This document is a syllabus for an English III course at UNIANDES University in Ecuador. It outlines the course objectives, topics, schedule, assignments and assessments. The course aims to improve students' English communication skills to an A2 level according to the CEFR framework. Over 12 topics related to travel, appearance, film/arts, science, technology, tourism and the environment will be covered. Students will complete activities such as discussions, presentations and writing assignments to assess their skills in areas like describing travel, being polite in English and interacting in familiar contexts. The course schedule allocates time for both classroom and independent work over 32 classroom hours and 48 autonomous hours.
Caderno do Aluno Inglês 3 ano vol 2 2014-2017Diogo Santos
This document provides course descriptions for four 21st century professions: Business Administration, Logistics, Mechanical Engineering, and Digital Games. It includes information about course duration, further career development opportunities, and potential places of employment for each profession. It aims to help students choose a career path by outlining relevant details about several in-demand fields.
This document provides a syllabus for an English I course taught at the Regional Autonomous University of the Andes in Ecuador. The syllabus outlines general information about the course including objectives, topics to be covered, class schedule, learning outcomes, evaluation methods, and a study guide. Over the course of the semester, students will learn basic English vocabulary and grammar structures to describe personal information, plans, family relationships, food and restaurants, and technology. Evaluation will consist of written/oral exams, quizzes, homework, and class participation. The goal is for students to be able to communicate at a basic level using everyday expressions and simple phrases.
The document discusses strategies for keeping students engaged in language learning at different levels. At the elementary level, a Spanish TV news show project is described where students take on roles as anchors and reporters. At the middle school level, a pen pal program is proposed to foster cultural exchange and language practice. For high school, video projects are presented where students record presentations on topics relevant to their lives. The document advocates using technology, collaborative projects, and real-world contexts to motivate continued language learning.
This document provides information about an English syllabus for a Tourism and Hospitality major study program at Universidad Estatal de Bolívar in Ecuador. It outlines the course details including credits, prerequisites, instructor information, learning outcomes, units of study, and assessment methods. The course aims to prepare students at a low basic English grammar and conversational level equivalent to B1+ on the Common European Framework of Reference. Over the course of 8 units, students will develop reading, listening, speaking and writing skills through activities involving different topics related to tourism and hospitality. Their skills and knowledge will be assessed through exams and assignments after each unit.
Caderno do Aluno Inglês 2 ano vol 1 2014-2017Diogo Santos
Here are some adjectives formed from the verbs and nouns:
Verbs Adjectives Nouns Adjectives
attract attractive danger dangerous
accept acceptable industry industrial
act active use useful
create creative home homeless
2. Complete the sentences with the correct form of the words in parentheses.
a) The film was very __________ (entertain).
b) I didn't find the story very __________ (believe).
c) The characters were quite __________ (develop).
d) The special effects were very __________ (impress).
e) The ending was totally __________ (predict).
3. Match the words with their definitions:
1. Plot ( ) a. The main character
The document discusses different text genres that appear in English exams for major job competitions in Brazil. It explains that these text genres have specific communication functions and are characterized by specific organization, grammar structures and vocabulary. Identifying the genre of a text makes reading them more efficient and helps candidates more easily locate the desired information. The goal of this unit is to teach students to simply and effectively identify the different text genres found in English exams.
This document is a 10th grade English remedial module that provides exercises to assist students with improving their English skills. It begins with an introduction explaining that the module contains multiple choice exercises and that student participation will be validated by the Puerto Rico Department of Education. The module then defines and provides examples of different literary genres like fiction, non-fiction, poetry, drama, and their distinguishing characteristics. It also explains elements of poetry like imagery, metaphor, and forms like sonnets. The document concludes with a literary genre review quiz.
The passage discusses cultural differences in learning and education. It states that every culture has its own conventions for what and how people learn. Even within cultures, differences exist, such as between primary/secondary school and university expectations in Britain. The passage also notes that writing and thinking processes are culture-specific. While standards exist across academic disciplines, requirements differ between fields like chemistry and physics. Overall, overseas students must adjust to a new culturally-based learning style, the transition from secondary to tertiary education, and the norms of their specific academic discipline.
Caderno do Aluno Inglês 3 ano vol 2 2014-2017Diogo Santos
This document provides course descriptions for four 21st century professions: Business Administration, Logistics, Mechanical Engineering, and Digital Games. It includes information about course duration, further career development opportunities, and potential places of employment for each profession. It aims to help students choose a career path by outlining relevant details about several in-demand fields.
This document provides a syllabus for an English I course taught at the Regional Autonomous University of the Andes in Ecuador. The syllabus outlines general information about the course including objectives, topics to be covered, class schedule, learning outcomes, evaluation methods, and a study guide. Over the course of the semester, students will learn basic English vocabulary and grammar structures to describe personal information, plans, family relationships, food and restaurants, and technology. Evaluation will consist of written/oral exams, quizzes, homework, and class participation. The goal is for students to be able to communicate at a basic level using everyday expressions and simple phrases.
The document discusses strategies for keeping students engaged in language learning at different levels. At the elementary level, a Spanish TV news show project is described where students take on roles as anchors and reporters. At the middle school level, a pen pal program is proposed to foster cultural exchange and language practice. For high school, video projects are presented where students record presentations on topics relevant to their lives. The document advocates using technology, collaborative projects, and real-world contexts to motivate continued language learning.
This document provides information about an English syllabus for a Tourism and Hospitality major study program at Universidad Estatal de Bolívar in Ecuador. It outlines the course details including credits, prerequisites, instructor information, learning outcomes, units of study, and assessment methods. The course aims to prepare students at a low basic English grammar and conversational level equivalent to B1+ on the Common European Framework of Reference. Over the course of 8 units, students will develop reading, listening, speaking and writing skills through activities involving different topics related to tourism and hospitality. Their skills and knowledge will be assessed through exams and assignments after each unit.
Caderno do Aluno Inglês 2 ano vol 1 2014-2017Diogo Santos
Here are some adjectives formed from the verbs and nouns:
Verbs Adjectives Nouns Adjectives
attract attractive danger dangerous
accept acceptable industry industrial
act active use useful
create creative home homeless
2. Complete the sentences with the correct form of the words in parentheses.
a) The film was very __________ (entertain).
b) I didn't find the story very __________ (believe).
c) The characters were quite __________ (develop).
d) The special effects were very __________ (impress).
e) The ending was totally __________ (predict).
3. Match the words with their definitions:
1. Plot ( ) a. The main character
The document discusses different text genres that appear in English exams for major job competitions in Brazil. It explains that these text genres have specific communication functions and are characterized by specific organization, grammar structures and vocabulary. Identifying the genre of a text makes reading them more efficient and helps candidates more easily locate the desired information. The goal of this unit is to teach students to simply and effectively identify the different text genres found in English exams.
This document is a 10th grade English remedial module that provides exercises to assist students with improving their English skills. It begins with an introduction explaining that the module contains multiple choice exercises and that student participation will be validated by the Puerto Rico Department of Education. The module then defines and provides examples of different literary genres like fiction, non-fiction, poetry, drama, and their distinguishing characteristics. It also explains elements of poetry like imagery, metaphor, and forms like sonnets. The document concludes with a literary genre review quiz.
The passage discusses cultural differences in learning and education. It states that every culture has its own conventions for what and how people learn. Even within cultures, differences exist, such as between primary/secondary school and university expectations in Britain. The passage also notes that writing and thinking processes are culture-specific. While standards exist across academic disciplines, requirements differ between fields like chemistry and physics. Overall, overseas students must adjust to a new culturally-based learning style, the transition from secondary to tertiary education, and the norms of their specific academic discipline.
