Mision centro de idiomas de Liliana Urgiles
1.
GENERAL
INFORMATION:
2. PRERREQUISITOS Y CORREQUISITOS:
3. SUBJECT DESCRIPTION: (En
correspondencia con los fundamentos en las políticas gubernamentales)
4. SUBJECT SPECIFIC
OBJECTIVES:
INTEGRATED
LEARNING PROJECT
5. METHODOLOGY:
6. LEARNING
ENVIRONMENT:
7.
STUDENT’S EVALUATION AND LEARNING
OUTCOMES:
8.
SUBJECT RELATIONSHIP BETWEEN LEARNING
OUTCOMES AND CAREER OUTCOME PROFILE:
9. BIBLIOGRAFÍA:
10. TEACHER’S PROFILE
11.
REVIEW AND APPROVAL
UNIVERSIDAD NACIONAL DE CHIMBORAZO
VICERRECTORADO ACADÉMICO
UNIDAD DE PLANIFICACIÓN ACADÉMICA
EDUCATIVE SCIENCE FACULTY
LANGUAGES
CENTER
ENGLISH
LEVEL 6 SYLLABUS
FACULTY: ENGLISH TEACHERS OF THE LANGUAGES CENTER
ACADEMIC PERIOD: April – August 2016
DATE: March 2016
1.
GENERAL
INFORMATION:
INSTITUTION:
|
UNIVERSIDAD
NACIONAL DE CHIMBORAZO
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FACULTY:
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EDUCATIVE
SCIENCE
|
MAJOR:
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ENGLISH
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SUBJECT:
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ENGLISH VI
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SUBJECT CODE:
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6.08-EG-IN.6
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SEMESTER:
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SIXTH
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ACADEMIC PERIOD:
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APRIL - AUGUST 2016
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STUDY SYSTEM:
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ON
CAMPUS
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LEVEL OF INSTRUCTION:
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UNDERGRADUATE
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UNIT AND FIELD:
|
ARTS
AND HUMANITIES
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TYPE OF SUBJECT:
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GENERAL
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NÚMBER OF WEEKS:
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16
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HOURS PER WEEK:
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6
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TOTAL HOURS IN THE PERIOD:
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96
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NUMBER OF CREDITS
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7,5
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TEACHER’S DEGREE
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2. PRERREQUISITOS Y CORREQUISITOS:
PRERREQUISITOS:
|
CORREQUISITOS:
|
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ASIGNATURA
|
CÓDIGO
|
ASIGNATURA
|
CÓDIGO
|
1
ENGLISH V
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5.08-EG-IN.5
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1
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2
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2
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3
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3
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3. SUBJECT DESCRIPTION: (En
correspondencia con los fundamentos en las políticas gubernamentales)
The sixth level
of English involves one hundred and twenty academic hours; this corresponds
to 7.5 credits at Level B1+ of the Common European Framework. During the
development of the content, it exercises the four language skills listening,
speaking, reading and writing, to develop students' communicative competence
in the target language on various topics such as relationships, eco-friendly
actions, education systems and city life with specific readings and
vocabulary useful for each major, so that they are able to apply, analyze, synthesize and create
information from spoken and written texts to express their critical thinking
about the different situations that takes place throughout the course.
The use of a
foreign language will allow students to experiment and interact in other
fields of knowledge, helping them to improve their ability to solve problems
in a basis of respect and collaboration that involves giving special
attention to the practice of values and ethics during this program.
The Sixth level
of English is the end and starting point to build up the language as part of
students´ holistic education, combining the language skills with relevant
topics that motive the learners to
communicative in simple real life and professional situations.
English as part
of the curriculum in all university studies fosters the development of
communication as well as other general social skills. At the same time
English accomplishes with the University mission and vision because students
also learn the importance of autonomous learning which will be useful for
reaching their aims in life.
At the end of
this subject, students will be able to: apply, analyze, synthesize and create
information with all the basic tenses and vocabulary learned
throughout the previous levels to interact meaningfully in different
settings.
PLAN NACIONAL DEL BUEN VIVIR 2013-2017 The subject contributes to the Plan Nacional
del Buen Vivir specifically to Objective Number 4.8 item I that states, “To
promote the learning of a Foreign Language according to international
parameters from basic education to college level”. As well as it supports every major
providing useful contents according to students’ demands.
