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Vida Nueva Vida Nueva

SYLLABUS
1. INFORMATIVE DATA 3. DIDACTIC UNITS
UNIT’S NUMBER: One
UNIT’S NAME: Making friends
1.1. Institutional structure : Sede Matriz
Students are able to ask questions to get to know their
1.2. Academic Year: October 2021 – March 2022 classmate using the simple present, talk about their
favorite things, use responses with too and either, start
1.3. Major English department
LEARNING OUTCOME: a conversation with new people, use actually to give
1.4. Modality: Full time class new or surprising information, read an article about
1.5. Level: Third None small talk, and write a how-to article using correct
punctuation.
1.6. Curriculum Organization
Basic UNIT’S HOURS
Unit:
1.7. MINIMUM CONTENT LEARNING IN ENFORCEMENT
AUTONOMOUS
Total hours of the level: 96 CONTACT WITH
PRACTICES AND
EXPERIMENTATION LEARNING
THE TEACHER LEARNING
1.8. Hours of the learning in contact with the teacher component: 52
1.9. Hours of enforcement practices and experimentation learning
17
component:
1.10. Hours of autonomous learning component: 44
1.11. Pre-requisites: Level: Second Code: None
1.12. Co-requisites: Subject: None Code: None

1. Review simple present and present

of be in questions and statements.
5 3 6
2. SUBJECT’S DESCRIPTION 2. Responses with too and either.
3. Use of actually.
2.1. LEVEL’S OBJECTIVE
English III seeks to differentiate the specific features between simple present and present
continuous through appropriate grammar structures, besides of using future will and be going to
in Wh questions, yes / no questions, vocabulary, conversation strategies, pronunciation and use
of the language to express own ideas regarding to daily life in real situations in any context.

2.2. CONTRIBUTION TO THE GRADUATION PROFILE

Technologists develop English communication skills such as listening, speaking, reading,

writing, regarding to the MCER (A2) from the easiest grammar structure to the most difficult METHOD TECHNIQUE
one, to be able to communicate by themselves since general ideas to specific ones through Academic method
General English. Enunciation
Ascertainment
METHODOLOGY Enforcement
Controlled by the teacher
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.
Controlled by the teacher and the Listen Audiovisual aids
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
Dramatization (2.a ed.). United Kingdom. Cambridge University Press.
Assignment of roles McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2
Characterization (2.a ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3
Collaborative (2.a ed.). United Kingdom. Cambridge University Press.
Presentation of the topic BIBLIOGRAPHY 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
Magazines Publications.
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Moses, A. (2007). The girl at the window. United Kingdom: Cambridge UNIT’S NUMBER: Two
University Press. UNIT’S NAME: Interests
Students are able to talk about interests with can, like,
hate, prefer, be good at, discuss their taste in music
using object pronouns and everybody-nobody, say no
LEARNING OUTCOME: in a friendly way, use really- not really to make
statements stronger-softer, read an online forum about
hobbies, and write online forum posts using linking
expressions.
UNIT’S HOURS
MINIMUM CONTENT LEARNING IN ENFORCEMENT
PRACTICES AND AUTONOMOUS
CONTACT WITH EXPERIMENTATION LEARNING
THE TEACHER LEARNING

1. Verb forms after can / can´t, love,

hate, and prepositions
2. Object pronouns
2.1 Everybody, everyone, nobody 5 3 6
and no one
3. Use of really and not really.

METHOD TECHNIQUE
Academic method
Enunciation
Ascertainment
Enforcement

PPP method
METHODOLOGY Presentation
Controlled by the teacher Practice
Produce

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.
Controlled by the teacher and the Listen Audiovisual aids
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
Dramatization (2.a ed.). United Kingdom. Cambridge University Press.
Assignment of roles McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2
Characterization (2.a ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3
Collaborative (2.a 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 workbook (2nd. ed.). United States. Cambridge University Press.
BIBLIOGRAPHY
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
Magazines Publications.
Worksheets Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
RESOURCES Flashcards University Press.
Newspaper
Reading book

