UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA

VICERRECTORADO DE MODALIDAD ABIERTA Y A

DISTANCIA

FACULTAD: Ciencias Sociales, Educación y Humanidades

CARRERA: Pedagogía de los Idiomas Nacionales y Extranjeros

PLAN DOCENTE DE LA ASIGNATURA: English Language:

Listening and Speaking III

PROFESOR AUTOR: Martha Magdalena Prado Camacho, Mgs.

MODALIDAD DE ESTUDIO: A DISTANCIA

PERÍODO ACADÉMICO ORDINARIO/SEMESTRE:

Octubre 2023 – febrero 2024

1
A. Datos de identificación de la asignatura
Asignatura:
Código:
Tipo de asignatura (ECTS):
Campo de formación del currículo
(Rediseño Curricular):
Número de créditos/horas:
Periodo académico ordinario/nivel:
Período académico
ordinario/semestre:
Facultad:
Departamento:
Carrera:
B. Descripción de la asignatura
Presentación:
Contextualización en el marco de
la descripción microcurricular que
forma parte del plan curricular de
la carrera:
English Language: Listening and Speaking III
EDUC_3112
No aplica
Comunicación y Lenguaje
Créditos 3 Horas 144
Tercero
Octubre 2023 – febrero 2024
Ciencias Sociales, Educación y Humanidades
Filosofía, Artes y Humanidades
Pedagogía de los Idiomas Nacionales y Extranjeros
English Language: Listening and Speaking III is taught in the third level
of the career and it is worth three academic credits. This subject is
essential because it develops two core complementary skills of the
linguistic competence that help students express themselves through
speech and enhance their listening abilities. By developing their
listening skills through different strategies such as inferring, identifying
main ideas and details, distinguishing intonation and pronunciation
patterns, and evaluating information, students will know how to express
themselves orally in a proper way and support their opinion with
arguments.
English Language: Listening and Speaking III is the third level of four
that complete a B2 level of proficiency according to The Common
European Framework of Reference for Languages (CEFR). Learners
will be able to apply the linguistic knowledge of the English language in
accordance with international standards at a level that allows effective
communication to perform professionally in teaching English to children
and young people.
2
Contribución de la asignatura al
perfil de egreso (rediseño
curricular):
Prerrequisitos:
Adaptaciones curriculares:
Uses the English language at a B2 level that allows effective
communication
FDCE_1075_English Language: Listening and Speaking II
To guarantee a quality education according to the characteristics of the
educational model of the Universidad Técnica Particular de Loja, the
principles of equal opportunity, and the special educational needs
associated or not with a disability, non-significant or graded, two
curricular adaptations are made. These adaptations follow a path from
least to greatest; considering the methodological aspect, learning
activities and the individual learning style regarding the strategies to be
developed. These adaptations are made based on the identification of
educational needs in the first weeks of academic work to support the
development of student competencies.
3
 C. Programación del proceso de aprendizaje de la asignatura

Primer bimestre

1. Descripción de la secuencia didáctica para el aprendizaje de la asignatura1

Componentes
del Tiempo
Resultados de Recursos de Instrumentos
Contenidos aprendizaje2 Actividades de aprendizaje Calificación (horas) Semana
aprendizaje aprendizaje de evaluación
(ACD, APE,
AA)
Identifies main ideas Unit 1. Extreme Participate in the forum introducing yourself. Forum for
and supporting sports and Review the Academic Plan presentations
details from oral personal limits Present academic concerns through academic
content. announcements and messages. Permanent
Focus on listening: Use the institutional email and interact on EVA. chat
Participate actively in the weekly tutorial to listen to
1.1. Identifying 3
an introduction to the course; also, to talk about email Week 1
main ideas and ACD hours
Infers information vocabulary, grammar, and audio content from unit 1
from context. supporting details in the virtual guide. EVA
Graded Activity 1: Video collaboration 1 to 8:
1. 2. Inferring Develop and demonstrate the mastering of the Video
implied meaning Rubric 0.36
listening and speaking skills by actively participating collaboration
from context in the video collaboration.

