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UNIVERSIDAD POLITÉCNICA ESTATAL DEL CARCHI
CURRICULUM CATEDRÁTICO
CEDULA 040093893-2
APELLIDO PATERNO CASTRO
APELLIDO MATERNO GUERRERO
NOMBRES JAIRO IVÁN
FECHA_NACIMIENTO 12-11-1970
EDAD 40
ESTADO_CIVIL SOLTERO
TELEFONO Fijo: 2982-932 Cel.: 097103746
DIRECCION_DOMICILIARIA
Cdla del Chofer: Rio Putumayo y Guayas esq.
FORMACIÓN_ PROFESIONAL
Bachiller en Ciencias Sociales: COLEGIO NACIONAL BOLÍVAR
Licenciado en Ciencias de la Educación, Profesor de Enseñanza
media en la Especialización de Idiomas: Inglés y Francés:
UNIVERSIDAD CENTRAL DEL ECUADOR.
Tecnólogo en Análisis de Sistemas Informáticos: SECAP CARCHI
Diploma Superior En Currículo por Competencias : UTA-UPEC
FORMACION COMPLEMENTARIA
Módulo de Diseño Curricular por Competencias: UTA
Módulo de Aprendizaje Basado en Problemas: UTA
Módulo de Elaboración de Módulos: UTA
Módulo de Evaluación con base en Normas de Competencia: UTA
Seminario-Taller de “ Formación por competencias”
Seminario-taller TEACHING KNOWLEDGE TEST, Modulo 1 : MEC
Proyecto CRADLE- C
Curso "KEY ENGLISH TEST”: MEC “DINAMEP”
Seminar –workshop “ Impacts of the Technology in English Teaching”
UPEC
Training Seminar-Workshop: “Methodology of language Teaching and
Curriculum Evaluation” UPEC
DOMINIO_PAQUETES_ INFORMATICOS
Windows /2000/XP/ Vista
Paquete Office: Word, Excel, Power Point
Traductor Globalink
Microsoft Encarta, 2010: Biblioteca de consulta
Internet - Correo Electrónico – Navegación
EXPERIENCIA_ DOCENTE
Profesor de Inglés: Colegio Nacional "José de la Cuadra" Quito
Profesor Titular de Inglés: Instituto Tecnológico "Bolívar" Tulcán
Docente de la UPEC : Septiembre 2008-Febrero 2009
Marzo-Agosto 2009
Septiembre 2009 – Febrero 2010
Marzo-Agosto 2010
Septiembre 2010 – Febrero 2011
Marzo 2011 – Agosto 2011
3
STATE POLYTECHNIC UNIVERSITY OF CARCHI
ENGLISH PROFICIENCY PROGRAM
Module
“BEGINNING A1.2”
PROFESSOR: JAIRO CASTRO G.
ACADEMIC SEMESTER: MARCH -AUGUST 2011
LEVEL: SECOND
Tulcán, April 2011
4
I. BASIC DATA OF THE MODULE
CODE:EPPUPEC REQUIREMENTS: Have approved English A1.1 Have taken the placement test. Basic Knowledge of NTICs. Interest for learning and active
performance. Attitude to work in team. Attitude to participate in class.
KIND OF COMPETENCE: GENERIC: ( X ) SPECIFIC: ( )
CREDITS: 5
LEVEL SECOND
PROFESSOR PROFILE: NAME:JAIRO IVÁN CASTRO GUERRERO CONTACT TELEPHONE: HOUSE 062982932 E-MAIL: [email protected]
5
II. FORMATIVE ROUTE
Problematic node Limited development of the macro communicative English skills (listening, speaking, reading and writing).
Global Competence Learners can understand the main points of clear standard input on familiar matters regularly encountered in work, schools, leisure, etc. Can deal with most situations likely to arrive whilst traveling in an area where the language is spoken. Can produce simple connected texts on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanation for opinions and plans.
