ESPOL English I Course Guide and Syllabus Notes

Institutional Overview and Core Values

• Educational Institution: Escuela Superior Politécnica del Litoral (ESPOL) – Centro de Lenguas Extranjeras.
• Introductory Elements:
  • Personal name identification.
  • Selection and discussion of favorite sports teams.
  • Sharing personal hobbies and interests.
• Fundamental Core Values:
  • Commitment: Dedication to course requirements and academic progression.
  • Honesty: Truthfulness in all academic dealings and interactions.
  • Accountability: Taking full responsibility for personal learning, actions, and conduct.
  • Respect: Polite consideration for peers, instructors, and staff.
  • Courage: Willingness to take active learning risks and face academic challenges.
  • Ethics: Adherence to moral principles in study and communication.
  • Integrity: Consistency of moral character and academic honesty.

Classroom Rules and Conduct Guidelines

• Guiding Principle: Treat others just as you want to be treated (Luke 6:31).
• Rule 1 — Respect and Politeness: Maintain a respectful and polite demeanor towards all individuals, including professors and fellow students, at all times.
• Rule 2 — Punctuality and Attendance: Plan to arrive to class on time and remain for the entire class period (until formally dismissed). Unannounced or random arrivals and exits cause distraction and demonstrate disrespect.
• Rule 3 — Food and Beverage Policy: Food and beverages are strictly prohibited inside the classroom.
• Rule 4 — Electronic Device Policy: All smartphones and other electronic devices must be switched off completely or set to vibrate mode prior to class.
• Rule 5 — Classroom Behavior: Talking and other disruptive behaviors are strictly prohibited while classes are actively in session.
• Rule 6 — Zero Tolerance Policy on Discrimination: Under no circumstances are racist jokes or discriminatory comments permitted.

Course Description and Functional Objectives

• Course Scope: Basic and general education subject focused on introducing essential grammatical structures to build simple, cohesive paragraphs through a structured writing program.
• Core Functional Competencies:
  • Identification of specific arguments in both oral and written communication.
  • Formulation and expression of personal opinions on social, academic, and professional topics.
• Key Vocabulary and Target Language Functions:
  • Constructing comparisons between present and past circumstances.
  • Formulating detailed descriptions of books and movies.
  • Creating simple student profiles.
  • Expressing personal opinions on technological and historical inventions.
  • Constructing formal apologies.
  • Recounting and describing past events.

Pedagogical Methodologies

• Core Methodological Supports:
  • Communicative Approach: Continuous interaction in the target language. Students must communicate in English exclusively with both the teacher and peers.
  • Flipped Classroom: Pre-assignments are completed prior to class to establish baseline understanding.
  • Collaborative and Cooperative Learning: Group-based interaction and cooperative problem-solving.
• Classroom Delivery Mode:
  • Mandatory face-to-face sessions where instructor and students are physically present on campus simultaneously.
• Flipped Classroom Execution via the PPP Framework:
  • The PPP technique comprises three phases: Presentation, Practice, and Production.
  • Pre-assignments shift foundational learning outside the classroom, allowing teachers to minimize the Presentation component during class.
  • Classroom hours are maximized for interactive Practice and Production activities.

Graduate Polytechnic Competencies

• Every polytechnic student at ESPOL must demonstrate the following competencies upon degree completion:
  • Ability to understand ethical and professional responsibility (Habilidad para comprender la responsabilidad ética y profesional).
  • Ability to communicate effectively in Spanish (Habilidad para comunicarse efectivamente en español).
  • Ability to communicate effectively in English.
  • Recognition of the necessity of continuous lifelong learning and development of learning skills (Reconocimiento de la necesidad del aprendizaje continuo y desarrollo de habilidades para aprender).
  • Ability to understand contemporary issues (Habilidad para conocer temas contemporáneos).
  • Ability to work effectively as a member of a multidisciplinary team (Habilidad para trabajar como integrante de un equipo multidisciplinario).
  • Recognition of the need for entrepreneurship and mastery of skills required to become an entrepreneur (Reconocimiento de la necesidad de emprender, y las habilidades para convertirse en emprendedor).

Evaluation and Assessment Grading System

• The overall course grade is divided into two main components: a Theoretical Part weighted at $70\%$ and a Practical Part weighted at $30\%$

Theoretical Evaluation Component (70% Total Weight)

• The theoretical portion is scored out of $100\,\text{points}$ total, split equally between formative and summative evaluations:
  • Formative Evaluation ($50\,\text{Points}$ Total):
  • Cambridge One units 7-9 digital workbook: $20\,\text{points}$
  • Classwork: $10\,\text{points}$
  • AW Listening and Reading activities: $10\,\text{points}$
  • Quizzes: $10\,\text{points}$
  • Summative Evaluation / Exams ($50\,\text{Points}$ Total):
  • Listening Exam: $10\,\text{points}$
  • Writing Exam: $10\,\text{points}$
  • Reading Exam: $10\,\text{points}$
  • Speaking Exam: $10\,\text{points}$
  • Use of English Exam: $10\,\text{points}$

Practical Evaluation Component (30% Total Weight)

• The practical component is scored out of $100\,\text{points}$ distributed across four core skills:
  • Reading: $25\,\text{points}$
  • Listening: $25\,\text{points}$
  • Writing: $25\,\text{points}$
  • Speaking: $25\,\text{points}$
  • Total Practical Score: $100\,\text{points}$

Useful Classroom English Expressions

• Asking for Meanings and Explanations:
  • "What does ….. mean in Spanish?"
  • "How do you say …. in English?"
  • "Can you explain it again?"
  • "Can you repeat that please?"
  • "I don’t understand."
• Inquiring About Spelling and Pronunciation:
  • "How do you spell that?"
  • "How is this word pronounced?"
• Clarifying Tasks and Homework:
  • "What do we have to do?"
  • "What page are we on?"
  • "What’s the homework?"
  • "Do we have to write this down?"
• Requesting Assistance and Permission:
  • "Can you help me, please?"
  • "May I go to the bathroom, please?"
  • "May I get in?"

Linguistic Foundations: Parts of Speech

• English grammar is categorized into eight primary Parts of Speech:
  • Noun: Names a person, place, thing, or idea.
  • Pronoun: Replaces a noun to avoid repetition.
  • Verb: Expresses an action, state of being, or occurrence.
  • Adverb: Modifies or describes a verb, an adjective, or another adverb.
  • Adjective: Modifies or describes a noun or pronoun.
  • Conjunction: Connects words, phrases, or clauses.
  • Preposition: Indicates relationships in time, space, or direction between nouns/pronouns and other words.
  • Interjection: Expresses strong emotion, exclamation, or sudden feeling.