SYLLABUS 4 Niveles 6 Horas

“Saber para Ser”
ESCUELA SUPERIOR POLITÉCNICA DE

CHIMBORAZO
VICERRECTORADO ACADÉMICO
DIRECCIÓN DE DESARROLLO ACADÉMICO
FORMATO INSTITUCIONAL DE
SILABO O PROGRAMA DE ESTUDIOS DE
INGLÉS
ESCUELA SUPERIOR POLITÉCNICA DE CHIMBORAZO
INSTITUTIONAL SYLLABUS
1. GENERAL INFORMATION
COLLEGE/DEPARTMEN LANGUAGE CENTER

T
SCHOOL INSTITUTIONAL
MODE INSTITUTIONAL
PLACE ESPOCH – HEAD OFFICE
MODE ON CAMPUS
SYLLABUS ENGLISH I
LEVEL FIRST
TERM
AREA CODE CREDITS
GENERAL AND SOCIAL CIIN101F 6
STUDIES
WEEKLY NUMBER OF
PREREQUISITES COREQUISITES
PERIODS
---
6 ---
PROFESSOR’S NAME
PHONE NUMBER
E-MAIL
COLLEGE DEGREE
GRADUATE SCHOOL
DEGREE
2. SUBJECT DESCRIPTION
2.1. PROBLEM IDENTIFICATION OF THIS SUBJECT RELATED TO THE

UNDERGRADUATE PROFILE
One of the problems that ENGLISH I students have is that they come from different
schools in Riobamba. For this reason they present heterogeneous English knowledge
background.
2.2. CONTRIBUTION THAT THIS SUBJECT HAS ON THE UNDERGRADUATE

STUDENT
Página 2 de 25
English is a universal language. It is the second most spoken language in the world
and the first one on internet. First, to get the proficiency in this language is an important
requisite to graduate and go to post – graduate studying a Mastery degree in Ecuador
and any other country around the world. Second, because it is a requirement by CES.
The communicative competence is the professional ideal in all educative matters.

Speaking English is a necessary tool for international cooperation and professional
enhancement. English as part of the curriculum in all university studies fosters the
development of communication as well as other general social skills.
At this level, students will recognize the basic skills of the language which are listening,
speaking, reading and writing.
3. GENERAL OBJECTIVE OF THIS SUBJECT
The students will be able to listen, speak, read and write in English by using the correct
grammatical structures and vocabulary to communicate adequately and holistically.
CONTENTS ENGLISH I
UNITS OBJETIVES TOPICS

LISTENING AND SPEAKING
 Using TO BE
 Possessive adjectives
 Demonstratives
 To introduce him/herself and  Prepositions of place
1.- INTRODUCING others and ask and answer  and time
MYSELF questions about personal  Comparative and
details superlative
 There be
READING AND WRITING
Punctuation and conjunctions
Página 3 de 25
 Simple present tense

 Frequency adverbs
 To understand and produce 3-0 The present progressive
familiar everyday tense
2.- EXCHANGING 3-1 Non action verbs not used
expressions and very basic
PERSONAL in present progressive tense
phrases aimed at the
INFORMATION 3-2 The simple present vs.
satisfaction of needs of a
concrete type. present progressive tense
READING AND WRITING

3-3 Descriptive paragraph
 Simple past.
 Past progressive
 Used to
 To describe in simple terms  Be going to
aspects of his/her  Using will
3.- LOOKING BACK
AND AHEAD.
background and future in  Difference between be going
areas of immediate basic to and will.
need.
READING AND WRITING
 Narrative paragraph
 Transitional words
4. METHODOLOGICAL STRATEGIES
Learning English is based upon the development of the four main language skills:
listening, reading, speaking, and writing as well as the language’s grammar in
context and its vocabulary. With purposes of communication the following activities
are developed:
 Listening to appropriate material.
 Reading different kinds of texts.
 Describing pictures/drawings orally and in writing.
 Narrating short stories orally and in writing.
Página 4 de 25
 Representing characters in role plays.

