UNIVERSIDAD DE ESPECIALIDADES ESPÍRITU SANTO
FACULTAD DE ESTUDIOS INTERNACIONALES
SYLLABUS
ENGLISH VERSION
FOR DAC 11 VER 12 03 09
COURSE:
FACULTY:
# CONTACT HRS:
YEAR:
DAYS:
ROOM # :
Accuracy and Fluency
Lindemberg Dominguez
48 hours
2011
Mon through Thu
F - 204
CODE:
ULNG098-66
CREDITS:
3
# NON-CONTACT HRS: 96 hours
PERIOD:
Winter
SCHEDULE:
7:30 – 8:50 pm
DATE:
December,2010
1.- DESCRIPTION
This course provides an intensive speaking setting for developing students´ skills in academic
English. Accuracy and Fluency moves beyond upper-intermediate communicative competence to
track student progress in formal and informal speaking projects. Accuracy and Fluency is a projectbased course meant to provide as much student speaking opportunity as possible and a final focus
on pronunciation and listening comprehension before embarking on content courses in ICP. The
emphasis is specifically on speaking, listening, presenting and expressing opinions succinctly.
2.- JUSTIFICATION
Accuracy and Fluency is the second of the Bridge courses, designed to prepare students for accurate
and fluent use of oral English that they will require in ICP. This preparation will guide them in oral
speech in their future professional discourse.
3.- OBJECTIVES
3.1 GENERALAt 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 SPECÍFICThe specific Objectives are the following:
 To have interactive learning through group work
 To have oral involvement in topics
 To prepare and conduct an interview on political and/or controversial topics, summarizing
response 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 on a pre-approved topic, accompanied by a Power Point
presentation
 To participate in a timed debate to enhance extemporaneous thinking and production
 To deliver an oral character analysis based on assigned reading or video
 To become cognizant of pronunciation difficulties and solutions
 To develop spoken modes
 To stimulate and extend personal criteria on social and political matters
 To create competence in spoken language to accurately use English grammar structures and
be conversant in the meta-language of grammar
4.- COMPETENCIES
 To express opinions 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
DATES &
SPECIFIC
CONTENTS
SESSIONS
COMPETENCIES
Session 1
Jan 10
Session 2
Jan 11
Session 3
Jan 12
Session 4
Jan 13
Session 5
Jan 17
Session 6
Jan18
Session 7
Jan 19
Session 8
Jan 20
Session 9
Jan 24
Session 10
Jan 25
Session 11
Jan 26
Session 12
Jan 27
Session 13
Jan 31
Session 14
Feb 1
Syllabus and course
materials, student
interviews and
introductions
Accuracy and Fluency
Synthesizes and reports
lecture
information and arguments
from a number of sources Pronunciation
practice: syllables.
Movie-review
discussion
Follows up and probes
interesting replies. Takes
initiatives in an interview,
expand and develop ideas Interview classmates
with little help or prodding on political beliefs.
from an interviewer.
Class discussion on
Departs spontaneously
topic assigned
from a prepared text and
follow up interesting
points raised by members
Roles and tasks in
of the audience
leading small-group
Uses the language fluently, discussion and
accurately and affectively practice.
on a wide range of general, Movie-review
academic, vocational or discussion
leisure topics, marking
clearly the relationships Class discussions
between ideas.
Carries out an effective,
fluent interview, departing
spontaneously from
prepared questions.
Communicates
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.
Answers follow-up
questions that verify that
he has understood what a
speaker intended to say,
and gets clarification of
ambiguous points.
Class topical
discussion, Speech
delivery lecture
Movie-review
discussion-content
Class debate on
prepared topic
Continue class debate
NON CONTACT
HOURS
ASSESSMENT
Prepare student
Students’ class participation
introduction 2 hours
Assign a movie review
3.5 hours
Students’ class participation
Work on oral
reports on articles
about political
beliefs. 2 hours
Assign a topic for
class discussion
Student participation
Prepare discussion
topic as leaderresearch, practice at
home. 3 hours
Assign a moviereview. 4 hours
Graded report of interview
findings
Prepare discussion
topic. 4 hours
Graded discussions for leader and
class participation
Students practice
lecture materials, 2
hours
Graded elements in process speech
Graded report of interview
findings
Graded discussions for leader and
class participation
Prepare moviereview discussion
Student discussion
Prepare debate on
pre-given topic. 4
hours
Review class notes
Student discussion
Review class notes
Student class participation
Prepare for exam
Participation and preparation
Prepare for exam
Student participation
Student class participation
Pronunciation practice
MIDTERM ORAL
EXAM
Session 15
Feb 2
Session 16
Feb 3
Session 17
Feb 7
Session 18
Feb 8
Session 19
Feb 9
Session 20
Feb 10
Session 21
Feb 14
Session 22
Feb 15
Session 23
Feb 16
Session 24
Feb 17
Session 25
Feb 21
Session 26
Feb 22
Session 27
Feb 23
Session 28
Feb 24
Session 29
Feb 28
Session 30
Mar 1
Recognizes standard
spoken language, live or
broadcast, on both familiar
and unfamiliar topics
normally encountered in
personal, social, academic
or vocational life.
