UNIVERSIDAD TECNICA PARTICULAR DE LOJA VICERRECTORADO DE MODALIDAD ABIERTA Y A DISTANCIA AREA ACADEMICA: SOCIO-HUMANISTICA CARRERA: Ciencias de la Educacién, mencién Inglés. PLAN DOCENTE DE LA ASIGNATURA: Methodology and Didactics Ill: Teaching Listening and Speaking PROFESOR AUTOR: Mgtr. Karina Salcedo Viteri MODALIDAD DE ESTUDIO: A DISTANCIA PERIODO ACADEMICO ORDINARIO/SEMESTRE: Abril - Agosto 2020"A. Datos de identificaci6n de la asignatura Asignatura: ‘Methodology and Didactics Il: Teaching Listening and Speaking Codigo: DIST-TNINGOOS Tipo de asignatura (ECTS) Troncal ‘Campo de formacién del curriculo | No Aplica (Redisefio) Nimero de eréditos/horas: Créditos | 5 Horas | 160 Periodo académico ordinariolnivel: | Vill Periodo académico ‘Abril — Agosto 2020 — | ordinariolsemestre: ‘rea académic ‘Socio — Humanistica Departamento: Ciencias de fa Educacion ‘Seccin Departamental: Langues Confemporénees Carrera: Ciencias de la Educacién, mencign Inglés B. Descripcién de la asignatura Presentacion: ‘Students will learn the Key methodology used globally for teaching listening and speaking in English as a foreign language. A focus is then made on students being able to understand methodologies which are specific to the teaching of listening and speaking Contextualizacién en el marco del plan de Using a framework based on principles of teaching of estudios: and Listening, This course provides a wealth of suggestions for helping leamers at all levels of proficiency develop their listening and speaking skils and fluency. This subject wil provide information regarding teaching Listening and Speaking, It wil help students Understand the different factors involved in developing listening and speaking skils. They will lean different approaches and activities that can be carried out in a class. All the information and the activities they lear in this subject wil help them to design meaningful ‘lasses and oroarams in the future,oan dS Contribucién de fa asignatura al perfil profesional: ‘Apply the scientific and pedagogical knowledge acquired in the teaching of English as a foreign language Identify and pose altematives to solve problems related to professional and social practice Prerrequisitos: Students should have successfully completed Methodology and Didactics | and I, They are also expected to have a basic understanding of teaching methods. ‘Adaptaciones curriculares: To guarantee quali education, according to the characteristics of the educational model of the Universidad Técnica Particular de Loja, the principles of equal opportunity, and the special educational needs associated or not with a disabilty, non- significant or grade two curricular adaptations are made, These adaptations follow a path from least to greatest; considering the methodological aspect, learning actives and the individual leaming style regarding the strategies to be developed. These adaptations are made based on the identification of educational needs in the first weeks of academic ‘work, in order to support the development of student ‘competencies. C. Programacién del proceso de aprendizaje de la asignaturareer ieiay 3 Oita Primer bimestre 41. Descripcion dea secue ia didactica para el aprendizaje de la asignatura bet l z ‘deny and analy Prepare a bre personal and academic Inrduction forum ‘hour | Week | lesring ales that | Partsand Goals of a inodveton inte tering ana Listening and Speaking pracce fe’ | Speaking Course | ACD agrees your academic questions, | Permanent cal Thos al age and levels of ideas or comments telephone tiring ieainng, 1.1. The Four Sands Read and anale wfomatenin vit | Tenbook Tour deny nd anayze | 1.2. Meening- focused Didactic guide faci that act | np | ering ake summaries sbou the wfommaton | Texbook hows listening end speaking | tough istring and viebetene Tne pla st Reecing my neko 1.2. 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Leatning goals integrate them in 2 course | Express your academic quesion, dees | Permanent ha, Tour or comments telephone utoing UaRz, Textbook Tour | Weeks Beginning Read and analyze information unt 2 | Didactic guide to Listen and Speak / in another Language Faalyze Wie Gfferentaotwviies and Textbook Brows | | approaches for teaching and eaming in| Didactic guide | 2.1. What should they: a beginner's course. | ? Wt dase Canoe ces poviesinte | DE ae | Tour | Teaching and i Learning be AN ‘Make summaries about the activites for | Textbook Thour dene? teaching and leaning in abeginner’s | Didactic guide 23. Activities and couse. Notebook AR shes for “eeching od Review the study material posted atthe | Academic hours anda ‘web related to this chapter ‘announcement ingina an Beginners Course 24. Techniques Complete the selfevalualion about the — | Selrevaluation Thour for Early Meaning contents of unit 2 didactic guide focused Speki mang Graded Activity 2 Forum Rube points | Shows Provide your opinion about a Case study: acts nd epproehes fr eting and lel Jeamingin a beginners course ‘Express your academic questions, Permanent chat, ‘T hour ideas 0: comments telephone tutoring uae 7 Read and analyze information in unt3_| T@*tbo0k Thx) Wesks ead and analyze each ote achiies | Texibookand Tour 31.Wny proposedin this uit decticquieListening? Completethe seltevalvalon about he | Didacic guide Thur 3.2 Models of Listening contents of uit 3 Self-evaluation ‘and Typaso Listening 3.3.Ustening Review he sudy male posed athe | Academic hows Process ‘web related to this chapler announcement EVA 34. Activites for Meening- focused Graded Activity 3 EVA plalorn Online Tpaint | Thour Listening