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UNIVERSIDAD NACIONAL DE CHIMBORAZOVICERRECTORADO ACADÉMICO

UNIDAD DE PLANIFICACIÓN ACADÉMICA

EDUCATIVE SCIENCE FACULTYLANGUAGES 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 CHIMBORAZOFACULTY: EDUCATIVE SCIENCEMAJOR: ENGLISHSUBJECT: ENGLISH VISUBJECT CODE: 6.08-EG-IN.6SEMESTER: SIXTH ACADEMIC PERIOD: APRIL - AUGUST 2016 STUDY SYSTEM: ON CAMPUSLEVEL OF INSTRUCTION: UNDERGRADUATE UNIT AND FIELD: ARTS AND HUMANITIESTYPE OF SUBJECT: GENERAL NÚMBER OF WEEKS: 16HOURS PER WEEK: 6TOTAL HOURS IN THE PERIOD: 96NUMBER OF CREDITS 7,5TEACHER’S DEGREE

2. PRERREQUISITOS Y CORREQUISITOS:PRERREQUISITOS: CORREQUISITOS:

ASIGNATURA CÓDIGO ASIGNATURA CÓDIGO1 ENGLISH V 5.08-EG-IN.5 12 23 3

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.

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

Apply present tenses, phrasal verbs, personality adjective and active listening by analyzing

information from text, videos and audios to produce accurate content of relationships, friendships, personalities, online dating, and personal love stories.

Unit 2

Analyze different topics comparing Present Continuous, Present Perfect simple, and Past Simple by asking and answering contexts from real conditions to express about eco-friendly actions and sustainable lifestyles.

Unit 3

Synthesize information in Past Perfect and Past Perfect Continuous by comparing their structures in order to produce new information in the context of getting to know new places and cultures, discussing urban problems, and understanding, explaining and questioning rules.

Unit 4

Create ideas engage with should + have + participle and the Third Conditional by using the four skills of the English language in order to produce output related to education systems, school and college life, career choices, and regrets.

5. - CURRICULA UNITS:

UNIT Nº: 1 UNIT NAME: DO YOU KNOW ALL YOUR CLASSMATES?

NUMBER OF HOURS PER UNIT: 24 hours

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.CONTENTS

¿What a student knows, does and is?

(Scientific Content)

UNIT LEARNIGN ACTIVITIES

TOPICS AND SUBTOPICS:TEACHING

ACTIVITIES

PRACTICAL IMPLEMENTATION

AND EXPERIMENTATION

ACTIVITIES

AUTONOMUS LEARNING ACTIVITIES

Diagnosis Test

UNIT ONE (Book 3 A Unit 1)

DO YOU KNOW ALL

Review of tenses, vocabulary from previous levels

Warm up: Welcome sts, and introduce yourself briefly. Get to know sts’ names.

Oral/written exercises to find out their level and to reinforce knowledge from previous levels.

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

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

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?

Workbook activities, p 4 Homework/ worksheets. ID café video

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.

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,

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

Workbook activities, p 5 Homework/ worksheets.


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

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.

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.


Workbook activities, p 8 Homework/ Worksheets./ Richmond

platform unit one.

Skill boost: listening and writing extra activities.

or speak?

ID in Action: Listening actively.

World of English: Time spend on communicating time.

Review for unit test.

Unit One Test.

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.

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.

TYPES OF EVALUATION Diagnosis: pop quiz, observation Formative: classwork, oral presentationSummative: oral lessons, written quizzes Tenses used to tell anecdotes, stories.

UNIT Nº: 2 NAME OF THE UNIT: HOW GREEN ARE YOU? NUMBER OF HOURS PER UNIT: 24 hours

LEARNING OUTCOMES Creating new green phrases with the suffixes –able, -friendly, -efficient in the context of greener,

more sustainable lifestyles. Discovering recent habits and changes in your friends’ lives using the Present Continuous to talk

about them. Contrasting Present Perfect and Present Perfect Continuous through the context of global

warming and natural disasters. Associating Past Simple vs. Present Perfect and Present Perfect continuous in the context of

advertisements. Evidencing in the context of lifestyle changes with correct use of Present Perfect Continuous

and expressions to encourage or discourage new ideas.