Audiovisual materials
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Planning
Execution
UNIT’S NUMBER: Three Evaluation
UNIT’S NAME: Health
Students are able to talk about exercise and how to Total physical response.
Listen
stay healthy using the simple present and present
Understand
continuous, discuss common health problems using if Do
LEARNING OUTCOME: and when, encourage people to say more, use
expressions like really and oh to show surprise, read Communicative method
an article about staying healthy and write questions Information gap
and answers about health concerns. Role- plays
UNIT’S HOURS Task

MINIMUM CONTENT LEARNING IN ENFORCEMENT

PRACTICES AND AUTONOMOUS Printed materials
CONTACT WITH EXPERIMENTATION LEARNING Touchstone book
THE TEACHER LEARNING
Magazines
Worksheets
Flashcards
Newspaper
Reading book

1. Simple present and present Audiovisual materials

Images
continuous.
Slides
2. Joining clauses with if and when. 5 3 6
Photos
3. Showing surprise.
Audio
Recordings
RESOURCES
Audiovisual aids
Videos

Telematic services
METHOD TECHNIQUE Web Resources
Academic method Web pages
Enunciation Cambridge platform
Ascertainment Moodle
Enforcement
Equipment
PPP method Projector
Presentation Speakers
METHODOLOGY Controlled by the teacher Practice Pc / laptop
Produce
Questioning
Audio lingual method Written test
Dialogue Oral test
Structure drill ASSESSMENT Informal interview with responses guide of open answers
Exploitation activity MECHANISMS Performance
Platform
Controlled by the teacher and the Project-based learning Forums
student Design
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BASIC UNIT’S NUMBER: Four
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1 UNIT’S NAME: Celebrations
(2.a ed.). United Kingdom. Cambridge University Press. Students are able to talk about gift giving and
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2 birthdays using be going to and indirect objects, talk
(2.a ed.). United Kingdom. Cambridge University Press. about how they celebrate special days, talk about
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3
plans using present continuous and be going to, use
(2.a ed.). United Kingdom. Cambridge University Press. LEARNING OUTCOME:
McKeegan D., Owen D.(2020). Complete Key for schools with online vague expressions like and everything, give vague
workbook (2nd. ed.). United States. Cambridge University Press. responses if they are not sure, read an article about
BIBLIOGRAPHY traditions around the world and write an invitation to a
COMPLEMENTARY
special event.
Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University UNIT’S HOURS
Press.
MacAndrew, R. (2009). The New Zealand file. United Kingdom: Cambridge MINIMUM CONTENT LEARNING IN ENFORCEMENT
PRACTICES AND AUTONOMOUS
CONTACT WITH
University Press. EXPERIMENTATION LEARNING
THE TEACHER LEARNING
Mitchell, H. Q. (2014). Lisa goes to London. Estados Unidos: MM
Publications.
Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
University Press.
1. Future with be going to.
1.1 Indirect objects. 5 4 6
1.2 Indirect objects pronouns.
2. Present continuous for the future.
3. Vague expressions.

METHOD TECHNIQUE
Academic method
Enunciation
Ascertainment
Enforcement

PPP method
Presentation
Controlled by the teacher Practice
Produce

METHODOLOGY Audio lingual method

Dialogue
Structure drill
Exploitation activity

Project-based learning
Design
Planning
Execution
Controlled by the teacher and the
Evaluation
student
Total physical response.
Listen
Understand
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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
Dramatization (2.a ed.). United Kingdom. Cambridge University Press.
Assignment of roles McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2
Characterization (2.a ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3
Collaborative (2.a 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 workbook (2nd. ed.). United States. Cambridge University Press.
BIBLIOGRAPHY
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
Magazines Publications.
Worksheets Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
Flashcards University Press.
Newspaper
Reading book

Audiovisual materials
RESOURCES
Images
Slides
Photos

Audio
Recordings

Audiovisual aids
Videos
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Project-based learning
UNIT’S NUMBER: Five Design
UNIT’S NAME: Growing up Planning
Students are able to talk about growing up and their Execution
family background using the simple past, talk about Evaluation
school subjects, correct things they say with
Total physical response.
LEARNING OUTCOME: expressions like well, actually and no wait, use I mean Controlled by the teacher and the Listen
to correct a word or name, read an interview about student Understand
teenage years and write answers to interview Do
questions.
UNIT’S HOURS Communicative method
Information gap
MINIMUM CONTENT LEARNING IN ENFORCEMENT
PRACTICES AND AUTONOMOUS Role- plays
CONTACT WITH EXPERIMENTATION LEARNING Task
THE TEACHER LEARNING

