Integrated skills iv spac
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1 UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL MÓDULO FORMATIVO: “INTEGRATED SKILLS IV” Cuarto Semestre “B” Lcda. Mg. Sonnia Paulina Altamirano Carvajal Ambato – Ecuador Marzo – Agosto 2013
Transcript of Integrated skills iv spac
1
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
MÓDULO FORMATIVO:
“INTEGRATED SKILLS IV”
Cuarto Semestre “B”
Lcda. Mg. Sonnia Paulina Altamirano Carvajal
Ambato – Ecuador
Marzo – Agosto 2013
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INDEX
ABSTRACT ........................................................................................................................................... 3
I.BASIC INFORMATION OF THE MODULE .......................................................................................... 4
II. FORMATIVE ROUTE ........................................................................................................................ 5
III. FORMATION TRAINING METHODOLOGY ...................................................................................... 7
IV. EVALUATION METHODOLOGY .................................................................................................... 12
EVALUATION PROCESS ..................................................................................................................... 14
V. INSTRUCTIONAL GUIDE ................................................................................................................ 17
VI. ANNEXES .................................................................................................................................... 20
VII. APPROVAL OF THE FORMATIVE MODULE ...............................................................................…21
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ABSTRACT
The aim of this module is to develop the students’ communicative competence, so they can
understand spoken and written English and express themselves confidently, accurately, and
fluently.
On successful completion of this module, students will be able to Identify grammar structures,
vocabulary and language functions to use in the description of various situations; then they will
also apply knowledge of the form, meaning and use of the English structures to talk about
different real situation; after that they will analyze the language required to discuss, propose,
and debate about different issue; next they will create coherent and cohesive discourse and
written texts to share Ss real life experiences, and finally students will evaluate and self-assess
oral messages and written texts to describe and discuss about the pros and cons of different
issues.
The Communicative Language Teaching approach will be used to accomplish good learning
outcomes in terms of the development of the communicative competence of the students who
will be able to go beyond information-gap, and pair work activities to use English for
discussions about real problems and real situations showing high order thinking skills. The
achievement of the students’ learning outcomes will be assessed through formative and
summative assessment.
At the end of the level, students will have developed the competencies corresponding and to
B1 Level, described in the Common European Framework of Reference.
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I. BASIC INFORMATION OF THE MODULE: INTEGRATED SKILLS IV
Code: FCHE-CI-0407 Prerequisites:
Integrated Skills III Competence:
Produce oral and written texts in the English language
in order to communicate ideas, give and receive
information about one´s own cultural identity and
those of other countries, while correctly using
linguistic elements and maintaining coherence and
cohesion.
Credits:
8
Semester:
Fourth
Co-requisites
Reading IV
Oral III
Audio IV
Writing II
Level:
Bachelor in
Arts(B. A)
Hours per week:
8 hours a week.
Total hours for the semester: 160 hours.
Total hours for independent work: 160 hours
Professor’s name : Sonnia Paulina Altamirano Carvajal
Title and Academic degree:
Licenciado en Ciencias de la Educación, Mención Inglés.
Magister en Ciencias de la Educación, mención en Gestión Educativa y Desarrollo Social
Academic area according to global competence: Communicative Competence.
Office hours: Tuesday from 4:00 to 5:00 p.m.
Contact telephone number : 087487641
E-mail address: [email protected]
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II. FORMATIVE ROUTE
General Problem (node):
Difficulty to communicate in English using the language skills of reading, listening, speaking and
writing.
Global Competence: COMMUNICATIVE COMPETENCE
Use the English language correctly and appropriately to accomplish communication goals.
Specific Competences that are part of the global competence:
Integrated Skills
Advanced English
Audio
Oral
Reading
Writing
Business English
EFL Translation Techniques
TOEFL Preparation
Modules that are part of the specific competence:
Integrated Skills IV
Integrated Skills I,III,IV
Audio I, II, III
Oral I, II, III
Reading I,II,III,IV
Writing I,II
Business English
Advanced English.I, II, III, IV
EFL Translation Techniques
TOEFL Preparation
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Description of the specific competence.
