mudule int. skills 2

8/11/2019 Mudule Int. Skills 2

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UNIVERSIDAD TCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIN

CARRERA DE IDIOMASMODALIDAD PRESENCIAL

Mdulo

INTEGRATED SKILLSII

Segundo Semestre U

Profesora: Lcda. Mg. Mara Toalombo.

Ambato - Ecuador

Octubre 2014 Marzo 2015


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INTEGRATED SKILLS II

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 define the most

common vocabulary items to express basic communicative needs, comprehend short oral

messages and reading texts on familiar topics, apply the form, meaning and use of

simple English grammar structures, communicate orally in English in a simple but

effective way and create short coherent and cohesive written texts about familiar topics

and situations using a variety of writing genres.

For the achievement of the learning outcomes described above, problem solving, project-

based learning and communicative language teaching methodologies will be used in all

the lessons. Students will be able to go beyond information-gap to pair and group work

activities to use English for real communication. Assessment will include formative and

summative activities.

By the end of the semester, students will have developed the competencies of A2 level

and will start to develop the competencies of B1 level described in the Common

European Framework of Reference.


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INDEX

ABSTRACT .................................................................................................................................... 2

I. BASIC INFORMATION OF THE MODULE: .......................................................................... 4

II. FORMATIVE ROUTE .............................................................................................................. 4

III. TRAINING METHODOLOGY ............................................................................................... 6

IV. EVALUATION PLAN. .......................................................................................................... 11

EVALUATION PROCESS .......................................................................................................... 13

V. INSTRUCTIONAL GUIDES. ................................................................................................. 16

VI. ANNEXES ............................................................................................................................. 18

VII. APPROVAL OF THE FORMATIVE MODULE ................................................................. 19


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I. BASIC INFORMATION OF THE MODULE:

Code: FCHEIP0202 Pre-requisites:

Integrated Skills ICompetence type:Produce oral and written texts in the English language in order tocommunicate ideas, give and receive information about onesown cultural identity and those of other countries, whilecorrectly using linguistic elements and maintaining coherenceand cohesion.Credits:

8

Semester:

Second

Co-requisitesReading IIOral IAudio II

Level:

Bachelor of Arts (B.A)

Hours per week:8 hours (in class)8hours (independent work).Total hours for the semester:160 hours (in class)160 hours (independent work).

PROFESSOR:

Professorsname: Lic. Mg. Mara Toalombo

Title and Academic degree:Licenciada en Ciencias de la Educacin, Especialidad Ingls.

Magister en Gerencia y Liderazgo Educacional.

Diplomado Superior en Gestin para el aprendizaje Universitario

Diploma Superior de la Enseanza de Ingls como Segunda Lengua.

Diplomado en CompetenciasAcademic area according to global competence: Communicative Area

Office hours: Tuesday 13:00- 14:00Contact telephone number: 0983062362

E-mail address:[email protected]

II. FORMATIVE ROUTE

General Problem (node):Difficulty to communicate in English using language skills of reading, listening, speaking and writing.

Global Competence: COMMUNICATIVE COMPETENCEUse the English language correctly and appropriately to accomplish communication goals.

Specific Competences that are part of the global competence:Integrated SkillsAdvanced EnglishAudio

OralReadingWriting

Business EnglishTOEFL Preparation
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Modules that are part of the specific competence:Integrated Skills IIIntegrated Skills I,III,IVAudio I, II, IIIOral I, II, IIIReading I,II,III,IVWriting I,IIBusiness EnglishAdvanced English I, II, III, IV

Description of the specific competence: Integrated Skills IIProduce oral and written texts in the English language in order to communicate ideas, give and receiveinformation about ones own cultural identity and those of other countries, while correctly using linguisticelements and maintaining coherence and cohesion.

Elements of competence to be developed in the module:

1. Define the most common vocabulary items to express basic communicative needs.

2. Comprehend short oral messages and reading texts on familiar topics.3. Apply the form, meaning and use of simple English grammar structures.4. Communicate orally in English in a simple but effective way.5. Create short coherent and cohesive written texts about familiar topics and situations using a variety

of writing genres.

Module research areasThis module will support the interdisciplinary project developed by the professors from this class which isImportancia del idiomaIngls en el mundo contemporneoby guiding students to select their projecttopics, research the literature about a problem and propose possible solutions.

