syllabus level 3 2015 - listo

8/10/2019 Syllabus Level 3 2015 - Listo

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UNIVERSID D EST T L DEL SUR DE M N B

Creada el 7 de Febrero del ao 2001, segn Registro Oficial N 261

L NGU GE CENTER

GENERAL INFORMATION

ACADEMIC UNIT:

CAREER:

SUBJECT: English III Code:

Prerequisites:ENGLISH II

Corequisites:

Number of Credits: 4

Academic Area: Basic Level: Third

Academic Period : NOVEMBER 2014APRIL 2015

PROFESSOR:

Name: Academic Degree or Professional

Degree:

Teacher Professional Background:

MICROCURRICULAR PLANNING

1.- SUBJECT DESCRIPTIONThe importance of the subject of English III is now of great importance since itcontributes to the demands of a globalized world, technological-scientificprogress, which requires the professional to master another language, tostrengthen the academic level and can perform in different career fields.

This stuff is theoretical - practical, adapted to the situation of the environment inwhich the professional operates in formation, which allows the development ofcommunication skills, (Linguistics, Socio-Linguistics, Pragmatics and Strategic),and at the same time the student achieves a better understanding andexpression in both oral and written in English language, in addition provides thebasis for the English 4 subject.


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2.- SUBJECT GENERAL OBJECTIVE

Interprets taught grammar and uses the Have and going to for bettercommunication.

3.- LEARNING RESULTS

LEARNING RESULT WAYS OF EVIDENCE

Use grammar in context, allowing oral

comprehension and written

expression

Application of the rules of grammar to

express ideas, notes, dialogues and

opinions, short and simple to

communicate with other professionalsin training.

Relate current actions to a specific

time in the past.

Writing examples between the past

simple and past continuous, making

sentences.

Interpret specific and relevant

information on the tasks according to

tense.

Planning activities that predicts the future

using the future with going to and Will and

won't with dialogues or examples.

Apply communication skills English

Language for the Professional training

can develop in the professional field.

. Conducting dialogues practiced in the

classroom, applying the rules studied.

4.- METHODOLOGY:

a. Methodo log ical Estrategies:

Expositive Classes.

They can be in a description that involve communication and to applycomparisons, classifications or definitions.

Generally we are going to use them when we start a new topic & it canconsist in a sequence that let to define an argumentative process or aclass about a specific topic.

PROCEDURE

To reach the perform accomplish the didactic purposes, it is important tohave the following considerations:


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1.-Setting up specific objectives to reach.2.-Planning the sequence topics to be checked.3.-Encouraging a reflexive action according to the problem situationsrelated to exposition topics.4.-Asking direct questions to students by giving a specific time.5.-Students will prepare synthesis according to the topic.6.-To infer doubts and statements according to the topic.7.-To give feedback.

SKILLS- Basic Knowledge transmition of the subject.

- Offering a critical view of the behaviour that let students to reflect &discover the relationship among several concepts.

- Building a critical mindness to solve problems & to be able to choosethe correct method to solve them.

- Motivating students by experts in the Knowledge of the subject.

WORK GROUPIt is a strategy that makes easiest the development in a confidence

environment, increase the work interest, and help to share the

knowledge, motivate them & make easiest the convivence.

Procedure

- Students will work in groups to discuss a concrete classwork.

- The main problem will be close to real life which is designed to reach

the learning of some known objectives.

- Students will solve practical problems applying theoretical knowledge &

receiving guides from the teacher.

- The teacher will be the tutor of the learning.

SKILLS

- Students will learn to listen to another opinions.

- To Improve the relationship between students.- To improve the collective Work.


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b. COURSE POLICIES AND EXPECTATIONS:

- The student should pay attention the grammar in context from thechapters in the coursebook.

The Professor will be as a Guide/Tutor, in order to the students, mustshow the evidence of Listening, Reading, Speaking, Writing andCommunicative Abilities from the coursebook.

The students will receive the analytic program at the beginning of thesemester in their first class

Students should provide from the basic, complementary & recommended

bibliography, in order to they have information source about the topicsdeveloped in class by the Professor.

The Professor will provide homework through virtual system whichstudents should be aware constantly.

