Syllabus 5th

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UNIVERSIDAD POLITÉCNICA ESTATAL DEL CARCHI

ENGLISH PROFICIENCY PROGRAM

MODULE A 2.2.1 LEVEL 5

Teacher: Msc. Javier Chiliquinga Oñate.

ACADEMIC SEMESTER: March2012 – August 2012

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1. BASIC DATA OF THE MODULE:

CODE: EPPUPEC

PREVIOUS REQUIREMENTS:

KIND OF COMPETENCE: GENERIC: ( X ) SPECIFIC: ( )

Have approved English A2.2 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.

CREDITS:

5

LEVEL 5

PROFESSOR 1:

FORMACION ACADEMICA

POSTGRADO DE MAGISTER EN EDUCACIÓN ABIERTA Y A DISTANCIA.

POSTGRADO DE ESPECIALISTA EN DISEÑO CURRICULAR Y MATERIAL

EDUCATIVO PARA LA EDUCACIÓN A DISTANCIA

POSTGRADO DE DIPLOMA SUPERIOR EN INVESTIGACIÓN DE LA

EDUCACIÓN A DISTANCIA

LICENCIADO EN CIENCIAS DE LA EDUCACIÓN, ESPECIALIZACIÓN EN

INGLÉS

BACHILLER EN CIENCIAS SOCIALES.

FORMACION COMPLEMENTARIA

UPEC. LANGUAGE CULTURE AND COMMUNICATION, Tulcán 2011

EXELENCIA ACADÉMICA, Ibarra 2008.

DISCIPLINE AND AUXILIARY ACTIVITIES THE RETURN OF GRAMMAR. Quito,

2007

INSTITUTO CENDIA, Quito 2001.

ENCUENTRO BINACIONAL DE DOCENTES Y COMUNICADORES, ECUADOR

– PERU, Quito 2000.

Name: Javier Chiliquinga Oñate Contact telephone: 080140088. 2960204 E-mail: [email protected]

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ADMINISTRACION DE RECURSOS HUMANOS, Quito 2000..

CULTURAL PEDAGOGICO, UNIVERSIDAD CENTRAL, Quito 1999.

ORIENTACION #7, sobre el uso y manejo del libro de Ingles “OUR WORLD

THROUGH ENGLISH, Quito 1998

EVENTOS ACADEMICOS UNIVERSITARIOS, Quito 1997.

EXPERIENCIA DOCENTE

UNIVERSIDAD POLITÉCNICA ESTATAL DEL CARCHI

UNIVERSIDAD REGIONAL AUTÓNOMA DE LOS ANDES “UNIANDES”, Ibarra.

INSTITUTO “ILLINOIS”, Ibarra.

ESCUELA FISCAL MIXTA “28 DE ABRIL”, Ibarra.

INSTITUTO “HAGGAI”, Quito.

COLEGIO TECNICO PARTICULAR “JOSE MARTI”, Quito.

COLEGIO PARTICULAR A DISTANCIA “JOSE MARTI” Quito.

COLEGIO PARTICULAR “ALFREDO PEREZ GUERRERO” Quito.

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 enough to be able to meet of a concrete type provided speech is clearly and slowly articulated. Can understand phrases and expressions related to areas of most immediate priority provided speech is clearly and slowly articulated.

N. ACHIVEMENT

LEVELS

ELEMENTS OF THE COMPETENCE

( systemic work that builds the competence)

1.

THEORETICAL BASIC (Understanding)

To identify basic vocabulary related to the topics: jobs, Adjectives describing personality, Adverbs used in narration, word building (derivatives),adjectives ending in ed and ing etc.

2.

THEORETICAL SUPERIOR

To find out the grammar structures in the readings in order to analyze them, understand their use, and compare the time expressions.

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(Critical analysis)

3.

THEORETICAL PRACTICAL ACCEPTABLE

To demonstrate the development of the linguistic skills by means of reading, listening, speaking, and writing about the topics: battle of the teens, Traveling around, get active, the unexplained.

4.

THEORETICAL PRACTICAL ADVANCED

To apply the different ways of communication (listening, Reading, speaking and writing) with satisfactory performance and better pronunciation using the vocabulary and grammar related to this module.

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)

* To use the study techniques so that the student focuses his/her interest to learn and understand a foreign language.