Community service related to the moduleThis module will train students to use the English language to communicate effectively with native English

speakers in educational, tourist, and other Ecuadorian social sectors. Furthermore, this module willcontribute to the formation of linguistically and culturally competent future English teachers who will get

involved in community projects by teaching other people English by working in the educational institutionsof our country.


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III. TRAINING METHODOLOGY

General didactic focus:Problem Based Learning (PBL)

Learning environment:Classroom, libraryCompetence elements Cognitive contents Procedural contents Affective-

motivationalcontents

Didactic activities Time

Element 1:

Define the most commonvocabulary items to express

basic communicative needs.

Vocabulary related to: customs

around the world, movie genres andentertainment, telephone messages,

hotel facilities, car parts, personal care

and appearance, lifestyles and healthproblems, food, personality, types of

art, computer toolbars and commands,personal values.

Understand the meaning of

vocabulary words fromcontext.

Explain the meaning of new

words in an effective way bygiving a definition, a synonym

or antonym.Give examples of the use of

new words in context by

writing coherent short texts.

Use the new vocabularywords appropriately in oral

activities such as

conversations, role-plays,

short speeches and class

discussion.Phase 1 of interdisciplinary

project.

Show respect to

other peoplesideas.

Be tolerant todifferent points of

view.

Act with

responsibility.

Presentation, Practice

and Production.Graphic organizers.Realia and visuals.

Mime and gestures.Give examples.

Explanation ordefinition.

Paraphrasing.

Concept questions.

Task-based learning.Project-based

learning.

Pair work and group

work.

32 hours

RESULT: Distinguish new vocabulary terms by completing learning logs.

Element 2:

Comprehend short oralmessages and reading texts

on familiar topics.

Listening strategies.

Listening comprehension about:Conversation with a visitor, movie

reviews, conversations about hotel

reservations, describing car accidents,

Listen to conversations or

other spoken texts to identifymain ideas specific

information in an accurate

way.

Show respect to

other peoplesideas.

Act with

Develop global and

intensive listeningskills.

Pre-listening activities

Set the context for the

32 hours


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conversation with a rental car agent,

radio advertisements, conversationsabout asking for personal care

services, conversations about food,conversation about color preferences,

listen to an academic lecture, listen to

a biography, conversation about art

objects, conversations about usingcomputers, conversation about

personal values.

Ways of reading

Skimming, scanning, intensivereading.

Jigsaw reading.

Readings comprehension on differenttopics:

Magazine article about: gesturesaround the world, violence in movies,

driving abroad, the impact of birth

order in personality, the role of art intwo peoples lives,

News articles about changing about

changing lifestyles and obesity,serious problems with the Internet,

Tokyo lost-and found.Read a tourist guide recommending

hotels. Read an advice column about

cosmetic surgery.Summarizing a reading text.

Listen to a variety of spoken

texts to completecomprehension exercises in a

consistent way.Listen to oral texts to infer

information and the meaning

of key words and phrases.

Listen to oral messages andprovide his/her personal

opinion about them using

good arguments.

Read texts to identify main

ideas specific information.Read texts to complete

comprehension exercises in aconsistent way.

Read texts to infer

information and the meaningof key words and phrases.

Read texts and express their

personal opinion about thedifferent reading texts.

Phase 2 of interdisciplinaryproject

responsibility.

Cooperate and

work as a team.

listening exercise.

Present key vocabularywords.

While listening act.Taking notes,

completing tables, T-F

statements, etc.

Post listening act.Giving personal

opinions about the

listening message.

Before readingactivities:

Activate students prior-

knowledge to introducethe topic of the reading,

KWL charts, T charts,make predictions,

Present key vocabulary

words.Ask guiding questions.

While reading

activities:Answer comprehension

questions, T-Fsentences, table

completion.

Post reading activities:Personal response to

reading text, write

summary of reading

text.

Task-based learning.Project-based learning.

Problem-solving.


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Pair work and group

work.

RESULT: Analyze listening and reading texts through the completion of Reflections of two listening and two reading exercises.

Element 3:Apply the form, meaning

and use of simple English

grammar structures.

Form, meaning and use of English

structures.

Verb tenses: simple present, presentperfect, present perfect continuous,

future with will, past continuous.

Would rather.

Had better, have to, must, be supposedto, should, ought to, and could.

Direct object placement with phrasalverbs.

Count and non-count nouns: indefinite

quantities and amounts- some, any, alot of, many, and much.

Someone and anyone.Used to.