The document provides a daily lesson log for an English class that includes objectives, content, procedures, and activities for the week. The objectives list learning competencies like restating sentences, using compound sentences, identifying word meanings, and distinguishing text types. The content section outlines topics to be covered like restating sentences, using compound and complex sentences, word meanings, arranging details in time order, and understanding visual media. The procedures describe introducing, modeling, practicing, and assessing the skills. A variety of activities like group work, discussions, and games are outlined to help students master the objectives.
This document provides a study guide for students preparing for an extraordinary exam in English I. It is divided into four units that cover basic vocabulary and grammar structures. The first unit focuses on talking about family and personal information. It includes exercises to complete sentences about family members and their characteristics. The second unit covers asking and answering common questions about personal information using question words. Sample dialogues and exercises to categorize question types are provided. The third unit will cover daily routines and activities. The guide instructs students to use it to practice, self-assess their skills, and familiarize themselves with the exam format. It aims to help students pass the exam through effort and dedication.
Caderno do Aluno Inglês 1 ano vol 2 2014-2017Diogo Santos
This document contains information about an English textbook for high school students in São Paulo, Brazil. It includes the table of contents, introductions from education officials, learning targets for the volume, and sample activities and texts about horoscopes, zodiac signs, and crossword puzzles. The potential readers are high school students studying English in São Paulo who are using this textbook.
1. Profile students skill-by-skill to make levelling more sophisticated.
2. Consider factors like learning styles, motivation, maturity and aptitude that impact performance.
3. Differentiate instruction by splitting the class into mini-groups with different start/end points, tasks and measures of success.
New secondary curriculum and repurposed framework knowsley15 aprilIsabelle Jones
The document discusses the new secondary curriculum and renewed KS3 framework for languages in the UK. It provides an overview of the key concepts in the new curriculum, including linguistic competence, knowledge about language, creativity, and intercultural understanding. It also outlines the strands and objectives within the renewed KS3 framework, and gives several examples of classroom activities that teachers can use to align with the new curriculum and framework.
The aim of this paper is to identify some of the problems faced by Saudi learners of English at Taibah University when translating from Arabic into English. Also, this paper discusses the reasons why these errors are attributed to. These students commit different types of errors, such as spelling, lexical errors, and errors of synonymy, syntactic errors, and finally, the cohesion errors. The committed errors are due to linguistic and non-linguistic factors. This study, as well, identifies the main functions served by the topics discussed by the researcher and determines that the most predominant function is the promotion of understanding between cultures.
This detailed lesson plan outlines a week-long English lesson for 7th grade students focusing on intonation patterns in speech. The objectives are to recognize changes in volume, pitch, stress, and rate of speech and how they affect meaning. Students will practice dialogs, identify intonation patterns in recordings, and learn about falling and rising intonation. Formative assessments evaluate students' mastery of the concepts through identification and dramatization exercises. The teacher reflects on students' progress, successful teaching strategies, and areas where supervision could provide additional support.
Swedish Tuition for Immigrants provides language instruction to adult immigrants to help them develop basic Swedish language skills. The education aims to give students the ability to communicate and participate in daily life, society, and work in Sweden. It is intended for students with varying backgrounds and language abilities. The education consists of four courses - A, B, C, and D - that progressively increase in difficulty. It focuses on developing students' listening, reading, speaking, and writing skills. Assessment is based on students' ability to use Swedish in everyday contexts. Completing courses B, C, and D is followed by a national exam. The goal is for students to gain communicative competence in Swedish.
This teaching unit focuses on gamification and was designed for intermediate English language learners. It uses games and interactive activities to motivate students and provide opportunities for communication. The four sessions and tutorial aim to improve students' oral and written skills through vocabulary exercises, grammar practice, and group work centered around topics like the natural world, immigration, and cities. Student progress will be assessed through in-class games, participation, and rubrics evaluating general competencies, oral performance, and interest in learning. The goal is for students to develop proficiency and autonomy in English communication.
This document provides information about an English language course, including:
- The course covers four units: Remembering, Vacations and Past Experiences, University and Career Life, and Achievements and Experiences.
- Each unit includes competencies and related assessment projects focusing on different English verb tenses like simple past, present perfect, and future.
- The document provides instruction on forming regular and irregular verbs in the simple past tense and using them to ask yes/no and WH- questions.
This document provides an overview of an English language program called "SENA English Program (SEP): English right here, right now." It includes credits for those who coordinated, directed, and contributed to the program. The introduction explains that the program was developed to meet the needs and expectations of language learners at SENA. It is divided into four units that cover topics like introducing yourself, describing people and daily routines, past experiences and future events. Each unit includes sections for learning vocabulary, grammar structures, reading, writing, listening and interactive activities. The goal is to provide activities to help apprentices improve their English competencies.
The document provides a list of commonly confused homophones in English. Homophones are words that sound the same but have different meanings and spellings. The list contains 14 pairs of homophones and provides the definition and spelling of each word to help distinguish between the similar sounding words. Understanding homophones is important to avoid spelling errors and communicate meaning clearly in written English.
- Dominycas attended a four-week academic summer course in England run by Etherton Education to prepare for A-Level studies and introduce him to British education and culture.
- The course included trips to universities in London as well as cultural sites. Weeks 2-4 took place at a school in Somerset where he studied various academic subjects.
- Individual reports from teachers praised Dominycas for his effort, attainment, and participation. The Director's report said Dominycas was charming, well-motivated, and produced excellent academic results.
, Suarez.
T-E-X-C-A-L-P-A.
3
What is the question used to ask for the spelling of a word?
4
In pairs, practice spelling your names and other words.
En parejas practiquen deletrear sus nombres y otras palabras.
10
Ingles Unid 1.indd 10
19/04/12 18:13
How old are you?
Lesson 3
You will learn to express your age in English.
Aprenderán a expresar su edad en inglés.
Think
1
How
Caderno do Aluno Inglês 1 ano vol 1 2014-2017Diogo Santos
The text describes the Youth Ambassadors Program, an initiative of the U.S. Embassy in Brazil. The program selects exemplary Brazilian students to participate in a three-week cultural exchange program in the United States. During their time in the U.S., the students visit various locations, stay with host families, interact with American peers, and deliver presentations about Brazil to strengthen ties between the two countries. The goal of the program is to recognize and promote excellence in public education by transforming outstanding students into role models for their communities.
This document provides the K-12 English curriculum guide for the Philippines Department of Education. It outlines the philosophy, principles, context and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and functional literacy through a focus on meaning, accuracy and the conventions of English. It acknowledges that today's students are digital natives who are highly influenced by technology and need skills to analyze complex information. The ultimate goal is for students to effectively apply English language skills in interacting with others, understanding other subjects, and preparing for their future careers.
This document outlines content and performance standards for grade 7 English organized by quarter. The standards cover listening comprehension, oral language, reading comprehension, and writing. For listening comprehension, standards focus on determining meaning from verbal and non-verbal cues. Oral language standards include speaking with proper stress, intonation, and pacing. Reading comprehension standards involve understanding texts of increasing complexity. Writing standards emphasize organizing ideas coherently in different text types. The performance standards describe levels of independence for demonstrating the content standards.