 Giving and receiving instructions.
The different techniques used in the development of classes focus on communication

and cooperative learning with the participation of teachers and students and a
permanent interaction among them.
5. TECHNOLOGY USE
 Computer laboratory
 Language lab
 MoodlePlatform
 Projector
 Internet
6. RESULTS OR STUDENT’S LEARNING ACHIEVEMENTS
RESULTS OR STUDENT’S CONTRIBUTION

THE STUDENT WILL BE ABLE
LEARNING (HIGH-MEDIUM
TO
ACHIEVEMENTS -LOW )
a. Application of basic
N/A
sciences in their major.
b. Problem identification and Analyze and interpret English
H
definition readings.
Identify, understand, and use
c. Problem solving H English to solve problems related to
their major.
Apply the language skills to
d. Specialized-tool use. M
generate problem solving.
Be part and lead multidisciplinary
e. Team work. H
teams.
M Apply ethical values at all
f. Ethical Behavior.
instances.
M Express ideas, opinions, and
g. Effective communication.
feelings adequately in English.
h. Commitment to M
Keep permanent learning habits.
continuous learning.
i. Knowledge about the H Link knowledge of the language to
contemporaneous local, national and international
environment. reality.
Página 5 de 25
7. LEARNING ENVIRONMENT
 Language center and schools’ classrooms

 Computer and language laboratories
 Library.
 Virtual classrooms.
 Effective interaction teacher-student for building knowledge.
 Motivation
 Participation
8. EVALUATION SYSTEM
ACTIVITIES TO BE FIRST SECOND THIRD FINAL SUPPLEMENTARY

EVALUATED GRADE GRADE GRADE EXAMINATION EXAMINATION
Tests
Oral quizzes
Individual work
Reports
Observation cards
Team work
Research papers
Portfolios
Virtual Classrooms
Others
TOTAL 8 POINTS 10 POINTS 10 POINTS 12 POINTS 20 POINTS
9. BIBLIOGRAPHY
BÁSIC
COMPLEMENTARY
- MITCHELL, H.Q. (2007): Channel Direct Series. MM Publications. Primera
Edición. USA.
- MITCHELL, H.Q. (2011): Let’s Speed Up Series. MM Publications. Primera
Edición. USA.
- MITCHELL, H.Q. (2010): Traveler. MM Publications. PrimeraEdición. USA.
- ROGERS, Mickey, TAYLORE-KNOWELS, Joanne, and TAYLORE-KNOWELS,
Steve (2010): Open Mind. MacMillanPublishers. FirstEdition. Mexico – Mexico.
- MCCARTHY, Michael; MCCARTHY, Jeanne y SANDIFORD, Helen (2010),
Touchstone, Editorial Cambridge University Press, 3ra Edición, Inglaterra,
- FUSCOE, Kate, GARSIDE, Barbara, PRODROMOU, Luke. (2008). Attitude.
MacMillan Publishers. First Edition. Mexico – Mexico.
Página 6 de 25
- EVANS, Virginia, DOOLEY, Jenny. (2007) Click On, Express Publishing. 1st
Edition. USA.
RECOMMENDED READINGS
- Brennan, Frank. (2009). Tasty Tales. Cambridge University Press. 1st Edition.
Madrid – Spain.
- MITCHELL. H.Q. (2001). Paul and Pierre in Paris. MM Publications.1st Edition.
USA.
- MITCHELL. H.Q. (2001). Save the Forest. MM Publications.1st Edition. USA.
- MITCHELL. H.Q. (2001). The Mix-up. MM Publications.1st Edition. USA.
WEBGRAPHY
http://a4esl.org/
http://www.telefonica.net/web2/allp/ew/ESL.html
http://www.englishclub.com/
http://www.eslfast.com/
http://www.manythings.org/
http://www.teaching-esl-to-adults.com/differences-between-efl-and-esl.html
http://www.eflnet.com/
http://englishenglish.com/english_activities.htm
http://www.rong-chang.com/
PROFESSOR’S AREA COORDINADOR’S

SIGNATURE SIGNATURE
DIRECTOR’S SIGNATURE
PLACE AND DATE OF

PRESENTATION
Página 7 de 25

COLLEGE/DEPARTMENT LANGUAGE CENTER.