Gerunds and infinitives after certain

verbs.- Negative gerunds.Gerunds after prepositions.

Expressions with prepositions.

The passive voice: statements andquestions. Intransitive verbs.

Comparisons with as .as.The infinitive of purpose.

Possessive pronouns.

Factual and unreal conditionalsentences.

Infer the meaning and use of

grammar structures from

context.Explain differences in some

grammar structures in and

accurate way.

Use grammar structures in anatural way to write correct

sentences.Use the grammar patterns in a

contextualized way to express

ideas in oral or written form.Phase 3 of interdisciplinary

project

Share experiences

and comments

with friends andclassmates.

Demonstrate

honesty.

Work in acollaborative way.

Presentation, Practice

and Production.

Presenting structuresthrough visual/ oral

contexts.

Dialogues.

Giving or working outthe rule.

Time lines.Concept questions.

Pair work and group

work.

32hours

RESULT: Present oral and written texts articulating vocabulary and grammar structures.

Element 4:

Communicate orally inEnglish in a simple but

-

Conversation structure, publicspeaking techniques,

Pronounce English wordsusing correct stress.

Avoid plagiarism. Choral drillTask-based learning.

32hours


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effective way. -

Language functions:

Offering to introduce someone,Offering explanation about local

customs, apologizing and explaininglateness, discussing the effects of

violence in the media, leaving and

taking phone messages, checking into

and out of a hotel, describing a caraccident, discussing driving rules,

discussing ways people improve their

appearance, discussing lifestyle

changes, discussing personality types,

expressing opinions about art,discussing the benefits and problems

of the Internet, discussing an ethical

choice and so on.-

Register

-

Word and sentence stress.

Contrast different English

sounds.Repeat conversations using

correct rhythm, stress, andintonation.

Create short speeches,

conversations, and role-plays

using correct languagefunctions, pronunciation and

grammar.

Participate in class

discussions to give their own

ideas in a coherent way.Phase 4 of interdisciplinary

project

Show creativity.

Show respect to

other peoplesopinions.

Work in a

collaborative way.

Project-based

learning.Problem-solving.

Pair work and groupwork.

RESULT: Generate oral minute talks on different topics to be presented in panels.

Element 5:

Create short coherent and

cohesive written texts aboutfamiliar topics and

situations using a variety of

writing genres.

Paragraph structure

Composition structureWriting genres: role play scripts,

Short compositions about advantages

and disadvantages of a hotel, goodand bad drivers, a personal care

product you like, life style changes,how you use a computer,

Descriptions about a dish, your ownpersonality, a hotel you have stayed

at, a piece of art you like.

A biography of an artist you like.

Letters to a magazines editor.

Article about appropriate appearance

in your country.

Brainstorm ideas.

Write the first draft.Review first draft and edit.

Edit the writing paper in an

effective way.Describe the aspects of

different writing genres bylooking at sample texts.

Use rubrics to create and self -

assess written texts.Read and give feedback on

partners written texts.

Phase 5 of interdisciplinary

project.

Respect other

peoples ideas.

Avoid plagiarism.

Show creativity.

Work in a

collaborative way.

Writing Process

Approach.

Task-based learning.

Project-basedlearning.

Problem-solving.

Pair work and groupwork.

Portfolio development

32hours


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Narration about a true story about an

ethical choice.

RESULT. Produce written texts using different writing genres.

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 levelScore - ( Satisfactory)7.0 to 7.9 Theoretical practical basic levelScore - ( 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 IIProduce oral and written texts in the English language in order to communicate ideas, give and receiveinformation about ones own cultural identity and those of other countries, while correctly using linguisticelements and maintaining coherence and cohesion.

No. ELEMENTS Achievement indicators.

1 Define the most common vocabularyitems to express basiccommunicative needs.

Understand the meaning of vocabulary words fromcontext.Explain the meaning of new words in an effective wayby giving a definition, a synonym or antonym.

Give examples of the use of new words in context bywriting coherent short texts.

Use the new vocabulary words appropriately in oralactivities such as conversations, role-plays, shortspeeches and class discussion.

Show respect to other peoples opinions.Act with responsibility.

