UNIVERSIDAD TÉCNICA DEL NORTE CENTRO ACADÉMICO … fileEnglish 1 is the beginning of this groundbreaking course of language and skills development that helps learners to communicate

UNIVERSIDAD TÉCNICA DEL NORTE CENTRO ACADÉMICO DE IDIOMAS

FULLTIME COURSE

SYLLABUS: ENGLISH I

I. GENERAL INFORMATION ABOUT THE SUBJECT, MODULE OR COURSE:

1.1. SUBJECT:

ENGLISH I

1.2. ACADEMIC PERIOD

October / 2014 - February / 2015

1.3. CODE:

CAI I

1.4. Number of credits (C) and its equivalence in class

hours (CH) and autonomous hours (AH):

1.5. Year, semester

FIRST SEMESTER C: 10 CH: 160 AH: 240

1.6. Pre-requisites:

NONE

1.7 Co-requisites:

FIRST SEMESTER IN THE STUDENT´S MAJOR

1.8 Education Basis:

Humanistic: ( ) Basic: (X) Professional: ( ) Optional: ( )

1.9 Teachers:

Academic Language Center´s Teachers

1.10 E-mail address:

[email protected]

II. CHARACTERIZATION OF THE SUBJECT:

2.1. DESCRIPTION OF THE SUBJECT:

English as a foreign language is a required subject that satisfies the increasing demand to communicate in English to obtain better educational or job opportunities and more meaningful interaction with other cultures. The Ecuadorian society requires future professionals with English communicative competences under international standards; therefore, the main objective of the Academic Language Center of UTN is to prepare students to acquire the ability to communicate in English throughout five levels, at a rate of 160 hours per level and to approve an international evaluation.

mailto:[email protected]

English 1 is the beginning of this groundbreaking course of language and skills development that helps learners to communicate naturally and effectively. It starts introducing vocabulary and basic grammar structures to exchange personal information and to keep a conversation going using every day expressions. It continues by learning to describe friends, family, people´s personalities, life styles and neighborhoods. It enables the student to establish a conversation about routines, hobbies, habits, weather, shopping and tourism. It ends by talking about the recent past. English 1 contributes to CAI´s Learning Results: a) Ability to apply knowledge of English in the workplace and personal life; b) Ability to diagnose and analyze problems; d) Ability to develop collaborative work in multidisciplinary teams; e) Ability to solve problems within the work environment and community; f) Ethical and moral consistency in carrying out professional activities; g) Understand the impact of bilingual education in a social, environmental and economic development in a globalized environment; h) Commitment to continuous self-learning throughout ones professional life; i) Knowledge of national and international reality, k) Apply the necessary technological tools to communicate in English which in turn contribute to the Educational Objectives: 1) To contribute to the training of professionals attaining “sufficiency” level in the English language with ethical and humanistic qualities as well as social responsibility and critical thinking; 3) To promote the habit of self-learning and constant updating for optimal job performance and personal development; 4) To communicate effectively in oral and written English, 5) To have leadership skills and be able to work either individually or within specialized or multidisciplinary groups in diverse cultural environments.

2.2. OBJETIVES FOR THE SUBJECT.

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 First Level, the student will be able to:

a) Develop communicative skills to greet, exchange personal information, say where people and things are, make requests and apologize. Interact with others provided the other is willing to repeat or rephrase things at a slower rate of speech.

b) Use simple phrases, sentences and every day expressions to describe places, family, friends and routines. Understand most used names, words and sentences.

c) Recognize familiar words and basic phrases concerning him/herself, family, and immediate concrete surroundings when people speak slowly and clearly. Discuss hobbies, habits and advertising. Ask and tell the time.

d) Can interact in a simple way provided the other person talks slowly and clearly.

e) Give sightseeing information, is prepared to help, talk about countries he/she wants to visit. Discuss international food, places, and people. Ask and give information about the recent past.

f) Describe experiences. Write a simple, short paragraph, for example writing about

routines, funny stories, holiday greetings, food likes and dislikes, eating habits, fill in forms with personal details, for example name, nationality, address on registration forms. Make requests, offers and recommendations.

