Escuela Superior Politécnica de Chimborazo ACREDITADA

Resolución No. 06-CONEA-2009-103-DC

CENTRO DE IDIOMAS

“Saber para ser”

INSTITUTIONAL SYLLABUS

1. GENERAL INFORMATION

COLLEGE/DEPARTMENT LANGUAGE CENTER

SCHOOL INSTITUTIONAL MODE INSTITUTIONAL

PLACE ESPOCH – HEAD OFFICE MODE ON CAMPUS SYLLABUS ENGLISH I LEVEL FIRST

TERM APRIL 2015-AUGUST 2015 AREA CODE CREDITS

GENERAL AND SOCIAL STUDIES

CIIN101F

4

WEEKLY NUMBER OF PERIODS

PREREQUISITES COREQUISITES

4 --- ---

PROFESSOR’S NAME LARA OLIVO LENIN IVAN

PHONE NUMBER E-MAIL lelara@espoch.edu.ec

COLLEGE DEGREE Doctor in Languages

GRADUATE SCHOOL DEGREE

Magister in Educational Technology Expert in E-learning Processes Magister in Linguistics (in progress)

2. SUBJECT DESCRIPTION

2.1. PROBLEM IDENTIFICATION OF THIS SUBJECT RELATED TO THE

UNDERGRADUATE PROFILE One of the problems that ENGLISH I students have is that they come from different schools in Riobamba. For this reason they present heterogeneous English knowledge background. 2.2. CONTRIBUTION THAT THIS SUBJECT HAS ON THE

UNDERGRADUATE STUDENT

English is a universal language. It is the second most spoken language in the world and the first one in internet. For this reason, the knowledge of this language

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is an important requirement to apply for scholarships to do graduate studies in Ecuador and any country in the world. The communicative competence is the professional ideal in all educative matters. Speaking English is a necessary tool for international cooperation and professional enhancement. English as part of the curriculum in all university studies fosters the development of communication as well as other general social skills. At this level, students will recognize the basic skills of the language which are listening, speaking, reading and writing. 3. GENERAL OBJECTIVE OF THIS SUBJECT

The students will be able to listen, speak, read and write in English by using the correct grammatical structures and vocabulary to communicate adequately and holistically. 4. CONTENTS

UNITS OBJETIVES TOPICS

1. PRESENT TIME: USING BE AND HAVE

To describe people, places and things.

To use singular and plural of nouns.

To use pronouns instead of nouns in subject position.

To apply possessive adjectives.

To apply demonstratives.

To make yes/no questions and provide responses.

To make Wh. questions and give answers

1-1 Using commands 1-2 Pronouns: Subject,

object. 1-3 Noun + IS + noun:

singular 1-4 Noun + ARE + noun:

plural 1-5 Pronoun + BE + noun 1-6 Noun + BE+ adjective 1-7 Noun + BE+ a location 1-8 Affirmative and

negative sentences. 1-9 Questions with BE:

Yes/No and WH - question words

1-10 Using HAVE and HAS 1-11 Applying possessive

adjectives 1-12 Applying

demonstratives 1-13 Cardinal / ordinal

numbers. 1-14 THERE BE: Yes/ no

questions, information questions, count and non-count nouns. Use of ANY, SOME, A/AN.

2. EXPRESSING To express daily 2-1 Form and basic

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PRESENT TIME: OTHER VERBS

activities.

To use verbs in present tense

To use frequency adverbs.

To identify English sounds at the end of verbs in present.

To replace nouns with pronouns in subject and object position.

To make yes/no questions and provide responses.

To describe types of weather and climate.

To give and follow commands.

meaning of the simple present tense

2-2 Frequency adverbs (BE and other verbs)

2-3 Spelling and pronunciation of final –s, -es, -ies; irregular forms

2-4 Subject and object pronouns

2-5 Simple present: negative, yes/no questions and information questions

2-6 Using IT to talk about time and weather

3. EXPRESSING PRESENT TIME: PROGRESSIVE

To describe actions done this moment.

To differentiate between simple present and present progressive tenses.

To make sentences using there + Be.

To use count and non-count nouns.

3-1 BE + -ING: The present progressive tense, statements, questions and answers

3-2 The simple present vs. present progressive tense

3-3 Non action verbs not used in present progressive tense

3-4 Using no article to make generalizations

5. METHODOLOGICAL STRATEGIES

Learning English is based upon the development of the four main language skills: listening, reading, speaking, and writing as well as the language’s grammar in context and its vocabulary. With purposes of communication the following activities are developed:

Listening to appropriate material.

