NATIONAL CURRICUCLUM FLASH CARDS

1. UNIVERSIDAD TÉCNICA DE AMBATO
FAULTAD DE CIENCIAS HUMANAS Y DE
LA EDUCACIÓN
CARRERA DE IDIOMAS
LESSON PLANNING I
STUDENT: VALERIA MENDOZA
TEACHER: MG. MARBELLA ESCALANTE
5TH LEVEL

2. 1. LINGUA FRANCA: A language that is used for communication
between different groups of people, each speaking a different language.
EX. English is the most important lingua franca
around the world.

3. 2. FUNCTIONS: The purpose for which an utterance or unit of
language is used—E.G. Requesting, apologizing, inviting, etc.
Refer to the curriculum specifications document for information on
the language functions to be studied
in each level.
EX. The functions of a language must be: make
students communicate in different situations.

4. 3. INDEPENDENT USERS OF ENGLISH: Are defined as
users being able to carry on most conversations, who can write
comprehensibly,
making clear arguments or explanations. Additionally, they are
defined as being able to read grade level texts and discuss them
orally. In other words, they don’t need help to communicate, they
aren’t highly competent, but they are adequate to carry on most
functions (suggestion made by Kuhlman in the validation of this
document,2012)
EX. In level b1 students must achieve the skills a
independent user of english knows.

5. 4. COMMUNICATE EFFECTIVELY: By negotiating
conversations and expressing thoughts on more abstract, cultural
topics (I.E. Films, books, music, etc.) As well as explaining
differences among cultures.
EX. Students who communicate effectively can have some
conversations based on cultural topics.

6. 5. REAL TIME: This calculation has been made considering the 200
annual hours devoted to the teaching of English, a deduction of 20 hours for
testing, and an additional deduction of 60 hours (due to 40 mostly and not 60-
minute class periods), thus giving us the real teaching time of 120 hours.
EX. The real time students learn English has been considered
between 120 hours.

7. 6. LIGHTBOWN & SPADA, 2011: Up to march, 2014, English was an elective
subject from 2nd to 7th year EGB (Acuerdo ministerial no. 306-11); therefore, some
students must have already been exposed to the target language by the time they
started the 8th year EGB because the curriculum
adjustment here proposed started in 2012. Since march 2014 and through two new
ministerial agreements (Acuerdo ministerial
0041-14 y 0052-14) English will be a compulsory subject for primary school starting
in 2016.
EX. In the Lightbown & Spada, 2011 English started to be par of the
curriculum in Ecuador

8. 7. COMPONENTS: It is worth mentioning that these components
(linguistic, sociolinguistic, and pragmatic) comprise and are activated
through the development of the four language skills (listening, speaking,
reading, and writing)—divided in the layout of this document, yet
integrated in practice.
EX. English components are comprised by the four
skills such us listening, writing, speaking, and
writing.

9. 8. A B1 LANGUAGE PROFICIENCY LEVEL Implies that
learners will become independent users of the language who have come
across most of the basic structures and lexis of the language and therefore,
have acquired a degree of fluency and comprehension of some general
authentic English.
EX. Most students don´t achieve a B1 Language
Proficiency Level when they are in 3rd year of
Bachillerato.

10. 9. COMMUNICATIVE LANGUAGE COMPETENCE:
“Knowledge of not only if something is formally possible in a language, but
also whether it is feasible, appropriate, or done in a particular speech
community—I.E. A group of people in a village, region, nation, etc.”
EX. Communicative Language Competence is one of
the most important objectives in a class.

11. 10. LINGUISTIC COMPETENCE: “Includes lexical, phonological,
syntactical knowledge and skills and other dimensions of language as a
system” (CEFR, 2003, p.13). For example: vocabulary, pronunciation, and
grammar.
EX. In the linguistic competence students develop lexical,
phonological and syntactical knowledge.

12. 11. SOCIOLINGUISTIC COMPETENCE: “Refers to the
sociocultural conditions of language use” (CEFR, 2003, p.13) (I.E. Rules of
politeness, norms governing relations between generations, sexes, classes,
and social groups).
EX. In the sociolinguistic competence students get
involve in the sociocultural conditions of a language´s
environment.

13. 12. PRAGMATIC COMPETENCE: “Concerned with the functional
use of linguistic resources” (CEFR, 2003, p.13) (i.E. Inviting, thanking,
apologizing, etc.).
EX. Pragmatic competence involves the use of language
through speaking, reading, reading and writing.

