SCHOOL OF LANGUAGES (ING400) INTERMEDIATE ENGLISH …The scope of this level entails the use of...

Syllabus 2017-2 (Undergraduate)

Syllabus ING400 Intermediate English II (September 2017-2) Page. 1

SCHOOL OF LANGUAGES

(ING400) INTERMEDIATE ENGLISH II

Period 2017 - 2

1. General Information Number of sessions: 60 face- to-face sessions

(60 face-to-face sessions, 60 on-line: LMS + virtual classroom + 30: autonomous learning)

Number of learning hours: 150 Credits: 6 Instructor: Bryan Harvey Lopez E-mail: [email protected] Coordinator: Veronica Patricia Nolivos Arellano Campus: Udlapark Pre-requisite: Placement Test Co- requisite: None Group: 1 Type of subject:

Curricular Organization:

Professional Field:

Field

Theoretical foundations

Professional praxis

Epistemology & research

methodology

Integration of knowledge, contexts &

culture

Communication & language

x

2. Subject description

The scope of this level entails the use of grammar, expressions, vocabulary, and writing at an intermediate level. Grammar includes the use of all the verb tenses, passive voice in the simple

Optional

Mandatory x

Practice

Unit 1: Basic training x

Unit 2: Professional training

Unit 3: Degree



present and present continuous. It also includes the comparative as…as, be supposed to, the causative “get” and “have”, the use of past modals, and if clauses with the past perfect form of the verb. Vocabulary refers to colors, patterns, and styles of clothing. It also deals with cultural aspects such as manners and customs. In addition, it covers expressions about rules, crimes, and regulations, superstitions, household problems, emotions and personal behavior, ownership, possessions, and money. Finally, it includes expressions to describe fame, environmental problems, and to talk about areas of work, professions, and jobs. Writing focuses on cause and effect paragraphs.

This class fosters students to develop their personal English language capabilities to meet the criteria for descriptors in the CEFR, (Common European Framework of Reference for Languages) which correspond to an intermediate, independent user - B1 Level of English. . Students will complete a total exposure of 150 (total number of hours in level Four in a blended mode). 60 sessions (60 minutes each session) are done face to face, 60 sessions (60 minutes each session) are done on-line (LMS + virtual classroom), and students are expected to spend 30 hours dedicated to autonomous learning. Objectives and Methodology are presented in detail in the syllabus.

3. Objective for the course

Students will be able to communicate and interact efficiently at an intermediate level, using appropriate verb tenses, vocabulary, expressions, and using appropriate functions of the target language to tell interesting stories, talk about personal tastes, aspects of their culture, hypothetical situations, problems around us, and future expectations in spoken and written language, according to the CEFR descriptors of proficiency that correspond to their level.

4. Learning outcomes:

At the end of this course each student…

Learning Outcomes (LOs) for the Subject

Learning Outcomes for the Career

Level of Domain

1. Interacts effectively asking and answering questions about personal interests and experiences.

2. Shares information about cultural differences showing respect towards those dissimilarities.

3. Gives personal opinions and

recommendations considering situations like weather conditions, crime, punishment, and regulations, and about people’s real or hypothetical reactions and behavior in different situations.

1. Communicates in an effective way in oral and written form through dialogues and/or expressing personal opinions, describing emotions and necessities, or defending points of view about cultural aspects like differences, rules and regulations, superstitions, and environmental problems, using grammar structures and vocabulary at a basic level, with an accuracy rate of at least 60 %.

Initial ( ) Middle ( X ) Final ( )



4. Talks and writes about past experiences, and about dreams, ambitions, hopes and expectations for the future.

5. Describes social and urban changes

and environmental problems explaining contrast, reasons, purpose, and alternatives.

The Learning Outcomes for the Subject guide students to meet the criteria for descriptors according to the Common European Framework (See Appendix: Tables 1 – 2 at the end of this document).

5. Evaluation System

UDLA’s educational model focuses on assessing the learning outcomes of the subject, using different permanent progressive and summative assessment.

The distribution of percentages for each semester is as follows:

Description of evaluation strategies/products

PERIOD/PRODUCT WEEKS POINTS PERCENTAGE RUBRIC

PROGRESO 1

SUBCOMPONENT A (50 %)

Oral Activities 1-2-3 10 25 1

Oral Exam 1-2-3 10 25 1

Computer- based Exam 4 10 50

100%

SUBCOMPONENT B (50 %)

Practice Test 3 opportunities Udla Presencial Platform

5-6-7-8-9 10 10

Review 2 opportunities Udla Presencial Platform

5-6-7-8-9

10

15

Unit Tests 1 opportunity Udla Presencial Platform

5-6-7-8-9 10 20

LMS Workbook

5-6-7-8-9

10

15

Class participation Language production (speak English when required and at the level required)

5-6-7-8-9

10

20



Classroom rules Cooperative and proactive attitude

Classroom rules

Quizzes and assignments (Udla presencial Platform)

