Third level
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Transcript of Third level
STATE POLYTECHNIC UNIVERSITY OF CARCHI
ENGLISH PROFICIENCY PROGRAM
LEVEL: THIRD
PROFESSOR: IVAN FUERTES
ACADEMIC SEMESTER: MARCH -AUGUST 2011
Tulcán, March 2011
I. BASIC DATA OF THE MODULE
CODE: EPPUPEC REQUIREMENTS: Have approved English A1.2 Have taken the placement test
Basic Knowledge of NTICs.
Interest for learning and active performance.
Attitude to work in team.
Attitude to participate in class.
KIND OF COMPETENCE: GENERIC: ( X ) SPECIFIC: ( )
CREDITS: 5
LEVEL THIRD
PROFESSOR:
Name: Guillermo Iván Fuertes Paillacho Contact telephone: 062290233 - Cell phone: 093880984 E-mail: [email protected]
II. FORMATIVE ROUTE Problematic Node (General Problem) Limited development of the macro communicative English skills (listening, speaking, reading and writing).
Global Competence Learners can understand the main points of clear standard input on familiar matters regularly encountered in work, schools, leisure, etc. Can deal with most situations likely to arrive whilst traveling in an area where the language is spoken. Can produce simple connected texts on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanation for opinions and plans.
Specific Competence Learners can understand sentences and expressions related to areas of immediate relevance (basic family information, to go shopping, LOCAL GEOGRAPHY, EMPLOYMENT). Can communicate in a simple way in familiar topics and daily life. Can describe, in simple, terms, aspects about his / her preparation, the immediate environment and subjects if immediate necessity.
Nº ACHIEVEMENT
LEVELS COMPETENCE ELEMENTS
(Systematic actions to make the competence)
1 THEORETICAL BASIC (Understanding)
To identify basic vocabulary and structures through listening, reading, speaking and writing about fashion, sports, health.
2
THEORETICAL SUPERIOR (Critical analysis)
To analyze the differences between Present Perfect Simple and Past Simple through reading listening, speaking, and writing about dangerous jobs, fashion, healthy problems, and TV programs.
3
THEORETICAL PRACTICAL ACCEPTABLE
To demonstrate by dialogues the development of linguistics skills (reading, listening, speaking and writing) using the past tense and time expressions.
4
THEORETICAL PRACTICAL ADVANCED
Applying the different ways of communication (listening, Reading, speaking and writing) with satisfactory performance using present perfect simple: how long…..?, for, since and vocabulary about jobs, action sports, money and work.
5
PRACTICE
THEORETIC
CREATIVE
Making projects that permitted apply the English language useful in personal, public, occupational and educational domain. And each one is described in terms of location, institutions or organizations, persons, objects, events, operations and texts.
Inter-discipline Work (integrated knowledge of the modules in the same semester which help to get this competence)
Oral and writing report according to the level Techniques of Studying NTICs and Elaboration of Projects
III. LEARNING METHODOLOGY
DIDACTIC APPROACH: ( Methodology for performing the competences ) Methodology of Learning Based in Problems Methodology to develop the logical thought Simulations. Experiential cycle. Multiple Intelligences, Communicative Approach, Total Physical Response, Community Language Learning Whole Language, Task-Based Language Teaching, Showing videos, readings, articles etc. Presentation of videos, reading of texts, others.
UNIT COMPETENCE Learners can clearly understand and give information about his/her bedroom, habitual actions and routines, as well they can ask and give directions about famous sights and make requests, offers and promises and future predictions, by means of present simple, past simple, used to, zero conditional and conditional sentences type 1, showing responsibility, honesty, cooperation and self-confidence for communicating in English.
MODULE COMPETENCE
ELEMENTS OF COMPETENCE
MODULE 1. Learners can habitual actions, current activities, describe one’s bedroom and one’s best friend by means of present simple and present progressive, showing respect for others and cooperation in and out of class.
Discuss habitual actions and routines and current activities
Talking about spare – time activities, hobbies
Expressing likes and dislikes and possessions
Describing one’s bedroom, personality and one’s best friend
Distinguishing between habitual actions and current activities.
MODULE 2. Learners can talk about famous people, narrate a story and discuss about activities in the past, past habits by means of past simple and past progressive showing self –esteem and honesty.
Discussing activities in the past, situations and accidents and past habits.