14. 13. EXPONENTS: Language items needed for functions or speech acts
such as identifying, describing, inviting, offering, etc. (Richards &
Schmidt, 2010, p.235).
EX. In English exponents teachers help students to
develop speech acts that involve the communicative
competence.

15. 14. NEUTRAL REGISTER: Register refers to the formality or
informality of the language used in particular situations; formal register is used
in serious or important situations, E.G. On a job application. Informal register,
on the other hand, is used in relaxed or friendly
situations, E.G. With family or friends (TKT glossary, 2008, p. 9). Therefore,
neutral register refers to language that is neither too
formal nor too informal and is more generally applicable in a variety of
situations. For example, “can you tell me the time, please?”
Is more generally applicable than “would you mind telling me the time,
please?” Or “what’s the time?”(Howarth, 2006)
EX. Neutral Registrar is a mixture between Formal and
informal Register that allows people to use the language in a
balanced way.

16. 15. INFORMATIONAL TEXTS: Texts designed to convey information about
something rather than to tell or advance a narrative (http://www.
Education.Com). They are characterized by the following features: (1) their primary
purpose is to convey factual information about
the natural and social world, (2) they typically address whole classes of things in a
timeless way and (3) they come in many different
formats (E.G. Books, magazines, handouts, brochures, CD rooms and the internet)
(Duke & Benett-amistead, 2003).
EX. Informal texts use a simple and understandable
language, such us books and magazines.

17. 16. TRANSACTIONAL TEXTS: Are texts that serve for
communication of ideas and information between individuals with text
types that include: business letters, friendly emails, interviews, invitations,
postcards, weblog entries, etc. (Http://www.Writinga-z.Com)
EX. If you want to send and e-mail to your friend you should
use Transactional texts.

18. 17. EXPOSITORY TEXTS: Are the ones which inform, describe
or explain something and include autobiographies, short
descriptions, media articles, etc. (Http://www.Writinga-z.Com)
EX. On journals the writers use expository texts especially
to inform and describe people.

19. 18. PERSONAL DOMAIN: Comprises family relations and
individual social practices (council of Europe, 2003, p.15).
EX. When any person shares time with her family uses
personal domain to express the relation between them.

20. 19. EDUCATIONAL DOMAIN: Is concerned with the learning
context where the aim is to acquire specific knowledge or skills
(council of Europe, 2003, p.15). For example, learners should know
the names of various locations, E.G. Gym, classroom, office, and
objects in classrooms.
EX. In the University students learn some educational
domains because they use them in a more active way than
in high schools.

21. 20. PUBLIC DOMAIN: Refers to everything connected with
ordinary social interaction—E.G. Public services, cultural and leisure
activities of public nature, and relations with the media (council of
Europe, 2003).
EX. Everyone uses public domains especially when he
needs to do some public transactions.

22. 21. PERSONAL BACKGROUND: Includes personal
identification; house, home, and environment; daily life; free time
and entertainment; and relations with other people (trim, 2009).
EX. Every person has a personal background that are
related with her actual situation.

23. 22. EDUCATIONAL BACKGROUND: Includes issues
related to school and instruction—E.G. Curricular subjects,
classroom equipment, educational roles, etc. (Trim, 2009).
EX. The educational background is an important part on
a students progress.

24. 23. SOCIAL BACKGROUND: Includes public entertainment,
travel, health and body care, shopping, food and drink, and services
(Trim,2009).
EX. A social background may help a student if he is in
trouble because the student can interact with others
and share with them some entertaining activities.

25. 24. BACKTRACKING: Returning to a previous point or
subject, as in a discussion or lecture (www.Thefreedictionary.Com)
EX. When people are in debates they use backtracking
to cite any though or important fragment.

26. 25. REPAIR: A term for ways in which errors, unintended forms,
or misunderstandings are corrected by speakers or others during
conversation (Richards & Rchmidt, 2010, p. 495)—E.G. I have a,
uhm…what do you call it… pencil case (self-initiated repair).
EX. One of the best to make students identify their
own errors is to make themselves repair them.

27. 26. DISPLAY QUESTION: “A question which is not a real
question (I.E. Which does not seek information unknown to the
teacher) but which serves to elicit language practice—E.G. Is this a
book? Yes, it’s a book.” (Richards & Schmidt, 2010, p. 178).
EX. Teachers often use display questions to practice
oral skill with students.