Specific Competence Learners can recognize familiar words and very basic phrases concerning myself, my family and immediate concrete surrounding when people speak slowly and clearly. Can understand familiar names, words and very simple sentences. Can interact a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. Can use simple phrases and sentences to describe where I live and people I know. Can write a short, simple postcard.
Nº ACHIEVEMENT
LEVELS COMPETENCE ELEMENTS
(Systematic actions to make the competence)
1 Basic Theoretic Understanding
To identify basic vocabulary and structures through listening, reading, speaking and writing about food and drink.
2 Superior Theoretic
Critical analysis
To analyze the differences between present simple and present progressive through reading listening, speaking, and writing about dates, season, celebration and jobs.
3 Practice
Theoretic Acceptable
To demonstrate by dialogues the development of linguistics skills (reading, listening, speaking and writing) using the past tense and time expressions
4 Practice
Theoretic advance
Apply the different ways of communication (listening, Reading, speaking and writing ) with satisfactory performance using future tenses and vocabulary about places and countries
5 Practice
Theoretic Creative
Making projects that permitted apply the English language useful in personal, public, occupational and educational domain. And each one is described in terms of location, institutions or organizations, persons, objects, events, operations and texts.
6
Inter-discipline Work (integrated knowledge of the modules in the same semester which help to get this competence)
Oral and writing report according to the level Use of study techniques to draw the interest of the student and motivate
him or her To be dedicated to learning English.
NTICs and Elaboration of Projects
7
III. LEARNING METHODOLOGY
DIDACTIC APPROACH: ( Methodology for performing the competences ) Methodology of Learning Based in Problems Methodology to develop the logical thought Simulations. Experiential cycle. Multiple Intelligences, Communicative Approach, Total Physical Response, Community Language Learning Whole Language, Task-Based Language Teaching, Showing videos, readings, articles etc.
UNIT COMPETENCE: The student learns to express likes and dislikes regarding food and discussing food and eating habits various aspects of their daily life, like current events, celebrations, the weather or people´s jobs activities in the past like, vacations, past situations and accidents. Making comparisons, predictions and on-the- spot decisions. All this is done by using the right grammar structures and working with the right values and morals such as respect, discipline, honesty, truth and patience.
MODULE COMPETENCE
ELEMENTS OF COMPETENCE
MODULE 1.Expressing likes and dislikes. Making, accepting and refusing offers
Expressing likes and dislikes about food
Ordering food
Making offers
Accepting and refusing offers
Asking and answering about quantities
Discussing food and eating habits
8
MODULE 2. Discussing current events, weather and celebrations. Telling what people do and wear.
Asking and answering about dates
Discussing current events
Describing people´s clothes
Giving reasons
Discussing celebrations
Discussing between habitual actions and current events
Discussing the weather
Identifying people´s clothes
MODULE 3.Telling about things that happened to us in the past such as vacations we have had certain situation and or accidents. Telling others how we feel MODULE 4. Conversing about what one plans to do in the future while making predictions and spontaneous decisions.
Discussing activities in the past
Discussing a vacation
Describing feelings
Narrating a story
Discussing past situations/accidents
Understanding sequence
Discussing future plans and arrangements
Expressing obligation and prohibition
Making predictions and on the spot decisions
Making comparisons Understanding information about countries
9
COMPETENCE ELEMENTS
COGNITIVE CONTENTS
What knowledge?
PROCEDURE CONTENTS
How to apply?
MOTIVATIONAL
AFFECTIVE CONTENTS
Which attitudes with?
SPECIFIC DIDACTIC
STRATEGIES Strategies,
methods and techniques
TIME
1 Expressing likes and dislikes about food. Ordering food. Making offers. Accepting and refusing offers. Asking and answering about quantities.
Discussing food and eating habits.