Presentation
Oral explanation

Debate
1. Review of simple past in Interaction
questions and statements. Resolution
1.1 be born. Confrontation
Opinion exchange
2. General and specific use of
5 2 6
determiners. Role play
3. Use of I mean and expressions to Introduction
correct things. 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

PPP method
METHODOLOGY Presentation Printed materials
Controlled by the teacher Practice Touchstone book
Produce Magazines
Worksheets
Audio lingual method RESOURCES Flashcards
Dialogue Newspaper
Structure drill Reading book
Exploitation activity
Audiovisual materials
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Images UNIT’S NUMBER: Six
Slides UNIT’S NAME: Around town
Photos Students are able to ask about places with is there?
and are there? say where places are with; next to,
Audio behind, in front of, ask for and give directions, offers,
Recordings LEARNING OUTCOME:
and ask for help with can or could, checking
Audiovisual aids information with excuse me? read an online guide to
Videos Istanbul and write a walking tour guide.
UNIT’S HOURS
Telematic services
Web resources MINIMUM CONTENT LEARNING IN ENFORCEMENT
PRACTICES AND AUTONOMOUS
CONTACT WITH
Web pages EXPERIMENTATION LEARNING
THE TEACHER LEARNING
Cambridge platform
Moodle

Equipment
Projector
Speakers
Pc / laptop

Questioning 1. Is there? and are there?

Written test 1.1 Pronouns one and ones.
Oral test
2. Offers and requests with can and could.
ASSESSMENT Informal interview with responses guide of open answers 10 2 14
MECHANISMS Performance 3. Checking expressions – Echo questions.
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
workbook (2nd. ed.). United States. Cambridge University Press. Academic method
BIBLIOGRAPHY
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 Controlled by the teacher Practice
Publications. Produce
Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
University Press. Audio lingual method
Dialogue
Structure drill
Exploitation activity
 INSTITUTO SUPERIOR TECNOLÓGICO INSTITUTO SUPERIOR TECNOLÓGICO
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Project-based learning Forums
Design
Planning BASIC
Execution McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1
Evaluation (2.a ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2
Total physical response. (2.a ed.). United Kingdom. Cambridge University Press.
Controlled by the teacher and the Listen McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3
student Understand (2.a ed.). United Kingdom. Cambridge University Press.
Do McKeegan D., Owen D.(2020). Complete Key for schools with online
workbook (2nd. ed.). United States. Cambridge University Press.
Communicative method BIBLIOGRAPHY
COMPLEMENTARY
Information gap
Role- plays Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University
Task 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
Magazines Publications.
Worksheets Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
Flashcards University Press.
Newspaper
Reading book

Audiovisual materials
Images
Slides
Photos

Audio
Recordings
RESOURCES
Audiovisual aids
Videos

Telematic Services
Web resources
Web pages
Cambridge Platform
Moodle

Equipment
Projector
Speakers
Pc / laptop

Questioning
Written test
ASSESSMENT Oral test
MECHANISMS Informal interview with responses guide of open answers
Performance
Platform
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4. ASSESSMENT SYSTEM 6. REVISION AND APPROVAL

PRODUCED BY REVISED BY APPROVED BY

ASPECTS SCORE PERCENTAGE
LEVEL TEACHERS´ HEADMASTER SIGNATURE ACADEMIC COORDINATOR
Autonomous work 1 mark 10%
SIGNATURE SIGNATURE
Assessment per unit 2 marks 20%
Cambridge platform 2 marks 20%
DATE: 24/09/2021 DATE: 24/09/2021 DATE: 24/09/2021
Reading book 2,5 marks 25%
Final exam Teacher 1:
2,5 marks 25% ______________________ ______________________ ___________________
Lcdo. Mg. Mg. Mario Guamán
TOTAL 100%
Teacher 2:
______________________
Lcdo.

