SIXTH LEVEL

STATE POLYTECHNIC UNIVERSITY OF CARCHI

ENGLISH PROFICIENCY PROGRAM LEVEL: SIXTH

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 SIXTH 5

REQUIREMENTS:  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.

PROFESSOR PROFILE: NAME: GUILLERMO IVAN FUERTES PAILLACHO CONTACT TELEPHONE: HOUSE 062290233 E-MAIL: Guillermo.fuertes@upec.edu.ec

STUDIES RECORD

PLACE - ISNTITUTION

TITLE

ELEMENTARY

Escuela Gonzalo Pizarro

HIGHSCHOOL

Seminario Nuestra Señora de la Paz, bachiller en Ciencias Sociales

UNIVERSITY UNIVERSIDAD

TÉCNICA Licenciado

en

Ciencias

de

la

Educación,

DEL NORTE

Especialidad Inglés

PUCE – SEDE IBARRA

Diplomado Superior en Docencia Universitaria

UNIVERSIDAD

Diplomado

TECNOLÓGICA AMÉRICA

Educativa

UNIVERSIDAD

Magister en Educación

TECNOLÓGICA AMÉRICA

Superior

en

Investigación

Socio

WORK EXPERIENCE:

INSTITUTION

OCCUPATION

COLEGIO 24 DE JULIO

Profesor de Inglés

UNIDAD EDUCATIVA DARÍO Profesor de Inglés EGAS GRIJALVA

UNIDAD EDUCATIVA DARÍO Vicerrector EGAS GRIJALVA UNIDAD EDUCATIVA DARÍO Rector EGAS GRIJALVA

PONTIFICIA

UNIVERSIDAD Docente de Inglés

CATÓLICA DEL ECUADOR SEDE

IBARRA-

CAMPUS

TULCAN COLEGIO

JOSÉ

JULIÁN Profesor de Inglés

ANDRADE UNIVERSIDAD POLITÉCNICA ESTATAL DEL CARCHI

Docente de Inglés

II. FORMATIVE ROUTE Problematic Node (General Problem) Limited development of the macro communicative English skills (listening, speaking, reading and writing).

Global Competence : Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Specific Competence : Learners are able to understand and use expressions related with telephone conversations, combining expressions with “way”, can understand and use vocabulary related with signs and gestures and vocabulary related with computers, sailing, the environment and natural disasters. Can talk about emergencies, injuries and first-aid, can use phrasal verbs and other expressions. Can understand de word derivates, can use expressions with time, and words related to buildings. Can talk and express their knowledge about festivals and celebrations.

Can write text in appropriate and formal way using introduction, the main part and the conclusion.

Nº

ACHIEVEMENT LEVELS

1

Basic Theoretic Understanding

2

Superior Theoretic Critical analysis

3

Practice Theoretic Acceptable

4

Practice Theoretic advance

5

Practice Theoretic Creative

COMPETENCE ELEMENTS (Systematic actions to make the competence) Knowledge of words and phrases used in telephone conversations and expressions with “way” and words related with gestures, as well.

Knowledge of vocabulary related with water sports, words related with the ocean and the environment and discussing about natural disasters.

Give descriptions and details of past accidents and acting as eyewitness of some car accidents or events, and expressing wishes as well.

Make comments about eccentric people and talk about festivals and celebrations.

Making projects which permit to apply the English knowledge in a spoken way Projects can help students to show what they already know and what they can do in English. They will have the chance to see where their strengths and weaknesses lie and keep track of their progress.

It will also help them to keep a record of the work they have done in class and the ways they come in contact with the English speaking world.

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 in learning and understanding 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.

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 information about some facts and events of the past as well they can express possibilities in present and future, they also talk about hypothetical situations and report what other people say, by means of the right grammar structures, showing responsibility, respect, honesty and self-confidence for communicating in English.

MODULE COMPETENCE MODULE 1. Express ability, possibility, obligation, prohibition and necessity, by means of modal verbs, showing creativity and understanding.

MODULE 2. Discuss facts and describing problems and their consequences, by means of passive voice, suggesting solutions and giving opinions using the English language appropriately.

