Mudule Int. Skills 2

1
UNIVERSIDAD TCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIN

CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL

Mdulo

INTEGRATED SKILLS II

Segundo Semestre U

Profesora: Lcda. Mg. Mara Toalombo.

Ambato - Ecuador

Octubre 2014 Marzo 2015

2

INTEGRATED SKILLS II
ABSTRACT

The aim of this module is to develop the students communicative competence, so they
can understand spoken and written English and express themselves confidently,
accurately, and fluently.

On successful completion of this module, students will be able to define the most
common vocabulary items to express basic communicative needs, comprehend short oral
messages and reading texts on familiar topics, apply the form, meaning and use of
simple English grammar structures, communicate orally in English in a simple but
effective way and create short coherent and cohesive written texts about familiar topics
and situations using a variety of writing genres.

For the achievement of the learning outcomes described above, problem solving, project-
based learning and communicative language teaching methodologies will be used in all
the lessons. Students will be able to go beyond information-gap to pair and group work
activities to use English for real communication. Assessment will include formative and
summative activities.

By the end of the semester, students will have developed the competencies of A2 level
and will start to develop the competencies of B1 level described in the Common
European Framework of Reference.

3

INDEX

ABSTRACT .................................................................................................................................... 2
I. BASIC INFORMATION OF THE MODULE: .......................................................................... 4
II. FORMATIVE ROUTE .............................................................................................................. 4
III. TRAINING METHODOLOGY ............................................................................................... 6
IV. EVALUATION PLAN. .......................................................................................................... 11
EVALUATION PROCESS .......................................................................................................... 13
V. INSTRUCTIONAL GUIDES. ................................................................................................. 16
VI. ANNEXES ............................................................................................................................. 18
VII. APPROVAL OF THE FORMATIVE MODULE ................................................................. 19

4

I. BASIC INFORMATION OF THE MODULE:

Code: FCHEIP0202

Pre-requisites:

Integrated Skills I

Competence type:
Produce oral and written texts in the English language in order to
communicate ideas, give and receive information about ones
own cultural identity and those of other countries, while
correctly using linguistic elements and maintaining coherence
and cohesion.
Credits:

8
Semester:

Second
Co-requisites
Reading II
Oral I
Audio II
Level:

Bachelor of Arts (B.A)
Hours per week:8 hours (in class)
8hours (independent work).
Total hours for the semester:160 hours (in class)
160 hours (independent work).

PROFESSOR:
Professors name: Lic. Mg. Mara Toalombo
Title and Academic degree:
Licenciada en Ciencias de la Educacin, Especialidad Ingls.
Magister en Gerencia y Liderazgo Educacional.
Diplomado Superior en Gestin para el aprendizaje Universitario
Diploma Superior de la Enseanza de Ingls como Segunda Lengua.
Diplomado en Competencias
Academic area according to global competence: Communicative Area
Office hours: Tuesday 13:00- 14:00
Contact telephone number: 0983062362
E-mail address: marybailin@hotmail.com

II. FORMATIVE ROUTE

General Problem (node):
Difficulty to communicate in English using language skills of reading, listening, speaking and writing.

Global Competence: COMMUNICATIVE COMPETENCE
Use the English language correctly and appropriately to accomplish communication goals.

Specific Competences that are part of the global competence:
Integrated Skills
Advanced English
Audio
Oral
Reading
Writing
Business English
TOEFL Preparation
5

Modules that are part of the specific competence:
Integrated Skills II
Integrated Skills I,III,IV
Audio I, II, III
Oral I, II, III
Reading I,II,III,IV
Writing I,II
Business English
Advanced English I, II, III, IV

Description of the specific competence: Integrated Skills II
Produce oral and written texts in the English language in order to communicate ideas, give and receive
information about ones own cultural identity and those of other countries, while correctly using linguistic
elements and maintaining coherence and cohesion.

