universidad tecnica del norte syllabus: … · students’ quiz papers. sample questionnaires r 80%...

UNIVERSIDAD TECNICA DEL NORTE

CENTRO ACADEMICO DE IDIOMAS

SYLLABUS: ENGLISH IV

I. GENERAL INFORMATION ABOUT THE SUBJECT, MODULE OR COURSE:

1.1. SUBJECT:

English IV

1.2. ACADEMIC PERIOD

March 2014- July 2014

1.3. Code:

CAI IV

1.4. Nº de credits (C) and its equivalence in class hours

(CH) and autonomous hours (AH):

1.5. Year, semester

Fourth semester C:10 HP: 160 HA: 160

1.6. Pre-requisites:

English I – II - III

1.7 Co-requisites:

Level 4 Subject’s in their major.

1.8 Education Basis:

Humanistic: ( ) Basic: (X) Professional: ( ) Optional: ( )

1.9 Teachers:

Academic Language Center´s Teachers

1.10 E-mail address:

[email protected]

II. CHARACTERIZATION OF THE SUBJECT:

2.1. DESCRIPTION OF THE SUBJECT:

English as a foreign language is a required subject that satisfies the increasing demand to communicate in English to obtain better educational or job opportunities and more meaningful interaction with other cultures. The Ecuadorian society requires future graduates with English communicative competences under international standards; therefore, the main objective of the Academic Language Center of UTN is to prepare students to develop their ability to communicate in English throughout five levels, at a rate of ten hours a week to attain the skills to communicate and to approve an international evaluation.

English Level 4 starts by talking about personal life and culture. It continues discussing rules, regulations and problem solving. The course ends with topics such as money management, career, hopes and environmental problems.

mailto:[email protected]

English 4 contributes to CAIs Learning Results: a) Ability to apply knowledge of English in the workplace and personal life; d) Ability to develop collaborative work in multidisciplinary teams; f) Ethical and moral consistency in carrying out professional activities; g) Understand the impact of bilingual education in a social, environmental and economic development in a globalized environment; i) Knowledge of national and international reality, which in turn contribute to the Educational; k) Apply the necessary technological tools to communicate in English. Objectives: 1) To contribute to the training of professionals attaining “sufficiency” level in the English language with ethical and humanistic qualities as well as social responsibility and critical thinking; 3) To promote the habit of self-learning and constant updating for optimal job performance and personal development; 4) To communicate effectively in oral and written English; 5) To have leadership skills and be able to work either individually or within specialized or multidisciplinary groups in diverse cultural environments.

2.2. OBJETIVES FOR THE SUBJECT.

In the aim to communicate in English as a foreign language, each objective will cover Listening and Reading comprehension (receptive), Oral and Written communication (productive). Thinking and Studying skills and Cultural awareness. By the end of Fourth Level, the student will be able to:

a) To ask about someone’s interest and background. Tell interesting stories about personal life, makeovers, style, fashion, and taste in clothes and music.

b) To talk about social life, aspects of Ecuadorian culture, manners, customs and culturally appropriate behavior. Talk about things you are or were supposed to do and things that are supposed to happen.

c) To discuss rules and regulations; crime and punishment, coincidences strange events and superstitions.

d) To talk about errands, solving problems, reactions and behavior in different situations. Talk about hypothetical situations in the past.

e) To talk about possessions, being materialistic and famous. Discuss money management, hypothetical situations and celebrities.

f) Describe social and urban change and how they affect the environment. Talk about planning a career, jobs, hopes and expectations for the future.

2.3. LEARNING OUTCOMES - ASSESSMENT & EVALUATION STRATEGIES:

LEARNING OUTCOMES

ASSESSMENT & EVALUATION STRATEGIES

Evidence

(Product ,performance, knowledge)

Achievement criteria

and level

Techniques and tools

Weighted grade

1º

stage

2º

stage

T

a) Asks about someone’s

interest and background. Tells interesting stories about personal life, makeovers, style, fashion, and taste in clothes and music.

Students’ performance recordings

Reading sample tasks.

Students’ writing-task papers.

Students’ test papers.

Students’ quiz papers.

Sample questionnaires

Student´s portfolio ( Class work and homework samples)

80% of the students achieve the category 2 or above.

written test ( L – G – R – W – V – CS)

written and oral interviews

oral presentations

worksheets

written formats (story or anecdote)

Magazine articles (reading).