5. TEACHER’S PROFILE
THIRD LEVEL STUDIES
FOURTH LEVEL STUDIES
SPECIALIZATION AREA
Teacher 3:
______________________
Lcdo.
Bachelor’s degree in English teaching -B2 certificated
Teacher 4:
Master's degree in all specialties. ______________________
Lcdo.
Languages Teaching
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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: Third level summary reading book.
Communication Pronunciation is Pronunciation is Pronunciation is Pronunciation is Pronunciation is
Read and understand diverse texts at a level appropriate to the lacking and hard okay; No effort good; Some good; good effort excellent; good
GENERAL abilities and interests of students in order to extract general and to understand; towards a native effort at accent, at accent effort at accent
OBJECTIVE: specific information, and use reading as a source of pleasure and No effort towards accent but is definitely
personal enrichment. a native accent non-native

STRATEGY/ Grammar Frequent Frequent Frequent Some errors in Accuracy &

Project Based Learning grammatical grammatical grammatical grammatical variety of
TECHNIQUE: errors even in errors even in errors that do not grammatical
structures
● Design simple simple obscure meaning; possibly structures
To determine the level of understanding of the reading book. structures; structures that at little variety in caused by
meaning is times obscure attempt to
● Planning obscured.
structures
meaning. include a variety.
To develop autonomy in learning, as well as expand
Vocabulary Weak language Weak language Adequate Good language Excellent control
vocabulary, improve reading comprehension and control; control; basic language control; control; good of language
pronunciation. vocabulary that is vocabulary vocabulary range range of features; a wide
used does not choice with some is lacking relatively well- range of well-
To provide an among of time to read, analyze and understand match the task words clearly chosen chosen
the chapters form the reading text. lacking vocabulary vocabulary
● Performance Conversation strategy Description is so Description lacks Adequate Good level of Excellent level of
lacking that the some critical description; some description; all description;
To underline unfamiliar words for each chapter to increase the listener cannot details that make additional details required additional details
vocabulary effectively. understand it difficult for the should be information beyond the
STEPS / To develop the activities from each chapter with the help of listener to provided included required
ACTIVITIES: understand
vocabulary words taken from the chapters.
Fluency Speech is slow, Speech is Speech is Smooth and fluid Smooth and fluid
To practice speaking while students are reading the chapters hesitant & frequently relatively speech; few speech; few to no
in order to improve their pronunciation. strained except hesitant with smooth; some hesitations; a hesitations; no
for short some sentences hesitation and slight search for attempts to
● Evaluation memorized left uncompleted; unevenness words; inaudible search for words;
To present a final report from the book. It has to be taken in phrases; difficult volume very soft. caused by word or two. volume
to perceive rephrasing and
an oral and written form. Students have to write a summary continuity in searching for
about by using their own ideas. speech; words; volume
inaudible. wavers.
To provide a personal opinion from the book by answering
the following questions. What did you think of the story?
What elements worked well, and which ones didn’t? How did
the book help in learning English?

Cambridge University press, Richard MacAndrew 2009, 2016

BIBLIOGRAPHY:
second printed ISBN 978-0-521-13624-2 paperback.

WRITTEN PROJECT /1:

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Considered aspects 2 Poor 4 Fair 6 Good 8 Very good 10 Excellent
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
report
Content 50-30% of the 80-50% of the 89-80% of the 99-90% of the All information
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
with the topic consistent with consistent with consistent with the topic
presented. the topic the topic the topic presented. INSTITUTO SUPERIOR TECNOLÓGICO
presented. presented. presented.
Vocabulary/ Careless or Language is trite, Uses a variety of Purposeful use of Effective and Vida Nueva
Word choice inaccurate word vague or flat. word choice to word choice. engaging use of
choice, which make writing word choice.
8. INSTRUCTIONAL DESIGN
obscures meaning. interesting.
Organization Writing is Writing is Uses correct Writing includes Writing includes
disorganized and confused writing format. a a English III seeks to differentiate the specific features between simple present and present continuous through appropriate
underdeveloped and loosely Incorporates a strong beginning, strong, Subject Description: grammar structures, besides of using future will and be going to in Wh questions, yes / no questions, vocabulary, conversation
beginning, strategies, pronunciation and use of the language to express own ideas regarding to daily life in real situations in any context.
with no transitions organized. coherent closure. middle, and end,
or closure. Transitions are with some middle, and end
weak and closure transitions and with clear
is ineffective. good closure. transitions and a
focused closure.
Format 50% fulfills the 60% fulfills the 80% fulfills the 90% fulfills the 100% fulfills the
established format established established established established
format format format format
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Paso: 2 Pasos: 3-4
TOTAL HORAS IN SITU 52.0 TOTAL HORAS AUTÓNOMAS 44.0
Total Horas 96.0 22.0 13.0 17.0 12.0 11.0 21.0

