IDIOMA EXTRANJERO I INTRO.pptx
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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.
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Module outline enbe dmz 29012015 jan2015
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Module outline enbe dmz 29012015 jan2015
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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
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