ELEMENTS OF COMPETENCE      

Ask for a favor and making polite offers and requests Make hypotheses and deductions Express ability in the past, present and future and express possibility in the present and future Expressing opinion, justifying and purpose.

Giving instructions Agreeing and disagreeing

     

Make comparisons and finding things in common Ask for and give information Express preference Understand and follow procedures Discuss problems and suggest solutions Describe situations and their consequences

MODULE 3. Talk about imaginary situations, give instructions and expressing concern and surprise, by means of conditional sentences, showing self-confidence for communicating in English.

      

Give instructions Ask for and give information about accidents and advice Ask for confirmation and confirming Express surprise and concern Describe accidents and feelings Make wishes and formal phone calls Distinguish between formal and informal language

MODULE 4. Talk about measurements and famous buildings and describe events, festivals and celebrations by means of reported speech, showing responsibility and enthusiasm.

     

Report statements, commands, requests and questions Express interest and surprise Narrate events Describe feelings , events, festivals and celebrations Transform and ask for information Talk about famous buildings and structures

COMPETENCE ELEMENTS

COGNITIVE CONTENTS What knowledge?

PROCEDURE CONTENTS How to apply?

1

LET’S COMMUNICATE: VOCABULARY - Words and phrases used in telephone conversations - Expressions with way -Words related to gestures Words related to computers STRUCTURES - Modal verbs can, could, may, will, would, must - Full infinitive - Bare infinitive - Ing. Form READING - A come strip. Where RU Dad’ A dialogue. Students and teacher - A magazine article: Action speak louder than words - An essay: The advantages and disadvantages of using computer

Vocabulary Completion with given words, and guessing the meaning of words in bold.

Structures Using modals to differentiate the obligation and necessity, offers and requests.

Using modals to talk about abilities.

Using full and bare infinitives after -ing form, adjectives and after some words.

Reading Listening and choosing for specific information.

Listening and checking for information.

Listening and matching with pictures.

Listening / Pronunciation Listening and practicing sounds like “gh” as “f” Listening and choosing for the right information.

Speaking Students work in pairs and practice leaving messages each others on

-Ask for a favor -Talk on the phone Understand messages -Make polite offers , requests, hypotheses and deductions -Express ability in the past, present and future and possibility in the present and future -Expressing agreement and disagreement -Express purpose -Expressing opinions and justifying

SPECIFIC DIDACTIC STRATEGIES TIME Strategies, methods and techniques Sharing personal LBP: 15 H information with the  Applying realia. rest.  Using body Learning to work in language. pairs and groups.  To make role play Learning about activities. different cultures.  Exchanging information with the class.

MOTIVATIONAL AFFECTIVE CONTENTS Which attitudes with?

 Leaving messages on the phone.  Giving authorizing prohibiting something.  Questioning others.

orders and

each

2.

-Discuss facts, problems, suggestions, solutions -Describe countries, situations and their consequences -Express disappointment and preference -Understand and follow procedures -Report events -Write a news article -Simulate conversations

the phone.

Students check some pictures and guess what they mean.

Writing Ways of writing e-mails, notes, sms messages.

H2O Vocabulary Matching words with pictures.

VOCABULARY. Listening and numbering according - Sailing to the pictures.

- Words related to the Matching word with their ocean definitions.

- Words related to the Structures environment Completion exercises with the - Word related to the article “the”. natural disasters Completion exercises agreeing and STRUCTURES disagreeing ideas.

- The article The Exercises using Passive Voice.

- So, neither, too, either Reading - Passive voice Matching questions with the - present perfect simple answers.

READING. Listening and checking answers.

AQA column of a magazine. Finding sentences on the text to Water prove some statements.

- A dialogue Getting the principal idea from the - A magazine article: reading.

Wrecks and reefs Listening / Pronunciation - A science magazine Playing the CD and listening for article: Water pollution some sounds /ou/, and /au/.

- An experiment Playing the CD and completing the - A newspaper article. spaces in blank.

Cindy hits Tydesville Playing the CD and matching the

Students share their LBP: opinions about  To use realia. different facts in our environment.  Discussing groups.

Students give opinions  Role play activities. about geographical features on students’  Brainstorming countries.  Giving opinions.