5-6-7-8-9

10

20

100%

PERIOD/PRODUCT WEEKS POINTS

PERCENTAGE RUBRIC


Oral Activities 5-6-7-8-9 10 25 1

Oral Exam 5-6-7-8-9 10 25 1


100%

PROGRESO 2



5-6-7-8-9 10 10

Review 2 opportunities Udla Presencial Platform

5-6-7-8-9

10

15


5-6-7-8-9 10 20

LMS Workbook

5-6-7-8-9

10

15

Class participation Language production (speak English when required and at the level required) Classroom rules Cooperative and proactive attitude Classroom rules

5-6-7-8-9

10

20


5-6-7-8-9

10

20

100%

PERIOD/PRODUCT WEEKS POINTS PERCENTAGE RUBRIC


Oral Activities 11-12-13-14-15 10 25 1

Oral Exam 11-12-13-14-15 10 25 1



In general terms, Universidad de las Américas, stipulates the following percentage distribution for the normal evaluation of components considered for each semester.

Progreso 1 Report: 35 %

Progreso 2 Report: 35 %

Final Evaluation Report: 30 %

Each “Progreso” will be evaluated bearing in mind the corresponding subcomponents detailed in the “Evaluation Chart” below, and with the use of the rubric, previously established as evaluation tools (See attachment: Rubric ING400-2017-2) Unit Tests In the case that a student hasn’t taken a unit test, he/she must justify his/her absence with a valid document (E.g. doctor’s note, death certificate, etc.) with his/her teacher within a maximum period of 3 days after the event. The unit test will be taken the day that he/she has agreed with the teacher once the justification has been validated. If there isn’t any test graded, the grade(s) of the unit test(s) will be (1.0/10).


100%

FINAL EXAM



11-12-13-14-15 10 20

Review 11-12-13-14-15 10 15

2 opportunities

11-12-13-14-15 10 20


LMS Workbook

11-12-13-14-15 10 20

Class participation Language production (speak English when required and at the level required) Classroom rules Cooperative and proactive attitude Classroom rules

11-12-13-14-15 10 15


11-12-13-14-15 10 10

100%



Missing a Computer-Based Progreso Exam In case a student missed a computer-based exam in any “Progreso” period, he/she will have to notify it immediately to his/her teacher. Simultaneously, they will need to hand in a written justification to be validated by the School of Languages Coordination. It has to be done within the next three days after the event. Once the justification is validated, the student will take another exam and the results will appear in the Progreso missing test. Make-up Exam (Examen Recuperativo) At the end of the semester, there will be a make-up Exam for the students who have attended minimum 80 % the face-to face classes, and would like to improve the grade of a previous exam (no other parameter/s of evaluation). The make-up Exam must integrate all the contents, skills, and knowledge that should be acquired during the academic period; it is going to be demanding; so, rigorous preparation is going to be needed. If the grade obtained in the make-up is higher than the previous one, it will replace the exam grade it substitutes. Analytical Learning Outcomes Rubric Analytical Learning Outcomes Rubric (attached to this document) will be used at the end of each Progreso to evaluate the Oral Exam. They will permit verification of the correspondence between the Learning Outcomes for the Subject and the teaching-learning process. The rest of the activities will be evaluated considering appropriate parameters for each activity, and teachers will provide immediate feedback based on the written notes taken during individual evaluation.



SUBCOMPONENT B

Platform activities Practice Tests (3 opportunities) 10% Review (2 opportunities) 15% Unit Tests (one opportunity) 20% LMS 15%

Workbook only 100% Class participation 20% Quizzes and assignments udla presencial 20%

Grading out of 10 points

SUBCOMPONENT B




SUBCOMPONENT B




FORMACIÓN GENERAL ING400 2017-2

EVALUATION CHART: COMPONENTS AND SUBCOMPONENTS

SUBCOMPONENT B

1. Class Participation 10%

2. Unit Tests 50%

3. Writing 25%


Sentence Structure: Affirmative

Negative

Yes/no Information

Questions Punctuation

Emphasis on punctuation 4. LMS 15% Workbook 50% Test 25% Review 12.5% Forum 12.5%

SUBCOMPONENT A:

Computer Exam 50%*

Oral Exam 25%

Oral Activities 25%

50%

PROGRESO 1 PROGRESO 2 EXAMEN FINAL 35% 35% 30%

SUBCOMPONENT A:

Computer Exam 50%*

Oral Exam 25%

Oral Activities 25%

50%

SUBCOMPONENT A:

Computer Exam 50%*

Oral Exam 25%

Oral Activities 25%

50%

* A Make-up Exam is feasible

50% 50% 50%



6. Course and Assessment Methodology

The learning products that will be evaluated include:

SUBCOMPONENT A: 50 %

SUBCOMPONENT B: 50 %

Computer Exam 50 % Oral Exam 25 % Oral Task 25 % Total 100 %

Practice test 10% Review 15% Unit Tests 20% LMS 15 % Class participation 20% Quizzes and assignments 20% Total 100 %

Oral Activities(3): Progreso 1, Progreso 2, Final Exam (25% each one) Oral activities are focused on the oral production which is one of the skills students are to learn in their language development. The ability to converse is highly valued by students. Each activity will vary in the time assigned and the requirements, depending on the level. The main characteristic of the activity in which students will display their mastery of the material assigned for the lessons covered. Each activity will be described in detail with the required outcomes. The description will include structures, vocabulary and content to be used, and the context in which language will be developed with number of points assigned for each category.