28. 27. REFERENTIAL QUESTIONS: “A question which asks
for information which is not known to the teacher” (Richards &
Schmidt, 2010, p.178)—E.G. What is your town like?
EX. It´s common for teachers receive referential
questions from students when they are introducing a
new and important topic.

29. 28. PROCEDURAL TEXTS: A genre of writing that explains the
instructions or directions to complete a task with text types that include
recipes and ‘how to’ instructions—I.E. A composition that describes the
necessary steps for completing a task in a real-world setting such as the
instructions for using a vending machine (http://www.Writinga-z.Com).
They also include documents as diverse as teaching texts, medical notices,
social behavior recommendations, directions for use, do it yourself and
assembly notices, itinerary guides, advice texts, savoir-faire guides, etc.
(Schedae, 2006, p.13).
EX. Teachers do procedural texts when they want to
explain a difficult task to students.

30. 29. NARRATIVE TEXTS: A genre of writing that entertains or
tells a story with text types that include personal narratives
(http://www.Writinga-z.Com).
EX. Narrative texts are mostly used in stories or legends.

31. 30. VOCATIONAL DOMAIN: Also called “occupational domain”, it
embraces everything concerned with people’s activities and relations in the
exercise of their occupations (council of Europe, 2003, p. 15).
EX. If you want to describe people´s activities the best
domain you can use is the vocational domain.

32. 31. REALISTIC FICTION: Stories based on characters,
settings, problems, events, and solutions that could happen in real life
(http://www.Writinga-z.Com).
EX. On fables writers use realistic fiction to make
characters act like real people.

33. 32. PERSUASIVE TEXTS: A genre of writing that attempts to
convince readers to embrace a particular point of view
(http://www.Writinga-z.Com).
EX. From my perspective politicians are the one who
use the most persuasive texts to convince people while
they are in politic campaign.

34. 33. VOCATIONAL DOMAIN: Also called “occupational
domain”, it embraces everything concerned with people’s activities and
relations in the exercise of their occupations (council of Europe, 2003, p.
15).
EX. If you want to describe people´s activities the best
domain you can use is the vocational domain.

35. 34. CIRCUMLOCUTIONS: An indirect way of expressing
something (http://www.Thefreedictionary.Com/circumlocution).
EX. Circumlocutions are ways to express you ideas but
not directly because you want evade to have a trouble
hurting other´s feelings.

36. 35. SALIENT POLITENESS CONVENTIONS: Particularly
those affecting everyday life, living conditions, interpersonal relations, and
major values and attitudes (van Ek & Trim, 1998). For examples, please
refer to the corresponding curriculum specifications document.
EX. To express a salient politeness conventions you must
know appropriate vocabulary related with politeness.

37. 36. EXPONENTS: The language items needed for performing
functions (I.E. Speech acts) such as identifying, describing, inviting,
offering, etc. (Richards & Schmidt, 2010, p. 235).
EX. To use exponents is necessary when people identify
something.

38. 37. PERSUASIVE ESSAYS: “In persuasive or argumentative writing,
we try to convince others to agree with our facts, share our values,
accept our argument or conclusions and adopt our way of thinking”
(http://www.Studygs.Net/wrtstr4.Htm).
EX. To produce effective persuasive essays it´s necessary to
have some knowledge in literature.

39. 38. RELEVANT INFORMATION: This may involve determining
the audience for whom the text was produced and the attitudes and
communicative intentions of the author, etc. (Council of Europe, 2003).
EX. It´s important to make emphasis in relevant information
when a students is doing an important summary.

40. 39. REPAIR: In conversation analysis, the process by which a speaker
recognizes a speech error and repeats what has been said with
some sort of correction (www.Grammar.About. Com). Example:
interlocutor – ‘it is very cold today, isn’t it? Learner- yes it is. Very
cold’. (Van ek & trim, 2006)
EX. To use repair in role plays is a good way to work in
pairs and help each other.

41. 40. DEAD ENDS: A situation in which no progress can be made or no
advancement is possible; for example, “reached an impasse on
the negotiations” (http://www.Thefreedictionary.Com)
EX. When there are dead ends in students a teacher does
his best to help the student to progress.

42. 41. JUMPINESS: Hesitation and nervousness
(www.Thefreedictionary.Com)
EX. Most students feel jumpiness when they have an
important presentation or project to present especially
orally.