved?

What is more important?

Why is my life meaningful?

Future plans according to my own goals.

Will I work for myself or for someone else?

What is my main mission? How can I get there?

Resources:

http://www.bogglesworldesl.com/

http://busyteacher.org/11399-teach-goal-setting-

activities-get-results.html

http://worksheetplace.com/index.php?function=Display

Affective strategy:

talking about

feelings

Category&links=2&id=279&link1=31&link2=279

http://leanin.org/wp-

content/themes/leanin/ui/microsite/ban-

bossy/resources/Teacher_Activity.pdf?v=1

http://www.goodcharacter.com/BCBC/Goals.html

http://www.enhanced-

learning.net/doc/samples/GSWMsamplepages.pdf

Soft skills: Communication and problem solving

Week 3

Exchanging basic

information, and

describing the facilities

of different places,

companies, and

institutions in order to

welcome visitors (face

to face, on the phone,

or through email)

You will find the fitness

center over there.

Those are the labs.

This is the conference

room.

Is this the copy center?

Yes, it is/ No, it isn’t

Does the company have

auditorium?

Yes, it does/ No, it doesn’t.

Where is the church

located at?

Vocabulary

Places around companies and institutions:

airport, bookstore, church, university, bakery,

restaurant, cafeteria, copy center, gym, information

center, restrooms, fitness center, reception, meeting

room, conference room, labs (language / computer /

chemistry), auditorium, dormitory (dorms), library,

parking lot, security booth, Dean’s office, students’

affairs office

Sample language

Welcome to UTN ________ (Atenas, San Carlos…)

Let me give you a tour around our campus.

This is the accounting department.

The main offices of this university are located in

Alajuela.

Can I have some information about…?

I need to know….

I am calling in regards to…

Can you tell me…?

I would like to know about…

Sure, the information that you need is in the website.

I will send you an email.

Soft skill:

Communication

The church is located at

downtown.

What does the cafeteria

offer me?

It offers you a variety of

food, great service, and a

nice environment to eat

quietly.

Can you tell me where the

cafeteria is?

Resources:

http://bogglesworldesl.com/information_gap.htm

http://www.teach-this.com/resources/questions/present-

simple-questions

http://www.onestopenglish.com/community/lesson-

share/extras/exchange/

http://www.eslflow.com/describingplaces.html

http://bogglesworldesl.com/kids_worksheets/cityplaces.ht

m

http://www.eltbase.com/vtr_refs.php?id=330

http://www.teach-

this.com/resources/grammar/adjectives-describing

http://www.linguahouse.com/esl-lesson-plans/esl-course-

plans/mixed-course-plans/english-for-work-and-life/

Week 4

Describing people and

the tasks they do.

Juan works at IBM.

They are the human

resources department.

Karla designs web

pages at HP.

Vocabulary

Human resources / financial / general / production

manager, accountant, secretary, teller, cook,

receptionist, professor, dean, vice-rector, rector, CEO

(company executive officer), coach, counselor,

supervisor, employee, employer, boss, head of…

Sample language

I work for HP. I design websites. Carlos is the IT

manager. He is the head of the IT department.

He deals with clients sometimes.

Really? That´s very interesting!

This is a multinational corporation.

Resources:

http://bogglesworldesl.com/kids_worksheets/jobs

.htm

http://www.linguahouse.com/esl-lesson-

plans/general-english/c1e2e14d-f213-8034-898b-

ec34676cec2e/describing-jobs.html

http://www.esltower.com/VOCABSHEETS/jobs/jo

bs.html

Social strategy:

Showing interest

for what the

other people say

Week 5

Requesting and offering

help in order to solve

different everyday

situations face to face or

through emails.

Can you help me please?

Yes, please. I need to buy

software via online.

Would you mind checking

my plane ticket please?

Yes, of course.

Does she need any help?

Yes, she needs to get

permission for leaving work

early.

Vocabulary

When offering help

Would you like some help?

Can I give you a hand?

Do you need any help?

May I offer my assistance?

Need any help?

When asking for help

Could you give me a hand?

Would you mind helping me out?

Could you help me please?