Pariciate ansvering the fist qualified | Ondine questionnaire | Tobe ‘onine questionnaire questionnaire #1 | EVAt averaged Permanent chat | Thour - Express your academic quesions 4225 | telentone tutoring or comments Tris Read and analyze ifomatonn uni'd | Textbook Thour | Weeks Language Focused Learning ead and analyze each ole sales | Tebook and | 2haars {hough Ditaton and proposedin this unit dace guide Activities ae Caryouleeasespoicesnine | Odaciequde Thor ue 44, Choosing Review he suty mate posedatie | Academic — hows Dictator Testa web related to his chapter announcement 42. Pre-ictation eva Exercises “43. Vatatons of Complete fe salrevaluaton aboutthe | ~SalFevalabon Thour Dictaion conten of unit 4 didactcguice 44. Related Techniques Summarae concepts fécaion Texboak hours 45, Monitoring ‘vats fcictaon using your Notebook Dictation ‘nn wards, do nt copy exact This acy is part 46, Dictoglss and words from the textbook ofthe assignment t Related Actes Make a table vith double erry 10 Textbook hours 47. Dito-comp APE summarize each activity coring to | Notebook 48 Related vataton of dilation such 2s dictoloss | This ect is pet Techniques ‘and running dictation ofthe assignment 1 Graded Activity 4 Fibre TS points | Shows Choose thee acttles descibed EVA. Assigment 1 in your textbook and lin teChart provided by the Teacher, ‘and then answer the three questions Express your academe questions, Permanent cal Thour x ideas or comments, teephone tutoring co ead and nals romana S| —Tenbaok Thous | Weeks Impatance o Review he sudy male pavedartie | Reader | Thus Pronunceon ve tele otis chapter announcement 52. The Place of EVA Pronunciation ‘algae procedures and Textbook 1 Tow Instruction technique for teaching and didactic 53,GoalsS4 Factors pronuraton uid ‘Afecing re ane A Underline the information that you Textbook, didactic Thour of ancher Sou consiertelevant ude, System 5.5, Procedure and and Techniques a 56. Fiting Create summaries or reviewing Textbook, didactic Thour Pronunciation into @ Wana tee Course Ci 87. Monitoring Site Pension, Ses BTS Ekta —[-omtke pont ab erin Paticipatsansuering tothesecond | Online questionnaire | Tobe ‘qualifed On-line questonnare questionnairek2 | EVA2 averaged Caprese your academic queslons Permanent chal Zhous ac ideas or comments. {telephone tutoring Review of unite T= Paripale trough ie wit EVA Paton Thor | Week? 3 environment EVA mM Review and say unis 1103 EVAPatorm and Thou TextbookRead and anahze We anes Textbook Trout providedin he book. Unit2~ Notebook page 3. Create a shor summary Tis actiy spat of the assignment 2 Took fr nfoilion aboulRoute | Textbook Thou ape plan alistening dass and makea | Notebook shert summary “is aclviy spat of the assignment 2 Graded Aatiy6 EVA-AssigmentZ | RUbiC TSpoints | Shows Watch video about sting class, and write an analysis of You have to use the observon sheet Express your acedenie questans, | Permanent chal Thowr neo ideas or comment. tetephone tutoring Review of unite @ aricipate ough We va BR Shows | Week environment EVA | Roview tne sudy male petedathe | EVAPIatom | | web eleleato each unit of is rst bimester aa | Feview and sid unis 4105 Tenibook Didactic guide Text Evaluation on ie Guesieinnare | Onsie 3 uestonare Eapress your academic questions, | Permanent chat hows aco ideas or comments telephone tutoring2, Resumen de las horas de trabajo de la asignatura por componente de aprendizaje en el bimestre, Contacto con el docente Priclico-expermental | 16 ‘Auténomo a 80 Total 3. Descripcién de las activi GRADED ACTIVITY 1 Actividad de aprendizaje: Tipo de recurso: Tema: Resultados de aprendizaje que se espera lograr: Contenidlos que se tiene que abordar Estrategias didacticas: Instrumento de evaluacién: des calificadas Provide your opinion about how to balance the four strands and how to integrate them in a course. Video collaboration The four strands Identify and analyze learning activites that involve listening and speaking practice for all ages and levels of leaming, [entity and analyze factors tha aie istening and speaking ski Meaning-focused Input Meaning-focused Output Language-focused Leaming Becoming fluent in Listening, Speaking, Reading and Writing + Review chapter 1 in the textbook ‘+ Then, answer to the questions zHow to balance the four strands in a course? How to integrate them in acourse? ‘+ You can review your book and other sources to discuss this topic. ‘+ Remember thal you have to argument your response, ‘+ Be ready to participate in the video collaboration, Rabrica para calificar video colaboracién‘CATEGORY 20 73 35 o Taformation | Allnformation “Test afomation Mt information Tiferation Fad presented inthe presented inthe presented inthe several discussion is discussions lear, | discussion is inaccuracies OR clear, accurate ‘accurate and clear and was usualy not and thorough, thorough, accurate, butwas | clear. not usually thorough, Organization | Alarguments are ost arguments ‘Alarguments are Aigunenis ae leatly ted toan ‘are clealy ied to cleaty ied oan not clearly ted to idea (premise) and | anidea (premise) idea (premise) but | an idea (oremise), organizedin aight, | andorganizedina | the organization logical fashion, tight, logical was sometimes not fashion. lear or logical Understanding | Thelearvercleaty | ~Thelearner ‘The lamer seems | The earner does ‘tsople undersands the clearly to understand the not show an topicindepth and | understands the main points ofthe | adequate presented their topicin-deptn and | topic andppresented | understanding of, information presented them those wih