Unidades de Tiempo Tiempo Tiempo Tiempo DETALLE DE ACTIVIDADES DE DETALLE DE ACTIVIDADES DETALLE DE ACTIVIDADES DE DETALLE DE ACTIVIDADES DETALLE DE ACTIVIDADES DETALLE DE ACTIVIDADES
Semana Contenido por unidad de estudio Adquisición Tiempo Adq Colaboración Tiempo Col Práctica Discusión Investigación Tiempo Inv Producción Resultados de aprendizaje
estudio Total Prac Dis Prod ADQUIS ICIÓN DE COLABORACIÓN PRÁCTICAS DE DIS CUS IÓN DE INVES TIGACIÓN DE PRODUCCIÓN

Students are able to ask questions to get to know

their classmate using the simple present, talk about
Speaking practice of the unit 1.
their favorite things, use responses with too and Class about the use of simple Write a email paragraph using the Read the pages of the unit 1 and
Review simple present and present of be in questions Proyectos pequeños en Practicar Students answer open questions
1 1 5.0 Clases magistrales 1 2.0 1.0 Tome notas digitales. 1.0 either,start a conversation with new people, use present and present of be in grammar and vocabulary learned find new words and expressions
and statements. grupos ejercicios to practice the vocabulary and
actually to give new or surprising information, read questions and statements. in unit 1. to improve vocabulary.
expressions learned in unit 1.
an article about small talk and write a How-to article
using correct punctuation.
Students are able to ask questions to get to know
Publicar y
their classmate using the simple present, talk about Class about the use of simple Develop the activities of the
responder a foros Develop the exercises of the unit
1 1 Responses with too and either. 5.0 Clases magistrales 1 2.0 Reportes 2.0 their favorite things, use responses with too and present and present of be in reading book the Canterville
de discusión 1 in Cambridge platform.
either,start a conversation with new people, use questions and statements. ghost chapters 1 and 2.
asincrónicos.
actually to give new or surprising information, read
Students are able to talk about interests with can,
like, hate, prefer, be good at, discuss their taste in
music using object pronouns and everybody- Class about the use of simple
Practicar Develop exercises from the Develop the online quiz about
1 1 Use of actually. 4.0 Clases magistrales 1 2.0 Evaluación parcial 1.0 nobody, say no in a friendly way, use really- not present and present of be in
ejercicios student's book unit 1. topics from unit 1.
really to make statements stronger-softer, read an questions and statements.
online forum about hobbies, and write online forum
posts using linking expressions.
Students are able to talk about interests with can,
like, hate, prefer, be good at, discuss their taste in
music using object pronouns and everybody- Class about the use of simple Write a short email using the Read the pages of the unit 2 and
Practicar
1 2 Verb forms after can / can´t, love, hate, and preposition 3.0 Clases magistrales 1 1.0 Tome notas digitales. 1.0 nobody, say no in a friendly way, use really- not present and present of be in grammar and vocabulary learned find new words and expressions
ejercicios
really to make statements stronger-softer, read an questions and statements. in unit 2. to improve vocabulary.
online forum about hobbies, and write online forum
posts using linking expressions.
Students are able to talk about interests with can,
like, hate, prefer, be good at, discuss their taste in
Publicar y Speaking practice of the unit 2
music using object pronouns and everybody- Class about the use of simple Develop the activities of the
Proyectos pequeños en responder a foros Students answer open questions Develop the exercises of the unit
2 2 Everybody, everyone, nobody and no one. 7.0 Clases magistrales 1 2.0 2.0 Reportes 2.0 nobody, say no in a friendly way, use really- not present and present of be in reading book the Canterville
grupos de discusión to practice the vocabulary and 2 in Cambridge platform.
really to make statements stronger-softer, read an questions and statements. ghost chapters 3 and 4.
asincrónicos. expressions learned in unit 2.
online forum about hobbies, and write online forum
posts using linking expressions.
Students are able to talk about exercise and how to
Class about the use of simple
Practicar stay healthy using the simple present and present Develop exercises from the Develop the online quiz about
2 2 Use of really and not really. 4.0 Clases magistrales 1 2.0 Evaluación parcial 1.0 present and present of be in
ejercicios continuous, discuss common health problems student's book unit 2. topics from unit 2.
questions and statements.
using if and when, encourage people to say more,
Students are able to talk about exercise and how to
stay healthy using the simple present and present
Speaking practice of the unit 3
continuous, discuss common health problems Class about the use of simple Write a short email using the Read the pages of the unit 3 and
Proyectos pequeños en Practicar Students answer open questions
2 3 Simple present and present continuous. 5.0 Clases magistrales 1 2.0 1.0 Tome notas digitales. 1.0 using if and when, encourage people to say more, present and present of be in grammar and vocabulary learned find new words and expressions
grupos ejercicios to practice the vocabulary and
use expressions like really and oh to show surprise, questions and statements. in unit 3. to improve vocabulary.
expressions learned in unit 3.
read an article about staying healthy and write
questions and answers about health concerns.