Parameters included in Rubric # 1 will be considered for assessment.

Oral Exams (3): Progreso 1, Progreso 2, Final Exam (25 % each one)

An oral exam will test the development of skills at the end of a period. Procedure will be described in detail with the required outcomes, the day the instructor communicates the date of the oral exam to the class. It could include a set of questions and situation-pictures to be described. During the oral exam, first, students will answer the instructor’s questions; then, they will interact with a partner in a discussion or collaborative task; finally, they will talk on their own following the instructions and requirements previously established by the instructor. Parameters included in Rubric # 1 will be considered for assessment.

Computer exam Progreso 1, Progreso 2, Final Exam (50% each one) Students will be evaluated after four units by taking a computer based exam.



Practice test Progreso 1, Progreso 2, Final Exam (10% each one) Students will work on the virtual classroom (UDLA PRESENCIAL) where they must complete the review section which consists of two units per review. Students have three opportunities to complete the task.

Review Progreso 1, Progreso 2, Final Exam (15% each one) Students will work on the virtual classroom (UDLA PRESENCIAL) where they must complete the review section which consists of two units per review. Students have two opportunities to complete the task.

Unit test Progreso 1, Progreso 2, Final Exam (20% each one)

Students will be evaluated every two units by taking a computer based test. Students have one opportunity to complete the task.

LMS Progreso 1, Progreso 2, Final Exam (15% each one) Students will work on the virtual platform (Cambridge LMS platform) which consists in the workbook section which is composed of twelve units.

Class participation Progreso 1, Progreso 2, Final Exam (20% each one) Language production (speak English when required at the level required) Classroom rules (No using cellphone during class, bringing material, no speaking Spanish, and having a cooperative and proactive attitude) Ungraded assignments can be evaluated according to the teacher’s decision

Quizzes and assignments Progreso 1, Progreso 2, Final Exam (20% each one) Minimum one graded homework per unit. However, the number of ungraded assignments may vary depending on the group needs. Quizzes and assignments will be developed in the Udla presencial Platform. 6.1. Face-to-face Learning Setting

After a warmer, filler, or lead-in activity, the teacher will start by writing or presenting the lesson objective, and exploring previous contents through questions or providing appropriate resources. The material for the class will be covered in the most convenient way chosen by the teacher depending on best option for the group needs. Explanations will be given as necessary. Whenever appropriate, communicative activities will be proposed. Emphasis must be given to group or pair work. Finally, self-assessment by students and teacher’s assessment, when pertinent, are required. After class, independent learning is mandatory for an appropriate progress of each student.

Students will complete a total exposure of 150 (total number of hours in level One in a blended mode). 60 sessions (60 minutes each session) are done face to face, 60 hours (60 minutes each one) are done on-line (LMS + virtual classroom), and students are expected to spend 30 hours dedicated to independent learning.

Language teaching /learning approaches



Teachers will use an eclectic approach, which means, they will combine various methodological strategies and techniques in order to help students to comply with UDLA’s undergraduate student profile; that is, to get autonomous learners along their lives, problem solvers, able to use technological tools independently, and capable of working in heterogeneous teams. Along with content areas, values, critical thinking skills, and problem solving strategies will be part of the class.

All teaching is going to be done in the target language, following the concepts of the Direct Method of Languages, but considering the differences under which a foreign language is learned.

The Community Language Learning Method will provide the alertness that students are whole persons, and teachers should “understand” what they are feeling when learning a new language, especially if they are adult students, in order to provide the necessary help and understanding they need by establishing and maintaining a healthy and positive rapport. Finally, we will keep in mind the primary goal of language teaching, which is enabling students to use the target language in order to communicate by using appropriate language functions as well as grammar structures.

The Communicative Approach will provide the framework needed to use the language in a social context accurately, considering the variety of a language used for a particular purpose or in a particular social setting, and the opportunity to negotiate meaning in order to get a clear understanding of each other.

Constructivism, Student Center Teaching and Learning, Active Learning, Cooperative Learning are other approaches that will be permanently present in English classes, reminding teachers the focus on the interest, abilities, and students’ learning styles.