1
En el caso de que el docente planifique actividades síncronas, deberá también proponer una actividad
suplementaria
2
Contacto con el docente (ACD)
Práctico-experimental (APE)
Autónomo (AA)

4
Distinguishes 1.3. Recognizing Practice inferring information from context in the Virtual guide
different intonations and understanding exercises provided and separating main ideas from EVA
and pronunciation signal words details in the chart provided in the virtual guide. REA
patterns. Find signal words while listening to the audio
Overcoming Obstacles. To find the signal words in
APE this video, check what words or expressions 2
introduce point number one; which words introduce hours
Evaluates contrast; and which a result:
information, debates https://www.youtube.com/watch?v=2MGMvEnoD6U
a position, and Overcoming obstacles - Steven Claunch – TED-Ed
supports own Then, think about one example of your own with
opinions and criteria each signal word.
with arguments. Learn how to differentiate main ideas from detail as
explained in the virtual guide as well as to infer
about information that is not directly stated. Virtual guide
Recognize signal words in a conversation as EVA
explained in the virtual guide. Textbook on
Learn new vocabulary and expressions by Pearson
developing suggested exercises and activities. English Portal
Review content from unit 1 in the virtual guide and 4
AA
textbook. hours
Revise the didactic material provided in the
announcement, virtual guide and textbook about the
topic of Extreme Sports and Personal Limits
Graded Activity 1: Video collaboration 1 to 8:
Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.21
listening and speaking skills by actively participating
in the video collaboration.
Focus on speaking: Permanent
Present academic concerns through the academic
chat 3
ACD announcements and messages.
email hours
Use the institutional email and interact on EVA.
EVA

5
1.4. Asking for and Participate actively in the weekly tutorial to discuss
expressing the use of grammar structures studied in unit 1.
opinions Graded Activity 1: Video collaboration 1 to 8:
Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.36
1.5. Grammar: listening and speaking skills by actively participating
Used to and would in the video collaboration.
Develop the exercises in the virtual guide to practice
the structures used to and would.
Apply how to express your opinion or ask for other Week 2
people’s opinions by developing the exercises
proposed in the virtual guide and after listening to Virtual guide
2
APE the following audio: EVA
hours
https://www.youtube.com/watch?v=Gz7uuf7yZJA REA
What's at Stake in Ukraine? | William Pirone |
TEDxYouth
Then, use learned vocabulary and grammatical
structures to describe your own endurance story.
To keep a discussion going, it is important for
everyone to share ideas; for that, you have to learn
how to express your opinions and ask for other
people’s opinions. Check the virtual guide for all the
information.
Virtual guide
Analyze and illustrate with your own examples the
textbook
structure Used to and would after reading the
EVA 4
AA explanation given in the virtual guide and
hours
developing the exercises proposed.
Review content from unit 1 in the virtual guide and
textbook prior to participating in the video
collaboration
Video
Graded Activity 1: Video collaboration 1 to 8: collaboration Rubric 0.21

6
 Develop and demonstrate the mastering of the
listening and speaking skills by actively participating
in the video collaboration.
Unit 2. Fraud and Graded Activity 1: Video collaboration 1 to 8:
Video
its consequences Develop and demonstrate the mastering of the
collaboration Rubric 0.36
listening and speaking skills by actively participating
Focus on listening: in the video collaboration.
Present academic concerns through academic 3
ACD
2.1. Inferring announcements and messages. Permanent hours
emotion from Use the institutional email and interact on EVA. chat
intonation Participate actively in the weekly tutorial to discuss email
about use of grammar structures, vocabulary, and EVA
2.2. Intonation for audio content from unit 2 in the virtual guide
Yes/No Questions, Exercise proper intonation when using yes/no
Information questions, information questions, imperatives and
Questions, tag questions with your own examples and by
Imperatives, and developing the exercises proposed in the virtual
Tag Questions guide.
Practice modals of request by developing the
2.3 Grammar: exercises proposed in the virtual guide.
Modals of Request: Virtual guide
Develop listening activities from unit 2 in the virtual 2
Would you, will you, APE YouTube video
guide and textbook. hours
could you, can you EVA
Use new vocabulary, grammar structures and
...? and Would you Week 3
correct pronunciation to give your comments
mind ...? regarding the following video that talks about
Identity Theft Protection and that will be discussed
in the video collaboration:
https://www.youtube.com/watch?v=SrionaFMiZ4

Video
4
AA Graded Activity 1: Video collaboration 1 to 8: collaboration Rubric 0.21
hours

7
 Develop and demonstrate the mastering of the
listening and speaking skills by actively participating
in the video collaboration.
Distinguish intonation patterns as explained in the
virtual guide to show emotion.
Identify and properly use intonation for yes/no
questions, information questions, imperatives and
Virtual guide
tag questions.
Textbook
Learn vocabulary and audio content from unit 2 in
EVA
the virtual guide.
Distinguish and identify the use of modals of
request as explained in the virtual guide.
Review content from unit 2 in the virtual guide and
textbook.
Focus on speaking: Graded Activity 1: Video collaboration 1 to 8:
Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.36
2.4. Making listening and speaking skills by actively participating
suggestions in the video collaboration.
Present academic concerns through academic
ACD
2.5. Highlighting announcements and messages. Permanent
important Use the institutional email and interact on EVA. chat 3
information with Participate actively in the weekly tutorial to discuss email hours
word stress the topic of Identity Theft and use of grammar EVA
studied in unit 2.
Give advice to prevent Identity Theft and make
suggestions by using expressions that show a weak
or a strong intention.
Apply speaker emphasis using intensifiers and word Virtual guide 2
APE
stress. EVA hours Week 4
Get ready to talk about your own identity theft
experience for the video collaboration. Include
vocabulary and grammar structures learned.