FOOD: Knowledge and Application of vocabulary: Food, Drink, containers. Structures: countable and uncountable nouns, and, some, any, would like, How much, How many, Object personal pronouns. Difference between the sounds: /g/, /ʤ/ Listening: -A conversation between two friends. Three short conversation -A conversation about a party Reading: -A dialogue
Vocabulary To match the pictures with the words and check the answers. Structures: To differ countable and uncountable nouns Reading: To find through the reading specific information. Listening / Pronunciation To play the CD and hear conversations, a street survey; then answer the questions. To distinguish the sounds /g/ /ʤ/ Speaking To act out a role play in pairs Writing To replace some words with pronouns, then write their eating habits.
Having interest on the topic. Respecting likes and dislikes about the food. Sharing information with others
Role play
Work in pairs
Exchange information
Match
Analysis
Individual development
Heuristic conversation
Observation
Watch the video
15 H
10
between two teenagers. -A magazine article about birthdays, mother´s day and valentine´s day
2. Asking and answering about dates. Discussing current events. Describing people´s clothes. Giving reasons. Discussing celebrations. Discussing between habitual actions and current events. Discussing the weather.
Identifying people´s clothes
CELEBRATIONS Knowledge and Application of vocabulary: Months, Ordinals, Dates, Clothes, Celebrations, Jobs, weather, seasons. Structures: Present Simple vs. Present Progressive, Why? / Because….. Difference between the sounds: / n /, / ŋ /
Vocabulary To compare the photos with the words and match, to deduce the meaning of the words. Structures To discover the formation and use of the present progressive and simple present, to explain when we use why or because for answering. Reading To understand the reading by looking at the pictures and predicting new words, Listening / Pronunciation To play the CD and hear conversations, a radio show, to distinguish the sounds /n/ and / ŋ / predict.
Respecting the turn to talk. Expressing needs and feelings. Honesty Showing interest.
Role play
Work in pairs
Exchange information
Match
Analysis
Individual development
Heuristic conversation
Observation
Watch the video
15H
11
Speaking To dramatize the dialogues in pairs Writing To complete the text with the words in the box
3. Discussing activities in the past. Discussing a vacation. Describing feelings. Narrating a story. Discussing past situations/accidents. Understanding sequence.
VACATION Knowledge and Application of vocabulary: Geographical Features, Vacation activities, Adjectives, transportation, Years, Camping equipment. Structures: Past simple, Regular and irregular verbs, Time expressions, Prepositions (by, in). Difference the “-ed” endings sounds: / t /, / d /, / ɪd /
Vocabulary To look at the pictures with the words and deduce the meaning. Structures To notice the formation and use of the past simple with regular and irregular verbs, then circle the correct answer. Reading To underline the unknown words read all the phrases and guess the meaning. Listening/Pronunciation To play the CD and hear conversations. To listen and distinguish the sounds / t /, / d /, / ɪd /in speaking. To generate dialogues in pairs about a trip Writing To write a short paragraph about a trip.
Interesting on the topic. Recognizing the importance of the English language. Correcting others’ mistakes with respect Respecting other cultures Listening to other people.
Role play
Work in pairs
Exchange information
Match
Analysis
Individual development
Heuristic conversation
Observation
Watch the video
20H
12
4. Discussing future plans and arrangements. Expressing obligation and prohibition. Making predictions and on the spot decisions. Making comparisons.
Understanding information about countries.
OUR WORLD Knowledge and Application of vocabulary: Points of the compass Opposite adjectives, numbers, vacations. Structures: Future with Present progressive, Going to, Will; Time expressions, must/mustn’t. Comparative and superlative forms. Identify the silent letters.
Vocabulary To match the opposites and deduce the meaning. Structures To identify the different forms of future then complete the table. Reading To deduce the meaning of the unknown words from the context, explain when necessary. Listening / Pronunciation To listen to conversations, advertisements then, students choose the correct answers. To listen and distinguish the silent letters Speaking To generate spontaneous dialogues in pairs about future event Writing To write a short paragraph about plans for the weekend.