2 Comprehend short oral messages andreading texts on familiar topics.

Listen to conversations or other spoken texts to identifymain ideas specific information in an accurate way.Listen to a variety of spoken texts to completecomprehension exercises in a consistent way.Listen to oral texts to infer information and the meaning

of key words and phrases.Listen to oral messages and provide his/her personalopinion about them using good arguments.Read texts to identify main ideas specific information.Read texts to complete comprehension exercises in aconsistent way.Read texts to infer information and the meaning of key

words and phrases.Read texts and express their personal opinion about thedifferent reading texts.

3 Apply the form, meaning and use ofsimple English grammar.

Infer the meaning and use of grammar structures from

context.Explain differences in some grammar structures in andaccurate way.Use grammar structures in a natural way to write correctsentences.Use the grammar patterns in a contextualized way toexpress ideas in oral or written form.

Demonstrate honesty.Work in a collaborative way.


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4 Communicate orally in English in asimple but effective way.

Pronounce English words using correct stress.Contrast different English sounds.

Repeat conversations using correct rhythm, stress, andintonation.

Create short speeches, conversations, and role-playsusing correct language functions, pronunciation andgrammar.

Participate in class discussions to give their own ideas ina coherent way.

Avoid plagiarism.Show creativity.Show respect to other peoples opinions.

5 Create short coherent and cohesivewritten texts about familiar topicsand situations using a variety ofwriting genres.

Brainstorm ideas.Write the first draft.Review first draft and edit.Edit the writing paper in an effective way.Describe the aspects of different writing genres by

looking at sample texts.Use rubrics to create and self -assess written texts.Read and give feedback onpartners written texts.Avoid plagiarism.Show creativity.Work in a collaborative way.


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EVALUATION PROCESS

Competence of emphasis to be developed through this module: Integrated Skills IIProduce oral and written texts in the English language in order to communicate ideas, give and receiveinformation about ones own cultural identity and those of other countries, while correctly using linguistic

elements and maintaining coherence and cohesion.Elements of themodule

Diagnostic Evaluation Formative Evaluation Performance evaluationResult Indicator

1.Define the mostcommonvocabulary itemsto express basiccommunicativeneeds.

Use the basic structures tocommunicate ideasComprehend and followinstructionsWrite down shortparagraphs.Read and understand mainideas.Ask and answer questions

according to the grammarlearned.

Understand the meaning ofvocabulary words fromcontext.Explain the meaning ofnew words in an effectiveway by giving a definition,a synonym or antonym.Give examples of the use ofnew words in context by

writing coherent short texts.Use the new vocabularywords appropriately in oralactivities such asconversations, role-plays,short speeches and classdiscussion.Show respect to otherpeoples opinions.Act with responsibility.

Studentswill beable todistinguishnewvocabularyterms bycompletinglearning

logs.

Completedefinition foreach vocabularyword. 20%Correct use ofvocabularywords insentences. 40%Correct

pronunciation ofvocabularywords.20%Correctidentification ofparts ofspeech.20%

Techniques andinstruments.

Teacher observation. Oral and written quizzesand tests.

Rubric forvocabularylearning

log.Portfolio.

Rubricreflection.

2. Comprehendshort oral messagesand reading texts

on familiar topics.

Understand the meaning ofvocabulary words fromcontext.

Explain the meaning ofnew words in an effectiveway by giving a definition,a synonym or antonym.Give examples of the use of

new words in context bywriting coherent short texts.

Use the new vocabularywords appropriately in oralactivities such as

conversations, role-plays,short speeches and classdiscussion.Show respect to other

peoples opinions.Act with responsibility.

Listen to conversations orother spoken texts toidentify main ideas specific

information in an accurateway.Listen to a variety ofspoken texts to completecomprehension exercises in

a consistent way.Listen to oral texts to infer

information and themeaning of key words andphrases.

Listen to oral messages andprovide his/her personalopinion about them usinggood arguments.

Read texts to identify mainideas specific information.Read texts to complete

comprehension exercises ina consistent way.

Studentswill beable toanalyzelisteningand readingtextsthrough the

completionof

reflectionsof twolistening

and tworeadingexercises.

Quality ofreflection 50%Organizationandpresentation.

20%Grammar,

punctuation,capitalization,spelling. 20%

Completeness10%


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Read texts to inferinformation and the

meaning of key words andphrases.

Read texts and express theirpersonal opinion about thedifferent reading texts.


Teacher observation. Oral and written quizzesand tests.

Portfolio.Rubrics forto evaluatelisteningandreading.

Rubricreflection.

3. Apply the form,meaning and use ofsimple English

grammar

structures.