8
 Graded Activity 2: Questionnaire 1
Online Questionnaire
Assess knowledge of grammar and language use 1 averaged
questionnaire EVA 1
from units 1 and 2
Graded Activity 1: Video collaboration 1 to 8:
Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.21
listening and speaking skills by actively participating
in the video collaboration.
4
AA Learn how to make strong or weak suggestions in hours
the virtual guide.
Recognize and understand speaker emphasis by
using intensifiers or word stress in order to highlight Virtual guide
important information. Textbook
Review content from unit 2 in the virtual guide and EVA
textbook.
Develop self-evaluation 1
Unit 3. Space and Graded Activity 1: Video collaboration 1 to 8:
Video
planets Develop and demonstrate the mastering of the
collaboration Rubric 0.36
listening and speaking skills by actively participating
Focus on listening: in the video collaboration.
Graded Activity 3: Academic Forum
Academic
3.1. Inferring Give your opinion about Space Exploration in Rubric 1
factual information Forum
Ecuador by sending a video 3
from context ACD
Present academic concerns through academic hours
announcements and messages. Permanent
3.2. Recognizing Use the institutional email and interact on EVA. chat
and understanding Participate actively in the weekly tutorial to discuss email
pronoun references the topic of Space and planets, use of grammar, EVA
vocabulary and audio content studied in unit 3.
3.3. Grammar: Develop exercises and activities related to pronoun
Future Tense and Virtual guide 2 Week 5
APE reference and inferring factual information from
Future Time EVA hours
context.

9
Clauses Practice the use of the future tense and the
(predictions and vocabulary and expressions learned in this unit to
decisions, plans give your opinion about space exploration
and intentions, Graded Activity 1: Video collaboration 1 to 8:
arrangements, and Video
Develop and demonstrate the mastering of the
timetables) collaboration Rubric 0.21
listening and speaking skills by actively participating
in the video collaboration.
Understand pronoun reference after reading and
listening to an excerpt about space exploration and
4
the explanation given in the virtual guide.
AA Virtual guide hours
Identify the use of future tenses for predictions and
Textbook
decisions, for plans and intentions, for
EVA
arrangements, and for timetables as explained in
the virtual guide.
Review content from unit 3 in the virtual guide and
textbook.
Focus on speaking: Graded Activity 1: Video collaboration 1 to 8:
Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.36
3.4. Keeping a listening and speaking skills by actively participating
conversation going in the video collaboration.
Present academic concerns through academic 3
ACD
3.5. Giving a announcements and messages. Permanent hours
presentation Use the institutional email and interact on EVA. chat
Participate actively in the weekly tutorial to discuss email
the topic of Space and planets, use of grammar, EVA
vocabulary and audio content studied in unit 3.
Graded Activity 4: Oral Presentation Week 6
APE What is Catfishing? Explain this topic in an oral Presentation Rubric 1.5
presentation in a video

10
 Prepare what needs to be done before giving a
presentation, during and afterwards as explained in
the virtual guide in order to get ready for the oral
presentation you have to record explaining 3
Catfishing. Search the web for information as well hours
as the weekly announcement.
Virtual guide
REA: https://www.investopedia.com/terms/c/cat-
EVA
fishing.asp
textbook
What is catfishing?
REA
Practice intonation to show a speaker you are
listening and also to encourage the speaker to keep
talking.
Develop suggested activities and exercises related
to grammar, vocabulary, and audio content studied
in this unit.
Review strategies suggested to prepare and give a
presentation as explained in the virtual guide.
Check the information given in the virtual guide in
order to be able to keep a conversation going.
Review audio content from unit 3 in the virtual guide Virtual guide
and textbook.
Textbook
Revise how to use Rhetoric to get what you want in
EVA
order to participate in video collaboration 4 about 4
AA REA
the power of words: hours
https://ed.ted.com/lessons/how-to-use-rhetoric-to-
get-what-you-want-camille-a-langston#watch
OER How to use rhetoric to get what you want -
Camille A. Langston
Graded activity 5: Questionnaire 2
Online Questionnaire
Assess knowledge of grammar and language use 1 averaged
questionnaire EVA 2
from units 3 and 4

