UNIVERSIDAD DE ESPECIALIDADES ESPÍRITU SANTO
FACULTAD DE ESTUDIOS INTERNACIONALES
SYLLABUS
ENGLISH VERSION
FOR DAC 11 VER 12 03 09
SUBJECT : English Fluency and
Accuracy
FACULTY : Lindemberg Domínguez
CONTACT HOURS: 48
YEAR: 2011
DAYS: Monday-Thursday
ROOM: F-203
CODE: ULNG 098 (65)
CRÉDITS: 3
NON-CONTACT HOURS: 96
PERIOD: Fall I
SCHEDULE: 19:30-20:50
SYLLABUS DATE: August 2011
1.- DESCRIPTION
This course provides an intensive speaking setting for developing students´ skills in
academic English. Accuracy and Fluency focuses on communicative competencies
to track student progress in formal and informal speaking presentations. Accuracy
and Fluency is a project-based course meant to provide as much student speaking
opportunity as possible and places an emphasis on pronunciation and listening
comprehension.
2.- JUSTIFICATION
Accuracy and Fluency is the second of the Bridge courses, designed to prepare
students for the level of fluent, accurate English they will require in ICP. The
emphasis is specifically on speaking, listening, presenting and expressing opinions
succinctly.
3.- OBJECTIVES
3.1 GENERAL
At the end of the bimester, students will be able to confidently present their
ideas orally in English in both formal and informal settings. The general
objective of this course is to improve students’ pronunciation, fluency, and
self-confidence in speaking English.
3.2 SPECÍFIC
 To prepare and conduct an interview on political and/or controversial
topics, summarizing response in writing and in oral presentation
 To lead a small-group discussion with peers to develop an awareness of
timing and equal participation
 To deliver a formal process speech with topic from students´ majors,
accompanied by a Power Point presentation




To participate in a timed debate to enhance extemporaneous thinking and
production
To deliver an oral and written character analysis based on assigned
reading
To give a chronological account of the adventures of a character from an
assigned reading as part of a group presentation
To increase awareness of pronunciation difficulties and solutions
4.- COMPETENCIES
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




To express opinions spontaneously with good grammatical control and
good pronunciation
To recognize common errors and employ self-correction
To demonstrate fluent spoken English
To deliver a formal speech in front of an audience
To analyze literary characters
To justify opinions in a pressurized environment
5.- COURSE CONTENT OUTLINE
DATE
Specific
competencies
Aug.
29
Introduces
syllabus and
course
materials,
student
interviews and
introductions /
Types of
Sentences
Aug.
30
Content
-Syllabus and course
materials, introductions
-Develop question list
for interview
-Student
Introductions/reported
speech based on
interviews
Aug.
31
- Discuss Reading 1 & 2
- Introduction to Activity
Management (roles and
tasks in leading smallgroup discussion and
practice)
-Introduce topics for
next week
Sep.
1
- TV show pitch activity
Homework/
ASSESSMENT
projects/
(performance
assignments
indicators)
(Non-Contact
Hours)
- Prepare student Participates in
introduction 2 hour class discussion
- Reading 1
(Formal English)
- Reading 2
(Teaching)
Demonstrates
speaking
extemporaneously
Participates in
class discussions
Analyzes reading
Demonstrate
extemporaneous
speaking
- Copy reading
packet
Demonstrates
speaking
extemporaneously
Sep.
5
Sep.
6
Sep.
7
Sep.
8
Sep.
12
Sep.
13
Sep.
14
Sep.
15
Expresses
spontaneously
with good
grammatical
control without
much sign of
having to
restrict what
he/she wants
to say,
adopting a
level of
formality
appropriate to
the
circumstances.
Students lead class
activities
- Prepare activity
Manages group
activities
Students lead class
activities
- Prepare activity
Manages group
activities
Students lead class
activities
- Make a list of 10
minor problems in
your life
- Reading 3
(Editorial:
problem/complaint)
- Plan problem
solution
presentation
Manages group
activities
Identifies the
roles of the
Parts of
Speech in
order to create
complex and
varied
sentence
structures.
Problem Solutions Exam Finalize
prep
presentation
Demonstrates
planned speaking
Problem Solution
Presentation
Finalize
presentation
Demonstrates
planned speaking
- Reading 4
Demonstrates
planned speaking
- Research
pronunciation
difficulties
English/Spanish
- Bring in list of 10
hard to pronounce
words
Analyzes reading
Demonstrate
extemporaneous
speaking
-Problem Solutions
Exercise
Problem Solution
Recognizes
Presentation
errors and able
to do selfcorrection
-Discuss presentations
- Reading 4
Discussion
Demonstrates
speaking
extemporaneously
Date
Sep.
19
Specific
competencies
Content
Delivering
speeches
Language
of
speeches
workshop
Sep
20
Practice
run for
process
speeches
Mid-term
Sep.
21
Assessment
(performance
indicators)
Preparation for process
speech
Demonstrates
planned
speaking
Preparation for process
speech
Demonstrates
planned
speaking
Assessment of speeches
Demonstrates
planned
speaking
Process
speech
Mid-term
Sep.
22
Homework/Assignments
Non-contact hours
Process
speech
Date
Sep.
26
Sep.
27
Sep.
28
Sep.
