seventh level
DESCRIPTION
IT CONTAINS THE FULL INFORMATION FOR LEVEL SEVENTRANSCRIPT
STATE POLYTECHNIC UNIVERSITY
OF CARCHI
ENGLISH PROFICIENCY PROGRAM
PROFESSOR: Msc. Ivan Fuertes
ACADEMIC SEMESTER: MARCH -AUGUST 2012
LEVEL: SEVENTH
Tulcán, March 2012
I. BASIC DATA OF THE MODULE
CODE:EPPUPEC 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.
KIND OF COMPETENCE: GENERIC: ( X ) SPECIFIC: ( )
CREDITS: 5
LEVEL SIXTH
PROFESSOR PROFILE: NAME: Fuertes Paillacho Guillermo Iván CONTACT TELEPHONE: 093880984 E-MAIL: [email protected]
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 to 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 derivate words, 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 COMPETENCE ELEMENTS
(Systematic actions to make the competence)
1 Basic Theoretic Understanding
Knowledge of words and phrases used in telephone conversations and expressions with “way” and words related with gestures, as well.
2 Superior Theoretic
Critical analysis
Knowledge of vocabulary related with water sports, words related with the ocean and the environment and discussing about natural disasters.
3 Practice Theoretic
Acceptable
Give descriptions and details of past accidents and acting as eyewitness of some car accidents or events, and expressing wishes as well.
4 Practice Theoretic
advance Make comments about eccentric people and talk about festivals and celebrations.
5 Practice Theoretic
Creative
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.
LEARNING OUTCOMES
Discuss about habitual actions and routines at present tense as
well in past tense, showing self-esteem and respect for others
Associate the meaning of unknown words with words related to
travel and means of transportation, by means of past simple and
past progressive sharing ideas with others
Interpret nonverbal information and transfer from verbal to visual
information, by means of relative clauses evidencing respect for
other cultures
Express opinions with arguments pro or against, by usage clauses
of results, concession and purposes evidencing respect for other
people’s opinions
Refer to conditions and their results by using conditional
sentences, practicing cooperative learning
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 discuss habitual actions and routines in present, in past, future as well they can express discussing, they also talk about what´s legal or illegal, by means of the right grammar structures, showing responsibility, respect, honesty and self-confidence for communicating in English.
MODULE COMPETENCE
ELEMENTS OF COMPETENCE
MODULE 1.Express likes and dislikes using adjectives to describe personality
Discussing habitual actions and routines
Distinguishing between temporary and permanent situations
Expressing preference
Discussing different aspects of teenage life
Referring to past habits and situations
Linking past and present time
Expressing opinion and giving reasons
Give news
MODULE 2. Use words related to travel and discuss and narrate past events and stories.
Discussing vacations
Narrating past events and stories
Expressing feelings
Understanding airport language
Discussing travel and means of transportation
Asking for and understanding information
MODULE 3.Use words related to groups of people, music and animals and talk favorite spare time activities.
Talking about possibility and future or imaginary situations
Giving reasons
Making predictions
Talking favorite spare time activities
Defining people ,things and places
Giving additional information about people, things and places.
Discussing facts about animals.
Agreeing and disagreeing
MODULE 4Use adjectives that describe feelings referring to people and expressing cause and result.
Expressing opinion and justifying
Agreeing and disagreeing
Discussing problems and suggesting people
Describing situations and their consequences
Expressing cause and result
Expressing purpose
COMPETENCE ELEMENTS
COGNITIVE CONTENTS What knowledge?
PROCEDURE CONTENTS How to apply?
MOTIVATIONAL AFFECTIVE CONTENTS
Which attitudes with?
SPECIFIC DIDACTIC STRATEGIES
Strategies, methods and techniques
TIME
1
-discuss habitual actions and routines -discuss current activities -express preference -discuss situations in the past, present and future . -understand signs -Express feelings -talk about experiences at school. -give news.
TEEN AGE: VOCABULARY - Phrases expressing likes – dislikes. - Phrases related to rules and laws -Phrasal verbs - Words easily confused - Collocations and words related to education STRUCTURES - Present simple vs Present progressive. - past simple – used to - present perfect simple and progressive. READING - Ian’s website - a magazine article: teen laws -advertisements about places of entertainment. - An informal letter giving news.
Vocabulary Completion with given words, and guessing the meaning of words in bold. Structures Using phrasal verbs . Using words easily confused. Using present progressive Reading Listening and choosing for specific information. Listening and checking for information. Listening and matching with pictures. Listening / Pronunciation Listening and choosing for the right information. Speaking Students work in group discussing rules and laws Students work in pairs: exchanging information. Writing An informal letter giving news.
Sharing personal information with the rest. Learning to work in pairs and groups. Learning about different cultures.
LBP: Applying realia.
Using body
language.
To make role play activities.