This document provides the curriculum guide for teaching English to grade 9 students in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for the curriculum. The philosophy states that language is central to intellectual, social and emotional development. The principles discuss language acquisition theories and the importance of an integrated, learner-centered approach. The needs of Generation Z learners are described as being highly technology-savvy but having reduced attention spans. The outcomes aim to develop communicative competence and multiliteracies. The conceptual framework provides guidance on teaching language through principles like spiral progression and contextualization.
Here are the answers to complete the sentences:
1. brother or sister
2. aunt
3. sister-in-law
4. cousins
5. family
6. only child
7. stepfather
8. orphan
9. bachelor or unmarried man
10. widow
11. grandparents
12. adopted child
Este ensayo resume la vinculación entre la oratoria y otros conceptos como el discurso, la lógica, la retórica y la hermenéutica. Explica que la oratoria se refiere al arte de hablar con elocuencia para persuadir, a diferencia de la didáctica que enseña o la poética que deleita. Luego describe cómo el discurso incluye elementos expresivos que pueden tener funciones referenciales, persuasivas, metalingüísticas o poéticas. También explica que la lógica estudia las formas
Este documento define conceptos clave relacionados con la administración de proyectos. Explica que un proyecto es un esfuerzo temporal para crear un producto o servicio único, con objetivos, tareas interdependientes y recursos limitados. También describe las fases del ciclo de vida de un proyecto e identifica factores clave como el alcance, el tiempo y el costo. Finalmente, resume los pasos del proceso de administración de proyectos, incluida la planificación, la programación y el seguimiento.
The document provides a daily lesson log for an English class that includes objectives, content, procedures, and activities for the week. The objectives list learning competencies like restating sentences, using compound sentences, identifying word meanings, and distinguishing text types. The content section outlines topics to be covered like restating sentences, using compound and complex sentences, word meanings, arranging details in time order, and understanding visual media. The procedures describe introducing, modeling, practicing, and assessing the skills. A variety of activities like group work, discussions, and games are outlined to help students master the objectives.
This document provides a study guide for students preparing for an extraordinary exam in English I. It is divided into four units that cover basic vocabulary and grammar structures. The first unit focuses on talking about family and personal information. It includes exercises to complete sentences about family members and their characteristics. The second unit covers asking and answering common questions about personal information using question words. Sample dialogues and exercises to categorize question types are provided. The third unit will cover daily routines and activities. The guide instructs students to use it to practice, self-assess their skills, and familiarize themselves with the exam format. It aims to help students pass the exam through effort and dedication.
Caderno do Aluno Inglês 1 ano vol 2 2014-2017Diogo Santos
This document contains information about an English textbook for high school students in São Paulo, Brazil. It includes the table of contents, introductions from education officials, learning targets for the volume, and sample activities and texts about horoscopes, zodiac signs, and crossword puzzles. The potential readers are high school students studying English in São Paulo who are using this textbook.
1. Profile students skill-by-skill to make levelling more sophisticated.
2. Consider factors like learning styles, motivation, maturity and aptitude that impact performance.
3. Differentiate instruction by splitting the class into mini-groups with different start/end points, tasks and measures of success.
New secondary curriculum and repurposed framework knowsley15 aprilIsabelle Jones
The document discusses the new secondary curriculum and renewed KS3 framework for languages in the UK. It provides an overview of the key concepts in the new curriculum, including linguistic competence, knowledge about language, creativity, and intercultural understanding. It also outlines the strands and objectives within the renewed KS3 framework, and gives several examples of classroom activities that teachers can use to align with the new curriculum and framework.
The aim of this paper is to identify some of the problems faced by Saudi learners of English at Taibah University when translating from Arabic into English. Also, this paper discusses the reasons why these errors are attributed to. These students commit different types of errors, such as spelling, lexical errors, and errors of synonymy, syntactic errors, and finally, the cohesion errors. The committed errors are due to linguistic and non-linguistic factors. This study, as well, identifies the main functions served by the topics discussed by the researcher and determines that the most predominant function is the promotion of understanding between cultures.
This detailed lesson plan outlines a week-long English lesson for 7th grade students focusing on intonation patterns in speech. The objectives are to recognize changes in volume, pitch, stress, and rate of speech and how they affect meaning. Students will practice dialogs, identify intonation patterns in recordings, and learn about falling and rising intonation. Formative assessments evaluate students' mastery of the concepts through identification and dramatization exercises. The teacher reflects on students' progress, successful teaching strategies, and areas where supervision could provide additional support.
Swedish Tuition for Immigrants provides language instruction to adult immigrants to help them develop basic Swedish language skills. The education aims to give students the ability to communicate and participate in daily life, society, and work in Sweden. It is intended for students with varying backgrounds and language abilities. The education consists of four courses - A, B, C, and D - that progressively increase in difficulty. It focuses on developing students' listening, reading, speaking, and writing skills. Assessment is based on students' ability to use Swedish in everyday contexts. Completing courses B, C, and D is followed by a national exam. The goal is for students to gain communicative competence in Swedish.
This teaching unit focuses on gamification and was designed for intermediate English language learners. It uses games and interactive activities to motivate students and provide opportunities for communication. The four sessions and tutorial aim to improve students' oral and written skills through vocabulary exercises, grammar practice, and group work centered around topics like the natural world, immigration, and cities. Student progress will be assessed through in-class games, participation, and rubrics evaluating general competencies, oral performance, and interest in learning. The goal is for students to develop proficiency and autonomy in English communication.
This document provides information about an English language course, including:
- The course covers four units: Remembering, Vacations and Past Experiences, University and Career Life, and Achievements and Experiences.
- Each unit includes competencies and related assessment projects focusing on different English verb tenses like simple past, present perfect, and future.
- The document provides instruction on forming regular and irregular verbs in the simple past tense and using them to ask yes/no and WH- questions.
This document provides an overview of an English language program called "SENA English Program (SEP): English right here, right now." It includes credits for those who coordinated, directed, and contributed to the program. The introduction explains that the program was developed to meet the needs and expectations of language learners at SENA. It is divided into four units that cover topics like introducing yourself, describing people and daily routines, past experiences and future events. Each unit includes sections for learning vocabulary, grammar structures, reading, writing, listening and interactive activities. The goal is to provide activities to help apprentices improve their English competencies.
The document provides a list of commonly confused homophones in English. Homophones are words that sound the same but have different meanings and spellings. The list contains 14 pairs of homophones and provides the definition and spelling of each word to help distinguish between the similar sounding words. Understanding homophones is important to avoid spelling errors and communicate meaning clearly in written English.
- Dominycas attended a four-week academic summer course in England run by Etherton Education to prepare for A-Level studies and introduce him to British education and culture.
- The course included trips to universities in London as well as cultural sites. Weeks 2-4 took place at a school in Somerset where he studied various academic subjects.
- Individual reports from teachers praised Dominycas for his effort, attainment, and participation. The Director's report said Dominycas was charming, well-motivated, and produced excellent academic results.
, Suarez.
T-E-X-C-A-L-P-A.
3
What is the question used to ask for the spelling of a word?
4
In pairs, practice spelling your names and other words.
En parejas practiquen deletrear sus nombres y otras palabras.
10
Ingles Unid 1.indd 10
19/04/12 18:13
How old are you?
Lesson 3
You will learn to express your age in English.
Aprenderán a expresar su edad en inglés.
Think
1
How
Caderno do Aluno Inglês 1 ano vol 1 2014-2017Diogo Santos
The text describes the Youth Ambassadors Program, an initiative of the U.S. Embassy in Brazil. The program selects exemplary Brazilian students to participate in a three-week cultural exchange program in the United States. During their time in the U.S., the students visit various locations, stay with host families, interact with American peers, and deliver presentations about Brazil to strengthen ties between the two countries. The goal of the program is to recognize and promote excellence in public education by transforming outstanding students into role models for their communities.