29
Specific
competencies
Content
Recognises
Pronunciation
differences of
practice
ed endings
both form and
meaning of
grammar
structures.
Distinguishes
between
tenses to
understand
Pronunciation
when an action
practice
takes place.
Recognises
differences of
_s endings in
English.
Recognizes
differences of
th sounds
Pronunciation
practice
Homework/Assignments Assessment
Non-contact hours
(performance
indicators)
Pronunciation
drills
Reading “26 most
common errors of
Spanish Speakers in
English”
Prepares reading with
particular note to
pronunciation.
Discussion
and practice
drills
Discussion
and practice
drills
Pronunciation
practice
Discussion
and practice
drills
Date
Oct.
3
Oct.
4
Specific
competencies
Content
Homework/Assignments
Non-contact hours
Assessment
(performance
indicators)
Critical reading
and discussion
A
selection
of
readings
on topics
selected
by
teacher
Preparation of reading
and discussion points
Quizzes
Reading
Discusses topic
Reading
Demonstrates
planned speaking
Reading
Demonstrates
speaking
extemporaneously
Spontaneous
discussion
Selected
readings
Oct.
5
Oct.
6
Prepared
arguments in
favor and
against
Selected
readings
and topic
Written and
oral
expression
Selected
reading
and topic
Date
Oct.
10
Oct.
11
Oct.
12
Specific
competencies
Content
Homework/Assignments
Non-contact hours
Assessment
(performance
indicators)
Recognises
debate
language and
distinguishes
ways of
agreeing and
disagreeing
Introduction
to debates
Debate topic
development
in class
Reading on debate
topic chosen for next
day´s class eg TIME
Mexican President
wants to legalise all
drugs
Participates in
class
discussion
Mock debate Research the Benny
Expresses point
Assign
Agrelo euthanasia case
of view and
debate teams or other topic as chosen
defends
by teacher
argument
Watch,
Listening and
discuss and
comprehension, critique
expressing
famous
opinions
debates
Preparation for debate
Preparation for debate
Oct.
13
Listen and
complete
worksheet
Watch you
tube
marijuana
debate
Analyses
reading and
discusses
case
Date
Oct.
17
Specific
competencies
Content
Homework/Assignments
Non-contact hours
Assessment
(performance
indicators)
Final exam
Debates
Demonstrates
planned
speaking
Final exam
Debates
Demonstrates
planned
speaking
Oct.
18
6.- METHODOLOGY
Based on the Communicative Approach, or notional-functional approach, this course
¨aims to make communicative competence the goal of language teaching and
develop procedures for the teaching of the four language skills that acknowledge the
interdependence of language and communication.¨ While this approach has various
interpretations, peer work, group problem solving, and focus on different types of
communicative purpose are at its core, and are exemplified in the projects required
in this course. Breen and Candlin describe the role of the learner: ¨The role of the
learner as negotiator – between the self, the learning process, and the object of
learning – emerges from and interacts with the role of joint negotiator within the
group and within the classroom procedures and activities which the group
undertakes. The implication for the learner is that he should contribute as much as
he gains, and thereby learn in an interdependent way.¨ They go on to describe the
role of the teacher in Communicative Language Teaching: ¨The teacher has two
main roles: the first role is to facilitate the communication process between all
participants in the classroom, and between these participants and the various
activities and texts. The second role is to act as an independent participant within
the learning-teaching group. The latter role is closely related to the objectives of the
role and arises from it. These roles imply a set of secondary roles for the teacher;
first, as an organizer of resources and as a resource himself, second as a guide
within the classroom procedures and activities… A third role fro the teacher is that of
researcher and learner, with much to contribute in terms of appropriate knowledge
and abilities, actual and observed experience of the nature of learning and
organizational capacities.¨ (Breen, M. and C. N. Candlin. 1980. The essentials of a
communicative curriculum in language teaching. Applied Linguistics 1 (2): 89-112.
Additional roles for teachers are needs analyst, counselor and group process
manager.
7.- EVALUATION
7.1 Assessment Criteria
 Homework
 Written quizzes
 Class participation
 Presentations
 Written and Oral exams
7.2 Performance Markers
 Gives various examples of planned and extemporaneous speaking
 Analyzes readings
 Manages group activities in the classroom setting
7.3 Weighting
Partial 1:
Classwork
Quizzes
Participation
Oral Exam
25 %
10 %
15 %
50 %
Partial 2:
Classwork
Quizzes
Participation
Oral Exam
25 %
10 %
15 %
50 %
8.- BIBLIOGRAPHY
8.1 Required
Reading packet provided by professor
8.2 Complementary
To be provided my professor
8.3 Hand-outs
8.4 WEBliography
9.- FACULTY INFORMATION
NAME:
Dr. Líndemberg Domínguez, M Ed.
ACADEMIC CREDENTIALS:
Masters in Bilingual Education
: Teaching English
as a Second
Language and Administrating Bilingual
Programs
Medical Doctor
E-MAIL ADDRESS: lindembergdm@ hotmail.com
10.- FACULTY SIGNATURE AND OR DEAN/DIRECTOR’S APPROVAL
(SIGNATURE)
Prepared by: Lindemberg Domínguez
Reviewed by: Dean Monica Reynoso
Date: August 2011
Date: August 2011