AVANTEL

Telefax. (57-1) 812-4033 Cra. 9b No. 117a 83 of.
202 Bogot, Colombia
CORPORATE STANDARD AND ENGLISH FOR SPECIFIC PURPOSES ESP ENGLISH PROGRAM PROPOSAL
Chicago Language Services English to GO BEYOND Jaime Jaramillo Escalante RUT 16820212-1 Instituto de Educacin No Formal Aprobado Resolucin 4211.2.21.2459 de 2006 Secretaria de Educacin Municipal
Telefax. (57-1) 812-4033 Cra. 9b No. 117a 83 of. 202 Bogot, Colombia
OUR OBJECTIVE Implement an efficient adaptable English program to: Fit your corporate needs and budget Empower your staff with an effective level of English Transform the linguistic landscape of your company
WE ARE DIFFERENT BECAUSE Linguistically effective, 360-hour programs: Transform fluency through: Communicative Verb Be foundation! Permanent Pronunciation transformation! Effective Phraseology training! Convenient on-site classes. Service Level Agreements after each program put realistic adult linguistic deliverables on the table. Flexible group-size: 2 to 10 students. Full 60-minute hours. Assimilation period at the end of each class for improved linguistic internalization.
We transform fluency through: our special focus on the Verb BE & Pronunciation & Phraseology MERGING ENGLISH LINGUISTIC COMPETENCIES. And that BUILDS FLUENCY!
Our 1-year Communicative Verb BE Focus Mastering the verb BE profoundly impacts student self-reliance and fluency, because it Merges linguistic competencies. Forms the foundation for student fluency. Provides insight into how the language works. We go in-depth to train students in mastering this vital element of the English language with its 11 meanings 8 forms 2 functions
Our 1-year Physical Pronunciation Focus Mastering English pronunciation profoundly impacts student confidence and fluency, because it Blends listening, grammar and vocabulary skills. Re-trains muscles. Leads to proficiency in the 6 aspects of English pronunciation that essentially mutate word sounds. Intensifies attention, which compels awareness to listening, vocabulary and grammar. If you can say it, you can catch it!
Our Effective Phraseology Focus Mastering English vocabulary in phrases profoundly impacts progress, because it Shifts linguistic perception to meaning in context. Incorporates pronunciation dexterity and deductive grammar. Reveals the nature of the multiple meanings of English words.
Service Level Agreements for each course put realistic linguistic deliverables on the table
AVANTEL GROUP ORGANIZATION & MATERIAL