Expressing sympathy
Talking about famous people
Narrating a story and understanding sequences
MODULE 3. Learners can ask and give information about places and making comparisons, by means of comparative forms , showing identity, perseverance, and self - esteem
Understanding sights in the city
Talking about famous sights
Expressing possibility in the present or future
Making suggestions and comparisons
Giving direction
Expressing preference
Describing a city
MODULE 4. Learners can discuss general truths and future plans, as well they make requests, offers and predictions, by means of zero and first conditional, showing interest in learning English..
Discussing general truths and future plans
Making guesses and hypotheses, requests offers and promises and predictions.
Describing habits, situations and other consequences
Referring to conditions and their results
Inviting and accepting or refusing invitation
COMPETENCE ELEMENTS COGNITIVE CONTENTS
What knowledge? PROCEDURE CONTENTS
How to apply?
MOTIVATIONAL AFFECTIVE CONTENTS Which attitudes with?
SPECIFIC DIDACTIC STRATEGIES
Strategies, methods and techniques
TIME
1
Discuss habitual actions and routines and current activities
Talking about spare – time activities, hobbies
Expressing likes and dislikes and possessions
Describing one’s bedroom, personality and one’s best friend
Distinguishing between habitual actions and
current activities.
MY LIFE:
Daily routines (Simple Present, Adverbs of Frequency, how often? and prepositions of time ) Spare-time activities (present progressive, present simple vs. present progressive, stative verbs) Household objects (some/any/no/every and their compound nouns) Adjectives describing personality(subject pronouns, object pronouns, possessive adjectives, possessive pronouns and possessive case)
Vocabulary Listening and repeating specific information. Structures Discussing habitual actions and routines. Distinguishing between habitual actions and current activities. Choosing and Completing information. Reading Listening and reading for specific information. Listening / Pronunciation Playing the CD and listening for specific information. Playing the CD and focus student’s attention to distinguish similar sounds. Speaking Talking and discussing specific topics in pairs. Writing Writing to give information from notes, readings, letters or spoken notes.
Accepting criticisms Respecting turns when speaking in groups. Respecting other cultures. Being honest in their evaluations. Search sources of information.
To make requests
in class.
Experiential Cycle
To make a role play.
To watch videos
Exchange information each other.
Practice in and out class
Tell Anecdotes.
Dialog by means of questions about his/her life.
Observation Watch videos
15 H
2.
Discussing activities in the past, situations and accidents and past habits.
Expressing sympathy
Talking about famous people
Narrating a story and understanding sequences
BELIEVE IT OR NOT! Past simple and Could. Accidents (Past progressive) Past simple – past progressive, Time clauses: when, while; Adverbs of manner. Used to.
Vocabulary Listening and repeating specific information. Structures Discussing past events. Distinguishing between past habits and current activities. Choosing and Completing information. Reading Listening and reading for specific information. Listening / Pronunciation Playing the CD and listening for specific information. Playing the CD and focus student’s attention to distinguish similar sounds. Speaking Talking and discussing specific topics in pairs. Writing Writing to give information from notes, readings, letters or spoken notes.
Sharing information with others Helping for personal needs met Listening to others Recognizing the importance of the English language
To make requests
in class.
Experiential Cycle
To make a role play.
To watch videos
Exchange information each other.
Practice in and out class
Tell Anecdotes.
Dialog by means of questions about his/her life.
Observation Watch videos
15H
3.
Understanding sights in the city
Talking about famous sights
Expressing
A VISIT TO A CITY Places in a city (can/could/may/might) Directions (prepositions of place, prepositions of
Vocabulary Listening and repeating specific information. Structures Making comparisons.
Expressing needs, feelings, and ideas respecting each other Negotiate solutions to problems
To make requests
in class.
Experiential Cycle
15H
possibility in the present or future
Making suggestions and comparisons
Giving direction
Expressing preference
Describing a city
movement, let’s…., how about…? why don’t we...?) Phrases related to the environment(comparative forms, as + adjective + as) Means of transportation (superlative forms, which?
Making polite requests in class. Choosing and Completing information. Reading Listening and reading for specific information. Listening / Pronunciation Playing the CD and listening for specific information. Playing the CD and focus student’s attention to distinguish similar sounds.
Negotiate solutions to interpersonal misunderstandings Doing tasks with responsibility and enthusiasm Self confidence for communicating in English
To make a role play.
To watch videos
Exchange information each other.
Practice in and out class
Tell Anecdotes.
Dialog by means of questions about his/her life.
Observation Watch videos
4.
Discussing general truths and future plans
Making guesses and hypotheses, requests offers and promises and predictions.