Elements of competence to be developed in the module:

1. Define the most common vocabulary items to express basic communicative needs.
2. Comprehend short oral messages and reading texts on familiar topics.
3. Apply the form, meaning and use of simple English grammar structures.
4. Communicate orally in English in a simple but effective way.
5. Create short coherent and cohesive written texts about familiar topics and situations using a variety
of writing genres.

Module research areas
This module will support the interdisciplinary project developed by the professors from this class which is
Importancia del idioma Ingls en el mundo contemporneo by guiding students to select their project
topics, research the literature about a problem and propose possible solutions.

Community service related to the module
This module will train students to use the English language to communicate effectively with native English
speakers in educational, tourist, and other Ecuadorian social sectors. Furthermore, this module will
contribute to the formation of linguistically and culturally competent future English teachers who will get
involved in community projects by teaching other people English by working in the educational institutions
of our country.
6

III. TRAINING METHODOLOGY

General didactic focus:
Problem Based Learning (PBL)
Learning environment:
Classroom, library
Competence elements Cognitive contents Procedural contents Affective-
motivational
contents
Didactic activities Time
Element 1:
Define the most common
vocabulary items to express
basic communicative needs.

Vocabulary related to: customs
around the world, movie genres and
entertainment, telephone messages,
hotel facilities, car parts, personal care
and appearance, lifestyles and health
problems, food, personality, types of
art, computer toolbars and commands,
personal values.

Understand the meaning of
vocabulary words from
context.
Explain the meaning of new
words in an effective way by
giving a definition, a synonym
or antonym.
Give examples of the use of
new words in context by
writing coherent short texts.
Use the new vocabulary
words appropriately in oral
activities such as
conversations, role-plays,
short speeches and class
discussion.
Phase 1 of interdisciplinary
project.
Show respect to
other peoples
ideas.

Be tolerant to
different points of
view.

Act with
responsibility.

Presentation, Practice
and Production.
Graphic organizers.
Realia and visuals.
Mime and gestures.
Give examples.
Explanation or
definition.
Paraphrasing.
Concept questions.
Task-based learning.
Project-based
learning.
Pair work and group
work.
32 hours
RESULT: Distinguish new vocabulary terms by completing learning logs.
Element 2:

Comprehend short oral
messages and reading texts
on familiar topics.

Listening strategies.
Listening comprehension about:
Conversation with a visitor, movie
reviews, conversations about hotel
reservations, describing car accidents,

Listen to conversations or
other spoken texts to identify
main ideas specific
information in an accurate
way.

Show respect to
other peoples
ideas.

Act with

Develop global and
intensive listening
skills.
Pre-listening activities
Set the context for the
32 hours
7

conversation with a rental car agent,
radio advertisements, conversations
about asking for personal care
services, conversations about food,
conversation about color preferences,
listen to an academic lecture, listen to
a biography, conversation about art
objects, conversations about using
computers, conversation about
personal values.

Ways of reading
Skimming, scanning, intensive
reading.
Jigsaw reading.
Readings comprehension on different
topics:
Magazine article about: gestures
around the world, violence in movies,
driving abroad, the impact of birth
order in personality, the role of art in
two peoples lives,
News articles about changing about
changing lifestyles and obesity,
serious problems with the Internet,
Tokyo lost-and found.
Read a tourist guide recommending
hotels. Read an advice column about
cosmetic surgery.
Summarizing a reading text.

Listen to a variety of spoken
texts to complete
comprehension exercises in a
consistent way.
Listen to oral texts to infer
information and the meaning
of key words and phrases.
Listen to oral messages and
provide his/her personal
opinion about them using
good arguments.

Read texts to identify main
ideas specific information.
Read texts to complete
comprehension exercises in a
consistent way.
Read texts to infer
information and the meaning
Read texts and express their
personal opinion about the
different reading texts.
project
responsibility.

Cooperate and
work as a team.

listening exercise.
Present key vocabulary
words.
While listening act.
Taking notes,
completing tables, T-F
statements, etc.
Post listening act.
Giving personal
opinions about the
listening message.