Telefax. (57-1) 812-4033 Cra. 9b No. 117a 83 of. 202 Bogot, Colombia LEVEL/BOOK BEGINNER / INTERCHANGE Intro 1 2 3 4 5 6 7 *Lorena Girardo Jenny Vasquez Luz Dari Castro Andres Vargas Henry Gonzalez Paola Baquero Leonardo Acosta *Rafael Castro: not recommended LEVEL/BOOK CLEAN UP BAD HABITS AND IMPROVE PRONUNCIATION BASICS, AS MAIN WELL AS GRAMMATICAL MISCONCEPTIONS AND TENDENCY TO OBJECTIVE: CORRECT NATIVE SPEAKER'S VOCABULARY WITH SPANGLISH. MAIN LAUNCH AND INSTILL PROPER ENGLISH FROM SCRATCH OBJECTIVE:
*needs Ppt writing focus as of Intermediate level
LOW-INTERMEDIATE / INTERCHANGE 1 1 2 3 4 5 6 7 8 9 Andrea Zapata *Marcela Giraldo Sonia Torres Javier Rumie *Esperanza Velandia *Alejandra Gonzalez *KatarinCadavid Mauricio Tangarife Miriam Amaya LEVEL/BOOK UPPER-INTERMEDIATE / ESP COURSE 1 Marisol Ovalle 2 Vicente Quintero
*needs Ppt writing focus as of Intermediate level
MAIN POLISH LINGUISTIC SKILLS AND TAKE TO A SOLID ADVANCED OBJECTIVE: LEVEL
Visualization of our plan
CRUCIAL POINTS TO TAKE INTO ACCOUNT
SHIFT TO PowerPoint WRITING focus as soon as INTERMEDIATE LEVEL is achieved for: Lorena Girardo Marcela Giraldo Esperanza Velandia Alejandra Gonzalez Katarin Cadavid
MIENTRAS TANTO! Chicago Language Services can offer Avantel a PowerPoint translation and editing service geared toward English-speaking audiences that includes linguistics and culture considerations. We are also proficient in coaching the person responsible for presenting the PowerPoint presentation, once it has been refined for the target audience.
INTENSITY & DURATION 360 hours 2 4 days a week 1.5- to 2-hour classes (full hours per class: 90 minutes) INVESTMENT Groups of 2 to 10 students charged as follows: Price per 60 minutes # of CLASS Students ES 0-20 $44.00 21-40 $41.00 STANDARD MATERIAL ESP MATERI AL
ACADEMIC TOOLS TOEIC Placement Test Placement Standard Guide from American Council on the Teaching of Foreign Languages1 32-hour Module Pacing Guide Module Objective Chart Classroom rules: no cell phones, strict punctuality and clear cancellation policy Quizzes & Final Exams Oral Presentations, Essays & Homework End-of-module Progress Report End-of-1st-month Evaluation of Teacher by Student E-mail Form End-of-year Progress Test In-person & On-line visits by Academic Director ACADEMIC STANDARDS 90% combined subjective-objective grade + 90% attendance = Pass to the next level
http://www.actfl.org/i4a/pages/index.cfm?pageid=1
EVALUATION RESULTS (click on the Icon to open!):
FOR YOUR INFORMATION SECTION
WHATS NECESSARY FOR PROGRESS IN ESL? 1. Number of hours 2. Dogmas & Delusions in Mother Tongue Vs. Language 2 Acquisition 3. The Communicative Methodology
1. NUMBER OF HOURS COMMON EUROPEAN FRAMEWORK BASIC USER INDEPENDENT USER PROFICIENT USER A1 A2 B1 B2 C1 C2 GUIDED LEARNING HOURS 100150 180200 350400 500600 700800 1,0001,200
2. DOGMAS & DELUSIONS IN MOTHER TONGUE vs. LANGUAGE 2 ACQUISITION
Crucial differences between L1 (native language) and L2 (second language) acquisition 2 3 A great deal of what is called 'Communicative Language Teaching' is based on what is essentially a 'nativist' view of second language (L2) acquisition. A 'nativist' view assumes consciously or unconsciously that somehow L2 learning can and should be like learning our native language (L1). This is based on a profound misconception about the nature of L2 learning - just as it is a misconception about how L1 acquisition occurs. Lets view the two processes side-by-side in parallel, as below.
2 3
"Crucial differences between L1 and L2 Acquisition" (Robert O'Neill: 1998) "Dogmas and Delusions in Current EFL Methodology" (Robert O'Neill: 1999)
L1 NATIVE LANGUAGE ACQUISITION L1 acquisition is genetically triggered at the most critical stage of the child's cognitive development. The 'engine' of language its syntactic system is 'informationally encapsulated' which means that children are not even aware of developing a complex, rule-governed, hierarchical system. Most L1 speakers do not even realise this is what they are using. The L1 is typically acquired at the crucial period of cognitive development; pre-puberty, when L1 and other crucial life-skills are also acquired or learned. Children never resist L1 acquisition, any more than they resist learning to walk. Given even minimal 'input' during critical pre-pubescent development, all humans acquire the L1 of the society or social group they are born into as a natural and essential part of their lives. Even braindamaged and/or retarded children usually acquire the full grammatical code of the language of their society or social group. In short, L1 acquisition is an essential, biologicallydriven process. It is part of every individual's evolutionary history and development in the most critical stage of that individual's acquisition of essential life-skills.