This document provides the K-12 English curriculum guide for the Philippines Department of Education. It outlines the philosophy, principles, context and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and functional literacy through a focus on meaning, accuracy and the conventions of English. It acknowledges that today's students are digital natives who are highly influenced by technology and need skills to analyze complex information. The ultimate goal is for students to effectively apply English language skills in interacting with others, understanding other subjects, and preparing for their future careers.
This document outlines content and performance standards for grade 7 English organized by quarter. The standards cover listening comprehension, oral language, reading comprehension, and writing. For listening comprehension, standards focus on determining meaning from verbal and non-verbal cues. Oral language standards include speaking with proper stress, intonation, and pacing. Reading comprehension standards involve understanding texts of increasing complexity. Writing standards emphasize organizing ideas coherently in different text types. The performance standards describe levels of independence for demonstrating the content standards.
This document provides the curriculum guide for teaching English to grade 9 students in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for the curriculum. The philosophy states that language is central to intellectual, social and emotional development. The principles discuss language acquisition theories and the importance of an integrated, learner-centered approach. The needs of Generation Z learners are described as being highly technology-savvy but having reduced attention spans. The outcomes aim to develop communicative competence and multiliteracies. The conceptual framework provides guidance on teaching language through principles like spiral progression and contextualization.
Here are the answers to complete the sentences:
1. brother or sister
2. aunt
3. sister-in-law
4. cousins
5. family
6. only child
7. stepfather
8. orphan
9. bachelor or unmarried man
10. widow
11. grandparents
12. adopted child
Este ensayo resume la vinculación entre la oratoria y otros conceptos como el discurso, la lógica, la retórica y la hermenéutica. Explica que la oratoria se refiere al arte de hablar con elocuencia para persuadir, a diferencia de la didáctica que enseña o la poética que deleita. Luego describe cómo el discurso incluye elementos expresivos que pueden tener funciones referenciales, persuasivas, metalingüísticas o poéticas. También explica que la lógica estudia las formas
Este documento define conceptos clave relacionados con la administración de proyectos. Explica que un proyecto es un esfuerzo temporal para crear un producto o servicio único, con objetivos, tareas interdependientes y recursos limitados. También describe las fases del ciclo de vida de un proyecto e identifica factores clave como el alcance, el tiempo y el costo. Finalmente, resume los pasos del proceso de administración de proyectos, incluida la planificación, la programación y el seguimiento.
El documento resume la historia de un grupo de baile llamado Tari Shock formado por 7 niñas de una escuela para competir en un concurso interno y posteriormente en la fase zonal. Tras meses de arduos ensayos y superando varios retos, el grupo logró ganar el primer lugar en el concurso interno y luego obtuvieron el segundo lugar en la fase zonal, superando las expectativas. El documento rinde homenaje al esfuerzo y unión del grupo que les permitió alcanzar estos éxitos.
British Columbia's forests play an important role in mitigating climate change by absorbing carbon dioxide during growth. B.C. practices sustainable forest management and innovation in reforestation to ensure forests continue to mitigate climate change through carbon storage in trees and wood products. Research is conducted to understand climate change impacts and adapt forest management, such as assisted migration of tree species to optimize growth under future conditions.
Este documento proporciona orientaciones sobre cómo manejar archivos PDF y ZIP. Explica que PDF es un formato comúnmente usado para presentar contenido en línea y cómo abrir y leer archivos PDF usando Adobe Reader. También describe el proceso de comprimir archivos en formato ZIP usando WinZip, incluyendo cómo seleccionar los archivos a comprimir, darle un nombre al archivo ZIP resultante y encontrar los archivos comprimidos.
El documento describe el concepto de colección local en una biblioteca pública. Explica que debe incluir documentos relacionados con el área geográfica local para servir como memoria de la comunidad. También destaca la importancia de colaborar con otros archivos e instituciones locales para gestionar de forma conjunta los recursos sobre la historia y cultura de la localidad.
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre el gobierno de Putin.
QNBFS Weekly Market Report February 9, 2017QNB Group
The Qatar Stock Exchange Index gained slightly over the week. Trading volume and value increased compared to the previous week. Real estate stocks like Barwa Real Estate contributed most to index gains, while Industries Qatar subtracted from the index. The banks and financial, real estate, and telecom sectors led trading by value and volume. Foreign and Qatari institutions were net buyers, while foreign retail investors were also net buyers and Qatari retail investors were net sellers. Several companies reported financial results, with United Development Co. beating estimates but recommending a lower dividend, while Industries Qatar and Gulf International Services reported declines from estimates.
Convergência e remediação no ciberjornalismo - Renata DantasRenata Dantas
O presente trabalho traz um levantamento sobre os fenômenos da convergência e da remediação no boletim eletrônico do site de notícias Nexo. O boletim eletrônico a_nexo é encaminhado diariamente via e-mail para seus assinantes.
A publicação apresenta matérias de autoria do próprio site Nexo, mas inclui uma quantidade relevante de matérias oriundas de outros portais de notícias. Grande parte destes portais pertencentes a jornais da mídia de massa, com atenção especial para a Folha de São Paulo e o Estadão
1) Cabrera Salmerón & Asociados es un despacho jurídico que brinda asesoría legal en materia laboral a patrones y empresas de manera preventiva y correctiva para prevenir y resolver conflictos laborales.
2) Ofrece servicios de diagnóstico laboral, asesoría y representación legal permanente.
3) El diagnóstico laboral implica revisar documentos como contratos, recibos de pago y asistencia para determinar si cumplen con la ley.
El documento describe tres métodos de costeo: Costos ABC, Costos por Procesos y Costos por Órdenes. Costos ABC asigna costos indirectos a actividades y luego a productos para obtener una medición más precisa. Costos por Procesos se usa cuando la producción es continua y no se pueden identificar lotes, mientras que Costos por Órdenes identifica costos asignados a cada orden de trabajo específica.
Este documento presenta definiciones de economía de varios autores como David Ricardo, Adam Smith y John Maynard Keynes. También explora conceptos económicos como factores de producción, microeconomía, macroeconomía e inflación.
El documento describe los diferentes métodos y técnicas de la escultura, incluyendo el método de añadir, sustraer y vaciado. También describe los diferentes tipos de relieve escultural como bajo, medio y alto relieve. Finalmente, introduce el concepto de instalación artística y menciona ejemplos de instalaciones urbanas y obras de arte.
Webinar: Work and Health Programme - How you can stand outPolicy in Practice
Deven Ghelani, Policy in Practice, is joined by Tony Wilson from the Learning and Work Institute and Anne Gregory from PublicCo in this webinar looking at how bidders for the new Work and Health programme contracts can stand out.
The new Work and Health programme has the ambition to halve the disability employment gap, but at a much reduced budget. Successful organisations will need a clear and persuasive offer demonstrating how they will support more unemployed people into work.
View these slides to learn:
1. What DWP are looking for
2. How to make your business case stack up
3. How to target support to help you help more people
Critical to the success of the Work and Health programme will be the role of the frontline adviser. As well as needing an understanding of the changing welfare system and the different levels of in-work benefits, the adviser will also need to coach customers who may have barriers to work.
Providers who can offer support that goes beyond what is routinely available to jobseekers will be more successful at winning and delivering the new contracts. Our webinar will show you how you can do this.
