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SYLLABUS 3. DIDACTIC UNITS
UNIT’S NUMBER: One
1. INFORMATIVE DATA UNIT’S NAME: The way we are.
1.1. Students are able to talk about people´s behavior using
Institutional structure : Sede Matriz
adverbs, describe people´s personalities using adverbs
1.2. Academic year: October 2021 – March 2022 before adjectives, use always with a continuous verb to
LEARNING OUTCOME:
1.3. Major English Department describe habits, use at least to point out the positive side
of a situation, read online students’ profile and write a
1.4. Modality: Part time class personal profile.
1.5. Level: Fifth None UNIT’S HOURS
1.6. Curriculum organization MINIMUM CONTENT LEARNING IN ENFORCEMENT
Basic CONTACT WITH
PRACTICES AND AUTONOMOUS
unit: EXPERIMENTATION LEARNING
THE TEACHER LEARNING
1.7. Total hours of the level: 96
1.8. Hours of the learning in contact with the teacher component: 40
1.9. Hours of enforcement practices and experimentation learning
12
component:
1.10. Hours of autonomous learning component: 44
1.11. Pre-requisites: Level: Fourth Code: None
1 Adjectives vs. Manner adverbs.
1.12. Co-requisites: Subject: None Code: None 2 Adverbs before Adjectives and
adverbs. 6 2 5
3 Always + a continuous tense.
2. SUBJECT’S DESCRIPTION

2.1. LEVEL’S OBJECTIVE

To talk about experiences about the present, past and future by contrasting grammatical tenses
with useful grammar and expressions demonstrating fluency and correct use of the language by
applying this knowledge to the real context of life.

2.2. CONTRIBUTION TO THE GRADUATION PROFILE

Technologists develop English communication skills such as listening, speaking, reading, writing, METHOD TECHNIQUE
regarding the MCER (B1.2.) from the easiest grammar structure to the most difficult one, to be Academic method
able to communicate by themselves from general ideas to specific ones through General English. Enunciation
Ascertainment
Enforcement
METHODOLOGY PPP method
Controlled by the teacher Presentation
Practice
Produce

Audio lingual method

Dialogue
Structure drill
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Exploitation activity
Audiovisual materials
Project-based learning Images
Design Slides
Planning Photos
Execution
Evaluation Audio
Recordings
Total physical response.
Listen Audiovisual aids
Controlled by the teacher and the student
Understand Videos
Do
Telematic Services
Communicative method Web resources
Information gap Web pages
Role- plays Cambridge platform
Task Moodle

Equipment
Presentation Projector
Oral explanation Speakers
Pc / laptop
Debate
Interaction Questioning
Resolution Written test
Confrontation Oral test
Opinion exchange ASSESSMENT Informal interview with responses guide of open answers
MECHANISMS Performance
Role play Platform
Introduction Forums
Conversation
Controlled by the student. Opinion BASIC
Interrogation McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1 (2.a
Dramatization ed.). United Kingdom. Cambridge University Press.
Assignment of roles McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2 (2.a
Characterization ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3 (2.a
Collaborative ed.). United Kingdom. Cambridge University Press.
Presentation of the topic McKeegan D., Owen D.(2020). Complete Key for schools with online
BIBLIOGRAPHY
Division of the teams workbook (2nd. ed.). United States. Cambridge University Press.
Delegation of functions COMPLEMENTARY
Development of the work
Socialization Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University
Press.
MacAndrew, R. (2009). The New Zealand file. United Kingdom: Cambridge
Printed materials University Press.
Touchstone book Mitchell, H. Q. (2014). Lisa goes to London. Estados Unidos: MM Publications.
Magazines Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
RESOURCES Worksheets University Press.
Flashcards
Newspaper
Reading book
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Design
UNIT’S NUMBER: Two Planning
UNIT’S NAME: Experiences Execution
Students are able to talk about experiences and secret Evaluation
dreams using the present perfect, ask about unusual Total physical response.
LEARNING OUTCOME: experiences using present perfect questions, keep a Listen
conversation going, show interest with Do you? Have Understand
you, read a travel blog and write a post for a travel blog Do

UNIT’S HOURS Communicative method

MINIMUM CONTENT ENFORCEMENT Information gap
LEARNING IN
PRACTICES AND AUTONOMOUS Role- plays
CONTACT WITH EXPERIMENTATION LEARNING
THE TEACHER LEARNING Task

