This document outlines the objectives and contents of an English language teaching career program at the National University of Chimborazo in Ecuador for 2012-2013. The objectives of the career are to train English teachers with strong oral and written communicative skills to work competitively in the job market. The course objectives are to review basic concepts of English language teaching and learning, distinguish between receptive and productive skills, and offer an overview of how linguistic disciplines contribute to English language instruction. The contents of Unit 1 focus on expressing and discussing points of view through academic readings and conversations about topics like justice and crime.

1. UNIVERSIDAD NACIONAL DE CHIMBORAZO
Carrera de Idiomas
2012-2013
OBJETIVOS DE LA CARRERA
Formar un docente de inglés con un sólido desarrollo de las competencias
comunicativas orales y escritas, con autonomía y ética profesional que le
permitan tener un nivel competitivo en el mercado laboral.
Desarrollar las competencias psicopedagógica y didáctica, que le consientan
generar procesos de aprendizaje integrales y significativos.
Capacitar al docente con habilidades de investigación y auto aprendizaje,
promoviendo un acercamiento a las realidades educativas que ayuden a
afirmar su vocación.
Contrastar la cultura nacional y aquellas de las regiones en donde predomine el
inglés como mediación cultural y pedagógica.
Contribuir para que el docente del Inglés participe activamente en la inserción
del país en el contexto socio-político, cultural y económico universal, poniendo
en práctica no solo sus competencias comunicativas sino también valores
sociales y culturales.
OBJETIVOS DE CURSO
Revisar nociones y conceptos básicos relacionados con la enseñanza y
aprendizaje de idioma Inglés y las 4 macro destrezas
Señalar las diferencias entre destrezas receptivas y productivas
Ofrecer una visión panorámica de la contribución de algunas disciplinas
lingüísticas a la enseñanza del Idioma Ingles.
Leer Efectiva y Críticamente las lecturas presentadas, para luego emitir un juicio
de valor sustentado.
Reforzar el desarrollo de la habilidad escrita al producir textos académicos.
Producir conversaciones académicas críticas y fundamentadas.
UNIDAD 1
InnocentorGuilty?
OBJETIVO
Expresar puntos de vista en forma escrita y oral y discutir críticamente en la clase;
comprender, analizar y extraer ideas principales de las lecturas académicas.

2. UNIVERSIDAD NACIONAL DE CHIMBORAZO
Carrera de Idiomas
2012-2013
CONTENTS
Roger’sstory
Predicting
Sharing information
Matching
Listening for main ideas and details
Background and vocabulary
Reading 1: Roger’s story(North star 2 third edition; Listening and Speaking;
pg. 201)
A different path to justice
Predicting
Sharing information
Filling the gaps
Reading for main ideas and details
Background and vocabulary
Reading 2: US justice facts(North star 2 third edition; Reading and Writing;
pg. 73)
Why do innocent people go to prison?
Predicting
Sharing information
Matching
Listening for main ideas and details
Making Inferences
Reading 3: Why do innocent people go to prison?(North star 2 third edition;
Listening and Speaking; pg. 202)
Vote for restorative justice
Predicting
Sharing information
Filling the gaps
Reading for main ideas and details
Organizing
Reading 4: Restorative Justice(North star 2 third edition; Reading and
Writing; pg. 75)
Moving past the crime.
Predicting
Sharing information
Matching
Reading for main ideas and details
Organizing

3. UNIVERSIDAD NACIONAL DE CHIMBORAZO
Carrera de Idiomas
2012-2013
Reading 5: Moving past the crime(North star 2 third edition; Reading and
Writing; pg. 78)
SCIENTIFIC KNOWLEDGE
Simple past
Wh-questions
WH Question Words
We use question words to ask certain types of questions (question word questions). We often
refer to them as WH words because they include the letters WH (for example WHy, HoW).
Question Word Function Example
what asking for information about Whatisyourname?

4. UNIVERSIDAD NACIONAL DE CHIMBORAZO
Carrera de Idiomas
2012-2013
something
asking for repetition or confirmation
What? I can't hear you.
Youdidwhat?
what...for asking for a reason, asking why What did you do that for?
when askingabout time Whendid he leave?
where asking in or at what place or position Where do theylive?
which askingaboutchoice Which colour do you want?
who
asking what or which person or
people (subject)
Whoopenedthedoor?
whom
asking what or which person or
people (object)
Whomdidyousee?
whose askingaboutownership
Whose are these keys?
Whose turn is it?
why asking for reason, asking what...for Why do you say that?
whydon't making a suggestion Why don't I help you?
how askingaboutmanner Howdoesthiswork?
asking about condition or quality Howwasyourexam?
how + adj/adv asking about extent or degree seeexamplesbelow

5. UNIVERSIDAD NACIONAL DE CHIMBORAZO
Carrera de Idiomas
2012-2013
howfar distance
How far is Pattaya from
Bangkok?
howlong length (time orspace) How long will it take?
howmany quantity (countable) How many cars are there?
howmuch quantity (uncountable)
How much money do you
have?
howold age Howold are you?
how come
(informal)
asking for reason, asking why How come I can't see her?
Should and shouldn’t
Should
Should is an auxiliary verb, a modal auxiliary verb. We use should mainly to:
Give advice or make recommendations
Talkaboutobligation
Talk about probability and expectation
Express theconditionalmood
Replacea subjunctivestructure
Structure of Should
subject + should + main verb
The main verb is always the bare infinitive (infinitive without "to").
subject auxiliaryverb mainverb
+ He should go.

6. UNIVERSIDAD NACIONAL DE CHIMBORAZO
Carrera de Idiomas
2012-2013
- He
shouldnot
go.
shouldn't
? Should he go?
Notice that:
Should is invariable. There is only one form of should.
The main verb is always the bare infinitive.
Bibliografía:
North Star: listening and speaking level 2, third edition.
North Star: reading and writing level 2, third edition.
Basic Methodology for Teaching English,Mónica Torres C. 2010.
The TKT course, Spratt, Pulverness and Williams, Cambridge University Press
2007.
Applying Research In Reading Instruction For Adults First Steps For Teachers
http://english-the-easy-way.com/Adjectives/Comparative_Adjectives.htm#sthash.0TZkGsqF.dpbs
http://www.englishclub.com/grammar/adjectives-comparative.htm
http://www.englishclub.com/listening/index.htm