MAJOR INSTITUTIONAL
PLACE ESPOCH - HEAD OFFICE
MODE ON CAMPUS
SYLLABUS ENGLISH II
LEVEL SECOND
TERM OCTOBER 2017-MARCH 2018
ÁREA CÓDE NÚMBER OF HOURS
GENERAL AND SOCIAL
6
STUDIES CIIN102F
WEEKLY NUMBER OF
HOURS
6 CIIN101F
PROFESSOR´S NAME
PHONE NUMBER
E-MAIL
COLLEGE DEGREE
GRADUATE SCHOOL
DEGREE
2.1. PROBLEM IDENTIFICATION OF THIS SUBJECT RELATED TO THE

One of the problems found in a general sense concerning the subjects passing to level
II of English is the one which deals with the lack of interest on the part of the students
for keeping practicing the language.
Página 8 de 25
2.2. . CONTRIBUTION THAT THIS SUBJECT HAS ON THE

UNDERGRADUATE STUDENTS


The students will be able to communicate (to listen, speak, read and write) in English
by using the correct grammatical structures and vocabulary
4. CONTENTS
CONTENTS ENGLISH II
UNIT OBJECTIVES TOPICS

 Uses of MAY, MIGHT,
CAN, COULD,
 To understand and
WOULD, SHOULD,
produce information
MUST, and HAVE TO
to express
1. WORKING WITH
possibility, ability,  WOULD (PAST
MODAL HABIT)
suggestions and
AUXILIARIES
obligations by using  TAG QUESTIONS
modal auxiliaries.
READING AND WRITING
 Writing e - mails
Página 9 de 25

 Present perfect.
 Use of SINCE, FOR,
 To relate events and NEVER, EVER,
experiences from the ALREADY, YET,
past to the present JUST.
2. EXPERIENCES contrasting simple  Simple past vs. present
past and present perfect.
perfect by  The past perfect.
contextualizing real
life situations READING AND WRITING
 Writing messages
 Review topics of level two.

 Passive voice Tense all
tenses
 . To talk about common,  Phrasal verbs: separable,
3. COMMON FACTS local and international non-separable.
events.  Transitive and intransitive
verbs.
READING AND WRITING

 Expository Paragraph
 Linking words
Learning English is based upon the development of the four main language skills, as
well as the language´s grammar in context and its vocabulary. With purposes of
communications the following activities are developed:
 Listening to appropriate material

 Reading different kinds of texts
 Describing pictures/drawings orally and in writing
 Representing characters in role plays
 Giving and receiving instructions
Página 10 de 25

6. TECHNOLOGY USE
 Language la
 Moodle Platform
 Projector
 The internet
7. RESULTS OR STUDENTS´ LEARNING ACHIEVEMENTS

CONTRIBUTION
RESULTS OR STUDENTS´
(HIGH,MEDIUM, STUDENTS´WILL BE ABLE TO:
LEARNING
LOW)
ACHIEVEMENTS
j. Application of basic
N/A
sciences in their major
k. Problem identification and
L Interpret English readings
definition
Solve problems related to their
l. Problem solving. M
major
m. Specialized tool use M
generate problem solving
n. Team work H Be part of multidisciplinary teams
o. Ethical behavior M Apply ethical values at all instances
Compare ideas, opinions and
p. Effective communication. M
feelings adequately in English
q. Commitment to
H Evaluate permanent learning habits
continuous learning
r. Knowledge about the Link knowledge of the language to
contemporaneous L local, national and international
environment reality.
 Language center and school classrooms

 Library
 Virtual classrooms
 Effective interaction teacher-student for building knowledge
Página 11 de 25
 Motivation
 Participation
ACTIVITIES TO BE FIRST SECOND THIRD MAIN SUPLEMENTARY