Exchanging
information with the class.
Leaving messages on the phone.
Giving orders authorizing and prohibiting something.
Questioning each
others.
15 H
2.
-Discuss vacations -narrate past events and stories -sequence past actions and events -make comparisons -understand airport language -understand announ cements -talk about past experiences -describe an accident -make decisions.
TRAVEL VOCABULARY. - Words related to travel - Words easily confused - verbs with prepositions - phrasal verbs STRUCTURES - past simple vs past progressive - past perfect simple and progressive - comparisons READING. - a magazine article: pirates. - an extract from around the world in eight days. - people’s road experience - a formal letter asking for information.
Vocabulary Matching words with pictures. Listening and numbering according to the pictures. Matching word with their definitions. Structures Completion exercises with the article “the”. Completion exercises agreeing and disagreeing ideas. Exercises using Passive Voice. Reading Matching questions with the answers. Listening and checking answers. Finding sentences on the text to prove some statements. Getting the principal idea from the reading. Listening / Pronunciation Playing the CD and completing the spaces in blank. Playing the CD and matching the names with activities. Speaking Telling a story based on visual prompts. Discussing experiences Discussing vacations Speculating and making a decision Writing A formal letter asking for information. Transactional.
Students share their opinions about different facts in our environment. Students give opinions about geographical features on students’ countries. Students discuss problems about environmental problems. Students show interests in helping our planet.
LBP: To use realia.
Discussing groups.
Roleplay activities. Brainstorming
Giving opinions.
Questions and
answers.
Finding information on the net
Watch videos about
environmental problems.
Suggesting
solutions to environmental problems.
15H
3.
-refer to conditions and their results - talk about possibility and future or imaginary situations. -give reasons -talk about future time -make predictions -talk about spare time activities -exchange views -express preferences -discuss facts about animals -agree and disagree
TEAM SPIRIT VOCABULARY -Words related to groups of people ,music business ,collective names of animals ,sports. -nouns with prepositions STRUCTURES -Conditional sentences type 1 and 2. -futere will, going to. -futere perfect simple -definiting relative clauses and Non definiting relative clauses READING -A quiz: are you a team player? -An extract reality- game show. - A magazine article: many paws make light work -an essay: the advantages and disadvantages of taking up a team sport.
Vocabulary Reading and completing some texts with given words. Listening and matching some injuries with some treatments. Reading and Circling the best answer. Structures Applying future tense. Completing exercises with WILL, GOING TO. Filling gaps with the appropriate form of the verbs in exercises with Conditional Sentences Type 1 and 2. Rewriting some sentences with some situations using future. 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 a conversation about the quiz. A commentator describing a race A presenter of music. A tv game show about bands. SPEAKING
Expressing eagerness for helping harmed people. Trying to help people who had had accidents. Expressing willingness to help people in difficult situation. Expressing wishes students have. Showing interests in cooperative work.
Self - esteem Perseverance Cooperative learning Enthusiasm Participation Collaboration
LBP: Questions and
answers.
Realia
To role play in some activities.
To watch videos
Pair work.
Group work.
Telling stories.
Watch videos
Performing as
eyewitnesses.
15H
Discussing the results of the quiz. Discussing issues related to animals an sports. Discussing advantages and disadvantages. WRITING An essay: the advantages and disadvantages of working out at the gym.
4.
-express opinion and justify -agree and disagree -discuss problems and suggest solutions -discuss situations and consequences -express contrast -express cause ant result -express purpose -exchange views -describe feelings
ACTION VOCABULARY - Adjectives describing feelings. - Words related to protesting, soccer and hooliganism and movies. - conversational English. -prepositional phrases in-out-of. STRUCTURES - passive voice I and II - verbs with two objects - clauses of result, concession and clauses of purpose. READING - three advertisements describing activity gifts. - a dialogue: Ian, leo and fay talking about how to take action - A new report about a
Vocabulary Listening and matching word with their definitions. Completing some sentences with given words. Structures Rewriting Statements into Reported Speech. Rewriting Commands or Requests into Reported Speech. Rewriting Questions into Reported Speech. Reading Listening, reading and finding out what eccentric people are. Listening, reading and finding out for specific information. Listening, reading and analyzing some pictures. Reading and answering correctly.
Curiosity for knowing what eccentric people are. Interest for narrating events. Interest for retelling statements, questions and requests in reported speech. Curiosity for knowing classmates’ habits. Eagerness for talking about festivities and celebrations in
LBP: Questions and
answers.
Experiential Cycle
To make a role play.
To watch videos
Realia.
Practice in and out of the class
Retelling advice.
Observation
15H
soccer game. - A magazine article. F 1 driver. - A movie review : misión imposible III.
Listening / Pronunciation Listening to some information and completing a table in the text. Listening for specific information and choosing the right answer. Speaking Exchanging views Making a decision Discussing solutions to prevent hooliganism. Speculating about pictures. Expressing opinions. Writing A movie review.
their countries.