Before reading
activities:
Activate students prior-
knowledge to introduce
the topic of the reading,
KWL charts, T charts,
make predictions,
Present key vocabulary
words.
Ask guiding questions.
While reading
activities:
Answer comprehension
questions, T-F
sentences, table
completion.
Post reading activities:
Personal response to
reading text, write
summary of reading
text.

Project-based learning.
Problem-solving.
8

Pair work and group
work.
RESULT: Analyze listening and reading texts through the completion of Reflections of two listening and two reading exercises.
Element 3:
Apply the form, meaning
and use of simple English
grammar structures.

Form, meaning and use of English
structures.
Verb tenses: simple present, present
perfect, present perfect continuous,
future with will, past continuous.
Would rather.
Had better, have to, must, be supposed
to, should, ought to, and could.
Direct object placement with phrasal
verbs.
Count and non-count nouns: indefinite
quantities and amounts- some, any, a
lot of, many, and much.
Someone and anyone.
Used to.
Gerunds and infinitives after certain
verbs.- Negative gerunds.
Gerunds after prepositions.
Expressions with prepositions.
The passive voice: statements and
questions. Intransitive verbs.
Comparisons with as .as.
The infinitive of purpose.
Possessive pronouns.
Factual and unreal conditional
sentences.

Infer the meaning and use of
grammar structures from
context.
Explain differences in some
grammar structures in and
accurate way.
Use grammar structures in a
natural way to write correct
sentences.
Use the grammar patterns in a
contextualized way to express
ideas in oral or written form.
project

Share experiences
and comments
with friends and
classmates.

Demonstrate
honesty.

Work in a
collaborative way.

Presentation, Practice
and Production.
Presenting structures
through visual/ oral
contexts.
Dialogues.
Giving or working out
the rule.
Time lines.
Concept questions.
Pair work and group
work.

32hours
RESULT: Present oral and written texts articulating vocabulary and grammar structures.
Element 4:
Communicate orally in
English in a simple but

- Conversation structure, public
speaking techniques,

Pronounce English words
using correct stress.

Avoid plagiarism.

Choral drill
32hours
9

effective way. - Language functions:
Offering to introduce someone,
Offering explanation about local
customs, apologizing and explaining
lateness, discussing the effects of
violence in the media, leaving and
taking phone messages, checking into
and out of a hotel, describing a car
accident, discussing driving rules,
discussing ways people improve their
appearance, discussing lifestyle
changes, discussing personality types,
expressing opinions about art,
discussing the benefits and problems
of the Internet, discussing an ethical
choice and so on.
- Register
- Word and sentence stress.
Contrast different English
sounds.
Repeat conversations using
correct rhythm, stress, and
intonation.
Create short speeches,
conversations, and role-plays
using correct language
functions, pronunciation and
grammar.
Participate in class
discussions to give their own
ideas in a coherent way.
project
Show creativity.

Show respect to
other peoples
opinions.

Work in a
collaborative way.

Project-based
learning.
Problem-solving.
Pair work and group
work.

RESULT: Generate oral minute talks on different topics to be presented in panels.
Element 5:
Create short coherent and
cohesive written texts about
familiar topics and
situations using a variety of
writing genres.

Paragraph structure
Composition structure
Writing genres: role play scripts,
Short compositions about advantages
and disadvantages of a hotel, good
and bad drivers, a personal care
product you like, life style changes,
how you use a computer,

Descriptions about a dish, your own
personality, a hotel you have stayed
at, a piece of art you like.
A biography of an artist you like.
Letters to a magazines editor.
Article about appropriate appearance
in your country.

Brainstorm ideas.
Write the first draft.
Review first draft and edit.
Edit the writing paper in an
effective way.
Describe the aspects of
different writing genres by
looking at sample texts.
Use rubrics to create and self -
assess written texts.
Read and give feedback on
partners written texts.
project.

Respect other
peoples ideas.

Avoid plagiarism.

Show creativity.

Work in a
collaborative way.

