STATE POLYTECHNIC UNIVERSITY OF CARCHI
ENGLISH PROFICIENCY PROGRAM
LEVEL: THIRD
PROFESSOR: IVAN FUERTES
ACADEMIC SEMESTER: OCTOBER 2011 – FEBRUARY 2012
Tulcán, OCTOBER 2011
I.
BASIC DATA OF THE MODULE
CODE: EPPUPEC KIND OF COMPETENCE: GENERIC: (X) SPECIFIC: ( ) CREDITS: LEVEL 5 THIRD
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.
PROFESSOR: Name: Guillermo Iván Fuertes Paillacho
Contact telephone: 062290233 - Cell phone: 093880984 E-mail: Guillermo.fuertes@upec.edu.ec
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 1
2
3
4
ACHIEVEMENT LEVELS THEORETICAL BASIC (Understanding) THEORETICAL SUPERIOR (Critical analysis) THEORETICAL PRACTICAL ACCEPTABLE THEORETICAL PRACTICAL ADVANCED PRACTICE
5
THEORETIC CREATIVE
COMPETENCE ELEMENTS (Systematic actions to make the competence) To identify basic vocabulary and structures through listening, reading, speaking and writing about fashion, sports, health. 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. To demonstrate by dialogues the development of linguistics skills (reading, listening, speaking and writing) using the past tense and time expressions. 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. 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
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.
COGNITIVE CONTENTS What knowledge?
PROCEDURE CONTENTS How to apply?
MY LIFE:
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.
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)
MOTIVATIONAL AFFECTIVE CONTENTS Which attitudes with?
SPECIFIC DIDACTIC STRATEGIES Strategies, methods and techniques
Accepting criticisms Respecting turns when speaking in groups.
15 H To make requests in class. Experiential Cycle
Respecting cultures.
TIME
other
To make a role play. Being honest in their To watch videos evaluations. Exchange Search sources of information each information. other. Practice in and out class Tell Anecdotes. Dialog by means of questions about his/her life. Observation Watch videos
2.
Discussing activities in the past, situations and accidents and past habits. Expressing sympathy Talking about famous people Narrating a story and understanding sequences
3. Understanding sights in the city Talking about famous sights Expressing
BELIEVE IT OR NOT! Past simple and Could. Accidents (Past progressive) Past simple – past progressive, Time clauses: when, while; Adverbs of manner. Used to.
A VISIT TO A CITY Places in a city (can/could/may/might)
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 15H with others To make requests in class. Helping for personal needs met Experiential Cycle Listening to others To make a role Recognizing the play. importance of the To watch videos English language Exchange information each other. Practice in and out class Tell Anecdotes. Dialog by means of questions about his/her life. Observation Watch videos
Vocabulary Expressing needs, Listening and repeating specific feelings, and ideas To make requests information. respecting each other in class.
Directions (prepositions of Structures place, prepositions of Making comparisons.
Negotiate solutions to Experiential Cycle problems
15H
possibility in the present or future Making suggestions and comparisons Giving direction Expressing preference Describing a city
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
movement, let’s…., how Making polite requests in class. about…? why don’t we...?) Choosing and Completing information. Phrases related to the environment(comparative Reading forms, as + adjective + as) Listening and reading for specific information. Means of transportation (superlative forms, which? 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
SCIENCES MATTERS Vocabulary Being proud of their Natural world(zero Listening and repeating specific identity. conditional) information. These parameters Phrasal verbs(look)(future Structures apply to all activities going to, future will.(offers, Discussing general truths. and tasks. promises, request, on-the- Making guesses and hypotheses. spot decisions, warnings, Choosing and Completing threats)) information. Words related space(future (predictions))
to Reading will Listening and reading for specific information.
To make a role play. To watch videos Exchange information other.
each
Practice in and out class Tell Anecdotes.
Dialog by means of questions about his/her life. Observation Watch videos 15H To make requests in class. Experiential Cycle To make a role play. To watch videos Exchange information other.
each
conditions and their results Inviting and accepting or refusing invitation
Conditional Sentences Type 1.
Practice in and out class
Listening / Pronunciation Playing the CD and listening for specific information. Playing the CD and focus student’s attention to distinguish similar sounds.