Recordings

Portfolios

Student’s textbook exercises.

Quizzes

2

2

b) Talks about social life, aspects of Ecuadorian culture, manners, customs and culturally appropriate behavior. Talks about things you are or were supposed to do and things that are supposed to happen.


Student’s portfolio (Class work - homework)

Reading tasks.







oral presentations

game (speaking)

worksheets

textbook exercises.

writing articles about probers and sayings

Magazine articles (reading)

Homework.

recordings

Portfolios

Quizzes

2

4

c) Discusses rules and regulations; crime and punishment, coincidences strange events and superstitions.


Student’s portfolio (classwork - homework)







Debate (speaking, listening)

worksheets

Student’s textbook exercises

Letters and story formats

Magazine articles (reading)

Homework.

Recordings

Portfolios

Quizzes

Mid-term evaluation

6

10

SECOND TERM

d) Talks about errands, solving problems, reactions and behavior in different situations. Talks about hypothetical situations in the past.


Student’s portfolio (classwork-homework)








oral presentations

game (speaking)

worksheets


writing an article about a solution to a problem

Magazine article (reading)

Homework.

Recordings

Portfolios

Quizzes

2

2

e) Talks about

Student’s portfolio

written test ( L – G –

possessions, being materialistic and famous. Discusses money management, hypothetical situations and celebrities.





Sample worksheets(R, W, L, G, CS)

Students ‘homework papers

Sample variety types papers (Student book)

Students’ reports(listening, speaking)


R – W – V – CS)

oral presentations

group work, oral presentation (speaking)

worksheets


Written reports

writing paragraphs

Magazine article (reading)

Homework.

Portfolios

Quizzes

2

4

f) Describes social and urban change and how they affect the environment. Talks about planning a career, jobs, hopes and expectations for the future.


Student’s portfolio





Sample worksheets(R, W, L, G, CS)

Students ‘homework papers



oral presentations

group work, interview and questionnaire (speaking)

worksheets


Letter application format (reading)

Homework

Portfolios

Quizzes

6

10

2.4. SYLLABUS PROGRAMMING:

1º Educational Objective for the subject:

1) To contribute to the training of professionals attaining “sufficiency” level in the English language with ethical and humanistic qualities as well as social responsibility and critical thinking; 2) To promote the habit of self-learning and constant updating for optimal job performance and personal development;

3) To communicate effectively in oral and written English

4) To have leadership skills and be able to work either individually or within specialized or multidisciplinary groups in diverse cultural environments.

Nomenclature: G = Grammar, R = Reading, L = Listening, S = Speaking, W = Writing, LS = Life skills

Dates

Learning outcomes of

the subject.

(What is expected to be achieved at the end of

the semester )

Contents

(Units, chapters/

Subchapters of the subject. These should be linked to the educational objectives and the

learning outcomes.)

Learning Strategies.

(Learning strategies applied in the classroom, lab,

practices, internships, pre professional practices, formative research and work with the community)

Weekly hours.

(Time required by the teacher and students to cover the content )

Basic and

recommended

bibliography

(Use a code as in

section 2.5)

Presenc. Aut.

T P

March 24

April 09

a) Asks about someone’s interest and background. Tells interesting stories about personal life, makeovers, style, fashion, and taste in clothes and music.

UNIT 1-2

G: Simple present and continuous forms of the verbs. Verb + ing, to + verb. Make comparisons (as…as; not as…..as). Ask negative questions to agree.

R: Magazine article “Pat Galloway. An interview “A free spirit”

L: Listening for details in a story “A lucky escape. Listen to answer the questions “Facing a challenge”. Listen for details “My music collection”; listen to indentify the topics of discussion “What’s your thing”

S: Ask about interests and background. Tell stories about your

Inductive Grammar. Associative Vocabulary. Readings. Listening Activities. Videos. Individual / Pair / Group work (Role play, Interviews). Demonstrations. Show and tell. Brainstorming. Warm ups.

8

18

26

ACACAITB4

402

Touchstone 4.

Unit 1-2

own life. Talk about makeovers, style, and fashion. Talk about your tastes in clothes and music.

W: Write a story about a challenging moment. Write questions to interview about personal styles. Punctuation review.

LS: Proficient writing.

Previous knowledge review. Drafting and Editing Board Game

April 10

April 29

b) Talks about social life, aspects of Ecuadorian culture, manners, customs and culturally appropriate behavior. Talks about things you are or were supposed to do and things that are supposed to happen.