Produce oral and written texts in the English language in order to communicate ideas, give and
receive information about one´s own cultural identity and those of other countries, while
correctly using linguistic elements and maintaining coherence and cohesion.
Elements of competence to be developed in the module:
1.-Identify grammar structures, vocabulary and language functions to use in the
description of various situations.
2.-Apply knowledge of the form, meaning and use of the English structures to talk about
different real situations.
3.-Analyze the language required to discuss, propose, and debate about different issues.
4.-Develop coherent and cohesive discourse and written texts to share Ss real life
experiences.
5.-Evaluate and self-assess oral messages and written texts to describe and discuss about
the pros and cons of different issues.
Module research areas
This module will support the investigation projects developed by the professors from this
program.
Moreover, students will also work on the interdisciplinary Project for this level “INFLUENCIA
DE LAS REDES SOCIALES EN LA VIDA ESTUDIANTIL” which help Ss working on
ABPro and giving solutions for the proposed problem in the interdisciplinary project as well. Ss will
select their project topics, research the literature about a problem related to the learning styles
that each student has and propose possible activities which can work best with them in order to
empower them.
Community service related to the module
This module will contribute to the formation of the communicative competence which will be really
necessary for everyday interaction with native English speakers in educational, tourist, and other
Ecuadorian social sectors.
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III. TRAINING METHODOLOGY
General didactic approach: COMMUNICATIVE APPROACH
Problem based learning PBL/project proposal
Learning environment: Classroom, library, virtual class
Competence
elements
Cognitive contents Procedural contents Affective-
motivational
contents
Didactic activities Time
Element 1:
Identify grammar
structures,
vocabulary and
language functions
to use in the
description of
various situations.
Vocabulary, listening tasks and
reading texts related to: business and
non-business services, social events,
steps for planning a social event.
The passive causative: the by phrase.
Causatives get,have and make.
Let followed by an object and base
form.
Causative have and past perfect
auxiliary have.
Vocabulary, listening tasks and
reading texts related to: Fields for
work or study, reasons for changing
your mind, skills and abilities
Future meaning and present
continuous, simple present and
modals.
Regrets about the past: wish +past
perfect; should have and ought to
have.
Listen to some conversations
about services and work
choices
Listen to the pronunciation of
some words in a context
Talk about request express
service
Ask for and recommend a
service provider
Describe quality of service,
plan a social event
Read about two famous
people
Write about work choices
Phase 1 of interdisciplinary
project which will be
developed throughout the
semester.
Demonstrate
empathy and
collaborative
work.
Task-based learning.
- Give students tasks to
do.
- Present new language after
students have needed to
use it.
Team work.
Virtual class
-Problem Based
Learning
- Project Based Learning
25 hours
RESULT: Present a short text about describing services and work choices.
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Element 2:
Apply knowledge
of the form,
meaning and use
of the English
structures to talk
about different
real situations.
Vocabulary, listening tasks and reading
texts related to: types of holidays and
ways to commemorate a holiday,
wedding terminology
Adjective clauses with subject and
object relative pronouns. Reciprocal
pronouns each other and one another.
By+ reflexive pronouns.
Vocabulary, listening tasks and reading
texts related to; news sources, severe
weather events and disasters,
emergency preparation and supplies,
and terminology for discussing
disasters.
Indirect speech: Imperatives. Indirect
speech: say and tell; tense changes.
Punctuation rules for indirect speech.
Listen to some information
about holidays, traditions,
and news
Listen to some important
details
Describe holidays,
celebrations and wedding
traditions, and about some
news.
Present some conversations
and role plays
Read about holidays, news
Write about some holidays
and natural disasters
Develop phase 2 of the
interdisciplinary project
Show respect and
tolerance to other
people’s cultures
and traditions.
Demonstrate
empathy and
collaborative work.
Task-based learning.
- Give students tasks to
do.
- Present new language
after students have
needed to use it.
Writing Process
Approach.
- Brainstorming
- Drafting
- Revising
- Editing.
Team work.
- Problem Based
Learning
- Project Based
Learning
25 hours
RESULT: Role-plays about celebrations and some news.
Element 3:
Analyze the
language required
to discuss,
propose, and
debate about
different issues.