In addition, Learning and Work Institute will launch their new financial model for the Work and Health Programme. The model will provide insight and enable providers to forecast income, expenditure and performance in different scenarios.
This document provides a syllabus for an English II course taught at UNIANDES University in Ambato, Ecuador. The syllabus outlines the course objectives, topics, schedule, materials, assignments and assessments. The course aims to help students communicate more comprehensively about familiar topics using structures at the A2 level of the Common European Framework of Reference for Languages. Over the course of the semester, students will develop their English skills through activities and exercises covering units on people, possessions, places, free time, food, and money. Student progress and learning will be evaluated through exams, quizzes, homework and class participation.
This document provides a syllabus for an English I course taught at the Regional Autonomous University of the Andes in Ecuador. The syllabus outlines general information about the course including objectives, topics to be covered, assignments, and evaluation methods. Over the course of the semester, students will develop skills in areas such as introducing themselves, making plans, discussing food and restaurants, and expressing preferences regarding technology. Evaluation will consist of exams, quizzes, homework, and class participation. The goal is for students to be able to communicate at a basic level using familiar everyday expressions and simple phrases.
CSC/SC Differentiation Workshop 2009
Topics
1. Differentiation Instruction and its application to world languages learning
2. Critical and Creative Thinking
3. 21st Century skills and tools for WL Teachers
Theoretical and philosophical orientation of secondary level curriculumBishow Raj Joshi
This file presents the theoretical and philosophical analysis of English Curriculum developed by Curriculum Development Center, Ministry of Education, Government of Nepal. It can be used as Teacher Professional Development study material.
This document provides information on a Spanish language course titled "Spanish for Hospitality & Tourism Level 3" offered at the University of Technology, Jamaica. The 75-hour course is aimed at students in their third year of the Hospitality & Tourism Management program. The course seeks to strengthen students' Spanish language skills while exploring socio-cultural aspects of the hospitality and tourism industries in Spanish-speaking countries. The course content is divided into 4 units covering topics like event planning, travel agencies, ecotourism, and job interviews. Assessment is based on oral exams, reading/writing assignments, projects, web-based activities, and class participation.
1) The document introduces a WebQuest where students learn about Spanish culture by researching different topics in preparation for a trip to Spain.
2) Students are assigned different roles related to planning the trip including travel agent, historian, activity coordinator, and culinary expert.
3) Upon returning from their trip, students will create a presentation to share what they learned about Spanish culture.
Principles and Theories of Language Acquisition and Learning (1).docxAireenJaneMartorilla1
1) The document is a course syllabus for ELS 102 Principles and Theories of Language Acquisition and Learning at Northern Negros State College of Science and Technology.
2) It outlines the course description, prerequisites, credit hours, learning outcomes, topics to be covered, teaching methods and assessments.
3) The major topics include theories of first and second language acquisition, factors that affect acquisition, and processes and issues in acquiring a first and second language.
This document outlines a lesson plan for a Spanish class where students will role play a conversation between a US Ambassador and Peruvian dignitary. Students will research cultural aspects of Peru and vocabulary related to travel and politics. They will create a script and poster then perform their dialogue for evaluation. The goal is to improve students' Spanish speaking skills while learning about Peruvian culture and vocabulary in context.
1. This document is an annual curriculum plan for teaching English to 10th grade students at Luis Rivadeneira Educational Unit in 2016-2017.
2. The plan allocates 5 hours per week over 40 weeks to teach English, focusing on general objectives like developing basic communication skills.
3. Six units are outlined to cover topics like science, travel, hobbies, careers and achievements through activities targeting reading, writing, listening and speaking skills.
The syllabus outlines the course description, desired learning outcomes, final tasks, assessment criteria, learning plan, policies, and references for an Intensive English course that introduces concepts of the English language and provides exposure to formal and informal communication situations to develop awareness and sensitivity to the relationship between language rules and functions. Students will create an advocacy collateral and present it to demonstrate their English language ability and will write a brochure as their final task. The course aims to help students become good stewards of the English language with a sense of national pride and passion for excellence in communication.
This document contains minutes from an Away Day meeting discussing various topics related to the DEL program:
1. Defining terms around student support and mapping integration between departments. Goals for student support in each year of study.
2. A workshop on developing a shared metalanguage across subject areas using Thorne's book as a reference. Actions around clarifying expectations and assessments.
3. Discussion of essay marking, including revising criteria and standardizing practices.
4. Proposed course activities and essay topics related to a case study on comedian Jimmy Carr to be used during induction week. Actions around clarifying tasks and learning outcomes.
This document contains a daily lesson log for an English teacher covering grades 8 and 10. It outlines the objectives, content, learning resources, procedures, and reflections for lessons taught between November 7-11, 2022. The lessons focus on short stories from Egypt and Thailand, examining elements like characters, setting, problem and solution. Students practice identifying these elements, discussing conflicts, and developing public speaking skills through activities like story mapping, presentations, and group work. The teacher evaluates student understanding and notes areas for remediation or additional practice.
This case study examines Jason, a 12th grade student with a specific learning disability in writing. His IEP focuses on improving his reading and writing skills. The study evaluates his classroom accommodations and assessments. It then designs a backward planned Spanish unit incorporating his interests in art and technology. The unit culminates in a cubing assessment addressing different skill levels, benefiting Jason's creative strengths. The conclusion is that Jason may not require special education with increased teacher support tailored to his skills and progress monitoring involving parents.
This document provides an introduction and table of contents for a book on teaching technical English writing. The introduction discusses the context and motivation for creating the book, which is to improve science and engineering students' writing skills for technical reports and papers. It explains that the book will focus on the writing process and skills like grammar, paragraphs, and research papers. The table of contents then outlines 20 units that will be covered in the book, including analysis of parts of speech, sentences, punctuation, and various types of technical writing assignments. The goal is to equip students with the abilities needed to communicate effectively through written English in their technical fields.
Electronic Portfolios: Making a Difference, Leaving a Legacyleegrafton
This document summarizes a presentation about electronic portfolios. It discusses how portfolios have evolved from physical collections to digital collections. It outlines two types of portfolios: working portfolios that document the learning process and formal portfolios that organize learning outcomes around standards. The presentation shows examples of student projects and artifacts from grades 3 through 7 created using software like iMovie, Keynote, Kidspiration to demonstrate skills in subjects like language arts, math, science and social studies.
This document is a daily lesson log for an English class at Mallig Plains National High School. It outlines the objectives, content, learning resources, and procedures for lessons taking place from November 7-11, 2022. The lessons focus on observing the language of research, campaigns, and advocacy. Key points covered include identifying 21st century skills like research terminology and considering the audience when writing. Formative assessments include tasks on how these skills help achieve 21st century learning and illustrating knowledge, skills, and attitudes of learners.
This document contains daily lesson logs for English classes at Hulo Integrated National High School for grades 7, 8, and 10. It outlines the objectives, content, learning resources, and procedures for lessons on informative writing techniques, basic factors of delivery in speeches, and showing gratitude. The lessons include reviewing concepts, discussing examples, practicing skills through activities, and evaluating learning. The logs were prepared by teacher Hellen Dea T. Eleria and checked by the PSDS/TIC.