UNIT 3-4

G: Simple passive; verb+-ing as subject and after preposition, to + verb after it’s… . Be supposed to, was/were supposed to, was/were going to, inseparable phrasal verbs.

R: A magazine article “Counting Chickens”. A magazine article “Socializing the introvert” L: Listen to answer questions “Away from home”; listen to number, match and check “Favorite Proverbs”. Listen to complete sentences “What are you like”; listen to answer a quiz “Extrovert or introvert” S: Talk about aspects of your culture: manners, customs, and culturally appropriate behavior. Talk about things you were supposed to do and things that are supposed to happen. W: Write an article about your favorite proverb and how it relates to your life. Learn useful expressions for writing about proverbs and sayings. Write an article about your own social styles; uses of as LS: culture awareness and positivity

Inductive Grammar. Associative Vocabulary. Readings. Listening Activities. Videos. Individual / Pair / Group work (Role play, Interviews). Demonstrations. Show and tell. Brainstorming. Warm ups. Previous knowledge review. Drafting and Editing Board Game

8

14

22

ACACAIT4 Touchstone 4.

Unit 3-4

April 30

May 21

c) Discusses rules and regulations; crime and punishment, coincidences strange events and superstitions.

UNIT 5-6

G: the passive of modal verbs, get passive vs. be passive, catch + verb + -ing. The past perfect, response with So and Neither.

R: A magazine article “Cam phones, go home”. A magazine article “Separated at birth”

L: listen to a conversation in order to choose the true sentences “We got robbed”; listen to a debate “Different points of view”. Listen to a story, then answer questions “It’s a small world”; listen to write down information “Lucky or not?”

S: Talk about rules, regulations, crime and punishment.Talk about coincidences and strange events; talk about believes and superstitions.

W: writing a formal letter. Give reason with because, since and as. Write a true story about your own family story

LS: Using Google proficiently for online research

SECOND TERM


10

20

30


Unit 5-6

May 22

June 05

d) Talks about errands, solving problems, reactions and behavior in different situations. Talks about hypothetical situations in the past.

UNIT 7-8

G: Causative get and have; need + passive infinitive; need + verb + - ing. Use would have, should have, could have. Use have, may have, might have, and could have.

R: A magazine article “Developing Your Problem-Solving Skills. An article “When and How to apologize”

L: Listen to a conversation “Wedding on a budget”. Matching “Fix it”. Listen

Inductive Grammar. Associative Vocabulary. Readings. Listening Activities. Videos. Individual / Pair / Group work (Role play, Interviews).

8

14

22


Unit 7-8

to number and answer questions “Similar experiences”; listen to number and write responses “Rude Behavior”

S: Talk about errands and solving problems; things you do yourself and things you get done somewhere else. Talk about things that need to be fixed. Talk about your reactions and your behavior in different situations. Describe other people’s emotions and personal qualities. Talk about personal situations in the past.

W: write a proposal presenting a solution to a problem at school. Format for presenting a problem and its solution. Write a note of apology

LS: Critical thinking and information analysis

Demonstrations. Show and tell. Brainstorming. Warm ups. Previous knowledge review. Drafting and Editing Board Game

June 06

June 20

e) Talks about possessions, being materialistic and famous. Discusses money management, hypothetical situations and celebrities.

UNIT 9-10

G: Reported speech, reported questions. Use if clauses with the past perfect form of the verb; tag questions.

R: A magazine article “Everything must go online”. A magazine article “ I knew I’d pull through”

L: Listen to take notes and report “Who’s materialistic?”; listen to complete a chart and write responses to opinions “I couldn’t live without”. Listen to a conversation to answer questions about the details “Advice”; listen to complete a chart “Success is….”

S: Talk about possessions, being materialistic and money. Discuss hypothetical situations in the past


8

14

22


Unit 9-10

what might (not) have happened to you and others if things had been different. Talk about celebrities and being famous.

W: write an article about your classmates and things they feel they couldn’t live without. Write a paragraph about someone you know who has achieved success, and explain why that person became successful

LS: Basic accounting and money management

June 23

July 25

f) Describes social and urban change and how they affect the environment. Talks about planning a career, jobs, hopes and expectations for the future.

UNIT 11-12

G: The passive of the present continuous and present verb; link ideas to express a contras, reason, purpose, or alternative. What clauses and long noun phrases as subjects; the future continuous and future perfect.