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4. SUBJECT SPECIFIC
OBJECTIVES:
In the aim to communicate in
English as a Foreign language, each objective will cover Listening and
Reading comprehension (receptive).
Oral and written communication (productive). Thinking and studying skills and Cultural
awareness. By the end of English Level
Six, the student will be able to:
Unit 1
Unit 2
Unit 3
Unit
4
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5. - CURRICULA UNITS:
UNIT Nº: 1
UNIT NAME: DO YOU KNOW ALL YOUR
CLASSMATES?
NUMBER OF HOURS PER UNIT: 24
hours
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LEARNIGN OUTCOMES
·
Utilizing correctly
the tenses by asking and answering questions to get to know people via the
contexts of speed dating and speed friending.
·
Applying the past simple and phrasal verbs in the context of stories
about love and relationships.
·
Organizing tenses through the contexts of watching and listening to a
video of a book author’s lecture on friendship, and talking about their own
friendships.
·
Experimenting with compound personality adjectives in the context of
online matchmaking services and describing oneself.
·
Making use of Present and Past tenses to tell an anecdote and learn
informal expressions to respond to active listeners.
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CONTENTS
¿What a student
knows, does and is?
(Scientific Content)
|
UNIT
LEARNIGN ACTIVITIES
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TOPICS AND SUBTOPICS:
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TEACHING
ACTIVITIES
|
PRACTICAL
IMPLEMENTATION AND EXPERIMENTATION ACTIVITIES
|
AUTONOMUS LEARNING ACTIVITIES
|
Diagnosis Test
UNIT ONE (Book 3 A
Unit 1)
Ø
DO YOU KNOW ALL YOUR CLASSMATES?
1.1
Do you know
all your
classmates?
-
Listening: Listen to two friends talking about speed dating.
-
Grammar: Questions ending with prepositions.
-
World of English: useful expression to have extra time before answering a question.
-
Writing: Report
-
ID café: He said , she said
1.2
How did your parents
meet?
-
Vocabulary: Relationships.
-
World of English: cognates
-
Listening: to three couples
1.3
How many Facebook
friends do you have?
-
Reading: Types of friends.
-
Grammar: Review of Present Tenses
-
Cyber English: common cyber verbs.
1.4
When is the right
moment to settle down?
-
Vocabulary: Personality Adjectives
-
World of English: Compound adjectives
-
Grammar: Emphatic forms.
1.5
How much time do you
spend online?
- ID Skills: Reading for main ideas & specific information.
- Reading: Online dating sites.
Which do you do more: listen or speak?
-
ID in Action: Listening actively.
-
World of English: Time spend on communicating time.
- Review for unit test.
- Unit One Test.
|
Review of tenses, vocabulary from previous
levels
Warm up: Welcome sts, and
introduce yourself briefly. Get to know sts’ names. Then, have then read the
song line on the board and ask some questions about it/ or teacher
decision.
In pairs, ask and
answer the questions in C. Any surprising answers?
Order the words to
make questions. Listen to check and circle the correct.
Fillers or
expressions when you need extra time to answer a question
Read Nina’s report
and mark + for the most popular and – for the least popular practices
Before watching:
Predict. Why is
Rory calling Genevieve?
While watching:
Watch and check
all you hear.
After watching:
Complete with the
correct form of have/have to
Warm up:
Memory game. Or what the teacher decides.
Match the Phrasal verbs to pictures. Listen to the story to check.
Read world of
English and analyze what are cognate words.
Listen to / watch three couples who have been together for over 40
years.
Warm
up: Celebrities’ photos from magazines or on the web, asks questions about
them, if they are friends? Or what the teacher decides
How would you
answer the question on the book cover?
Read four
definitions from the book and guess the missing numbers.
Alison has over
600 facebook friends. Read what she says about some of them. What’s her
closest friend?
Read the common cyber verbs: friended, googled,
e-mail.
Warm up: Find out who in
the class is single, married, etc. then ask: Is it easy to find a partner
these days? What’s an ideal partner in
your opinion? Encourage asking why? or why not?.
Or teachers’
decision
Scan the profiles
and match the bold words to definition
1-8.
Read World of
English and analyze the type of adjectives mentioned.
Anna is trying to
find the right partner. Listen to her talking to a friend about one of the
men on the site. Who are they talking about?