Presentation
Oral explanation

Debate
Interaction
1. Present perfect statements. Resolution
2. Present perfect vs. simple past. Confrontation
2.1 Have you ever….? 6 2 4
Opinion exchange
3. Response questions.
Role play
Introduction
Conversation
Controlled by the student. Opinion
Interrogation
Dramatization
Assignment of roles
Characterization

METHOD TECHNIQUE Collaborative

Academic method Presentation of the topic
Enunciation Division of the teams
Ascertainment Delegation of functions
Enforcement Development of the work
Socialization
PPP method
METHODOLOGY Presentation
Controlled by the teacher Practice Printed materials
Produce Touchstone book
Magazines
Audio lingual method Worksheets
Dialogue Flashcards
RESOURCES
Structure drill Newspaper
Exploitation activity Reading book

Controlled by the teacher and the student Project-based learning Audiovisual materials
Images
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Slides
Photos UNIT’S NUMBER: Three
UNIT’S NAME: Wonders of the world
Audio
Recordings Students are able to talk about the best, worst and most
beautiful things in your city or country, describe natural
Audiovisual aids LEARNING OUTCOME: features, use short responses to be a supportive listener,
Videos use superlatives for emphasis, read an article about world
records and write a factual article about your country.
Telematic Services
UNIT’S HOURS
Web resources
Web pages MINIMUM CONTENT LEARNING IN ENFORCEMENT
PRACTICES AND AUTONOMOUS
Cambridge platform CONTACT WITH EXPERIMENTATION LEARNING
THE TEACHER LEARNING
Moodle

Equipment
Projector
Speakers
Pc / laptop

Questioning
Written test
1. Superlative adjectives.
Oral test
ASSESSMENT Informal interview with responses guide of open answers 2. Question with How + adjective…?
MECHANISMS Performance 3. Responses with really and sure 6 2 9
Platform
Forums

BASIC
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3 (2.a
ed.). United Kingdom. Cambridge University Press.
McKeegan D., Owen D.(2020). Complete Key for schools with online METHOD TECHNIQUE
BIBLIOGRAPHY
workbook (2nd. ed.). United States. Cambridge University Press. Academic method
COMPLEMENTARY Enunciation
Ascertainment
Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University Enforcement
Press.
MacAndrew, R. (2009). The New Zealand file. United Kingdom: Cambridge PPP method
University Press. METHODOLOGY Presentation
Mitchell, H. Q. (2014). Lisa goes to London. Estados Unidos: MM Publications. Controlled by the teacher Practice
Moses, A. (2007). The girl at the window. United Kingdom: Cambridge Produce
University Press.
Audio lingual method
Dialogue
Structure drill
Exploitation activity
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Project-based learning Images
Design Slides
Planning Photos
Execution
Evaluation Audio
Recordings
Total physical response.
Listen Audiovisual aids
Controlled by the teacher and the student
Understand Videos
Do
Telematic Services
Communicative method Web resources
Information gap Web pages
Role- plays Cambridge platform
Task Moodle

Equipment
Presentation Projector
Oral explanation Speakers
Pc / laptop
Debate
Interaction Questioning
Resolution Written test
Confrontation Oral test
Opinion exchange ASSESSMENT Informal interview with responses guide of open answers
MECHANISMS Performance
Role play Platform
Introduction Forums
Conversation
Controlled by the student. Opinion BASIC
Interrogation McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1 (2.a
Dramatization ed.). United Kingdom. Cambridge University Press.
Assignment of roles McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2 (2.a
Characterization ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3 (2.a
Collaborative ed.). United Kingdom. Cambridge University Press.
Presentation of the topic McKeegan D., Owen D.(2020). Complete Key for schools with online
Division of the teams BIBLIOGRAPHY
workbook (2nd. ed.). United States. Cambridge University Press.
Delegation of functions COMPLEMENTARY
Development of the work
Socialization Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University
Press.
MacAndrew, R. (2009). The New Zealand file. United Kingdom: Cambridge
Printed materials University Press.
Touchstone book Mitchell, H. Q. (2014). Lisa goes to London. Estados Unidos: MM Publications.
Magazines Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
Worksheets University Press.
RESOURCES Flashcards
Newspaper
Reading book

Audiovisual materials
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Exploitation activity
UNIT’S NUMBER: Four
UNIT’S NAME: Family life Project-based learning
Students are able to talk about family life using let, make, Design
help, have, get, want, ask and tell, talk about your Planning
Execution
immediate and extended family, describe memories using
Evaluation
LEARNING OUTCOME: used to and would, give opinions with expressions like If
you ask me, agree with opinions using expressions like Total physical response.
absolutely, read a blog about family meals and write a Listen
blog entry about a family memory. Controlled by the teacher and the student
Understand
UNIT’S HOURS Do