ease. the top forcely and information with convincingly. ease, GRADED ACTIVITY 2 Actividad de aprendizaje: Tipo de recurso: Tema: Resultados de aprendizaje que se espera lograr: Contenidos que se tiene que abordar Estrategias didacti icas: Instrumento de evaluacion: Provide your opinion about a Case study: Approaches and ‘activites for teaching and leaming in a Beginner's course. Forum Approaches for teaching and learning in a Beginner's course Identify and analyze learning activities that involve listening and speaking practice for all ages and levels of leaming, Identify and analyze factors that affect listening and speaking skills. Activities and Approaches for teaching and learning Review chapter 2 in the textbook. Read the case study and analyze it Then answer to the questions: Do you think that ‘memorizing useful phrases and sentences can help students to produce the language? What kind of activities does the teacher use in the class? How does the teacher keep the class interesting? Write a short response, it should be at least 100, but no more than 200 words in length. ‘Check the frst draft many times and do the necessary corrections, ‘+ Goto EVA and participate in the forum, Ribrica para calificar foro académico 0 TS 35 T CATEGORY Taformation ‘Alinformation | Wostinformation Tost nformation Information had presentedin the | presentedin the forum | presented in the several forumis cleat, | isclear, accurate and | forum is clear inaccuracies accurate and’ — | thorough and accurate, but OR was usually __|_ thorough: ‘was not usually ‘ot clearT Tow Organization | ATarguments | Mostarguments are | Al srquments are | Arguments are are dearly dearly ted to an | clerlytiedioan not clearly tied to tiedto anidea | idea idea (premise) but | an idea (oremise) and | (premise) and the organization (premise) organizedina | organizedin a ‘was sometimes not | tight logical fight, logical clear or logical fashion. fashion Understanding The leamer Theleamercleary | Theleamerseems | Theleamer of Topic clearly understand the tounderstendthe | does not show understand the | topic in-depth and mainpoinis ofthe | an adequate topic in-depth | presented their topic and presented | understanding and presented | information with those with ease, of the topic, their ease. information forcefully and convincingly GRADED ACTIVITY 3 Actividad de aprendizaje: ‘Answer the questions in order to demonstrate what you have leamed. Tipo de recurso: Ondine questionnaire EVA 1 Tema: Review of units 1-2 Resultados de aprendizaje que se Identify and analyze learning activities that involve listening and espera lograr: speaking practice forall ages and levels of learning. [entity and analyze factors ta afc isteing and speaking stil Contenidos que se tiene que abordar Parts and Goals ofa Listening and Speaking course Beginning to Listen and Speak in another language. Estrategias didacticas: ‘© Read chapters 1 and 2 from your textbook. + Take notes ofthe most important information ‘© Read the questions and answer them * Goto EVA and do the frst questionnaire GRADED ACTIVITY 4 Actividad de aprendizaje: Choose three activities described in your textbook and fl in the chart and answer the three questions, Tipo de recurso: EVA Assignment 1 Tema: Dictation and related activities Resultados de aprendizaje que se Identify and analyze learning activites that involve listening and espera lograr speaking practice forall ages and levels of leaming, Identify and analyze factors that affect listening and speaking skills Contenidos que se tiene que abordar Variations of Dictations Monitoring Dictation DictoglossReview chapler4in the lextbook ‘Analyze each dictation type and ther elated activites. Then, complete the chart wih he information asked ‘Then answer tothe three questions: Which type of dictation ‘activity can be group together in class? Which type of dictation activites are more interactve/less interactive? What is th dictation activity you will use or have used in ‘your class? How did it work? + Your response shouldbe ct least 100, but no more than 200, words in ength, ‘Chock ie fist draft many times and do the necessary corrections. ‘© Goto EVA and send your assignment 1 Ribrica para califcar Tarea 1 Estrategias didacticas: Instrumento de evaluacién: ‘CATEGORY 10 75 35 o Taformation — | Alionnaton TWostinvormaton ‘Wostinvormaton information Fad presentedin the preseniedin the prosentedin he several analysis is clear, analysis clear Bnalysis & lear inaoeuracies OR sccurae and accurate and and accurate, but | was usually not thorough. thorough was not usually clear. thorough. Organization | Allaigumentsare | Nostargumenis ‘Alargunens ae | Aigumens —ae cleatly ed io an areceatlyted io | ceatyted toan nol deal ted to idea (premise) and | anidea (premise) | idea (premise) but | _ an idea (premise) organizedin aight, | andargenizedina | the organization logical feshion {ight gical was sometimes not fashion, lear or agical Understanding | The leainer dearly —| The learner ‘The eamer seems | TRE earner does atten understands the leary toundersiandthe | not showan topicindepth and | understands the main points ofthe | adequate presented ther topicin-depth and | topicand presented | understanding of information presented them those wih ease. the opi forcefully and information with convincingly ease, GRADED ACTIVITY 5 Actividad de aprendizaj ‘Answer the questions in order to demonstrate what you have learned. Tipo de recurso: Ondine questionnaire EVA 2 Tema: Review of units 3-5 Resultados de aprendizaje que se identify and analyze learning activities that