Listen to conversations orother spoken texts toidentify main ideas specific

information in an accurate

way.Listen to a variety ofspoken texts to completecomprehension exercises ina consistent way.Listen to oral texts to inferinformation and themeaning of key words andphrases.Listen to oral messages andprovide his/her personalopinion about them using

good arguments.Read texts to identify mainideas specific information.Read texts to completecomprehension exercises ina consistent way.Read texts to infer

information and themeaning of key words andphrases.Read texts and express theirpersonal opinion about thedifferent reading texts.

Infer the meaning and useof grammar structures fromcontext.

Explain differences in some

grammar structures in andaccurate way.Use grammar structures ina natural way to writecorrect sentences.Use the grammar patternsin a contextualized way toexpress ideas in oral orwritten form.Demonstrate honesty.Work in a collaborativeway.

Studentswill beable topresent oral

and writtentextsarticulatingvocabularyandgrammarstructures.

Correct

grammar,punctuation,capitalizationand spelling.40%Organizationandpresentation.20%Team work 20%Non verbalskills: Eye

contact andbody language.20%


Teacher observation. Oral and written quizzesand tests.Role-plays, oralpresentations.

Rubrics fororal andwrittenlanguageproduction.

Rubricsreflection.


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4. Communicateorally in English in

a simple buteffective way.

Infer the meaning and useof grammar structures from

context.Explain differences in some

grammar structures in andaccurate way.Use grammar structures in

a natural way to writecorrect sentences.

Use the grammar patternsin a contextualized way toexpress ideas in oral orwritten form.Demonstrate honesty.

Work in a collaborativeway.

Pronounce English wordsusing correct stress.

Contrast different Englishsounds.

Repeat conversations usingcorrect rhythm, stress, andintonation.

Create short speeches,conversations, and role-

playsusing correct languagefunctions, pronunciationand grammar.Participate in class

discussions to give theirown ideas in a coherent

way.

Avoid plagiarism.Show creativity.Show respect to otherpeoples opinions.

Studentswill beable togenerate

oral minutetalks ondifferent

topics to bepresented

in panels.

Pronunciation:fluency, stress

and intonation.30%

Non verbalskills: Eyecontact and

body language.30%

Correct use ofgrammar andvocabulary.20%Team work

participation inpreparation and

presentation.

10%materials usedfor presentation.10%


Teacher observation. Oral quizzes and tests.Role-plays, conversations,short speeches,Portfolios.

Rubrics fororalproduction

Rubricsreflection.

5.Create shortcoherent andcohesive writtentexts about familiar

topics andsituations using avariety of writinggenres.

Pronounce English wordsusing correct stress.Contrast different Englishsounds.

Repeat conversations usingcorrect rhythm, stress, andintonation.Create short speeches,conversations, and role-plays using correct

language functions,pronunciation andgrammar.Participate in classdiscussions to give theirown ideas in a coherentway.

Avoid plagiarism.Show creativity.Show respect to otherpeoples opinions.

Brainstorm ideas.Write the first draft.Review first draft and edit.Edit the writing paper in an

effective way.Describe the aspects ofdifferent writing genres bylooking at sample texts.Use rubrics to create andself-assess written texts.

Read and give feedback onpartners written texts.Avoid plagiarism.Show creativity.Work in a collaborativeway.

Studentswill beable toproduce

writtentexts usingdifferentwritinggenres.

Focus/organization of ideas. 30%

Elaboration/support/style. 20%Use of writingprocess 20%Mechanics andGrammar. 10%

Word count.10%Legibility andpresentation10%


Teacher observation. Written quizzes and tests.Texts in different writinggenres.Portfolios.

Rubrics forwrittenlanguageproduction.

Rubricsreflection.


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V. INSTRUCTIONAL GUIDES.

Competence of emphasis to be developed through the module: Integrated Skills IIProduce oral and written texts in the English language in order to communicate ideas, give and receiveinformation about ones own cultural identity and those of other countries, while correctly using linguisticelements and maintaining coherence and cohesion.

No.

GUIDE

ELEMENTS PROCESS RESOURCES PRODUCT

1 Define the mostcommonvocabulary itemsto express basiccommunicativeneeds.

Look up the meaning of new vocabularyfor each unit of the textbook.Find out how the word is pronounced.Identify the part of speech the wordbelongs to.Write sentences using the new words.Add a picture that represents the word

(optional)Check this website for additionallearning resources.www.longman.com/topnotchWork on the Pearson Platform athttp://www.myenglishlab.com/ tocomplete the workbook and additionaltasks for these units.

