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Facultad de Formación General Escuela de Idiomas ING002 (ING200) - 201920 A. Identification 1. Number of sessions: 48 face-to-face hours with instructor + 96 hours of application and autonomous learning* * Virtual classroom: includes activities and exercises. * LMS: Cambridge platform. 2. Total number of learning hours: 144 3. Instructor: María Belén Sánchez E-mail address: ma.belen.sanchez@udla.edu.ec 4. Coordinator: Gabriela Vallejo Campus: Colón 5. Pre-requisite: Placement test or ING001 - 100 Co-requisite: None B. Course description The scope of this level entails the use of basic grammar, expressions, and vocabulary. Grammar includes simple present, past, past continuous, and future. It also includes possessives, pronouns, comparative adjectives, and the use of there is/are. Moreover, topics such as personal interests, health, celebrations, town and house description, trips, ways of communicating, appearances, plans and predictions, including vocabulary related to these topics are covered in this level. All the contents are presented through natural language in authentic contexts, and explicitly develops conversation strategies to speak with fluency and confidence. The contents described above are the final steps to achieve the A1 level of proficiency according to the Common European Framework Reference for Languages. This class introduces Basic English skills as described in the CEFR for the English Language Level A1.

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C. Learning Outcomes (RdA) ING002 - UDLA RdAs

*Nomenclatura: Nivel-Destreza-#-libroaĂąo

A1b vs CEFR (100%) - Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. - Can introduce themselves and others and can ask and answer questions about personal details such as where - Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Speaking Can interact in a simple way provided the other person is prepared to repeat or rephrase thigns at a slower rate of speech and help formulate what he/she is trying to say. (002-S-01-T19) Can use simple phrases and sentences to describe where he/she lives and people he/she knows. (002-S-02-T19) Can use simple phrases and senteces to describe where he/she/ lives and people he/she knows. (002-S-03-T19)

Listening Can recognise familiar words and very basic phrases concerning self, family and immediate concrete surroundings when people speak slowly and clearly. (002-L-01-T19)

Writing

Reading

Linguistic

Can write a short simple paragraph using simple tense structures. (002-W-01-T19)

Has a very basic range of Can understand familiar simple expressions about names, words and very simple personal details and needs of sentences. a concrete type. (002-R-01-T19) (002-G-01-T19)

Can fill in forms with personal details (name, nationality, address on a hotel, registration form). (002-W-02-T19)

Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. (002-G-02-T19)

D. Evaluation System The Educational Model at UDLA focuses on assessing the learning outcomes of the subject, using formative and summative assessment.

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SUBCOMPONENT A 1. Computer Exam Standardized computer-based exams are administered by the School of Languages in a lab in UDLA at the end of each Progreso. The date, schedule and lab number will be announced through the virtual classroom and students must enter the lab 5 minutes before the scheduled time. No cellphones are allowed. Cheating will be penalized. There are 3 Computer Exams, one per Progreso. If a student misses a computer-based exam, he/she must notify the instructor immediately and submit a written justification validated by the School of Languages to request a new date within three working days. 2. Oral Exam Oral exams may be individual, in pairs, or group evaluation, depending on the task and objective. The date and schedule are announced in the virtual classroom, and the oral exam is graded using the rubric included at the end of this syllabus. There will be 3 Oral Exams, one per Progresso. If a student misses an oral exam, he/she must notify the instructor immediately and submit a written justification validated by the instructor to request a new date within three working days after the event. 3. Unit Tests A Unit Test evaluates the contents and skills of 2 units. There are 2 tests per Progreso. It is a home assessment assigned on a specific date and time administered by each instructor. If a student misses a unit test, he/she must present a valid justification to the instructor within three working days to receive a new date for the test. This test may be taken only once. SUBCOMPONENT B 1. Review A Review presents a series of exercises that cover the most important contents of 2 units, offering students extra practice for the Computer Exam. There are 2 Reviews per Progreso assigned as homework on a specific date and time by each instructor. If a student misses the deadline, he/she must present a valid justification to the instructor within three working days to receive a new date for the review. The Review may be taken twice and the final grade will be the average score. 2. LMS The Cambridge Learning Management System is a virtual platform that holds course content, materials and exercises with various types of activities to improve listening, grammar in context, reading, etc. Each LMS Unit is assigned after it is covered in class and the instructor posts the grade in the virtual classroom. pรกg. 3 201920


