Syllabus ING111

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Facultad de Formación General
Escuela de Idiomas
ING0111 - 202020
A. Identification
1. Number of sessions: 48 face-to-face hours with instructor + 96 hours of application
and autonomous learning*
* Virtual classroom: includes activities and exercises.
* LMS: Cambridge platform.
2. Total number of learning hours: 144
3. Instructor: María Belén Sánchez
E-mail address: mariabelen.sanchez@udla.edu.ec
4. Coordinator: Gabriela Vallejo
Campus: Colón
5. Pre-requisite: Placement test or ING0002
Co-requisite: None
B. Course description
The scope of this level entails the use of grammar, expressions, and vocabulary at an
intermediate level. Grammar includes present simple, past simple, present perfect, present
perfect continuous, different forms of future, used to in affirmative and negative
sentences, and information and yes/no questions to talk about people’s behavior,
personality, memories, plans, predictions, and facts. Topics about personal relationships,
dilemmas, social life, speculations and events connected with the news are analyzed with
the help of relative clauses, some phrasal verbs, conditional sentences, modal verbs may,
might, can, could, and passive forms in simple present and past.
Vocabulary includes comparatives and superlatives, countable and uncountable nouns,
quantifiers, adjectives, manner adverbs, appropriate words for talking about natural
features, technology and gadgets, weather conditions and natural disasters. Expressions
with make and do, and many conversational expressions like “it seems like”, “if you ask
me”, etc. are included to help students to continue to an A2 Level.
All the contents are presented through natural language in authentic contexts, and
explicitly develops conversation strategies to speak with fluency and confidence. The
contents described above are the first steps to achieve the A2 level of proficiency according
to the Common European Framework Reference for Languages. This class introduces Basic-
Intermediate English skills as described in the CEFR for the English Language Level A2.

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C. Learning Outcomes (RdA)
D. Evaluation System
The Educational Model at UDLA focuses on assessing the learning outcomes of the subject,
using formative and summative assessment.
SUBCOMPONENT A
1. Computer Exam
Standardized computer-based exams are administered by the School of Languages in a
lab in UDLA at the end of each Progreso. The date, schedule and lab number will be
*Nomenclatura: Nivel-Destreza-#-libroaño
A2 vs CEFR (100%) Speaking Listening Writing Reading Linguistic
- Can understand sentences and frequently
used expressions related to areas of most
immediate relevance (e.g. very basic
personal and family information, shopping,
local geography, employment).
Can communicate in simple
and routine tasks, requiring
a simple and direct exchange
of information on familiar
and routine matters.
(111-S-01-T19)
Can understand sentences
and frequently used
expressions related to areas
of most immediate
relevance.
(111-L-01-T19)
Can describe in simple terms
aspects of their background,
immediate environment and
matters in areas of
immediate need.
(111-W-01-T19)
Can understand short,
simple texts on familiar
matters containing
frecuency vocabulary, job-
related language, and a
proportion of shared
international vocabulary
items.
(111-R-01-T19)
Can use a basic repertoire of
basic language to deal with
everydan situations with
predictable content.
(111-G-01-T19)
- Can communicate in simple and routine
tasks requiring a simple and direct
exchange of information on familiar and
routine matters.
Can produce brief everyday
expressions to satisfy simple
needs of a concrete type.
(111-G-02-T19)
- Can describe in simple terms aspects of
their background, immediate environment
and matters in areas of immediate need.
Can use simple sentence
patterns.
(111-G-03-T19)
ING0111 - UDLA RdAs

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announced through the virtual classroom and students must enter the lab 5 minutes
before the scheduled time. No cellphones are allowed. Cheating will be penalized.
There are 3 Computer Exams, one per Progreso.
If a student misses a computer-based exam, he/she must notify the instructor
immediately and submit a written justification validated by the School of Languages to
request a new date within three working days.
Make-up Exam (Examen de Recuperación)
At the end of each semester, there will be a Make-up Exam for students who have
attended a minimum of 80% of the face-to-face classes and would like to improve or
replace the grade of a previous exam (this is the only grade that could be replaced).
The Make-up Exam will include and integrate all the contents, skills and knowledge
that should be acquired during the entire academic period. This requires a rigorous
preparation and it replaces only one grade (any of the three Progreso exams).
2. Oral Exam
Oral exams may be individual, in pairs, or group evaluation, depending on the task and
objective. The date and schedule are announced in the virtual classroom, and the oral
exam is graded using the rubric included at the end of this syllabus.
There will be 3 Oral Exams, one per Progreso.
If a student misses an oral exam, he/she must notify the instructor immediately and
submit a written justification validated by the instructor to request a new date within
three working days after the event.
3. Unit Tests
A Unit Test evaluates the contents and skills of 2 units. There are 2 tests per Progreso.
It is a home assessment assigned on a specific date and time administered by each
instructor.
If a student misses a unit test, he/she must present a valid justification to the instructor
within three working days to receive a new date for the test.
This test may be taken only once.
SUBCOMPONENT B
1. Assignments
Include activities, exercises, and others sent as homework to extend practice and to
promote autonomous work.
2. Quizzes
Evaluations designed by the instructor to evaluate skills. (summative –if graded- and
formative evaluations).
3. Oral Activities
The instructor designs a series of activities focused on effective oral communication.
The ability to converse is highly valued. Activities vary in time assigned and
requirements; all details are explained in the virtual classroom. There are at least 2
graded activities every Progreso, assessed using the rubric included at the end of this
syllabus.
4. LMS
The Cambridge Learning Management System is a virtual platform that holds course
content, materials and exercises with various types of activities to improve listening,
grammar in context, reading, etc.