L2 LEARNING L2 learning is not genetically triggered in any way unless the child grows up bi-lingually. The syntax of the L2 is acquired consciously. Few L2 learners develop the same degree of unconscious, rule-governed insight into and use of the L2 which they demonstrate with the L1. The L2 is not learned as part of the learner's general cognitive development. It is not an essential life-skill in the same way that the L1 is. There is often great conscious or unconscious resistance to L2 learning. Many highly intelligent individuals with impressive learning skills often have great problems learning an L2. Many L2 learners 'fossilise' at some stage, so that even if they use the L2 regularly, and are constantly exposed to input in it, they fail to develop full grammatical or 'generative' competence. L2 learning is not a biologicallydriven process. It is not an essential aspect of an individual's general development. especially when the L2 is simply another subject on an already overloaded school curriculum or something that has to be undertaken by people with busy lives and heavy work-loads.
3. OUR METHODOLOGY The Communicative Approach4
5 6 7
WHAT IS COMMUNICATIVE COMPETENCE? Progressive acquisition of the ability to use a language to achieve one's communicative purpose. Negotiation of meaning between two or more persons sharing the same symbolic system. Context specific based on the situation, the role of the participants and the appropriate register and style. A shift from the grammatical to the communicative properties of the language. Mastery of relevant production and comprehension of communicative acts. Characteristics Of The Communicative Classroom Devotion to activities that foster acquisition of the language Mutual correction of errors Students learn and respond in the target language The focus of all learning and speaking activities is on the interchange of meaningful communication Comprehensible input: a. a context b. gestures and other body language cues c. a message to be comprehended d. a knowledge of the meaning of key lexical items in the utterance Low-anxiety, enjoyable environment Students are personally involved in class activities Students regularly take on teaching roles Stages of language acquisition in the communicative approach 1. Comprehension or pre-production a. Total physical response b. Answer with names--objects, students, pictures 2. Early speech production a. Yes-no questions b. Either-or questions c. Single/two-word answers d. Open-ended questions e. Open dialogs f. Interviews 3. Speech emerges a. Games and recreational activities b. Content activities c. Humanistic-affective activities d. Information-problem-solving activities
4 5 6 7
J.L. Austin How to do things with words Second Edition, Harvard Univeristy Press Brumfit, C.J. Language and Literature Teaching: From Practic to Principle, Oxford Canale, M. From communicative competente to communicative pedagogy, Cambrdige Univeristy J. Richards and R. Schmidt Language and Communication, Longman
Visit our Website! https://sites.google.com/site/abcenglishinsight/
Cordially,
Jaime Jaramillo E. Director Cellular: 314-381-2997 E-mail: chicago.language@gmail.com
Ann Kauffman Academic Director Cellular: 316 831-9592

AVANTEL

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

AVANTEL

Uploaded by

Copyright:

Available Formats

Telefax. (57-1) 812-4033 Cra. 9b No. 117a 83 of.

202 Bogot, Colombia

AVANTEL GROUP ORGANIZATION & MATERIAL

*needs Ppt writing focus as of Intermediate level

*needs Ppt writing focus as of Intermediate level

Visualization of our plan

CRUCIAL POINTS TO TAKE INTO ACCOUNT

EVALUATION RESULTS (click on the Icon to open!):

FOR YOUR INFORMATION SECTION

2. DOGMAS & DELUSIONS IN MOTHER TONGUE vs. LANGUAGE 2 ACQUISITION

3. OUR METHODOLOGY The Communicative Approach4

Visit our Website! https://sites.google.com/site/abcenglishinsight/

Jaime Jaramillo E. Director Cellular: 314-381-2997 E-mail: chicago.language@gmail.com

Ann Kauffman Academic Director Cellular: 316 831-9592

You might also like