involve listening and ‘espera lograr: speaking practice forall ages and levels of leaming. Identify and analyze factors that affect listening and speaking skis, Contenidos que se tiene que abordar Listening Language-focused Learning through Dictation and Related Activities Pronunciation Estrategias didacticas: ‘+ Read chapters 3 to 5 from your textbook. ‘+ Take notes ofthe most important information ‘+ Read the questions and answer themGRADED ACTIVITY 6 Actividad de aprendizaje: Watch a video and write an analysis of it. You have to use the ‘observation sheet. Tipo de recurso: EVA- Assignment 2 Tema: Pronunciation Resultados de aprendizaje que se enlfy and anelyze learning activites that involve listening and espera lograr: speaking pracice forall ages and levels of learning Identify and analyze factors that affect listening and speaking stil, Contenidos que se tiene que abordar Factors affecting the Learning of Another Sound System Procedures and Techniques Monitoring pronunciation Estrategias didacticas: ‘+ Review chapter 5in the textbook. ‘Analyze each factor mentioned inthe textbook ‘Then, watch the video, and complete the observation sheet. ‘The observation is focused on learmers' difficulties to speak ‘© Watch again the video, and write your response in each aspect of the observation sheet Check the first draft many times and do the necessary corrections, + Go to EVA and send your the assignment 2 Instrumento de evaluacién: Rubrica para calificar Tarea 2 ‘CATEGORY 10 73 L 35 ° Taformation | Alinfomaion Mostinformation Wostinformation Information Fad presented in the presented inthe presentedin tne several observation sheet | observalion sheet s | observation sheet | inaccuracies OR isclear, accurate lear, accurate and | is clear and ‘was usually not ‘and thorough thorough. ‘accurate butwas | clear, notusualiy thorough. Organization | Alarguments are Mostarguments ‘Allarguments are Tgumens — ae ‘earl fed to an ate deat ied to Clearly ied to an not cleety tied to iea(promise|and | ania (premise) | iea(premise)out | anidea(premse). ‘organized in atight, | and organized ina | the organization logical fashion tight, logical was sometimes not fashion ear or logical ‘Understanding | Theleamerclealy [~The earner ‘TheTeamner seems | The earner does oetape understands the early tounderstand the ‘ot show an topic in-depth and | understands the main pains of the adequate presented their ‘opicin-depth and | topicand presented | understanding of ‘information presented them those wih ease. the topic. forcefully and information with convincingly ease GRADED ACTIVITY: ACTIVIDAD SUPLEMENTARIA Actividad de aprendizaje: ‘Answer the questions in order to demonstrate what you have leamed, Tipo de recurso: On-line questionnaire.Tema: Resultados de aprendizaje que se espera lograr: Contenidos que se tiene que abordar didacticas: Review of unit 1 (actividad suplementaria) Identify and analyze learning activites that involve listening and speaking practice forall ages and levels of learning. [entity and analyze factors that fect string and speaking skis, Meaning-focused Input Meaning-focused Output Language-focused Leaming Becoming fluent in Listening, Speaking, Reading and Writing Read chapters 1 from your textbook Take nates of the most important information, Read the questions and answer them Goo EVA and do the second questionnaire 4, Evaluacién de la asignatura primer bimestre Componente Activ Insttumento | Fechas de eecucion | *l"=3"%" | Peso Graded Activity 1 Video collaboration about how to balance the four strands end how to integrate them ina Week 2 course Rubric Apr 68~ 12%, 2020, APRENDIZAJE EN COMTAGTOCONEL, |Suptemeatay athity | sasnaie 13 ns Graded Activity 2 Forum about a Case study activities and approaches for teaching and earning in a Beginne's couse Ruble 2 | 20% 35, 35% Graded ActivilyS | Week? Questionnaire EVA 1 | April 20* — 26,2020 apreNoizase | vuacién parcial Graded Activity 5 — | Week 6 ' 10% AUTONOMO Questionnaire EVA 2 _| May 4°~ 1082020, Evaluacion presencial Weeks 25 bimestal Onsite questinnarie_| May 29%— 31,2020 25% Subtotal] 35 35% Graded Activity 4 Assigment 1: Choose three ‘ctutes deserved in your textbook and fil in the chart Week 5 ‘and answer the three Apr 27° —May 3%, questions. _ | Rubric 2020 15 15% Graded Activity 6 APRENDIZAJE | Assigment 2: Watch a video PRACTICO | and wite an analysis ofit. You EXPERIMENTAL | have fouse the observation Week 7 sheet. Rubric May 11% 1742020 15 15% Subtotal] 3 30% TOTAL 10 400Segundo Bimestre 1, Descripcion de la secuencia didéctica para el aprendizaje de la asignatura Identify an analyze Units. ead and analyze nfomatonin unt6 | Textbook Zhouts | Week @ diferent acivies thet Negotiation involved istening ond Underine elevantinformatan about | Textbook Tour speaking information of | 6.1. Encouraging negotiation, Didactic guide Students progress, | Negotiation Notebook 62.Usng Writen Identity an analyze | Inputo Encourage Tistand review acviios ht Textbook Thor diferent approzches to | Negation ale encourage negation Didectic que produce spoken 6.3. Using Information Notebook language. Pred Complete the seirevalvatio aboutthe | SelFevaluation Thou Negoason conten of unit 6 Diaceguide 64, Fedlas Affecting the Amount and Type Review he sudj maletalpesed ale | Announcement Trou ‘of Negotiation web eatedio his chapter EVA 65. Using learner training 0 encourage Express your academic quesions, | Permanentcha, hous Negotiation cD ideas or comments, Telephone turing Uni7, Read and analyze infomaton in unt | Texbook Thour | Week Learning Didactic guide 10 