Finally, autonomy will be fostered through the use of Flipped Classroom and Visible Learning Principles to join the natural abilities of the students with the possibilities offered by technology to overcome simple and a little more complicated challenges on their own but with the help of teachers, who will try to see learning through the eyes of students to help them become their own teachers. Based on the Flipped Classroom principles, some processes of learning, will be done by the students out of the classroom via reading or videos. Then, the teacher will exploit the students’ possibilities in full, using the material previously checked.

Each teacher must keep a detailed class grade file with evidence of feedback provided to students with the required rubric of the components and subcomponents established in the Evaluation Chart (See chart). This file must be kept until a year after the class is taught and it is a public document that can be required by students and authorities at any time.

6.2. Virtual Learning Setting Students will spend a minimum of 60 hours studying on-line autonomously through the Cambridge Learning Management System (LMS), and the corresponding level Virtual Classroom. They will reinforce and apply the contents and knowledge acquired in the classroom, through the exercises and activities assigned in the LMS. A grade will be given at the end of each term, based



on the individual progress every four units. (N.B. Work on the LMS can be done as many times as needed until the deadline appointed by the teacher). The grade marked in the system on that day, will be noted as the grade for the average in component B

6.3. Independent Learning Setting Students will spend a minimum of 30 hours working with reading, listening, writing activities, and speaking practice. This work must be focused in reinforcing knowledge and skills delivered in the classroom, developing further knowledge, and or preparing for the next class depending on the class assignments. Assignments for independent time may vary with tasks for investigation, analysis, and material preparation for activities in the next face to face class or for virtual interaction time. Performance will be evaluated using the corresponding English rubric.

7. Topics and Sub-topics of this subject

Learning Outcome

Topic

Subtopic


1. Interesting lives 1. Interviews. 2. Simple and continuous verbs. 3. Verbs followed by verb + in/infinitive. 4. Verb complements + -ing or –to verb. 5. Highlighting key moments in a story. 6. This and these to highlight something

important. 7. Against the odds.


2. Personal tastes 1. Makeovers. 2. Comparisons with (not) as…as 3. Negative questions. 4. Describing items. 5. Summarizing things people say. 6. Personal style interviews.



3. World Culture 1. Traditional things. 2. Simple present passive. 3. Manners. 4. Verb + -ing and to + verb 5. Sounding more direct. 6. Uses of “of course” 7. Proverbs.




recommendations considering situations like weather conditions,

4. Socializing 1. Party time 2. Be supposed to /was-were going to. 3. Expressions with “get” 4. Inseparable phrasal verbs. 5. Checking your understanding. 6. Uses of “so”. 7. Socializing the introvert



Learning Outcome

Topic

Subtopic

crime, punishment, and regulations, and about people’s real or hypothetical reactions and behavior in different situations.




5. Law and order 1. Rules and regulations. 2. Passive of modal verbs. 3. Crime and punishment. 4. Get passive vs. be passive. 5. Expressions to organize your views. 6. Your rights.



6. Strange events 1. Amazing coincidences. 2. The past perfect. 3. Superstitions. 4. Responses with “So” and “Neither” 5. Making your meaning clear. 6. Amazing stories.


7. Problem solving 1. Getting things done. 2. Causative get and have. 3. Need + passive infinitive and Need +

verb + -ing. 4. Damaged Goods. 5. Speaking in shorter sentences. 6. Expressions when something goes

wrong. 7. Thinking outside the box.



recommendations considering situations like weather conditions, punishment, and regulations, and about people’s real or hypothetical reactions and behavior in different situations.

8. Behavior 1. Reactions. 2. Past modals. 3. Emotional intelligence. 4. Past modals for speculation. 5. Sharing experiences. 6. Uses of “Like”. 7. Saying you’re sorry.


2. Talks and writes about past

experiences, and about dreams,

9. Material world 1. Possessions. 2. Reported Speech. 3. Managing your money. 4. Reported questions. 5. Reporting the content of a

conversation.



Learning Outcome

Topic

Subtopic

ambitions, hopes and expectations for the future.

6. Quoting information. 7. Selling your past.


2. Shares information about cultural

differences showing respect towards those dissimilarities.



4. Talks and writes about past

experiences, and about dreams, ambitions, hopes and expectations for the future.

10. Fame 1. The rise to fame. 2. Talking hypothetically about the past. 3. Expressions to talk about fame. 4. Tag questions. 5. Giving encouraging advice. 6. Pulling through.


2. Describes social and urban changes and environmental problems explaining contrast, reasons, purpose, and alternatives.

11. Trends 1. Trends in society. 2. Passive of present continuous and

present perfect. 3. Environmental matters. 4. Linking ideas. 5. Expressions to refer back to things

said earlier. 6. Vague expressions. 7. Technological change.




12. Careers 1. Finding a career. 2. What clauses and long noun phrases

as subjects. 3. The world of work. 4. The future continuous and future

perfect. 5. Expressions to introduce what one’s

says. 6. Job interviews.

