Integrated skills iv spac

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Integrated skills iv spac

  1. 1. UNIVERSIDAD TÉCNICA DE AMBATOFACULTAD 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 1
  2. 2. INDEXABSTRACT ........................................................................................................................................... 3I.BASIC INFORMATION OF THE MODULE .......................................................................................... 4II. FORMATIVE ROUTE ........................................................................................................................ 5III. FORMATION TRAINING METHODOLOGY ...................................................................................... 7IV. EVALUATION METHODOLOGY .................................................................................................... 12EVALUATION PROCESS ..................................................................................................................... 14V. INSTRUCTIONAL GUIDE ................................................................................................................ 17VI. ANNEXES .................................................................................................................................... 20VII. APPROVAL OF THE FORMATIVE MODULE ...............................................................................…21 2
  3. 3. ABSTRACTThe aim of this module is to develop the students’ communicative competence, so they canunderstand spoken and written English and express themselves confidently, accurately, andfluently.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 willalso apply knowledge of the form, meaning and use of the English structures to talk aboutdifferent 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 andwritten texts to share Ss real life experiences, and finally students will evaluate and self-assessoral messages and written texts to describe and discuss about the pros and cons of differentissues.The Communicative Language Teaching approach will be used to accomplish good learningoutcomes in terms of the development of the communicative competence of the students whowill be able to go beyond information-gap, and pair work activities to use English fordiscussions about real problems and real situations showing high order thinking skills. Theachievement of the students’ learning outcomes will be assessed through formative andsummative assessment.At the end of the level, students will have developed the competencies corresponding and toB1 Level, described in the Common European Framework of Reference. 3
  4. 4. I. BASIC INFORMATION OF THE MODULE: INTEGRATED SKILLS IVCode: FCHE-CI-0407 Prerequisites:Competence: Integrated Skills IIIProduce oral and written texts in the English languagein order to communicate ideas, give and receiveinformation about one´s own cultural identity andthose of other countries, while correctly usinglinguistic elements and maintaining coherence andcohesion.Credits: Semester: Co-requisites 8 Fourth Reading IV Oral III Audio IV Writing IILevel: Hours per week: 8 hours a week.Bachelor in Total hours for the semester: 160 hours.Arts(B. A) Total hours for independent work: 160 hoursProfessor’s name : Sonnia Paulina Altamirano CarvajalTitle and Academic degree:Licenciado en Ciencias de la Educación, Mención Inglés.Magister en Ciencias de la Educación, mención en Gestión Educativa y Desarrollo SocialAcademic area according to global competence: Communicative Competence.Office hours: Tuesday from 4:00 to 5:00 p.m.Contact telephone number : 087487641E-mail address: zonniapau1@hotmail.es 4
  5. 5. II. FORMATIVE ROUTEGeneral Problem (node):Difficulty to communicate in English using the language skills of reading, listening, speaking andwriting.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 EnglishAudioOralReadingWritingBusiness EnglishEFL Translation TechniquesTOEFL PreparationModules that are part of the specific competence:Integrated Skills IVIntegrated Skills I,III,IVAudio I, II, IIIOral I, II, IIIReading I,II,III,IVWriting I,IIBusiness EnglishAdvanced English.I, II, III, IVEFL Translation TechniquesTOEFL Preparation 5
  6. 6. Description of the specific competence.Produce oral and written texts in the English language in order to communicate ideas, give andreceive information about one´s own cultural identity and those of other countries, whilecorrectly 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 areasThis module will support the investigation projects developed by the professors from thisprogram.Moreover, students will also work on the interdisciplinary Project for this level “ INFLUENCIADE LAS REDES SOCIALES EN LA VIDA ESTUDIANTIL” which help Ss working onABPro and giving solutions for the proposed problem in the interdisciplinary project as well. Ss willselect their project topics, research the literature about a problem related to the learning stylesthat each student has and propose possible activities which can work best with them in order toempower them.Community service related to the moduleThis module will contribute to the formation of the communicative competence which will be reallynecessary for everyday interaction with native English speakers in educational, tourist, and otherEcuadorian social sectors. 6