LAB ACTIVITIES -using different tasks in class about the topics. -using material’s lab according to develop listening skill. - Learning English with songs
- Listening to get the main idea - Listening for details - Inference details - Understanding new vocabulary - practicing pronunciation
Self-confidence for communicating in English - Enthusiasm in learning English - Helping each other - respecting other people’s turn during speaking - Respecting the others - Being a good listener - feeling motivated in English class -
- Working individually - Sharing information - Activities for pre – listening, during listening and post listening Singing the song in group Asking and answering questions about the song
20
5. Making projects which permit to apply the English knowledge in a spoken way Projects can help
Project 1 Students create an SMS poem which has to have a topic about communication, school friends, etc.
Draw or stick pictures to decorate students’ jobs Making a poster which shows gestures
Self working
Pictures Posters
80H
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.
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 clean-up day campaign. Project 3 Making a leaflet about first-aid advice. Creating a Wish Foundation. Project 4 Students find information about the world’s tallest buildings Making a Competition for charity.
that are appropriate or not in students’ country. 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. Think of three kinds of injuries and below them write what people should do and what they need. Students run a foundation like Wish-Come-True Foundation, interviewing classmates about what they would like to come true, sticking pictures of each person and writing their names. Sticking or drawing pictures of the highest buildings in the world and writing information under each picture. Deciding what the competition is about, it has to be a crazy competition.
Self working Self working Self working
Pictures Drawings Videos Pictures Posters Pictures Poster Data projector Video
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
IV. EVALUATION PLAN
WEIGHING UP SCORE
9.0 to 10.0 Distinction- (Pass with merit) 8.0 to 8.9 Credit- ( Pass) 7.0 to 7.9 Pass – ( Narrow Fail) 4.0 to 6.9 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.
LEVEL ACHIEVEMENT INDICATORS
(BASED IN THE LEVES) INSTRUMENTSOFEVALUATION
1
Write paragraphs to include in one’s personal we3bsite Write and informal letter giving news
Written papers where they can show their works.
Oral interviews.
Asking questions.
Oral lessons.
2
Making a story with a given beginning or ending. Asking for information about a formal letter
Debates between two groups.
Oral Lessons.
Grading students’ writings.
Correcting students’ mistakes.
3
Write an article about one’s favorite star or band Talk about the advantages and disadvantages of working out at a gym.
Correcting students’ mistakes.
Watching and having students perform speaking activities.
Expressing wishes or unreal situations.
Checking for mistakes in spelling.
4
write opinion about a movie review
Oral lessons.
Asking questions
Writing to describe events.
Listening and correcting for students’ mistakes.
Checking for the spelling.
5
To apply English language use according the level and vocabulary they are able to use.
Concordance in content.
Grammar and Vocabulary
Discourse Management
Pronunciation
Interactive Communication
Use of language
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. .
TECHNIQUES AND INSTRUMENTS (suggested): Quizzes, folders organization, researching on the net. Portfolios: Teachers and students Observation: Observation Guide Interview: Guided Interview Test: Questionnaires, Quizzes Projects: English language use
PROCESS OF VALUATION Application of: oneself-evaluation, co-evaluation, hetero-evaluation with evidences, using techniques and instruments to value competences.
DIAGNOSTIC EVALUATION Achievement Indicators
( requirements)
FORMATIVE EVALUATION Evidences of procedure and
attitude contents
PERFORMING EVALUATION Promotion
Determine the level of vocabulary and use of English through a placement test.
Diagnose the level of fluency and correct pronunciation through an oral interview.
Read texts and get the main idea, find out specific information and completing some sentences, finding out the meaning of some expressions.
Write a short e-mail asking for information and write ansms message accepting an invitation.
Asking for a favor.
Making polite offers and requests.
Expressing opinions and justifying.
Discuss about facts.
Making comparisons about
cities and countries.
Writing an e-mail giving
The will be able to:
To handle a telephone conversation.
To use their parts of the bodies to create gestures.
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 on
different accidents.
Listen to dialogues and getting for specific information and matching speakers with given answers.
Generate ideas to write
e-mails, formal letters, describing events.
Apply the knowledge in
an oral way.
information and making arrangements.
Reporting events. Call for an ambulance in
emergency situations.
Express their customs in festivals and celebrations.
Expressing wishes.
Writing a letter asking for advice.
Building derivate of words
from base words given.
Expressing interest and surprise.
Narrating events.
Writing to describe events.
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 ELEMENTS INSTRUCTIONS (INDICATIONS) RESOURCES FINAL PRODUCT TIME
1
Element 1 Knowledge of words and phrases used in telephone conversations and expressions with “way” and words related with gestures, as well.
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 ansms accepting an invitation.