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Each LMS Unit is assigned after it is covered in class and the instructor posts the grade
in the virtual classroom.
5. Class participation
This grade is based on whether the student:
- follows all class rules (cell phone use, materials, use of appropriate vocabulary, etc.),
- participates actively,
- speaks only English, and
- is punctual.
E. Attendance
Attendance will be compulsory and will be considered as 5% of Subcomponent B, in each
Progreso. If a student misses more than 4 classes (not necessarily consecutive absences),
he will lose this 5%, in the current Progreso. If the student attends all classes, he will get
this 5%. This policy will be applied taking into account the following dates:
‒ Progreso 1: from March 23 to April 18, 2020.
‒ Progreso 2: from April 20 to May 27, 2020.
‒ Progreso 3: from May 28 to July 4, 2020.
Prior to the Teacher’s registering the grades in BANNER, each student will upload his record
of attendance in his virtual classroom. To do so, there will be a specific space created by
the teacher. If a student does not upload his record within the deadlines mentioned before,
the teacher will grade this category as incomplete, registering 0/10.
F. Methodology
1. Importance of review and reflection in our methodology:
The method systematically recycles and reviews target language in several sections.
Grammar, vocabulary, and conversation strategies taught in earlier units are included
in later ones for further practice.
Interaction-based: for
effective spoken
communication
Personalized learning
experience: topics
focused on likes and
careers
Independent
learning: virtual
classrooms and LMS
Inductive learning:
tasks continually
involve students in
the learning process.
Problem-solving,
working in
heterogeneous teams,
applying critical thinking
skills.

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2. Language teaching and learning approaches:
- Communicative Approach: all activities produce meaningful and authentic
communication with emphasis on skills, learner-centered strategies, and use of
authentic materials.
Autonomy is fostered through the Flipped Classroom and Visible Learning Principles
with technology to apply students’ abilities to overcome challenges independently.
G. Detailed planning aligned to Learning Outcomes
Progreso 1
Progreso 2
ING0111 RdA1 RdA2 RdA3
A2 Planning Dates
and frequently used
expressions related to
areas of most immediate
relevance (e.g. very basic
personal and family
information, shopping,
local geography,
employment).
Can communicate in
simple and routine tasks
requiring a simple and
direct exchange of
information on familiar
Can describe in simple
terms aspects of their
background, immediate
environment and matters
in areas of immediate
need.
Unit and Lessons
Lessons 1. The way we are
A People in a hurry X X
B Personality and character X X
C He's always wasting time./"At least" X
Independent work and evaluations
Lessons 2. Experiences
A Hopes and dreams X
B Unusual Experiences X
Lessons 3. Wonders of the world
A Human Wonders X
B Natural Wonders X
Lessons 4. Family life
A Family Gripes X X
B Family Memories X X
Progreso 1 Exams Apr 20 - May 6 Computer-based exam + Oral Exam (Units 1 - 4)
* LMS Unit 1 and activities in UDLApresencial,quizzes, oral activities, etc.
RdA level of domain: 100%
March 23 - 27
March 30 - April 3
* LMS Unit 2 and activities in UDLApresencial, quizzes, oral activities, etc.
April 6 - 10
April 13 - 17
A2 Planning Dates
and frequently used
personal and family
local geography,
employment).
Can communicate in
direct exchange of
need.
Lessons 5. Food choices
A Healthy food X X
B A question of taste X X
Lessons 6. Managing life
A Making plans X X
B Problems and solutions X X
Lessons 7. Relationships
A Circle of friends X X
B Dating X X
C Though X
Lessons 8. What if?
A Wishes X X
B Life's little dilemmas X X
C If I were you,.../I would.../You could... X X
Progreso 2 Exams May 28 - Jun 10 Computer-based exam + Oral Exam (Units 5 - 8)
May 18 - 22
May 4 - May 8
May 11 - 15
April 27 - May 1

