Porta Folio

SUBJECT: ENGLISHNAME: ESTEFANIA ESPINOZA

UNIVERSIDAD NACIONAL DE

CHIMBORAZOCENTER OF LANGUAGES

TEACHER: EDISON SALAZARLEVEL: FIFTH “H”

UNIT 1

LESSON 1

LESSON 3

UNIT 2

UNIT 3

UNIT 4

UNIT 5

UNIVERSIDAD NACIONAL DE CHIMBORAZOVICERRECTORADO ACADÉMICO

UNIDAD DE PLANIFICACIÓN ACADÉMICA

FACULTAD DE INGENIERIACENTRO DE IDIOMAS

SÍLABO DE LA ASIGNATURA DE INGLES V

Docentes Dr. Danilo Yépez

Lcda. Ruth MolinaLcdo .Luis GuadalupeLcdo. Edison Salazar

DOCENTE: DOCENTES CENTRO DE IDIOMAS

PERÍODO ACADÉMICO: Abril 2015 –Agosto 2015

FECHA DE ELABORACIÓN: 18 03 del 2015

LA MISION

El Centro de Idiomas Extranjeros de la UNACH, tiene como misión, potenciar el proceso de inter aprendizaje de idiomas extranjeros y/o segundo idioma para contribuir con la formación holística de los estudiantes para proyectar su accionar en el ámbito personal y profesional.

LA VISION

El Centro de Idiomas de la UNACH será líder en la enseñanza de Idiomas Extranjeros en la formación de profesionales competentes para desenvolverse en un mundo globalizado.

OBJETIVO GENERAL

El objetivo del Centro de Idiomas Extranjeros de la Universidad Nacional de Chimborazo es:

Capacitar a los estudiantes en el uso de idiomas extranjeros y/o segundo idioma para comunicarse significativamente con pensamiento crítico, en un contexto integral y real demostrando naturalidad y fluidez, de tal forma que le permitan satisfacer necesidades personales y de su entorno con respeto y pro-actividad.

LOGRO DE APRENDIZAJE

Competencias comunicativas del estudiante desarrolladas adecuadamente en los idiomas extranjeros y/o segundo idioma, para enfrentar en forma práctica las situaciones que el accionar personal y profesional lo requiera con responsabilidad.

1.- DATOS INFORMATIVOS:

INSTITUCIÓN: Universidad Nacional de Chimborazo

FACULTAD: Ingeniería

CARRERA: Centro de Idiomas

NOMBRE DE LA ASIGNATURA: Ingles V

CÓDIGO DE LA ASIGNATURA: 5.08-EG-IN.5

SEMESTRE: Abril 2015 – Agosto 2015

NIVEL DE FORMACIÓN: Pregrado

UNIDAD/AREA DE FORMACIÓN: Ingeniería

CAMPO DE FORMACIÓN Ingles

TIPO DE ASIGNATURA: Lengua Extranjera

NÚMERO DE CRÉDITOS: 7.5 Créditos

NÚMERO DE CRÉDITOS TEÓRICOS: 60 horas = 6.25 Créditos

NÚMERO DE CRÉDITOS PRÁCTICOS: 20 horas = 1.25 Créditos

NÚMERO DE HORAS AUTÓNOMAS SEMANAL: 6 horas

TOTAL DE HORAS SEMANALES: 6 horas

NÚMERO DE SEMANAS: 20 semanas

TOTAL DE HORAS POR EL PERÍODO ACADÉMICO: 120 horas

PRE-REQUISITOS: 4-08-EG-INGL-4 CO-REQUISITOS: Ninguno

2.- DESCRIPCIÓN DE LA ASIGNATURA:

English as a foreign language aims to satisfy the increasing demand to communicate in English to obtain better educational or job opportunities and a meaningful interaction with other cultures. The Ecuadorian society requires future professionals with English communicative competences under international standards according to the Common European Framework of Reference (CEFR 1 to intermediate B1).

The students will be able to:

This course deals with Tag questions short answer, modal must, may and might, other ways to draw conclusions probably, most likely common errors ,expressing possibility with maybe common errors, causatives get, have and make the passive causative let to indicate permission causative have common errors the passive causative the by phrase noun clauses usage ,form, and common errors noun clauses embedded questions, form and common errors, verbs and adjectives that can be followed by clauses with that, embedded questions usage and common errors punctuation, with infinitives noun clause as subjects and objects indirect speech imperatives ,say and tell tense changes, direct speech punctuation rules indirect speech optional tense changes form common errors. Topics that in context with useful strategies conversation leads to the development of the four skills of English Language (listening, reading, speaking and writing). It will develop the communicative ability of the future professional and allow entering and interacting in other areas of knowledge.