8. Sequential planning of the course



The present planning may be modified depending on the topics, activities, and group needs. Dates will be adjusted to the established general schedule concerning computer-based exams. The rest of the dates will be established at the teacher’s discretion, depending on the group

learning progress. Teachers will elaborate a weekly more detailed plan considering the evident progress of the

group.

Beginning of classes: March 6th Last day of classes: June 24th

Week 1: March 6th – March 11th

L O Topic Subtopic Activity/ Lesson strategy Task/ Autonomous

Work

LO/Product/ Deadline

# 1 1. Interesting lives

1. Interviews. 2. Simple and continuous

verbs. 3. Verbs followed by verb +

in/infinitive. 4. Verb complements + -ing

or –to verb. 5. Highlighting key

moments in a story. 6. This and these to

highlight something important.

7. Against the odds.

1. Class wide. 2. Cooperative learning

groups. 3. Independent seat

work. 4. Peer work. 5. Whole group. 6. Hands on active

participation. 7. Dialogues. 8. Interactive/communic

ative activities.

Learning management System (LMS) Virtual classroom activities English Grammar Online

1. Individual, pair, and group oral expositions.

2. Dialogues (Rubric # 1)

3. Oral Exam (Rubric #1)

2. Personal tastes

1. Makeovers. 2. Comparisons with (not)

as…as 3. Negative questions.





ative activities.





http://www.cambridgelms.org/touchstone/p/splash



http://www2.udla.edu.ec/udlapresencial



https://www.ego4u.com/












Week 2: March 13th- March 18th


Work


# 1 2. Personal tastes

4. Describing items. 5. Summarizing things

people say. 6. Personal style interviews.





ative activities.




3. Oral Exam

(Rubric #1)

3. World Culture

1. Traditional things. 2. Simple present passive. 3. Manners.





ative activities.





Week 3: March 20th- March 25th


Work


# 1 # 2

3. World Culture

1. Verb + -ing and to + verb

2. Sounding more direct. 3. Uses of “of course” 4. Proverbs.





ative activities.




3. Oral Exam

(Rubric #1)

4. Socializing 1. Party time 2. Be supposed to /was-

were going to. 3. Expressions with “get”

Inseparable phrasal verbs.

4. Checking your understanding.

5. Uses of “so”.




participation.



2. Dialogues

(Rubric # 1) 3. Oral Exam































6. Socializing the introvert

7. Dialogues. 8. Interactive/communic

ative activities.

(Rubric #1)

Week 4: March 26- March 31st


Work


# 1 # 2

1. Progreso 1 Exam

2. Feedback

Units 1-2-3-4 1. Independent seat work.

2. Listen to and read instructions carefully.

3. Answer questions completely and with detail.

Checked material during the lessons

1. Independent seat work.



# 1 # 2 # 3

5. Law and order

1. Rules and regulations.

2. Passive of modal verbs.

3. Crime and punishment.





ative activities.




3. Oral Exam

(Rubric #1)










Week 5: April3rd- April 8th


Work


# 1 # 2

1. Progreso 1 Exam

2. Feedback





1. Independent seat work.



# 1 # 2 # 3

5. Law and order

4. Get passive vs. be passive.

5. Expressions to organize your views.

6. Your rights.





ative activities.




3. Oral Exam

(Rubric #1)

Week 6: April 10th – April 15th


Work


# 2 # 3

6. Strange events

1. Amazing coincidences. 2. The past perfect. 3. Superstitions. 4. Responses with “So” and

“Neither” 5. Making your meaning

clear.





ative activities.




3. Oral Exam

(Rubric #1)

















Week 7: April 17th- April 21st


Work


# 1 # 4

7. Problem solving

1. Getting things done. 2. Causative get and have. 3. Need + passive infinitive

and Need + verb + -ing. 4. Damaged Goods. 5. Speaking in shorter

sentences. 6. Expressions when

something goes wrong. 7. Thinking outside the box.





ative activities.




3. Oral Exam

(Rubric #1)

Week 8: April 24th- April 29th


Work


# 1

8. Behavior 1. Reactions. 2. Past modals. 3. Emotional intelligence.





ative activities. 9. Forum.




3. Oral Exam

(Rubric #1)

Week 9: May1st- May 6th


Work


# 1 # 4

8. Behavior 4. Past modals for speculation.

5. Sharing experiences. 6. Uses of “Like”. 7. Saying you’re sorry.





ative activities.




3. Oral Exam

(Rubric #1)
























Week 10: May 8th – May 13th


Work


# 1 # 2 # 3 # 4

9. Material world

1. Possessions. 2. Reported Speech. 3. Managing your money.





ative activities.




3. Oral Exam

(Rubric #1)

Week 11: May 15th – May 20th


Work


# 1 # 2 # 3 # 4

1. Progreso 2 Exam

2. Feedback



Answer questions completely and with detail.


