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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

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