  7. 7. III. TRAINING METHODOLOGYGeneral didactic approach: COMMUNICATIVE APPROACH Problem based learning PBL/project proposalLearning environment: Classroom, library, virtual classCompetence Cognitive contents Procedural contents Affective- Didactic activities Timeelements motivational contentsElement 1:Identify grammar  Vocabulary, listening tasks and  Listen to some conversations Demonstrate Task-based learning. 25 hoursstructures, reading texts related to: business and about services and work empathy and - Give students tasks tovocabulary and non-business services, social events, choices collaborative do.language functions steps for planning a social event.  Listen to the pronunciation of work. - Present new language afterto use in the  The passive causative: the by phrase. some words in a context students have needed todescription of  Causatives get,have and make.  Talk about request express use it.various situations.  Let followed by an object and base service Team work. form.  Ask for and recommend a Virtual class  Causative have and past perfect service provider -Problem Based auxiliary have.  Describe quality of service, Learning plan a social event - Project Based Learning  Vocabulary, listening tasks and  Read about two famous reading texts related to: Fields for people work or study, reasons for changing  Write about work choices your mind, skills and abilities  Phase 1 of interdisciplinary  Future meaning and present project which will be continuous, simple present and developed throughout the modals. semester.  Regrets about the past: wish +past perfect; should have and ought to have.RESULT: Present a short text about describing services and work choices. 7
  8. 8. Element 2:Apply knowledge Vocabulary, listening tasks and reading  Listen to some information Show respect and Task-based learning. 25 hoursof the form, texts related to: types of holidays and about holidays, traditions, tolerance to other - Give students tasks tomeaning and use ways to commemorate a holiday, and news people’s cultures do.of the English wedding terminology  Listen to some important and traditions. - Present new languagestructures to talk Adjective clauses with subject and details after students haveabout different object relative pronouns. Reciprocal  Describe holidays, Demonstrate needed to use it.real situations. pronouns each other and one another. celebrations and wedding empathy and Writing Process By+ reflexive pronouns. traditions, and about some collaborative work. Approach. news. - Brainstorming - Drafting Vocabulary, listening tasks and reading  Present some conversations texts related to; news sources, severe - Revising and role plays weather events and disasters, - Editing.  Read about holidays, news emergency preparation and supplies, Team work.  Write about some holidays and terminology for discussing - Problem Based and natural disasters Learning disasters.  Develop phase 2 of the - Project Based Indirect speech: Imperatives. Indirect interdisciplinary project Learning speech: say and tell; tense changes. Punctuation rules for indirect speech.RESULT: Role-plays about celebrations and some news.Element 3: Task-based learning.Analyze the Vocabulary, listening tasks and reading  Listen to some information Show respect and - Give students tasks to 25 hourslanguage required texts related to: types of books, ways to about useful written tolerance to other do.to discuss, describe reading material, and some sources, and some people’s opinions - Present new languagepropose, and ways to enjoy reading. inventions. and ideas. after students havedebate about Nouns clauses; embedded questions,  Listen to the pronunciation Avoid plagiarism. needed to use it.different issues. embedded questions with infinitives, of some words. Writing Process noun clauses as direct objects.  Share information about the Value the Approach. topics. contributions made - Brainstorming 8
  9. 9. Vocabulary, listening tasks and reading  Present short speeches about by people in - Drafting texts related to: the topics. different fields. - Revising Mechanical inventions in history and  Read about habits, Work - Editing. was to describe innovative products. inventions collaboratively. Team work. Conditional sentences: review. The  Write about an interesting Virtual class unreal conditional. book read, and about recent - Problem Based inventions Learning  Phase 3 of interdisciplinary - Project Based project LearningRESULT: A short speech about Ss’ favorite books and innovative products.Element 4:Create coherent Vocabulary, listening tasks and reading  Listen to some conversations Show respect and Task-based learning. 25 hoursand cohesive texts related to: controversial and tolerance to other - Give students tasks todiscourse and Political terms and types of geographical features. people’s do.written texts to governments, political and social  Talk about some ways to - political and social Present new language aftershare Ss real life beliefs, controversial issues, ways to disagree politely and ways to beliefs. students have needed toexperiences. disagree politely. describe a natural world Express use it. Non-count nouns for abstract ideas,  Read about types of disagreement in a - Writing Process verbs followed by objects and government and dangerous polite way. Approach. infinitives, review of gerunds and animals - Brainstorming - Drafting infinitives after certain verbs.  Write about a local or world Show awareness for the protection of - Revising problem and offer possible Vocabulary, listening tasks and reading the environment. - Editing. solutions, and create a texts related to: Value the beauty Team work. tourism advertisement. Geographical features, ways to describe  and natural Virtual class Develop Phase 4 of - Problem Based possible risks, dangerous animals and interdisciplinary project resources of our Learning insects, and ways to describe the natural country. - Project Based Learning world. Infinitives with too + adjective, prepositions of place to describe locations, proper nouns: capitalization and use of the. 9