through Pushed cata aA ‘Underline relevant information about | Textbook Thour 1 Resing Op Learning through Pushed Cuput Didactic guide Speaking 73. Formal Speaking ‘ACD (Aprendizaje Contacto con Docente APE (Aprendizaje Practico Experimental AA (Aprendizaje Auténomo)Vocabulary Instruction 8.4. Techniques and Procedures for Provide your ideas and opinons about the kind of erors students do, and __how we can help students o avoid Ta The Naureot rn) [athe aonaiestalare uadfor | Tenbook Thur Formal Speaking developing formal speaking Didactic guide 7.5 Teaching Formal ‘Speaking ‘Summarize the most imporiantfaciors | Textbook Thour 7.6. A Process that are involved in @ good formal Didactic guide ‘Approach to Formal ‘speaking acivity. Notebook, Sig Fea esas paeae | AMBTETET Ta a, webrelated to bs chaper EVA Tak 7.8. Montaxing Complete the slrevaliaen abou | ~Salrevaluaion Thaw Formal Ta. cantons of unt 7 acto guide ‘ACD Graded Activity 1 Forum Rubric 2 points Thour | Provide your oprion about wich | factors can contbule language leemers to develop he oe proficiency Express your academic questions, | Pemanentcha, Thaw ideas or comment, telephone tutoring ui Th ead and analyze wfoaon ut | Textbook Thaw | Week Language- "1 focused Learning ‘adr elevant normaton about | Textbook Toa Deliberate Teaching Language-focused Learning Didactic guide Review the sucy mae pone atte | Amounceent Thos 8.1. The Value and web related to this chapter EVA Limits of Language- focused Learning a shane" 82 Delberate Summarize he mostimporanttactors. | Didactic guide | Vocabuiary Learning that concemlenguage focused Notebeck. 83. The leering, oarecinggrammaicl errs Requirements of and correction procedures. Language-ocused RD Graded Actvly 2 Video colaboration | Rubric TS points | Tow9.3. Developing Vocabulary Learning Tem 85.Delberate Grammar Leeming Eipress your academic questions, | Permanent chal Toor ideas or comments. ‘eephoneulorng Unit 8. Language- AA ‘Underline relevant information Textbook ~ Thour | Week focused Learning: about Language-focused Learning Didactic guide 2 Deliberate Teaching Summa be most inpoiant Textbook Tous 86, Corecing factors at concer language Didar guide eaprnaica Ee: focused learning, correcting Notebook, 1 grammatical errs and corecon 87 Tetfectot an arrection Review the stidy meleral posed atthe | Announcement Thour 86 Conection ‘uch related to this chapter EVA Procedures, 89. Fiting Language fooused Learning into & Complete the sirevaluaton about the | Seievaluaion Thus Course contents of unit | didactic quide Sel-evaaton8 | Graded Aeviy 3 EVA plato Online| Tpaint | Theur | Paricipae answering te fist qualified | On ine questionnaire | Tobe | mine questionnaire questionnaire Evat averaged KD Enpres your aac questions, | Petmanent chal. Thur ideas or comments telephone long Unit 9. Developing AK ‘Read and analyze information in unit @ | Textbook ‘Zhours | Week Fluency Didactic guide 8 9.1. TheNetute of : Fueney 9.2. Fluency and AB Underline relevant informaficn about | Textbook Thour | ‘Accuracy developing fluency. Didactic guideFluency Do te activites proposedinpatS.3 Textbook Thour 94, Designing and 9.4 ofthe unt Didactic guide Fluency Activities Notebook 25. Filing Fluency into a |” Complete the self-evaluation about the | Self-evaluation Thour Course contents of uit $ sidactic guide FE Took forinformaion about Fluencyin | Textbook Shows yourtextoook andin oer sources | Notebook ‘uch as books or internet. Anduse a | Books biblographic card foreach author. Intent White a 350-vord essay based on tree | Nolebook Shows | sources. Graded Activiy 4 EVA- Assignment? | Rubric TS point | Shours Design aten question questionnaire for Engish teachers based on acts to reinforce fen ACD Express your acaUemie QuesOnS Permanent cha hour ideas or comment. telephone tutoring | | Unit 1. Read and analyze information n wat | Tevfbook ‘Tour | Week Monitoring 0 Didactic guide 4 and Testing | Progress Underline relevant Tenor Thur | 10.4. tenting Information about monitoring and Didactic guide | itr ing progr | Progiess testing progress | | 10.2 Testing Review he Sudy maleial posed athe | Amouncement Thur | Listening and web related to this chapter EVA | Speaking | 103, Ustening Tests 7 Draw a chert ana, Textbook hows | ] 10.4. Speaking Tests diferent tests Didactic guide Sol-evaluaton 10 NlebookComplete he sef-evaluaion about the | Selrevalaton Tours contents of unit 10 | edocte guide | 7D Gratled Activity 5 EVA platform ‘Ondine Tpoint | Thou Paricipate answeringtothe second | On ine questionnaire | Tobe ‘qualfied Ondine questionnae ‘questionnaire EVA2 averaged Express your academic questions, Permanentohal Thour ideas or comments. telephone tutoring, Review unis 8 i Review and sudy ons 6108 Textbook hours | Week EVA 8 Partipate rough He vital EVAPIaliom Thou environment EVA APE “ppy the questionnaire you Rave Questomare hous designed o ateacher trom en elementary school “ppl the questonnaire you have ‘Questionnaire Zhours designed to both, a teacher fom high school Graded Activity 6 EVA-Assigment2 | Rubric TS points | Sours Apply the questionnaire you have designed to both, a teacher from an elementary and a teacher from high school, and write an essay to analyze the obtained results aD Express your academic questions, Permanent chat ThOUS ‘ideas or comments telephone tutoring Review of unis 70 7A Paricipate trough the virtual EVA ‘Bhours | Week environment EVA 16Review the study meterl posted atthe wed elated to this second bimester Eva Review and study unis 91010 EvAPIavomand | Textbook | | Evaluation on site ‘Guestionnaire Orsi questionnarie AOD Express your academic quesions, | Permanent chal [2 ideas or comments {elephone tutoring hows2. Resumen de las horas de trabajo de la asignatura por componente de aprendizaje en el bimestre Contacto con el dacente Practico-experimental cy 8 0 3. Descripcién de las acti GRADED ACTIVITY 1 Actividad de aprendizaje: Tipo de recurso: Tema: Resultados de aprendizaje que se espera lograr: Contenidos que se tiene que abordar Estrategias didacticas: Provide your opinion about factors that contribute oral ‘communication skills Forum Pushing Output Identify an analyze different activities that involved listening and speaking information of students’ progress. Identify an analyze different approaches to produce spoken languege. Pushing Output Informal speaking Formal speaking ‘+ Review chapter 7in the textbook ‘+ Then answer tothe question: Which factors can contribute language learners to develop their oral proficiency? Review your book and other sources to answer this question, you use some author's point of view, you have to cite it correctly. Check the frst draft many times and do the necessary corrections. Your response should be at least 100, but no more. than 200, words in length. Go to EVA and participate in the forum. Instrumento de evaluacién: Rabrica para calificar foro académicow 75 aS v CATEGORY Taformation “Aintormaton | West normaton Mistinformaion information Fad presentedinthe | presentedin the forum | presented in the several forumis lear, | is clear accurate and | forums dear inaccuracies ‘accurate and” — | thorough. and accurate, but | OR was usual thorough. was not usually not clear, thorough. ization Aawgumens | Wostagumens ae —|~Alargumentsare | Arguments are ‘arecleatlytied | leary fied to an | dearly ted to an not clearly tied to toan idea idea idea (premise) but | an idea (premise) and | (premise) and the organization (premise) organizedin a | orgenizedin a ‘was sometimes not light, logical tight, logical dear or logical fashion |_ fashion Understanding The learner Theleamer clearly | Theleamerseems | The leamer of Topic clearly Understands the Younderstand the | does not show understands | topic in-depth and main points ofthe | an adequate the topicin- presented their topic and presented | understanding depth and information with {hose with ease. ofthe topic presented their | ease, information| forcefully and convincingly GRADED ACTIVITY 2 Actividad de aprendizaje: Provide your ideas and opinion about how to correct errors, Tipo de recurso: Tema: Resultados de aprendizaje que se espera lograr: Contenidos que se tiene que abordar Estrategias didacticas: Instrumento de evaluacién: Video collaboration Correcting Errors Identify an analyze different activites that involved listening and speaking information of students’ progress. Identity an analyze different approaches to produce spoken language. Correcting Grammatical Errors Correction procedures ‘= Read chapter 8 from your textbook, ‘© We can discuss about what kind of error students do, and how we can help students fo avoid them. += You can review your book and other sources to discuss this topic. ‘+ Remember that you have to argument your response. Be ready to participate in the video collaboration. Ribrica para calificar video colaboracién‘CATEGORY 10 75 35, o Information | Alvivormation ‘Wost information Mostinformaton Information Fad presented in the presented in the presented inthe several sdscussion is iscussion is clear, | discussion s clear | inaccuracies OR clear, accurate accurate and ‘and accurate, but was usually not ‘and thorough. thorough, was not usually clear _ thorough, Organization | Alargumenisare Mastarguments ‘All argumenis are Argumenls ae clearly tied to an ate clearly tied fo clearly id to an not cleaty ted to idea (premise) and | anidea (premise) idea premise) but | an idea (premise), organizedin atight, | andorganized ina | the organization logical feshion, tight, logical was sometimes nat _ L fashion. clear ological Understanding | The learner clearly | ~The learner ‘The leamer seems | TheTeamer does of topic understand the topic | clearly ‘ounderstand the not show an in-depth and understand the main points ofthe adequate presented their topicin-depth and topic and presented | understanding of information presented their those with ease, the topic. forcefully and information vith convincingly. ease, GRADED ACTIVITY 3 Actividad de aprendizaje: ‘Answer the questions in order to demonstrate what you have Tipo de recurso: Tema: Resultados de aprendizaje que se espera lograr: Contenidos que se tiene que abordar Estrategias didacticas: GRADED ACTIVITY 4 Actividad de aprendizaje: Tipo de recurso: Tema: Resultados de aprendi espera lograr: Contenidos que se tiene que abordar Estrategias didécticas: que se leamed. ‘Ondine questionnaire EVA 1 Review of units 6 - 7 Identify an analyze different activities that involved listening and speaking information of students’ progress, Identify an analyze diferent approaches to produce spoken language. Negotiation Language-focused Leaming: Deliberate Teaching ‘+ Read chapters 6 and 7 from your textbook. Take notes of the most important infomation, Read the questions and answer them Goo EVA and do the frst questionnaire Look for information about Fluency and write an essay based on three sources. And design a ten question questionnaire for English teachers. Assignment 1 Fluency Identity and analyze fuency activates to reinforce speaking skil Fluency and accuracy Designing fluency activities ‘+ Review chapter Qin the lexibook. ‘+ Analyze each topic