MINIMUM CONTENT LEARNING IN ENFORCEMENT

PRACTICES AND AUTONOMOUS Communicative method
CONTACT WITH
THE TEACHER
EXPERIMENTATION
LEARNING
LEARNING Information gap
Role- plays
Task

Presentation
Oral explanation

Debate
1. Collocations with let, make, help, Interaction
have, get, want, ask and tell + objects. Resolution
Confrontation
2. Used to and would. 6 2 7 Opinion exchange
3. Giving opinions.
Role play
Introduction
Conversation
Controlled by the student. Opinion
Interrogation
Dramatization
Assignment of roles
Characterization

Collaborative
METHOD TECHNIQUE Presentation of the topic
Academic method Division of the teams
Enunciation Delegation of functions
Ascertainment Development of the work
Enforcement Socialization
METHODOLOGY PPP method
Controlled by the teacher Presentation Printed materials
Practice Touchstone book
Produce Magazines
RESOURCES Worksheets
Audio lingual method Flashcards
Dialogue Newspaper
Structure drill Reading book
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Audiovisual materials UNIT’S NUMBER: Five
Images UNIT’S NAME: Food choices
Slides Students are able to talk about eating habits using
Photos containers and quantities, talk about different ways to
cook food, talk about food using too, too much, many and
Audio
Recordings LEARNING OUTCOME: enough, respond to suggestions by letting the other person
enough, use expressions like I´m fine to politely refuse
Audiovisual aids offers, read about snacks around the world and write
Videos about a dish from your country.
UNIT’S HOURS
Telematic Services
MINIMUM CONTENT ENFORCEMENT
Web resources LEARNING IN
PRACTICES AND AUTONOMOUS
CONTACT WITH
Web pages THE TEACHER
EXPERIMENTATION LEARNING
LEARNING
Cambridge platform
Moodle

Equipment
Projector
Speakers
Pc / laptop

Questioning
Written test
Oral test 1. Quantifiers.
ASSESSMENT Informal interview with responses guide of open answers 1.1 Countable and Uncountable
MECHANISMS Performance (Food).
Platform 6 2 4
Forums 2. Too much, too many, enough.
3. Polite refusals.
BASIC
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3 (2.a
ed.). United Kingdom. Cambridge University Press.
McKeegan D., Owen D.(2020). Complete Key for schools with online
BIBLIOGRAPHY
workbook (2nd. ed.). United States. Cambridge University Press.
COMPLEMENTARY
METHOD TECHNIQUE
Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University
Press. Academic method
MacAndrew, R. (2009). The New Zealand file. United Kingdom: Cambridge Enunciation
University Press. Ascertainment
METHODOLOGY Enforcement
Mitchell, H. Q. (2014). Lisa goes to London. Estados Unidos: MM Publications.
Moses, A. (2007). The girl at the window. United Kingdom: Cambridge Controlled by the teacher
University Press. PPP method
Presentation
Practice
Produce
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Worksheets
Audio lingual method Flashcards
Dialogue Newspaper
Structure drill Reading book
Exploitation activity
Audiovisual materials
Project-based learning Images
Design Slides
Planning Photos
Execution
Evaluation Audio
Recordings
Total physical response.
Listen Audiovisual aids
Controlled by the teacher and the student
Understand Videos
Do
Telematic Services
Communicative method Web resources
Information gap Web pages
Role- plays Cambridge platform
Task Moodle