Writing Process
Approach.
Project-based
learning.
Problem-solving.
Pair work and group
work.
Portfolio development
32hours
10

Narration about a true story about an
ethical choice.
RESULT. Produce written texts using different writing genres.
Interdisciplinary project.
Student portfolio.
11

IV. EVALUATION PLAN.

EVALUATION SCALE
(Expected achievement levels)
9.0 to 10.0 Theoretical practical innovative level -Score- ( Very satisfactory)
8.0 to 8.9 Theoretical practical expert level Score - ( Satisfactory)
7.0 to 7.9 Theoretical practical basic level Score - ( Acceptable)
5.5 to 6.9 Theoretical advanced level (Critical analysis) Fail
< 5.5 Theoretical basic level (Comprehension) - Fail

Competence of emphasis to be developed through the module: Integrated Skills II

No.

ELEMENTS

Achievement indicators.
1 Define the most common vocabulary
items to express basic
communicative needs.

Understand the meaning of vocabulary words from
context.
Explain the meaning of new words in an effective way
by giving a definition, a synonym or antonym.
Give examples of the use of new words in context by
Use the new vocabulary words appropriately in oral
activities such as conversations, role-plays, short
speeches and class discussion.
Show respect to other peoples opinions.
Act with responsibility.
2 Comprehend short oral messages and
reading texts on familiar topics.
Listen to conversations or other spoken texts to identify
main ideas specific information in an accurate way.
Listen to a variety of spoken texts to complete
comprehension exercises in a consistent way.
Listen to oral texts to infer information and the meaning
Listen to oral messages and provide his/her personal
opinion about them using good arguments.
Read texts to identify main ideas specific information.
Read texts to complete comprehension exercises in a
consistent way.
Read texts to infer information and the meaning of key
words and phrases.
Read texts and express their personal opinion about the
3 Apply the form, meaning and use of
simple English grammar.
Infer the meaning and use of grammar structures from
context.
Explain differences in some grammar structures in and
accurate way.
Use grammar structures in a natural way to write correct
sentences.
Use the grammar patterns in a contextualized way to
express ideas in oral or written form.
Demonstrate honesty.
Work in a collaborative way.
12

4 Communicate orally in English in a
simple but effective way.

Pronounce English words using correct stress.
Contrast different English sounds.
Repeat conversations using correct rhythm, stress, and
intonation.
Create short speeches, conversations, and role-plays
using correct language functions, pronunciation and
grammar.
Participate in class discussions to give their own ideas in
a coherent way.
Avoid plagiarism.
Show creativity.
Show respect to other peoples opinions.
5 Create short coherent and cohesive
written texts about familiar topics
and situations using a variety of
writing genres.

Brainstorm ideas.
Edit the writing paper in an effective way.
Describe the aspects of different writing genres by
Use rubrics to create and self -assess written texts.
Read and give feedback on partners written texts.
Avoid plagiarism.
Show creativity.
Work in a collaborative way.

13

EVALUATION PROCESS
Competence of emphasis to be developed through this module: Integrated Skills II
Elements of the
module
Diagnostic Evaluation

Formative Evaluation Performance evaluation
Result Indicator
1.Define the most
common
vocabulary items
to express basic
communicative
needs.

Use the basic structures to
communicate ideas
Comprehend and follow
instructions
Write down short
paragraphs.
Read and understand main
ideas.
Ask and answer questions
according to the grammar
learned.

context.
Explain the meaning of
new words in an effective
way by giving a definition,
a synonym or antonym.
activities such as
discussion.
Show respect to other
peoples opinions.
Students
will be
able to
distinguish
new
vocabulary
terms by
completing
learning
logs.
Complete
definition for
each vocabulary
word. 20%
Correct use of
vocabulary
words in
sentences. 40%
Correct
pronunciation of
vocabulary
words.20%
Correct
identification of
parts of
speech.20%

Techniques and
instruments.
Teacher observation. Oral and written quizzes
and tests.