Warm up: Begin the class
with rousing drills. Follow the model of the book. Alternate from individual
to choral repetition.
Look at the dating
sites give your opinion.
Match the
highlighted words and phrases in B to the synonyms.
Listen two to
friends talking about a date and answer 1-3
Read World of
English on the top of the page.
Unit review of the
topics, grammar and vocabulary learned in the unit.
Read Unit test sheet.
|
Oral/written
exercises to find out their level and to reinforce knowledge from previous
levels.
Listen to two friends
talking about speed dating and answer some questions.
In pairs create
four “speed friending” questions. Use these ideas or your own: good
at, impatient with, jealous of, live with, spend money on.
Speed friending!
In two minutes ask and answer as many questions from this lesson as you can.
Then swap partners.
Read World of
English. Which three expressions did you hear?
In pairs. Choose
one of the topics and prepare a five- question survey. Conduct it in class
and record the results.
Write a report in
100-180 words
Talk in pairs. Do
you think their date will be a success? Will they get along well?
Complete 1-5
however you like. Compare in pairs. How many similar ideas?
Read world of
English again and give more examples of cognate words.
Check the items they consider
important for a relationship to last. Which four items would you choose? Why?
How did your
parents/ grandparents meet? How long were they/ have been together? In
groups, share stories, ask for details, and then choose your favorite.
In pairs use the
infographic to explain Dumbar’s theory. How well do these numbers describe
your relationships?
Write names of a
very close friend, a good friend, a friend and an acquaintance.
Read and use in
sentences the common cyber verbs: friended, googled, e-mail
In pairs. Which of
the adjectives in A best describe you?
Read World of
English are the bold adjectives in A type one, two type, or
another combination?
Read five views on
online dating. Check the ones you agree with. Then compare with a partner.
Any interesting conclusions?
What do you think
is special about these four online dating sites?
Read then listen
to check. Discuss Which is harder, listening or reading? Why?
Re-read the texts
and answer these people’s questions. Give your opinion about the sites.
Read World of
English on the top of the page, analyze and comment.
Read world of
English.
In pairs, A tells
B about a funny/embarrassing / scary situation like in pictures 1-3. B
listens actively. Use informal language from C. swap roles.
What do you think is special about these
four online dating sites?
Answer orally or/
and written the different items before the unit test.
Answer the
questions on the evaluating sheet.
|
·
Workbook activities, p 4
·
Homework/
worksheets.
·
ID café video
·
Workbook activities, p 5
·
Homework/
worksheets.
·
Workbook activities, p 6
·
Homework/
worksheets.
·
Workbook activities, p 7
·
Homework/
worksheets.
·
Workbook activities, p 8
·
Homework/
Worksheets./
·
Richmond
platform unit one.
·
Skill boost: listening and writing extra
activities.
|
TYPES OF EVALUATION
|
Diagnosis: pop quiz, observation
Formative: classwork, oral presentation
Summative: oral lessons, written quizzes Tenses used to tell anecdotes, stories.
|
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UNIT Nº: 2
NAME OF THE UNIT: HOW GREEN ARE YOU?
NUMBER OF HOURS PER UNIT: 24 hours
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LEARNING OUTCOMES
|
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CONTENTS
What does the
student know, do and be?
|
LEARNING ACTIVITIES
|
||
TOPICS AND
SUBTOPICS:
|
TEACHING ACTIVITIES
|
PRACTICAL
IMPLEMENTATION AND EXPERIMENTATION ACTIVITIES
|
AUTONOMOUS LEARNING ACTIVITIES
|
UNIT TWO (Book 3A Unit 2)
Ø HOW GREEN ARE YOU?
2.1
How green are
you?
- Vocabulary: Going Green
-
World of English: Adjective form
-
Pronunciation: / a /, /ou/
2.2
How long have you been
studying here?
- Listening: Interpret a poster
-
Reading: A blog
-
Grammar: Present Perfect Continuous.
-
Pronunciation: have /ƏV/
has /Əz/
-
Writing: News story.
2.3
Which is worse: flooding
or drought?
-
Vocabulary: The environment.
-
Listening: listen to six scientists.
-
Grammar: Present Perfect vs.
Present Perfect Continuous.
2.4
What is the
best ad you’ve seen recently?
-
Reading: pop-ups
-
World of English: Ellipsis in ads.