This document provides an overview of NAF's Geography & World Cultures course being taught at a summer institute in Phoenix, Arizona. It introduces the instructor and discusses the NAF curriculum approach, which focuses on standards-based rigor, project-based learning, and literacy integration. An outline of the Geography & World Cultures course topics and projects is presented, along with examples of student learning artifacts and information on support available from curriculum leaders.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
1. UNIVERSIDAD REGIONAL AUTONOMA DE LOS ANDES “UNIANDES”
FACULTAD DE JURISPRUDENCIA
CARRERA DE DERECHO
SYLLABUS
ENGLISH III
TEACHER:
LEVEL:
AMBATO – ECUADOR
2015
2. 2
TITLE OF THE SUBJECT: ENGLISH III
CODE: NUMBER OF CREDITS: NUMBER OF HOURS:
TOTAL: THEORETHICAL PRACTICAL
SUBJECT DEFINITION IN THE STUDY FIELD
This subject belongs to the Basic ScienceArea, whose nature is theoretical and practical.Students will be
ableto express more comprehensive ideas in the present, pastand future; usingmodal verbs, to be polite
and accurate in the English language.
The subjecthas a communicativeapproach with an emphasis on learni nglanguagein real lifecontexts and
on producing language in a broad range of speaking and writing situations. Consequently, its approach
mirrors the functional descriptors of the CEFR A2 Level as well as its broad emphasis on being able to
promote communication in a defined range of realistic situations.
The students will empower their knowledge by developing their communicative skills through reading
comprehension, listening activities and grammar exercises and these skills will improve eventually and
allow them to interact with other people using the English Language in a familiar context.
PREREQUISITES CO REQUIREMENTS
ACADEMIC PERIOD II Code
INGLÉS II DER02III
Academic Period IIII Code
DERECHO PATRIMONIAL FAMILIAR DER03DFP
TEORIA DE LA LET PENAL Y EL DELITO DER03TPD
DERECHO ECONOMICO DER03DE
DERECHO MERCANTIL DER03DM
SOCIOLOGIA JURIDICA DER03SJ
BOOK AND OTHER REQUIRED REFERENCES FOR THE COURSE:
DER03llll
32324
3. 3
BASIC BIBLIOGRAPHY:
Author Book Title Edition
Year
Published
Publishing house
DUMMETT, Paul;HUGHESJohn;STEPHENSON,
Helen.
LIFE 2 (2B) Second 2015 National
Geographic
Learning
SUPLEMENTARY BIBLIOGRAPHY:
Author Book Title Editon
Year
Published
Publishing house
DUMMETT, Paul; HUGHES John;
STEPHENSON, Helen.
TEACHER’S GUIDE2 Second 2015
National
Geographic
Learning
LEARNING RESULT OF THE SUBJECT:
STUDENTS ARE ABLE TO GET BY IN AN INCREASING RANGE OF SOCIAL SITUATIONS BY INTERACTING AND
GIVING OPINIONS AND SUGGESTIONS IN A FAMILIAR CONTEXT.
GENERAL OBJECTIVES OF THE COURSE
General Objective:
TO UNDERSTAND SENTENCES ANDFREQUENTLY USEDEXPRESSIONSOF IMMEDIATERELEVANCE TO DESCRIBE TRAVEL
AND ENVIROMENTAL ISSUES, SCIENCE AND ARTS IN A LEGAL CONTEXT IN AN A2 LEVEL ACCORDING TO THE CE.F.
4. 4
Cognitive Competences:
To compare travel options in order to ask about a trip accordingto the A2 C.E.F. Level.
To explain festivals and appearanceas well as artand entertainment in order to blog clearly
accordingto the A2 C.E.F. Level.
To classify science, technology and tourism issues in order to report this information coherently
according to the A2 C.E.F. Level.
To analyze the earth and its climate changes in order to make a presentation to the A2 C.E.F. Level.
Procedural Competences:
To choosetravel options in order to ask abouta trip according to the A2 C.E.F. Level.
To dramatizefestivals and appearanceas well as artand entertainment in order to blog clearly
accordingto the A2 C.E.F. Level.
To apply knowledge to discuss science,technology and tourismissues in order to report this
information coherently according to the A2 C.E.F. Level.
To illustratethe earth and its climatechanges in order to make a presentation accordingto the A2
C.E.F. Level.
Attitudinal Competence:
To revisetravel options in order to ask about a trip accordingto the A2 C.E.F. Level.
To rate festivals and appearanceas well as artand entertainment in order to blog clearly according to
the A2 C.E.F. Level.
To discuss science, technology and tourism subjects in order to report this information coherently
according to the A2 C.E.F. Level.
To respect the earth and its climatechanges in order to makea presentation accordingto the A2 C.E.F.
Level.
5. 5
COVERED TOPICS
PROGRAM OF
THE
DISCIPLINARY
CONTENT
ACTIVITIES EVALUATION
LEARNING RESULTS
CLASSROOM
Nº HOURS
AUTONOMOUS
Nº
HOURS
PRODUCT MECHANISM
Theor. Pract.
7 Travel
7a. Flightof the
Silver Queen.
7b. Animal
migrations
7c. The longest
journey in space.
7d.How was
your trip?
7e. The digital
nomad
7f. Woman in
space(Video)
REVIEW
Brainstorming
vocabulary
about topic
Peer Buddy and
small group
activities.
Listeningand
Repeating
Listeningand
choosingcorrect
answer.
Inferring
meaning
Completing
responses.
Explaining
grammar
structures
Completing
conversations
8 12 Fillinggaps
Matching
with correct
answer
Completing
sentences
Reading to
find correct
answer
Writingtopic
base
paragraphs
20 Present a collageof wild
animals and makea
presentation listing
differences among them.
Write a travel blog about
a travel or journey you
made.
Presentation and creation
of a “Travel blog”
Platformreport for
activities.
Presenting the
collageto the
class and
teacher.
Presenting the
written blog.
Oral
Presentation to
the class.
Solvingexercises
on the MyELT
platform.
Chooses travel options in
order to ask abouta trip
accordingto the A2 C.E.F.
Level.
6. 6
Fillingcharts
and blanks
Reading:
skimming-
scanning
activities.
Writingabouta
given topic.
Critical thinking
activities.
8 Appearance
8a. The faces of
festivals
8b. Global
fashion
8c. In fashion or
for life?
8d. The photos
of Reiner
Gerritsen.
8e. How R U?
8f. Festivals and
special events.
(video)
REVIEW.
Brainstorming
vocabulary
about topic
Peer Buddy and
small group
activities.
Listeningand
Repeating
Listeningand
choosingcorrect
answer.
Inferring
meaning
8 12 Fillinggaps
Matching
with correct
answer
Completing
sentences
Reading to
find correct
answer
Writingtopic
base
paragraphs
20 Poster: Clothes and
present it to the class by
using the present
continuous.
Writing: “Texts and online
messages”.
Platformreport for
activities.
Oral
Presentation to
the class.
Presentation of
the written
work.
Solvingexercises
on the MyELT
platform.
Dramatizes festivals and
appearanceas well as art
and entertainment in order
to blogclearly accordingto
the A2 C.E.F. Level.
7. 7
9 Film and the
arts
9a. Lights,
Camera, Action!
FilmFestival
9b. People in
filmand the arts.
9c. Nature in Art
9d. Making
arrangements
9e. It looks
amazing-
9f. Camera Traps
(video)
REVIEW.
Completing
responses.
Explaining
grammar
structures
Completing
conversations
Fillingcharts
and blanks
Reading:
skimming-
scanning
activities.
Writingabouta
given topic.
Critical thinking
activities.
Writing a review and
comments on websites or
movies.