3. Oral Activities The instructor designs a series of activities focused on effective oral communication. The ability to converse is highly valued. Activities vary in time assigned and requirements; all details are explained in the virtual classroom. There are at least 2 graded activities every Progreso assessed using the rubric included at the end of this syllabus. 4. Class participation This grade is based on whether the student: - follows all class rules (cell phone use, materials, use of appropriate vocabulary, etc.), - participates actively, - speaks only English, and - is punctual. Each aspect will be counted as 2.5. 5. Quizzes and assignments This set of activities in class includes different types of homework and class work. 6. Make-up Exam (Examen de Recuperación) At the end of each semester, there will be a Make-up Exam for students who have attended a minimum of 80% of the face-to-face classes and would like to improve or replace the grade of a previous exam (this is the only grade that could be replaced). The Make-up Exam will include and integrate all the contents, skills and knowledge that should be acquired during the entire academic period. This requires a rigorous preparation and it replaces only one grade (any of the three Progreso exams). E. Attendance Attendance will be compulsory for English and French and will be considered as 5% of Subcomponent B, in each Progreso. If a student misses more than 4 classes (not necessarily consecutive absences), he will lose this 5%, in the current Progreso. If the student attends all classes, he will get this 5%. This policy will be applied taking into account the following dates: ‒ Progreso 1: from March 18 to April 12, 2019. ‒ Progreso 2: from April 15 to May 23, 2019. ‒ Progreso 3: from May 27 to July 6, 2019 Prior to the Teacher’s registering the grades in BANNER, each student will upload his record of attendance in his virtual classroom. To do so, there will be a specific space created by the teacher. If a student does not upload his record within the deadlines mentioned before, the teacher will grade this category as incomplete, registering 0/10.

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F. Methodology Interaction-based: for effective spoken communication Personalized learning experience: topics focused on likes and careers

Problem-solving, working in heterogeneous teams, applying critical thinking skills.

Inductive learning: tasks continually involve students in the learning process.

Independent learning: virtual classrooms and LMS

1. Importance of review and reflection in our methodology: The method systematically recycles and reviews target language in several sections. Grammar, vocabulary, and conversation strategies taught in earlier units are included in later ones for further practice. 2. Language teaching and learning approaches: - Communicative Approach: all activities produce meaningful and authentic communication with emphasis on skills, learner-centered strategies, and use of authentic materials. - Autonomy is fostered through the Flipped Classroom and Visible Learning Principles with technology to apply students’ abilities to overcome challenges independently. G. Detailed planning aligned to Learning Outcomes Progreso 1 ING200 002

A1

Planning

Unit and Lessons Lessons 1. Making friends A Present BE and simple present review B Responses with too and either/vocabulary C Strategy plus: Actually/Starting a conversation Independent work and evaluations Lessons 2. Interests A Verb forms B Vocabulary - Object pronouns C Saying no in a friendly way Independent work and evaluations Lessons 3. Health A Simple present and present continuous B Vocabulary - Joining clauses Independent work and evaluations Lessons 4. Celebrations A Future with "be going to"; indirect objects B Vocabulary, present continous for the future; be going to Independent work and evaluations Progreso 1 Exams

RdA level of domain: 100% RdA2 RdA3 Can introduce themselves Can understand and use and others and can ask and familiar everyday Can interact in a simple way answer questions about expressions and very basic provided the other person personal details such as phrases aimed at the talks slowly and clearly and where he/she lives, people satisfaction of needs of a is prepared to help. they know and things they concrete type. have. RdA1

Dates

X

X X X X * LMS Unit 1 and activities in UDLApresencial,quizzes, oral activities, etc.

X X X

X X X X X * LMS Unit 2 and activities in UDLApresencial, quizzes, oral activities, etc.

X X X

March 18 - 23

March 25 - 30

X X * LMS Unit 3 and activities in UDLApresencial, quizzes, oral activities, etc.

X X

X X X X * LMS Unit 4 and activities in UDLApresencial, quizzes, oral activities, etc. April 15 - May 02 Computer-based exam + Oral Exam (Units 1 - 4)

X X

April 1 - 6

X

April 8 - 13

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Progreso 2 RdA level of domain: 100% RdA2 RdA3 Can introduce themselves Can understand and use and others and can ask and familiar everyday Can interact in a simple way answer questions about expressions and very basic provided the other person personal details such as phrases aimed at the talks slowly and clearly and where he/she lives, people satisfaction of needs of a is prepared to help. they know and things they concrete type. have.