-
Grammar: Past Simple vs. Present Perfect Simple / Continuous.
2.5
Do you
support any charities?
-
ID Skills: Expressing numerical
information.
-
World of English: Quantities
ü Have you been
feeling stressed lately?
-
ID in Action: Encouraging and discouraging.
-
World of English: sound schwa / Ə/.
-
ID café: Down to Earth
-
Review: Grammar and vocabulary
-
Skills practice: Listen, read, write,
and talk.
-
Unit two test
-
Class research project: ”Ways to be green”
|
Warm up:
Bring pictures or realia to the classroom
as: bottled water, light bulbs, reusable bags, Styrofoam cups, plastic
glasses, spoons, paper bags, cloth
grocery bag etc. let students repeat pointing to
the objects without you writing them down on the board to drill pronunciation; test their memory
asking them questions such as: is bottled water in your city expensive?, What
type of bulbs do you use in your house? How often do you use you drink coffee
in a Styrofoam cup? etc.
Match the bold
words in the quiz to photos 1-9. Listen to a teacher to check and repeat with
the class. Are the nouns C or U?
Read world of English and find
about adjectives ‘ form
Put these words in the correct column
according to the underlined sounds.
Warm up: Tell sts to predict what a
“no impact man” means- As sts say what comes to their minds, write their
ideas on the board.
In pairs interpret the poster, Is it for a comedy
or a documentary. What a “no impact man}2 mean? Listen to/watch the video to
check your guesses.
Quickly read Al’s blog. How green is his
lifestyle these days? Circle A, B, or C.
Listen and copy the stress and intonation.
Notice the reduce form of have /Ə V/ has /Əz/
Write a news story about a social or
community event.
Warm up:
Books closed show students some verbs so they work on the present
perfect. Contrast questions in Present simple and Present Perfect Continuous.
Or teachers’
decision
Match the photos to the headline. Listen to
check. Which ones are good news?
Read opinions 1-6 then listen to six
scientists
Read sentences a-c and match them to uses
1-3 in the Grammar box.
Listen and write the five questions you
hear.
Warm up: Write on the board the following prompts: (some examples, the
rest are in the book)
A
….. ever ….. travel by plane? Where ...fly
to?
B
…. Ever ….. watch (name of a movie)
C ….. eat Japanese food? Where …. you eat
it?
Drill pronunciation, sts take turns asking
one another, share experiences, they found what they have in common or
different from others.
Or teachers’ decision.
Read the pop-ups quickly. Which premise(s)
do you find hard to believe?
Read World of English. Find ten sentences
with ellipsis in the completed ads.
Complete the information then listen to
check. In pairs, remember all you can about each story.
Warm up: For more grammar and pronunciation practice, begin the class with
rousing drills, follow the example in the book.
Or teachers’ decision.
Listen to a report and use the numbers on
the photos to complete the chart.
Read world of English and find out the ways
to express small quantities.
Listen to / watch the rest of the video.
Read World of English and practice phrases
1-4 from the video
Before watching:
What do you think Daniel has been doing?
While watching: Watch the video and answer.
After watching: Answer true or false.
Read and complete the different tasks
Listen and write the numbers. In pairs, try to
retell each fact. Listen again and check.
Read, listen, choose, and write the correct
answers
Setting the steps to develop the project.
|
In groups, choose a product from B
and write an ad for it. Rehearse and read it to the other groups. Whose ad
is the most convincing?
Make “green” phrases using adjectives. Then
ask about a partner’s home.
Listen to check.
In groups, choose a product from B and
write an ad for it. –Rehearse and then read it to the other groups. Whose ad
is the most convincing?
Would you consider going to impact for A year?
A month? A week? Why (not)?
Re-read and find key points to justify your
answer in A. compare in pairs.
Read common mistakes then complete the
grammar box.
In pairs, use these verbs to interview each
other. Ask at least two questions for each verb
Write a news story about a social or
community event that was disrupted or temporarily canceled by some extreme
weather. Write it in 100-180 words
In pairs, look at 7A, for each photo,
answer these questions.
Match the opinions to their counterarguments
a-f.
Read environmental news and underline the
correct verb tenses.
In pairs answer them.
Match, re-read, complete and check the
information.
Prepare an ad using ellipsis.
In pairs, choose a topic and interview each
other. How many things in common?