Doing tasks with responsibility and enthusiasm. Self-confidence for communicating in English. Accepting criticisms. Correcting mistakes with kindness. Search sources of information. Working in groups. Correcting each other with kindness.
Role play
Work in pairs
Exchange information
Match
Analysis
Individual development
Heuristic conversation
Observation
Watch the video
TOTAL
15H
13
LAB ACTIVITIES
Use the English material provided by the English Proficiency Program Use the English Computer Program “American English” according to the level of the students. Use The English Computer Program “English for All” according to the level of the students. Use songs and videos to learn English.
- Listening to get the main idea - Listening for details - Inference details - Understanding new vocabulary - practicing pronunciation
Self-confidence for communicating in English - Enthusiasm in learning English - Helping each other - respecting other people’s turn during speaking - Respecting the others - Being a good listener - feeling motivated in English class
- Working
individually
- Sharing
information
- Activities for pre
– listening, during
listening and post
listening
Singing the song
in group
Asking and
answering
questions about
the song
20H
14
5. Making projects that permits students to apply the English language usefully in personal, public, occupational and educational domain. And each one is described in terms of location, institutions or organizations, persons, objects, events, operations and texts.
Project 1 Describe the weather in 3 different areas in their country. Project 2 Students Open their wardrobe and write about their favorite clothes. Project 3 A famous Ecuadorian person's biography. Project 4 Students write about their own country and what region they like the best
Use some of the symbols below to help you. Are they cheap or expensive? How often do you wear them? Why do you like them? Write a paragraph about a famous person and say when they were born, where, why they are famous, etc. Attach photos. Write a paragraph about what you are going to do tomorrow. 8:00 breakfast 10:00 sightseeing: Big Ben, the Tower of London, London Bridge, etc. 13:00 lunch 15:00 shopping 17:00 free time 19:00 go to the theatre to watch a Shakespeare play 21:00 dinner
Self working Work in group Self working Work in group Encourage
Map Pictures Posters Graphics Clothes Pictures Poster Picture Pictures Postcard Time Table
80H
TOTAL…………………………160 H
15
FINAL PRODUCT.-
Learners can recognize familiar words and very basic phrases concerning themselves, their family and
immediate concrete surrounding when people speak slowly and clearly. They can understand familiar names,
words and very simple sentences. They can interact in a simple way provided the other person is prepared to
repeat or rephrase things at a slower pace and help them formulate what they are trying to say. Students can
use simple phrases and sentences to describe where they live and people they know. They can write a short,
simple postcard to a friend.
16
IV. EVALUATION PLAN
WEIGHING UP SCORE 9.0 to 10.0 Distinction- (Pass with merit) 8.0 to 8.9 Credit- ( Pass) 7.0 to 7.9 Pass – ( Narrow Fail) 4.0 to 6.9 Fail Specific Competence Learners can recognize familiar words and very basic phrases concerning myself, my family and immediate concrete surrounding when people speak slowly and clearly. Can understand familiar names, words and very simple sentences. Can interact a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. Can use simple phrases and sentences to describe where I live and people I know. Can write a short, simple postcard.