LEARNING

OUTCOMES

ASSESSMENT & EVALUATION STRATEGIES

Evidence (Product, performance, knowledge)

Achievement criteria and

level

Techniques and

tools

Weighted grade

1º Term

2º Term

T

Greets, exchanges personal information, says where people and things are, makes requests and apologizes.

Recording of greeting dialogues, introducing him / herself. Portfolio (Classwork and Homework samples). Evaluation U. 1-2.

90% of the students achieve the category three (good) or above.

Practical demonstrations. Role plays. Observation. Class participation. Interviews. Tasks. Fill in forms.

3

3

Describes family members, friends, routines and every day expressions.

Video presenting celebrities and describing the family´s routine. Family tree. Survey (who has a busy week). Chart (listening to teen habits) Portfolio Homework (collage). Video resource Episode 1. Quiz U. 3-4.


Presentations. Role plays. . Survey. Tasks. Fill in charts. Short articles. Writing e-mails. Sample quiz.

4

7

Discusses about hobbies, habits and advertising. Asks and

Model to describe the neighborhood Role play video about the group´s favorite TV show. Free-time survey. Message. Questioner. Portfolio


Presentations. Role plays. Survey. Tasks. Fill in charts. Short articles. Reading / listening comprehension

3

10

tells the time, makes suggestions.

Homework (model / clock / bulletin board / classified add). Video Resource Episode 2. Quiz U. 5-6.

activities. Write a message to a web site. Sample quiz.

SECOND TERM

Talks about clothes, gifts and shopping habits. Describes the weather, leaves phone messages and says how the week is going.

Video about a ¨perfect day¨ & fashion runway. Role play (at the store). Mind map. Portfolio Homework (collage daily routines). Articles (R & W). Quiz U. 7-8.


Presentations. Brainstorm. Role plays. . Interviews. Tasks. Fill in charts. Short articles. Write an article. Complete responses. Sample quiz.

3

3

Gives sightseeing information, talks about countries he/she wants to visit. Discusses about international dishes, places, and people. Asks and gives information about the recent past.

Video: Pair conversation, 2´. Topic: international food Survey. Paragraph. Questioner. Homework (Ecuador´s travel guide). Journal. Portfolio. To do list. Video Resource Episode 3. Quiz U. 9-10.


Presentations. Role plays. Interviews. Tasks. Label pictures. Fill in charts. Short articles. Ordering events. Sample quiz.

3

6

Describes experiences. Talks about vacation, funny stories; food likes and dislikes; and eating habits. Makes requests, offers and recommendations.

Video about an anecdote. Pictures preparing a dish. Role play about a funny vacation. Restaurant guide from hometown. Letter. Portfolio. Questioner.


Presentations. Role plays. . Interviews. Tasks. Fill in charts. Word webs. Letters. Write memories. Sample quiz.

4

10

Homework (funny stories). Video Resource Episode 4. Quiz U 11-12. Institutional Test U. 1-12.

Test: U 1-12.

2.4. SYLLABUS PROGRAMMING:

1º Educational Objectives for the subject:

1) To contribute to the training of professionals attaining “sufficiency” level in the English language with ethical and humanistic qualities as well as social responsibility and critical thinking; 3) To promote the habit of self-learning and constant updating for optimal job performance and personal development; 4) To communicate effectively in oral and written English, 5) To have leadership skills and be able to work either individually or within specialized or multidisciplinary groups in diverse cultural environments.

Nomenclature: G = Grammar; R = Reading; L = Listening; S = Speaking; W = Writing; LS = Life skills.

Dates

Learning outcomes

of the subject. (What is expected to be achieved at the

end of the semester )

Contents

(Units, chapters/ Subchapters of the subject.

These should be linked to the educational objectives and the

learning outcomes.)

Learning Strategies. (Learning strategies

applied in the classroom, lab,

practices, internships, pre professional

practices, formative research and work with

the community )

Weekly hours.