Describing habits, situations and other consequences
Referring to
SCIENCES MATTERS Natural world(zero conditional) Phrasal verbs(look)(future going to, future will.(offers, promises, request, on-the-spot decisions, warnings, threats)) Words related to space(future will (predictions))
Vocabulary Listening and repeating specific information. Structures Discussing general truths. Making guesses and hypotheses. Choosing and Completing information. Reading Listening and reading for specific information.
Being proud of their identity. These parameters apply to all activities and tasks.
To make requests
in class.
Experiential Cycle
To make a role play.
To watch videos
Exchange information each other.
15H
conditions and their results
Inviting and accepting or refusing invitation
AUDIO LABORATORY ACTIVITIES
Conditional Sentences Type 1. Meeting people Families Free time In the house Movies A typical day Locations
Listening / Pronunciation Playing the CD and listening for specific information. Playing the CD and focus student’s attention to distinguish similar sounds. Speaking Talking and discussing specific topics in pairs. Writing Writing to give information from notes, readings, letters or spoken notes. Around the world Family ties How often? Where does it go? Film critics Daily schedules Find the treasure
Collaboration Respecting the others Act with honesty Work with perseverance Enthusiasm Punctuality Effort
Practice in and out
class
Tell Anecdotes.
Dialog by means of questions about his/her life.
Observation Watch videos Rising intonation s- ending in verbs Sentence stress Plural s- endings Contractions for is and are Linked sounds Stress for clarification TOTAL
20H 80 H
5. Making projects that permitted apply the English language useful in personal, public, occupational and educational domain. And each one is described in terms of location, institutions or organizations, persons, objects, events, operations and texts.
Project 1 Find information about an unusual job (e.g. dog walker: a person who takes somebody else’s dogs for a walk) and describe it. Project 2 Make your family tree. Project 3 Make a table of what you like/dislike about your city or town. Project 4 You are organizing a camping weekend.
Would you like to do this job? Why/Why not? Find pictures. Stick photos and then describe the members of your family. Find photos. Make a poster advertising it and write all the things you need to take with you (tent, sleeping bag, food, soap, etc.)
Self working Self working Self working Self working
Pictures Videos Posters Pictures Graphics Drawing Pictures Videos Camping Equipment Pictures Posters Papers Videos Data projector
FINAL PRODUCT.-
Learners can clearly understand and give information about his/her bedroom, habitual actions and routines, as well they can ask and give directions about famous sights and make requests, offers and promises and future predictions, by means of present simple, past simple, used to, zero conditional and conditional sentences type 1, showing responsibility, honesty, cooperation and self-confidence for communicating in English.
IV. EVALUATION PLAN
WEIGHING UP SCORE 9.0 to 10.0 Distinction- (Pass with merit) 8.0 to 8.9 Credit- ( Pass) 7.0 to 7.9 Pass – ( Narrow Fail) 4.0 to 6.9 Fail Specific Competence Learners can understand sentences and expressions related to areas of immediate relevance (basic family information, to go shopping, LOCAL geography, employment). Can communicate in a simple way in familiar topics and daily life. Can describe, in simple, terms, aspects about his / her preparation, the immediate environment and subjects if immediate necessity
LEVEL ACHIEVEMENT INDICATORS
(BASED IN THE LEVES) INSTRUMENTS OF VALUATION
1
To match the pictures with the words and check the answers. To differ countable and uncountable nouns, then complete the table Respecting likes and dislikes about the food
Reading texts and correct mistakes Writing paragraphs about different
topics Dialogues in pairs Questions, Texts Listening for selecting information Watching the video for selecting
information
2
To discover the formation and use of the present progressive and simple present, to explain when we use why or because for answering. To understand the reading by looking at the pictures and predicting new words, Expressing needs and feelings. Showing interest
Reading texts and correct mistakes Writing paragraphs about different
topics Dialogues in pairs Questions, Tests Listening for selecting information Watching the video for selecting
information
3
To underline the unknown words read all the phrases and guess the meaning. To play the CD and hear conversations, To listen and distinguish the sounds / t /, / d /, / id / To generate dialogues in pairs about a trip Recognizing the importance of the English language
Reading texts and correct mistakes Writing paragraphs about different
topics Dialogues in pairs Questions, Texts Listening for selecting information Watching the video for selecting
information
4
To generate spontaneous dialogues in pairs about future event To write a short paragraph about plans for the weekend.. Self confidence for communicating in English
Reading texts and correct mistakes Writing paragraphs about different
topics Dialogues in pairs Questions Listening for selecting information
Search sources of information Watching the video for selecting information
tests
5
To apply English language use according the domains
Grammar and Vocabulary Discourse Management Pronunciation Interactive Communication
FINAL PRODUCT.-
Learners can clearly understand and give information about his/her bedroom, habitual actions and routines, as well they can ask and give directions about famous sights and make requests, offers and promises and future predictions, by means of present simple, past simple, used to, zero conditional and conditional sentences type 1, showing responsibility, honesty, cooperation and self-confidence for communicating in English.