1. Individual work 2. Computer based

exam

# 1 # 2 # 3 # 4

9. Material world

4. Reported questions. 5. Reporting the content

of a conversation. 6. Quoting information. 7. Selling your past.





ative activities.


1. Individual, pair, and group oral expositions. 2. Dialogues

(Rubric # 1) 3. Oral Exam

(Rubric #1)

Week 12: May 22nd –May 27th


Work


# 2 # 3

10. Fame 1. The rise to fame. 2. Talking hypothetically

about the past. 3. Expressions to talk about

fame



work. 4. Peer work.

Learning management System (LMS) Virtual classroom activities















https://www.ego4u.com/en/cram-up/tests/simple-present-1









5. Whole group. 6. Hands on active


ative activities.

English Grammar Online

3. Oral Exam

(Rubric #1)

# 1 # 2 # 3 # 4

Progreso 2 Exam Feedback



Answer questions completely and with detail.


1. Individual work

2. Computer based exam

Week 13: May 29th – June 3rd


Work


# 1 # 2 # 3 # 4

10. Fame 4. Tag questions. 5. Giving encouraging

advice. 6. Pulling through.





ative activities.




3. Oral Exam

(Rubric #1)

Week 14: June 5th- June10th


Work


# 1 # 5

11. Trends 1. Trends in society. 2. Passive of present

continuous and present perfect.

3. Environmental matters. 4. Linking ideas. 5. Expressions to refer back

to things said earlier. 6. Vague expressions. 7. Technological change.

.





ative activities. 9. Voice Tool




3. Oral Exam

(Rubric #1)



















Week 15: June 12th- June 17th


Work


# 1 # 2 # 4

12. Careers 1. Finding a career. 2. What clauses and long

noun phrases as subjects. 3. The world of work.





ative activities.




3. Oral Exam

(Rubric #1)

Week 16: June 19th- June 24th


Work


# 1 # 2 # 3 # 4

12. Careers 4. The future continuous and future perfect.

5. Expressions to introduce what one’s says.

6. Job interviews.





ative activities.




3. Oral Exam

(Rubric #1)

















9. Classroom rules & procedures

9.1. General comments

When the university, that is to say, the Level instructor or the Coordination office has any

doubt about any student’s honesty regarding oral or written evaluations, progresos or

unit tests taken by this student, UDLA reserves the right of re-evaluating the student

with a different instrument.

Any student who commits plagiarism (deshonestidad académica) in any assignment will

receive “1.1” in the corresponding assignment. If plagiarism is committed in any of the

Progreso 1, Progresso 2 or Examen Final Tests, students will receive “1.1” in the

corresponding exam. The corresponding report to Bienestar Estudiantil will be done in

the Reprimand Sheet and will not be able to take the make-up exam if needed. If

repeated, the fault will be treated as a serious fault according to UDLA's regulations.

9.2The Instructor will:

Present clear objectives at the beginning of each class.

Specify what observable behavior is considered acceptable proof of learning.

Provide students with accurate instructions, meaningful and relevant contexts according

to the methodological trends suggested by the School of Languages, so that students

have enough opportunities to learn the language and to achieve the established

objectives.

Only English will be used for interactions in Instructor-Student exchange, Student-

Instructor exchange and Student-Student exchange.

Use the rubric (those established by the School) for evaluation in all skills.

Implement a task (described as tasks by David Nunan in Task Based Learning) for every

subcomponent.

Assign relevant homework, manage time for assignments reasonably, and correct every

assignment. Homework must be corrected, and grades assigned for correction only

constitute feedback to students. They are not part of the total grade.

Monitor periodically and grade LMS (Learning Management System).

Give and grade unit tests.

Give and grade oral exams.

Help to enrich basic skills integration (listening, speaking, reading, use of English, and

writing in most activities); focus can be on one or two skills, depending on the objective.

Register attendance every class, only for those students who attend from beginning to

end of the session. Tardiness of 10 minutes or more will be considered as an absence.



Communicate relevant information to students (assignments, tests, etc. ) via e-mail using

ONLY udlanet.ec accounts.

9.3 The Students:

Must be ready for each class. This means every assignment or activity required by the

teacher must be completed before the class, and all materials required must be brought

to each class too (textbook is mandatory).

Have to study and to know the assigned material after each class.

Must be ready to act as active members of the class by performing the activities

proposed by the teacher.

Are expected to behave as proactive adults ready to undertake learning as a personal

responsibility that takes place in the classroom, but also outside the classroom with at

least sixty minutes of independent work and study per class session.

10. References

10.1. Main References

McCarthy, M., McCarten,J., Jeanne McCarten (2013). Touchstone 1. 2nd Edition ISBN-13:978-1107679870, New York, USA. Cambridge University Press.