Speaking / dialogue: In
pairs create a movie
screen and create a
dialogue telling and
explaining your classmate
which one you aregoingto
see.
Platform report for
activities.
Presentation of
the writing.
Presentation to
the class.
10 Science
10a.Technology
has changed our
lives.
10b. How good
was your
memory?
Brainstorming
vocabulary
about topic
Peer Buddy and
small group
activities.
Listeningand
Repeating
8 12 Fillinggaps
Matching
with correct
answer
Completing
sentences
20 Application of Survey:
“What haven’t scientists
invented yet”. Listeight
interesting inventions that
nobody has created yet.
Speaking / Dialogue:
Create a conversation
Presentation of
the results and
sampleof survey
applied.
Applies knowledge to
discuss science,technology
and tourism subjects in
order to report this
information coherently
accordingto the A2 C.E.F.
Level.
8. 8
10c. Why
haven’t
scientists
invented it?
10d. Problems
with technology.
10e. Please
leave a message
after the tone.
10f. Baby Math
(video)
REVIEW.
11Tourism
11a.Going on
vacation.
11b. Planninga
vacation
11c. Should I go
there?
11d. A vacation
in South America
11e.Your
feedback
Listeningand
choosingcorrect
answer.
Inferring
meaning
Completing
responses.
Explaining
grammar
structures
Completing
conversations
Fillingcharts
and blanks
Reading:
skimming-
scanning
activities.
Writingabouta
given topic.
Critical thinking
activities.
Reading to
find correct
answer
Writingtopic
base
paragraphs.
about “Technology” by
sayingwhatyou have or
haven’t used yet. Use the
present perfect.
Search onlinehow
technology has changed
our lives.List10 aspects.
Platformreport for
activities.
Speaking task: List 10
things you need to plan
before going on vacations.
(Use modals).
Writing:Choose a
destination you would like
you to go and write a
paragraph.
Platformreport for
activities.
Presentation to
the class.
Presentation of
the written
work.
Solvingexercises
on the MyELT
platform.
Presentation to
the class.
Presentation of
the written task
to the class.
Presentation of
the written
work.
9. 9
11f.Mecca and
the Haji
(video)
REVIEW
Solvingexercises
on the MyELT
platform.
12 The Earth
12a.Climate
change
12b. Exploring
the Earth.
12c. A new Earth
12d. Earth Day
12e.Planningan
event
12f.Volcanoes
(video)
REVIEW
Brainstorming
vocabulary
about topic
Peer Buddy and
small group
activities.
Listeningand
Repeating
Listeningand
choosingcorrect
answer.
Inferring
meaning
Completing
responses.
Explaining
grammar
structures
Completing
conversations
Fillinggaps
Matching
with correct
answer
Completing
sentences
Reading to
find correct
answer
Writingtopic
base
paragraphs.
Design a poster for your
Earth Day in your own
town or city.
Discuss thislistof
activities thatmany
people do on Earth Day.
Platformreport for
activities.
Presentation of
the results to the
class.
Presentation to
the issueto the
class.
Solvingexercises
on the MyELT
platform.
Illustrates the earth and its
climatechanges in order to
discussaboutthis matte
accordingto the A2 C.E.F.
Level.
10. 10
Fillingcharts
and blanks
Reading:
skimming-
scanning
activities.
Writingabouta
given topic.
Critical thinking
TOTAL 32 48 80
11. 11
CLASS SCHEDULE
Time Monday Tuesday Wednesday Thursday Friday
08:00 a 09:00
09:00 a 10:00
10:00 a 11:00
11:30 a 12:30
12:30 a 13:30
CONTRIBUTION OF THE SUBJECT TO THE PROFESSIONAL TRAINING
CONTRIBUTION OF ENGLISH III IN THE PROFESSIONAL TRAINING OF A LAWYER
This subject contributes to the entire development of students, giving them the
means to face a changing and demanding world that requires them to be fully
prepared to get more job opportunities.
English is spoken by more people than any other language around the world. English is an
international language, so anyone who faces the professional and occupational field, is
aware of the difficulties that have to do with English.
Thissyllabusintendstocontribute tothe professional development andcritical thinkingof
secondlevel studentsatUNIANDES University.Providingstudentsthe appropriatemeans
to improve theirspeaking,reading,writingandlisteningskillsinEnglishallowingthem to
researchinformationandtocommunicate.
ENTAILMENT AND RELATION OF THE SUBJECT WITH OTHER DISCIPLINARY CONTENTS OF
THE CURRICULA
When students study English,they get ready to discover aworld of information which
contains subjects related to their career whichever this may be. Considering
upgrades are in English, they must be prepared to understand the latest information
in their field.
12. 12
TYPE OF INSTRUCTION TO WHICH ENGLISH III BELONGS TO AND ITS CONNECTION
WITH THE OBJECTIVES OF BOTH THE MAJOR FIELD OF STUDY AND THE UNIVERSITY
This is a basic science syllabus belonging to a theoretical-practical nature. Its aim is
to complement professional instruction and thus help students be more
competitive.
RELATION OF THE SUBJECT WITH THE LEARNING CRITERIA RESULT
GRADUATE PROFILE CONTRIBUTION LEARNING RESULTS OF THE SUBJECT
UNDERSTANDS TEXTUAL AND PARATEXTUAL
INFORMATION AND RECOGNIZES THE BEST
EXPRESSION OF IDEAS OF AUTHORS OF THE
AREAS OF THE PROFESSION USING ITC´S,
INVESTIGATE RELEVANT INFORMATION AND
ANALYZE DATA.
MEDIUM Chooses travel options in order to
ask about a trip according to the A2
C.E.F. Level.
MEDIUM Dramatizes festivals and
appearanceas well as artand
entertainment in order to blog
clearly according to the A2 C.E.F. Level.
MEDIUM Applies knowledge to discuss
science,technology and tourism
subjects in order to report this
information coherently according to
the A2 C.E.F. Level.
MEDIUM Illustrates the earth and its climate
changes in order to discussabout
this matte accordingto the A2
C.E.F. Level.
13. 13
EVALUATION METHODS
FIRST
EVALUATION
SECOND
EVALUATION
THIRD
EVALUATION
FOURTH
EVALUATION
WRITTEN/ORAL EXAMS 50% 50% 50% 50%
WRITTEN / ORAL QUIZZES 20% 20% 20% 20%
HOMEWORK 20% 20% 20% 20%
CLASS PARTICIPATION 10% 10% 10% 10%
TOTAL 100% 100% 100% 100%
STUDY GUIDE STUDY GUIDE
ARTICULATION I – ACTIVITIES
1. Present a collageof wild animals and makea presentation listingdifferences amongthem.
2. Write a travel blog about a travel or journey you made.
3. Presentation and creation of a “Travel blog”
4. Solve exercises on the MyELT platformfor unit7
https://myelt.heinle.com/ilrn/authentication
ARTICULATION II– ACTIVITIES
1. Poster: Clothes and present it to the class by using the present continuous.
2. Writing: “Texts and online messages”.
3. Writing a review and comments on websites or movies.
4. Speaking task: List 10 things you need to plan before goingon vacations.
(Use modals).
5. Platformreport for activities. Solveexercises on the MyELT platformfor unit8 and 9.
https://myelt.heinle.com/ilrn/authentication
14. 14
ARTICULATION III – ACTIVITIES
1. Application of Survey: “What haven’t scientists invented yet”. Listeight interestinginventions
that nobody has created yet.
2. Speaking / Dialogue:Create a conversation about“Technology” by sayingwhatyou have or
haven’t used yet. Use the present perfect.
