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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
2 1. BASIC DATA OF THE MODULE:
CODE: EPPUPEC
PREVIOUS REQUIREMENTS:
KIND OF COMPETENCE: GENERIC: ( X ) SPECIFIC: ( ) LEVEL CREDITS: 5
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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 1:
Name:
Javier Chiliquinga Oñate
Contact telephone: E-mail:
080140088. 2960204 javier29_77@hotmail.com
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.
3 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.
2.
THEORETICAL BASIC (Understanding) THEORETICAL SUPERIOR
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 find out the grammar structures in the readings in order to analyze them, understand their use, and compare the time expressions.
4 (Critical analysis)
3.
THEORETICAL PRACTICAL ACCEPTABLE
4.
THEORETICAL PRACTICAL ADVANCED
5.
PRACTICE THEORETIC CREATIVE
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 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. 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: 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.
COMPETENCE ELEMENTS 1 To talk and write about habitual actions and future plans, using the appropriate grammatical topics respecting other ideas.
COGNITIVE CONTENTS What knowledge? 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
PROCEDURE CONTENTS How to apply them?
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.
MOTIVATIONAL AFFECTIVE CONTENTS Which attitudes with?
SPECIFIC DIDACTIC STRATEGIES Strategies, methods and techniques LBP: Accepting criticisms * To make requests in class. Respecting turns when Experiential Cycle speaking in groups. Respecting other cultures. * To make a role play. * To watch videos * Exchange information each other. * Practice in and out class Being honest in their evaluations
* Tell Anecdotes. Search sources of
TIME
15 Hours
6 information 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. 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.
* Dialog by means of questions about his/her life.
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.
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
* Observation * Watch videos
Sharing information with LBP: others * To make requests in class. Experiential Cycle Helping for personal needs met * To make a role play. Listening to others * To watch videos * Exchange information each other. Recognizing the
* Practice in and out class
15 Hours
7 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. importance of the English Reading language 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.
* Tell Anecdotes.
* Dialog by means of questions about his/her life. * Observation * Watch videos
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3 To talk and write about past experiences using the appropriate grammatical topics, and express opinions respecting the others.
a cruise on the Thames A telephone conversation Between three teenagers. Sounds: /ʧ/ /ʤ/ An argument between a brother and sister. 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 Expressing needs, Listening and Completing feelings, and ideas specific information. respecting each other Negotiate solutions to Structures problems Linking past and present Negotiate solutions to time. interpersonal Focusing on the result of an misunderstandings action Making exclamation. Doing tasks with Choosing and Completing responsibility and information. enthusiasm Reading Self confidence for Listening and reading for communicating in English specific information. Listening / Pronunciation Playing the CD and listening for specific information. Playing the CD and focus student’s attention to distinguish similar sounds.
Correcting each with kindness.
other
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
9 on running A letter to a friend describing a sport incident Listening/Pronunciation Sounds: /e/, / ÉŞ / A radio quiz show about the Marathon. A TV gymnast describing exercises Three monologues about sports
4 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
Speaking Talking and discussing specific topics in pairs. Talking about habitual actions and routines. Expressing opinion
* Observation
Writing Writing to give information from notes, readings, letters or spoken notes.
* Watch videos
Vocabulary Listening for specific information to: Complete sentences and circle correct words
LBP: * To make requests in class. Experiential Cycle * To make a role play. * To watch videos * Exchange information each other.
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
* Practice in and out class
* Tell Anecdotes.
* Dialog by means of questions
15 Hours
10 English.
Prepositions of time, place Listening / Pronunciation and movement. Playing the CD and listening Reading for specific information. 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 5.
American Language Course Placement Test Form 47 American Language Course Placement Test Form 48 American Language Course Placement Test
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.
TOTAL
Listening practice Reading practice Listening practice Reading practice Listening practice Reading practice
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
Encourage students to develop listening and reading skills
Listening practice Reading practice Listening practice Reading practice Listening practice Reading practice Listening practice Reading practice
Listening practice Reading practice
- Self working - Analysis - Critical thinking
TOTAL ON SITE TEACHING
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.
80H.
12 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 (ACHIEVEMENT INDICATORS INSTRUMENTS LEVEL (BASED IN THE LEVELS) OF VALUATION 1.
2.
Describe and discuss activities in the past. Refer to conditions and their results. Respect turns to speak in groups
3.
4.
5.
Write and talk about spare time activities. Take notes to express likes and dislikes. Accept criticism. Express needs and feelings
Express preference and discuss viewing habits. Make exclamations. Take interest in personal needs. Talk about past experiences Expressing surprise. Search sources of information. Self confidence for communicating in English.
To apply English language use according the domains
*Dialog by means of questions and answers. *Oral and written lessons *Understanding readings.
*Tests *Reading texts and correct mistakes. *Select specific information from a text
*Fill lack information *Writing paragraphs about different topics. - 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.
13 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) 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.
Formative Evaluation Evidences of procedure and attitude contents 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
PERFORMING EVALUATION PROMOTION 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 #G ELEMENTS INSTRUCTIONS (INDICATIONS) UI DE - To do the tasks proposed in the 1 Element 1 Workbook, Module 1. To identify basic vocabulary - Read and listen the CD-ROM which related to the topics: jobs, contains dialogues, stories texts and Adjectives describing songs. personality, Adverbs used in - Prepare oral lessons in pairs each class narration, word building about the last topic. (derivatives), adjectives ending in ed and ing, etc.
2
3
Element 2
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To find out the grammar structures in the readings in order to analyze them, understand their use, and compare the time expressions.
-
Element 3
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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.
-
-
-
RESOURCES
FINAL PRODUCT
-
Professor- students Student’s Book and Workbook. CD-ROM, Tests CD, Class CD, Laboratory. computer, projector, videos Internet Recorder
The students will be able 10 Hours to: - To distinguish between permanent and temporary situations. - To Describe personalities. To refer to past habits and situations
Professor- students Student’s Book and Workbook. CD-ROM, Tests CD, Class CD, Laboratory. computer, projector, videos Internet Recorder
To Use the different 10 Hours grammatical structures in order to express their ideas. To make plans. To discuss facts about animals
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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.
-
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
TIME
Understand short texts 10 Hours and predict new words. Talk about my lifestyle. To generate small dialogues with satisfactory performance.
15 4
5
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.
-
Element 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
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
-
-
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. 10 Hours to investigate in Internet and to socialize their findings to improve the linguistic skills to describe feelings.
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.
The students are able 40 Hours to apply the English language skills development during the class (listening, speaking, reading, writing) in communication
-
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
TOTAL AUTONOMOUS WORK
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
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
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