* To elaborate reports about the differences between their native language and the English Language. * To investigate new terminology of the career, using the NTICs. * To get used to using English-English vocabulary, so that the meaning of words can be gotten in the target language.

5 III. LEARNING METHODOLOGY:

COMPETENCE

ELEMENTS

COGNITIVE CONTENTS

What knowledge?

PROCEDURE CONTENTS

How to apply them?

MOTIVATIONAL

AFFECTIVE CONTENTS Which attitudes with?

SPECIFIC DIDACTIC STRATEGIES

Strategies, methods and techniques

TIME

1 To talk and write about habitual actions and future plans, using the appropriate grammatical topics respecting other ideas.

BATTLE OF THE TEENS Vocabulary Conversational English Jobs Qualifications Clothes and accessories. Adjectives describing personality Structures (Present Simple Vs Present Progressive, Stative verbs ) Comparison of adjectives and adverbs. Past simple, Used to Some/ Any/ No/ Every and their compounds

Vocabulary Listening, repeating and matching specific information. Structures Discussing habitual actions and routines. Distinguishing between habitual actions and current activities. Making comparisons Choosing and Completing information. Reading Listening and reading for specific information.

Accepting criticisms Respecting turns when speaking in groups. Respecting other cultures. Being honest in their evaluations Search sources of

LBP: * 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.

15 Hours

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.

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Reading Four telephone conversation Between teenagers: Say what? A dialogue: Adam, May and Kelly play field . A magazine article: Changing careers. A magazine article: Unisex fashion. A description of a person you know: all about Linda. Listening /Pronunciation A telephone conversation Between three teenagers. Sounds: /ʧ/ /ʤ/ An argument between a brother and sister. Three monologues describing people’s personality.

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.

information

* Dialog by means of questions about his/her life. * Observation * Watch videos

2 Read and talk about people, things, places and animals using the appropriate grammatical topics feeling confidence when they communicate in

TRAVELING AROUND Vocabulary Accommodations Weather Conversational English Words relating to cooking Animals Locations on a map Adjectives describing places of interests.

Vocabulary Listening and matching specific information. Structures Defining people, things and places. Referring to conditions and their results. Discussing facts about animals. Choosing and Completing

Sharing information with others Helping for personal needs met Listening to others Recognizing the

LBP: * To make requests in class. Experiential Cycle * To make a role play. * To watch videos * Exchange information each other. * Practice in and out class

15 Hours

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English.

Structures Relative pronouns: Who/which/that/whose Relative adverb: where Conditional sentences type 1 Time clauses ( Present / future) All, bought, neither, none, either Reading Three postcards about unusual accommodations while on vacation A dialogue: Adam May and Kelly are making plans for a trip. Two recipes from around the world. Celebrity Chef Corner A magazine article: Globetrotting animals. A traveler´s diary for a travel magazine: A visit to Beijing. Listening /Pronunciation A conversation about vacation plans. Two dialogues about cooking. A monologue: A TV presenter talking about green sea turtle. Sounds: /s/ /z/ /∫/ A recorded message about

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.

importance of the English language

* Tell Anecdotes. * Dialog by means of questions about his/her life. * Observation * Watch videos

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a cruise on the Thames A telephone conversation Between three teenagers. Sounds: /ʧ/ /ʤ/ An argument between a brother and sister.

3 To talk and write about past experiences using the appropriate grammatical topics, and express opinions respecting the others.

GET ACTIVE Vocabulary Chores Conversational English Phrasal verbs Words related to sports and competitions Activities Sport venues Sports equipment Structures Present Perfect Simple Time expressions (ever, never, before, always, so, far, already, yet, once, twice, etc.) Present perfect simple vs. past simple Present perfect progressive For and since Clauses of result Reading An advertisement: Working holidays A dialogue: Adam, May and Kelly in Adam’s living room A magazine article: keep

Vocabulary Listening and Completing specific information. Structures Linking past and present time. Focusing on the result of an action Making exclamation. 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.

Expressing needs, feelings, and ideas respecting each other Negotiate solutions to problems Negotiate solutions to interpersonal misunderstandings Doing tasks with responsibility and enthusiasm Self confidence for communicating in English Correcting each other with kindness.

LBP: * 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.

