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IDIOMA EXTRANJERO I INTRO.pptx

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IDIOMA EXTRANJERO I
Group 04
Head Teacher Alexander B.
Contents:
1. Syllabus
2. Scope and sequence
3. Course requeriments
Specific outcomes
- The student makes use of grammatical items in order to introduce
him/ herself and others and express preferences.
- The student talks about activities he/ she is doing at the moment
regarding his university life and expresses situations happening in
his/her setting.
- By making use of past structures, the student reflects upon the
importance of decision-making processes when choosing a specific
major. Besides, he/she raises awareness about duties and
responsibilities you acquire when getting graduated
- The student portrays ideas about life changes, personal descriptions
and surroundings.
Methodology
• Communicative approach. ‘social interaction’ (Krashen & Terrel, 1983)
• Skills-based approach
• Learner-centered approach
• Task-based approach. (Nunan, 1989; Willis, 1996)
Evaluation
• Considering the ongoing process of evaluation, this course attempts
to provide students different spaces to demonstrate language
proficiency as a forward-looking assessment in which exercises,
questions, or problems create a real-life situation or specific issue to
be addressed (Dee Fink, 2003). In addition, students’ learning is
monitored through formative assessment in order to provide ongoing
feedback that can be used by instructors to improve their teaching
and by students to improve their learning. This kind of assessment is
also focused on what students can do with knowledge.
Teacher’s
rubric
Student’s
rubric

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IDIOMA EXTRANJERO I INTRO.pptx

  • 1. IDIOMA EXTRANJERO I Group 04 Head Teacher Alexander B.
  • 2. Contents: 1. Syllabus 2. Scope and sequence 3. Course requeriments
  • 3. Specific outcomes - The student makes use of grammatical items in order to introduce him/ herself and others and express preferences. - The student talks about activities he/ she is doing at the moment regarding his university life and expresses situations happening in his/her setting. - By making use of past structures, the student reflects upon the importance of decision-making processes when choosing a specific major. Besides, he/she raises awareness about duties and responsibilities you acquire when getting graduated - The student portrays ideas about life changes, personal descriptions and surroundings.
  • 4. Methodology • Communicative approach. ‘social interaction’ (Krashen & Terrel, 1983) • Skills-based approach • Learner-centered approach • Task-based approach. (Nunan, 1989; Willis, 1996)
  • 5. Evaluation • Considering the ongoing process of evaluation, this course attempts to provide students different spaces to demonstrate language proficiency as a forward-looking assessment in which exercises, questions, or problems create a real-life situation or specific issue to be addressed (Dee Fink, 2003). In addition, students’ learning is monitored through formative assessment in order to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. This kind of assessment is also focused on what students can do with knowledge.
  • 7. Terms percentages FIRST 50% Parcial 1 - Week 4 Session 8 Parcial 2 - Week 7 Session 13 Assignments: oral reports, quizzes, workshops, etc. - Weekly 25% 25% 50% SECOND 50% Parcial 3 - Week 11 Session 21 Examen final - Week 15 Session 29 Assignments: oral reports, quizzes, workshops, etc. - Weekly Co-evaluation 20% 30% 45% 5%
  • 8. Scope and sequence • See syllabus
  • 9. Course requirements 1. Weekly gradable activities. 2. Active participation and contributions to class. 3. Use English in class even asking the teacher to go to the bathroom 4. Attending grammar workshops offered by Instituto Int. Idi. 5. Attending lab sessions 6. Google translator and other machines not allowed on assignments. Grade 0.0. 7. Deadlines won't be extended unless unfortunate calamities. 8. Class materials shared on virtual classroom. Print and bring to class.