(Time required by the teacher and

students to cover the content

Basic and

recommended

bibliography (Use a code as in section 2.5)

Presenc. 1 Aut.

1.5 D P

October 6th - 22th


All about you / In class.

D: Review. Inductive Grammar. Associative Vocabulary. Reading, Listening Activities. Videos. Tics. P: Individual / Pair / Group work (Role play, Interviews. Projects. Ss are creative, and try to feel the language by experimenting its grammar and words). Demonstrations.

Show and tell. Brainstorming. A: Research: Ss take

8

16

36

ACACAIT1

Touchstone 1

Units 1, 2.

G: Simple Present verb be. Yes/No, what & where questions. Articles (a/an, the, this, these). Noun plurals. Possessives.

R: Identity cards, documents and conversations.

L: Personal information, classroom instructions and conversations.

S: Introduce him/herself and a celebrity.

W: Complete an application; write and answer questions.

LS: Take notes.

responsibility for their own learning. They create opportunities to practice the language inside and outside the classroom. Homework: Use memory strategies to bring back what has been learned. Review and correct drafts. Use linguistic knowledge including knowledge of the first language, in learning a second language. Readings use contextual cues for comprehension. Learn chunks of language as wholes and formalized routines to help them perform beyond their competence. Make intelligent predictions.

Use virtual classroom.

Oct.- 23th Nov.- 5th

Describes family members, friends and routines using simple present statements, questions, answers and every day expressions.

Favorite people / Everyday life

Inductive Grammar. Associative Vocabulary. Readings. Listening Activities. Videos. Individual / Pair / Group work (Role play, Interviews). Demonstrations. Warm ups. Show and tell. Drafting & Editing. Previous knowledge review.

6

12

27

ACACAIT1

Touchstone 1.

Units 3, 4.

G: Verb be: Yes/no & Info Questions. Simple Present

R: Family tree / A magazine article.

L: Descriptions & fill in missing words. Infer information.

S: Show interest and surprise. Say more than yes/no.

W: Write an e-mail. Prepositions for time and place.

LS: Take notes. Use Tics to improve learning.

Nov. 6th_ 21st

Discusses about hobbies, habits and advertising. Asks and tells the time, makes suggestions.

Free time / Neigborhoods Inductive Grammar. Associative Vocabulary. Readings. Listening Activities. Videos. Individual / Pair / Group work (Role play, Interviews). Board game. Warm ups. Show and tell. Drafting & Editing. Previous knowledge review.

8

16

36

ACACAIT1

Touchstone 1.

Units 5, 6.

G: Simple Present, frequency adverbs, there is/are, suggestions with let´s, adjectives.

R: Magazine article / Classifieds.

L: Predictions, radio broadcast.

S: Agee with someone. List differences. Make suggestions.

W: Write a message on the web, a bulletin board.

LS: Take notes. Use Tics to improve learning

SECOND TERM

Nov.-24th Dic.- 5th


Out and about / Shopping

Inductive Grammar. Associative Vocabulary. Readings. Listening Activities. Videos. Individual / Pair / Group work (Role play, Interviews). Warm ups. Show and tell. Drafting & Editing. Previous knowledge review.

6

14

30

ACACAIT1

Touchstone 1.

Units 7, 8.

G: Present Continuous, Yes/no Qs, how much, how many, demonstrative articles, imperatives.

R: Magazine articles.

L: Conversations, shopping habits and preferences.

S: Describe the weather. Leave phone messages. Talk about clothes, sports, gifts, shopping habits. Give advices.

W: Article, advices, reasons recommendations. Linking words.


Dic.- 8th

Gives sightseeing information, talks about countries he/she wants to visit. Discusses about

A wide world / Busy lives

Inductive Grammar. Associative Vocabulary. Readings. Listening Activities. Videos. Individual / Pair / Group

8

20

42

ACACAIT1

G: Past Simple, Yes/no Qs, Can & can’t. Verbs.

R: Touristic places around the world, Ashley’s journal.