  10. 10. RESULT: A debate on a controversial issue.Element 5: Task-based learning.Evaluate and self-assess Vocabulary, listening tasks and  Listen to some details Understand and respect - Give students tasks to 28 hoursoral messages and reading texts related to: about personality types, different types of do.written texts to describe Personality types with positive and creative personality personality Show respect - Present new languageand discuss about the and negative meaning. characteristics. to other people’s after students havepros and cons of Gerunds and infinitives: changes  Talk about opinions and ideas. needed to use it.different issues. in meaning. characteristics of Work collaboratively. Team work. Parallelism with gerunds and different personality - Virtual class infinitives. types - Project  Describe about some Show respect to other - Problem Based Vocabulary, listening tasks and famous singers. people’ musical Learning - Project Based reading texts related to:  Read some texts about preferences. elements of music, creative Value the importance of Learning personality types and personalities. music music in life. The present perfect and the  Write about life Practice values such as present perfect continuous: changing experiences honesty, tolerance, and finished and unfinished actions. and the benefits of respect. The past perfect continuous. music. Work collaboratively. Noun clauses as adjective and noun complements. RESULT: A role play about Ss personality traits and w riting about the benefits of music. Interdisciplinary project. Student portfolio. 10
  11. 11. 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) - FailCompetence of emphasis to be developed through the module: Integrated Skills IVProduce oral and written texts in the English language in order to communicate ideas, give and receiveinformation about one´s own cultural identity and those of other countries, while correctly using linguisticelements and maintaining coherence and cohesion.No. ELEMENTS Achievement indicators.1 Identify grammar structures,  Listen to some conversations about services and work vocabulary and language choices functions to use in the  Listen to the pronunciation of some words in a context description of various  Talk about request express service situations.  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 semester2 Apply knowledge of the form,  Listen to some information about holidays, traditions, and meaning and use of the English news structures to talk about  Listen to some important details different real situations.  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 project3 Analyze the language required  Listen to some information about useful written sources, to discuss, propose, and debate and some inventions. about different issues.  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 11
  12. 12.  Develop phase 3 of interdisciplinary project4 Create coherent and cohesive  Listen to some conversations controversial and geographical discourse and written texts to features. share Ss real life experiences.  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 project5 Evaluate and self-assess oral  Listen to some details about personality types, and creative messages and written texts to personality characteristics. describe and discuss about the  Talk about characteristics of different personality types pros and cons of different  Describe about some famous singers. issues.  Read some texts about personality types and music  Write about life changing experiences and the benefits of music. 12
  13. 13. EVALUATION PROCESSCompetence of emphasis to be developed through this module: : Integrated Skills IVProduce oral and written texts in the English language in order to communicate ideas, give and receiveinformation about one´s own cultural identity and those of other countries, while correctly using linguisticelements and maintaining coherence and cohesion. Elements of Diagnostic Evaluation Formative Evaluation Performance evaluation the module Result Indicator1. Identify Use language structures  Listen to some conversations Present a Coherence atgrammar to communicate ideas about services and work short text the momentstructures, verbally and in writing. choices about of using thevocabulary Comprehend listening  Listen to the pronunciation of describing four skills, 40%and language exercises and follow some words in a context services and Organizationfunctions to instructions or  Talk about request express work anduse in the performs a task. service choices. presentation.description of Write paragraphs and  Ask for and recommend a 20%various short compositions. service provider Team worksituations. Read and understand  Describe quality of service, 20% main and secondary plan a social event Non verbal ideas.  Read about two famous people skills: Eye Ask and answer  Write about work choices contact and questions about a  Phase 1 of interdisciplinary body variety of topics. project which will be language. 20% developed throughout the semester  Demonstrate empathy and collaborative workTechniques Teacher’s observation. Oral and written quizzes and tests. Rubrics for Rubric s forand Role-plays. oral and each skillInstruments Oral presentations. written Google Docs-pps language production 13