Students can communicate with the Professor through the VIRTUALSYSTEM, to ask & send information about the given Topics orhomework.

Students will collect their documents from all Learning activities in theirPORTFOLIO that will be reviewed constantly to notice the Academicadvance & to set up the goals. The first class day the Professor willexplain all content.

Homework, Classwork & Quizzes/Exams plagiarize will be report to the

academic coordinators and can also result getting a zero or failed thecourse.

Turn off the cellphones during the classes.

The use of caps is not allowed in class.

It is not allowed to use electronic devices in class.(it depends from thetopic talked in class and the time that it will be necessary)

To respect the classmates and teachers opinion.

The tasks assignment will be hand in on time. If any assignment is handin out of time will be graded by half of the mark.

5.- BEHAVIOR AND ETHIC RELATIONSHIPS

To be punctual. It is not allowed to get late.

In the works shall include citations and references to the authorsconsulted (according to accepted standards, eg APA). If plagiarism isevidenced, it could be grounds for separation or course involved.


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If detected little or no participation in group activities of any member ofthe teams and this is not reported by them, complicity of them assumeand shall be sanctioned to the grade of zero on all the final work (impliesloss of course) as the weighted burden of work in the final grade.

The cases and work assignments must be submitted on the appropriateday. Requests for postponement will not be accepted..

6.- RESOURCES:The following resources for the classroom sessions will be used:

Markers and whiteboard

PowerPoint presentations

Websites

Student website with interactive exercises and games

Scientific Articles

Videos

Laptop

Projector

7.- EVALUATION:

Parameters Score

Test 2

1

st

Quiz 12n Quiz 1

Several Activities in Class 3

Autonomous Activities 3

TOTAL 10

8.- BIBLIOGRAPHY

Oxenden, Clive. Latham-Koenig, Christina. Seligson, Paul. American English

File .Oxford University Press.Edition 2008

Michael J. Mc. Carthy, Jeanne Mc. Carten, Helen Sandiford. Touchstone.Cambridge.

Seligson, Paul. Essential American English Course. Essential American English#3Printed in august- 2012

RECOMMENDED BIBLIOGRAPHY

www.richmonddelt.com/essentialenglish
http://www.richmonddelt.com/essentialenglishhttp://www.richmonddelt.com/essentialenglish


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www.richmondelt.com

Unit1A: www.vacation-weather.comwww.responsibletravel.com -www.metcheck.comwww.climate.crisis.netwww.Algore.com

Unit 1D:www.Tripadvisor.comwww.travelpod.com

Unit 1F:www.onlocationvacations.com

Unit 2A:www.cnn.com

Unit 2D:www.cartoonstock.com /directory/c/computer_addicts

Unit 2E:www.worldvolunteerweb.org - /join-the-netword/blogs/volunteer-blog.

Unit 2F:www.festivals.com -www.sportevents.com

Unit 3A:www.learnenglishonline.org

Unit 3C:www.puzzlemarker.com

Unit 4A:www.1980sflashback.com

COMPLEMENTARY READINGS

According To the career.
http://www.richmondelt.com/http://www.vacation-weather.com/http://www.responsibletravel.com/http://www.metcheck.com/http://www.climate.crisis.net/http://www.algore.com/http://www.tripadvisor.com/http://www.travelpod.com/http://www.onlocationvacations.com/http://www.cnn.com/http://www.cartoonstock.com/http://www.worldvolunteerweb.org/http://www.festivals.com/http://www.sportevents.com/http://www.learnenglishonline.org/http://www.puzzlemarker.com/http://www.1980sflashback.com/http://www.1980sflashback.com/http://www.puzzlemarker.com/http://www.learnenglishonline.org/http://www.sportevents.com/http://www.festivals.com/http://www.worldvolunteerweb.org/http://www.cartoonstock.com/http://www.cnn.com/http://www.onlocationvacations.com/http://www.travelpod.com/http://www.tripadvisor.com/http://www.algore.com/http://www.climate.crisis.net/http://www.metcheck.com/http://www.responsibletravel.com/http://www.vacation-weather.com/http://www.richmondelt.com/


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9.- RUBRIC CRITERIA BASED ON THE LEARNING OUTCOMES:

LEARNING

OUTCOMES

RUBRIC

5

10/10

4

9/10

3

8/10

2

7/10

1

6 or lower /10

Units 1-2

Describes peoples

personalities, dreams

and characters,

habits, routines and

blogs for an

unfinished period of

time activity,

personal experiences,

places and

possessions, dreams,

hopes and

ambitions, plans

and arrangements.

