Professional Documents
Culture Documents
SYLLABUS: ENGLISH V
1.3. Cdigo: 1.4. N de credits (C) and its equivalence in class hours (CH) 1.5. Year, semester
and autonomous hours (AH): Fifth Level
C:10 HP: 160 HA: 240
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 graduates with English communicative competences under
international standards; therefore, the main objective of the Academic Language Center of UTN is to
prepare students to develop their ability to communicate in English throughout five levels, at a rate of ten
hours a week to attain the skills to communicate and to approve an international evaluation.
English 5 is designed to develop students skills to a B2 level in the CEFR. The course reinforces and deepens
grammar structures studied in the four previous levels. It also studies new vocabulary in different areas as
verbs, synonyms, opposites, collocations, word families. As far as the receptive skills, the course offers a
variety of opportunities for students to continue developing their reading and listening by using new
learning strategies. Regarding the productive skills, English 5 uses group discussions, short presentations,
debates, and other techniques to continue developing oral production and interaction; the course presents
new writing activities that help students master a good range of topics and formats.
English 5 contributes to CAIs Learning Outcomes: a) Ability to apply knowledge of English in the workplace and
personal life; d) Ability to develop collaborative work in multidisciplinary teams; 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; i) Knowledge of national and
international reality, which in turn contribute to the Educational; k) Apply the necessary technological tools
to communicate in English e) ability to solve problems within the work environment and community a)
ability to apply knowledge of English in the workplace and personal life. d) Ability to develop collaborative
work in multidisciplinary teams. Commitment to continue self-learning throughout ones professional life.
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.
a) Understand the main ideas of complex texts on both concrete and abstract topics.
b) Present clear detailed descriptions on a wide range of subjects related to his interest as well as
to interact with a degree of fluency and spontaneity that makes regular interaction with native
speakers.
c) Write clear, detailed text on a wide range of subjects related to his/her interests in different
formats such as: essays, reports and letters as well.
d) Produce clear, detailed texts on a wide range of subjects and explain a viewpoint.
e) Read articles and reports concerned with contemporary issues, in which the writers adopt
particular stances or viewpoints.
2.3. LEARNING OUTCOMES - ASSESSMENT & EVALUATION STRATEGIES:
ASSESSMENT & EVALUATION STRATEGIES
LEARNING OUTCOMES Weighted grade
Evidence Achievement criteria and Techniques and 1 2 T
(Product level tools stage stage
,performance,
knowledge)
Discusses social networking using the Role play (samples) 90% of the students achieve the Three step 3
present tense forms questions and checks Script for an online category 2 or above. interview
for information. Shares views about media debate (samples). Guided writing
and celebrities. Works with relative clauses Quiz U. 1-2 Speed friending
to link ideas and with nouns and (samples) Surveying
prepositions as well as writes clear, Portfolio (homework Interviewing
detailed text for an online debate and classwork Presentations
synthesizing and evaluating information samples) Impromptu
and arguments from different sources. conversations
Debating
Error checking
Written quiz
Alternative
assessment
Talks about life experiences using past Anecdote (samples) 90% of the students achieve the Timed pair share 3.5 6.5
tenses. Interrupts and shows surprise in a Personal statement category 2 or above Mix, pair, share
conversation. Prepares job interviews, (samples) Stand n - share
gives advice. Writes a clear, detailed Quiz U. 3 - 4 Interviewing
personal statement synthesizing and Portfolio (homework Discussion
evaluating information. and classwork Story telling
samples) Brainstorming
Writing from a
model
Written quiz
Alternative
assessment
Uses conditionals to talk about hypothesis. Presentation 90% of the students achieve the Interviewing 3.5 10
Shares wishes, hopes and regrets about the (samples) category 2 or above. Surveying
world. Describes future events and gives a Inquiry ( samples) Numbered heads
presentation. Expresses opinions using Quiz U. 5 6 together.
modals. Writes clear, detailed inquiry to a Portfolio (homework Discussing
volunteer program. and classwork Presentations
samples) Timed Round
Robin
Error checking
Written quiz
Alternative
assessment
SECOND TERM
Describes future events and gives a Discussion (samples) 90% of the students achieve the Three step 2.5
Presentation. Expresses opinions using Report for a science category 2 or above interview
modals. Discusses getting along with class Inside outside
family and friends using idiomatic Quiz U. 7 - 8 circle
expressions and phrasal verbs. Writes a Portfolio (homework Pair discussions
report explaining the advantages and and classwork Graph reading and
disadvantages if various options. samples) interpreting
Written quiz
Alternative
assessment
Talks about food, nutrition and share their Impromptu 90% of the students achieve the Mix, pair, share 1.25
ideas. Discusses happiness with relative conversation category 2 or above Writing from a
clauses and expressions with get. Describes (samples) model
travel and vacation experiences using Survey article Surveying
reported speech. Asks for clarification and (samples) Interviewing
draws conclusions in a conversation. Quiz U. 9/10 Presentations
Writes a survey article giving reasons in Portfolio (homework Impromptu
support or against a point and classwork conversations
of view. samples) Debating
Error checking
Written quiz
Alternative
assessment
Discusses about the positive and negative Description samples 90% of the students achieve the Inside outside 1.25 5
aspects of globalization and tradition as (family traditions) category 2 or above circle
well as parents role in developing Essay (samples) Quiz Quiz trade
childrens talents-using expressions dealing Quiz U. 11/12 Guided writing
with child development. Works with Portfolio (homework Interviewing
relative clauses and with the use of verb and classwork Presentations
with direct and indirect object. Talks about samples) Debating
intelligence and abilities. Writes an essay Error checking
that develops an argument. Written quiz
Alternative
assessment
STUDENTS WORKBOOK # 1
2.6 RESOURCES:
TVs
CD players.