In groups share the most interesting answer
with the class.
Circle the alternatives you think are
correct, then listen/watch and check. How does this extract make feel? Why?
Use the ways to express small quantities in
sentences.
Which one are the two best ways to change
people’s behavior? Do you agree? Why? Why not?
Listen again and notice the stresses words.
In groups, talk about changes.
List three things (real or imaginary) you’ve
been doing to improve your lifestyle lately.
In pairs, think of three ways we can help
endangered species.
Have you ever participated in “green”
recycling programs? What kinds of things have you done to help the
environment?
How have you, your friends, or your
government been trying to make a difference for the planet?
Match the columns, and then modify the
underlined phrases to make them true. Compare in pairs
Question time: Listen to and answer the 12
lesson titles in units 1 & 2.
Evaluation sheet with different items of the
skills.
Preliminary indications for the development of the project.
|
·
Workbook activities, p 9
·
Homework / worksheets
·
Workbook activities, p 10
·
Homework / worksheets
·
Workbook activities, 11
·
Homework / worksheets
·
Workbook activities, p 12
·
Homework / worksheets.
·
Workbook activities, p 13
·
Homework / worksheets.
·
Research Class project.”Ways to be green”
·
Richmond
platform unit two.
·
ID café video.
·
Skill boost: listening and writing extra
activities
|
TYPES OF EVALUATION
|
Formative: classwork, oral presentation
Summative: oral lessons, written quizzes
|
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UNIT Nº: 3
NAME OF THE UNIT : WHICH CITY WOULD
YOU MOST LIKE TO VISIT?
NUMBER OF HOURS PER UNIT: 24 hours
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LEARNING OUTCOMES
|
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CONTENTS
What does the
student know, do and be?
|
LEARNING
ACTIVITIES
|
||
TOPICS AND SUBTOPICS:
|
TEACHING ACTIVITIES
|
PRACTICAL
IMPLEMENTATION AND EXPERIMENTATION ACTIVITIES
|
AUTONOMOUS LEARNING ACTIVITIES
|
UNIT THREE (Book 3A Unit 3)
Ø WHICH CITY WOULD YOU
MOST LIKE TO VISIT?
3.1 Which city would you most like to visit?
-
Vocabulary: Cities
-
World of English: How to remember new
words together not in isolation.
3.2 Was your weekend as fun as you’d hoped?
-
Reading: Visiting Hong Kong
-
Grammar: Past Perfect
-
Cyber English: Tweets
- World of English: Uses of have
-
ID café: Global Swarming
3.3 Does the traffic drive you crazy?
-
Vocabulary: Urban Problems.
-
Reading: New York
-
World of English: Use though, although,
even though.
-
Listening: International students.
3.4 Have you ever missed any important dates?
-
Listening: Juan Alvarez from Bogotá and
Sandra Machado from Sao Paulo
-
Grammar: Past Perfect Continuous.
-
World of English: Alternating sentences.
3.5 How many pets have you owned?
-
ID skills: Understanding Rules and
Regulations.
-
ID in Action: Explaining and Questioning Rules.
-
Writing a narrative: Best vacation
narrative.
-
Review: Listen, read, write,
and talk, grammar and vocabulary
-
Unit two test
|
Warm up : Have sts look through p 14-23, and in pairs,
take turns asking and answering the lesson question titles (“How green are
you?” on p 14, “How long have you been studying here?” on p 16 and so on)
monitor and classcheck.
Find the bold words in the text 1-4
and identify them in photos a-g. What else can you see?
Read world of English and make sentences.
Warm up: Divide the class in three groups. Give each group a set of premade
cards. (see before the lesson) Have
the sts take turns selecting a
card and explaining its meaning in their own words for the rest of the group
to guess, at the end find out if it was difficult to guess, what word or phrase was the hardest to describe?. Or
teachers’ decision.
-
Match the underlined words to photos a-h, then circle the correct
option in 1-9. Listen to / watch the video to check.
Rita is in Hong Kong for the first time to
meet her in-laws. Complete her tweets with 1-5.
Read and analyze cyber English.
Read World of English and find out the uses of
have in English.
Before watching: Are the photos C (capital), I (landmark), or S (scenery)? Use these
adjectives to give your opinion about the places.
While watching: Watch and check all you hear.