Tell Anecdotes. Dialog by means of questions about his/her life. Observation Watch videos
Speaking Talking and discussing specific topics in pairs. Writing Writing to give information from notes, readings, letters or spoken notes. AUDIO ACTIVITIES
LABORATORY
SPEAKING PRACTICE
Meeting people Families Free time In the house Movies A typical day Locations
Around the world Family ties How often? Where does it go? Film critics Daily schedules Find the treasure
Free topic
Interact with native speakers
Collaboration Respecting the others Act with honesty Work with perseverance Enthusiasm Punctuality Effort Self-confidence for communicating in English
Rising intonation 20H s- ending in verbs Sentence stress Plural s- endings Contractions for is and are Linked sounds Stress for clarification Free speaking 80 H TOTAL
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.
Would you like to do this job? Self working Why/Why not? Find pictures. Self esteem Responsability Stick photos and then describe the members of your family. Find photos.
Self working Make a poster advertising it and Project 3 write all the things you need to Make a table of what you take with you (tent, sleeping bag, Self working like/dislike about your city food, soap, etc.) or town. Project 4 You are organizing camping weekend.
a
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 8.0 to 8.9 7.0 to 7.9 4.0 to 6.9
Distinction- (Pass with merit) Credit- ( Pass) Pass – ( Narrow Fail) 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
1
2
3
4
ACHIEVEMENT INDICATORS (BASED IN THE LEVES) 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
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 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 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
INSTRUMENTS OF VALUATION 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 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 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
Reading texts and correct mistakes Writing paragraphs about different topics Dialogues in pairs Questions Listening for selecting information
Watching the video for selecting information tests To apply English language use according Grammar and Vocabulary the domains Discourse Management 5 Pronunciation Interactive Communication FINAL PRODUCT.Search sources of information
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 selfconfidence for communicating in English. TO PASS THE EXAMS (KET - ISE O - TOEFEL 96-125) TECHNIQUES AND INSTRUMENTS (suggested): Graphic organizers, investigation reports, folders. Portfolios: Observation: Interview: Test: Projects: Room projects. Expositions:
Teachers and students Observation Guide Interview Guides Questionnaire Innovative practices English language use Teachers and students Autonomous work
PROCESS OF VALUATION Application of: oneself-evaluation, co-evaluation, hetero-evaluation with evidences, using techniques and instruments to value competences. DIAGNOSTIC EVALUATION FORMATIVE EVALUATION PERFORMING EVALUATION Achievement Indicators ( requirements) Determine the level of vocabulary and knowledge grammar structures through a questionnaire.
Evidences of procedure and Promotion attitude contents Identify basic vocabulary They will be able to: about food, celebration, Identify vocabulary about vacation and our world. food, celebrations, vacation, and our world. Discover the differences Diagnose the level of among present simple, Compare grammar fluency and correct present progressive, past and structures like: countable pronunciation through a future tenses and uncountable nouns, dialogue. would like, How much / Express needs and feelings. many /, Regular and Read paragraphs to select irregular verbs, Time general and specific To generate dialogues in pairs expressions, Present, information about different topics Past, Future Tenses, Prepositions, etc. Listen the dialogues for Recognize the importance of specific information the English language Understand the text and predict new word Write short paragraphs about through reading. plans for the weekend, food, celebrations. Distinguish the different sounds as: /g/, /dz/, /n/, Self confidence for / ŋ /, / t /, / d /, / id / and communicating in English 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 Element 1
1
2
To identify basic vocabulary and structures through listening, reading, speaking and writing about food and drink Element 2 To analyze the differences between present simple and present progressive through reading listening, speaking, and writing about dates, season, celebration and jobs. Element 3 To demonstrate by dialogues the development of linguistics skills (reading, listening, speaking and writing) using the past tense and time expressions
3
INSTRUCTIONS (INDICATIONS) 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. 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. 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.
RESOURCES Professor- students Student’s Book and Workbook. CD-ROM, Tests CD, Class CD, Laboratory. computer, infocus Internet, Videos Professor- students Student’s Book and Workbook. CD-ROM, Tests CD, Class CD, Laboratory. computer, infocus Internet, Videos
Professor- students Student’s Book and Workbook. CD-ROM, Tests CD, Class CD, Laboratory. computer, data projector Internet, Videos
FINAL PRODUCT TIME To identify basic 10H vocabulary and grammar structures about food and drink
Compare grammar 10 H structures like: countable and uncountable nouns, would like, How much / many /, Regular and irregular verbs, Prepositions, etc. Understand the text 10H 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.