LEVEL ACHIEVEMENT INDICATORS
(BASED IN THE LEVELS) INSTRUMENTS OF VALUATION
1
To match the pictures with the words and check the answers. To differ countable and uncountable nouns, then complete the table Respecting likes and dislikes about the food
Reading texts and correct mistakes
Writing paragraphs about different topics
Dialogues in pairs, questions
Listening for selecting information
Watching the video for selecting information
2
To discover the formation and use of the present progressive and simple present, to explain when we use why or because for answering. To understand the reading by looking at the pictures and predicting new words, Expressing needs and feelings. Showing interest
Reading texts and correct mistakes
Writing paragraphs about different topics
Dialogues in pairs, questions,
Listening for selecting information
Watching the video for selecting information
3
To underline the unknown words read all the phrases and guess the meaning. To play the CD and hear conversations, To listen and distinguish the sounds / t /, / d /, / id /
Reading texts and correct mistakes
Writing paragraphs about different topics
Dialogues in pairs
Questions, Texts
Listening for selecting information
17
To generate dialogues in pairs about a trip Recognizing the importance of the English language
Watching the video for selecting information
4
To generate spontaneous dialogues in pairs about future event To write a short paragraph about plans for the weekend. Self confidence for communicating in English Search sources of information
Reading texts and correct mistakes
Writing paragraphs about different topics
Dialogues in pairs
Questions
Listening for selecting information
Watching the video for selecting information
Tests
5
To apply English language use according the domains
Grammar and Vocabulary
Discourse Management
Pronunciation
Interactive Communication
Room project
Oral project
FINAL PRODUCT.- Learners can recognize familiar words and very basic phrases concerning myself, my family and immediate concrete surrounding when people speak slowly and clearly. Can understand familiar names, words and very simple sentences. Can interact a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. Can use simple phrases and sentences to describe where I live and people I know. Can write a short, simple postcard.
TECHNIQUES AND INSTRUMENTS (suggested): Graphic organizers, investigation reports, folders. Portfolios: Teachers and students Observation: Observation Guide Interview: Interview Guides Test: Questionnaire Innovative practices Projects: English language use
18
PROCESS OF VALUATION Application of: oneself-evaluation, co-evaluation, hetero-evaluation with evidences, using techniques and instruments to value competences.
DIAGNOSTIC EVALUATION
Achievement Indicators
( requirements)
FORMATIVE EVALUATION
Evidences of procedure
and attitude contents
PERFORMING EVALUATION
Promotion
Determine the level of vocabulary and knowledge grammar structures through a questionnaire.
Diagnose the level of fluency and correct pronunciation through a dialogue.
Read paragraphs to select general and specific information
Listen the dialogues for specific information
Identify basic vocabulary about food, celebration, vacation and our world. Discover the differences among present simple, present progressive, past and future tenses Express needs and feelings. To generate dialogues in pairs about different topics Recognize the importance of the English language Write short paragraphs about plans for the weekend, food, celebrations. Self confidence for communicating in English
The will be able to:
Identify vocabulary about food, celebrations, vacation, and our world.
Compare grammar structures like: countable and uncountable nouns, would like, How much / many /, Regular and irregular verbs, Time expressions, Present, Past, Future Tenses, Prepositions, etc.
Understand the text
and predict new word through reading.
Distinguish the
different sounds as: / g / / dz /, / n / / ŋ /, / t /, / d /, / id / and silent letters.
To generate dialogues
with satisfactory performance (speaking)
To write short
paragraphs about trips, vacation.
19
V. TABLE OF INSTRUCTIVE GUIDES FOR AUTONOMOUS WORK
# GUIDE
ELEMENTS INSTRUCTIONS (INDICATIONS)
RESOURCES FINAL PRODUCT TIME
1
Element 1 To identify basic vocabulary and structures through listening, reading, speaking and writing about food and drink.
Develop the Workbook, Module 5.
Read and listen the CD-ROM which contains dialogues, stories texts and songs.
Prepare oral lessons in pairs each class about the last topic.
Professor- students Student’s Book and
Workbook. CD-ROM, Tests CD,
Class CD, Laboratory. computer, infocus
Internet, Videos
To identify basic vocabulary and grammar structures about food and drink.
10H
2
Element 2 To analyze the differences between present simple and present progressive through reading listening, speaking, and writing about dates, season, celebration and jobs
Develop the Workbook, Module 5.
Read and listen the CD-ROM which contains dialogues, stories texts and songs.
Prepare oral lessons in pairs each class about the last topic.