Equipment
Presentation Projector
Oral explanation Speakers
Pc / laptop
Debate
Interaction Questioning
Resolution Written test
Confrontation Oral test
Opinion exchange ASSESSMENT Informal interview with responses guide of open answers
MECHANISMS Performance
Role play Platform
Introduction Forums
Conversation
Controlled by the student. Opinion BASIC
Interrogation McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1 (2.a
Dramatization ed.). United Kingdom. Cambridge University Press.
Assignment of roles McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2 (2.a
Characterization ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3 (2.a
Collaborative ed.). United Kingdom. Cambridge University Press.
BIBLIOGRAPHY
Presentation of the topic McKeegan D., Owen D.(2020). Complete Key for schools with online
Division of the teams workbook (2nd. ed.). United States. Cambridge University Press.
Delegation of functions COMPLEMENTARY
Development of the work
Socialization Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University
Press.
MacAndrew, R. (2009). The New Zealand file. United Kingdom: Cambridge
Printed materials University Press.
RESOURCES Touchstone book Mitchell, H. Q. (2014). Lisa goes to London. Estados Unidos: MM Publications.
Magazines
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Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
University Press. UNIT’S NUMBER: Six
UNIT’S NAME: Managing life
Students are able to talk about future plans and schedules
using will, be going to, present continuous, and simple
present, ask for and give advice about personal situations
using modal verbs and expressions, use expressions with
LEARNING OUTCOME:
make and do, end phone calls with expressions like I´d
better go, say good bye in a friendly or informal way, read
a blog about multitasking and write some advice about
time management.
UNIT’S HOURS
MINIMUM CONTENT LEARNING IN ENFORCEMENT
PRACTICES AND AUTONOMOUS
CONTACT WITH EXPERIMENTATION LEARNING
THE TEACHER LEARNING

1 Adjectives vs. Manner adverbs

2 Adverbs before Adjectives and
adverbs 10 2 15
3 Always + a continuous tense

METHOD TECHNIQUE
Academic method
Enunciation
Ascertainment
Enforcement

METHODOLOGY PPP method

Presentation
Controlled by the teacher
Practice
Produce

Audio lingual method

Dialogue
Structure drill
Exploitation activity
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Project-based learning Audiovisual materials
Images
Design
Slides
Planning
Execution Photos
Evaluation
Audio
Recordings
Total physical response.
Listen
Controlled by the teacher and the student Audiovisual aids
Understand
Videos
Do
Telematic Services
Communicative method
Web resources
Information gap
Role- plays Web pages
Cambridge platform
Task
Moodle

Equipment
Presentation
Projector
Oral explanation
Speakers
Pc / laptop
Debate
Interaction
Questioning
Resolution
Written test
Confrontation
Oral test
Opinion exchange
ASSESSMENT Informal interview with responses guide of open answers
MECHANISMS Performance
Role play
Platform
Introduction
Forums
Conversation
Controlled by the student. Opinion
Interrogation BASIC
Dramatization McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1 (2.a
Assignment of roles ed.). United Kingdom. Cambridge University Press.
Characterization McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2 (2.a
ed.). United Kingdom. Cambridge University Press.
Collaborative McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3 (2.a
Presentation of the topic ed.). United Kingdom. Cambridge University Press.
Division of the teams McKeegan D., Owen D.(2020). Complete Key for schools with online
BIBLIOGRAPHY
Delegation of functions workbook (2nd. ed.). United States. Cambridge University Press.
Development of the work COMPLEMENTARY
Socialization
Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University
Press.
MacAndrew, R. (2009). The New Zealand file. United Kingdom: Cambridge
Printed materials
University Press.
Touchstone book
Mitchell, H. Q. (2014). Lisa goes to London. Estados Unidos: MM Publications.
Magazines
Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
RESOURCES Worksheets
University Press.
Flashcards
Newspaper
Reading book
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6. REVISION AND APPROVAL
4. ASSESSMENT SYSTEM
PRODUCED BY REVISED BY APPROVED BY

ASPECTS SCORE PERCENTAGE LEVEL TEACHERS´ HEAD MASTER SIGNATURE ACADEMIC COORDINATOR

Autonomous work SIGNATURE SIGNATURE

1 mark 10%
Assessment per unit 2 marks 20%
DATE: 24/09/2021 DATE: 24/09/2021
Cambridge platform 2 marks 20%
DATE: 24/09/2021
Reading book 2,5 marks 25%
Teacher 1: ______________________ ___________________
Final exam 2,5 marks 25% ______________________ Mg. Mg. Mario Guamán
Lcdo.
TOTAL 100% Teacher 2:
______________________
Lcdo.
5. TEACHER’S PROFILE
Teacher 3:
______________________
THIRD LEVEL STUDIES Bachelor’s degree in English teaching -B2 certificated Lcdo.