Rubric for
vocabulary
learning
log.
Portfolio.
Rubric
reflection.
2. Comprehend
short oral messages
and reading texts
on familiar topics.
context.
Explain the meaning of
new words in an effective
way by giving a definition,
a synonym or antonym.
activities such as
discussion.
peoples opinions.

other spoken texts to
identify main ideas specific
way.
Listen to a variety of
spoken texts to complete
comprehension exercises in
a consistent way.
information and the
meaning of key words and
phrases.
good arguments.
a consistent way.
Students
will be
able to
analyze
listening
and reading
texts
through the
completion
of
reflections
of two
listening
and two
reading
exercises.

Quality of
reflection 50%
Organization
and
presentation.
20%
Grammar,
punctuation,
capitalization,
spelling. 20%
Completeness
10%

14

Read texts to infer
information and the
phrases.
Techniques and
instruments.
and tests.

Portfolio.
Rubrics for
to evaluate
listening
and
reading.
Rubric
reflection.
3. Apply the form,
meaning and use of
simple English
grammar
structures.
other spoken texts to
identify main ideas specific
way.
Listen to a variety of
spoken texts to complete
a consistent way.
information and the
phrases.
good arguments.
a consistent way.
Read texts to infer
information and the
phrases.
Infer the meaning and use
of grammar structures from
context.
accurate way.
Use grammar structures in
a natural way to write
correct sentences.
Use the grammar patterns
in a contextualized way to
express ideas in oral or
written form.
Work in a collaborative
way.
Students
will be
able to
present oral
and written
texts
articulating
vocabulary
and
grammar
structures.

Correct
grammar,
punctuation,
capitalization
and spelling.
40%
Organization
and
presentation.
20%
Team work 20%
Non verbal
skills: Eye
contact and
body language.
20%

Techniques and
instruments.
and tests.
Role-plays, oral
presentations.

Rubrics for
oral and
written
language
production.
Rubrics
reflection.
15

4. Communicate
orally in English in
a simple but
effective way.

Infer the meaning and use
of grammar structures from
context.
accurate way.
Use grammar structures in
a natural way to write
correct sentences.
Use the grammar patterns
in a contextualized way to
express ideas in oral or
written form.
way.
sounds.
intonation.
conversations, and role-
plays
using correct language
functions, pronunciation
and grammar.
discussions to give their
own ideas in a coherent
way.
Avoid plagiarism.
Show creativity.
peoples opinions.
Students
will be
able to
generate
oral minute
talks on
different
topics to be
presented
in panels.
Pronunciation:
fluency, stress
and intonation.
30%
Non verbal
skills: Eye
contact and
body language.
30%
Correct use of
grammar and
vocabulary.
20%
Team work
participation in
preparation and
presentation.
10%
materials used
for presentation.
10%
Techniques and
instruments.
Teacher observation. Oral quizzes and tests.
Role-plays, conversations,
short speeches,
Portfolios.
Rubrics for
oral
production
Rubrics
reflection.
5.Create short
coherent and
cohesive written
texts about familiar
topics and
situations using a
variety of writing
genres.

sounds.
intonation.
conversations, and role-
plays using correct
language functions,
pronunciation and
grammar.
discussions to give their
own ideas in a coherent
way.
Avoid plagiarism.
Show creativity.
peoples opinions.
Brainstorm ideas.
Edit the writing paper in an
effective way.
Describe the aspects of
different writing genres by
Use rubrics to create and
self-assess written texts.
Read and give feedback on
partners written texts.
Avoid plagiarism.
Show creativity.
way.
Students
will be
able to
produce
written
texts using
different
writing
genres.

Focus/organizati
on of ideas. 30%
Elaboration/sup
port/style. 20%
Use of writing
process 20%
Mechanics and
Grammar. 10%
Word count.
10%
Legibility and
presentation
10%

Techniques and
instruments.
Teacher observation. Written quizzes and tests.
Texts in different writing
genres.
Portfolios.
Rubrics for
written
language
production.
Rubrics
reflection.