Professor- students Student’s Book and
Workbook. CD-ROM, Tests CD,
Class CD, Laboratory. computer, infocus
Internet, Videos
Compare grammar structures like: countable and uncountable nouns, would like, How much / many /, Regular and irregular verbs, Prepositions, etc
10H
3
Element 3 To demonstrate by dialogues the development of linguistics skills (reading, listening, speaking and writing) using the past tense and time expressions
Develop the Workbook, Module 5.
Read and listen the CD-ROM which contains dialogues, stories texts and songs.
Prepare oral lessons in
Professor- students Student’s Book and
Workbook. CD-ROM, Tests CD,
Class CD, Laboratory. computer, infocus
Understand the text and predict new words.
Distinguish the different sounds as:/ g /, / dz /, / n / / ŋ /, / t /, / d /, /
10H
20
pairs each class about the last topic.
Internet, Videos id / and silent letters.
To generate small dialogues with satisfactory performance.
4
Element 4 To apply the different ways of communication (listening, Reading, speaking and writing ) with satisfactory performance using future tenses and vocabulary about places and countries
Develop the Workbook, Module 5.
Read and listen the CD-ROM which contains dialogues, stories texts and songs.
Prepare oral lessons in pairs each class about the last topic.
Professor- students Student’s Book and
Workbook. CD-ROM, Tests CD,
Class CD, Laboratory. computer, in focus
Internet, Videos
To generate dialogues with satisfactory performance and write short paragraphs about trips, vacation, food, celebrations.
10H
5
Projects Making projects that permitted apply the English language useful in personal, public, occupational and educational domain. And each one is described in terms of location, institutions or organizations, persons, objects, events, operations and texts
Project 1 Describe the weather in 3 different areas in your country. Use some of the symbols below to help you. Project 2 Open your wardrobe and write about your favorite clothes. Are they cheap or expensive? How often do you wear them? Why do you like them? Project 3
Map Pictures Posters Graphics Clothes Pictures Posters Pictures
The students are able to apply the English language skills development during the class (listening, speaking, reading, writing) in communication
40H
21
A famous person's biography. Write a paragraph about a famous person and say when they were born, where, why they are famous, etc. Attach photos. Project 4 You are going on a trip to London, and you are going to follow this timetable. Write a paragraph about what you are going to do tomorrow. 8:00 breakfast 10:00 sightseeing: Big Ben, the Tower of London, London Bridge, etc. 13:00 lunch 15:00 shopping 17:00 free time 19:00 go to the theatre to watch a Shakespeare play 21:00 dinner
Pictures Postcard Time Table
22
VI. BIBLIOGRAPHY:
American to the top, Beginner, Student’s Book American to the top, Beginner, Workbook Oxford ESL Dictionary
Oxford Practical English Usage