  14. 14. 2. Apply  Listen to some  Listen to some information Role-plays Coherence atknowledge of conversations about about holidays, traditions, and about the momentthe form, services and work news celebrations of speaking,meaning and choices  Listen to some important and some grammar, 40%use of the  Listen to the details news. OrganizationEnglish pronunciation of  Describe holidays, celebrations andstructures to some words in a and wedding traditions, and presentation.talk about context about some news. 20%different real  Talk about request  Present some conversations Team worksituations. express service and role plays 20%  Ask for and  Read about holidays, news Non verbal recommend a  Write about some holidays and skills: Eye service provider natural disasters contact and  Describe quality of  Phase 2 of interdisciplinary body service, plan a social project. language. 20% event  Show respect and tolerance to  Read about two other people’s cultures and famous people traditions.  Write about work  Demonstrate empathy and choices collaborative work.Techniques Teacher observation. Oral and written quizzes and tests. Rubrics for Rubrics forand Role-plays. oral and oral andinstruments. Oral presentations. written written Portfolios. language language Learning log. production production.3. Analyze the  Listen to some  Listen to some information A short Coherence at language information about about useful written sources, speech the moment required to holidays, traditions, and some inventions. about Ss’ of speaking, discuss, and news  Listen to the pronunciation of favorite grammar, 40% propose, and debate  Listen to some some words. books and Organization about important details  Share information about the innovative and different  Describe holidays, topics. products. presentation. issues. celebrations and  Present short speeches about 20% wedding traditions, the topics. Team work and about some  Read about habits, inventions 20% news.  Write about an interesting Non verbal  Present some book read, and about recent skills: Eye conversations and inventions contact and role plays  Value the contributions made body by people in different fields. language. 20%  Read about  Work collaboratively. holidays, news  Write about some holidays and 14
  15. 15. natural disasters  Phase 2 of interdisciplinary project.Techniques Teacher observation. Oral and written quizzes and tests. Rubrics for Rubrics forand Role-plays. oral and oral andinstruments. Portfolios. written written Learning log. language language production production.4. Create  Listen to some  Listen to some conversations A debate on Coherence atcoherent and information about controversial and geographical a the momentcohesive useful written features. controversial of speaking,discourse and sources, and some  Talk about some ways to issue. grammar, 40%written texts inventions. disagree politely and ways to Organizationto share Ss  Listen to the describe a natural world andreal life pronunciation of  Read about types of presentation.experiences. some words. government and dangerous 20%  Share information animals Team work about the topics.  Write about a local or world 20%  Present short problem and offer possible Non verbal speeches about the solutions, and create a tourism skills: Eye topics. advertisement. contact and  Read about habits,  Develop phase 4 of body inventions interdisciplinary project language. 20%  Write about an  Show respect and tolerance to interesting book other people’s read, and about  political and social beliefs. recent inventions  Express disagreement in a polite way.  Show awareness for the protection of the environment.  Value the beauty and natural resources of our country.Techniques Teacher observation. Oral and written quizzes and tests. Rubrics for Rubrics forand Role-plays. oral and oral andinstruments. Portfolios. written written Learning log. language language production. production. 15
  16. 16. 5. Evaluate  Listen to some  Listen to some details about A role play Focus/organizand self- conversations personality types, and creative about Ss ation of ideas.assess oral controversial and personality characteristics. personality 30%messages and geographical  Talk about characteristics of traits and w Elaboration/written texts features. different personality types riting about support/style.to describe  Talk about some  Describe about some famous the benefits 20%and discuss ways to disagree singers. of music. Use of writingabout the politely and ways to  Read some texts about Interdisciplin process 20%pros and cons describe a natural personality types and music ary project. Mechanics andof different world  Write about life changing Student Grammar. 10%issues.  Read about types of experiences and the benefits of portfolio Word count. government and music. 10% dangerous animals  Understand and respect Legibility and  Write about a local different types of personality presentation or world problem Show respect to other people’s 10% and offer possible opinions and ideas. solutions, and  Work collaboratively. create a tourism  Show respect to other people’ advertisement. musical preferences.  Develop phase 4 of  Value the importance of music interdisciplinary in life. project  Practice values such as  Show respect and honesty, tolerance, and tolerance to other respect. people’s  Work collaboratively.  political and social beliefs.  Express disagreement in a polite way.  Show awareness for the protection of the environment.Techniques Teacher observation. Oral and written quizzes and tests. Rubrics for Rubrics forand Role-plays. oral and oral andinstruments. Portfolios. written written Interdisciplinary projects language language Learning log. production. production. 16