4
5
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 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
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
Project 1 What kind of food do you and your Papers classmates eat every day? Students Interview five of them and find out. Data projector Make a bar chart like the one below and then write a paragraph with your findings. Project 2 Imagine your school organizes a Pictures talent show and you are taking part Posters 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 Drawing design best friend and write what makes Computer software him/her so special for you. Also, Pictures write his/her characteristics. Stick a picture of the two of you together.
To generate dialogues 10H with satisfactory performance and write short paragraphs about trips, vacation, food, celebrations. The students are able to 40H apply the English language skills development during the class (listening, speaking, reading, writing) in communication
Pictures Project 4 Videos You are advertising a technological gadget (e.g. an iPod). Find a photo and information about it and make a list of its features. TOTAL ………………………………………………80 H
VI. BIBLIOGRAPHY:
Elementary A Book: Student’s Book, Ss’ Work Book , Teacher’s 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 http://records.viu.ca/~johnstoi/eng366/lectures/lectures.htm http://www.grammardoc.com/eng205/lect.htm http://www.miguelmllop.com/practice/intermediate/readingcomprehension/readingcompindex. htm (DIFFERENT READINGS) http://www.saberingles.com.ar/reading/index.html http://www.agendaweb.org/ (GRAMMAR IN CONTEXT) http://www.ilv.ucl.ac.be/gramlink-an/exercices/present/present14.htm (GRAMMAR ESERCISE) http://www.usingenglish.com/comprehension/23.html (ENGLISH READINGS) http://www.esoeonline.org/main-index/index-exercises/readingexs/elem/brightonemc.htm (READINGS WITH QUESTIONS LISTENINGS) http://www.agendaweb.org/verbs/present_progressive-exercises.html 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 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
CAICEDO ORTIZ ANDREA ELIZABETH REVELO PAILLACHO JONATHAN PAUL RODRIGUEZ VACA JEFFERSON RAMIRO MORILLO AYALA ALICIA ALEJANDRA ARCOS DELGADO DAYANA GABRIELA MEJIA AYALA LIZETH CATHERINE CHAPUEL YANDUN JOHN FREDY ARELLANO CHUNGANA AVELYN KARINA ERAZO BOLAÑOS FREDDY RAMIRO DE LA VEGA DELGADO RUTH MARITZA FIGUEROA MALTE MERCEDES ELIZABETH ROMO GUEVARA YESSEINA MARIBEL ROMAN TIRIRA GLORIA MARINA RIVADENEIRA SANTACRUZ DIANA CAROLINA POZO CHAMORRO KARLA YESSENIA GUEPUD CUASTUMAL LUIS FERNANDO SARCHI CAMPAÑA MONICA ANABEL
7.2 ACADEMIC SCHEDULE
ACADEMIC SCHEDULE OCTOBER 2011 FEBRUARY 2012 UNIVERSIDAD POLITECNICA ESTATAL DEL CARCHI ENGLISH PROFICIENCY PROGRAM ACTIVITIES STARTING CLASS ENDING CLASS
DATES OCTOBER 2011 OCTOBER 3RD 2011 MARCH 2ND 2012
DELIVERY GRADES FIRST TERM GRADE SECOND TERM GRADE FINAL GRADE
NOVEMBER 21ST 22ND JANUARY 12TH 13TH FEBRUARY 23TH 24TH
DELIVERY GRADES
FEBRUARY 28TH 2012
7.3 CURRICULAR GRID
ENGLISH PROFICIENCY CURRICULUM
BASIC USER
INDEPENDENT USER
A
B
A1
A2
A2+
BEGININNG
INTERMEDIATE
INTERMEDIATE
LEVELS
I
A1.1 I
A1.2 II
A2.1 III
B1+
ADVANCED
II
A2.2 IV
A2.2.1 V
A2.2.2 VI
B1.1 VII
40 CREDITS THE PROGRAMM
5 CREDITS EACH LEVEL
80 HOURS CLASSES
80 HOURS AUTONOMY WORKING
TOTAL PROGRAMM HOURS 640 HOURS CLASSES 640 HOURS AUTONOMY WORKING
B1.2 VIII
Classes Schedule
PROFESSOR: Lic. Iván Fuertes
SCHOOL
LEVEL
SATURDAY AFTERNOON
ENGLISH PROFICIENCY PROGRAM
THIRD
14HOO – 19HO0
SCHOOL
LEVEL
SATURDAY AFTERNOON
ENGLISH PROFICIENCY PROGRAM
THIRD
LAB SCHEDULE
_______________________________ Msc . Iván Fuertes English Professor
DELIVERY DATE: October 2011