Students discuss problems about  Questions and environmental answers. problems.  Finding information Students show on the net interests in helping our planet.  Watch videos about environmental problems.  Suggesting solutions environmental problems.

to

15H

3.

-Give instructions - Ask for and give information about accidents and advice -Ask for confirmation and confirming -Express surprise and concern -Describe accidents and feelings -Make wishes and formal phone calls -Distinguish

names with activities.

Speaking Discussing likes and dislikes about sports and agreeing or disagreeing in some ideas.

Discussing about the sinking of Titanic.

Discussing about environmental problems and their possible solutions.

Writing Writing paragraphs about student’s country.

Writing informal letters or e-mails of invitations.

Writing a news article.

STAND BY ME Vocabulary VOCABULARY Reading and completing some texts -Emergencies with given words.

- Injuries Listening and matching some - Phrasal verbs and other injuries with some treatments. expressions Reading and Circling the best STRUCTURES answer.

-Subject – object questions -Negative questions Structures -Conditional sentences type Applying the use of subject-object 2 pronouns and completing - Wishes exercises.

READING Completing exercises with Subject, -An information leaflet. Object and Reflexive pronouns.

Calling for an ambulance in Filling gaps with the appropriate USA form of the verbs in exercises with

Expressing eagerness LBP: for helping harmed  Questions people. answers.

Trying to help people  who had had accidents.  Expressing willingness to help people in difficult situation.  Expressing students have.

15H and

Realia To role play in some activities.

To watch videos

wishes  Pair work.  Group work.

Showing interests in cooperative work.  Telling stories.

Self esteem between formal and -A dialogue: Adam, may Conditional Sentences Type 2. and Kelly Rewriting some sentences with responsability informal language - A story: Mysterious messages - An interview: Make a wish come true - A letter to the Mayfair Animal Shelter

some situations using wish.

Reading Reading and answering some questions.

Reading and finding expressions and matching with similar phrases.

Reading and finding similar phrases as given.

Reading and completing a summary.

Reading and finding expressions then matching with their definitions.

Listening / Pronunciation Listening and completing a story and answering questions.

Listening for some words and underline as many stressed syllables as students can find in a word Listening to a dialogue and correcting the wrong information.

ďƒź Watch videos ďƒź Performing eyewitnesses.

as

4.

-Report statements, commands, requests and questions -Express interest and surprise -Narrate events -Describe feelings , events, festivals and celebrations -Transform and ask for information -Talk about famous buildings and structures

NO LIMITS VOCABULARY - Word building - Expressions with time - Words related to buildings - Words related to festivals or celebrations STRUCTURES Reported speech (statements) Reported speech (commands – requests) reported speech (questions READING - A feature article: Nutty as a fruitcake - A dialogue, Adam, may and Kelly at a concert - A magazine article. Reach for the skies - A quiz: Are you a shopaholic’ - A magazine article: la Tomatina

Vocabulary Curiosity for knowing Listening and matching word with what eccentric people their definitions. are.

Completing some sentences with given words.

Interest for narrating events.

Structures Rewriting Statements into Interest for retelling Reported Speech. statements, questions Rewriting Commands or Requests and requests in into Reported Speech. reported speech.

Rewriting Questions into Reported Speech.

Curiosity for knowing classmates’ habits.

Reading Listening, reading and finding out Eagerness for talking what eccentric people are. about festivities and Listening, reading and finding out celebrations in their for specific information. countries.

Listening, reading and analyzing some pictures.

Reading and answering a quiz about being a shopaholic.

Finding out what people do during La Tomatina.

Listening / Pronunciation Listening and underlining words which are stressed.

Listening to some information and completing a table in the text.

Listening for specific information

LBP:  Questions answers.

15H and

 Experiential Cycle  To make a role play.  To watch videos  Realia.  Practice in and out of the class  Retelling advice.  Observation

and choosing the right answer.

Listening and matching names with professions, and writing the initial letter in the box.

Speaking Talking about eccentric people students know.

Making an interview to eccentric people.

Asking questions for specific information to different people.

Asking a classmate about the things he/she does too much.

Asking about festivals, celebrations, or events.

Writing Writing accounts of true events which contains Introduction, Main part and Conclusion.