16

V. INSTRUCTIONAL GUIDES.

Competence of emphasis to be developed through the module: Integrated Skills II
No
.
GUI
DE
ELEMENTS PROCESS RESOURCES PRODUCT
1

Define the most
common
vocabulary items
to express basic
communicative
needs.
Look up the meaning of new vocabulary
for each unit of the textbook.
Find out how the word is pronounced.
Identify the part of speech the word
belongs to.
Write sentences using the new words.
Add a picture that represents the word
(optional)
Check this website for additional
learning resources.
www.longman.com/topnotch
Work on the Pearson Platform at
http://www.myenglishlab.com/ to
complete the workbook and additional
tasks for these units.
Top Notch
students book 2
CD and CD
player
English-English
Dictionary
Internet.
Distinguish new
vocabulary terms by
completing learning
logs..

2 Comprehend
short oral
messages and
reading texts on
familiar topics.
Do all the interactive activities of the
CD-ROM of your book: Speaking
Practice, Interactive Workbook, Games
and Puzzles, Karaoke, Conversation
Models and Songs.
Listen to the comprehension exercises in
each unit and write reflections on your
learning process.
Do the reading texts of the book and
write reflections on your learning process
learning resources.
Top Notch
students book 2
CD and CD
player
English-English
Dictionary
Internet.

Analyze listening
and reading texts
through the
completion of
Reflections of
two listening and
two reading
exercises.

3 Apply the form,
meaning and use
of simple
English grammar
structures.
Check the form, meaning and use of the
English grammar structures.
Complete exercises in handouts to
reinforce each grammar structure.
Complete the workbook exercises
learning resources.
Participate in the activities established in
the class web site.
Top Notch
students book 2
CD and CD
player
English-English
Dictionary
Internet.

Present oral and
written
articulating
vocabulary and
grammar
structures.
17

4 Communicate
orally in English
in a simple but
effective way.

Listen to the example models of role-
plays, short speeches and conversations
presented in your textbook.
Write the scripts for role-plays, v and
conversation.
Rehearse your role-plays, short speeches
and conversations.
Record your role-plays, short speeches
and conversation on video.
Watch your video and assess your
performance based on the corresponding
rubrics.
Redo your video.
learning resources.
Top Notch
students book 2
CD and CD
player
English-English
Dictionary
Internet.

Generate oral
minute talks on
different topics to
be presented in
panels.
5
Create short
coherent and
cohesive written
texts about
familiar topics
and situations
using a variety of
writing genres.

Read examples of different writing
genres.
Use the writing process to create your
written assignments:
Brainstorm ideas.
Write your first draft.
Revise your first draft using rubrics.
Edit your final paper.
learning resources.

Top Notch
students book 2
CD and CD
player
English-English
Dictionary
Internet.

Produce written
texts using different
writing genres.
18

VI. ANNEXES
ANNOTATED BIBLIOGRAPHY
Top Notch is a textbook which has a practical social language syllabus so that students learn English to
communicate with other non-native speakers. The textbook provides concise and useful information about
frequency, collocations, and typical native-speakers usage from the Longman Corpus Network. The textbook
also provides a teachers resource disk with extra exercises such as: reading comprehension activities, writing
process worksheets, learning strategies, grammar self-checks, vocabulary cards and cumulative vocabulary
activities, pair work cards, graphic organizers, song activities.

Cdigo# 10388 Saslow,J. and Ascher Allen with Ruzicka, Daria. 2011. Top Notch 2. Second Edition. NY,
Longman.

Cdigo# 8786, Hashemi L; Murphy R. (2006) English Grammar in use Suplementary exerciseses.
Compass Publishing.
Cdigo# 8837. McCarthy M. (2006) Cambridge Phrasal verbs dictionary. Cambridge University
Press.
Cdigo# 9269. Redman S; Shaw E. (2009) Vocabulary in use intermediate. Cambridge University
Press.