MIDTERM ORAL
EXAM
What is a process
speech? Examples and
topic development.
How PowerPoint can
help your speech.
How to have a debate
lecture. Debate topic
development in class.
Develop topic for
process speech,
organize
presentation. 4
hours
Topic due for
Follows extended speech
process speech
and complex lines of
Assign debate
argument provided the
teams. Students
topic is reasonably
familiar, and the direction Pronunciation
prepare and defend
of the talk is sign-posted
practice: -ed endings, an argument
by explicit markers.
IPA review
objectively. 4 hours
Debate movie
Debate
Possesses a good range of
development
vocabulary for matters
3 hour
connected to his/her field
Debate movie
Students analyze
and most general topics.
discussion and
other viewpoints to
argument
the debate topic. 4
Varies formulation to
hours
avoid frequent repetition, development
Student debates
Debate practice 2
but lexical gaps can still
cause hesitation and
hours
circumlocution.
Student debates
Debate practice 2
hours
Has high lexical accuracy Pronunciation
Assign topics for
practice: minimal pairs PowerPoint
Gives clear, detailed
presentations
descriptions and
Guidelines
for
Students choose and
presentations on a wide
develop Outline
range of subjects related to PowerPoint
presentation
his/her field of interest,
Preparation of
expanding and supporting Presentation of Topic
ideas with subsidiary
for approval
speech with
points and relevant
PowerPoint 5 hours
examples.
Group activityPreparation of
planning
speech with
Identifies and exchanges
PowerPoint 5 hours
complex information and
Group
activityPrepare for final
advice on the full range of
planning
review. 5.5 hours
matters related to his/her
Clearing
all
student
Prepare for Oral
occupational role.
doubts for
Exam
Presentation
Passes on detailed
information reliably.
FINAL ORAL EXAM Prepare for Oral
Exam
FINAL ORAL EXAM
Gives a clear, detailed
description of how to carry
Give out scores and
out a procedure.
grades
Student participation
Student participation and
discussion
Strength of team argument,
application of lecture material,
participation
Class discussion
Class participation, individual
grades
Class participation, individual
grades
Class participation
Graded process speech
Graded outline process
Graded process speech
Discussion
Class participation
Graded individual process speech
FINAL ORAL PROJECT
Graded individual process speech
FINAL ORAL PROJECT
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. The activities are to reinforce vocabulary, grammar structure, learning
strategies, and language functions. There is a strong focus on both listening comprehension and
speaking practice through realistic and interesting passages.
7.- EVALUATION
7.1 Assessment Criteria
 Homework
 Oral quizzes
 Class participation
 Presentations
 Oral exams
7.2 Performance Markers
 Centered discussion of topics
 Presents examples of planned and spontaneous speaking
 Shows logical Analysis of topics
 Shows good pronunciation
 Presents summaries in good chronological order
 Demonstrates clarity in ideas
 Fluency in speaking
 Has good use of intonation
7.3 Weighting
Partial 1:
Class discussion
Topic summarization
Presentations
Class Participation
Oral Exam
10 %
10 %
20 %
10 %
50 %
100%
Partial 2:
Class discussion
Topic summarization
Presentations
Class Participation
Oral Exam
10 %
10 %
20 %
10 %
50 %
100%
8.- BIBLIOGRAPHY
8.1 COMPLEMENTARY BIBLIOGRAPHY
Matthews, Candace. Speaking Solutions: Interaction, Presentation, Listening, and
Pronunciation Skills. Englewood Hills, NJ: Prentice Hall Regents, 1994.
Smith, Mare. Themes for Today. H&H
Hanreddy, Whalley. Mosaic One/ A Listening-Speaking skills book. McGraw Hill
Walter. Genuine Articles. Cambridge UP
Current Newspaper articles.
Folse, Keith S. Discussion Starters: Speaking Fluency Activities for Advanced
ESL/EFL Students. Ann Arbor, MI: University of Michigan Press, 1996. 8.1 Required
8.2 WEBliography
 On-hand
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:
Dr. Lindemberg Dominguez, M Ed.
Reviewed by: Dean Monica Reynoso
Date:
December / 2011
Date: December, 2011