Reading different kinds of texts.

Describing pictures/drawings orally and in writing.

Narrating short stories orally and in writing.

Representing characters in role plays.

Giving and receiving instructions.

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The different techniques used in the development of classes focus on communication and cooperative learning with the participation of teachers and students and a permanent interaction among them. 6. TECHNOLOGY USE

Computer laboratory

Language lab

MoodlePlatform

Projector

Internet 7. RESULTS OR STUDENT’S LEARNING ACHIEVEMENTS

RESULTS OR STUDENT’S LEARNING ACHIEVEMENTS

CONTRIBUTION (HIGH-MEDIUM

-LOW )

THE STUDENT WILL BE ABLE TO

a. Application of basic sciences in their major.

N/A

b. Problem identification and definition

H Analyze and interpret English readings.

c. Problem solving H Identify, understand, and use English to solve problems related to their major.

d. Specialized-tool use. M Apply the language skills to generate problem solving.

e. Team work. H Be part and lead multidisciplinary teams.

f. Ethical Behavior. M Apply ethical values at all

instances.

g. Effective communication. M Express ideas, opinions, and

feelings adequately in English.

h. Commitment to continuous learning.

M Keep permanent learning habits.

i. Knowledge about the contemporaneous environment.

H Link knowledge of the language to local, national and international reality.

8. LEARNING ENVIRONMENT

Language center and schools’ classrooms

Computer and language laboratories

Library.

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Virtual classrooms.

Effective interaction teacher-student for building knowledge.

Motivation

Participation

9. EVALUATION SYSTEM

ACTIVITIES TO BE EVALUATED

FIRST GRADE

SECOND GRADE

THIRD GRADE

FINAL EXAMINATION

SUPPLEMENTARY EXAMINATION

Tests 2 4 3 12 20

Oral quizzes 2 1 2

Individual work 2 3 2

Reports

Observation cards

Team work 1 1 1

Research papers

Portfolio 1

Virtual Classroom 1 1 1

Others

TOTAL 8 POINTS 10 POINTS 10 POINTS 12 POINTS 20 POINTS

10. BIBLIOGRAPHY

BÁSIC

COMPLEMENTARY

- MITCHELL, H.Q. (2007): Channel Direct Series. MM Publications. Primera Edición. USA.

- MITCHELL, H.Q. (2011): Let’s Speed Up Series. MM Publications. Primera Edición. USA.

- MITCHELL, H.Q. (2010): Traveler. MM Publications. PrimeraEdición. USA. - ROGERS, Mickey, TAYLORE-KNOWELS, Joanne, and TAYLORE-KNOWELS,

Steve (2010): Open Mind. MacMillanPublishers. FirstEdition. Mexico – Mexico. - MCCARTHY, Michael; MCCARTHY, Jeanne y SANDIFORD, Helen (2010),

Touchstone, Editorial Cambridge University Press, 3ra Edición, Inglaterra, - FUSCOE, Kate, GARSIDE, Barbara, PRODROMOU, Luke. (2008). Attitude.

MacMillan Publishers. First Edition. Mexico – Mexico. - EVANS, Virginia, DOOLEY, Jenny. (2007) Click On, Express Publishing. 1st

Edition. USA.

RECOMMENDED READINGS

- Brennan, Frank. (2009). Tasty Tales. Cambridge University Press. 1st Edition. Madrid – Spain.

- MITCHELL. H.Q. (2001). Paul and Pierre in Paris. MM Publications.1st Edition. USA.

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- MITCHELL. H.Q. (2001). Save the Forest. MM Publications.1st Edition. USA. - MITCHELL. H.Q. (2001). The Mix-up. MM Publications.1st Edition. USA.

WEBGRAPHY

http://a4esl.org/ http://www.telefonica.net/web2/allp/ew/ESL.html http://www.englishclub.com/ http://www.eslfast.com/ http://www.manythings.org/ http://www.teaching-esl-to-adults.com/differences-between-efl-and-esl.html http://www.eflnet.com/ http://englishenglish.com/english_activities.htm http://www.rong-chang.com/

PROFESSOR’S

SIGNATURE

Lic. María Inés Zurita

AREA COORDINADOR’S SIGNATURE

DIRECTOR’S SIGNATURE

PLACE AND DATE OF PRESENTATION

Riobamba, April 6, 2015