Excellent oral and

writing skills to

describe peoples

personalities, profiles,

to say characters,


point them on blogs.

Understands

100% of the

information read in

articles and blogs or

listened as

instructions in

classroom

conversations.

Internalization of

vocabulary related to

manner adverbs,

adjectives, personalities,

characters, and

experiences.

Does not make

mistakes.

Very good oral and

writing skills to

describe peoples


to say characters,



Understands 90% of

the information read in


listened as instructions

in classroom

conversations.

Uses efficiently the

vocabulary

related to manner

adverbs,

adjectives,

personalities,

characters, and

experiences.

Awareness of

mistakes and self-

monitoring of it.

Good oral and

writing skills to

describe peoples


to say characters,



Understands 80% of




in classroom

conversations.

Translates vocabulary

related to manner

adverbs, adjectives,

personalities, characters,

and experiences.

Unawareness of

mistakes.

Fair oral and

writing skills to

describe peoples


to say characters,



Understands 70% of




in classroom

conversations. Limited


manner adverbs,


characters, and

experiences.

Makes frequent

mistakes.

Insufficient oral and

writing skills to

describe peoples


to say characters,



Understands 60% or

less of the

information read in



in classroom

conversations. Lacks

of vocabulary related to

manner adverbs,


characters, and

experiences.

Makes too many

mistakes.


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Units 3-4

Determines the start

and maintain a

short conversation

in context on topics

of interest: facts and

amily activities;

express and

respond surveys

politely to feelings,

believes opinions,

agreements, and

disagreements.

Excellent oral and

writing skills to

determine opinions, and

respond surveys

politely in context on

opics of interest.

Understands

100% of the

material recorded and

also the information

placed on charts.

Internalization of


superlatives and forms

of verbs about facts,

amily activities,

believes and feelings.

Does not make

mistakes.

Very good oral and

writing skills to

determine opinions,

and respond surveys


opics of interest.

Understands 90% of

he material recorded

and also the

information placed on

charts. Uses

efficiently the

vocabulary related

o superlatives and

orms of verbs

about facts, family

activities, believes and

eelings. Awareness

of mistakes and self-

monitoring of it.

Good oral and

writing skills to

determine opinions,

and respond

surveys politely in

context on topics of

interest. Understands

80% of the material

recorded and also the


charts. Translates




amily activities,


Unawareness of

mistakes.

Fair oral and

writing skills to

determine opinions, and

respond surveys


opics of interest.

Understands 70% of

he material recorded

and also the


charts. Limited




amily activities,


Makes frequent

mistakes.


writing skills to

determine opinions,

and respond

surveys politely in

context on topics

of interest.

Understands 60% or

less of the material

recorded and also

he information placed

on charts.

Lacks of

vocabulary related

o superlatives and

orms of verbs about

acts, family activities,


Makes too many

mistakes.


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Units 5-6

Describes a series of

simple past phrases

linked with simple

connectors, living

conditions,

healthy food, and most

recent job

and integrate

exts and advices on

a range of

Excellent oral and

writing skills to

describe and

integrate text on

posters about

healthy food,

raditional dishes,

living conditions by

linking elements into

a linear sequence.

Understands

100% of

Very good oral and

writing skills to

describe and integrate

ext on posters

about healthy

ood, traditional

dishes, living conditions

by linking elements

into a linear

sequence. Understands

90% of

information

Good oral and

writing skills to

describe and

integrate text on

posters about

healthy food,

raditional dishes,


linking elements

into a linear


80% of

information

Fair oral and

writing skills to

describe and

integrate text on

posters about

healthy food,

raditional dishes,


linking elements

into a linear


70% of

information


writing skills to

describe and

integrate text on

posters about

healthy food,

raditional dishes,


linking elements

into a linear


60% or less of

amiliar subjects by

linking discrete

elements into a

linear sequence.

information about

healthy food and

cluttered lives.