ING200 002

A1

RdA1

Planning

Dates

Lessons 5. Growing up A Be born, simple past (review), time expressions B Vocabulary, determiners C Correcting things you say Independent work and evaluations Lessons 6. Around town A Is there? Are there?; locatin expressions B Vocabulary; offers and requests C Checking information Independent work and evaluations Lessons 7. Going away A Infinitives for reason; It's + adjective + to... B Vocabulary; advice and suggestion D Responding to suggestions Independent work and evaluations Lessons 8. At home A Whose...?; possessive pronouns B Vocabulary; order of adjectives; pronouns one and ones C Asking politely Independent work and evaluations Progreso 2 Exams

X X X X X * LMS Unit 5 and activities in UDLApresencial, quizzes, oral activities, etc.

X X X

X X X X X * LMS Unit 6 and activities in UDLApresencial, quizzes, oral activities, etc.

X X X

X X X X X * LMS Unit 7 and activities in UDLApresencial, quizzes, oral activities, etc.

X X X

X X X X X * LMS Unit 8 and activities in UDLApresencial, quizzes, oral activities, etc. May 27 - June 13 Computer-based exam + Oral Exam (Units 5 - 8)

X X X

April 15 - 27

April 29 - May 11

May 13 - 18

May 20 - 23

Progreso 3 ING200 002

A1

Planning

Lessons A B C D

9. Things happen Past continuous statements Vocabulary; past continous questions; reflexive pronouns Reacting to a story Happy endings Independent work and evaluations Lessons 10. Communication A Comparative adjectives B Vocabulary; more, less, fewer C Dealing with interruptions Independent work and evaluations Lessons 11. Appearances A Describing people; have got B Vocabulary, phrases with verb+ing and prepositions C Trying to remember words Independent work and evaluations Lessons 12. Looking ahead A Future with "will, may and might" B Vocabulary; present tense with future meaning C Making offers and promises Independent work and evaluations Progreso 3 Exams

RdA level of domain: 100% RdA2 RdA3 Can introduce themselves Can understand and use and others and can ask and familiar everyday Can interact in a simple way answer questions about expressions and very basic provided the other person personal details such as phrases aimed at the talks slowly and clearly and where he/she lives, people satisfaction of needs of a is prepared to help. they know and things they concrete type. have. RdA1

Dates

X X X X * LMS Unit 9 and activities in UDLApresencial, quizzes, oral activities, etc.

X X X X

X X X X X X * LMS Unit 10 and activities in UDLApresencial, quizzes, oral activities, etc.

X X X

X X X * LMS Unit 11 and activities in UDLApresencial, quizzes, oral activities, etc.

X X X

X X X X X * LMS Unit 12 and activities in UDLApresencial, quizzes, oral activities, etc. July 08 - 16 Computer-based exam + Oral Exam (Units 9 - 12)

X X X

May 27 - June 08

X X

June 10 - 22

June 24 - 29

July 01 - 06

X

H. Classroom rules and procedures 1. UDLA reserves its right to evaluate students with a different instrument if academic dishonesty is suspected. 2. Plagiarism on any assignment or quiz will receive “1.1”. If a student copies or cheats on an exam, the grade will be “1.1”. 3. If a student does not present homework or does not do an activity, his/her grade will be “1”. 4. Attendance is the only grade that could be either 0 or 10. There are no more options in between. 5. Classes will: pág. 6 201920


‒ start with clear objectives. ‒ provide students with accurate instructions for activities. ‒ require only English for interactions in Instructor-Student exchange, StudentInstructor exchange, and Student-Student exchange. ‒ include rubrics for evaluation. 6. The instructor will: ‒ assign relevant homework which will be corrected thoroughly. ‒ monitor achievement periodically (after every unit) and grade LMS (Learning Management System). ‒ help students to enrich basic skills integration (listening, speaking, reading, use of English, and writing in most activities); according to the objective of each lesson. ‒ register attendance in every class, only for those students who attend from the beginning to the 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 udla.edu.ec e-mails. 7. The student will: ‒ Be ready for each class. This means every assignment or activity required by the instructor must be completed before class, and all materials required must be brought to each class too (textbook is mandatory). ‒ Be an active member participating in the activities proposed by the instructor. Behave as a proactive adult ready to undertake learning as a personal responsibility within the classroom, as well as outside the classroom, dedicating at least 60 minutes of independent work and study per class session. I. References 1. Main Reference: McCarthy, M.; McCarten, J.; Sandiford, H. (2014). Touchstone 2. (2nd edition). Cambridge, England: CUP.