After watching: Check the correct answers to questions 1-4
Warm up: Divide the class into pairs or small groups and have sts brainstorm
endings for the sentences starters you wrote on the board. Give groups a
point for each ending.
Or teachers’ decision
Match the bold words in 1-10 to the
photos.
Read and complete the article with 1-10 from
4 A. Listen to check. Any pronunciation surprises?
Read world of English.
Listen to three international students
talking about their hometowns. Complete the chart.
Warm up: Review urban problems. Write sentences starters on the board and invite
volunteers to complete the sentences with their own ideas. ?. Or
teachers’ decision.
From the pictures, imagine Juan and Sandra’s
“stuck in traffic” stories. Listen to check. Were you close?
Read the example sentence and answer a
and b in the Grammar box.
Read World of English and retell the stories.
Warm up: Show sts
the questions on the board and have pairs of sts discussed them. Classcheck
by having sts report their partner’s answers. Or teacher decision.
Match the signs top photos a-j in pairs, try to
think of two places where you might find each one. Which four signs are
intended to be funny? Do you find them funny?
Listen to four dialogs and circle the correct
signs in ID skills A.
Stef Stiller has won Innovation magazine’s “best vacation narrative” competition. Read
and choose the correct photo for the story.
Sentences 1-3 are true. Find evidence in 4A.
Read and complete the different tasks
Read, listen, choose, and write the correct
answers.
|
In pairs, describe a city (1) for your
partner to guess, and (2) that you’d like to visit. Any similarities?
Make a sentence with at least four words
from the box below.
What are the rules where you live? In small
groups, write six tips for a foreign visitor and share them with the class.
Use these ideas to help.
Listen to check and notice the contractions
Look at the tweets in A and complete
the grammar box.
Mystery monolog! A: use 1-5 to
plan a one minute monolog about a
place you’ve been to. Don’t name the place. B: Wait until A finishes,
then guess or ask more questions.
In pairs, describe your favorite place or
historic landmark.
Check the features of a place in your town.
What’s your city like? Had you ever lived
anywhere else before you moved there?
In pairs, from the photos, choose the five
most serious problems in your city. Can you agree on the order?
How about your city? Complete 1-4 and share
your ideas in pairs. Any surprises?
Find five examples in A. What area
they contrasting?
City survey: Write three questions and
interview as many students as you can. Use some of the vocabulary in A
and the expressions in C.
Have you ever missed anything important
because of traffic? In groups, share stories and choose the saddest and
funniest ones. Plan what to say first.
Retell the stories from the pictures in 7A,
alternating sentences. Use a variety of tenses.
In pairs, which rule in A is the most
important? Have you ever broken/ Would you ever break any of these?
Confessions! Have you or any of your friends
ever gotten in trouble for breaking a rule? Share stories in groups.
Choose one of this year’s topics for Innovation magazine’s competition and
write an entry in 100-180 words
Read, listen and complete the items in the
reviewing exercises.
Evaluation sheet with different items of the
skills.
|
·
Workbook activities, p 14
·
Homework / worksheets
·
Workbook activities, p 15
·
Homework / worksheets
·
Workbook activities, p 16
·
Homework / worksheets
·
Workbook activities, p 17
·
Homework / worksheets
·
Workbook activities, p 18
·
Homework / worksheets
·
Richmond
platform unit three.
·
ID café video.
·
Skill boost: listening and writing extra
activities
|
TYPES OF EVALUATION
|
Formative: classwork, oral presentation
Summative: oral lessons, written quizzes
|
||
UNIT Nº: 4
NAME OF THE UNIT: DOES YOUR SCHOOL
SYSTEM WORK WELL?
NUMBER OF HOURS PER UNIT: 24 hours
|
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LEARNING OUTCOMES
.
|
|||
CCONTENTS
What does the
student know, do and be?
|
LEARNING ACTIVITIES
|
||
TOPICS AND
SUBTOPICS:
|
TEACHING
ACTIVITIES
|
PRACTICAL
IMPLEMENTATION AND EXPERIMENTATION ACTIVITIES
|
AUTONOMOUS LEARNING
ACTIVITIES
|
UNIT FOUR (Book 3 A
Unit 4)
Ø DOES YOUR SCHOOL SYSTEM
WORK WELL?
4.1 Does your school system work well?
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Reading: Education
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World of English: Syllable stress.