CONTENTSWhat does the student know,

do and be?LEARNING ACTIVITIES

TOPICS AND SUBTOPICS: TEACHING ACTIVITIES


AND EXPERIMENTATION

ACTIVITIES

AUTONOMOUS LEARNING ACTIVITIES

UNIT TWO (Book 3A Unit 2)

HOW GREEN ARE YOU?

2.1 How green are you?

Vocabulary: Going Green

World of English: Adjective form

Pronunciation: / a /, /ou/

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.

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

Workbook activities, p 9 Homework / worksheets

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.

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

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.


Workbook activities, 11 Homework / worksheets

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.

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

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?

Workbook activities, p 12 Homework / worksheets.

2.5 Do you support any charities?

ID Skills: Expressing numerical information.

World of English: Quantities

Have you been feeling stressed lately?

ID in Action: Encouraging and discouraging.

World of English: sound schwa / Ə/.

ID café: Down to Earth

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.

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?

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

Review: Grammar and vocabulary

Skills practice: Listen, read, write, and talk.

Unit two test

Class research project: ”Ways to be green”

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.

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.

TYPES OF EVALUATION Formative: classwork, oral presentationSummative: oral lessons, written quizzes

UNIT Nº: 3NAME OF THE UNIT : WHICH CITY WOULD YOU MOST LIKE TO VISIT? NUMBER OF HOURS PER UNIT: 24 hoursLEARNING OUTCOMES

Building information with Past Perfect and Past Perfect Continuous in the context of describing places.

Discussing differences in culture, when visiting a place for the first time. Imagining urban problems, and proposing alternative solutions. Adapting the context of narratives, specially missing events due to traffic jams. Choosing the correct language in use that involves rules and regulations.

CONTENTSWhat does the student know,




AND EXPERIMENTATION

ACTIVITIES


UNIT THREE (Book 3A Unit 3) Warm up : Have sts

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

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.

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



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

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?

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?


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.

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

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?


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

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.

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 18 Homework / worksheets Richmond

platform unit three.

ID café video. Skill boost:



UNIT Nº: 4NAME OF THE UNIT: DOES YOUR SCHOOL SYSTEM WORK WELL? NUMBER OF HOURS PER UNIT: 24 hoursLEARNING OUTCOMES

Organizing use of language related to school subject and discussing topics related to education systems.

Integrating vocabulary associated to school systems and higher education. Revising should (n’)t + have + past participle to talk about regrets in the context of career

choices. Developing information with the third conditional via the contexts of procrastination and talking

about past events. Producing critical thinking with should + have + past participle and third conditional through the

situations of predicting and checking predictions and expressing sympathy or criticism..

CCONTENTSWhat does the student know,




AND EXPERIMENTATIO


N ACTIVITIESUNIT FOUR (Book 3 A Unit 4)

DOES YOUR SCHOOL SYSTEM WORK WELL?

4.1 Does your school system work well?

Reading: Education

World of English: Syllable stress.

Vocabulary: School life

4.2 What’s the ideal age to get into college?

Grammar: Too / enough

Vocabulary: College life

4.3 What do you regret not having done

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

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?



Listening: Career choices.

World of English: Differences between US and UK

Grammar: Should have + Participle.

Pronunciation: /∫udƏv/ and /∫udntƏv/

4.4 What would you have said if you’d been late today?

Listening: Quotes

Grammar: Third Conditional

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.

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



4.5 Would you like to be a genius?

ID Skills: Predicting and Checking Predictions.

ID in Action: Sympathizing and Criticizing

Review: Grammar and Vocabulary

Skills practice: Listen, read, write, and talk.

Writing: An advertisement

ID café Artificial Intelligence Quotient!

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:

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

Workbook activities, p 23 Homework / worksheets. Research Class project.”Ways to be green” presentation and outline. Richmond

platform unit four. ID café video. Skill boost:


Unit test or/ and final Test

Watch and check.

After watching;True (T) or False (F) Correct the false statements.