Vocabulary, listening tasks and reading
texts related to: types of books, ways to
describe reading material, and some
ways to enjoy reading.
Nouns clauses; embedded questions,
embedded questions with infinitives,
noun clauses as direct objects.
Listen to some information
about useful written
sources, and some
inventions.
Listen to the pronunciation
of some words.
Share information about the
topics.
Show respect and
tolerance to other
people’s opinions
and ideas.
Avoid plagiarism.
Value the
contributions made
Task-based learning.
- Give students tasks to
do.
- Present new language
after students have
needed to use it.
Writing Process
Approach.
- Brainstorming
25 hours
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Vocabulary, listening tasks and reading
texts related to:
Mechanical inventions in history and
was to describe innovative products.
Conditional sentences: review. The
unreal conditional.
Present short speeches about
the topics.
Read about habits,
inventions
Write about an interesting
book read, and about recent
inventions
Phase 3 of interdisciplinary
project
by people in
different fields.
Work
collaboratively.
- Drafting
- Revising
- Editing.
Team work.
Virtual class
- Problem Based
Learning
- Project Based
Learning
RESULT: A short speech about Ss’ favorite books and innovative products.
Element 4:
Create coherent
and cohesive
discourse and
written texts to
share Ss real life
experiences.
Vocabulary, listening tasks and reading
texts related to:
Political terms and types of
governments, political and social
beliefs, controversial issues, ways to
disagree politely.
Non-count nouns for abstract ideas,
verbs followed by objects and
infinitives, review of gerunds and
infinitives after certain verbs.
Vocabulary, listening tasks and reading
texts related to:
Geographical features, ways to describe
possible risks, dangerous animals and
insects, and ways to describe the natural
world.
Infinitives with too + adjective,
prepositions of place to describe
locations, proper nouns: capitalization
and use of the.
Listen to some conversations
controversial and
geographical features.
Talk about some ways to
disagree politely and ways to
describe a natural world
Read about types of
government and dangerous
animals
Write about a local or world
problem and offer possible
solutions, and create a
tourism advertisement.
Develop Phase 4 of
interdisciplinary project
Show respect and
tolerance to other
people’s
political and social
beliefs.
Express
disagreement in a
polite way.
Show awareness
for the protection of
the environment.
Value the beauty
and natural
resources of our
country.
Task-based learning.
- Give students tasks to
do.
- Present new language after
students have needed to
use it.
- Writing Process
Approach.
- Brainstorming
- Drafting
- Revising
- Editing.
Team work.
Virtual class
- Problem Based
Learning
- Project Based Learning
25 hours
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RESULT: A debate on a controversial issue.
Element 5:
Evaluate and self-assess
oral messages and
written texts to describe
and discuss about the
pros and cons of
different issues.
Vocabulary, listening tasks and
reading texts related to:
Personality types with positive
and negative meaning.
Gerunds and infinitives: changes
in meaning.
Parallelism with gerunds and
infinitives.
Vocabulary, listening tasks and
reading texts related to:
elements of music, creative
personalities.
The present perfect and the
present perfect continuous:
finished and unfinished actions.
The past perfect continuous.
Noun clauses as adjective and
noun complements.
Listen to some details
about personality types,
and creative personality
characteristics.
Talk about
characteristics of
different personality
types
Describe about some
famous singers.
Read some texts about
personality types and
music
Write about life
changing experiences
and the benefits of
music.
Understand and respect
different types of
personality Show respect
to other people’s
opinions and ideas.
Work collaboratively.
Show respect to other
people’ musical
preferences.
Value the importance of
music in life.
Practice values such as
honesty, tolerance, and
respect.
Work collaboratively.
Task-based learning.
- Give students tasks to
do.
- Present new language
after students have
needed to use it.
Team work.
- Virtual class
- Project
- Problem Based
Learning
- Project Based
Learning
28 hours
RESULT: A role play about Ss personality traits and w riting about the benefits of music.
Interdisciplinary project.
Student portfolio.
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IV. EVALUATION PLAN.