I need some assistance please.

Can you give me a hand with this?

Could you help me for a second?

Can I ask a favor?

I wonder if you could help me with this.

I could do it with some help, please.

I can't manage. Can you help?

Give me a hand with this, will you?

Lend me a hand with this, would you?

Could you spare a moment?

I need some help, please.

Sample language

My computer is not working. May I use yours?

Sure, you can use my laptop.

I also need a printer. Could you give me a hand with

that?

No problem.

Can you do me one last favor?

Absolutely, what do you need?

I wonder if you can lend me some paper.

Here you are.

Thanks a million.

Any time.

Communicativ

e strategy:

assertive

communicatio

n in different

contexts

E-mail sample language:

Dear Mr. Smith

I recently saw an advertisement for your new range of

kitchen equipment.

I own a small retail shop selling household goods and am

interested in buying some of your new products. Could

you therefore please send me your price list?

I would also be grateful if you could include details of

delivery and postage.

Thank you in advance.

Best regards,

Karl Lewis

Resources:

http://www.bogglesworldesl.com/

http://www.englishcurrent.com/roleplays/roleplay-

cards2-telephone/

http://www.teach-this.com/resources/esl/permission-

requests

https://en.islcollective.com/resources/printables/worksh

eets_doc_docx/offering_to_help_making_requests_and_

asking_permission/preintermediate-a2-role/1274

http://bogglesworldesl.com/askingforhelp_roleplay.htm

http://busyteacher.org/classroom_activities-

vocabulary/polite_requests-worksheets/

http://www.esl.net/pdf/interchange_3ed_studbk_lev3_u

nit3.pdf?lbisphpreq=1

http://www.eslflow.com/complaintsandrequestslessonpl

ans.html

http://hotel-tefl.com/help/

Week 6

Define soft skills and their

importance at the work

place

She is an ethical person.

They have time

management abilities/

They can manage time

effectively.

We are problem solvers.

He could learn and

accept criticism.

the verb to be, modal

auxiliaries, present tense

you work under pressure

Vocabulary

• Strong Work Ethic (ethical)

I am ethical.

• Positive Attitude (positive)

I have positive attitude

• Good Communication Skills

I am a great communicator

• Time Management Abilities

I manage time effectively.

• Problem-solving Skills (problem solver)

I am a problem solver.

• Team work (Team player)

I am a great team player

• Self-Confidence (self-confident)

I am a self-confident person.

• Learn and Accept Criticism

I am open to learn and accept criticism.

• Flexibility/Adaptability

I am flexible in my schedule / I am adaptable to

changes.

• Work under Pressure

I can work under pressure.

Sample language:

What are soft skills?

They are abilities and attitudes important to perform

well at the workplace or in life in general.

What does teamwork mean to you?

Well, it means that you can work well with others

showing values like tolerance and solidarity.

Describe a good team player.

Well, a good team player for me is a person who…

Written sample language

My two strongest soft skills are self-confidence and

Meta-cognitive:

authentic settings

using a real news

adaptability. I am self-confident because I believe in

my abilities, and I know I can do things well. Also I can

easily adapt to new situations and conditions.

Nowadays it is very important because companies are

constantly changing. I am also a fast learner. This helps

me to perform new tasks.

Resources:

http://wwlp.com/2014/04/11/employers-looking-for-

soft-skills-on-resumes/

http://www.careerbuilder.com/share/aboutus/pressrel

easesdetail.aspx?id=pr817&sd=4/10/2014&ed=04/10/20

14

http://thecostaricanews.com/costa-rica-companies-

say-there-is-a-talent-shortage/14520

http://www.englishgateway.com/esl-worksheets

Week 7th

Mid-Term Exams Mid-terms Interviews

Week 8th

Soft skill #1

communication

She is a great

communicator.

They can follow

instructions easily

Sample language:

Explaining the importance of:

1- Being specific when giving information

2-Listening carefully to others to comprehend their

ideas

3-Understanding instructions before starting a task.