TO PASS THE EXAMS (KET - ISE O - TOEFEL 96-125)
TECHNIQUES AND INSTRUMENTS (suggested): Graphic organizers, investigation reports, folders. Portfolios: Teachers and students Observation: Observation Guide Interview: Interview Guides Test: Questionnaire Innovative practices Projects: English language use Room projects. Teachers and students Expositions: Autonomous work
PROCESS OF VALUATION Application of: oneself-evaluation, co-evaluation, hetero-evaluation with evidences, using techniques and instruments to value competences.
DIAGNOSTIC EVALUATION
Achievement Indicators ( requirements)
FORMATIVE EVALUATION
Evidences of procedure and attitude contents
PERFORMING EVALUATION
Promotion
Determine the level of vocabulary and knowledge grammar structures through a questionnaire.
Diagnose the level of fluency and correct pronunciation through a dialogue.
Read paragraphs to select general and specific information
Listen the dialogues for
specific information
Identify basic vocabulary about food, celebration, vacation and our world. Discover the differences among present simple, present progressive, past and future tenses Express needs and feelings. To generate dialogues in pairs about different topics Recognize the importance of the English language Write short paragraphs about plans for the weekend, food, celebrations. Self confidence for communicating in English
They will be able to: Identify vocabulary about
food, celebrations, vacation, and our world.
Compare grammar
structures like: countable and uncountable nouns, would like, How much / many /, Regular and irregular verbs, Time expressions, Present, Past, Future Tenses, Prepositions, etc.
Understand the text and
predict new word through reading.
Distinguish the different
sounds as: /g/, /dz/, /n/, / ŋ /, / t /, / d /, / id / and silent letters.
To generate dialogues
with satisfactory performance (speaking)
To write short paragraphs
about trips, vacation.
V. TABLE OF INSTRUCTIVE GUIDES FOR AUTONOMOUS WORK
# GUIDE ELEMENTS INSTRUCTIONS (INDICATIONS) RESOURCES FINAL PRODUCT TIME
1
Element 1
To identify basic vocabulary and structures through listening, reading, speaking and writing about food and drink
Develop the Workbook, Module 5.
Read and listen the CD-ROM which contains dialogues, stories texts and songs.
Prepare oral lessons in pairs each class about the last topic.
Professor- students Student’s Book and
Workbook. CD-ROM, Tests CD, Class
CD, Laboratory. computer, infocus
Internet, Videos
To identify basic vocabulary and grammar structures about food and drink
10H
2
Element 2 To analyze the differences between present simple and present progressive through reading listening, speaking, and writing about dates, season, celebration and jobs.
Develop the Workbook, Module 5.
Read and listen the CD-ROM which contains dialogues, stories texts and songs.
Prepare oral lessons in pairs each class about the last topic.
Professor- students Student’s Book and
Workbook. CD-ROM, Tests CD, Class
CD, Laboratory. computer, infocus
Internet, Videos
Compare grammar structures like: countable and uncountable nouns, would like, How much / many /, Regular and irregular verbs, Prepositions, etc.
10 H
3
Element 3 To demonstrate by dialogues the development of linguistics skills (reading, listening, speaking and writing) using the past tense and time expressions
Develop the Workbook, Module 5.
Read and listen the CD-ROM which contains dialogues, stories texts and songs.
Prepare oral lessons in pairs each class about the last topic.
Professor- students Student’s Book and
Workbook. CD-ROM, Tests CD, Class
CD, Laboratory. computer, data projector
Internet, Videos
Understand the text and predict new words.
Distinguish the different sounds as:/ g /, / dz /, / n / / ŋ /, / t /, / d /, / id / and silent letters.
To generate small dialogues with satisfactory performance.
10H
4
Element 4 To Apply the different ways of communication (listening, Reading, speaking and writing ) with satisfactory performance using future tenses and vocabulary about places and countries
Develop the Workbook, Module 5.
Read and listen the CD-ROM which contains dialogues, stories texts and songs.
Prepare oral lessons in pairs each class about the last topic.
Professor- students Student’s Book and
Workbook. CD-ROM, Tests CD, Class
CD, Laboratory. computer, infocus
Internet, Videos
To generate dialogues with satisfactory performance and write short paragraphs about trips, vacation, food, celebrations.
