Universidad Nacional de Chimborazo

UNIVERSIDAD NACIONAL DE CHIMBORAZO

VICERRECTORADO ACADMICO
UNIDAD DE PLANIFICACIN ACADMICA
LANGUAGE CENTER

ENGLISH LEVEL 5 SYLLABUS

FACULTY: ENGLISH TEACHERS OF THE LANGUAGE CENTER

ACADEMIC PERIOD: April 2015 August 2015
DATE: March 2015

Language Center
English level 5 syllabus

Universidad Nacional de Chimborazo

1.- GENERAL DATA

INSTITUTION:
SCHOOL:
MAJOR:
SUBJECT:
SUBJECT CODE:
SEMESTER:
LEVEL OF INSTRUCTION:
UNIT AND FIELD:
SPECIFIC FIELD
TYPE OF SUBJECT
NUMBERS OF CREDITS:
NUMBER OF THEORETICAL CREDITS:
NUMBER OF PRACTICAL CREDITS:
NUMBER OF AUTONOMOUS WEEK HOURS:
WEEKLY HOURS:
NUMBER OF WEEKS:
TOTAL OF HOURS PER PERIOD
PRE-REQUERIMENTS: Ingls I 4.08-EN-INGL.4

Universidad Nacional de Chimborazo

Language Center
English V
5.08-EG-INGL.5
April - August 2015
Undergraduate
Arts and Humanities
Languages
General
7.5
3.5
4.0
24
6
16
120
CO-REQUUERIMENTS:N/A

2.- SUBJECT DESCRIPTION

The fifth level of English comprising one hundred and twenty of academic hours that corresponds to 7.5
credits. It is located 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
and education systems and further specific vocabulary useful for each major, so that they are able to
understand, analyze and interpret information from spoken and written texts to express their critical thinking
about
the
different
situations
that
arise
throughout
the
course.
Knowledge of a foreign language will allow students to dabble and interact in other fields of knowledge, thus
helping to improve their ability to solve problems in a framework of respect and collaboration that involves
giving special attention to the practice of values and ethics during this program.

3.- CONTRIBUTION OF THE COURSE IN THE PROFESSIONAL TRAINNING:

The Fifth level of English is the 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 provide befits for reaching the
aims in life.

Language Center
English level 5 syllabus

Universidad Nacional de Chimborazo

4. COURSE ARTICULATION (RA) IN CORRESPONDENCE WITH LEVELS CONCRETION

CURRICULUM:
4.1 PLAN NACIONAL DEL BUEN VIVIR 2013-2017The 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.

5.- SUBJECT 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 One, the student will be able to:
UNIT 0

Apply second conditional, probability, and relative pronouns by using linguistic strategies to talk
about to wedding, family relationships.
UNIT 1

Apply past and present tenses, emphatic forms of auxiliaries and adverbs through different language
functions to talk about relationships, friendships, personalities, online dating and personal love stories.
UNIT 2

Understand the Present Perfect Continuous via the context of eco-friendly actions and sustainable
lifestyles to indicate a link between the present and the past.
UNIT 3

Apply Past Perfect and Past Perfect Continuous through the development of integrated skills to make
it clear that one event happened before another in the past getting to know places and cultures,
discussing urban problems, and understanding and questioning rules.
UNIT 4

Analyze the should + have + participle construction, the Third Conditional via the context of
education systems, school, and college life, career choice to talk about thing they regret.

Language Center
English level 5 syllabus

Universidad Nacional de Chimborazo

TOPICS AND CONTENT

NUMBER OF
HOURS/
WEEKS

LEARNING
OUTCOMES
(students a capable of
doing)

UNIT 0 (UNIT 10 BOOK 2B)

REVIEW
What do you think of marriage?
If you had three wishes, what
would you wish for?
Are you under much pressure?

2 weeks

4 Theoretical
hours

Grammar:
Second conditional
May, might, could must, cant +be
Relative pronouns,
What vs. which,
How + adj. / adv.
One & Ones.

Contrast be vs. get

to talk about
marriage and
weddings.
Build probability
statements to talk
about performers
and celebrities.
Use
relative
pronouns to talk
about lifestyles and
stress management.