Laptop / speakers.
Videos (DVDs).
Internet: https://student.societyforscience.org/sciencenews-students
Projector.
Library at CAI ( Reading books for advanced levels )
Labs.
Hands on material
The woman who disappeared by Philip Prowse & Moby Dick by Herman Melville ( MACMILLAN READERS)
Commitments:
English is an interactive class in which students will be actively involved in the learning process. Student learning is a to p
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 UTNs 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).
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
es
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 students 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:
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:
RUBRICS
Learning outcome 5 4 3 2 1
ITEMS
Discusses social
networking using the ROLE PLAY
present tense forms
questions and checks for
information. shares views grammar and the students range the students range the students range the students range the students low range
vocabulary enhances enhances supports almost supports makes communication
about media and
communication communication communication communication. difficult.
celebrities. works with
effectively
relative clauses to link
ideas and with nouns and ease of speech the students ease of the students ease of the students ease of the students ease of the students low
prepositions as well as / fluency speech enhacnes speech enhances speech supports speech fluency makes
writes clear, detailed text communication communication communication almost supports communication difficult
effectively. communication.
for an online debate
synthesizing and Attitude the students attitude the students attitude the students attitude the students attitude the students poor
evaluating information enhances enhances supports almost supports attitude makes
and arguments from communication communication. communication. communication communication
different sources. effectively. difficult.
Delivery the students delivery the students delivery the students delivery the students delivery the students poor
enhances enhances supports almost supports delivery makes
communication communication. communication. communication. communication
effectively. difficult.
interaction the students the students the students the students the students poor
interaction enhances interaction enhances interaction supports interaction almost interaction makes
communication. communication. communication. supports communication difficult
communication
PORTFOLIO
PERSONAL STATEMENT
purpose: is the author is reflective author is reflective and addresses the marginally addresses off-topic or too vague.
purpose or and clearly addresses addresses the prompt prompts but needs the prompts; needs
intention of the prompt more details on key specific focus.
this personal areas
statement
clearly
conveyed? is
the desired
outcome
effectively
communicated
?
organization: is introduction has a introduction has a clear introduction has a body paragraphs lack body paragraphs lack
the personal clear thesis that thesis that addresses clear thesis that coherence, direction, coherence, direction,
statement addresses the the prompts even. addresses the topic sentences. topic sentences.
structured in a prompts. body paragraphs have prompts. introduction lacks no thesis present
logical body paragraphs have topic sentences that body paragraphs are thesis or is vague
manner? is it topic sentences that are logical. imbalanced and need about the prompt
structured are logical and fully more development/
appropriately developed. clear topic sentences.
for the
intended
audience? is
anything out of
place?
individuality: writing has a clear writing has a clear writing offers strong writing offers some writing does not leave a
does the piece voice/presence voice/presence through details/examples but details but does not dominant impression
effectively through detailed detailed focus on does not have a clear leave a strong because the
distinguish the focus on experience, experience, activities, voice throughout the impression. information is dull,
author from activities, background, background, etc; topics entire paper conclusion present vague, or lacking in
other etc; topics show show conclusion is examples.
applicants? is originality/insights/ originality/insights/ informative but not no conclusion present
the author personality. personality. memorable
memorable memorable conclusion is
and remarkable conclusion infromative
for the right
reasons?
conventions: is writing represents writing represents minor grammatical multiple grammatical excessive grammatical
the piece consistent command command of spelling, errors do not distract errors; however, the errors distract from
grammatically of spelling, capitalization, from overall fluency overall flow of paper overall fluency of paper
sound? are capitalization, punctuation, grammar, of paper remains intact sentence structure
there any punctuation, usage, and syntax. does not flow
misspellings grammar, usage, and errors do not distract
and/or typos? syntax. errors do not from the overall fluency
are there errors distract from the of paper.
in structure overall fluency of
and/or paper
punctuation? words, phrases, and
sentence structure
enhance the overall
effectiveness of the
communication of
ideas.
thinking/ shows efficiency and shows insightful shows considerable shows some shows limited
inquiry insightful understanding of understanding of understanding of understanding of the
understanding of issues and experience the issues and the issues and issues and experience
demonstrates issues and of the intended experience of the experience of the of the intended
critical and experience of the audience; confident, intended audience; intended audience; audience; unclear
creative intended audience; clear expression of clear expression of somewhat clear expression of opinions
thinking skills confident, clear opinions and ideas opinions and ideas expression of and ideas
expression of opinions and ideas
opinions and ideas.