15 Hours

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on running A letter to a friend describing a sport incident Listening/Pronunciation Sounds: /e/, / ɪ / A radio quiz show about the Marathon. A TV gymnast describing exercises Three monologues about sports

Speaking Talking and discussing specific topics in pairs. Talking about habitual actions and routines. Expressing opinion Writing Writing to give information from notes, readings, letters or spoken notes.

* Observation * Watch videos

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To apply the different ways of communication (listening, Reading, speaking and writing) with satisfactory performance and better pronunciation using the vocabulary and grammar related to this module ,and exchange views, showing self-confidence and respect when they speak in

THE UNEXPLAINED Vocabulary Adverbs used in narration Phrases related to superstitions Conversational English Words related to crime Word building (derivatives) Adjectives ending in -ed and –ing Structures Past simple and past progressive Time clauses (When, while, as, as soon as) Question tags Past perfect simple

Vocabulary Listening for specific information to: Complete sentences and circle correct words Structures Expressing surprise. Sequencing past actions and events. Choosing and Completing information. Reading Listening and reading for specific information.

Encourage students to

develop listening and

reading skills

LBP: * 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

15 Hours

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English.

5.

Prepositions of time, place and movement. Reading A magazine column about strange sightings: Unidentified Flying Objects Two newspaper articles: Major art theft! And Still Missing A magazine article devil’s triangle A story: spooky voice Listening and Pronunciation Intonation of question tags. A conversation about unusual event. Speaking Group work Pair work Class survey Writing A paragraph about one’s favorite clothes and American Language Course Placement Test Form 47 American Language Course Placement Test Form 48 American Language Course Placement Test

Listening / Pronunciation Playing the CD and listening for specific information. Speaking Talking and discussing specific topics in pairs. Writing Writing to give information from notes, readings, letters or spoken notes. Listening practice Reading practice Listening practice Reading practice Listening practice Reading practice

about his/her life. * Observation * Watch videos TOTAL

60 hours 20 hours

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Audio Lingual practice at laboratory

Form 49 American Language Course Placement Test Form 50 American Language Course Placement Test Form 51 American Language Course Placement Test Form 52 American Language Course Placement Test Form 53 American Language Course Placement Test Form 54 American Language Course Placement Test Form 55 American Language Course Placement Test Form 56

Listening practice Reading practice Listening practice Reading practice Listening practice Reading practice Listening practice Reading practice

Listening practice

Reading practice

Listening practice

Reading practice

Listening practice

Reading practice

Encourage students to

develop listening and

reading skills

- Self working

- Analysis

- Critical thinking

TOTAL ON SITE TEACHING

80H.

FINAL PRODUCT.- Students may be able to understand and express different kind of ideas using English for the real life, about routines, past, present and future activities, experiences, narratives stories and so on. To become true these activities Learners may use appropriate activities like: role plays, expositions and interacting actively each other in order to have free communicative approach , using new vocabulary, phrases and ideas, even they will be able to use technology to put in practice English.

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IV. EVALUATION PLAN

WEIGHING UP SCORE

9.0 a 10.0 Distinction- (Very satisfactory) 8.0 a 8.9 Credit- ( Satisfactory) 7.0 a 7.9 Pass – ( Acceptable)

4.0 a 6.9 Fail Specific Competence Learners can understand enough to be able to meet of a concrete type provided speech is clearly and slowly articulated. Can understand phrases and expressions related to areas of most immediate priority provided speech is clearly and slowly articulated

LEVEL

(ACHIEVEMENT INDICATORS (BASED IN THE LEVELS)

INSTRUMENTS OF

VALUATION

1. Write and talk about spare time activities. Take notes to express likes and dislikes. Accept criticism. Express needs and feelings

*Dialog by means of questions and answers. *Oral and written lessons *Understanding readings.

2. Describe and discuss activities in the past. Refer to conditions and their results. Respect turns to speak in groups

*Tests *Reading texts and correct mistakes.

3. Express preference and discuss viewing habits. Make exclamations. Take interest in personal needs.

*Select specific information from a text

4. Talk about past experiences Expressing surprise. Search sources of information. Self confidence for communicating in English.

*Fill lack information *Writing paragraphs about different topics.

5. To apply English language use according the domains - Grammar and Vocabulary - Discourse Management - Pronunciation Interactive Communication

FINAL PRODUCT. – Students may be able to understand and express different kind of ideas using English for the real life, about routines, past, present and future activities, experiences, narratives stories and so on. To become true these activities Learners may use appropriate activities like: role plays, expositions and interacting actively each other in order to have free communicative approach , using new vocabulary, phrases and ideas, even they will be able to use technology to put in practice English.