10.2. Additional References On-line references Brame, C. (2014). Flipping the Classroom, Nashville, USA.Vanderbilt University.[web

page]Retrieved August 18th, 2014 from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

British Council. Direct Method. London, UK. Retrieved on August 18th, 2014 from http://www.teachingenglish.org.uk/knowledge-database/direct-method

Council of Europe, (2001).Common European Framework of References for languages:

Learning, Teaching, Assessment. Language Policy Unit, Strasbourg, France. Retrieved August 18th, 2014 from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf

Enhancing Education. (2002).The 5 E's.[blog].Retrieved August 18th, 2014

from http://enhancinged.wgbh.org/research/eeeee.html

http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

http://www.teachingenglish.org.uk/knowledge-database/direct-method

http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf



Knewton, Inc. (2014). Flipped Classroom. [web page].Retrieved on August 18th, 2014 from: http://www.knewton.com/flipped-classroom/.

Larsen-Freeman, D. (1990). Language Teaching Methods. Office of English Language Programs Materials Branch. United states Department of State. Washington, D.C. USA. Retrieved on August 18th, 2014 from: http://americanenglish.state.gov/files/ae/resource_files/language_teaching_methods_instructors_handbook.pdf

Oxford University Press ELT. (2013). Shaping Learning together. Oxford. United Kingdom.

Retrieved on August 18th, 2014 from: http://oupeltglobalblog.com/tag/lead-in-activities/

11. Instructor’s profile BRYAN HARVEY LOPEZ “Licenciatura en Lingüística Aplicada en Inglés” in Pontifical Catholic University Ecuador is the degree that I have achieved at university Level. At the moment, I am currently writing my dissertation to obtain my Master’s degree in “Applied English Linguistics” at Central University. Contact me at via Email: [email protected] Universidad de las Américas: 3970000 - ext. 7483

BRYAN LOPEZ SCHEDULE

HOURS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

09h45-10h25 OFFICE STUDENTS’ ATTENTION TUTORING TUTORING

STUDENTS´ ATTENTION

10h25-11h25 OFFICE OFFICE OFFICE OFFICE TUTORING

11h25-12h25 L U N C H

12h25-13h30 ING400-38 / 541 ING400-38 / 545 ING400-38 / 541 ING400-38 / 543 OFFICE





17H45-18H45 OFFICE OFFICE OFFICE OFFICE OFFICE

http://www.knewton.com/flipped-classroom/

http://americanenglish.state.gov/files/ae/resource_files/language_teaching_methods_teachers_handbook.pdf

http://americanenglish.state.gov/files/ae/resource_files/language_teaching_methods_teachers_handbook.pdf

http://oupeltglobalblog.com/author/oupeltglobal/

http://oupeltglobalblog.com/tag/lead-in-activities/

http://oupeltglobalblog.com/tag/lead-in-activities/



APPENDIX: COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT – COUNCIL OF EUROPE (ELECTRONIC VERSION – CAMBRIDGE UNIVERSITY PRESS) http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf The Common European Framework provides a common basis for the elaboration of

language syllabuses, curriculum guidelines, examinations, textbooks, etc. across

Europe. It describes in a comprehensive way what language learners have to learn to do

in order to use a language for communication and what knowledge and skills they

have to develop so as to be able to act effectively. The description also covers the cultural

context in which language is set. The Framework also defines levels of proficiency

which allow learners’ progress to be measured at each stage of learning and on a life-

long basis. Table 1. Common Reference Levels: global scale

Proficient User

C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

Independent User

B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. 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.

B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.



Basic User

A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Table 2. Common Reference Levels: self-assessment grid

A1 A2 B1

U

N

D

E

R

S

T

A

N

D

I

N

G

Listening I can recognise familiar

words and very basic

phrases concerning

myself, my family and

immediate concrete

surroundings when

people speak slowly

and clearly.

I can understand phrases

and the highest frequency

vocabulary related to areas

of most immediate personal

relevance (e.g. very basic

personal and family

information, shopping,

local area, employment).

I can catch the main point in

short, clear, simple messages

and announcements.

I can understand the main

points of clear standard

speech on familiar matters

regularly encountered in

work, school, leisure, etc. I

can understand the main

point of many radio or TV

programmes on current

affairs or topics of personal

or professional interest when

the delivery is relatively slow

and clear.

Reading I can understand

familiar names, words

and very simple

sentences, for example

on notices and posters

or in catalogues.

I can read very short, simple

texts. I can find specific,

predictable information in

simple everyday material

such as advertisements,

prospectuses, menus and

timetables and I can

understand short simple

personal letters.

I can understand texts that

consist mainly of high

frequency everyday or job-

related language. I can

understand the description of

events, feelings and wishes in

personal letters.

S

P

E

A

K

Spoken

Interaction

I can interact in a simple

way provided the other

person is prepared to

repeat or rephrase things

at a slower rate of speech

and help me formulate

what I’m trying to say. I

can ask and answer simple

questions in areas of

immediate need or on

very familiar topics.

