IDIOMA EXTRANJERO I INTRO.pptx
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This document outlines the syllabus for a foreign language course. The course aims to help students develop proficiency in the language through communicative, skills-based, learner-centered, and task-based approaches. Students will be evaluated through formative and ongoing assessments that monitor learning and provide feedback. Evaluation will include quizzes, oral reports, workshops, and co-evaluations. The course scope and sequence and requirements are also outlined, including weekly activities, active participation, use of English in class, attending workshops and labs, meeting deadlines, and use of shared course materials.
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This document provides guidance on completing note, table, diagram and flow-chart questions for the IELTS reading test. It outlines a two-step process: 1) read the instructions and underline key words to identify what information is needed, and 2) scan the passage quickly to locate the relevant sections that may contain synonyms or paraphrased versions of the key words. It notes that answers can typically be found within 1-2 paragraphs for diagrams and flowcharts, and within 3-4 paragraphs or longer sections for tables and notes. Accuracy of grammar is important for note and summary completion questions.
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This document discusses different ways to express comparison in English using comparative and superlative adjectives and adverbs. It provides examples of how to modify comparisons using terms like "as", "than", "much/a lot/far" and "slightly/a little/a bit". It also covers expressions used to indicate the degree of difference between things being compared, such as "by far", "exactly/more or less/roughly the same", and "one of the most". The document concludes by providing exercises to practice comparative structures and recommending additional resources on the topic.
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The document provides information about the IELTS Reading Test, including its purpose, format, question types, and skills assessed. The test contains three sections of increasing difficulty and covers everyday topics, work-related topics, and longer general interest texts. It assesses understanding of main ideas and specific details through multiple choice, true/false, matching, and short answer questions. Test takers must transfer their answers during the allotted time and spelling and grammar affect scoring.
introduction to ielts and course.pptx
The document provides an introduction to the IELTS exam and a course to help students prepare. IELTS is the International English Language Testing System recognized by over 11,000 institutions for work, study, and immigration purposes. The exam tests Listening, Reading, Writing, and Speaking skills. The course aims to familiarize students with the exam structure, apply effective test strategies, and improve students' band scores through practice. Requirements include an online placement test, attending workshops and webinars, and using printed materials. Students will be assessed through practice tests, assignments, and a final exam mimicking the real IELTS.
Telling the time.pptx
The document contains information about telling time in English using terms like quarter past, twenty-five to, and half past. It provides 5 examples of times expressed in this way along with 3 multiple choice answers for each. The second half contains a train timetable showing departure and arrival times for red, blue, and yellow trains at 4 stations. It includes 3 questions about departure and arrival times based on the timetable.
IDIOMA EXTRANJERO I INTRO.pptx
This document outlines the syllabus for a foreign language course. The course uses communicative, skills-based, learner-centered, and task-based approaches. Students will develop their ability to introduce themselves, talk about activities and preferences, reflect on decision making, and describe ideas and surroundings. Evaluation is ongoing and formative, considering exercises that create real-life situations. The grading breakdown includes four quizzes worth 50% total, and weekly assignments worth 50% total. Course requirements include weekly graded activities, active participation, using only English in class, attending workshops and labs, not using translators, meeting deadlines, and accessing materials online.
Competency-based interviews.pptx
A competency-based interview focuses on evaluating a candidate's demonstrated skills, abilities, and motivation through real-life examples of past experiences. Interviewers ask candidates to describe specific situations and how they handled tasks, challenges, problems, and results. Candidates should structure their answers using the STAR technique: Situation, Task, Action, Result. Competency-based interviews assess skills like teamwork, responsibility, problem-solving, and openness to change. Interview questions are typically phrased to start with "tell me about a time when..." and candidates should provide concrete evidence from their experiences to demonstrate competencies.
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The document contains descriptions of two photos. The first photo shows the author as a child with his brother on a farm, describing their appearances and clothes. The second photo shows the author now with his wife and niece on a cliff, providing details about each person as well as the landscape in the background. The guidelines suggest starting with general information, then giving details about people and the environment, and finishing with a comment.
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- 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.