Oxford Practice Grammar
Live English Grammar Elementary
Top Grammar Pre-intermediate
Channel Grammar Hand Book
www.englishtown.com www.profesordeingles.com www.clase.com www.mylabschool.com www.mmpublications.com www.agendaweb.org www.es-lab.com
DIDACTIC RESOURCES:
Student’s Book. Workbook. Audio CD, CD ROM Tests CD, Class CD Laboratory. Internet. Videos Music Board Markers Eraser Graphics Maps Clothes, school tools, products, etc. ( Things of the environment)
VII. EVIDENCES
23 7.1 Record Enrolment at the English Program
Academic Semester: March 2011 – August 2011 Working day: IN THE AFTERNOON
WORK TIME: 4 HOURS PER WEEK FROM MONDAY TO THURSDAY (17H00 - 18H00)
Level: SECOND
N° STUDENT´S LAST NAMES STUDENT´S NAMES
1 AZA TARAMUEL JORGE ARMANDO 2 BOLAÑOS ALDAS ANA KAREN 3 CAIÑO CHIMBOLEMA JESSICA ALEXANDRA 4 CUASPUD PALCHUCAN ELSA CRISTINA 5 GUEVARA JURADO JOHANA STEPHANY 6 HERRERA GUAMIALAMA FERNANDA MARISOL 7 NARVAEZ FIGUEROA JENNY EUGENIA 8 NARVAEZ HERNANDEZ EVELIN VERÓNICA 9 PUETATE MENESES BYRON MARCELO 10 RUANO CANDO GABRIELA LISBETH 11 SANCHEZ MAFLA JOHNNY FERNANDO 12 VILAÑA BURBANO CRISTIAN GABRIEL 13 YUGCHA CUASTUMAL MIGUEL ANGEL
7.1 Record Enrolment at the English Program
Academic Semester: March 2011 – August 2011 Working day: IN THE MORNING
WORK TIME: 4 HOURS PER WEEK ONLY SATURDAYS (08H00 - 12H00)
Level: SECOND
N° STUDENT´S LAST NAMES STUDENT´S NAMES
1 CHALACAN PORTILLA DANIEL EDUARDO 2 FIGUEROA MALTE MERCEDES ELIZABETH 3 JOSSA PASPUEZAN CLAUDIA ALEJANDRA 4 MEJIA NARVAEZ MARIANA DEL CARMEN 5 PEÑAFIEL HERNANDEZ ESTEFANY PAMELA 6 RIVADENEIRA SANTACRUZ DIANA CAROLINA 7 ROMAN TIRIRA GLORIA MARINA 8 ROMO GUEVARA YESSENIA MARIBEL 9 SABA ZAMBRANO LENNIN 10 TOBAR OLIVO FRANKLIN RODRIGO
24
7.2 ACADEMIC SCHEDULE
UNIVERSIDAD POLITÉCNICA ESTATAL DEL CARCHI ACADEMIC PLAN
SEMESTER MARCH* AUGUST 2011 ENGLISH PROFICIENCY PROGRAM
ACADEMIC ACTIVITIES
DATE
2011
ENROLLMENT ENGLISH – FRENCH
21st - 26th MARCH
STARTING CLASS 28th MARCH ENDING CLASS 20th AUGUST
HOLIDAYS
7th – 8th MARCH CARNAVAL
5th APRIL UPEC ANIVERSARY
11th APRIL TULCÁN FESTIVITIES
22nd APRIL GOOD FRIDAY
1st MAY WORK DAY
24th MAY PICHINCHA BATTLE
10th AUGUST FIRST SHOUT OF INDEPENDENCE
GRADE REPORT
MID GRADE 6th – 7th JUNE
FINAL GRADE 17th - 22nd AUGUST
GRADE REPORT 23rd - 27th AUGUST
B.A LUIS A. QUISHPE COORDINATOR
25
7.3 TEACHER’S SCHEDULE
CLASSES SCHEDULE AND ROOM
7.4 CURRICULAR GRID
LEVEL WORKING DAY TIME ROOM
SIXTH- SEVENTH IN THE EVENING: FROM
MONDAY TO THURSDAY
20H00 TO 22H00 5
SECOND IN THE AFTERNOON: FROM
MONDAY TO THURSDAY
17H00 TO 18HOO 5
SECOND IN THE MORNING: ONLY
SATURDAYS
08H00 TO 12H00 5
ENGLISH PROFICIENCY CURRICULUM
BEGININNG
INTERMEDIATE I
INTERMEDIATE
II
ADVANCED
A1.1 I
LE
VE
LS
A2.1 III
BASIC USER
A
INDEPENDENT USER
B
A1 A2 A2+ B1+
40 CREDITS THE PROGRAMM
5 CREDITS EACH LEVEL
80 HOURS CLASSES
A1.2 II
A2.2 IV
A2.2.1 V
A2.2.2 VI
B1.1 VII
B1.2 VIII
80 HOURS AUTONOMY WORKING
TOTAL PROGRAMM HOURS 640 HOURS CLASSES
640 HOURS AUTONOMY WORKING