3.- CONTRIBUCIÓN DE LA ASIGNATURA EN LA FORMACIÓN DEL PROFESIONAL:The fifth level of English is a sequence of previous levels where vocabulary, grammar, functions and language skills are emphasized to achieve the goals proposed for the level. English as a Foreign Language fits any major because it provides tools for effective communication. It fulfills the University mission and vision because it contributes to the students’ holistic training so that they can perform appropriately in professional and personal contexts.

4. ARTICULACIÓN DE LA ASIGNATURA (R.A.) EN CORRESPONDENCIA CON LOS NIVELES DE CONCRECIÓN DEL CURRÍCULO:

4.1 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.

4.2 PERFIL PROFESIONAL

The future professional has to demonstrate effective management of communication skills in a foreign language as a tool for his/her personal, professional, and research growth.

4.3 PERFIL DE EGRESO

Use Actually to show appreciation for someone’s interest in a topic • Soften a question with Could you tell me …? • Indicate disappointment with Too bad • Use I’m dying to … to indicate extreme interest • Say That would be great to express gratitude for someone’s willingness to do something

4.4 OBJETIVOS DE LA CARRERA

To lead students in the use of foreign languages to communicate significantly with critical thinking, in a comprehensive and real context demonstrating naturalness and fluency, so that students will accomplish their personal, professional and environmental needs with respect and proactive behavior.

5.- COMPETENCIAS GENERALES DE LA ASIGNATURA:

Apply cultural awareness in context with the unit Around town through vocabulary related to the places . Apply the Infinitive in context with the unit Going away through modal verbs to give advice and suggestions to travel and go on vacation. Analyze the use of Possessive pronouns and adjectives in context with the unit At home by location expressions to ask for permission or requests. Understand the Past Continuous in context with the unit Things happen through Reflexive pronouns to talk about positive or negative anecdotes about situations that occurred in the past. Apply Comparative Adjectives in context with the unit Communication through way of communicating to interrupt and restart phone conversations.

6.- SISTEMA DE CONTENIDOS, RESULTADOS Y EVIDENCIAS DE APRENDIZAJE

CONTENIDOS-TEMAS Nº Horas/Semanas

RESULTADOS DEL APRENDIZAJE

EVIDENCIA (S) DE LO APRENDIDO

UNIT 1 Make Small talk

Lesson 1 Making small talk

Lesson 2 Describing a busy schedule

24

5

SWBAT

Make small talk

• Talk about the weather to begin a conversation with someone you don’t

Lesson 3 Developing cultural awareness

Lesson 4 Discussing how culture changes over time

5

5

5

Describe a busy schedule

Develop your cultural awareness

Discuss how culture changes over time

know • Use question tags to encourage someone to make small talk • Ask about how someone wants to be addressed • Answer a Do you mind question with Absolutely not to indicate agreement • Say That was nothing to indicate that something even more surprising happened • Use Wow! to indicate that you are impressed

MEL

4

Trabajo de Investigación: Write about different Ecuadorian Cultures

, and prepare a PPT Presentation




UNIT 2 Health Matters

24

Lesson 1 Calling in sicks

Lesson 2 Making Medical or dental

Appointment

Lesson 3 Discussing Types of treatments

Lesson 4 Talking about medications

5

5

5

5

Call in sick

Make a medical or dental appointment

Discuss types of treatments

Talk about medications

• Introduce disappointing information with I’m afraid … • Express disappointment with I’m sorry to hear that

• Show concern with Is something wrong? and That must be awful

• Begin a request for assistance with I wonder if …

• Use Let’s see … to indicate you are checking for something

• Confi rm an appointment with I’ll / We’ll see you then

• Express emphatic thanks with I really appreciate it

.

MEL4

Trabajo de Investigación: with three other classmates role play a visit to a aDoctor.Fisrt choose roles then role play the three scenes and present it.




UNIT 3 Getting things done

Lesson 1 Getting someone to do somethings

Lesson 2 Requesting express service

Lesson 3Evaluating the quality of service

24

5

5

5

Get someone else to do something

Request express service

Evaluate the quality of service

Use I would, but … and an excuse to politely turn down a request

• Indicate acceptance of someone’s excuse with That’s OK. I understand

• Suggest an alternative with Maybe you could …

• Soften a request by beginning it with Do you think you could … • Soften an almost certain no with That might be diffi cult

Lesson 4 Planning a meeting or social event

5Plan a meeting or social event

• Use Well, … to indicate willingness to reconsider

MEL

4

Trabajo de Investigación: Group Work: Plan a meeting or social event for yor class choose the type of even and discusswhat needs to be done.




