Communicative Grammar III - Bad Request - Universidad Técnica ...
Communicative Grammar III - Bad Request - Universidad Técnica ...
Communicative Grammar III - Bad Request - Universidad Técnica ...
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Guía didáctica: <strong>Communicative</strong> <strong>Grammar</strong> <strong>III</strong><br />
SPECIFIC<br />
COMPETENCES<br />
- Recognize and<br />
value the cultural<br />
implications<br />
from the native<br />
language as<br />
well as from the<br />
English language.<br />
- Write different<br />
types of texts in<br />
a clear, coherent,<br />
and cohesive<br />
way and with<br />
an appropriate<br />
style according<br />
to the audience<br />
to whom they are<br />
addressed.<br />
- Self-reflect<br />
on linguistic<br />
production for<br />
professional<br />
improvement.<br />
- Participate actively<br />
and effectively<br />
in academic,<br />
professional and<br />
social events.<br />
- Self-reflect<br />
on linguistic<br />
production for<br />
professional<br />
improvement.<br />
LEARNING<br />
INDICATORS<br />
- Understand<br />
cultural elements<br />
and situations<br />
from Englishspeaking<br />
countries.<br />
- Identify and<br />
analyze the<br />
structures and<br />
use of modals<br />
and similar<br />
expressions.<br />
- Check overall<br />
progress<br />
CONTENTS<br />
Units/Themes<br />
Unidad 8. More<br />
Modals and Similar<br />
Expressions<br />
8.1. Preferences: Prefer,<br />
Would prefer, Would<br />
rather<br />
8.2. Necessity: Have (got)<br />
to, Must, Don’t have<br />
to, Must not, Can’t<br />
8.3. Expectations: Be<br />
supposed to<br />
8.4. Future Possibility:<br />
May, Might, Could<br />
8.5. Conclusions: Must,<br />
Have (got) to, May,<br />
Might, Could, Can’t<br />
LEARNING ACTIVITIES<br />
- Understand<br />
information of cultural<br />
nature in the didactic<br />
guide and readings<br />
of the textbook such<br />
as an excerpt from a<br />
Sherlock Holmes story.<br />
- Reading<br />
comprehension<br />
of the “<strong>Grammar</strong><br />
Presentation” section<br />
and analysis of the<br />
examples provided.<br />
- Do textbook activities<br />
(Focused Practice<br />
and Communication<br />
practice sections)<br />
such as cloze, gap-fill,<br />
writing and editing<br />
exercises, using<br />
structures related to<br />
modals and similar<br />
expressions.<br />
- Internet search activity<br />
to be included in the<br />
distance evaluation<br />
using the modals and<br />
expressions learned.<br />
- Answer Unit 8 selfevaluations<br />
in the<br />
didactic guide.<br />
- Interact and read posts<br />
on EVA.<br />
Units 5 to 8 Interaction on EVA.<br />
- Review of contents of<br />
the second bimester.<br />
- Review of selfevaluations<br />
and<br />
distance evaluations.<br />
- Prepare for on-site<br />
exam for the second<br />
bimester.<br />
DISTRIBUTION<br />
SCHEDULE<br />
Estimated time<br />
Weeks 5 and 6:<br />
12 self-study hours<br />
8 interaction hours<br />
Weeks 7 and 8:<br />
UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA La <strong>Universidad</strong> Católica de Loja 42