Dictionary
TITLE Easier English Student Dictionary
CONTRIBUTOR: A&C Black
PUBLISHER: A & C Black
DATE PUBLISHED: August 2003
PAGES: 1025
LC SUBJECT HEADING: English language -- Dictionaries.
LC CALL NUMBER: PE1625 -- .E27 2003eb
DEWEY DECIMAL NUMBER: N/A
PRINT: ISBN 9780747566243
EBOOK: ISBN 9781408102008
OCLC NUMBER: 191703759
http://site.ebrary.com/lib/uta/reader.action?docID=10404993&ppg=5

TITLE: Hutchinson Pocket Dictionary of English Usage
CONTRIBUTOR: Helicon
PUBLISHER: Helicon Publishing
DATE PUBLISHED: June 2006
PAGES: 285
LC SUBJECT HEADINGS:English language -- Usage -- Dictionaries. English language -- Grammar -
- Dictionaries.
LC CALL NUMBER: PE1460 -- .H88 2004eb
DEWEY DECIMAL NUMBER:N/A
PRINT ISBN:N/A
EBOOK ISBN: 9781859865101
http://site.ebrary.com/lib/uta/detail.action?docID=10141178&p00=hutchinson+pocket+dictionary+eng
lish+usage

TITLE: Grammar Cracker : Unlocking English Grammar
19

CONTRIBUTORS: Lorio, Mary Gretchen. Beyer, Charles E.
PUBLISHER: Vocalis, Limited
DATE PUBLISHED: June 2001
PAGES:136
LC SUBJECT HEADINGS:Computer games. English language -- Grammar -- Software.
LC CALL NUMBER:PE1128.3 -- .G73 2001eb
DEWEY DECIMAL NUMBER:N/A
PRINT ISBN:9780966574395
EBOOK ISBN:9781932653045
http://site.ebrary.com/lib/uta/detail.action?docID=10141077&p00=english+grammar

TITLE: English Grammar Essentials For Dummies
CONTRIBUTORS: Anderson, Wendy M. Woods, Geraldine. Ward, Lesley J.
PUBLISHER: John Wiley & Sons
DATE PUBLISHED:March 2013
PAGES: 194
LC SUBJECT HEADINGS:English language -- Grammar. English language -- Grammar -- Problems, exercises,
etc.
English language -- Self-instruction.
LC CALL NUMBER: PE1112.3 -- .A53 2013eb
DEWEY DECIMAL NUMBER: N/A
PRINT ISBN: 9781118493311
EBOOK ISBN:9781118493298

http://site.ebrary.com/lib/uta/detail.action?docID=10671480&p00=grammar+exercises

Leyes y reglamentos de la Universidad Tcnica de Ambato:
Reglamento del Sistema de Evaluacin, Acreditacin y Calificacin por Competencias para la Promocin en
Ciclos Semestrales y Crditos de la Universidad Tcnica de Ambato.
Reglamento de Graduacin para obtener el Ttulo Terminal de Tercer Nivel de la Universidad Tcnica de
Ambato
Esquema para un Diseo de Proyecto de Investigacin o Trabajo de Grado.
Reglamento del Rgimen Acadmico del Sistema por Competencias para el Pregrado de la Universidad Tcnica
de Ambato.
Reglamento para el Funcionamiento de la Unidad de Prcticas Pre-profesionales, Facultad de Ciencias Humanas
y de la Educacin.

ADDITIONAL RESOURCES.
Computer, Data projector, Internet
Elaborated materials

VII. APPROVAL OF THE FORMATIVE MODULE
Dateprepared: September 24 - September 30, 2014

Lcda. Mg. Mara Toalombo
PROFESSOR.

20

Date of approval: September 30, 2014

Lcdo. Mg. Xavier Sulca Dra. Mg. Wilma Suarez
Area Coordinator Program Coordinator
Module Evaluator Support for Module

Dr. MSc. Victor Hernndez
Faculty Sub-dean Approval

Mudule Int. Skills 2

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UNIVERSIDAD TCNICA DE AMBATO

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