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Progreso 3
H. Classroom rules and procedures
1. UDLA reserves its right to evaluate students with a different instrument if academic
dishonesty is suspected.
2. Plagiarism on any assignment or quiz will receive “1.1”. If a student copies or cheats on
an exam, the grade will be “1.1”.
3. If a student does not present homework or does not do an activity, his/her grade will
be “1”.
4. Attendance is the only grade that could be either 0 or 10. There are no more options
in between.
5. Classes will:
‒ start with clear objectives.
‒ provide students with accurate instructions for activities.
‒ require only English for interactions in Instructor-Student exchange, Student-
Instructor exchange, and Student-Student exchange.
‒ include rubrics for evaluation.
6. The instructor will:
‒ assign relevant homework which will be corrected thoroughly.
‒ monitor achievement periodically (after every unit) and grade LMS (Learning
Management System).
‒ help students to enrich basic skills integration (listening, speaking, reading, use of
English, and writing in most activities); according to the objective of each lesson.
‒ register attendance in every class, only for those students who attend from the
beginning to the end of the session. Tardiness of 10 minutes or more will be
considered as an absence.
‒ communicate relevant information to students (assignments, tests, etc.) via e-mail
using ONLY udla.edu.ec e-mails.
A2 Planning Dates
and frequently used
personal and family
local geography,
employment).
Can communicate in
direct exchange of
need.
Lessons 9. Tech savvy?
A Tech Suppot X
B How things work X X
C Maybe. On the other hand,... X X
Lessons 10. What's up?
A Catching up! X
B Movies X X
C I was wondering... X
Lessons 11. Impressions
A Speculating X X
B Ups and downs X X
Lessons 12. In the news
A Local News X X
B Natural Disasters X
Progreso 3 Exams July 6 - 15 Computer-based exam + Oral Exam (Units 9 - 12)
June 29 - July 3
June 8 -12
June 15 - 19
June 22 - 26

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7. The student will:
‒ Be ready for each class. This means every assignment or activity required by the
instructor must be completed before class, and all materials required must be
brought to each class too (textbook is mandatory).
‒ Be an active member participating in the activities proposed by the instructor.
‒ Behave as a proactive adult ready to undertake learning as a personal responsibility
within the classroom, as well as outside the classroom, dedicating at least 60
minutes of independent work and study per class session.
I. Instructor’s Profile
TESOL Certified teacher with functional knowledge of English Language and 9+ years’
experience of teaching English to students of different levels. I am a highly motivated
teacher with a genuine eagerness to provide positive education experiences.
J. References
1. Main Reference:
McCarthy, M.; McCarten, J.; Sandiford, H. (2014). Touchstone 3. (2nd
edition). Cambridge,
England: CUP.
2. Additional References: on-line references
Brame, C. (2014). Flipping the Classroom. Nashville, USA. Vanderbilt University.
Retrieved from cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
Bridge. (2017). Teaching English Grammar with the Guided Discovery Approach.
Denver, USA. Bridge TEFL. Retrieved from: https://bridge.edu/tefl/blog/teaching-
english-grammar-guided-discovery-approach/
British Council. (2008) Direct Method. London, UK. British Council. Retrieved from
www.teachingenglish.org.uk/knowledge-database/direct-method
Council of Europe, (2001). Common European Framework of References for
languages: Learning, Teaching, Assessment. Strasbourg, France. Language Policy
Unit. Retrieved from www.coe.int/t/dg4/linguistic/source/framework_en.pdf
Enhancing Education. (2002). The 5 E's. Retrieved from:
http://enhancinged.wgbh.org/research/eeeee.html
Knewton, Inc. (2018). Flipped Classroom. Knewton. Retrieved from:
http://www.knewton.com/flipped-classroom/
Oxford University Press ELT. (2013). Shaping Learning together. Oxford. United
Kingdom. Retrieved from: http://oupeltglobalblog.com/tag/lead-in-activities/
Thornbury, S. (2011). G is for Guided Discovery. England. Retrieved from:
https://scottthornbury.wordpress.com/2011/06/05/g-is-for-guided-discovery/