EVALUATION SCALE
(Expected achievement levels)
9.0 to 10.0 Theoretical practical innovative level -Score- ( Very satisfactory)
8.0 to 8.9 Theoretical practical expert level – Score - ( Satisfactory)
7.0 to 7.9 Theoretical practical basic level – Score - ( Acceptable)
5.5 to 6.9 Theoretical advanced level (Critical analysis) – Fail
< 5.5 Theoretical basic level (Comprehension) - Fail
Competence of emphasis to be developed through the module: Integrated Skills IV
Produce oral and written texts in the English language in order to communicate ideas, give and receive
information about one´s own cultural identity and those of other countries, while correctly using linguistic
elements and maintaining coherence and cohesion.
No.
ELEMENTS
Achievement indicators.
1 Identify grammar structures,
vocabulary and language
functions to use in the
description of various
situations.
Listen to some conversations about services and work
choices
Listen to the pronunciation of some words in a context
Talk about request express service
Ask for and recommend a service provider
Describe quality of service, plan a social event
Read about two famous people
Write about work choices
Phase 1 of interdisciplinary project which will be developed throughout the semester
2 Apply knowledge of the form,
meaning and use of the English
structures to talk about
different real situations.
Listen to some information about holidays, traditions, and
news
Listen to some important details
Describe holidays, celebrations and wedding traditions, and
about some news.
Present some conversations and role plays
Read about holidays, news
Write about some holidays and natural disasters
Develop phase 2 of interdisciplinary project
3 Analyze the language required
to discuss, propose, and debate
about different issues.
Listen to some information about useful written sources,
and some inventions.
Listen to the pronunciation of some words.
Share information about the topics.
Present short speeches about the topics.
Read about habits, inventions
Write about an interesting book read, and about recent
inventions
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Develop phase 3 of interdisciplinary project
4 Create coherent and cohesive
discourse and written texts to
share Ss real life experiences.
Listen to some conversations controversial and geographical
features.
Talk about some ways to disagree politely and ways to
describe a natural world
Read about types of government and dangerous animals
Write about a local or world problem and offer possible
solutions, and create a tourism advertisement.
Develop phase 4 of interdisciplinary project
5
Evaluate and self-assess oral
messages and written texts to
describe and discuss about the
pros and cons of different
issues.
Listen to some details about personality types, and creative
personality characteristics.
Talk about characteristics of different personality types
Describe about some famous singers.
Read some texts about personality types and music
Write about life changing experiences and the benefits of
music.
13
EVALUATION PROCESS
Competence of emphasis to be developed through this module: : Integrated Skills IV
Produce oral and written texts in the English language in order to communicate ideas, give and receive
information about one´s own cultural identity and those of other countries, while correctly using linguistic
elements and maintaining coherence and cohesion.
Elements of
the module
Diagnostic Evaluation Formative Evaluation Performance evaluation
Result Indicator
1. Identify
grammar
structures,
vocabulary
and language
functions to
use in the
description of
various
situations.
Use language structures
to communicate ideas
verbally and in writing.
Comprehend listening
exercises and follow
instructions or
performs a task.
Write paragraphs and
short compositions.
Read and understand
main and secondary
ideas.
Ask and answer
questions about a
variety of topics.
Listen to some conversations
about services and work
choices
Listen to the pronunciation of
some words in a context
Talk about request express
service
Ask for and recommend a
service provider
Describe quality of service,
plan a social event
Read about two famous people
Write about work choices
Phase 1 of interdisciplinary
project which will be
developed throughout the
semester
Demonstrate empathy and
collaborative work
Present a
short text
about
describing
services and
work
choices.
Coherence at
the moment
of using the
four skills, 40%
Organization
and
presentation.
20%
Team work
20%
Non verbal
skills: Eye
contact and
body
language. 20%
Techniques
and
Instruments
Teacher’s observation. Oral and written quizzes and tests.
Role-plays.
Oral presentations.
Google Docs-pps
Rubrics for
oral and
written
language
production
Rubric s for
each skill
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2. Apply
knowledge of
the form,
meaning and
use of the
English
structures to
talk about
different real
situations.