R: An interview “Gadgets we love”. A magazine article “Perfect answers to though and tricky interview questions

L: Listen to complete a chart “Changes we see”; listen to match with photos “Changing your life”. Listen to answer questions and check details “What’s she doing now?

S: Describe social and urban change and environmental problems. Talk about planning a career, discuss different jobs people do and talk about hopes and expectations for the future.

W: write an article about a new technology you use and how it has changed your life. Write a letter of application for a job in response to an


10

28

38


Unit 11-12

ad. Format for writing a letter of application

LS: Self-discipline

2.5 MATERIALS

TEACHER´S BOOK # 4 AUTHOR: MICHAEL MC CARTHY, JEANNE MCCARTEN, HELEN SANDIFORD

ACACAIT4: STUDENT´S

BOOK # 4

TITLE: TOUCHSTONE

TEACHER´S CLASS AUDIO

CD # 4

CITY: NEW YORK

STUDENT´S AUDIO / CD-

ROM #

EDITORIAL: CAMBRIDGE UNIVERSITY PRESS

TEACHER’S VIDEO

PROGRAM # 4

YEAR: SEGUNDA EDICION 2010

VIDEO RESOURCE BOOK # 4

STUDENT´S WORKBOOK # 4

TEST CRAFTER

INTERACTIVE

WHITEBOARD

WEBSITE (ARCADE) CAI

Website

www.cambridge.org/corpus; www.macmillan.com.mx; www.macmillamenglish.com;

www.grupomacmillan.com.

http://spanish.ecuador.usembassy.gov/; [email protected]

http://www.cambridge.org/corpus

http://www.macmillan.com.mx/

http://www.macmillamenglish.com/

http://www.grupomacmillan.com/

http://spanish.ecuador.usembassy.gov/

mailto:[email protected]

2.6 RESOURCES:

CD players

Videos(DVDs)

Laptop/speakers

Internet

Projector

Libraries

Labs

TVs

Hands on material

2.7 Commitments :

English is an interactive class in which students will be actively involved in the learning process. Student learning is a top priority. Students will work in total group, small group, and partner or independently according to the planned activities. The teacher will apply the most suitable model for learning using communicative and cognitive approaches. Students must show courtesy and respect to their fellow students and teacher. In order to participate actively in this class, please

Make sure you have completed the registration to attend to the class Arrive on time (Avoid corrective decisions for arriving late) To justify a missing class, you must show a certificate (within the first 48 labour hours) validated at UTN’s Bienestar

Universitario Come prepared to participate (Completed homework and materials and a positive attitude) Make the most of your class time by actively participating in discussions and activities. Be respectful and friendly (Keep a good learning environment) Try to use English as much as possible during class hours Turn off cell phones, I-pods, laptops and headphones before you enter the classroom Keep the classroom neat and tidy (food or drinks are not allowed in class)

Be honest on homework, class work, paperwork, assignments, projects, worksheets, quizzes, diagnostic tests,

progress tests, objectives tests, exit/achievement tests etc. In case of plagiarism (cheating), you will be

sanctioned/penalized according to the UTN internal regulations

Keep in mind the FIRST registration is FREE! The SECOND registration is 10% of the minimum weight salary and

THIRD registration (only in special situations) 15% of the minimum weight salary. If you failed a Second registration and

your situation is not “special” , you would need to approve English outside the university and present the “Proficiency

test” in order to continue with your studies at UTN.

Class Participation and Freedom of Expression

We must be aware that in situations, which involve expression of opinion and critical thinking, we are sure to have differences and may at times have strongly held opinions or views. Such differences make for interesting and challenging discussions. They provide us also with the opportunity to practice listening skills and respect for views which may not match our own. It is advisable to participate in class so that you do not miss this learning experience.

Attendance counts heavily in the student evaluation, absences and tardiness must be avoided.

Independent learning:

Students are expected to spend time studying independently outside the class to review notes, complete weekly and daily assignments, and to prepare for the following class session. The teacher will provide guidance, facilities and materials to help develop the student’s expertise as language learners according to the English level. Students are asked to consolidate their class work, to read, watch or listen to material in English, to prepare exercises and activities for the class, to write assignments, undertake projects and generally acquire a repertoire of effective language learning strategies.