UNIT 4 Reading for pleasure

Lesson 1 Recommending a Books

24

Lesson 2 Offering to lend something

Lesson 3 Describing your reading Habits

Lesson 4 Quality of reading materials

5

5

5

5

Recommend a book

Offer to lend something

Describe your reading habits

Discuss the quality of reading materials

• Use Actually to show appreciation for someone’s interest in a topic

• Soften a question with Could you tell me …?

• Indicate disappointment with Too bad

• Use I’m dying to … to indicate extreme interest • Say That would be great to express gratitude for someone’s willingness to do something

MEL

4

Trabajo de Investigación: Group Work: write on your charts discuss your ideas then choose one type of reading material you both agree is trash and one you both agree is not,prepare to explain your reasons to the class.




UNIT 5 Natural Disasters

Lesson 1 Conveying a Messages

Lesson 2 Reporting News

Lesson 3 Describing Natural disasters

Lesson 4 Preparing for an Emergencies

24

5

5

5

5

Convey a message

Adjectives of severity

Emergency preparations and supplies

Prepare for an emergency

Use Actually to show appreciation for someone’s interest in a topic •

Soften a question with Could you tell me …?

• Indicate disappointment with Too bad

• Use I’m dying to … to indicate extreme interest • Say That would be great to express gratitude for someone’s willingness to do something

MEL

4

Trabajo de Investigación: Group Work: Write plans for your emergency on the notepad provide a reason for each plan

7.- ACUERDOS Y COMPROMISOS ÉTICOS

Punctuality is required. Delayed students won’t 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 organización de currículo, Junio 2011

Assignment carried out with google translate or other translation tools will be also penalized

8.- METODOLOGÍA

Teaching and learning are supported by a wide range of methods and strategies in order to achieve the proposed goals. The most important are the following:

Permitting active observation of language Encouraging repetition of new language Ensuring that students use learning strategies Working toward goals. Observing progress and self-assessing. Reflective on ones learning Managing pair, group and collaborative activities Creating a students centered environment. Encouraging cooperative learning and collaboration. Facilitating a flexible seating arrangement. Correcting errors purposefully Promoting accuracy Promoting Fluency Encouraging self correction Encouraging self correction Being selective Providing emotional support Notepadding Text mining Wordposting Teaching the receptive skills reading and listening Reading strategies and applies comprehension skills. The input/task ratio Listening skills and strategies Improving written expression

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

The Five English Level contains a variety of resources focused on four language skills, which are from magazines newspapers, features biographies, internet and other from our reality to be applied in situations of our daily life, them contributing to the support of teaching and learning process and the proper use of the language

RESULTS OR ACHIEVEMENTS OF LEARNING COURSE

LEVELS OF ACHIEVEMENT

TECHNICAL ASSESSMENT TOOLA

Alta

B

Media

C

Baja

10. LEARNING EVALUATION

The following aspects will be considered for the final score:

COMPONENTS EVALUATION %

TEACHING (Assisted by the teacher and collaborative learning activities)

Discussions, debates, lecture, group activities, pairs, guidelines for research, shared learning. 40%

PRACTICAL IMPLEMENTATION AND TESTING (Different learning settings)

Practical work, 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 test end of semester.

30%

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

30%

Total 100%

11.- BIBLIOGRAFÍA

BIBLIOGRAFÍA BÁSICA:

WWW.pearson pte.com /success

BIBLIOGRAFÍA COMPLEMENTARIA:

English Starter Top Notch joan Saslow.Allen Ascher Glendinning, E., Howard R. PROFESSIONAL ENGLISH IN USE. Cambridge University Press. 2007 Murphy, R. Essential Grammar in use. Cambridge University Press. 2006 Extra material (digital and material) according to the level.

Resources:

CD players. Laptop / speakers. Videos (DVDs).

12.- LECTURAS RECOMENDADAS

Books should be free Readings related to each major

RESPONSABLE/S DE LA ELABORACIÓN DEL SÍLABO: Docentes del Centro de

Idiomas

FECHA: Marzo 2015

……………………………….… ……………………………….

DIRECTOR DE CARRERA DOCENTE

http://WWW.pearson/

Porta Folio

Documents

Transcript of Porta Folio