4-Using correct body language

5-Considering the tone of voice, what the other person

thinks

Resources:

http://iteslj.org/c/games.html

http://www.fluentu.com/english/educator/blog/esl-

writing-practice/

http://www.eslbase.com/teaching/giving-checking-

instructions

Soft skill:

Communication

Week 9

Informal:

Writing emails in order to

ask and give information

about family and friends

Formal:

Writing emails in order to

ask and give basic

information about

different institutions,

tasks and responsibilities.

Vocabulary:

formal: dear, regarding, to whom it may concern,

sincerely, best regards, hope to hear from you soon, I

look forward to hearing from you soon, nice hearing

from you, In reference to, let me know, thanks for your

prompt response, please find attached (the report /

the information / the data) you asked for.

Informal: hi, what´s up? How is it going? How´re you

doing?, Talk to you later,

Sample language:

Informal e-mails:

Hi Anne,

I miss you so much! Can’t wait to see you on Friday!! We

haven’t hung out in so long! I miss my bestie! Maybe we

can go to the movies or dinner or just chill and watch TV

and catch up…idc, whichever you want.

Love ya,

Jules

Hello Dear Sharon,

I would like to get to know someone from your country

and a friend has told me that you would like to practice

your English. Perhaps we could email each other. Could

you tell me a bit about yourself and your family? Could

you suggest how we might meet sometime in the future?

Thanks,

Simon

Formal e-mail:

Dear Professor Johnson,

I was unable to attend class today due to a doctor’s

appointment. When you have a moment, could please

let me know what I missed and what homework I need to

Social strategy:

distinguish formal

and informal

register when

writing emails.

have completed for Friday?

Thank you,

Julia Smith

Resources:

http://learnenglishteens.britishcouncil.org/skills/writing-

skills-practice/more-formal-

email?utm_source=facebook&utm_medium=social&ut

m_campaign=bc-learnenglishteens

http://learnenglishteens.britishcouncil.org/skills/writing-

skills-practice/informal-

email?utm_source=facebook&utm_medium=social&ut

m_campaign=bc-learnenglishteens

http://www.teachingenglish.org.uk/article/email-

writing

http://www.businessenglishonline.net/resources/email-

english-worksheets/

https://tefltastic.wordpress.com/worksheets/writing/em

ail/

http://www.eslflow.com/LetterWriting.html

http://busyteacher.org/classroom_activities-

vocabulary/business_vocabulary/email_english-

worksheets/

https://en.islcollective.com/resources/printables/works

heets_doc_docx/writing_emails/computers--

technology/27501

Soft skills: Negotiating and leadership

Week 10th

Negotiating in different

contexts showing

agreement and

disagreement

Vocabulary:

Agreeing

I (totally /completely/absolutely) agree (with you), that

sounds fine, it sounds ok, I think so too, that’s true, that’s

just what I was thinking, that’s a good point, I don’t

think so either, exactly, of course, there’s no doubt

about (it / that)

Disagreeing

I disagree, I don't think it is a good idea, I don’t think

so, I’m afraid I disagree, I’m sorry to disagree…but

don’t you think, I’m not sure about that, that’s not

always true

Sample language:

Conversation 1:

A: Let’s negotiate the schedule for the meeting.

B: Ok, I think we can have the meeting on Monday

morning.

A: No, on Monday morning is not possible for me.

B: Ok, what about Tuesday afternoon? Does it work for

everyone?

B: Yes, we agree. Let’s have the meeting on Tuesday.

Conversation 2:

A: I saw that you are renting an apartment. Would you

give me some information?

B: Yes, of course. The apartment has three rooms, two

bathrooms, a kitchen and a living room. The rent is $400.

A: $400? That price is too high for me.

B: I am afraid there is not too much that I can do.

A: Well, if I rent for more than 6 months. Can you lower the

price?

B: With the condition of renting six months, I think I can

give you a discount of $350

A: Oh really? I am very happy that you can give me a

Compensatory

strategy: asking for

clarification

discount. Are you sure that $350 is ok for you?

B: Yes, positive

A: Thank you very much.