Writing a paragraph about an interviewed classmate.

Writing a description of an event.

LAB ACTIVITIES

Visiting Singapore and San Francisco - International marketplace - Helping the environment - recycling

- Listening to get the main idea - Listening for details - Inference details - Understanding new vocabulary - practicing pronunciation

Self-confidence communicating English Enthusiasm learning English

for - Working individually 20 in - Sharing information - Activities for pre – in listening, during listening and post

-What’s it good for you?

-People are different - Decisions - Coming of age - The meaning of dreams - Learning English with songs

SPEAKING PRACTICE

Free topics

5.

Making projects which permit to apply the English knowledge in a spoken way Projects can help students to show what they already know and what they can do in English. They will have the chance to see where their strengths and weaknesses lie and keep track of their progress.

It will also help them to keep a record of the work they have done in class and the ways they come in contact with

Project 1 Students create an SMS poem which has to have a topic about communication, school friends, etc.

Dos and DON’Ts in the US.

Project 2 Make their own water park and stick pictures of different activities they can do there: sailing, waterskiing, canoeing.

Making a poster of a cleanup day campaign.

Interact with native speakers

- Helping each other - respecting other people’s turn during speaking - Respecting the others - Being a good listener - feeling motivated in English class Self-confidence for communicating in English

Draw or stick pictures to decorate Self working students’ jobs

listening Singing the song in group Asking and answering questions about the song

Free speaking

Pictures Posters

Making a poster which shows gestures that are appropriate or not in students’ country.

Self working

Pictures Drawings Videos

Self working

Pictures Posters

Drawing or sticking pictures of the activities and writing details about each one.

Making a list of thing people can do to help clean up a place.

Project 3 Think of three kinds of injuries and Making a leaflet about first- below them write what people

the English speaking aid advice. world.

Creating Foundation.

a

should do and what they need.

Students run a foundation like Wish Wish-Come-True Foundation, interviewing classmates about what they would like to come true, sticking pictures of each person and writing their names.

Self working

Project 4 Students find information about the world’s tallest buildings

Sticking or drawing pictures of the highest buildings in the world and writing information under each picture.

Deciding what the competition is Making a Competition for about, it has to be a crazy charity. competition.

Pictures Poster Data projector Video

TOTAL: …………………………………………………… 80H00 FINAL PRODUCT.-

Learners can clearly understand information about some facts and events of the past as well they can express possibilities in present and future, they also talk about hypothetical situations and report what other people say, by means of the right grammar structures, showing responsibility, respect, honesty 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 are able to understand and use expressions related with telephone conversations, combining expressions with “way”; can understand and use vocabulary related with signs and gestures and vocabulary related with computers, sailing, the environment and natural disasters.

Can talk about emergencies, injuries and first-aid, can use phrasal verbs and other expressions.

Can understand de word derivates, can use expressions with time, and words related to buildings. Can talk and express their knowledge about festivals and celebrations. Can write text in appropriate and formal way using introduction, the main part and the conclusion.

ACHIEVEMENT INDICATORS LEVEL INSTRUMENTS OF EVALUATION (BASED IN THE LEVES) Write a short e-mail asking for  Written papers where they can show information and write an sms message their works. accepting an invitation.  Oral interviews.

Asking for a favor.

1  Asking questions.

Making polite offers and requests.  Oral lessons.

Expressing opinions and justifying.

Discuss about facts.

2



Making comparisons about cities and  countries.  Writing an e-mail giving information and making arrangements. 

Debates between two groups.

Oral Lessons.

Grading students’ writings.

Correcting students’ mistakes.

Reporting events.

3

Call for an ambulance in emergency  situations.  Express their customs in festivals and celebrations.  Expressing wishes.

Writing a letter asking for advice.



Correcting students’ mistakes.

Watching and having students perform speaking activities.

Expressing situations.

wishes

or

unreal

Checking for mistakes in spelling.

4

Building derivate of words from base  words given.  Expressing interest and surprise.  Narrating events.

Writing to describe events.



To apply English language use according  the level and vocabulary they are able  to use.  5    FINAL PRODUCT.-

Quizzes Grading dialogs.

Listening and correcting for students’ mistakes.