EVALUATED GRADE GRADE GRADE EXAMINATION EXAMINATION
Tests
Oral quizzes
Individual work
Reports
Observation cards
Team work
Research papers
Portfolios
Virtual Classrooms
Others
10. BIBLIOGRAPHY
BASIC
COMPLEMENTARY
- MITCHEL, H.Q. (2007): Channel Direct Series. MM Publications, 1ST Edition, USA
- MITCHEL, H.Q. (2011):Let´s Speed Up Series. MM Publications, 1st Edition, USA
- MITCHEL, H.Q. (2010): Traveler. MM Publications, 1st Edition, USA
Steve (2010): Open Mind. MacMillan Publishers. First Edition. Mexico-Mexico
- BADGER, Lan and MENZIES, Pete (2007), English for Business Life-Elementary,
Editorial Marshall Cavendish Education 3rd Edition, England
- FUSCOE, Kate, GARSIDE, Barbara, PRODROMOU, Luke, (2008). Attitude
MacMillan Publishers, First Edition. Mexico-Mexico
- EVANS, Virginia, DOODLEY, Jenny. (2007) Click On, Express Publishing. 1st
Edition. USA
- BRENNAN, Frank. (2009) Tasty Tales. Cambridge University Press. 1st Edition.
Madrid-Spain
- MITCHEL. H.Q. (2001). Paul and Pierre in Paris. MM Publications. 1st Edition.
USA
- MITCHEL. H.Q. (2001). Save the Forest.MM Publications. 1st Edition. USA
- MITCHEL. H.Q. (2001) The Mix-ip. MM Publications. 1st Edition. USA
Página 12 de 25
WEBGRAPHY
http://a4esl.org
http://www.emglishclub.com/
http://www.teaching-esl-to-adults.com/differences-between-efl-and-esl.html/
PROFESSOR´S AREA COORDINATOR´S

SIGNATURE SIGNATURE
DIRECTOR´S
SIGNATURE
PLACE AND DATE OF

PRESENTATION
Página 13 de 25
FACULTY/DEPARTMENT LANGUAGE CENTER

SCHOOOL INSTITUTIONAL
MAJOR INSTITUTIONAL
PLACE ESPOCH-HEAD CAMPUS
MODE ON CAMPUS
SYLLABUS ENGLISH III
LEVEL THIRD
TERM APRIL 2018-AUGUST 2018
AREA CODE CREDITS
GENERAL AND SOCIAL
CIIN103F 6
STUDIES
WEEKLY NUMBER OF
PERIODS
6 CIIN102F
PROFESSOR’S NAME
PHONE NUMBER
E-MAIL
COLLEGE DEGREE
GRADUATE SCHOOL
DEGREE
a. PROBLEM IDENTIFICATION OF THIS SUBJECT RELATED TO THE

Página 14 de 25
Language learners often produce errors of syntax and pronunciation thought to result
from the influence of their mother tongue, such as mapping its grammatical patterns
inappropriately onto the target language, pronouncing certain sounds incorrectly or with
difficulty, and confusing items of vocabulary. In addition, there is the fact that not all
students follow the sequence that the LANGUAGE CENTER – ESPOCH proposes term
after term.
They usually skip a semester or two stopping their learning sequence and going back
to study their subsequent level after some time.
b. CONTRIBUTION THAT THIS SUBJECT HAS ON THE UNDERGRADUATE

STUDENT

At this level, the LANGUAGE CENTER - ESPOCH intends to develop those skills so
that the students are able to talk about the present, past and the consequences and
make them generate accurate texts using these tenses by connecting ideas in a proper
form.