communicatio organizes content organizes content organizes the organizes the organizes the content
n clearly, coherently clearly, coherently and content clearly and content clearly in a series of random
and creatively creatively coherently points
communicates - effectively uses uses vocabulary and
information vocabulary and style style that are - uses vocabulary - uses vocabulary - uses vocabulary and
and ideas with that are appropriate appropriate for the and style that are and style that is style that is
for the audience and audience and purpose appropriate for the somewhat inappropriate for the
logical
purpose audience and appropriate for the audience and purpose
organization purpose audience and
communicates purpose
for different
purposes and
audiences
(choice of
language and
style)
application uses language uses language uses language uses language uses language
conventions skilfully conventions skilfully conventions with conventions with conventions with
applies and effectively all or almost all the time; considerable some accuracy and limited accuracy and
language almost all the time; errors may be the accuracy and effectiveness; errors effectiveness; errors
conventions errors may be the result of risks taken by effectiveness; errors occasionally detract sometimes impede
(grammar, result of risks taken the writer and do not do not detract from from meaning expression and
usage, by the writer and do detract from overall overall meaning comprehension
not detract from meaning
spelling,
overall meaning
punctuation)
details & substantial, specific substantial, specific the information the information the article has little or
substance information is information is provided is provided in the
provided. provided. adequate to convey article is no supporting details.
an understanding of underdeveloped points are made but
all information almost all information the topic, but more and/or repetitive. not backed up. the
requested in the requested in the details could details are only information requested
assignment is assignment is included deepen that occasionally in the assignment is
included and is and is consistently understanding. provided. several largely absent.
consistently supported with well- some well- chosen aspects of the
supported with well- chosen details. details are information
chosen details. incorporated. most requested in the
of the information assignment are
requested in the absent.
assignment is
included
organization there is a smooth, there is almost always most ideas flow, but ideas tend not to ideas are not logically
logical flow of ideas. a smooth, logical flow there are limited flow in a logical, structured. no
transitions are of ideas. transitions problems with cohesive manner. transitions are used to
effectively used to are effectively used to cohesion. few transitions are guide the reader or
guide the reader. guide the reader. transitions are used effectively. connect the ideas.
frequently used, but
not always
effectively.
audience the article uses in most of it the article the article generally the article includes the articles language,
awareness language, tone, and uses language, tone, uses appropriate several instances of tone, and style are not
style that are and style that are language, tone, and language, tone, and appropriate for the
appropriate to the appropriate to the style, but style that are not audience(s) indicated
intended intended audience(s). occasionally these likely to hold the in the assignment.
audience(s). elements do not interest and/or
seem well suited to respect of the
the intended intended
audience(s). audience(s).
mechanics superior editing the article almost good editing few weak editing little or no editing
limited errors in always presents errors per page in several errors per consistent problems
grammar, superior editing grammar, paragraph in with grammar,
punctuation, limited errors in punctuation, grammar, punctuation, spelling,
spelling, etc. grammar, spelling, etc. punctuation, etc. throughout the
punctuation, spelling, spelling, etc. paper.
etc.
Visual the visual is well the visual is well the visual is the visual is weakly the visual is not
integrated. it serves integrated most of the integrated, but not integrated. its integrated into the
a clear purpose and time. it serves a clear as clearly or purpose with article. it appears to
strengthens the purpose and smoothly as it might respect to the have no connection to
written content of strengthens the be. it serves a written content of the purpose of the
the article. written content of the purpose with the article is written content of the
article. respect to the unclear. article.
written content of
the article
shows competence shows attempt to shows attempt to shows inability to shows inability to
in organization but organize an essay with organize an essay organize an essay. organize an essay.
lacks sophistication. a thesis. demonstrates and limited ability paragraphs are not paragraphs are not
paragraphs are well ability to organize to organize carefully and carefully and logically
developed but lack individual paragraphs individual logically developed. developed. transitions
appropriate although organization paragraphs but transitions are are missing or
transitions unevenly developed paragraphs are missing or inappropriate so that
or formulaic and formulaic, inappropriate so relationships between
organization
transitions generally underdeveloped that relationships ideas are illogical.
lacking. and repetitive. between ideas are
transitions generally illogical.
lacking.
vocabulary shows a good exhibits generally exhibits some lacks control over lacks control over
vocabulary range competent language problems in diction diction and syntax diction and syntax
and good command use with some and syntax but they which interferes which interferes with
of the language. awkwardness in do not interfere with meaning. meaning.
syntax. with readability.
mechani contains only contains some contains many contains serious local, global and
cs occasional common common punctuation, syntax errors will
punctuation, punctuation, punctuation, capitalization appear and interfere
capitalization capitalization capitalization spelling, usage, with meaning.
spelling, usage and spelling, usage and spelling, usage and and esl errors
esl errors. esl errors. esl errors, though which interfere
the errors are not with meaning.
frequent enough
to be distracting.
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.
g)
CAIs PROFFESSOR
Elaborated by: CAI Teachers. Based on: Alcides Aranda Arandas model.