Top Notchstudents book 2CD and CDplayerEnglish-EnglishDictionaryInternet.

Distinguish newvocabulary terms bycompleting learninglogs..

2 Comprehendshort oralmessages andreading texts on

familiar topics.

Do all the interactive activities of theCD-ROM of your book: SpeakingPractice, Interactive Workbook, Gamesand Puzzles, Karaoke, Conversation

Models and Songs.Listen to the comprehension exercises ineach unit and write reflections on yourlearning process.Do the reading texts of the book andwrite reflections on your learning processCheck this website for additionallearning resources.www.longman.com/topnotchWork on the Pearson Platform athttp://www.myenglishlab.com/ tocomplete the workbook and additional

tasks for these units.

Top Notchstudents book 2CD and CDplayer

English-EnglishDictionaryInternet.

Analyze listeningand reading textsthrough thecompletion of

Reflections oftwo listening andtwo readingexercises.

3 Apply the form,meaning and useof simpleEnglish grammarstructures.

Check the form, meaning and use of theEnglish grammar structures.Complete exercises in handouts toreinforce each grammar structure.Complete the workbook exercisesCheck this website for additionallearning resources.www.longman.com/topnotchParticipate in the activities established inthe class web site.Work on the Pearson Platform athttp://www.myenglishlab.com/ to

complete the workbook and additional

Top Notchstudents book2CD and CDplayerEnglish-EnglishDictionaryInternet.

Present oral andwrittenarticulatingvocabulary andgrammarstructures.
http://www.longman.com/topnotchhttp://www.longman.com/topnotchhttp://www.longman.com/topnotchhttp://www.longman.com/topnotchhttp://www.longman.com/topnotchhttp://www.longman.com/topnotch


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tasks for these units.

4 Communicateorally in Englishin a simple but

effective way.

Listen to the example models of role-plays, short speeches and conversationspresented in your textbook.

Write the scripts for role-plays, v andconversation.Rehearse your role-plays, short speechesand conversations.Record your role-plays, short speechesand conversation on video.Watch your video and assess yourperformance based on the correspondingrubrics.Redo your video.Check this website for additionallearning resources.

www.longman.com/topnotchWork on the Pearson Platform at

http://www.myenglishlab.com/ tocomplete the workbook and additionaltasks for these units.

Top Notchstudents book 2CD and CD

playerEnglish-EnglishDictionaryInternet.

Generate oralminute talks ondifferent topics to

be presented inpanels.

5Create shortcoherent andcohesive writtentexts aboutfamiliar topicsand situations

using a variety ofwriting genres.

Read examples of different writinggenres.Use the writing process to create yourwritten assignments:Brainstorm ideas.Write your first draft.

Revise your first draft using rubrics.Edit your final paper.Check this website for additionallearning resources.

www.longman.com/topnotch

Work on the Pearson Platform athttp://www.myenglishlab.com/ tocomplete the workbook and additionaltasks for these units.

Top Notchstudents book 2CD and CDplayerEnglish-EnglishDictionary

Internet.

Produce writtentexts using differentwriting genres.
http://www.longman.com/topnotchhttp://www.longman.com/topnotchhttp://www.longman.com/topnotchhttp://www.longman.com/topnotch


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VI. ANNEXESANNOTATED BIBLIOGRAPHYTop Notch is a textbook which has a practical social language syllabus so that students learn English tocommunicate 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 textbookalso provides a teachers resource disk with extra exercises such as: reading comprehension activities, writingprocess worksheets, learning strategies, grammar self-checks, vocabulary cards and cumulative vocabulary

activities, pair work cards, graphic organizers, song activities.

Cdigo# 10388Saslow,J. and Ascher Allen with Ruzicka, Daria. 2011. Top Notch 2. Second Edition. NY,Longman.

Cdigo# 8786, Hashemi L; Murphy R. (2006) English Grammar in use Suplementary exerciseses.Compass Publishing.Cdigo# 8837.McCarthy M. (2006) Cambridge Phrasal verbs dictionary. Cambridge UniversityPress.

Cdigo# 9269.Redman S; Shaw E. (2009) Vocabulary in use intermediate. Cambridge UniversityPress.