4. CONTENTS
Página 15 de 25
CONTENTS ENGLISH III

 Review topics of level
one
 Verb + infinitive or
gerunds
 To understand and  Gerunds as object and
produce information subject
4. INTERESTS about hobbies and  Gerunds after
interests. prepositions
 Adjective clauses.
READING AND WRITING

 Writing letters

 Expressing WISHES about
the present/past/future.
 To talk about
 Conditionals : zero, first,
imaginary events in
second and third
the present and how
2 EXPRESSING DESIRES conditionals
you wish your life
were different and
READING AND WRITING
why
 Argumentative paragraph

 Embedded questions:
different tenses
 Quoted speech
 To report
 Reported speech
3 REPORTING appropriately what
INFORMATION. other people say and
do. READING AND WRITING
 Writing essays
Página 16 de 25
are developed:

6. TECHNOLOGY USE
 Language lab
 Moodle Platform
 Projector
 Internet

TO
ACHIEVEMENTS -LOW )
s. Application of basic
N/A
t. Problem identification and Analyze and interpret English
H
u. Problem solving H English to solve problems related to
their major.
v. Specialized-tool use. M
w. Team work. H
teams.
x. Ethical Behavior.
instances.
y. Effective communication.
M
z. Commitment to Keep permanent learning habits.
Página 17 de 25
aa. Knowledge about the H Link knowledge of the language to
 Language center and schools’ classrooms

 Library.
 Motivation
 Participation
ACTIVITIES TO BE FIRST SECOND FINAL SUPPLEMENTAR

THIRD GRADE
ASSESSED GRADE GRADE EXAMINATION Y EXAMINATION
12 20
10. BIBLIOGRAPHY
BÁSIC
COMPLEMENTARY
- MITCHELL, H.Q. (2007): Channel Direct Series. MM Publications. Primera
Edición. USA.
- MITCHELL, H.Q. (2011): Let’s Speed Up Series. MM Publications. Primera
Edición. USA.
Steve (2010): Open Mind. MacMillanPublishers. FirstEdition. Mexico – Mexico.
- BADGER, Ian y MENZIES, Pete (2007), English for Business Life- Elementary,
Editorial Marshall Cavendish Education 3ra Edición, Inglaterra.
- MCCARTHY, Michael; MCCARTHY, Jeanne y SANDIFORD, Helen (2010),
Touchstone, Editorial Cambridge University Press, 3ra Edición, Inglaterra,
Página 18 de 25
- FUSCOE, Kate, GARSIDE, Barbara, PRODROMOU, Luke. (2008). Attitude.

MacMillan Publishers. First Edition. Mexico – Mexico.
- EVANS, Virginia, DOOLEY, Jenny. (2007) Click On, Express Publishing. 1st
Edition. USA.
- Brennan, Frank. (2009). Tasty Tales. Cambridge University Press. 1st Edition.
Madrid – Spain.
- MITCHELL. H.Q. (2001). Paul and Pierre in Paris. MM Publications.1st Edition.
USA.
WEBGRAPHY
http://a4esl.org/
PROFESSOR’S AREA COORDINATOR’S

SIGNATURE SIGNATURE
PLACE AND DATE OF

PRESENTATION
Página 19 de 25
FACULTY/DEPARTMENT LANGUAGE CENTER

MAJOR INSTITUTIONAL
CAMPUS HEAD OFFICE
MODE ON CAMPUS
SYLLABUS ENGLISH IV
LEVEL FOURTH
TERM SEPTEMBER 2018-FEBRUARY 2019
AREA CODE CREDITS
GENERAL AND SOCIAL 6
CIIN104F
STUDIES
WEEKLY NUMBER OF
PERIODS
CIIN103F
6
PROFESSOR’S NAME
PHONE NUMBER
E-MAIL
COLLEGE DEGREE
GRADUATE SCHOOL
DEGREE
a. PROBLEM IDENTIFICATION OF THIS SUBJECT RELATED TO THE

Students’ English level is lower than the expected for this course, because some
students have not mastered even basic grammar yet.
For any reason, some students have not continued studying English so they have
forgotten grammar structures and vocabulary. It is hard for them to catch up. Besides,
the other subjects are considered priority for them. On the other hand, their reading
and writing skills have not been developed correctly.
Página 20 de 25
b. CONTRIBUTION THAT THIS SUBJECT HAS ON THE UNDERGRADUATE