Resources:

http://www.englishcurrent.com/roleplays/esl-roleplay-

cards-upperintermediateadvanced-set-1/

http://www.englishcurrent.com/roleplays/speaking-role-

plays-negotiation-complaining-esl/

http://www.englishcurrent.com/roleplays/esl-role-play-

cards-set-3/

http://www.englishcurrent.com/roleplays/esl-roleplay-

cards-upperintermediateadvanced-set-1/

http://www.linguahouse.com/es/esl-lesson-plans/esl-

course-plans/business-english-course-plans/english-for-

business/

Week 11

Developing leadership

skills

Characteristics of a good leader:

Honesty

Ability to delegate

Good communication

Sense of humor

Confidence

Commitment

Positive attitude

Creativity

Intuition

Ability to inspire

Famous leaders:

Luis Guillermo Solís

Laura Chinchilla

Barak Obama

Mother Theresa

Pope Francisco

Affective strategy:

positive self-talk

Angelina Jolie

Steve Jobs

Bill Gates

What makes a good leader?

What are the main characteristics of a leader?

What leaders do you know? Do you admire them? Why?

What are some famous leaders?

Is it very important to be a leader? Why?

Resources:

http://content.time.com/time/specials/packages/comp

letelist/0,29569,1733748,00.html

http://www.breakingnewsenglish.com/0811/081126-

bosses.html

http://esl-educate-school-

learn.blogspot.com/2012/02/20-questions-

leadership.html

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm

=1&source=web&cd=4&ved=0CDUQFjADahUKEwi0_6jBo

pXHAhWFqB4KHULdCJo&url=http%3A%2F%2Fwww.listen

aminute.com%2Fl%2Fleadership.doc&ei=-

7_DVfSVGoXResK6o9AJ&usg=AFQjCNErO4moFRxIjJkfjZVII

m3vornc0A

http://www.englishwithjo.com/business-english-

leadership/

http://www.onestopenglish.com/community/lesson-

share/pdf-content/leadership-skills-lesson-

plan/553053.article

http://www.teachenglishinasia.net/efl-esl-games/efl-esl-

speaking-games

Identifying my strengths, weaknesses, opportunities and threats (SWOT)

Week 12

Identifying my SWOT

(strengths, weaknesses)

Vocabulary:

aggressive, good with words, dislike advice, can't

workout priorities, lack patience, tolerant, hardworking,

independent, independence, sense of humor, well

behaved, good listener, leadership, likes to be told what

to do, can't follow instructions, honest, cheerful, respect,

honesty, responsibility, appreciation, integrity,

compassion, empathy

Knowing myself, values, self-esteem, interests, etc.

SWOT analysis about myself

Sample Language

Which are the most important values for you?

Do you know any other value?

What would you like to achieve in your life? Why do you

want these achievements?

What are your favorite activities?

What are your strengths and weaknesses?

What can I offer to myself, my family and the world?

Resources:

https://docs.google.com/document/d/1xnYwxuQ5bma

peE0izEEjw031XHXHvjArFQrB8Uq35y0/edit

http://www.highschoolesl.com/2014/10/business-english-

lesson-swot-analysis.html

https://businessenglishlessonplans.wordpress.com/2012/0

6/06/authentic-materials-a-swot-analysis/

https://teachweb2.wikispaces.com/ESL+Video

http://www.marketingteacher.com/swot-analysis/

Affective strategy:

Identifying one’s

strengths and

weaknesses

Week 13

Identifying my SWOT

(opportunities and threats)

Vocabulary:

Same as previous class

Sample Language:

What are your opportunities and threats?

Good evening, I’m Dayana. I’m going to talk about

my own SWOT analysis. To start with, I’m…

Resources:

https://docs.google.com/document/d/1xnYwxuQ5b

mapeE0izEEjw031XHXHvjArFQrB8Uq35y0/edit

http://www.highschoolesl.com/2014/10/business-

english-lesson-swot-analysis.html

https://businessenglishlessonplans.wordpress.com/201

2/06/06/authentic-materials-a-swot-analysis/

https://teachweb2.wikispaces.com/ESL+Video

http://www.marketingteacher.com/swot-analysis/

Affective

strategy:

Identifying

one’s

opportunities

and threats

Week 14 Final Interviews