Students are able to talk about exercise and how to

stay healthy using the simple present and present
Publicar y
continuous, discuss common health problems Class about the use of simple Develop the activities of the
responder a foros Develop the exercises of the unit
3 3 Joining clauses with if and when. 5.0 Clases magistrales 1 2.0 Reportes 2.0 using if and when, encourage people to say more, present and present of be in reading book the Canterville
de discusión 3 in Cambridge platform.
use expressions like really and oh to show surprise, questions and statements. ghost chapters 5 and 6.
asincrónicos.
read an article about staying healthy and write
questions and answers about health concerns.

Students are able to talk about gift giving and

birthdays using be going to and indirect objects,
talk about how you celebrate special days, talk
Class about the use of simple
Practicar about plans using present continuous and be going Develop exercises from the Develop the online quiz about
3 3 Showing surprise. 4.0 Clases magistrales 1 2.0 Evaluación parcial 1.0 present and present of be in
ejercicios to, use vague expressions like and everything, give student's book unit 3. topics from unit 3.
questions and statements.
vague responses like (it depends) if you are not
sure, read an article about traditions around the
world and write an invitation to an special event.

Students are able to talk about gift giving and

birthdays using be going to and indirect objects,
talk about how you celebrate special days, talk Speaking practice of the unit 4.
Class about the use of simple Write a short email using the Read the pages of the unit 4 and
Proyectos pequeños en Practicar about plans using present continuous and be going Students answer open questions
3 4 Future with be going to. 6.0 Clases magistrales 1 2.0 2.0 Tome notas digitales. 1.0 present and present of be in grammar and vocabulary learned find new words and expressions
grupos ejercicios to, use vague expressions like and everything, give to practice the vocabulary and
questions and statements. in unit 4. to improve vocabulary.
vague responses like (it depends) if you are not expressions learned in unit 4.
sure, read an article about traditions around the
world and write an invitation to an special event.
Publicar y Students are able to talk about gift giving and Class about the use of simple Develop the activities of the
Develop the exercises of the unit
3 4 Present continuous for the future. 5.0 Clases magistrales 1 responder a foros 2.0 Reportes 2.0 birthdays using be going to and indirect objects, present and present of be in reading book the Canterville
4 in Cambridge platform.
de discusión talk aboutare
Students how you
able to celebrate
talk aboutspecial
growingdays, talk their
up and questions and statements. ghost chapters 7 and 8.
family background using the simple past, talk about Class about the use of simple
Practicar Develop exercises from the Develop the online quiz about
4 4 Vague expressions. 4.0 Clases magistrales 1 2.0 Evaluación parcial 1.0 school subjects, correct things they say with present and present of be in
ejercicios student's book unit 4. topics from unit 4.
expressions like well, actually and no wait, use i questions and statements.
mean to correct a word or name, read an interview
Students are able to talk about growing up and their Speaking practice of the unit 5
Class about the use of simple Write a short email using the Read the pages of the unit 5 and
Proyectos pequeños en Practicar family background using the simple past, talk about Students answer open questions
4 5 Review of simple past in questions and statements. 5.0 Clases magistrales 1 2.0 1.0 Tome notas digitales. 1.0 present and present of be in grammar and vocabulary learned find new words and expressions
grupos ejercicios school subjects, correct things they say with to practice the vocabulary and
questions and statements. in unit 5. to improve vocabulary.