STUDENT

Noun, adjective and adverb clauses, phrasal verbs and idiomatic expressions are
essential in this level in order to write reports, essays, letters, or certificates.
Reinforcing different grammar structures contributes to master communicative skills.
4. CONTENTS
CONTENTS ENGLISH IV

READING AND WRITING
 Pre writing activities

 To understand text that consist  Punctuation
mainly of high frequency  Different types of text:
1. INTENSIVE everyday language narrative, descriptive,
WRITING  To write simple connected text dialogued, expository,
on topics which are studied in and argumentative
previous levels.  Essays and letters
Página 21 de 25
 To understand the main point of LISTENING AND

clear standard speech of familiar SPEAKING
matters regularly encountered in  Casual conversations
work, school, leisure, etc.  Oral presentations
2. EFFECTIVE  To deal with familiar situations  Formal and informal
SPEAKING to talk about experiences, events, discussion
hopes, dreams and ambitious  Debate
giving reasons, explanations,  Interview
opinions
 To review previous knowledge in  Activities such as

order to be used in academic exams, problem sets,
issues. class discussions, or
concept maps that
require students to:
3. ACADEMIC
summarize readings,
REVIEW IN
films, or speeches
LISTENING,
 compare and contrast
SPEAKING,
two or more theories,
READING
events, or processes
AND
 classify or categorize
WRITING
cases, elements, or
events using
established criteria
 paraphrase documents
or speeches
are developed:
Página 22 de 25

6. TECHNOLOGY USE
 Language laboratory
 Moodle Platform
 Projector
 Internet

TO
ACHIEVEMENTS -LOW )
bb. Application of basic
N/A
cc. Problem identification and Analyze and interpret English
H
dd. Problem solving H English to solve problems related to
their major.
ee. Specialized-tool use. M
ff. Team work. H
teams.
gg. Ethical Behavior.
instances.
hh. Effective communication.
ii. Commitment to M
Keep permanent learning habits.
jj. Knowledge about the H Link knowledge of the language to
Página 23 de 25
 Language center and school classrooms.

 Library.
 Motivation
 Participation
SUPPLEMENT
ACTIVITIES TO BE FIRST SECOND THIRD FINAL
ARY
EVALUATED GRADE GRADE GRADE EXAMINATION
EXAMINATION
Tests 12 20
Oral quizzes
Individual work
Reports
Observation cards
Team work
Research papers
Portfolios
Virtual Classrooms
Others
10. BIBLIOGRAPHY
BÁSIC
COMPLEMENTARY
- MITCHELL, H.Q. (2007): Channel Direct Series. MM Publications. Primera Edición.
USA.
- MITCHELL, H.Q. (2011): Let’s Speed Up Series. MM Publications. Primera Edición.
USA.
- ROGERS, Mickey, TAYLORE-KNOWELS, Joanne, and TAYLORE-KNOWELS, Steve
(2010): Open Mind. MacMillanPublishers. FirstEdition. Mexico – Mexico.
- BADGER, Ian y MENZIES, Pete (2007), English for Business Life- Elementary, Editorial
Marshall Cavendish Education 3ra Edición, Inglaterra.
- MCCARTHY, Michael; MCCARTHY, Jeanne y SANDIFORD, Helen (2010), Touchstone,
Editorial Cambridge University Press, 3ra Edición, Inglaterra,
- FUSCOE, Kate, GARSIDE, Barbara, PRODROMOU, Luke. (2008). Attitude. MacMillan
Publishers. First Edition. Mexico – Mexico.
Página 24 de 25
- EVANS, Virginia, DOOLEY, Jenny. (2007) Click On, Express Publishing. 1st Edition.
USA.
- Brennan, Frank. (2009). Tasty Tales. Cambridge University Press. 1st Edition. Madrid –
Spain.
- MITCHELL. H.Q. (2001). Paul and Pierre in Paris. MM Publications.1st Edition. USA.
WEBGRAPHY
http://a4esl.org/
PROFESSOR’S SIGNATURE AREA