Vocabulary: marriage, performers

and celebrities, Money, Cause &
symptoms, Word formation under /
over, Lifestyle changes, Alternative
lifestyles.
Reading: Turn your life around.
How to be a better reader?
REVIEW 3

EVIDENCE OF WHAT
STUNDETS HAVE
LEARNED

Students will be evaluated

according to their needs
through the following
parameters:
ORAL WORK: individual,
peer, and/or group
presentations.
Quiz/Test.
WRITTEN WORK:
individual, peer, and/or
group presentations.
Quiz/Test.
LISTENING
COMPRENHENSION:
individual, peer, and/or
group presentations.
Listening for gist, listening
for detail.
Quiz/Test.
READING:
COMPRENHENSION:
individual, peer, and/or
group presentations.
Scamming, skimming.
Grammar and vocabulary.
Quiz/Test.
Their progress will also be
assessed through rubrics.
Oral Interview
Identify main ideas
Projects presentation
Oral
participation,
correct
pronunciation,
accurate vocabulary.

PRACTICE
Conversations and explanations:
Lifestyles, money, life changes and
social media.

8 hours

Make up activities

2 hours

TOPICS AND CONTENT

(What does a student know, do
and be?)
(scientific content)

NUMBER OF
HOURS/
WEEKS

Book exercises.
Workbook Exercises.
Platform

LEARNING OUTCOMES
(What are students able to
know, do and be?)

LEARNING
EVIDENCE

Language Center
English level 5 syllabus

Universidad Nacional de Chimborazo

Unit I ( 3A )
Do you know your classmates?
How did your parents meet?
How many friends do you have?
When is the right moment to
settle down?
How much time do you spend
online?
Which do you do more: listen or
speak?

Total:
21 hours

Grammar:Questions endings with

prepositions,
Review of Present tense,
Emphatic forms
Conversation model:
Role play using the expressions
learned in the book.

Practice getting to know

new people via the
contexts of speed dating
and speed friending.

Use the Past Simple and

phrasal verbs in the
contexts of stories.

Practice Present Tenses

through the contexts of
a lecture on friendship.

Interpret
compound
personality adjectives,
Emphatic forms of do
and does and some
adverbs in the context
of online matchmaking
services.

Employ Present and

Past Tenses to tell an
anecdote and learn
informal expressions to
respond
as
active
listener.

Vocabulary: Relationships Phrasal

verbs, Types of friends, Personality
adjectives,
Active
list4ening
phrases.
Listen, read, complete and
understand
conversations.
Comprehension / understanding
questions and
Expressions.
Reading: Celebrity gossip article,
How many friends does one person
need?, Really desperate singles:
online dating profiles, Online
dating sites.
Practical Classes
Conversation model:
Role play:
City Rooms and
furniture,
experiences,
celebrations, preferences, birthday
activities.
REVIEW UNITS 5-6

6 Theoretical
hours

13 hours

Students will be
evaluated according to
their needs through the
following parameters:
ORAL WORK:
individual, peer, and/or
group presentations.
Quiz/Test.
WRITTEN WORK:
individual, peer, and/or
group presentations.
Quiz/Test.
LISTENING
COMPRENHENSION
: individual, peer,
and/or group
presentations.
Listening for gist,
listening for detail.
Quiz/Test.
READING:
COMPRENHENSION
: individual, peer,
and/or group
presentations.
Scamming, skimming.
Grammar and
vocabulary.
Quiz/Test.

Book exercises.
Workbook Exercises.
Platform

2 hours
Psycho-educational work
Research Project Step One:

TOPICS AND CONTENT

Integrating project.

NUMBER
OF HOURS/
WEEKS

LEARNING OUTCOMES
(students a capable of
doing)