L: Conversations, descriptions

Jan..-2nd

international foods, places, and people. Asks and gives information about the recent past.

about the week. work (Role play, Interviews). Warm ups. Show and tell. Drafting & Editing. Previous knowledge review.

Touchstone 1.

Units 9, 10. S: Different countries, past activities.

W: Paragraph for a web-page. Journal. Order events. Use of commas.

LS: Take notes. Use Tics to improve learning.

Jan.- 5th

Feb.-7th


Looking back / Fabulous food

Inductive Grammar. Associative Vocabulary. Readings. Listening Activities. Videos. Individual / Pair / Group work (Role play, Interviews). Warm ups. Show and tell. Drafting & Editing. Previous knowledge review.

14

32

69

ACACAIT1

Touchstone 1.

Units 11, 12.

G: Simple Past: Be, Yes/no Qs, Info Qs, Countable and Uncountable nouns. How much / many. Quantifiers.

R: Letter ¨A funny story,¨ Restaurant guide.

L: Conversations, funny stories, lunch time, recommendations.

S: Describes experiences, vacations, funny stories; likes, dislikes; offers, requests and recommendations.

W: Restaurant review. Puctuation for quotations or speech.


2.5 MATERIALS:

Mc Carthy M., McCarten J. & Sandiford H. (2010). Touchstone 1. New York, U.S.: Cambridge University Press. (Student´s full version. Teacher´s edition)

Touchstone1 Arcade.

Touchstone1 Whiteboard.

Mc, Millan, Readers Collection Elementary

Links: www.cambridge.org/corpus www.macmillan.com.mx, www.macmillanenglish.com,

www.grupomacmillan.com

http://spanish.ecuador.usembassy.gov/ [email protected]

2.6 RESOURCES:

Laptop / speakers.

Videos (DVDs).

Tics (virtual classroom, Touchstone Arcade, social network)

Projector.

Libraries.

Labs.

Hands on material.

Readers Collection.

2.7 COMMITMENTS: English is an interactive class in which students will be actively involved in the learning process. Student learning is a top priority. Students will work in total group, small group, partner or independently, according to the planned activities. The teacher will apply the most suitable model for learning using communicative and cognitive approaches. Students are expected to come to class prepared and attentive to ensure a productive learning environment. Students must show courtesy and respect to their fellow students and to the teacher. In order to participate actively in this class, please

Make sure you have completed the registration process to attend to the class. Arrive on time. (Avoid corrective decisions for arriving late). To justify a missing class, you must show a certificate (within the first 48 workable hours) validated

at UTN´s Bienestar Universitario. Come prepared to participate (Completed homework, materials and a positive attitude). Make the most of the class time (Participate in presentations and activities).

http://www.cambridge.org/corpus

http://www.macmillan.com.mx/

http://www.macmillanenglish.com/

http://www.grupomacmillan.com/

http://spanish.ecuador.usembassy.gov/

mailto:[email protected]

Be respectful and friendly (Keep a good learning environment). Try to use English as much as possible. Turn off cell phones, I-pods, laptops and headphones before you enter the classroom. Keep the classroom neat and tidy (Food or drinks are not allowed in class).

Be honest on homework, class work, paperwork, assignments, projects, worksheets, quizzes,

diagnostic tests, progress tests, objectives tests, exit/achievement tests etc. In case of plagiarism

(cheating), you will be sanctioned/penalized according to the UTN internal regulations.

Keep in mind the FIRST Registration is FREE! The SECOND Registration is 10% of the

minimum weight salary and THIRD Registration (ONLY IN SPECIAL SITUATIONS) 15% of the

minimum weight salary. If you failed a Second registration and your situation is not ¨special,¨ you

would need to approve English outside the University and present the ¨Sufficiency¨ test at UTN in

order to continue with your studies at UTN.

Class Participation and Freedom of Expression

We must be aware that in situations, which involve expression of opinion and critical thinking, we are sure to have differences and may at times have strongly held opinions or views. Such differences make for interesting and challenging discussions. They provide us also with the opportunity to practice listening skills and respect for views which may not match our own. It is advisable to participate in class so that you do not miss this learning experience.