COORDINADOR’S SIGNATURE
PLACE AND DATE OF
PRESENTATION
Página 25 de 25

SYLLABUS 4 Niveles 6 Horas

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“Saber para Ser”

ESCUELA SUPERIOR POLITÉCNICA DE

ESCUELA SUPERIOR POLITÉCNICA DE CHIMBORAZO

COLLEGE/DEPARTMEN LANGUAGE CENTER

2.1. PROBLEM IDENTIFICATION OF THIS SUBJECT RELATED TO THE

2.2. CONTRIBUTION THAT THIS SUBJECT HAS ON THE UNDERGRADUATE

The communicative competence is the professional ideal in all educative matters.

3. GENERAL OBJECTIVE OF THIS SUBJECT

UNITS OBJETIVES TOPICS

READING AND WRITING

Punctuation and conjunctions

LISTENING AND SPEAKING

 Simple present tense

READING AND WRITING

LISTENING AND SPEAKING

 Representing characters in role plays.

The different techniques used in the development of classes focus on communication

6. RESULTS OR STUDENT’S LEARNING ACHIEVEMENTS

RESULTS OR STUDENT’S CONTRIBUTION

 Language center and schools’ classrooms

ACTIVITIES TO BE FIRST SECOND THIRD FINAL SUPPLEMENTARY

PROFESSOR’S AREA COORDINADOR’S

PLACE AND DATE OF

ESCUELA SUPERIOR POLITÉCNICA DE CHIMBORAZO

COLLEGE/DEPARTMENT LANGUAGE CENTER.

2.1. PROBLEM IDENTIFICATION OF THIS SUBJECT RELATED TO THE

2.2. . CONTRIBUTION THAT THIS SUBJECT HAS ON THE

The communicative competence is the professional ideal in all educative matters.

3. GENERAL OBJECTIVE OF THIS SUBJECT

UNIT OBJECTIVES TOPICS

LISTENING AND SPEAKING

LISTENING AND SPEAKING

 Review topics of level two.

READING AND WRITING

 Listening to appropriate material

The different techniques used in the development of classes focus on communication

7. RESULTS OR STUDENTS´ LEARNING ACHIEVEMENTS

 Language center and school classrooms

ACTIVITIES TO BE FIRST SECOND THIRD MAIN SUPLEMENTARY

PROFESSOR´S AREA COORDINATOR´S

PLACE AND DATE OF

ESCUELA SUPERIOR POLITÉCNICA DE CHIMBORAZO

FACULTY/DEPARTMENT LANGUAGE CENTER

a. PROBLEM IDENTIFICATION OF THIS SUBJECT RELATED TO THE

b. CONTRIBUTION THAT THIS SUBJECT HAS ON THE UNDERGRADUATE

The communicative competence is the professional ideal in all educative matters.

3. GENERAL OBJECTIVE OF THIS SUBJECT

CONTENTS ENGLISH III

UNIT OBJECTIVES TOPICS

READING AND WRITING

LISTENING AND SPEAKING

LISTENING AND SPEAKING

The different techniques used in the development of classes focus on communication

7. RESULTS OR STUDENT’S LEARNING ACHIEVEMENTS

RESULTS OR STUDENT’S CONTRIBUTION

 Language center and schools’ classrooms

ACTIVITIES TO BE FIRST SECOND FINAL SUPPLEMENTAR

TOTAL 8 POINTS 10 POINTS 10 POINTS 12 POINTS 20 POINTS

- FUSCOE, Kate, GARSIDE, Barbara, PRODROMOU, Luke. (2008). Attitude.

PROFESSOR’S AREA COORDINATOR’S

PLACE AND DATE OF

ESCUELA SUPERIOR POLITÉCNICA DE CHIMBORAZO

FACULTY/DEPARTMENT LANGUAGE CENTER