FOURTH LEVEL STUDIES Master's degree in all specialties. Teacher 4:

______________________
SPECIALIZATION AREA Language’s teaching Lcdo.
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7. FINAL PROJECT
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ORAL PRESENTATION/1.5:
FINAL PROJECT
INFORMATIVE DATA Considered aspects 2 Poor 4 Fair 6 Good 8 Very good 10 Excellent
TOPIC: Fifth level summary reading book.
Communication Pronunciation is Pronunciation is Pronunciation is Pronunciation is Pronunciation is
To read and understand diverse texts at a level appropriate to the abilities lacking and hard okay; No effort good; Some good; good effort excellent; good
GENERAL to understand; towards a native effort at accent, at accent effort at accent
and interests of students in order to extract general and specific information,
OBJECTIVE: No effort towards accent but is definitely
and use reading as a source of pleasure and personal enrichment.
a native accent non-native
STRATEGY/
Project Based Learning Grammar Frequent Frequent Frequent Some errors in Accuracy &
TECHNIQUE: grammatical grammatical grammatical variety of
grammatical
● Design errors even in errors even in errors that do not structures grammatical
To determine the level of understanding of the reading book. simple simple obscure meaning; possibly structures
structures; structures that at little variety in caused by
● Planning meaning is times obscure attempt to
structures
To develop autonomy in learning, as well as expand vocabulary, obscured. meaning. include a variety.
improve reading comprehension and pronunciation. Vocabulary Weak language Weak language Adequate Good language Excellent control
To provide an among of time to read, analyze and understand the control; control; basic language control; control; good of language
vocabulary that is vocabulary vocabulary range range of features; a wide
chapters from the reading text. used does not choice with some is lacking relatively well- range of well-
● Performance match the task words clearly chosen chosen
lacking vocabulary vocabulary
To underline unfamiliar words for each chapter to increase the
Conversation strategy Description is so Description lacks Adequate Good level of Excellent level of
vocabulary effectively. lacking that the some critical description; some description; all description;
STEPS / To develop the activities from each chapter with the help of vocabulary listener cannot details that make additional details required additional details
ACTIVITIES: words taken from the chapters. understand it difficult for the should be information beyond the
listener to provided included required
To practice speaking while students are reading the chapters in order to understand
improve their pronunciation. Fluency Speech is slow, Speech is Speech is Smooth and fluid Smooth and fluid
● Evaluation hesitant & frequently relatively speech; few speech; few to no
strained except hesitant with smooth; some hesitations; a hesitations; no
To present a final report from the book. It has to be taken in an oral and for short some sentences hesitation and slight search for attempts to
written form. Students have to write a summary by using their own memorized left uncompleted; unevenness words; inaudible search for words;
phrases; difficult volume very soft. caused by word or two. volume
ideas. to perceive rephrasing and
To provide a personal opinion from the book by answering the continuity in searching for
speech; words; volume
following questions. What did you think of the story? What elements inaudible. wavers.
worked well and which ones didn’t? How did the book help in learning
English?

Cambridge University press, Richard MacAndrew 2009, 2016 second

BIBLIOGRAPHY:
printed ISBN 978-0-521-13624-2 paperback.
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WRITTEN PROJECT /1: 8. SYNCHRONOUS CLASSES

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Considered aspects 2 Poor 4 Fair 6 Good 8 Very good 10 Excellent VIDA NUEVA
Grammar There are too 4 or 5 2 or 3 grammar A grammar error There are no
many grammar grammatical errors are is detected in the grammatical
errors in the report errors are detected in the report errors in the
detected in the report report ONLINE CLASS IN SYNCHRONOUS TIME
report CODE CS-01
Content 50-30% of the 80-50% of the 89-80% of the 99-90% of the All information INFORMATIVE DATA
information in the information in information in information in in the report is
report is consistent the report is the report is the report is consistent with UNIT: Two
with the topic consistent with consistent with consistent with the topic TOPIC: Experiences
presented. the topic the topic the topic presented.
presented. presented. presented. TIME: 120 minutes
Vocabulary/ Careless or Language is trite, Uses a variety of Purposeful use of Effective and
Word choice inaccurate word vague or flat. word choice to word choice. engaging use of To talk about experiences and secret dreams using the present perfect, ask about unusual
GENERAL
choice, which make writing word choice. experiences using present perfect questions, keep a conversation going, show interest with
OBJECTIVE:
obscures meaning. interesting. Do you? Have you, read a travel blog and write a post for a travel blog.
1. Present perfect statements.
Organization Writing is Writing is Uses correct Writing includes Writing includes
confused a a 2. Present perfect vs. simple past.
disorganized and writing format.
and loosely CONTENT: 2.1Have you ever….?
underdeveloped Incorporates a strong beginning, strong,
organized. beginning, 3. Response questions
with no transitions coherent closure. middle, and end,
middle, and end 4. Oral test
or closure. Transitions are with some
weak and closure transitions and with clear STRATEGY/
Controlled by the teacher.
is ineffective. good closure. transitions and a TECHNIQUE:
focused closure. TOPIC DEVELOPMENT:
Format 50% fulfills the 60% fulfills the 80% fulfills the 90% fulfills the 100% fulfills the Introduce the objective about experiences by explaining grammar through slides.
established format established established established established Ask the students to guess what the expression have you ever? Students will answer the
format format format format question and also will talk about their secret dreams.
Ask the students to read the conversation using the correct pronunciation of listening of the
unit.
Teacher explains about the grammar referring to present perfect and simple past using in
questions and answers by asking students to create sentences and examples of their real
life.
REINFORCEMENT:
Complete the exercises about the complete grammar in the students´ book.
STEPS /
Ask the students to listen and repeat grammar sentences in order to make them understand
ACTIVITIES:
grammar and pronunciation.
Use the vocabulary given in order to improve it in context while using it in real situations
of their life.
EVALUATION:
Students resolve the test about the unit 2.
Students resolve the Cambridge demo tests.
Students take the oral test of the unit 1.
AUTONOMOUS WORK:
Look for the vocabulary about unit 2 and do the worksheet.
Create sentences and resolve exercises of the student book.
Record an audio of the reading book.