Attendance counts heavily in the student evaluation, absences and tardiness must be avoided.

Independent learning:

Students are expected to spend time studying independently outside the class, to review notes, to complete weekly and daily assignments, and to prepare for the following class session. The teacher will provide guidance, facilities and materials to help develop the student´s expertise as language learners according to the English level. Students are asked to consolidate their class work, to read, to watch or to listen to material in English, to prepare exercises and activities for the class, to write assignments, to undertake projects and generally to acquire a repertoire of effective language learning strategies.

Students should schedule an hour of independent learning, outside of class, for every academic hour in class. Teachers should:

Provide students with a copy of the syllabus. Get to and leave class on time. Plan the lesson. Build up their own quizzes and tests for students. Review and grade students’ homework, classwork and tests (48 workable hours). Show respect to their students in and outside the classroom. Follow the policies of CAI and UTN University. Provide students with clear instructions and rubric when doing exams, pair work and group work. Provide students with extra material for reviewing. Inform the students their GPA (Grade Point Average) before entering the grades into the system.

2.8 Teachers´ Curriculum Vitae

English teachers at Academic Language Center have a Third or Four Level University degree and a B2 level of English according to the Common European Framework.

ANEXOS: RUBRIC CRITERIA BASED ON THE LEARNING OUTCOMES:

Learning Outcome

Rubric

5

10/10

4

9/10

3

8/10

2

7/10

1

6 or lower /10


Excellent oral and writing skills to greet people, to exchange personal information, to say where things are in the classroom, to make requests and to apologize. Understands 100% of the information read in identification cards or listened as instructions or classroom conversations. Internalization of vocabulary related to adjectives, professions, places, prepositions, articles, personal items and classroom objects. Does not make mistakes.

Very good oral and writing skills to greet people, to exchange personal information, to say where things are in the classroom, to make requests and to apologize. Understands 90% of the information read in identification cards or listened as instructions or classroom conversations. Uses efficiently the vocabulary related to adjectives, professions, places, prepositions, articles, personal items and classroom objects. Awareness of mistakes and self monitoring of it.

Good oral and writing skills to greet people, to exchange personal information, to say where things are in the classroom, to make requests and to apologize. Understands 80% of the information read in identification cards or listened as instructions or classroom conversations. Translates vocabulary related to adjectives, professions, places, prepositions, articles, personal items and classroom objects. Unawareness of mistakes.

Fair oral and writing skills to greet people, to exchange personal information, to say where things are in the classroom, to make requests and to apologize. Understands 70% of the information read in identification cards or listened as instructions or classroom conversations. Limited vocabulary related to adjectives, professions, places, prepositions, articles, personal items and classroom objects. Makes frequent mistakes.

Poor oral and writing skills to greet people, to exchange personal information, to say where things are in the classroom, to make requests and to apologize. Understands 60% or less of the information read in identification cards or listened as instructions or classroom conversations. Lacks of vocabulary related to adjectives, professions, places, prepositions, articles, personal items and classroom objects. Makes too many mistakes.

Describes family members, friends, routines and every day expressions.

Excellent oral and writing skills to describe family members, friends and routines using simple present statements, questions, answers and every day expressions. Understands 100% of the information read in a magazine article. Internalization of vocabulary related to adjectives about personalities, family members, numbers, verbs, time expressions for routines Does not make mistakes.

Very good oral and writing skills to describe family members, friends and routines using simple present statements, questions, answers and every day expressions. Understands 90% of the information read in a magazine article. Uses efficiently the vocabulary related to adjectives about personalities, family members, numbers, verbs, time expressions for routines Awareness of mistakes and self-monitoring of it.

Good oral and writing skills to describe family members, friends and routines using simple present statements, questions, answers and every day expressions. Understands 80% of the information read in a magazine article. Translates vocabulary related to adjectives about personalities, family members, numbers, verbs, time expressions for routines Unawareness of mistakes.