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TECHNIQUES AND INSTRUMENTS (suggested): Graphic organizers, investigation reports, folders, Portfolios... Observation: Observation Guide Interview: Interview Guides Test: Questionnaire Innovative practices

PROCESS OF VALUATION Application of: self-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 placement test. 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

Generate ideas to write short paragraphs. Apply the knowledge in their context.

Write and Talk about past events. Use the different grammatical topics correctly. Participate and talk with the group in a confidential atmosphere and acceptance. Find the meaning of new words in context. Describe and express agree and disagree. Make requests and express their emotions. Read and understand readings, dialogues and narrations Participate expressing their ideas actively, respecting their turn and feel proud of their identity

The students will be able to: Make requests and ask for specific information. Exchange information about past events. Give suggestions for daily troubleshooting Express preferences on different things. Express opinions. Exchange personal information in oral and written way.

14 V. TABLE OF INSTRUCTIVE GUIDES FOR AUTONOMOUS WORK

#GUIDE

ELEMENTS INSTRUCTIONS (INDICATIONS) RESOURCES FINAL PRODUCT TIME

1 Element 1

To identify basic vocabulary related to the topics: jobs, Adjectives describing personality, Adverbs used in narration, word building (derivatives), adjectives ending in ed and ing, etc.

- To do the tasks proposed in the Workbook, Module 1.

- 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, projector, videos

- Internet - Recorder

The students will be able to: - To distinguish between permanent and temporary situations. - To Describe personalities. To refer to past habits and situations

10 Hours

2 Element 2 To find out the grammar structures in the readings in order to analyze them, understand their use, and compare the time expressions.

- To do the tasks proposed in the Workbook, Module 2

- 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, projector, videos

- Internet - Recorder

To Use the different grammatical structures in order to express their ideas. To make plans. To discuss facts about animals

10 Hours

3 Element 3

To demonstrate the development of the linguistic skills by means of reading, listening, speaking, and writing about the topics: battle of the teens, Traveling around, get active, the unexplained.

- To do the tasks proposed in the Workbook, Module 3.

- 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, projector, videos

- Internet Recorder

- Understand short texts and predict new words.

- Talk about my lifestyle. - To generate small

dialogues with satisfactory performance.

10 Hours

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4 Element 4 To use the different ways of communication (listening, Reading.with satisfactory performance and better pronunciation using the vocabulary and grammar related to this module.

- To do the tasks proposed in the Workbook, Module 4.

- 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, projector, videos

- Internet Recorder

- To narrate events. - to investigate in

Internet and to socialize their findings to improve the linguistic skills

- to describe feelings.

10 Hours

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

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 Make a Poster Find information about careers and

make a poster, then describe it in an oral way.

Ask and make questions Write an e-mail Make a collage using pictures that describing adjectives of personality. Project 2 Make postcards about your vacation Trips Write a typical recipe of your country Stick pictures. Project 3 Make a table of what you like/dislike about television. Find photos. Make a magazine quiz about Healthy Style Project 4 Make a newspaper article about an Unexplained fact Use pictures and imagination

- The students are able to apply the English language skills development during the class (listening, speaking, reading, writing) in communication

TOTAL AUTONOMOUS

WORK

40 Hours 80 HOURS

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VI BIBLIOGRAFÍA: General:

Mitchell, H.Q. (2007) American to the top Pre Intermediate, Student’s Book and Workbook. United States, MM Publications.

This book is used as a Foreign Language Material. Professor:

Richards, Jack C. (2005) Interchange. Third Edition, Student book, United States. Cambridge University Press.

Susan, Rivers and Farnoaga, Georgiana. (2009) Touchstone. United States. Cambridge University Press.

Murphy Raymond. (1998) English Grammar in Use. Second Edition. United States. Cambridge University Press.

Web Sites: www.clase.com www.mmpi.net www.ompersonal.com.ar

Didactic Resources - Student’s Book. - Workbook. - Audio CD, CD ROM - Tests CD, Class CD - Laboratory. - Internet. - Videos - Music - Board, recorder, markers, eraser, graphics, maps, etc

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VII. EVIDENCES CURRICULUM 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

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