Listen to some
conversations about
services and work
choices
Listen to the
pronunciation of
some words in a
context
Talk about request
express service
Ask for and
recommend a
service provider
Describe quality of
service, plan a social
event
Read about two
famous people
Write about work
choices
Listen to some information
about holidays, traditions, and
news
Listen to some important
details
Describe holidays, celebrations
and wedding traditions, and
about some news.
Present some conversations
and role plays
Read about holidays, news
Write about some holidays and
natural disasters
Phase 2 of interdisciplinary
project.
Show respect and tolerance to
other people’s cultures and
traditions.
Demonstrate empathy and
collaborative work.
Role-plays
about
celebrations
and some
news.
Coherence at
the moment
of speaking,
grammar, 40%
Organization
and
presentation.
20%
Team work
20%
Non verbal
skills: Eye
contact and
body
language. 20%
Techniques
and
instruments.
Teacher observation. Oral and written quizzes and tests.
Role-plays.
Oral presentations.
Portfolios.
Learning log.
Rubrics for
oral and
written
language
production
Rubrics for
oral and
written
language
production.
3. Analyze the language required to discuss, propose, and debate about different issues.
Listen to some
information about
holidays, traditions,
and news
Listen to some
important details
Describe holidays,
celebrations and
wedding traditions,
and about some
news.
Present some
conversations and
role plays
Read about
holidays, news
Write about some
holidays and
Listen to some information
about useful written sources,
and some inventions.
Listen to the pronunciation of
some words.
Share information about the
topics.
Present short speeches about
the topics.
Read about habits, inventions
Write about an interesting book read, and about recent inventions
Value the contributions made by people in different fields.
Work collaboratively.
A short
speech
about Ss’
favorite
books and
innovative
products.
Coherence at
the moment
of speaking,
grammar, 40%
Organization
and
presentation.
20%
Team work
20%
Non verbal
skills: Eye
contact and
body
language. 20%
15
natural disasters
Phase 2 of
interdisciplinary
project.
Techniques
and
instruments.
Teacher observation. Oral and written quizzes and tests.
Role-plays.
Portfolios.
Learning log.
Rubrics for
oral and
written
language
production
Rubrics for
oral and
written
language
production.
4. Create
coherent and
cohesive
discourse and
written texts
to share Ss
real life
experiences.
Listen to some
information about
useful written
sources, and some
inventions.
Listen to the
pronunciation of
some words.
Share information
about the topics.
Present short
speeches about the
topics.
Read about habits,
inventions
Write about an interesting book read, and about recent inventions
Listen to some conversations
controversial and geographical
features.
Talk about some ways to
disagree politely and ways to
describe a natural world
Read about types of
government and dangerous
animals
Write about a local or world
problem and offer possible
solutions, and create a tourism
advertisement.
Develop phase 4 of interdisciplinary project
Show respect and tolerance to
other people’s
political and social beliefs.
Express disagreement in a
polite way.
Show awareness for the
protection of the environment.
Value the beauty and natural
resources of our country.
A debate on
a
controversial
issue.
Coherence at
the moment
of speaking,
grammar, 40%
Organization
and
presentation.
20%
Team work
20%
Non verbal
skills: Eye
contact and
body
language. 20%
Techniques
and
instruments.
Teacher observation. Oral and written quizzes and tests.
Role-plays.
Portfolios.
Learning log.
Rubrics for
oral and
written
language
production.
Rubrics for
oral and
written
language
production.
16
5. Evaluate
and self-
assess oral
messages and
written texts
to describe
and discuss
about the
pros and cons
of different
issues.
Listen to some
conversations
controversial and
geographical
features.
Talk about some
ways to disagree
politely and ways to
describe a natural
world
Read about types of
government and
dangerous animals
Write about a local
or world problem
and offer possible
solutions, and
create a tourism
advertisement.
Develop phase 4 of interdisciplinary project
Show respect and
tolerance to other
people’s
political and social
beliefs.
Express
disagreement in a
polite way.
Show awareness
for the protection of
the environment.
Listen to some details about
personality types, and creative
personality characteristics.
Talk about characteristics of
different personality types
Describe about some famous
singers.
Read some texts about
personality types and music
Write about life changing
experiences and the benefits of
music.
Understand and respect
different types of personality
Show respect to other people’s
opinions and ideas.
Work collaboratively.