Fair oral and writing skills to describe family members, friends and routines using simple present statements, questions, answers and every day expressions. Understands 70% of the information read in a magazine article. Limited vocabulary related to adjectives about personalities, family members, numbers, verbs, time expressions for routines Makes frequent mistakes.

Poor oral and writing skills to describe family members, friends and routines using simple present statements, questions, answers and every day expressions. Understands 60% or less of the information read in a magazine article. Lacks of vocabulary related to adjectives about personalities, family members, numbers, verbs, time expressions for routines Makes too many mistakes.

Discusses about hobbies, habits and advertising. Asks and tells the time, makes

Excellent oral and writing skills to discuss about hobbies, habits and advertising. Asks and tells the time, makes suggestions. Understands 100% of the information read in magazines

Very good oral and writing skills to discuss about hobbies, habits and advertising. Asks and tells the time, makes suggestions. Understands

Good oral and writing skills to discuss about hobbies, habits and advertising. Asks and tells the time, makes suggestions. Understands 80% of the information

Fair oral and writing skills to discuss about hobbies, habits and advertising. Asks and tells the time, makes suggestions. Understands 70% of the information read in magazines

Poor oral and writing skills to discuss about hobbies, habits and advertising. Asks and tells the time, makes suggestions. Understands 60% or less of the information read in

suggestions. and in classifieds or listened in radio broadcasts or in conversations. Internalization of vocabulary related to free time activities, time expressions, and neighborhoods. Does not make mistakes.

90% of the information read in magazines and in classifieds or listened in radio broadcasts or in conversations. Uses efficiently the vocabulary related to free time activities, time expressions, and neighborhoods. Awareness of mistakes and self-monitoring of it.

read in magazines and in classifieds or listened in radio broadcasts or in conversations. Translates vocabulary related to free time activities, time expressions, and neighborhoods. Unawareness of mistakes.

and in classifieds or listened in radio broadcasts or in conversations. Limited vocabulary related to free time activities, time expressions, and neighborhoods. Makes frequent mistakes.

magazines and in classifieds or listened in radio broadcasts or in conversations. Lacks of vocabulary related to free time activities, time expressions, and neighborhoods. Makes too many mistakes.


Excellent oral and writing skills to talk about clothes, gifts and shopping habits and to describe the weather, to leave phone messages and to say how the week is going. Understands 100% of the information read in articles or listened in conversations. Internalization of vocabulary related to weather, sports, clothes, colors, prices, expressions to take time to think. Does not make mistakes.

Very good oral and writing skills to talk about clothes, gifts and shopping habits and to describe the weather, to leave phone messages and to say how the week is going. Understands 90% of the information read in articles or listened in conversations. Uses efficiently the vocabulary related to weather, sports,

Good oral and writing skills to talk about clothes, gifts and shopping habits and to describe the weather, to leave phone messages and to say how the week is going. Understands 80% of the information read in articles or listened in conversations. Translates vocabulary related to weather, sports, clothes, colors, prices, expressions to take time to think.

Fair oral and writing skills to talk about clothes, gifts and shopping habits and to describe the weather, to leave phone messages and to say how the week is going. Understands 70% of the information read in articles or listened in conversations. Limited vocabulary related to weather, sports, clothes, colors, prices, expressions to take time to think. Makes frequent mistakes.

Poor oral and writing skills to talk about clothes, gifts and shopping habits and to describe the weather, to leave phone messages and to say how the week is going. Understands 60% or less of the information read in articles or listened in conversations. Lacks of vocabulary related to weather, sports, clothes, colors, prices, expressions to take time to think. Makes too many mistakes.

clothes, colors, prices, expressions to take time to think. Awareness of mistakes and self-monitoring of it.

Unawareness of mistakes.

Gives sightseeing information, talks about countries he/she wants to visit. Discusses about international foods, places, and people. Asks and gives information about the recent past.

Excellent oral and writing skills to give sightseeing information, to talk about counties he/she wants to visit, to discuss about international foods, places, and people. Asks and gives information about the recent past. Understands 100% of the information read in a travel guide, in a journal, or listened in a conversation. Internalization of vocabulary related to countries, regions, languages, nationalities, verbs, sightseeing expressions. Does not make mistakes.