Dictionary

TITLE Easier English Student Dictionary

CONTRIBUTOR: A&C Black

PUBLISHER: A & C Black

DATE PUBLISHED: August 2003

PAGES: 1025

LC SUBJECT HEADING: English language -- Dictionaries.

LC CALL NUMBER: PE1625 -- .E27 2003eb

DEWEY DECIMAL NUMBER: N/A

PRINT: ISBN 9780747566243

EBOOK: ISBN 9781408102008

OCLC NUMBER: 191703759

http://site.ebrary.com/lib/uta/reader.action?docID=10404993&ppg=5

TITLE: Hutchinson Pocket Dictionary of English Usage

CONTRIBUTOR: Helicon

PUBLISHER: Helicon Publishing

DATE PUBLISHED: June 2006PAGES: 285

LC SUBJECT HEADINGS:English language -- Usage -- Dictionaries. English language -- Grammar -

- Dictionaries.

LC CALL NUMBER: PE1460 -- .H88 2004eb

DEWEY DECIMAL NUMBER:N/A

PRINT ISBN:N/A

EBOOK ISBN: 9781859865101

OCLC NUMBER: 57577676

http://site.ebrary.com/lib/uta/detail.action?docID=10141178&p00=hutchinson+pocket+dictionary+eng

lish+usage

TITLE: Grammar Cracker : Unlocking English Grammar
http://site.ebrary.com/lib/uta/reader.action?docID=10404993&ppg=5http://site.ebrary.com/lib/uta/reader.action?docID=10404993&ppg=5


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CONTRIBUTORS: Lorio, Mary Gretchen. Beyer, Charles E.PUBLISHER: Vocalis, Limited

DATE PUBLISHED: June 2001PAGES:136

LC SUBJECT HEADINGS:Computer games. English language -- Grammar -- Software.LC CALL NUMBER:PE1128.3 -- .G73 2001ebDEWEY DECIMAL NUMBER:N/A

PRINT ISBN:9780966574395EBOOK ISBN:9781932653045

OCLC NUMBER: 560182658http://site.ebrary.com/lib/uta/detail.action?docID=10141077&p00=english+grammar

TITLE: English Grammar Essentials For DummiesCONTRIBUTORS: Anderson, Wendy M. Woods, Geraldine. Ward, Lesley J.

PUBLISHER: John Wiley & SonsDATE PUBLISHED:March 2013

PAGES: 194

LC SUBJECT HEADINGS:English language -- Grammar. English language -- Grammar -- Problems, exercises,etc.English language -- Self-instruction.LC CALL NUMBER: PE1112.3 -- .A53 2013eb

DEWEY DECIMAL NUMBER: N/APRINT ISBN: 9781118493311EBOOK ISBN:9781118493298OCLC NUMBER: 841169699

http://site.ebrary.com/lib/uta/detail.action?docID=10671480&p00=grammar+exercises

Leyes y reglamentos de la Universidad Tcnica de Ambato:Reglamento del Sistema de Evaluacin, Acreditacin y Calificacin por Competencias para la Promocin enCiclos Semestrales y Crditos de la Universidad Tcnica de Ambato.Reglamento de Graduacin para obtener el Ttulo Terminal de Tercer Nivel de la Universidad Tcnica deAmbatoEsquema para un Diseo de Proyecto de Investigacin o Trabajo de Grado.Reglamento del Rgimen Acadmico del Sistema por Competencias para el Pregrado de la Universidad Tcnicade Ambato.Reglamento para el Funcionamiento de la Unidad de Prcticas Pre-profesionales, Facultad de Ciencias Humanasy de la Educacin.

ADDITIONAL RESOURCES.Computer, Data projector, InternetElaborated materials

VII. APPROVAL OF THE FORMATIVE MODULE

Dateprepared: September 24 - September 30, 2014

Lcda. Mg. Mara Toalombo

PROFESSOR.
http://site.ebrary.com/lib/uta/detail.action?docID=10141077&p00=english+grammarhttp://site.ebrary.com/lib/uta/detail.action?docID=10141077&p00=english+grammarhttp://site.ebrary.com/lib/uta/detail.action?docID=10141077&p00=english+grammar


20/20

20

Date of approval: September 30, 2014

Lcdo. Mg. Xavier Sulca Dra. Mg. Wilma Suarez

Area Coordinator Program CoordinatorModule Evaluator Support for Module

Dr. MSc. Victor Hernndez

Faculty Sub-dean Approval

mudule int. skills 2

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