elated to uency ‘© Then. to oraanize the information vot an use hilineranhycard, ‘+ Then write a 350-word essay based on three sources about activites to reinforce Muency in class. ‘© Check the fist drat many imes and da the necessary corrections, ‘© Goto EVA and send your assignment 1 Rabrica para calificar Tarea 1 ‘CATEGORY | 10 75, 35. ° Information | _Alinformaion TMostinfomaton TWostinformator Information Fad presented in the preseniedin the presentedin the several essay is clear, essay is cer, essay is clear inaceuracies OR accurate and accurate and and accurate, but ‘was usually not thorough thorough, was nolusually clear. thorough, ‘Organization | Alarguments are Tost arguments ‘Alargumensare | Agumens ae cleat tied to an are laity ed to clearly ted toan noi clearly tied to idea (premise) and | an idea (premise) idea (premise) but | an idea (premise). organized ina tight, | andorganizedina | the organization logical fasion, tight, logical was sometimes not fashion. clear or logical. Understanding | Theleammer dearly | thelearver The lamer seems | The learner does of topic Understands the clearly tounderstand the nat show an topicindepin and — | understends the main points ofthe | adequate presented their topicindeptn and | topicandpresenied | understanding of information presented them those with ease the topic forcefully and information ith convincingly ease. GRADED ACTIVITY 5 Actividad de aprendizaje: ‘Answer the questions in order to demonstrate what you have leamed Tipo de recurso: Onvline questionnaire EVA 2 Tema: Review of units 8 ~ 10 Resultados de aprendizaje que se espera lograr: Contenidos que se tiene que abordar Estrategias didacticas: GRADED ACTIVITY 6 Actividad de aprendizaje: Identify an analyze diferent activities that involved listening and speaking information of students’ progress. Identify an analyze diferent approaches to produce spoken language. Language-focused Leaming: Deliberate Teaching Developing Fluency Monitoring and Testing Progress Read chapters 8 to 10 from your textbook. ‘Take notes ofthe most important information, Read the questions and answer them Goo EVA and do the second questionnaire Apply the questionnaire you have designed to both a teacher from an elementary and a teacher from hiah school. and write an essavTipo de recurso: Tema: to analyze the obtained results Assignment 2 Monitoring and testing progress Resultados de aprendizaje que se enti an analyze different activites that involved listening and espera lograr: Contenidos que se tiene que abordar speaking information of students’ progress. Identify an analyze diferent approaches to produce spoken language. Testing Listening and Speaking Fluency activites to improve student's speaking Estrategias didacticas: * Review chapters 9 and 10 in the textbook. + Apply the questionnaire you have designed to a teacher from an elementary school * Apply the questionnaire you have designed to a teacher from a high school. ‘+ Analyze the information collected and write a 350-word essay. ‘+ Check the first draft many times and do the necessary corrections, ‘+ Goto EVA and send your the assignment 2 Instrumento de evaluacién: —_Rbrica para calificar Tarea 2 ‘CATEGORY 30 78 35 0 Information | Alinformation ‘Wostinformaton Mostinformaion information Wad presentedin the presenledin the presented inthe several essay is clear, essayis clear, observation sheet | inaccuracies OR ‘accurate and acourate and isclear and \was usually not thorough. thorough accurate, butwas | clear, notusuaily thorough, ‘Organization | Alargumentsare | ~ Wastargumenis ‘Alarguments ae |~Argumvenis ae Clearly ted toan ae cleat ted to Cleary ed to an not clearly ted to idea (premise) and__| _anidea (premise) idea (premise) but | an idea (premise). ‘oxganizedin atignt, | and orgenizedina | tne organization logical fashion, tight logical was sometimes nat fashion. leat orlogical, Understanding | The learner dearly ~The leamer Theleamer seems | The lamer does of topie understands the clearly tounderstand the | not show an topic indepth and | understands the main points oftne | adequate presented their topicinedepin and | topic and presented | understanding of informaton presented them those wih ease. the topic forcefully and information with convincingly ease, GRADED ACTIVITY: ACITIVIDAD SUPLEMENTARIA. Actividad de aprendizaje: Tipo de recurso: Tema: ‘Answer the questions in order to demonstrate what you have leamed, On-line questionnaire, Review of unit 8 (actividad suplementaria) Resultados de aprendizaje que se — Identify an analyze different actives that involved listening and espera lograr: speaking information of students’ progress.Identify an analyze different approaches to produce spoken language. Contenidos que se tiene que abordar Language-ocused Leaming: Deliberate Teaching Read chapters 1 from your textbook. Take notes of the most important information. Read the questions and answer them Go to EVA and do the second questionnaire Estrategias didacticas: 4, Evaluacién de la asignatura segundo bimestre Calificacion | Peso Componente Instrumento Fechas de ejecucion Provide your opinion about factors that contribute oral Week 10 ‘communication skis, Foun June t= 7%, 2020 45 15% APRENDIZAJE EN | Graded activity 2 CONTACTO CON EL | Provide your ideas and DOCENTE! | opinions about the kind of errors students do, and how we can help students to oder eo eboatin ‘Supplementary Actvi Week 15 - 16 el ¥ im Questionnaire July 6% = 19, 2020, & 20% : savai| 35 | Galea Raviys — [WaT hestrmave Salam 'o>-20 200 evaacin paca varie + | APRENDIEALE Grade setviys | Je 35 Gueanareeia2 [28 Encin psec eet 25 ses onsie mesiemaie [ey 718,200 28 ‘Subtotal 35 35% Graded Activity 4 Assigment 1: Look for information about Fluency and wile a 350-word essay based on three sources. ‘And design aten question questionnaire for English Week 13 teachers. EVA June 224 28%, 2020 15 15% Graded Activity 6 Assigment 2: ppl the questionnaire you Nave designed to both, a teacher froman elementary and a APRENDIZAJE | teacher from high school, PRACTICO and wile a 360-word essay EXPERIMENTAL to analyze the oblaned Week 15 resus EVA sly 6° = 124, 2020 15 | 15% Subtotal] 3 30% ToTAL| 10 100EVALUACION DE RECUPERACION ‘Actividades académicas Puntaje Fechas importantes Evalvacion de recuperacion 35 ‘August 2aih~ 30th, 2020 D, Datos del equipo docente: Horario de tutoria’ Paralelo Dia Horatio Sala_[ Teléfono | Extensién A Wednesta ‘SRO = 1 7HOO 8 3701444 3636. B Wednesday Tin00~ 13400 8 ‘370144 3636 Docente autor Nombre Karina Soledad Salcedo Viteni Titulo(s) de tercer nivel Uicenciado Titulo(s) de cuarto nivel | Magister Departamento Ciencias de fa Educacion ‘Seccién departamental Lenguas Contemporaneas Correo electronico kssaloedo@utpl eduec Teléfono ‘3701444 ext 2656 Curriculo profesional resumido Degree in Education with a specially in English rom Universidad Técnice Particular de Loja, Specials in Intellectual Diagnostics from Universidad Técnica Particular of Loja and Pontificia Universidad Calica del Ecuador. Master's Degree in Development of Intligence and Education from Universidad Técnica Particular de Loja and Pontificia Universidad Cattica del Eovador, Master's Degree in Evaluation, Management and Direction of Educational Qualty ftom University of Sevila. University Expert in Evaluation and Management of University Quality from Univesity of Seva, Graduate of the Master's Degree in Teaching English as a Foreign Language from Nova Southeastem University. Teacher of some subjects as Psychology and Language Learning, Listening and Speaking, among other. E. Relaci6n con el perfil profesional. el Identify and analyze leaming activities that involve listening and speaking practice for all ages and levels of leaming. La contibucién de asignatura de Methodology and Didactios Ik Listening and Speaking es final debido a que los estudiantes aprenderén las metodologias especificas para desarrollar las habilidades orales y de escucha, ‘Apply the scientific and pedagogical knowledge acquired in the teaching of English as a foreign language Identify and pose alternatives to solve problems related to professional and social practice Identify and analyze factors, that affect listening and speaking silIdentity and analyze different activites that involved listening ‘and speaking information of students’ progress, Identity and analyze different approaches to produce spoken language. Bibliografia basica y complementaria a) Nombre del texto basico | Nain & Newion, (2009. Teaching ESL/EFL Uisteringand Speaking, Revedge, New York L b) Informacién general del texto \Wiitten by two applied Iinguistes professors from Victoria University, Welington, New Zealand, this book provides ‘a delailed background onthe theory and practice of teaching two of the four strands of language learning, ©) Nombre de la guia didactica Paredes, M. (2016). Methodology and didactcs Il: Teaching Listening and Speaking. Loja, Ecuador: Ediloja. d) Breve descripcién general de la guia didactica Methodology and didactis Il didactic quide isthe course book companion ofthe main textbook. ‘Students wil find in here explanations of the topics to be studied in the semester. BIBLIOGRAFIA COMPLEMENTARIA a) Nombre del texto | Palmer, E. (2014) Teaching the core skis of stoning and speaking. ASCD Alexandria, VA USA. bb) Breve descripcién del texto | This book contains relevant information about how to make instructions much more purposeful, directed and specifc. It studies the expectations in the common core’s speaking and listening standards and suggest ways to help students meet these standards, ¢) ZEltexto esta disponible en la biblioteca general fisica o virtual de la UTPL? Fisica | Virtual | BIBLIOTECA VIRTUAL Repositorio (base de datos) EnlaceTeaching Ustening ~ Top doun processing tgs outs ber Tweak Dictation " Hlos out belROIDMGISB Ntetacng hips yous be/VAROUSO | dees seg “Mesneaobezoneeaa | RECURSOS EDUCATIVOS ABIERTOS (REAs) Titulo del REA Enlace | “Speaking tps Tipu youtube comAvateh°v=ORK I ceBz60Nd Correcting Students http thwmyoutube.comwateh?™v=BX_y Listening Strategies Titptawyoutube.comwatch?v=PS00c_ ceO¥ Pronunciation tps nik 28400 isten betier la acién de los REAs (al menos uno por bimestre) es obligatoria, NOTA: Durante todo el bimestre el profesor deberd utilizar un portafolio docente digital donde respalde todo el material utlizado para el desarrollo de la asignatura, sean diapositivas, pruebas, recursos, etc.) G.Elaboracién y aprobacién Actividades Nombre Funcién Elaboracién: | Mgt. Karina Salcedo Vier: Docente autor Fecha do Fecha de |_| 15 de noviembre de 2019 ac académica de a Saccién Evaluacién: | Mgt. Maria Aras Cordova creneaate Soot Responsable de Seecién de Mair. Alexandra Zuniga Ojo, Reporte de seca Aprobacién: | Mgt. Alba Vargas Sartama Conreinadeen cele Carer. Inglés ConsuLtanszeoceasn. | gnth # ‘Nimor y fecha do acta de aprebacién | 2019, de fecha 25 de ee Omi noviembre de 2019" En el caso de que el docente planifique actividades sincronas, deberd también proponer una actividad suplementaria, En el caso de que el docente planifique actividades sincronas, debera también proponer una actividad suplementaria,