Very good oral and writing skills to give sightseeing information, to talk about countries he/she wants to visit, to discuss about international foods, places, and people. Asks and gives information about the recent past. Understands 90% of the information read in a travel guide, in a journal, or listened in a conversation. Uses efficiently the vocabulary related to countries, regions, languages, nationalities, verbs, sightseeing expressions.

Good oral and writing skills to give sightseeing information, to talk about counties he/she wants to visit, to discuss about international foods, places, and people. Asks and gives information about the recent past. Understands 80% of the information read in a travel guide, in a journal, or listened in a conversation. Translates vocabulary related to countries, regions, languages, nationalities, verbs, sightseeing expressions. Unawareness of mistakes.

Fair oral and writing skills to give sightseeing information, to talk about counties he/she wants to visit, to discuss about international foods, places, and people. Asks and gives information about the recent past. Understands 70% of the information read in a travel guide, in a journal, or listened in a conversation. Limited vocabulary related to countries, regions, languages, nationalities, verbs, sightseeing expressions. Makes frequent mistakes.

Poor oral and writing skills to give sightseeing information, to talk about counties he/she wants to visit, to discuss about international foods, places, and people. Asks and gives information about the recent past. Understands 60% or less of the information read in a travel guide, in a journal, or listened in a conversation. Lacks of vocabulary related to countries, regions, languages, nationalities, verbs, sightseeing expressions. Makes too many mistakes.

Awareness of mistakes and self-monitoring of it.


Excellent oral and writing skills to. Understands 100% of the information read in or listened in. Internalization of vocabulary related to. Does not make mistakes.

Very good oral and writing skills t Understands 90% of the information read in or listened in. Uses efficiently the vocabulary related to. Awareness of mistakes and self monitoring of it.

Good oral and writing skills to . Understands 80% of the information read in or listened in. Translates vocabulary related to. Unawareness of mistakes.

Fair oral and writing skills to . Understands 70% of the information read or listened. Limited vocabulary related to. Makes frequent mistakes.

Poor oral and writing skills to . Understands 60% or less of the information read in or listened in. Lacks of vocabulary related to. Makes too many mistakes.

EVALUATION:

The semester is divided in Two Terms. The Grade for the FIRST TERM will be attained as follows:

October 8th: Introduction, getting to know each other. October 9th. Diagnostic Test

Three Written Quizzes: 2.5 points. (Quiz U 1,2: October 21st, Quiz U 3,4: November 4th; Quiz U 5,6: November 20th)

Three Oral Quizzes: 2.5 points. (Oral U 1,2: October 22nd; Oral U 3,4: November 5th; Oral U 5,6: November 21st)

Three Compositions: 2.0 points.

Six Classwork / Homework: 3.0 points.

Entering grades: November 21st – 22nd, 2014.

The Grade for the SECOND TERM will be attained as follows:

Three Written Quizzes: 1.25 points. (Quiz U 7,8: December 4th; Quiz U 9,10: December 16th; Quiz U 11,12: January 22nd)

Three Oral Quizzes: 1.25 points. (Oral U 7,8: December 5th; Oral U 9,10: December 17th; Oral U 11,12: January 23th)

Three Compositions: 1 points.

Six Classwork / Homework: 1.5 points.

One Institutional Test: 5 points. (Written Test /2.5 January 26th. Test Grading on January 27th ,28th. Oral Test /2.5 on

January 29th, 30th).

Entering grades: January30th – 31st, 2015.

Supplementary: February 3rd. 4th.

Entering grades: February 5th – 6th, 2015.

Ibarra, October 6th, 2014

g)…………………………………………

CAI´s PROFFESSOR

Elaborated by: CAI Teachers. Based on: Alcides Aranda Aranda´s model.

Documents

UNIVERSIDAD TÉCNICA DEL NORTE CENTRO ACADÉMICO … fileEnglish 1 is the beginning of this groundbreaking course of language and skills development that helps learners to communicate