Students should schedule an hour of independent learning outside of class for every academic hour in class

Teacher should:

Provide students with a copy of the syllabus. Get to and leave class on time. Plan the lesson. Build up their own quizzes and tests for students. Review and grade students’ homework, classwork and tests. (48 workable hours) Show respect to their students in and outside the classroom. Follow the policies of CAI and UTN University. Provide students with clear instructions and rubric when doing exams, pair work and group work. Provide students with extra material for reviewing. Inform the students their GPA (Grade Point Average) before entering the grades into the system.

2.8 Teachers Curriculum Vitae

English teachers at Academic Language Center have a Third or Fourth Level University degree and a B2 level of English according to the Common European Framework.

EVALUATION:

The semester is divided in Two Terms. The Grade for the FIRST TERM will be attained as follows:

March 24th: Introduction, getting to know each other. March 25th. Diagnostic Test Three Written Quizzes: 1.5 points. (Quiz U 1,2: April 7th; Quiz U 3,4: April 24th; Quiz U 5,6: May 13th)

Three Oral Quizzes: 1.5 points. (The first oral, U 1, 2 is on April 8,9. The second oral U3,4 is on April 25, 29 and the

third U5,6 on May 14,15)

Three Compositions: 1 point.

Six Classwork / Homework: 1 point.

One Institutional Test: 5 points. (Written Test on May 16th. Test Grading on May 19th. Oral Test on May 20th & 21st).

Entering grades: May 23th – May 26th, 2014.

Every activity will be grated over 10.

The Grade for the SECOND TERM will be attained as follows:

Three Written Quizzes: 1.5 points. (Quiz U 7,8: June 3th; Quiz U 9,10: June 18th; Quiz U 11,12: July 3th)

Three Oral Quizzes: 1.5 points. (Oral U 7,8: June 4th and 5th; Oral U 9,10: June 19th, 20th; Oral U 11,12: July 4th, 5th)

Three Compositions: 1 point.

Six Classwork / Homework: 1 point.

One Institutional Test: 5 points. (Written Test on July 8th. Test Grading on July 9th. Oral Test on July 10th, 11th).

Supplementary: July 21st.

Entering grades: July 23th – 25th, 2014. Every activity will be grated over 10.

Learning outcomes

CRITERIA (RUBRIC)

5 10/10 – 100%

4 9/10 - 90%

3 8/10 - 80%

2 7/10 - 70%

1 ≤ 6/10 - 60% OR

LESS

1-2

Asks about

someone’s interest

and background.

Tells interesting

stories about

personal life,

makeovers, style,

fashion, and taste

in clothes and

music.

Excellent oral and written use of the simple or continuous form of the verbs in the present, past, or present perfect, comparisons using adjectives, nouns, adverbs with (not) as…as; plus negative questions. Students do not make mistakes.

Very good oral and written use of the simple or continuous form of the verbs in the present, past, or present perfect, comparisons using adjectives, nouns, adverbs with (not) as…as; plus negative questions. Students make occasional mistakes.

Good oral and written use of the simple or continuous form of the verbs in the present, past, or present perfect, comparisons using adjectives, nouns, adverbs with (not) as…as; plus negative questions. Students need additional explanation to increase assertiveness.

Limited oral and written use of the simple or continuous form of the verbs in the present, past, or present perfect, comparisons using adjectives, nouns, adverbs with (not) as…as; plus negative questions. Frequent errors and mistakes.

Insufficient oral and written use of the simple or continuous form of the verbs in the present, past, or present perfect, comparisons using adjectives, nouns, adverbs with (not) as…as; plus negative questions. Students need knowledge reinforcement, extra practice and self study.

3-4 Talks about social life, aspects of Ecuadorian culture, manners, customs and culturally appropriate behavior. Talks about things you are or were supposed to do and things that are supposed to happen.

Excellent oral and written use of the simple present passive, the structure verb + ing, new vocabulary, and expressions be supposed to; was were / were going to + a verb and inseparable phrasal verbs. Students do not make mistakes.

Very good oral and written use of the simple present passive, the structure verb + ing, new vocabulary, and expressions be supposed to; was were / were going to + a verb and inseparable phrasal verbs. Students make occasional mistakes.

Good oral and written use of the simple present passive, the structure verb + ing, new vocabulary, and expressions be supposed to; was were / were going to + a verb and inseparable phrasal verbs. Students need additional explanation to increase assertiveness.