Teacher and students Student’s Book and
Workbook. CD-ROM, Tests CD, Class
CD, Teacher’s Book. Audio Laboratory,
computer, projector, DVD Player.
Internet CD Player Data Projector
The students will be able to: To handle a telephone
conversation. To use their parts of
the bodies to create gestures.
10H
2
Element 2 Knowledge of vocabulary related with water sports, words related with the ocean and the environment and discussing about natural disasters.
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.
Teacher and students Student’s Book and
Workbook. CD-ROM, Tests CD, Class
CD, Teacher’s Book. Audio Laboratory,
computer, projector, DVD Player.
Internet CD Player Data Projector
Be able to use the vocabulary to talk about water sports, environment and natural disasters.
10H
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 3 and its lessons a, b, c, d, and revision.
To read and complete exercises of completion or filling gaps.
Teacher and students Student’s Book and
Workbook. CD-ROM, Tests CD, Class
CD, Teacher’s Book.
Be able to give descriptions and details of accidents.
Act as eyewitness on different accidents.
10H
as well. 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.
Audio Laboratory, computer, projector, DVD Player.
Internet CD Player Data Projector
Express wishes.
4
Element 4 Make comments about eccentric people and talk about festivals and celebrations.
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.
Teacher and students Student’s Book and
Workbook. CD-ROM, Tests CD, Class
CD, Teacher’s Book. Audio Laboratory,
computer, projector, DVD Player.
Internet CD Player Data Projector
Express their ideas about people’s features and behavior.
Express their feeling about events.
10H
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
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 clean-up day campaign.
Pictures Posters
Pictures Drawings Videos
Be able to apply the English language skills developed during classes (listening, speaking, reading, writing) in real communication.
40H
speaking world. Project 3 Making a leaflet about first-aid advice. Creating a Wish Foundation. Project 4 Students find information about the world’s tallest buildings Making a Competition for charity.
Pictures Posters
Pictures Poster Data projector Video
TOTAL:…………………………………………………………… 80H
VI. BIBLIOGRAPHY:
American to the top, Intermediate A, Student’s Book and Teacher’s book American to the top, Intermediate A, Workbook English Dictionary www.englishtown.com www.profesordeingles.com www.clase.com www.mylabschool.com 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 LÓPEZ PUETATE ANDREA ISABEL
2 REVELO BECERRA ALEXANDRA NATHALY
3 CAMPOVERDE CAICEDO ANDRÉS DAVID
4 LÓPEZ CRUZ WILLIAM FERNANDO
5 ROSERO PASPUESÁN BERTHA ISABEL
6 CUSANGUA ARÉVALO ANA CAROLINA
7 MAFLA MARTÍNEZ DIEGO ANDRÉS
8 ALMEIDA CUASTUMAL JOSÉ LUIS
9 CHIRÁN AYALA GLADYAS YESENIA
10 ROSERO BUSTOS ALEXANDRA MILENA
11 REVELO PANTOJA ZOILA MARITZA
12 HERRERA GAÓN BETTY ALEXANDRA
13 RODRÍGUEZ RODRÍGUEZ DANIELA TATIANA
14 CADENA JÁCOME ALEX RODRIGO
15
16
17
18
19
20
7.2 ACADEMIC SCHEDULE
ACADEMIC SCHEDULE MARZO - AUGUST 2012
UNIVERSIDAD POLITECNICA ESTATAL DEL CARCHI
ENGLISH PROFICIENCY PROGRAM
ACTIVITIES DATA
STARTING CLASS MARCH 28TH 2012
ENDING CLASS AUGUST 9TH 2012
DELIVERY GRADES FIRST TERM GRADE JUNE SECOND
SECOND TERM GRADE JULY 28TH
FINAL GRADE AUGUST 9TH
DELIVERY GRADES AUGUST 17TH – 18TH
7.3 CURRICULAR GRID
ENGLISH PROFICIENCY CURRICULUM
BEGININNG
INTERMEDIATE I
INTERMEDIATE
II
ADVANCED
A1.1 I
LE
VE
LS
A2.1 III
BASIC USER
A
INDEPENDENT USER
B
A1 A2 A2+ B1+
40 CREDITS THE PROGRAMM
5 CREDITS EACH LEVEL
80 HOURS CLASSES
A1.2 II
A2.2 IV
A2.2.1 V
A2.2.2 VI
B1.1 VII
B1.2 VIII
80 HOURS AUTONOMY WORKING
TOTAL PROGRAMM HOURS 640 HOURS CLASSES
640 HOURS AUTONOMY WORKING
7.4 CLASSES SCHEDULE
SCHOOL MONDAY THURSDAY HOURS A WEEK
Seventh level 18h30 -21h00 18h30 -21h00 5
_______________________________ Msc. Ivan Fuertes English Professor DELIVERY DATE: March 2012.