Internalization of


quantities of food and

give advices. Does not

make mistakes.

about healthy food and

cluttered lives. Uses

efficiently the

vocabulary

related to quantities of

ood and give advices.

Awareness of

mistakes and self-

monitoring of it.

about healthy food

and cluttered lives.

Translates vocabulary

related

o quantities of food

and give advices.

Unawareness of

mistakes.

about healthy food and

cluttered lives. Limited

vocabulary related

o quantities of food

and give advices.

Makes frequent

mistakes.

information about

healthy food and

cluttered lives.

Lacks of


quantities of food and

give advices. Makes too

many mistakes.


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Units 7-8

Responds to personal

letters and notes,

asking for conveying

simple

information of

immediate

relevance in

some detail to friends,

service

people,

dilemmas,

advices, teachers, and

others who

eature in our everyday

life.

Excellent oral and

writing skills to respond

o discussions and

advices and write

personal letters and

notes.

Understands

100% of sequencing

events. Internalization of


relative clauses, phrasal

verbs, wishes, and

imaginary

situations.

Does not make

mistakes.

Very good oral and

writing skills to

respond to discussions

and advices and write


notes.

Understands 90%

of sequencing events.

Uses efficiently

he vocabulary related

o relative clauses,

phrasal verbs, wishes,

and imaginary

situations. Awareness

of mistakes and self-

monitoring of it.

Good oral and writing

skills to respond to

discussions and

advices and write


notes.

Understands 80%


Translates


relative clauses,


and imaginary

situations.

Unawareness of

mistakes.

Fair oral and writing

skills to respond to

discussions and

advices and write


notes.

Understands 70%


Limited


relative clauses, phrasal

verbs, wishes, and

imaginary

situations.

Makes frequent

mistakes.


writing skills to

respond to discussions

and advices and write


notes.

Understands 60%

or less of sequencing

events. Lacks of


relative clauses,


and imaginary

situations.

Makes too many

mistakes.

Units 9-10

Excellent oral and

writing skills to define

clearly to simple news,

letters

Very good oral and



letters

Good oral and


clearly to simple

news, letters

Fair oral and


clearly to simple

news, letters




letters


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Defines specific

information in

simple written

material

encountering letters,

brochures, and

short

newspaper

articles getting

across

comprehensibly

o areas of most

direct priority:

amily

information, shopping,

echnology,

movies or home

entertainment

providing speech

clearly and slowly

articulated.

and articles

encountering

problems with

echnology,

Understands

100% of

information in

movies or home

entertainment.

Internalization of


ech support, and

phrasal verbs. Does

not make mistakes.

and articles

encountering

problems with

echnology,

Understands 90%

of information in

movies or home

entertainment.

Uses efficiently

he vocabulary

related to tech

support, and

phrasal verbs.

Awareness of

mistakes and self-

monitoring of it.

and articles

encountering

problems with

echnology,

Understands 80%

of information in

movies or home

entertainment.

Translates


ech support, and

phrasal verbs.

Unawareness of

mistakes.

and articles

encountering

problems with

echnology,

Understands 70%

of information in

movies or home

entertainment.

Limited


ech support, and

phrasal verbs. Makes

requent mistakes.

and articles

encountering

problems with

echnology,

Understands 60% or

less of

information in

movies or home

entertainment.

Lacks of

vocabulary related

o tech support, and

phrasal verbs.

Makes too many

mistakes.


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Units 11-12

Identifies an idea of

he overall meaning

of short texts

and utterances on

opics of a

concrete type to

derive the

probable meaning of

unknown words from

he context which

consist of high-

requency, every day

or

Excellent oral and

writing skills to

identify the main

points of texts and

utterances on

opics of a concrete

meaning and

essays. Understands

100% of reactions and

opinions, feelings and

natural disasters

hroughout the

world.

Internalization of

Very good oral and

writing skills to identify

he main points of texts

and utterances on

opics of a concrete

meaning and

essays. Understands

90% of reactions and


natural disasters

hroughout the

world.