Limited oral and written use of the simple present passive, the structure verb + ing, new vocabulary, and expressions be supposed to; was were / were going to + a verb and inseparable phrasal verbs. Frequent errors and mistakes.

Insufficient oral and written use of the simple present passive, the structure verb + ing, new vocabulary, and expressions be supposed to; was were / were going to + a verb and inseparable phrasal verbs. Students need knowledge reinforcement, extra practice and self study.

Excellent oral and written use of the

Very good oral and written use of the

Good oral and written use of the

Limited oral and written use of the

Insufficient oral and written use of the

5-6 Discusses rules and regulations; crime and punishment, coincidences strange events and superstitions.

passive of modal verbs, get passive vs. be passive the simple past, past perfect and statements with so and neither Students do not make mistakes.

passive of modal verbs, get passive vs. be passive the simple past, past perfect and statements with so and neither Students make occasional mistakes.

passive of modal verbs, get passive vs. be passive the simple past, past perfect and statements with so and neither Students need additional explanation to increase assertiveness.

passive of modal verbs, get passive vs. be passive the simple past, past perfect and statements with so and neither Frequent errors and mistakes.

passive of modal verbs, get passive vs. be passive the simple past, past perfect and statements with so and neither Students need knowledge reinforcement, extra practice and self study.

7-8 Talks about errands, solving problems, reactions and behavior in different situations. Talks about hypothetical situations in the past.

Excellent oral and written use of Causative get and have – need + passive infinitive, need + verb + -ing., would have, should have and could have, must have, may have, might have and could have to Students do not make mistakes.

Very good oral and written use of Causative get and have – need + passive infinitive, need + verb + -ing., would have, should have and could have, must have, may have, might have and could have to Students make occasional mistakes.

Good oral and written use of Causative get and have – need + passive infinitive, need + verb + -ing., would have, should have and could have, must have, may have, might have and could have to Students need additional explanation to increase assertiveness.

Limited oral and written use Causative get and have – need + passive infinitive, need + verb + -ing., would have, should have and could have, must have, may have, might have and could have to Frequent errors and mistakes.

Insufficient oral and written use of Causative get and have – need + passive infinitive, need + verb + -ing., would have, should have and could have, must have, may have, might have and could have to Students need knowledge reinforcement, extra practice and self study.

9-10 Talks about possessions, being materialistic and famous. Discusses money management, hypothetical situations and celebrities.

Excellent oral and written use of reported speech, reported questions, if clauses with the past perfect form Students do not make mistakes.

Very good oral and written use of reported speech, reported questions, if clauses with the past perfect form Students make occasional mistakes.

Good oral and written use of reported speech, reported questions, if clauses with the past perfect form Students need additional explanation to increase assertiveness.

Limited oral and written use of reported speech, reported questions, if clauses with the past perfect form Frequent errors and mistakes.

Insufficient oral and written use of reported speech, reported questions, if clauses with the past perfect form Students need knowledge reinforcement, extra practice and self study.

Excellent oral and written use of the

Very good oral and written use of the

Good oral and written use of the

Limited oral and written use of the

Insufficient oral and written use of the

11-12 Describes social and urban change and how they affect the environment. Talks about planning a career, jobs, hopes and expectations for the future.

passive of the present continuous and present perfect, link ideas to express a contrast, reason, purpose or alternative what clauses and long noun phrases as subjects, the future continuous and future perfect Students do not make mistakes.

passive of the present continuous and present perfect, link ideas to express a contrast, reason, purpose or alternative what clauses and long noun phrases as subjects, the future continuous and future perfect Students make occasional mistakes.

passive of the present continuous and present perfect, link ideas to express a contrast, reason, purpose or alternative what clauses and long noun phrases as subjects, the future continuous and future perfect Students need additional explanation to increase assertiveness.

passive of the present continuous and present perfect, link ideas to express a contrast, reason, purpose or alternative what clauses and long noun phrases as subjects, the future continuous and future perfect Frequent errors and mistakes.

passive of the present continuous and present perfect, link ideas to express a contrast, reason, purpose or alternative what clauses and long noun phrases as subjects, the future continuous and future perfect Students need knowledge reinforcement, extra practice and self study.

Ibarra, March 24, 2014

g) ………………………………………………………………..

CAI’s PROFFESOR

Elaborated by: CAI Teachers, based on Alcides Aranda Aranda´s model.

universidad tecnica del norte syllabus: … · students’ quiz papers. sample questionnaires r 80%...

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