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Vocabulary: School life
4.2 What’s the ideal age to get into college?
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Grammar: Too / enough
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Vocabulary: College life
4.3 What do you regret not having done
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Listening: Career choices.
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World of English: Differences between US
and UK
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Grammar: Should have + Participle.
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Pronunciation: /∫udƏv/ and
/∫udntƏv/
4.4 What would you have said if you’d been late today?
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Listening: Quotes
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Grammar: Third Conditional
4.5 Would you like to be a genius?
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ID Skills: Predicting and Checking
Predictions.
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ID in Action: Sympathizing and
Criticizing
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Review: Grammar and Vocabulary
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Skills practice: Listen, read, write,
and talk.
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Writing: An advertisement
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ID café Artificial Intelligence Quotient!
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Unit test or/ and final Test
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Warm up: Have students review p 25-35 and, in pairs, take turns asking and
answering questions that form the lesson titles in unit 3. Classcheck. Or
teachers’ decision.
Read the article to check your predictions
and match the bold phrases to photos
1-8
Read world of English stress syllables.
Check the correct verb + noun combinations.
Then scan the text and Common Mistakes to check.
Warm up: Point out the questions you write on the board. Pair sts up and have
them ask and answer the questions. Classcheck. Or teachers’ decision.
Listen to / watch the trailer of a
documentary about the –American education system. Is it mostly positive or
negative?
Write the bold words in the website
article next to their definitions. Then listen and read World of English.
Warm up: After greeting your sts, tell them they are going to play a game.
Assign pairs. Point to the verbs on the board and say “you have one minute to
write down the past participle forms of all the verbs on the board”. After time is up check. Or teachers’
decision.
Listen to three interviews about career
choices and complete 1-3.
Read World of English and do the mini quiz.
Then listen again to check.
Match the five sentences combinations.
Listen to check.
In pairs, write captions for photos 1-6
using should’ve / shouldn’t have. Compare with others and choose the
funniest.
Warm up: Display the photos or
point out the list of activities on the board e.g. I do the dishes everyday
and I hate it. What about you?
Match the two halves of the quotes and
define the bold words. Which is the funniest quote?.
Look at the cartoon and circle4 the correct
rule in the Grammar box.
Warm up: Use the title question on the top of p 44 to introduce the lesson topic
to sts. Write the question Would
you like to be a genius?
On the board and have sts discuss it in
pairs to encourage sts ask more questions.
Look at the photos and headline. Guess what5
these items refer to.
Listen to four dialogs and match them to the
situations in the pictures.
Read and complete the different activities.
Read and listen to the four stories on p 35
and underline any words that are difficult to hear/understand.
Read the ad and answer true (T) or
false (F)
Before watching:-
In pairs, predict what’s in the large
envelope.
While watching:
Watch and check.
After watching;
True (T) or False (F) Correct the false
statements.
Read, Listen, Write in the evaluation sheet.
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Use pictures 1-8 to compare the Finnish
system with school. How many differences can you find?
Read world of English and give an example
for each ending.
In pairs, describe your ideal school, its
policies and schedule. Use the ideas in 1D
Complete column two in B. In pairs, share your experiences. Any
similarities or big differences?
In pairs, share your opinion about 1-5. Any
similarities?
Complete with items from A. In pairs,
answer 1-5. Any disagreements?
In pairs, choose one person and say what you
remember about him/her.
From the results which person is British?
Look at the pictures
On p 36. In pairs, share your “school day
regrets.”
Oops, I did it again!
We’ve all done things we regretted later.
What’s your story?
In pairs, A: writes the beginning of
a dialogs. B: predicts the endings, swap roles.
In pairs, play What world have happened
if …? Choose a context, a-f and invent a sequence as in D. Read it to the
class and they have to come up with one Third conditional sentence.
Cover the text, then uncover it line by line
and, in pairs, guess the first word of the next line. How many did you get
right?
In pairs, tell a new story. Then swap roles.
Who was the most sympathetic listener?
In trios choose a, b, or c for
1-5 and explain your reasons.
Question time!
Listen to the lesson titles in units 3 &
4, in pairs, practice asking and answering.
Write an ad in 130-150 words.
Talk in pairs, What do you do when you’re
nervous or afr5aid waiting for something important?
What do you think would’ve happened if
August hadn’t been a finalist? What will happen next?