Uses efficiently

Good oral and

writing skills to

identify the main

points of texts and

utterances on

opics of a concrete

meaning and

essays. Understands

80% of reactions

and opinions,

eelings and

natural disasters

hroughout the

world.

Translates

Fair oral and

writing skills to

identify the main

points of texts and

utterances on

opics of a concrete

meaning and

essays. Understands

70% of reactions

and opinions,

eelings and

natural disasters

hroughout the

world.

Limited


writing skills to skills

o identify the main

points of texts

and utterances on

opics of a concrete

meaning and

essays. Understands

60% or less of

reactions and


natural disasters

hroughout the

world.

ob.related language. vocabulary related

o high-frequency and

everyday language.

Does not make

mistakes.

he vocabulary

related to high-

requency and everyday

language. Awareness of

mistakes and self-

monitoring of it.

vocabulary related

o high-frequency

and everyday

language. Unawareness

of mistakes.

vocabulary related

o high-frequency and

everyday language.

Makes frequent

mistakes.

Lacks of


high-frequency

and everyday

language.

Makes too many

mistakes.


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10.- PROGRAM

CONTENT SESSION TASK

Syllabus socialization level

1 The student will receive the analytical program atthe beginning of the semester, which will be

analyzed and discussed

UNIT 1

1A.- THE WEATHER

(be like / word order in questions)

2 -Listening.To complete a text for specific information

-Speaking.Describing the weather; Asking and

answering about vacations.

1B.- THE PLANET

Present simple/ Present continuous

and Present continuous for future)

3-Listening. For specific information

-Reading. For specific information. To complete a

questionarie/sentences

-Speaking. Asking and answering about plans and

arrangements.

1C.- RELAXING

(will/wont & be going to)

4 -Listening.For specific information; to match questionsand answers.

-Reading. For specific information to complete

dialogs/match questions and answers.

-Speaking. Talking about Hotel amenities; making &

responding to offers, suggestions, invitations; making

decisions1D.- A TRIP

(Past continuous)

5 -Listening. To check sequence of events; for specificinformation

-Speaking. Retelling a story in the past

1E.- SHOUL / SHOUDNT

(Should /shouldnt)6

-Listening. In order to complete advice

-Reading.For specific information

-Speaking. Talking about habits in the past; giving

opinions and advice; agreeing and disagreeing.

1F.- VACATIONS

(Articles)7

-Listening.For specific information

-Reading.to summarize vacation descriptions; tomatch types of vacations; to analyze vocabulary.

-Speaking. Talking about vacations destinations; doing

a vacation survey.

Review of Unit #1

(1st Unit Quiz)

8

-Listening. To correct mistakes in a text; For specific

information

-Reading. To identify correct verbs; articles; to

complete a text; for comprehension

-Speaking. Describing actions; talking about plans;

giving advice.

-Writing. To describe past actions.


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UNIT2

2A.- DIFFERENT MOVIES

(comparatives ) 9

-Reading. To complete a questionnaire and dialog

-Listening. For specific information; to put information

in order; to identify comparatives.

-Speaking. Talking about TV and movie viewing habits;

comparing movies and actors.

2B.-AMAZING READINGS

(Present Perfect) 10

-Reading. Biographies for specific information; to

identify past participles.

-Listening.To check answers; to complete a dialog.

-Speaking. Talking about tastes in books, movies and

TV shows; asking and answering about past

experiences.

2C.- BREAKFAST

(too and enough ) 11

-Reading. For specific information; to make

prediction.

-Listening. For specific information; to complete

sentences.

-Speaking. .Talking about reality shows; describing and

comparing personalities.

2D.- TECHNOLOGY

(Superlatives) 12

-Reading. To match text to pictures; to match

sentences to text; to complete sentences.

-Listening. For specific information; to complete

sentences.

-Speaking. Talking about computer use; comparing

technology.

2E.- VOLUNTEER

(Superlatives and Present Perfect) 13

-Listening. To complete sentences.

-Reading. For specific information; to deduce

speakers whereabouts.

-Speaking. Talking about pets, memorable

experiences.

2F.- MEMORIES

(So / suchthat ) 14

-Listening: To describe what people are doing and how

they are feeling; for specific.