2. Additional References: on-line references Brame, C. (2014). Flipping the Classroom. Nashville, USA. Vanderbilt University. Retrieved from cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ Bridge. (2017). Teaching English Grammar with the Guided Discovery Approach. Denver, USA. Bridge TEFL. Retrieved from: https://bridge.edu/tefl/blog/teachingenglish-grammar-guided-discovery-approach/ British Council. (2008) Direct Method. London, UK. British Council. Retrieved from www.teachingenglish.org.uk/knowledge-database/direct-method Council of Europe, (2001). Common European Framework of References for languages: Learning, Teaching, Assessment. Strasbourg, France. Language Policy Unit. Retrieved from www.coe.int/t/dg4/linguistic/source/framework_en.pdf Enhancing Education. (2002). The 5 E's. Retrieved from: http://enhancinged.wgbh.org/research/eeeee.html pág. 7 201920


Knewton, Inc. (2018). Flipped Classroom. Knewton. Retrieved from: http://www.knewton.com/flipped-classroom/ Oxford University Press ELT. (2013). Shaping Learning together. Oxford. United Kingdom. Retrieved from: http://oupeltglobalblog.com/tag/lead-in-activities/ Thornbury, S. (2011). G is for Guided Discovery. England. Retrieved from: https://scottthornbury.wordpress.com/2011/06/05/g-is-for-guided-discovery/ J. Instructor’s Profile TESOL Certified teacher with functional knowledge of English Language and 7+ years’ experience of teaching English to students of different levels. I am a highly motivated teacher with a genuine eagerness to provide positive education experiences.

K. Schedule

L. Appendix 1. Appendix 1: COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT – COUNCIL OF EUROPE (ELECTRONIC VERSION – CAMBRIDGE UNIVERSITY PRESS) Taken from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf pág. 8 201920


The Common European Framework provides a standardized 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 summarize 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 recognize 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 organizational patterns, connectors and cohesive devices.

B2

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

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.

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.

Independent User

Basic User

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2. Rubric for Oral Activities Rubric for Oral Activities / tasks 1

Points Completion of task

Information provided was inadequate.

Grammatical accuracy

Multiple mistakes that take away meaning.

Pronunciation

Largely incomprehensible.

Fluency

Does not flow. Lack of effort and attention to detail.

Effort

2

3

Information provided was limited. Frequent mistakes that make it somewhat difficult to understand. Somewhat difficult to understand. Frequent pauses. Lack of effort or attention to detail.

4

Adequate information provided.

Extensive information provided.

Some mistakes that do not interfere with meaning.

Very accurate, few mistakes.

Sounds almost like a native speaker. Occasional pauses. Natural pattern of speech. Good effort and attention to Outstanding effort and detail. attention to detail. Easy to understand.

Adapted from: http://resources.cleary.edu (UDLA School of Languages) Aug. 2017

3. Rubric for Oral Exams Rubric for Oral Exams Points

Pronunciation / Enunciation

Vocabulary

1

2

Some communication problems Pronunciation, inflection, and/or arose due to unclear pronunciation expression confused communication. and/or lack of inflection and/or Student may have been very difficult expression. Student may have been to hear. Rarely uses appropriate difficult to hear. Frequently uses intonation. inappropriate intonation. Communication was severely hampered due to lack of vocabulary and misuse of words.

3

4

No serious problems arose, but better pronunciation, inflection, and/or non-verbal communication could have made communication more efficient.

Pronunciation was clear and inflection and expressions were used to enhance communication. Errors in pronunciation are rare. Almost always uses appropriate intonation.

Some difficulties arose due to limited A few minor difficulties arose from not vocabulary and/or bad diction. using appropriate vocabulary. Frequently uses the wrong words. Occasionally must rephrase ideas Words are often repeated. because of vocabulary limitation.

Vocabulary studied in class was used to express ideas eloquently. Choice of words indicates a broad knowledge of vocabulary. Uses appropriate terms and words to express ideas.

Language use

Some language use leads to A few minor difficulties in Language use makes understanding minimum difficulties in understanding Message is delivered with appropriate communication are arisen. Message the message difficult. the message. Minimum break downs meaning. is not produced accurately. in communication take place.

Quality of content

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

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.

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

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.

Fluency

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

Speech is generally fluent with Speech is frequently disrupted by the occasional lapses while student student’s search for the correct searches for the correct manner of manner of expression. There may expression. Some minor difficulties have been a few long pauses. maintaining the conversation were evident.

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

4. Rubric for paragraphs

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Profile for English Solution SBM

Syllabus 2019-2  

Syllabus 2019-2

Syllabus 2019-2  

Syllabus 2019-2

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