expressions like well, actually and no wait, use i expressions learned in unit 5.
Students are able to talk about growing up and their
family background using the simple past, talk about
Publicar y
school subjects, correct things they say with Class about the use of simple Develop the activities of the
responder a foros Develop the exercises of the unit
4 5 Review of simple past in questions and statements. 5.0 Clases magistrales 1 2.0 Reportes 2.0 expressions like well, actually and no wait, use i present and present of be in reading book the Canterville
de discusión 5 in Cambridge platform.
mean to correct a word or name, read an interview questions and statements. ghost chapters 9 and 10.
asincrónicos.
about teenage years and write answers to interview
questions.
Students are able to ask about places with is there?
and are there?, say where places are with; next to,
Class about the use of simple
Practicar behind, in front of, ask for and give directions, offer Develop exercises from the Develop the online quiz about
4 5 Use of I mean and expressions to correct things. 3.0 Clases magistrales 1 1.0 Evaluación parcial 1.0 present and present of be in
ejercicios and ask for help with can or could, checking student's book unit 5. topics from unit 5.
questions and statements.
information with excuse me?, read an online guide to
Istanbul and write a walking tour guide.

Students are able to ask about places with is there?

and are there?, say where places are with; next to, Speaking practice of the unit 6.
Class about the use of simple Write a short email using the Read the pages of the unit 6 and
Proyectos pequeños en Practicar behind, in front of, ask for and give directions, offer Students answer open questions
5 6 Is there? and Are there? 4.0 Clases magistrales 1 1.0 1.0 Tome notas digitales. 1.0 present and present of be in grammar and vocabulary learned find new words and expressions
grupos ejercicios and ask for help with can or could, checking to practice the vocabulary and
questions and statements. in unit 6. to improve vocabulary.
information with excuse me?, read an online guide to expressions learned in unit 6.
Istanbul and write a walking tour guide.

Students are able to ask about places with is there?

Publicar y and are there?, say where places are with; next to,
Class about the use of simple Develop the activities of the
responder a foros behind, in front of, ask for and give directions, offer Develop the exercises of the unit
5 6 Offers and requests with can and could. 5.0 Clases magistrales 1 2.0 Reportes 2.0 present and present of be in reading book the Canterville
de discusión and ask for help with can or could, checking 6 in Cambridge platform.
questions and statements. ghost chapters 11 and 12.
asincrónicos. information with excuse me?, read an online guide to
Istanbul and write a walking tour guide.

Students are able to ask about places with is there?

and are there?, say where places are with; next to,
Class about the use of simple
Practicar behind, in front of, ask for and give directions, offer Develop exercises from the Develop the online quiz about
5 6 Checking expressions – Echo questions. 3.0 Clases magistrales 1 1.0 Evaluación parcial 1.0 present and present of be in
ejercicios and ask for help with can or could, checking student's book unit 6. topics from unit 6.
questions and statements.
information with excuse me?, read an online guide to
Istanbul and write a walking tour guide.
To take the final Evaluation from
5 6 Final evaluation. 2.0 Evaluación final 2
Unit 1 to 6.
Contribuir al
Research about the aspects
Proyectos pequeños en proyecto de To present the final presentation
5 6 Final presentation. 10.0 2.0 5.0 Proyectos 3.0 related to the development of Final project written report.
grupos investigación en of the reading book.
the final project.
equipo
Escuchar
presentaciones del
To tell students the final average
6 6 Final grades and attendance. 2.0 profesor en forma 2
got during the course.
presencial,
cátedras
0.0
0.0