EVIDENCE OF
WHAT HAVE
LEARNED

Language Center
English level 5 syllabus

Universidad Nacional de Chimborazo

Unit II ( 3A )
Describe
adjectives Students will be
Total:
How green are you?
with the suffixes able, evaluated according to
21 hours
How long have you been studying
-friendly, and efficient their needs through the
here?
LEARNING
EVIDENCE OF
in the context of following parameters:
TOPICS
CONTENT
OUTCOMES
WHAT HAVE
Which AND
is worse:
flooding orNUMBER
greener,
more
OF HOURS/ (students
a capable of
LEARNED
drought?
ORAL WORK:
sustainable
lifestyles.
WEEKS
doing)
Whats the best ad youve seen
Relate the Present individual, peer, and/or
recently?
Perfect Continuous to group presentations.
Do you support any charities?
Quiz/Test.
aboutadjectives
recent habits
Unitbeen
III ( 3A
)
Students
will beWORK:
Have you
feeling
stressed
talk
Practice
WRITTEN
and
changes
in
their
lately?
evaluated
according
and expressions to
individual,
peer, to
and/or
Total:
Which city would you most like
lives.
their
needs
through
the
describe places.
group presentations.
21 hours
toGrammar:
visit?
Compare
Present
following
parameters:
Use Past Perfect
Quiz/Test.
Was
your weekend
as fun
you
Adjective
formation
assuffixes,
Perfect
vs. Present
LISTENING
via the context
of
dPresent
hoped? Perfect
Continuous,
Perfect
Continuous
WORK:
visiting a place
for ORAL
COMPRENHENSION:
Does
the traffic
you crazy?
Present
Perfectdrive
vs. Present
Perfect
the first
time, of
through
the context
individual,
peer,peer, and/or
individual,
Have
Continuous,
you ever missed any
experiencing
global warming and
and/or
group
group
presentations.
important
dates?vs. Present Perfect
Past Simple
different
social presentations.
natural
disasters.
Listening
for gist,
How
Simple
many
/ Continuous
pets have you owned?
conventions,
Quiz/Test.
Grasp
Present and
Perfect
listening
for
detail.
When did you last break a rule?
tweeting.
WRITTEN
WORK:
Quiz/Test.
Continuous
in
the
Vocabulary: Going green, The
context
Examine
the individual,
peer,
of READING:
Grammar:environment, and Endangered
contrast
and/or
group
COMPRENHENSION:
advertisement
Past
species.
Perfect,
conjunctions
presentations.
individual, peer, and/or
comparing
Simple
Conjunctions of contrast,
although Past and
Quiz/Test.
group presentations.
Past
Reading:
Perfect Continuous
Als blog, Headlines:
vs.
Present inPerfect
though
the and
LISTENING
6
Theoretical
Environmental news from around
Present
Perfect Scamming, skimming.
context of urban
hours
COMPRENHENSION
Grammar and
Vocabulary:
the world, Ads Cities,
Social
problems in New
Continuous.
:
individual,
peer,
vocabulary.
conventions, Urban problems,
York City and in
Quiz/Test.
and/or
group
Active
listening
phrases,
students own city.
Distinguish
Present
presentations.
Common sign phrases
Perfect
ProduceContinuous
the Past in
Listening for gist,
Perfect
the
context of lifestyle
listening for detail.
Reading:
Continuous
changes
and
Different places to visit, Visiting
through
the Quiz/Test.
expressions
to
Hong Kong for the first time?,
context
of READING:
encourage
or
COMPRENHENSION
Article
about
New
York,
narratives,
6 Theoretical
discourage
ideas. : individual, peer,
especially new
stories
Understanding signs
hours
Practice
Book of
exercises. missing and/or group
important
events presentations.
Conversation model:
Workbook Exercises.
due to traffics Scamming, skimming.
Role play: Tell a story to the class
13 hours
Platform
jams.
Grammar and
using verbs like be (born), start,
Use
language vocabulary.
study, finish, get (a job 7 married /
divorced)
involving
rules Quiz/Test.
and
regulations
practicing
Psycho-educational work
2 hours
narrative tenses by
talking about a
Research Project: Integrating project.
rule they have
broken.
Practice
Conversation model:
Role play: Food and drink, a lot /
a little / a few to have very short
conversations about you and your
friends. Any surprises?, are you
TOPICS AND CONTENT
hungry?

13 hours

NUMBER

Book exercises.
Workbook Exercises.
Platform

LEARNING
OUTCOMES

EVIDENCE OF WHAT
HAVE LEARNED

Language Center

Psycho-educational work
Research Project: Integrating project.

2 hours

English level 5 syllabus

Universidad Nacional de Chimborazo

OF HOURS/
WEEKS
Unit IV ( 3A )
Does your school system work
well?
Whats the ideal age to get into
college?
What do you regret not having
done?
What would you have said if you s
been late today?
What would you have said if you
d been late today?
Would you like to be a genius?
How do you deal with criticism?

Total:
21 hours

Grammar:
How do / did you get to..?
Suffixes for jobs
Wh questions about jobs?
(Be ) going to
Going to vs Present Continuous for
plans,
Comparatives
Vocabulary:
Means
of
transportation, what do you do?
Jobs, future plans, life changes, jobs
of the future, borrow /lend

(students a capable of
doing)

6 Theoretical
hours

Reading: An unusual commute,

the future, Alexs blog, the best jobs
for the future
REVIEW 2
Practice
Conversation model:
Discussions: Jobs, future plans, life
changes

13 hours

Psycho-educational work

2 hours

Identify
language
related to school
subjects and discuss
topics related to
education system.
Differentiate too and
enough
in
the
context of school
systems
and
vocabulary related to
higher education.
Figure should (not)
+ have + past
participle to talk
about regrets in the
contexts of career
choices.
Study the Third
Conditional via the
context
of
procrastination and
talking about past
events.
Examine
should
(not)+ have +past
participle and Third
Conditional through
the
context
of
predicting
and
checking predictions
and
expressing
sympathy
or
criticism.