Checking for the spelling.

Concordance in content.

Grammar and Vocabulary Discourse Management Pronunciation Interactive Communication Use of language

Learners can clearly understand information about some facts and events of the past as well they can express possibilities in present and future, they also talk about hypothetical situations and report what other people say, by means of the right grammar structures, showing responsibility, respect, honesty and selfconfidence for communicating in English.

TECHNIQUES AND INSTRUMENTS (suggested): Quizzes, folders organization, researching on the net.

Portfolios: Observation: Interview: Test: Projects: Room projects Oral project.

Self – evaluation Exposition Homework

Teachers and students Observation Guide Guided Interview Questionnaires, Quizzes English language use Work and participation in class Apply what they learn in the level Fill in the tab Autonomous work Reinforce the class topics

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 Evidences of procedure and Promotion ( requirements) attitude contents  Determine the level of  Write a short e-mail asking The will be able to: vocabulary and use of for information and write English through a an sms message accepting  To handle a telephone placement test. an invitation. conversation.  Asking for a favor.  Diagnose the level of  To use their parts of the fluency and correct  Making polite offers and bodies to create gestures. pronunciation through an requests.

oral interview. 







 Expressing opinions and Read texts and get the justifying. main idea, find out specific information and  Discuss about facts. completing some sentences, finding out the  Making comparisons about meaning of some cities and countries. expressions.  Writing an e-mail giving Listen to dialogues and information and making getting for specific arrangements. information and matching speakers with given  Reporting events. answers.  Call for an ambulance in Generate ideas to write emergency situations. e-mails, formal letters, describing events.  Express their customs in festivals and celebrations.

Apply the knowledge in an oral way.  Expressing wishes.  Writing a letter asking for advice.  Building derivate of words from base words given.  Expressing surprise.

interest

and

 Narrating events.  Writing to describe events.

 Be able to use the vocabulary to talk about water sports, environment and natural disasters.  Be able to give descriptions and details of accidents.  Act as eyewitness different accidents.

on

 Express wishes.  Express their ideas about people’s features and behavior.  Express their feeling about events.

V. TABLE OF INSTRUCTIVE GUIDES FOR AUTONOMOUS WORK

# GUIDE

1

2

ELEMENTS Element 1 Knowledge of words and phrases used in telephone conversations and expressions with “way” and words related with gestures, as well.

INSTRUCTIONS (INDICATIONS)  To do the tasks proposed in the Workbook, Module 1 and its lessons a, b, c , d, and revision.  To prepare short dialogues simulating telephone conversations.  To read and complete exercises of completion or filling gaps.  Writing an e-mail and an sms accepting an invitation.

Element 2  Knowledge of vocabulary related with water sports, words related with the ocean and the  environment and discussing about natural disasters.   

3

Element 3  Give descriptions and details of past accidents and acting as eyewitness of some car accidents  or events, and expressing wishes

   

   To do the tasks proposed in the  Workbook, Module 2 and its  lessons a, b, c, d, and revision.

To react to an emergency and  call the ambulance.

Listen to the CD and competing  for specific information.

To read and complete exercises of completion or filling gaps.  To write e-mails inviting, giving  information and making  arrangements.

To do the tasks proposed in the  workbook, Module 3 and its  lessons a, b, c, d, and revision.

To read and complete exercises  of completion or filling gaps.

RESOURCES FINAL PRODUCT TIME Teacher and students The students will be able 10H Student’s Book and to: Workbook.

CD-ROM, Tests CD, Class  To handle a telephone CD, Teacher’s Book. conversation.

Audio Laboratory,  To use their parts of computer, projector, the bodies to create DVD Player. gestures.

Internet CD Player Data Projector Teacher and students  Be able to use the 10H Student’s Book and vocabulary to talk Workbook. about water sports, CD-ROM, Tests CD, Class environment and CD, Teacher’s Book. natural disasters.

Audio Laboratory, computer, projector, DVD Player.

Internet CD Player Data Projector Teacher and students  Be able to give 10H Student’s Book and descriptions and Workbook. details of accidents.

CD-ROM, Tests CD, Class  Act as eyewitness on CD, Teacher’s Book. different accidents.

as well.