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K. Appendix
1. Appendix 1: COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES:
LEARNING, TEACHING, ASSESSMENT – COUNCIL OF EUROPE (ELECTRONIC VERSION –
CAMBRIDGE UNIVERSITY PRESS)
Taken from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
The Common European Framework provides a standardized basis for the elaboration
of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across
Europe. It describes in a comprehensive way what language learners have to learn to
do in order to use a language for communication and what knowledge and skills they
have to develop so as to be able to act effectively. The description also covers the
cultural context in which language is set. The Framework also defines levels of
proficiency which allow learners’ progress to be measured at each stage of learning
and on a life-long basis.
Table 1. Common Reference Levels: global scale
Proficient
User
C2 Can understand with ease virtually everything heard or read. Can
summarize information from different spoken and written sources,
reconstructing arguments and accounts in a coherent presentation. Can
express him/herself spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in more complex situations.
C1 Can understand a wide range of demanding, longer texts, and recognize
implicit meaning. Can express him/herself fluently and spontaneously
without much obvious searching for expressions. Can use language flexibly
and effectively for social, academic and professional purposes. Can
produce clear, well-structured, detailed text on complex subjects, showing
controlled use of organizational patterns, connectors and cohesive devices.
Independent
User
B2 Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her field of
specialization. Can interact with a degree of fluency and spontaneity that
makes regular interaction with native speakers quite possible without
strain for either party. Can produce clear, detailed text on a wide range of
subjects and explain a viewpoint on a topical issue giving the advantages
and disadvantages of various options.
B1 Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most
situations likely to arise whilst travelling in an area where the language is
spoken. Can produce simple connected text on topics which are familiar or
of personal interest. Can describe experiences and events, dreams, hopes
and ambitions and briefly give reasons and explanations for opinions and
plans.

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Basic
User
A2 Can understand sentences and frequently used expressions related to areas
of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can communicate in
simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters. Can describe in simple terms
aspects of his/her background, immediate environment and matters in
areas of immediate need.
A1 Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can introduce
him/herself and others and can ask and answer questions about personal
details such as where he/she lives, people he/she knows and things he/she
has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.
1. Rubric for Oral Activities
2. Rubric for Oral Exams
Points 1 2 3 4
Completion of task
Information provided was
inadequate.
Information provided was
limited.
Adequate information
provided.
Extensive information
provided.
Grammatical accuracy
Multiple mistakes that take
away meaning.
Frequent mistakes that
make it somewhat difficult
to understand.
Some mistakes that do not
interfere with meaning.
Very accurate, few mistakes.
Pronunciation Largely incomprehensible.
Somewhat difficult to
understand.
Easy to understand.
Sounds almost like a native
speaker.
Fluency Does not flow. Frequent pauses. Occasional pauses. Natural pattern of speech.
Effort
Lack of effort and attention
to detail.
Lack of effort or attention to
detail.
Good effort and attention to
detail.
Outstanding effort and
attention to detail.
Rubric for Oral Activities / tasks
Adapted from: http://resources.cleary.edu (UDLA School of Languages) Aug. 2017
Points 1 2 3 4
Pronunciation /
Enunciation
Pronunciation, inflection, and/or
expression confused communication.
Student may have been very difficult
to hear. Rarely uses appropriate
intonation.
Some communication problems
arose due to unclear pronunciation
and/or lack of inflection and/or
expression. Student may have been
difficult to hear. Frequently uses
inappropriate intonation.
No serious problems arose, but
better pronunciation, inflection,
and/or non-verbal communication
could have made communication
more efficient.
Pronunciation was clear and
inflection and expressions were used
to enhance communication. Errors in
pronunciation are rare. Almost
always uses appropriate intonation.
Vocabulary
Communication was severely
hampered due to lack of vocabulary
and misuse of words.
Some difficulties arose due to limited
vocabulary and/or bad diction.
Frequently uses the wrong words.
Words are often repeated.
A few minor difficulties arose from not
using appropriate vocabulary.
Occasionally must rephrase ideas
because of vocabulary limitation.
Vocabulary studied in class was
used to express ideas eloquently.
Choice of words indicates a broad
knowledge of vocabulary. Uses
appropriate terms and words to
express ideas.
Language use
Language use makes understanding
the message difficult.
Some language use leads to
minimum difficulties in understanding
the message. Minimum break downs
in communication take place.
A few minor difficulties in
communication are arisen. Message
is not produced accurately.
Message is delivered with appropriate
meaning.
Quality of content
The content was off-topic and
irrelevant. Student didn't understand
or ignored most questions and
statements. Student may have been
using notes.
Most of the content was off-topic or
irrelevant. Student failed to answer
some questions appropriately OR
failed to acknowledge some
statements and incorporate these
into the conversation.
Somewhat relevant to the topic.
Student responded to most
questions, acknowledged most
statements, and incorporated many
of these into the conversation.
Interesting and relevant to the topic.
Student responded to questions with
appropriate answers and
expressions; acknowledged all
statements, and incorporated them
into the discussion. Clear setting:
beginning, middle, and end.
Fluency
Much effort was required to maintain
the conversation. Hesitant, makes
repeated long pauses. Discourse is
disconnected.
Speech is frequently disrupted by the
student’s search for the correct
manner of expression. There may
have been a few long pauses.
Speech is generally fluent with
occasional lapses while student
searches for the correct manner of
expression. Some minor difficulties
maintaining the conversation were
evident.
Speech is fluent and is rarely
hesitant. Ideas are linked in a logical
sequence. The conversation flows
and develops.
Rubric for Oral Exams

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3. Rubric for paragraphs

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