Students will be evaluated

according to their needs
through the following
parameters:
ORAL WORK: individual,
peer, and/or group
presentations.
Quiz/Test.
WRITTEN WORK:
individual, peer, and/or
group presentations.
Quiz/Test.
LISTENING
COMPRENHENSION:
individual, peer, and/or
group presentations.
Listening for gist, listening
for detail.
Quiz/Test.
READING:
COMPRENHENSION:
individual, peer, and/or
group presentations.
Scamming, skimming.
Grammar and vocabulary.
Quiz/Test.

Book exercises.
Workbook Exercises.
Platform

Research Project: Integrating project.

Language Center
English level 5 syllabus

Universidad Nacional de Chimborazo

AGREEMENTS AND ETHICAL COMMITMENT

Punctuality is required. Delayed students wont be allowed in class.
Copying during tests is severely punished; it can even be a reason to automatically fail the semester.
Art. 207 g. Penalties (b) LOES.
Respect between professor- student and students- students is a norm for working during academic
activities, inside and outside of the university. Art. 86 LOES.
Every assignment must include references of the researched authors ( according to APA standards) The
assignment which evidences plagiarism can be graded with 0.
If a group member is evidenced with a few or none participation and the rest of the group has not
reported it, , the whole group will be penalized and the assignment will be graded 0.
Source: COMISION DE EVALUACION INTERNA, Manual para la organizacin de currculo, Junio
2011
Assignment carried out with Google translate or other translation tools will be also penalized.

8.- METHODOLOGY
Teaching and learning are based on an eclectic method where a variety of methods and strategies are used to
achieve the proposed goals. The most important are the following:
Cooperative learning: promotes learning by developing interaction between learners through group
work activities and debates.
Functional approach: considers functions as the central purpose of language. People need to
communicate ideas and functions help them to do it. These functions are varied and used in different
contexts.
Natural approach: intends to provide learners with a natural learning environment. Learners start
with receptive skills to develop appropriate productive skills.
Communicative approach: emphasizes interaction by means of language.
Games, interviews, information exchange, pair work, role plays are part of the technique to be used with students
in level four. English ID platform will be used to support class work.
.

9.- CONTRIBUTION OF LEARNING OUTCOMES, PROFILE SUBJECT EGRESS AND EVALUATION

FORM

Language Center
English level 5 syllabus

Universidad Nacional de Chimborazo

RESULTS OR
ACHIEVEMENTS OF
LEARNING COURSE

LEVELS OF ACHIEVEMENT
A
B
C
Alta
Media
Baja

TECHNICAL ASSESSMENT TOOL

Unit 1
Apply past and present tenses,
emphatic forms of auxiliaries
and adverbs through different
language functions to talk
about
relationships,
friendships,
personalities,
online dating and personal
love stories.

Oral presentation Rubric

Unit 2
X

Understand the Present Perfect

Continuous via the context of
eco-friendly
actions
and
sustainable
lifestyles
to
indicate a link between the
present and the past.

Oral and written check lists.

Unit 3
X
Apply Past Perfect and Past
Perfect Continuous through
the development of integrated
skills to make it clear that one
event happened before another
in the past getting to know
places and cultures, discussing
urban
problems,
and
understanding and questioning
rules.

Written presentation Rubric

Unit 4
X
Analyze the use of should +
have + participle construction,
the Third Conditional via the
context of education systems,
school, and college life,
career choice to talk about
thing they regret.

Oral presentation rubric

Develop the research project

Project presentation guide.

11.- BIBLIOGRAPHY
BASIC BIBLIOGRAPHY:
(ENGLISH ID LEVEL 2 A according to the level and the CERF requirements.
Extra material (digital and material) according to the level and the CERF requirements.

Language Center
English level 5 syllabus

Universidad Nacional de Chimborazo

ENGLISH ID 1A book by Paul Seligson & Camila Abreu. Richmond

COMPLEMENTARY BIBLIOGRAPHY: Richmond englishid.com

Storybird.com.
Elllo.com
Resources:

CD players.
Laptop/speakers.
Videos (DVDs).
Internet.
Projector.
Libraries.
Labs.
Hands on material.

12.-RECOMMENDED READINGS
According to the major
RESPONSIBLE/S
ELABORATION

OF

SYLLABUS

DATE

.
DIRECTOR

ENGLISH TEACHERS OF THE LANGUAGE CENTER

March 2015

.
PROFESSOR

Language Center
English level 5 syllabus

10