In pairs, use the expressions in C to
share past regrets or experiences.
Answer the different items in the evaluation
sheet.
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Workbook activities, p 19
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Homework / worksheets
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Workbook activities, p 20
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Homework / worksheets
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Workbook activities, p 21
·
Homework / worksheets
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Workbook activities, p 22
·
Homework / worksheets
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Workbook activities, p 23
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Homework / worksheets.
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Research Class project.”Ways to be green” presentation and outline.
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Richmond
platform unit four.
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ID café video.
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Skill boost: listening and writing extra
activities
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TYPES OF EVALUATION
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Formative: classwork, oral presentation
Summative: oral lessons, written quizzes
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INTEGRATED
LEARNING PROJECT
Students
will work on groups to prepare a survey to be asked to students of other
majors to find out “How green” they are then they will design some signpost “Ways to Go Green and Save Green” to put on the classrooms walls. They will also give a
short presentations of their findings.
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5. METHODOLOGY:
Methods
·
Inductive
method: students discover patterns and rules for themselves
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Deductive
method: students discover through
interesting facts of the language.
·
Communicative
approach: emphasizes interaction by
means of language.
·
Cooperative
learning: promotes learning by
developing interaction between learners through group work activities and
debates.
Techniques and Instruments:
·
Cooperative
learning -
·
Pair
and group
work
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Role play
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Test: questionnaire
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Portfolio: rubric
Didactic Material:
·
Authentic
material
·
Flashcards
·
Realia
·
Videos
·
Posters
·
Web
sites
·
Virtual
class
·
Smart
board
·
Slides
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6. LEARNING
ENVIRONMENT:
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7.
STUDENT’S EVALUATION AND LEARNING
OUTCOMES:
Students’ semester compilation
grade, the following table will be considered:
COMPONENT
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EVALUATION ACTIVITIES
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Primer
Parcial
%
(Puntos:)
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Segundo
Parcial
% (Puntos:
)
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TEACHING ACTIVITIES
|
Discussions, debates, lecture, group activities,
pair work, guidelines for research, cooperative learning.
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40%
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40%
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PRACTICAL IMPLEMENTATION AND EXPERIMENTATION
ACTIVITIES)
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Practical work, English laboratory practice,
simulations, role-plays, discussions, oral presentations in class.
Class participation (includes lessons, theoretical
contributions and reading tests). Formative research work and support, making
simple videos. Theoretical exam end of semester.
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30%
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30%
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AUTONOMOUS LEARNING
ACTIVITIES
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Development activities in the virtual classroom,
developing exercises and applications Work book, relevant work of each unit.
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30%
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30%
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PROMEDIO
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100% - 10
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100% - 10
|
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La nota
de cada componente se ponderará sobre 10 puntos, debiendo realizar una regla de
3 en base al porcentaje de cada componente para obtener una calificación final
sobre 10.
8.
SUBJECT RELATIONSHIP BETWEEN LEARNING
OUTCOMES AND CAREER OUTCOME PROFILE:
LEARNING OUTCOMES
OF CAREER OUTCOME PROFILE
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LEVELS OF ACHIEVEMENT
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LEARNING EVIDENCE
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A
High
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B
Medium
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C
Low
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Unit
1
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Technique:
Role play
Instrument: Oral Assessment Sheet.
Technique:
Essay
Instrument: Record
Technique:
Observation
Instrument: Oral assessment sheet
Technique:
Observation
Instrument: Record
Technique:
Self-evaluation
Instrument: Graphic
organizer
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Utilizing correctly
the tenses by asking and answering questions to get to know people via the
contexts of speed dating and speed friending.
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X
X
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Unit
2
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X
X
X
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Unit 3
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X
X
X
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Unit 4
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X
X
X
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9. BIBLIOGRAFÍA:
11.1. BÁSICA:
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·
Seligson,
P. (2013): English ID 3A. Richmond Publishing, China.
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Extra material (digital and material)
according to the level and the CERF requirements.
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11.2. COMPLEMENTARIA:
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10. TEACHER’S PROFILE
Each Faculty will write in this space the profile.
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SYLLABUS
RESPONSIBLE:
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Nombre:
f)………………………………………….
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PLACE AND DATE
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Riobamba,
March
2016
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11.
REVIEW AND APPROVAL
……………………………………………………..
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