I can communicate in simple

and routine tasks requiring a

simple and direct exchange of

information on familiar topics

and activities. I can handle

very short social exchanges,

even though I can’t usually

understand enough to keep

the conversation going myself.

I can deal with most situations

likely to arise whilst travelling

in an area where the language

is spoken. I can enter

unprepared into conversation

on topics that are familiar, of

personal interest or pertinent

to everyday life (e.g. family,

hobbies, work, travel and

current events).



I

N

G

Spoken

Production

I can use simple phrases

and sentences to describe

where I live and people I

know.

I can use a series of phrases

and sentences to describe in

simple terms my family and

other people, living

conditions, my educational

background and my present

or most recent job.

I can connect phrases in a

simple way in order to describe

experiences and events, my

dreams, hopes and ambitions.

I can briefly give reasons and

explanations for opinions and

plans. I can narrate a story or

relate the plot of a book or

film and describe my reactions.

W

R

I

T

I

N

G

Writing I can write a short, simple

postcard, for example

sending holiday greetings.

I can fill in forms with

personal details, for

example entering my

name, nationality and

address on a hotel

registration form.

I can write short, simple notes

and messages relating to

matters in areas of immediate

need. I can write a very simple

personal letter, for example

thanking someone for

something.

I can write simple connected

text on topics which are

familiar or of personal interest.

I can write personal letters

describing experiences and

impressions.

Table 3. Rubric for oral activities and oral exams

CATEGORY/ POINTS

4 3 2 1 0 Scor

e 20 p

Pronunciation / Enunciation

Pronunciation was clear

and inflection and

expressions were used to

enhance communication. Errors in pronunciation are rare.

Almost always uses appropriate intonation.

No serious problems arose, but

better pronunciation,

inflection, and/or non-

verbal communication could have

made communicatio

n more efficient.

Some communication problems arose due to unclear pronunciation and/or lack of

inflection and/or expression. Student may have been

difficult to hear. Frequently uses

inappropriate intonation.

Pronunciation, inflection,

and/or expression confused

communication. Student may have been very difficult to

hear. Rarely uses

appropriate intonation.

Pronunciation,

intonation, and

enunciation severely interfered

with communica

tion.

Vocabulary

Vocabulary studied in class was used to express

ideas eloquently. Choice of

words indicates a

broad

A few minor difficulties

arose from not using

appropriate vocabulary. Occasionally

must rephrase ideas because of vocabulary

limitation.

Some difficulties arose due to

limited vocabulary and/or bad

diction. Frequently uses

the wrong words. Words

are often repeated.

Communication was severely

hampered due to lack of

vocabulary and misuse of words.

Width and depth of

vocabulary do not meet

the level standards.

RUBRIC FOR ORAL EXAMS



knowledge of vocabulary.

Uses appropriate terms and words to express ideas.

Grammar

Grammar covered in class was used to communicate effectively. Rarely makes grammar, word order, and verb tense errors, which do not always obscure meaning. Shows some degree of sophistication in the sequencing of tenses.

A few minor difficulties arose from not using the grammar studied in class. Makes occasional grammar, word order, and verb tense errors, which do not always obscure meaning.

Grammatical errors led to many minor difficulties or one major breakdown in communication. Restricts him/herself to simple grammatical structures.

Grammar, word order, and verb tense errors make comprehension difficult. Restricts him/herself to the simplest grammatical structures or leaves sentences unfinished. Uses isolated words to express ideas.

Too many mistakes

were produced in the simplest grammatical structures.

Leaves most

sentences unfinished.

Quality of Content

Interesting and relevant to the topic. Student responded to questions with appropriate answers and expressions; acknowledged all statements, and incorporated them into the discussion. Clear setting: beginning, middle, and end.

Somewhat relevant to the topic. Student responded to most questions, acknowledged most statements, and incorporated many of these into the conversation.

Most of the content was off-topic or irrelevant. Student failed to answer some questions appropriately OR failed to acknowledge some statements and incorporate these into the conversation.

The content was off-topic and irrelevant. Student didn't understand or ignored most questions and statements. Student may have been using notes.

The content was off-topic and irrelevant. Student didn't

understand or ignored

most questions

and statements.

Student used notes throughout

the assessment

.



Fluency

Speech is fluent and is rarely hesitant. Ideas are linked in a logical sequence. The conversation flows and develops.

Speech is generally fluent with occasional lapses while student searches for the correct manner of expression. Some minor difficulties maintaining the conversation were evident.

Speech is frequently disrupted by the student’s search for the correct manner of expression. There may have been a few long pauses.

Much effort was required to maintain the conversation. Hesitant, makes repeated long pauses. Discourse is disconnected.

Unable to maintain

the conversatio

n. Discourse

is disconnecte

d.

Date post:	08-Oct-2020
Category:	Documents
Upload:	others
View:	7 times
Download:	0 times

SCHOOL OF LANGUAGES (ING400) INTERMEDIATE ENGLISH …The scope of this level entails the use of...

Documents