10H
5
Element 5 Making projects that permitted apply the English language useful in personal, public, occupational and educational domain. And each one is described in terms of location, institutions or organizations, persons, objects, events, operations and texts
Project 1 What kind of food do you and your classmates eat every day? Interview five of them and find out. Make a bar chart like the one below and then write a paragraph with your findings. Project 2 Imagine your school organizes a talent show and you are taking part doing something you are very good at (e.g. singing, dancing, playing a musical instrument) Write about your talent and draw or stick pictures. Project 3 Make a certificate/award for your best friend and write what makes him/her so special for you. Also, write his/her characteristics. Stick a picture of the two of you together.
Papers Students Data projector
Pictures Posters
Drawing design Computer software Pictures
The students are able to apply the English language skills development during the class (listening, speaking, reading, writing) in communication
40H
Project 4 You are advertising a technological gadget (e.g. an iPod). Find a photo and information about it and make a list of its features.
Pictures Videos
TOTAL ………………………………………………80 H
VI. BIBLIOGRAPHY:
Elementary A Book: Student’s Book, Ss’ Work Book
Oxford ESL Dictionary
Oxford Practical English Usage
Oxford Practice Grammar
Live English Grammar Elementary
Top Grammar Pre-intermediate
Channel Grammar Hand Book
Sample KET Exams-Cambridge
Steven Brown. Active listening
www.englishtown.com
www.learnenglishfeelgodd.com
www.elllo.org
www.profesordeingles.com
www.clase.com
www.lylabschool.com
www.mmpubications
DIDACTIC RESOURCES:
Student’s Book. Workbook. Audio CD, CD ROM Tests CD, Class CD Laboratory. Internet. Videos Music Board Markers Eraser Graphics Maps Clothes, school tools, products, etc. ( Things of the environment)
VII. EVIDENCES 7.1 STUDENTS’ ROLL
N°
1 ALMEIDA CORAL MARCELA DEL SOCORRO
2 CADENA REALPE BYRON EMILIO
3 CHAMORRO ARCOS YOANA ANDREA
4 ENRÍQUEZ GUERRERO CLARA JANTEH
5 ESTACIO CASANOVA JOHANNA MARCELA
6 GUEPUD CUASTUMAL LUIS FERNANDO
7 HERRERA USIÑA ANDREA GISSELLA
8 MALLAMAS PARRA JHENNY ARACELY
9 RUANO MARISOY ADRIANA ELIZABETH
10 USIÑA CUASAPAZ MERCELO GERMÁN
11 VILLARREAL PANTOJA VILMA ELIZABETH
12 VILLOTA JÁCOME JOSÉ MAURICIO
7.2 ACADEMIC SCHEDULE
ACADEMIC SCHEDULE MARCH - AUGUST 2011
UNIVERSIDAD POLITECNICA ESTATAL DEL CARCHI
ENGLISH PROFICIENCY PROGRAM
ACTIVITIES DATA
2011
STARTING CLASS MARCH 28TH
ENDING CLASS AUGUST 25TH
DELIVERY GRADES
FIRST TERM GRADE JUNE 13TH, 14 TH, 18TH
SECOND TERM GRADE AGUST 17TH, 18TH, 20TH
FINAL GRADE AUGUST 24RD, 25TH , 27TH
DELIVERY GRADES AUGUST 27TH
7.3 CURRICULAR GRID
ENGLISH PROFICIENCY CURRICULUM
BEGININNG
INTERMEDIATE I
INTERMEDIATE
II
ADVANCED
A1.1 I
LE
VE
LS
A2.1 III
BASIC USER
A
INDEPENDENT USER
B
A1 A2 A2+ B1+
40 CREDITS THE PROGRAMM
5 CREDITS EACH LEVEL
80 HOURS CLASSES
A1.2 II
A2.2 IV
A2.2.1 V
A2.2.2 VI
B1.1 VII
B1.2 VIII
80 HOURS AUTONOMY WORKING
TOTAL PROGRAMM HOURS 640 HOURS CLASSES
640 HOURS AUTONOMY WORKING
Classes Schedule
_______________________________ Lic. Iván Fuertes English Professor DELIVERY DATE: March 2011
PROFESSOR: Lic. Iván Fuertes
SCHOOL LEVEL SATURDAY MORNING
ENGLISH PROFICIENCY PROGRAM
THIRD 08H00 – 12H30
LAB SCHEDULE
SCHOOL LEVEL SATURDAY MORNING
ENGLISH PROFICIENCY PROGRAM
THIRD 10H30 – 11H30