Show respect to other people’
musical preferences.
Value the importance of music
in life.
Practice values such as
honesty, tolerance, and
respect.
Work collaboratively.
A role play
about Ss
personality
traits and w
riting about
the benefits
of music.
Interdisciplin
ary project.
Student
portfolio
Focus/organiz
ation of ideas.
30%
Elaboration/
support/style.
20%
Use of writing
process 20%
Mechanics and
Grammar. 10%
Word count.
10%
Legibility and
presentation
10%
Techniques
and
instruments.
Teacher observation. Oral and written quizzes and tests.
Role-plays.
Portfolios.
Interdisciplinary projects
Learning log.
Rubrics for
oral and
written
language
production.
Rubrics for
oral and
written
language
production.
17
V. INSTRUCTIONAL GUIDES
Competence of emphasis to be developed through the module: Integrated Skills IV
Produce oral and written texts in the English language in order to communicate ideas, give and receive
information about one´s own cultural identity and those of other countries, while correctly using linguistic
elements and maintaining coherence and cohesion.
No
.
GUIDE
ELEMENTS PROCESS RESOURCES PRODUCT
1 Identify grammar
structures,
vocabulary and
language functions
to use in the
description of
various situations.
1. Make a vocabulary list for each unit
2. Make statements with those words.
3. Do all the interactive activities of the
CD-ROM of your book: Speaking
Practice, Interactive Workbook,
Games and Puzzles, Karaoke,
Conversation Models
4. Do the checkpoint and the Wrap up
activities from the book.
Students’ book
Cd
English- English
dictionary
Internet
Virtual class
Present
assignments
using the four
skills, listening,
speaking, reading
and writing about
the topics
presented
2
Apply knowledge
of the form,
meaning and use
of the English
structures to talk
about different
real situations.
1. Look up the meaning of new
vocabulary from units 5 and 6 in an
English -English dictionary.
2. Write sentences using the new
words.
3. Do all the interactive activities of the
CD-ROM of your book: Speaking
Practice, Interactive Workbook,
Games and Puzzles, Karaoke,
Conversation Models and Songs.
4. Do the checkpoint and the Wrap up
activities from the book.
5. Make a list of questions about things
you need more explanation and talk
to your teacher or partners to clarify
any doubts.
6. Give a short speech or present a role
play about the topics in these units.
7. Check this website for additional
learning resources.
www.longman.com/topnotch.
Top Notch
student’s book 3
CD and CD player
English-English
Dictionary
Internet.
Virtual class
A role-play about
natural disasters.
3 Analyze the
language required
to discuss,
propose, and
debate about
1. Look up the meaning of new
vocabulary from units 7 and 8 in an
English -English dictionary.
2. Write sentences using the new
words.
Top Notch
student’s book 3
CD and CD player
English-English
A short speech
about Ss favorite
books and
innovative
products.
18
different issues. 3. Do all the interactive activities of the
CD-ROM of your book: Speaking
Practice, Interactive Workbook,
Games and Puzzles, Karaoke,
Conversation Models and Songs.
4. Do the checkpoint and the Wrap up
activities from the book.
5. Make a list of questions about things
you need more explanation and talk
to your teacher or partners to clarify
any doubts.
6. Give a short speech or present a role
play about the topics in these units.
7. Check this website for additional
learning resources.
www.longman.com/topnotch
Dictionary
Internet.
Virtual class
4 Create coherent
and cohesive
discourse and
written texts to
share Ss real life
experiences.
1. Look up the meaning of new
vocabulary from units 9 and 10 in an
English-English dictionary.
2. Write sentences using the new
words.
3. Do all the interactive activities of the
CD-ROM of your book: Speaking
Practice, Interactive Workbook,
Games and Puzzles, Karaoke,
Conversation Models and Songs.
4. Do the checkpoint and the Wrap up
activities from the book.
5. Make a list of questions about things
you need more explanation and talk
to your teacher or partners to clarify
any doubts.
6. Give a short speech or present a role
play about the topics in these units.
7. Check this website for additional
learning resources.
www.longman.com/topnotch
Top Notch
student’s book 3
CD and CD player
English-English
Dictionary
Internet.