3. Search onlinehow technology has changed our lives.List10 aspects.
4. Speaking task: List 10 things you need to plan before goingon vacations.
(Use modals).
5. Writing:Choose a destination you would likeyou to go and write a paragraph.
6. Platformreport for activities. Solveexercises on the MyELT platformfor unit10 and 11.
https://myelt.heinle.com/ilrn/authentication
ARTICULATION IV – ACTIVITIES
1. Designa posterforthe Earth Day inyour owntownor city.
2. Discussthislistof activitiesthatmanypeople doon Earth Day.
3. Platformreportforactivities. Solve exercisesonthe MyELT platformforunit 12.
4. https://myelt.heinle.com/ilrn/authentication.
METHODOLOGY
COMMUNICATIVE LANGUAGE TEACHING:
Create interaction with others.
Learn and Discover.
Involve real communication.
Promote acquisition.
Approach the receptive and productive communicative skills in an integrate way.
NATURAL APPROACH:
Use English in communicative situations.
Expose Learners to match comprehensible input.
Acquired new language by understanding messages.
15. 15
WHOLE LANGUAGE:
Learning proceeds from whole to part.
Learning takes place as groups engage in meaningful social interaction.
Oral and written languages are required simultaneously.
EXPERIENTIAL LEARNING:
Based on their personal experiences.
It is a meaningful learning to apply in their daily life.
Activate student’s prior knowledge.
PROBLEM BASED LEARNING
Allows students to focus on real communication.
Makeslearnersaware of theirneedsandencouragesthemtotake responsibilityfortheir
own learning.
Students center based
RESOURCES:
HUMAN: Teachers and Students
MATERIAL: Books, Workbooks, Exercise Worksheets, Board, Posters and Visual Aids
TECHNOLOGICAL: Computer, Projector, Internet and Tic’s
16. 16
ANNEXES
Technology in the EFL learning
Effective use of ICT in Englishlessons offersthe potential to transform teaching and learning.
Anappropriate applicationof ICTcanprovide the studentswith opportunitiestouse theirskills
to assist and progress their learning in English.
The ICT used to develop this syllabus include the use of data show in class to present Power
Point Presentations, movies, video-audio aids and music. In addition the students will use
http://www.cambridge.org/us/esl/touchstone/student/index.html in order to performfollow up
activities on-line,whichwill helpthemreinforce the contentstudiedinclassandkeeptrack of
their progress.
Research in the EFL learning
Research is an important part of the learning process it gives students the means to develop
differentskills.Amongtheseskillswe have readingforthe gist,skimming,scanning;analyzing,
summarizingandmakingtheirownconclusions.Besides,studentsare abletogive opinionsand
learn about the world we live in.
ThroughTopicbasedresearchstudentswill getinformationrelatedtothe topicsstudiedinthis
syllabus.
17. 17
ORAL EVALUATION RUBRIC
Scale Criteria Scale Proficiency Category Description of Criteria
0 0 - 2 Very Poor
Pron : Many wrongpronunciation
GA : No mastery of sentence
construction
Voc : Little knowledge of English words
Flue : Dominated by hesitation
IC : Massage unclear
1 3 - 4 Poor
Pron : Frequent incorrect pronunciation
GA : Major problems in structure
Voc : Frequent errors of word choice
Flue : Frequent hesitation
IC : Disconnected idea
2 5 - 6 Average
Pron : Occasional errors in
pronunciation
GA : Several errors in structure
Voc : Occasional errors in word choice
Flue : Occasional hesitation
IC : Ideas stand but loosely organized
3 7 - 8 Good
Pron : Some errors in pronunciation
GA : Minor problems in structure
Voc : Minor errors in word choice
Flue : Minor hesitation
IC : Clear and organized ideas
4 9 - 10 Very Good
Pron : No errors/Minor errors
GA : Demonstrates mastery of structure
(few errors)
Voc : Effective/appropriateword choice
Flue : No hesitation
IC : Well organized and clear ideas
18. 18
WRITING EVALUATION RUBRIC
No. Elements of Writing Category/Rating Scale Description
1 Organization, Introduction,
Body, and Conclusion
10 – 9, 8 – 7,
6 – 5, 4 – 3, 2 – 1
Excellent to Good, Good to
Adequate, Adequate to Fair,
Unacceptable, Not college
level work
2 Logical of Development of
ideas, Content
10 – 9, 8 – 7,
6 – 5, 4 – 3, 2 – 1
Excellent to Good, Good to
Adequate, Adequate to Fair,
Unacceptable, Not college
level work
3 Grammar 10 – 9, 8 – 7,
6 – 5, 4 – 3, 2 – 1
Excellent to Good, Good to
Adequate, Adequate to Fair,
Unacceptable, Not college
level work
4 Punctuation, Spelling, and
Mechanics
10 – 9, 8 – 7,
6 – 5, 4 – 3, 2 – 1
Excellent to Good, Good to
Adequate, Adequate to Fair,
Unacceptable, Not college
level work
5 Style and Quality of
Expression
10 – 9, 8 – 7,
6 – 5, 4 – 3, 2 – 1
Excellent to Good, Good to
Adequate, Adequate to Fair,
Unacceptable, Not college
level work
Responsible of the Syllabus elaboration:
Date: 2016
LISTENING COMPREHENSION RUBRIC
EXCEEDS TARGET
10-9
MEETS TARGET
8-7
APPROACHES
TARGET
6-5
BELOW TARGET
4-3
FAR-BELOW TARGET
2-0
Student is able to
understand spoken
language
appropriate to their
level consistently
and is able to infer
meaning not
implicitly stated
Student is able to
understand spoken
language
appropriate to their
level consistently,
but is unable to infer
meaning not
implicitly stated.
Student is
sometimes able to
understand spoken
language
appropriate to their
level.
Student is rarely
able to understand
spoken language
appropriate to their
level, though some
knowledge of
vocabulary items is
evident.
Student is unable to
understand spoken
language
appropriate to their
level. Little to no
knowledge of
vocabulary items is
evident.
19. 19
READING RUBRIC
Responsible of the Syllabus elaboration:
Date: 2015
OUTCOME Meets all and exceeds
requirements
10-9
Meets all requirements
8-7
Does not meet requirements
6-5
Score
FOLLOW WRITTEN
INSTRUCTIONS
Shows exceptionally
strong skills atfollowing
written instructions. No
mistakes.Clear
comprehension.
Can follow written
instructions accurately
with few mistakes.
Can partially follow written
instructions.Mistakes are
numerous and frequent.
INTERPRETS ARTICLES
AND READ TEXTS
Can interpret easilyand
displays high levels of
comprehension and
understanding.
Can interpret with clarity
and shows good levels of
comprehension
Can interpret and respond
with some clarityto articles or
text that has been read.
INTERPRET LISTS,
CHARTS, GRAPHS AND
TABLES
Can fully decipher and
comprehend lists,charts,
graphs and tables with
no mistakes.
Can decipher and
comprehend lists,charts,
graphs and tables with
few mistakes.
Can partially decipher lists,
charts,graphs and tables.
Mistakes in data
comprehension are frequent.
INTERPRET SIGNS,
NOTICES AND LABELS
Can fully comprehend
signs,notices and
labels.
Can comprehend signs,
notices and labels with
few mistakes.
Can partially comprehend
signs,notices and labels.
Mistakes are frequent and
could pose problems (in
public,transit,traffic, warning
or hazard signs)