Read, Listen, Write in the evaluation sheet.

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.


INTEGRATED LEARNING PROJECTStudents 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.

5. METHODOLOGY:Methods

Inductive method: students discover patterns and rules for themselves 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 Role play Test: questionnaire Portfolio: rubric

Didactic Material: Authentic material Flashcards Realia Videos Posters Web sites Virtual class Smart board Slides

6. LEARNING ENVIRONMENT: Classroom English labs

7. STUDENT’S EVALUATION AND LEARNING OUTCOMES:Students’ semester compilation grade, the following table will be considered:

COMPONENT EVALUATION ACTIVITIES Primer Parcial

% (Puntos:)

Segundo Parcial

% (Puntos: )

TEACHING ACTIVITIES

Discussions, debates, lecture, group activities, pair work, guidelines for research, cooperative learning.

40% 40%

PRACTICAL IMPLEMENTATION AND EXPERIMENTATION ACTIVITIES)

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.

30% 30%


Development activities in the virtual classroom, developing exercises and applications Work book, relevant work of each unit.

30% 30%

PROMEDIO 100% - 10 100% - 10

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

LEVELS OF ACHIEVEMENT

LEARNING EVIDENCEAHigh

BMedium

CLow

Unit 1

Technique: Role play

Instrument: Oral Assessment Sheet.

Technique: Essay

Instrument: Record

Utilizing correctly the tenses by asking and answering questions to get to know people via the contexts of speed dating and speed friending.

Making use of Present and Past tenses to tell an anecdote and learn informal expressions to respond to active listeners.

X

X

Unit 2

Creating new green phrases with X

the suffixes –able, -friendly, -efficient in the context of greener, more sustainable lifestyles.

Associating Past Simple vs. Present Perfect and Present Perfect continuous in the context of advertisements.

Evidencing in the context of lifestyle changes with correct use of Present Perfect Continuous and expressions to encourage or discourage new ideas.

X

X

Technique: Observation

Instrument: Oral assessment sheet

Technique: Observation

Instrument: Record

Technique: Self-evaluation

Instrument: Graphic organizer

Unit 3

Building information with Past Perfect and Past Perfect Continuous in the context of describing places.

Discussing differences in culture, when visiting a place for the first time.

Imagining urban problems, and proposing alternative solutions.

X

X

X

Unit 4

Organizing use of language related to school subject and discussing topics related to education systems.

Developing information with the third conditional via the contexts of procrastination and talking about past events.

Producing critical thinking with should + have + past participle and third conditional through the situations of predicting and checking predictions and expressing sympathy or criticism.

X

X

X

9. BIBLIOGRAFÍA:11.1. BÁSICA:

Seligson, P. (2013): English ID 3A. Richmond Publishing, China. Extra material (digital and material) according to the level and the CERF requirements.

11.2. COMPLEMENTARIA: Cambridge Idioms Dictionary, Editorial Cambridge. Second Edition.2008 Listening Extra, Editorial Cambridge WEBGRAPHY: September/2012 www.cambridge.org www.cambbridge.org/touchstonearcade www.cuadernodeingles.com www.onestopenglish.com www.maacmillandictionary.com www.teach-nology.com

10. TEACHER’S PROFILE

Each Faculty will write in this space the profile.

SYLLABUS RESPONSIBLE: Nombre:

f)………………………………………….

PLACE AND DATE Riobamba, March 2016

11. REVIEW AND APPROVAL

……………………………………………………..

ENGLISH LANGUAGE COORDINATOR

UNIVERSIDAD NACIONAL DE CHIMBORAZO

FACULTAD DE CIENCIAS DE LA EDUCACIÓN HUMANAS Y TECNOLOGÍAS

CARRERA DE PSICOLOGÍA EDUCATIVA

BIOGRAPHY

My name is Viviana Elizabeth Chimborazo Naranjo, I am 23 years old my goals is to finish my career and continue to explore to achieve the PHD to get ahead with my family , I like the folk dance and belong to a folk ballet UN also my desire is see one that my children grow up with me and be a good example for they.