A debate on a social
issue.
5 Evaluate and self-
assess oral
messages and
written texts to
describe and
discuss about the
1. Look up the meaning of new
vocabulary from unit 1 in an English -
English dictionary.
2. Write sentences using the new
words.
3. Do all the interactive activities of the
Summit 1
student’s book
CD and CD player
English-English
An interview
their mates in
order to role
play about Ss
personality traits
and Writing
19
pros and cons of
different issues.
CD-ROM of your book: Speaking
Practice, Interactive Workbook,
Games and Puzzles, Karaoke,
Conversation Models and Songs.
4. Do the writing section at the end of
each unit.
5. Make a list of questions about things
you need more explanation and talk
to your teacher or partners to clarify
any doubts.
6. Give a short speech or present a role
play about the topics in these units.
7. Check this website for additional
learning resources.
www.longman.com/summit
Dictionary
Internet.
Virtual class
about the
benefits of
music.
Interdisciplinary
project.
Student
portfolio.
20
VI. ANNEXES
BIBLIOGRAPHY
Top Notch 3 is a textbook which has a practical social language syllabus so that students learn English to
communicate with other non-native speakers. The textbook provides concise and useful information about
frequency, collocations, and typical native-speakers usage from the Longman Corpus Network. The textbook
also provides a teacher’s resource disk with extra exercises such as: reading comprehension activities, writing
process worksheets, learning strategies, grammar self-checks, vocabulary cards and cumulative vocabulary
activities, pair work cards, graphic organizers, song activities. This textbook develops the competencies
corresponding to B1 Level, described in the Common European Framework of Reference.
Saslow,Joan and Ascher Allen with Tiberio, Silvia C. 2006. Top Notch 3 Teacher’s Edition. NY, Longman.
Saslow,Joan and Ascher Allen with Long, Wendy P. 2006. Top Notch 3 Complete Assessment Package. NY,
Longman.
Summit 1 is a two-level high intermediate to advanced communicative series for adults and young adults that is designed to follow Top Notch series. It is a textbook in which students conclude each class session with a culminating productive activity that demonstrates their ability to use new vocabulary, grammar, word skills, and social language in order to perform the communication goal of the lesson. Each lesson carefully exposes students to authentic, natural, corpus-informed English, both receptively and productively, to build understanding and expression. This textbooks also provides extra teacher’s resources as the ones described for Top Notch 3. After checking all the units in this textbook, students will have developed the competencies corresponding to B2 Level, described in the Common European Framework of Reference.
Saslow,Joan and Ascher Allen with Tiberio, Silvia C. 2006. Summit 1 Teacher’s Edition. NY, Longman.
Saslow,Joan and Ascher Allen with Impola, Thomas. 2006. Summit 1 Complete Assessment Package. NY,
Longman.
L eyes y reglamentos de la Universidad Técnica de Ambato:
Reglamento del Sistema de Evaluación, Acreditación y Calificación por Competencias para la Promoción en
Ciclos Semestrales y Créditos de la Universidad Técnica de Ambato.
Reglamento de Graduación para obtener el Título Terminal de Tercer Nivel de la Universidad Técnica de
Ambato
Esquema para un Diseño de Proyecto de Investigación o Trabajo de Grado.
Reglamento del Régimen Académico del Sistema por Competencias para el Pregrado de la Universidad
Técnica de Ambato.
ADDITIONAL RESOURCES.
http://www.english-at-home.com/ www.longman.com/topnotch www.longman.com/summit
www.spotlightradio.net http://www.better-english.com http://www.wordreference.com.
http://www.bbc.co.uk/worldservice/learningenglish/ http://learnenglish.britishcouncil.org/
https://sites.google.com/site/integratedskills4/
21
VII. APPROVAL OF THE FORMATIVE MODULE
Date prepared:
Lic. Mg. Sonnia Paulina Altamirano Carvajajl
PROFESSOR.
Date of approval:
Lcda. Mg. Wilma Villacís Dra. MSc. Mayorie Chimbo .
Area Coordinator Program Coordinator
Module Evaluator Support for Module
Dr. MSc. Ramón Saltos.
Faculty Sub-dean Approval
