module 3 by IVAN FUERTES

STATE POLYTECHNIC UNIVERSITY OF CARCHI

ENGLISH PROFICIENCY PROGRAM

LEVEL: THIRD

PROFESSOR: IVAN FUERTES

ACADEMIC SEMESTER: MARCH -AUGUST 2011

Tulcรกn, March 2011

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: ivang71@hotmail.com

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

ACHIEVEMENT LEVELS THEORETICAL BASIC (Understanding) THEORETICAL SUPERIOR (Critical analysis) THEORETICAL PRACTICAL ACCEPTABLE THEORETICAL PRACTICAL ADVANCED PRACTICE

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.

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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.

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Discussing activities in the past, situations and accidents and past habits. Expressing sympathy Talking about famous people Narrating a story and understanding sequences

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MODULE 3. Learners can ask and give information about places and making comparisons, by means of comparative forms , showing identity, perseverance, and self - esteem

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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..

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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

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COMPETENCE ELEMENTS

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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

TIME 15 H

 To make requests Respecting turns when in class. speaking in groups.  Experiential Cycle Respecting other cultures.  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

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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.

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

A VISIT TO A CITY Vocabulary Expressing needs, 15H Places in a city Listening and repeating specific feelings, and ideas  To make requests (can/could/may/might) information. respecting each other in class. Directions (prepositions of Structures place, prepositions of Making comparisons.

Negotiate solutions to  Experiential Cycle problems

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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

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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 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

Collaboration Respecting the others Act with honesty Work with perseverance Enthusiasm Punctuality Effort

Rising intonation 20H s- ending in verbs Sentence stress Plural s- endings Contractions for is and are Linked sounds Stress for clarification TOTAL

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 elseâ&#x20AC;&#x2122;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. 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 Self working Make a table of what you take with you (tent, sleeping bag, like/dislike about your city food, soap, etc.) or town. Project 4 You are organizing camping weekend.

Self working a

Pictures Videos Posters

Pictures Graphics Drawing Pictures Videos

Camping Equipment Pictures Posters Papers Videos Data projector

FINAL PRODUCT.-

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

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 Evidences of procedure and Promotion ( requirements) attitude contents  Determine the level of Identify basic vocabulary They will be able to: vocabulary and knowledge about food, celebration,  Identify vocabulary about grammar structures vacation and our world. food, celebrations, through a questionnaire. 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)

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To write short paragraphs about trips, vacation.

V. TABLE OF INSTRUCTIVE GUIDES FOR AUTONOMOUS WORK

# GUIDE

ELEMENTS Element 1

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

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 FINAL PRODUCT TIME  Professor- students  To identify basic 10H  Student’s Book and vocabulary and Workbook. grammar structures  CD-ROM, Tests CD, Class about food and drink CD, Laboratory. computer, infocus  Internet, Videos  Professor- students  Compare grammar 10 H  Student’s Book and structures like: Workbook. countable and  CD-ROM, Tests CD, Class uncountable nouns, CD, Laboratory. would like, How much computer, infocus / many /, Regular and  Internet, Videos irregular verbs, Prepositions, etc.  Professor- students  Understand the text 10H  Student’s Book and and predict new Workbook. words.  CD-ROM, Tests CD, Class  Distinguish the CD, Laboratory. different sounds as:/ g computer, data projector /, / dz /, / n / / ŋ /, / t  Internet, Videos /, / d /, / id / and silent letters.  To generate small dialogues with satisfactory performance. 

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 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 2 3 4 5 6 7 8 9 10 11 12

ALMEIDA CORAL MARCELA DEL SOCORRO CADENA REALPE BYRON EMILIO CHAMORRO ARCOS YOANA ANDREA ENRÍQUEZ GUERRERO CLARA JANTEH ESTACIO CASANOVA JOHANNA MARCELA GUEPUD CUASTUMAL LUIS FERNANDO HERRERA USIÑA ANDREA GISSELLA MALLAMAS PARRA JHENNY ARACELY RUANO MARISOY ADRIANA ELIZABETH USIÑA CUASAPAZ MERCELO GERMÁN VILLARREAL PANTOJA VILMA ELIZABETH VILLOTA JÁCOME JOSÉ MAURICIO

7.2 ACADEMIC SCHEDULE

ACADEMIC SCHEDULE MARCH - AUGUST 2011 UNIVERSIDAD POLITECNICA ESTATAL DEL CARCHI ENGLISH PROFICIENCY PROGRAM ACTIVITIES STARTING CLASS ENDING CLASS DELIVERY GRADES FIRST TERM GRADE SECOND TERM GRADE FINAL GRADE DELIVERY GRADES

DATA 2011 MARCH 28TH AUGUST 25TH

JUNE 13TH, 14 TH, 18TH AGUST 17TH, 18TH, 20TH AUGUST 24RD, 25TH , 27TH AUGUST 27TH

7.3 CURRICULAR GRID

ENGLISH PROFICIENCY CURRICULUM

BASIC USER

INDEPENDENT USER

A2+

BEGININNG

INTERMEDIATE

LEVELS

A1.1 I

A1.2 II

A2.1 III

B1+

ADVANCED

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 MORNING

ENGLISH PROFICIENCY PROGRAM

THIRD

08H00 – 12H30

SCHOOL

LEVEL

SATURDAY MORNING

ENGLISH PROFICIENCY PROGRAM

THIRD

10H30 – 11H30

LAB SCHEDULE

_______________________________ Lic. Iván Fuertes English Professor

DELIVERY DATE: March 2011