Johnson, M. (2017). Spider Boy Level 1 Beginner/Elementary. Reino Unido:

BIBLIOGRAPHY Cambridge University Press (2017).
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ONLINE CLASS IN SYNCHRONOUS TIME

CODE CS-03
INFORMATIVE DATA
UNIT: Five
INSTITUTO SUPERIOR TECNOLÓGICO
TOPIC: Food Choices
TIME: 120 minutes Vida Nueva
To talk about eating habits using containers and quantities, talk about different ways 9. INSTRUCTIONAL DESIGN
to cook food, talk about food using too, too much, many and enough, respond to
GENERAL OBJECTIVE: suggestions by letting the other person enough, use expressions like I´m fine to To talk about experiences about the present, past and future by contrasting grammatical tenses with useful
politely refuse offers, read about snacks around the world and write about a dish from grammar and expressions demonstrating fluency and correct use of the language by applying this knowledge to the
Subject Description: real context of life.
your country.
1. Quantifiers
1.1Countable and Uncountable
CONTENT:
2. Too much, too many, enough
3. Polite refusals
STRATEGY/
Controlled by the teacher.
TECHNIQUE:
TOPIC DEVELOPMENT:
Introduce the objective about containers and quantities by explaining it through slides.
Ask the students to guess what are the words given mean and make them create their
sentences.
Ask the students to read the conversation using the correct pronunciation produced at
the beginning by practicing the correct fluency and pitch.
Teacher explains about the grammar referring to countable and uncountable and
quantifiers.
REINFORCEMENT:
Complete the exercises about the complete grammar in the students´ book.
STEPS /
Ask the students to listen and repeat grammar sentences in order to make them
ACTIVITIES:
understand grammar and pronunciation.
Use the vocabulary given in order to improve it in context while using it in real
situations of their life.
EVALUATION:
Students resolve the test about the unit 5.
Students resolve the Cambridge demo tests.
Students take the oral test of the unit 3.
AUTONOMOUS WORK:
Look for the vocabulary about unit 2 and do the worksheet.
Create sentences and resolve exercises

Johnson, M. (2017). Spider Boy Level 1 Beginner/Elementary. Reino Unido:

BIBLIOGRAPHY Cambridge University Press (2017).
 INSTITUTO SUPERIOR TECNOLÓGICO
Vida Nueva
Paso: 6
Paso: 2 Pasos: 3-4
TOTAL HORAS IN SITU 40.0 TOTAL HORAS AUTÓNOMAS 56.0
Total Horas 96.0 40.0 6.0 12.0 8.0 7.0 23.0
Unidades de Tiempo Tiempo Tiempo Tiempo DETALLE DE ACTIVIDADES DE DETALLE DE ACTIVIDADES DE DETALLE DE ACTIVIDADES DE DETALLE DE ACTIVIDADES DE DETALLE DE ACTIVIDADES DE DETALLE DE ACTIVIDADES DE
Semana Contenido por unidad de estudio Tiempo Adquisición Colaboración Tiempo Col Práctica Discusión Investigación Tiempo Inv Producción Resultados de aprendizaje
estudio Adq Prac Dis Prod ADQUISICIÓN COLABORACIÓN PRÁCTICAS DISCUSIÓN INVESTIGACIÓN PRODUCCIÓN
Students are able to talk about people´s behavior
using adverbs, describe people´s personalities
Practicar Tome notas Class about the use of adjectives Develop the exercises of unit 1 in Answer the questions of the oral
1 1 Adjectives vs. Manner adverbs. 5.0 Clases magistrales 2 2.0 1.0 using adverbs before adjectives, use always with a
ejercicios digitales. and adverbs of manner. the Cambridge platform. quiz unit 1.
continuous verb to describe habits and write a
personal profile.
Students are able to talk about people´s behavior
using adverbs, describe people´s personalities Class about the use of adverbs
Develop the listening and reading
1 1 Adverbs before Adjectives and adverbs. 3.0 Clases magistrales 2 Evaluación parcial 1.0 using adverbs before adjectives, use always with a before adjectives and other
mock tests: Cambridge A2 KET.
continuous verb to describe habits and write a adverbs.
personal profile.
Students are able to talk about people´s behavior
using adverbs, describe people´s personalities Class about the use of always plus Read the pages of the units 1 and 2 Write a short email using grammar
Tome notas
2 1 Always + a continuous tense. 5.0 Clases magistrales 2 1.0 Reportes 2.0 using adverbs before adjectives, use always with a a continuous tense to talk about and find new words and structures and vocabulary learned
digitales.
continuous verb to describe habits and write a habits. expressions to improve vocabulary. in unit 1.
personal profile.

Publicar y Students are able to talk about experiences and

Class about the structure and use Develop the activities of the
Practicar responder a foros secret dreams using the present perfect, ask about Develop the exercises of unit 2 in
2 2 Present perfect statements. 6.0 Clases magistrales 2 2.0 2.0 of the present perfect in affirmative, reading book Missing in Sydney
ejercicios de discusión unusual experiences using present perfect the Cambridge Platform.
negative and questions. chapter 1 and 2.
asincrónicos. questions and write a post for a travel blog.

Students are able to talk about experiences and

Class about the differences
secret dreams using the present perfect, ask about Develop the online quiz about the
2 2 Present perfect vs. simple past. 3.0 Clases magistrales 2 Evaluación parcial 1.0 between the simple past and the
unusual experiences using present perfect contents of the units 1 and 2.
present perfect.
questions and write a post for a travel blog.

Students are able to talk about experiences and

Class about the use of responsive
Tome notas secret dreams using the present perfect, ask about Answer the questions of the oral
3 2 Response questions. 3.0 Clases magistrales 2 1.0 questions in different tenses to
digitales. unusual experiences using present perfect quiz unit 3.
show surprise.
questions and write a post for a travel blog.