  17. 17. V. INSTRUCTIONAL GUIDESCompetence of emphasis to be developed through the module: Integrated Skills IVProduce oral and written texts in the English language in order to communicate ideas, give and receiveinformation about one´s own cultural identity and those of other countries, while correctly using linguisticelements and maintaining coherence and cohesion. No ELEMENTS PROCESS RESOURCES PRODUCT .GUIDE 1 Identify grammar 1. Make a vocabulary list for each unit Students’ book Present structures, 2. Make statements with those words. assignments vocabulary and 3. Do all the interactive activities of the Cd using the four language functions CD-ROM of your book: Speaking English- English skills, listening, to use in the Practice, Interactive Workbook, dictionary speaking, reading description of Games and Puzzles, Karaoke, and writing about various situations. Conversation Models Internet the topics 4. Do the checkpoint and the Wrap up presented Virtual class activities from the book. 2 Apply knowledge 1. Look up the meaning of new Top Notch A role-play about of the form, vocabulary from units 5 and 6 in an student’s book 3 natural disasters. meaning and use English -English dictionary. of the English 2. Write sentences using the new CD and CD player structures to talk words. English-English about different 3. Do all the interactive activities of the Dictionary real situations. CD-ROM of your book: Speaking Practice, Interactive Workbook, Internet. Games and Puzzles, Karaoke, Virtual class 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. 3 Analyze the 1. Look up the meaning of new Top Notch A short speech language required vocabulary from units 7 and 8 in an student’s book 3 about Ss favorite to discuss, English -English dictionary. books and propose, and 2. Write sentences using the new CD and CD player innovative debate about words. English-English products. 17
  18. 18. different issues. 3. Do all the interactive activities of the Dictionary CD-ROM of your book: Speaking Practice, Interactive Workbook, Internet. Games and Puzzles, Karaoke, Virtual class 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/topnotch4 Create coherent 1. Look up the meaning of new Top Notch A debate on a social and cohesive vocabulary from units 9 and 10 in an student’s book 3 issue. discourse and English-English dictionary. written texts to 2. Write sentences using the new CD and CD player share Ss real life words. English-English experiences. 3. Do all the interactive activities of the Dictionary CD-ROM of your book: Speaking Practice, Interactive Workbook, Internet. 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/topnotch5 Evaluate and self- 1. Look up the meaning of new Summit 1 An interview assess oral vocabulary from unit 1 in an English - student’s book their mates in messages and English dictionary. order to role written texts to 2. Write sentences using the new CD and CD player play about Ss describe and words. English-English personality traits discuss about the 3. Do all the interactive activities of the and Writing 18
  19. 19. pros and cons of CD-ROM of your book: Speaking Dictionary about thedifferent issues. Practice, Interactive Workbook, benefits of Games and Puzzles, Karaoke, Internet. music. Conversation Models and Songs. Virtual class Interdisciplinary 4. Do the writing section at the end of project. each unit. Student 5. Make a list of questions about things portfolio. 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 19
  20. 20. VI. ANNEXESBIBLIOGRAPHYTop Notch 3 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 aboutfrequency, collocations, and typical native-speakers usage from the Longman Corpus Network. The textbookalso provides a teacher’s resource disk with extra exercises such as: reading comprehension activities, writingprocess worksheets, learning strategies, grammar self-checks, vocabulary cards and cumulative vocabularyactivities, pair work cards, graphic organizers, song activities. This textbook develops the competenciescorresponding 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 thatis designed to follow Top Notch series. It is a textbook in which students conclude each class session with aculminating 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 exposesstudents to authentic, natural, corpus-informed English, both receptively and productively, to buildunderstanding and expression. This textbooks also provides extra teacher’s resources as the ones describedfor Top Notch 3. After checking all the units in this textbook, students will have developed the competenciescorresponding 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/summitwww.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/ 20
  21. 21. VII. APPROVAL OF THE FORMATIVE MODULEDate 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 21

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