-Reading. To match blogs to photos; for specific

information.-Speaking. Describing what people are doing and how

they are feeling; describing memorable events; using

positive feedback phrases while listening.

Review of Unit #2

(2nd Unit Quiz) 15

-Listening. For specific information; to correct

sentences; to correct a text.

-Reading. To complete sentences; to identify correct

adjectives; to correct a text.

-Speaking. Talking about differences and experiences.

-Writing. To complete sentences from prompts; to

correct sentences.

1st PARTIAL TEST 16


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UNIT 3

3A.- LEARNING ENGLISH

(must / have to / must not / dont

have to )17 -Reading. To complete a questionnaire; for specific

information; to complete a text.

-Speaking. Talking about obligations and necessities.

3B.- LIFESTYLE

(Present Perfect to join the past

and the present)18

-Reading. For specific information.

-Listening. . Dictated questions; for specific

information; to complete sentences.

-Speaking. Talking about living abroad; asking and

answering questions about duration.

3C. VOCABULARY AND

EXPRESIONS

1Anybody/everybody/nobody/some

body/

2.who/which/that

19

Reading. For specific information; to find words to

match definitions.

-Listening. . To complete relative clauses and spoken

phrases.-Speaking. Talking about games; playing a word game.

3D.- TYPES OF VACATIONS

(As..as) 20

-Reading. For specific information; to complete

sentences.

-Listening. .For specific information; to complete the

sentences.

-Speaking. Talking about trips and landmarks; talking

about vacation preferences; comparing the present

and the past; giving directions.

3E.- CELEBRITIES

(He has for description)

(Adjectives + noun)

21

-Reading. To answer a quiz

-Listening. for specific information: to complete a

chart

-Speaking. Asking and answering about famous

peoples lives.

3F.- JUNIOR YEAR ABROAD

(Phrasal verbs) 22

-Reading. To complete texts; for specific information.

-Listening.For specific information.

-Speaking. Talking about study abroad; talking about

recent experiences with phrasal verb; planning study

abroad.

Review of Unit #3

(3rd Unit Quiz)

23

Listening and Writing. For comprehension; to

complete sentences

-Reading.To correct a text.

-Speaking. Talking about obligations; talking about

experiences.

-Writing. To complete sentences; talking about recent

experiences with phrasal verbs; planning study

abroad.


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UNIT 4

4A.- MEMORIES

(-ing form)

24 -Listening. To check answers-Reading.To match a text to a picture and questions;

to summarize a text orally; to match sentence halves

-Speaking. Describing feelings; asking and answering

about childhood memories

4B.- APPEARANCE

(will and might) 25

-Listening. To match ads to photos; for specific

information; to identify word stress

-Speaking.Discussing ways to look good; making

predictions about the future.

-Writing. An ad for a health /beauty product or service

4C.- FRIENDS(First conditional) 26

-Listening.For specific information; to match topicsand pictures.

-Speaking. Talking about friendship; talking about

possible future situations.

-Reading.To identify gist; to complete texts with

missing words

-Writing. Endings for sentences about the future

4D. WORK AND PAY

(much, a lot, a little, a bit +

comparative)27

-Listening.To check a prediction; for specific

information

-Speaking. Talking about work and pay; making

comparisons.

-Reading. To match statements to pictures

4E.- CHANGES

(used to)

28

-Listening. To check an oral summary of a text; for

specific information.

-Speaking. Comparing photos; making predictions

about peoples lives; talking about situations in the

past

-Reading. In order to summarize a text

4F.- SAVING A RECORD

( verb +back )

29

-Listening. To check answers; to match speakers to

photos.

-Speaking. Talking about ways of communicating /

keeping records now and in the past

-Reading. To complete texts; for specific information

-Writing. Questions for on line chatting

Review of Unit #4

(4th Unit Quiz)

30

Review of all units in an all

contents summary(Preparing

SS to the final test)

31 Unit #1Unit #2

Unit#3 (Review of all the Grammatical Part)

Unit #4

2nd PARTIAL TEST 32


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11.- Revised

CAREER

COORDINATOR

DIRECTOR OF

ACADEMIC UNIT

GENERAL

DIRECTION

ACADEMIC

DATE: DATE: DATE:

syllabus level 3 2015 - listo

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