Students are able to talk about the best, worst and

most beautiful things in your city or country, class about the structure, use and Record an audio reading the
Proyectos pequeños en Practicar Develop the exercises of unit 3 in Develop the listening and reading
3 3 Superlatives. 7.0 Clases magistrales 2 2.0 2.0 Evaluación parcial 1.0 describe natural features, use short responses to be rules of the superlatives with chapters 1, 2 and 3 of the reading
grupos ejercicios the Cambridge Platform. mock tests: Cambridge A2 KET.
a supportive listener, use superlatives for emphasis adjectives and with nouns. book Missing in Sydney.
and write a factual article about your country.
Students are able to talk about the best, worst and
most beautiful things in your city or country, Class about how to ask questions Read the pages of the unit 3 and 4 Write a short email using the
Tome notas
4 3 Questions with How + adjective? 5.0 Clases magistrales 2 1.0 Reportes 2.0 describe natural features, use short responses to be with superlatives and how to ask and find new words and grammar and vocabulary of the unit
digitales.
a supportive listener, use superlatives for emphasis questions with how + an adjective. expressions to improve vocabulary. 3.
and write a factual article about your country.
Students are able to talk about the best, worst and
Publicar y
most beautiful things in your city or country, Class about the use of responses Develop the activities of the
responder a foros Develop the listening and reading
4 3 Response with Really and Sure. 5.0 Clases magistrales 2 2.0 Evaluación parcial 1.0 describe natural features, use short responses to be with really and sure to be a reading book Missing in Sydney
de discusión mock tests: Cambridge A2 KET.
a supportive listener, use superlatives for emphasis supportive listener. chapter 3 and 4.
asincrónicos.
and write a factual article about your country.
Students are able to talk about family life using
Class about the use and structure
Practicar Tome notas verbs about your immediate and extended family, Develop the exercises of unit 4 in Answer the questions of the oral
5 4 Collocations with let, make, help, have, get, want, ask and tell + objects. 5.0 Clases magistrales 2 2.0 1.0 of causative verbs to talk about
ejercicios digitales. describe memories using used to and would and the Cambridge Platform. quiz unit 4.
family gripes.
write a blog entry about a family memory. .
Students are able to talk about family life using
Record an audio reading the
Proyectos pequeños en verbs about your immediate and extended family, Class about the use of used to and Develop the online quiz about the
5 4 Used to and would. 5.0 Clases magistrales 2 2.0 Evaluación parcial 1.0 chapters 4. 5 and 6 of the reading
grupos describe memories using used to and would and would to talk about past stories. contents of the units 3 and 4.
book Missing in Sydney.
write a blog entry about a family memory. .
Students are able to talk about family life using
Class about how to use different Read the pages of the unit 5 and 6 Write a short email using the
Tome notas verbs about your immediate and extended family,
6 4 Giving opinions. 5.0 Clases magistrales 2 1.0 Reportes 2.0 give to express opinions and and find new words and grammar and vocabulary of the unit
digitales. describe memories using used to and would and
express your point of view. expressions to improve vocabulary. 5.
write a blog entry about a family memory. .
Students are able to talk about eating habits using
Publicar y
containers and quantities, talk about different ways Class about the use of quantifiers Develop the activities of the
Practicar responder a foros Develop the exercises of unit 5 in
6 5 Quantifiers. 6.0 Clases magistrales 2 2.0 2.0 to cook food, talk about food using too, too much, and food containers to talk about reading book Missing in Sydney
ejercicios de discusión the Cambridge Platform.
many and enough and write about a dish from your food. chapter 5 and 6.
asincrónicos.
country.
Students are able to talk about eating habits using
class about the use of too, too
containers and quantities, talk about different ways
many, too much and enough in Develop the listening and reading
6 5 Too much , too many, enough. 3.0 Clases magistrales 2 Evaluación parcial 1.0 to cook food, talk about food using too, too much,
statements to talk about eating mock tests: Cambridge A2 KET.
many and enough and write about a dish from your
habits.
country.
Students are able to talk about eating habits using
containers and quantities, talk about different ways
Tome notas Class about how to say no in a Answer the questions of the oral
7 5 Polite refusals. 3.0 Clases magistrales 2 1.0 to cook food, talk about food using too, too much,
digitales. friendly way using polite refusals. quiz unit 6.
many and enough and write about a dish from your
country.

Students are able to talk about future plans and

Class about the use of the simple
schedules using will, be going to, present Record an audio reading the
Proyectos pequeños en Practicar present, present continuous, be Develop the exercises of unit 6 in Develop the listening and reading
7 6 The future. 7.0 Clases magistrales 2 2.0 2.0 Evaluación parcial 1.0 continuous, and simple present, ask for and give chapters 7, 8 and 9 of the reading
grupos ejercicios going to and will to talk about the the Cambridge platform. mock tests: Cambridge A2 KET.
advice about personal situations using modal verbs book Missing in Sydney.
future.
and write some advice about time management.

Students are able to talk about future plans and

schedules using will, be going to, present
Class about differences between
8 6 Make and Do. 2.0 Clases magistrales 2 continuous, and simple present, ask for and give
make and do.
advice about personal situations using modal verbs
and write some advice about time management.

Students are able to talk about future plans and

Publicar y Class about the use of modals
schedules using will, be going to, present Develop the activities of the
responder a foros verbs to express what's necessary, Develop the online quiz about the
8 6 Modals for necessity, suggestions and preferences. 5.0 Clases magistrales 2 2.0 Evaluación parcial 1.0 continuous, and simple present, ask for and give reading book Missing in Sydney
de discusión what's preferable and what's contents of the units 5 and 6.
advice about personal situations using modal verbs chapter 7,8 and 9.
asincrónicos. advisable.
and write some advice about time management.

To take the final Evaluation from

9 6 Final evaluation. 1.0 Evaluación final 1
unit 1 to 6.
To present the final presentation of Develop the final project written
9 6 Final presentation. 11.0 Leer libros, papers 2 Proyectos 9.0
the reading book. report.
Escuchar
presentaciones del
estudiante/profeso To tell students the final average
9 6 Final grades and attendance. 1.0 1
r en forma got during the course.
presencial,
cátedras