Element 4 Make comments about eccentric people and talk about festivals and celebrations.

4

5

Projects Making projects which permit to apply the English knowledge in a spoken way Projects can help students to show what they already know and what they can do in English.

They will have the chance to see where their strengths and weaknesses lie and keep track of their progress.

It will also help them to keep a record of the work they have done in class and the ways they come in contact with the English

 To listen the CD and complete exercises completing with specific information.  To write an account of an accident and a letter to a friend asking for advice.  To do the tasks proposed in the Workbook, Module 4 and its lessons a, b, c, d, and revision.  To build new words from base for of words.  To talk about festivals and celebrations.  To listen and complete for specific information.  To write a description of an event.

Project 1 Students create an SMS poem which has to have a topic about communication, school friends, etc.

Dos and DON’Ts in the US.

 Audio Laboratory,  Express wishes. computer, projector, DVD Player.  Internet  CD Player  Data Projector  Teacher and students  Express their ideas 10H  Student’s Book and about people’s Workbook. features and  CD-ROM, Tests CD, Class behavior.

CD, Teacher’s Book.  Express their feeling  Audio Laboratory, about events. computer, projector, DVD Player.  Internet  CD Player  Data Projector  Pictures Be able to apply the 40H  Posters English language skills developed during classes (listening, speaking, reading, writing) in real communication.

Project 2  Pictures Make their own water park and  Drawings stick pictures of different activities  Videos they can do there: sailing, waterskiing, canoeing.

Making a poster of a clean-up day campaign.

speaking world.

Project 3  Pictures Making a leaflet about first-aid  Posters advice.

Creating a Wish Foundation.

Project 4  Students find information about  the world’s tallest buildings   Making a Competition for charity.

Pictures Poster Data projector Video TOTAL:…………………………………………………………… 80H

VI. BIBLIOGRAPHY:

American to the top Pre Intermediate B, Student’s Book , Teacher’s book American to the top, Elementary, Workbook English Dictionary www.englishtown.com www.profesordeingles.com www.clase.com www.lylabschool.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.mmpublications.com www.agendaweb.org www.es-lab.com www.flo-joe.co.uk

DIDACTIC RESOURCES:        

Student’s Book.

Workbook.

Audio CD, CD ROM Tests CD, Class CD Laboratory.

Internet.

Videos Music Lyrics

     

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

LÓPEZ PUETATE ANDREA ELIZABETH CALDERÓN SÁNCHEZ GALO LUIS ARÉVALO BECERRA ALEXANDRA NATHALY REVELO PANTOJA ZOILA MARITZA ROSEROM PASPUESÁN BERHA ISABEL BASTIDAS JIMÉNEZ JUAN CARLOS DELGADO CHAMORRO CINDY GABRIELA SIERRA BOLAÑOS DIANA CAROLINA LUCERO CANO NELSON DAVID GUERRA NARVÀEZ JÉFFERSON ALFREDO TERÁN CONTERÓN KATERIN MARIBEL RODRÍGUEZ RODRÍGUEZ TATIANA DANIELA

7.2 ACADEMIC SCHEDULE

ACADEMIC SCHEDULE OCTOBER 2011 – FEBRUARY 2012 UNIVERSIDAD POLITECNICA ESTATAL DEL CARCHI ENGLISH PROFICIENCY PROGRAM ACTIVITIES STARTING CLASS ENDING CLASS DELIVERY GRADES FIRST TERM GRADE SECOND TERM GRADE FINAL GRADE FAILURE EVALUATION DELIVERY FAILURE GRADES

DATES OCTOBER 2011 OCTOBER 3RD 2011 MARCH 2ND 2012

NOVEMBER 21ST 22ND JANUARY 12TH 13TH FEBRUARY 23TH 24TH FEBRUARY 28TH March 2nd 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

Monday and Wednesday

ENGLISH PROFICIENCY PROGRAM

Sixth

18h00 – 20h30

SCHOOL

LEVEL

Monday and Wednesday

ENGLISH PROFICIENCY PROGRAM

Sixth

LAB SCHEDULE

_______________________________ Msc . Iván Fuertes English Professor

DELIVERY DATE: October 2011