11
 Graded Activity 1: Video collaboration 1 to 8:
Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.21
listening and speaking skills by actively participating
in the video collaboration.
Unit 4. Language Present academic concerns through the academic
and its power announcements and messages.
Permanent
Use the institutional email and interact on EVA.
chat
Focus on listening: Participate actively in the weekly tutorial to discuss
email
the topic of Language and its power, use of
EVA 3
4.1. Inferring a ACD grammar, vocabulary, and audio content studied in
hours
speaker’s purpose unit 4.
Graded Activity 1: Video collaboration 1 to 8:
Video
4.2. Grammar: Develop and demonstrate the mastering of the
collaboration Rubric 0.34
Modals of listening and speaking skills by actively participating
permission (Can, in the video collaboration.
Could, May, do you Develop exercises to infer the speaker’s purpose.
mind) Practice the use of modals of permission by
Week 7
developing the exercises proposed in the virtual
Focus on speaking: guide.
Apply how to use eye contact at the moment you
4.3. Using Eye give your speech, which is graded activity 9. Virtual guide
Contact in a Apply persuasive techniques to sell products as EVA
Presentation 3
APE discussed in the virtual guide at the moment you
hours
give your speech.
4.4. Understanding Develop suggested activities and exercises related
the persuasive to grammar, vocabulary, and audio content studied
techniques used to in this unit.
sell products Graded Activity 6: Speech
Prepare a persuasive speech to sell a product and Speech Rubric 1.5
videotape yourself giving the speech

12
 Learn how to infer a speaker’s purpose by paying
attention to the context as explained in the virtual
guide.
Explore the use of modals of permission as
described in the virtual guide.
Virtual guide
Learn how to use eye contact in a presentation as
Textbook
explained in the didactic guide.
EVA
Understand some persuasive techniques to sell 4
AA
products as discussed in the virtual guide. hours
Review audio content from unit 4 in the virtual guide
and textbook.
Develop self-evaluation 2
Graded Activity 1: Video collaboration 1 to 8:
Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.24
listening and speaking skills by actively participating
in the video collaboration.
Review of units 1 to
Present academic concerns through academic
4 and test Permanent
announcements and messages.
chat 3
ACD Use the institutional email and interact on EVA.
email hours
Participate actively in the weekly tutorial to review
EVA
the content of units 1 to 4
Virtual guide
Review vocabulary, listening and speaking activities Week 8
Textbook
and grammar from units 1 to 4
EVA
4
AA Graded Activity 1: Video collaboration 1 to 8: hours
Develop and demonstrate the mastering of the Video
Rubric 1
listening and speaking skills by actively participating collaboration
in the video collaboration.

13
 2. Resumen de las horas de trabajo de la asignatura por componente de aprendizaje en el
bimestre.

Componentes del
Horas
aprendizaje
Total de horas de En contacto con el
trabajo de la docente 24
asignatura en el
bimestre Práctico-experimental 16
Autónomo 32
Total 72

3. Descripción de las actividades calificadas

En contacto con el docente (ACD) ( X )

Componentes del aprendizaje:
Actividad de aprendizaje:
Tipo de recurso:
Tema de la unidad:
Práctico-experimental (APE) ( )
Autónomo (AA) ( X )
Graded Activity 1: Video collaboration 1 to 8:
Develop and demonstrate the mastering of the listening and
speaking skills by actively participating in the video collaboration.
Video collaboration
Week 1 - Video collaboration 1
Unit 1: Extreme sports and personal limits
- Identifies main ideas and supporting details
- Inferring implied meaning from context
- Recognizing and understanding signal words
Week 2 – Video collaboration 2
Unit 1: Extreme sports and personal limits
- Asking for and expressing opinions
- Used to and would
Week 3 – Video collaboration 3
Unit 2: Fraud and its consequences
- Inferring emotion from intonation
- Intonation for yes/no questions, information questions,
imperatives and tag questions
- Modals of request
- Making suggestions
- Highlighting important information with word stress
Week 4 – Video collaboration 4
Unit 3: Space and planets
- Inferring factual information from context
- Recognizing and understanding pronoun references
- Future tense and future time clauses
Week 5 – Video collaboration 5
Unit 3: Space and planets
- Keeping a conversation going
- Giving a presentation
Week 6 – Video collaboration 6
Unit 4: Language and its power
- Inferring a speaker’s purpose
- Modals of permission
Week 7 – Video collaboration 7

14

Resultados de aprendizaje que se
espera lograr:
Estrategias didácticas:
Unit 4: Language and its power
- Using eye contact in a presentation
- Understanding the persuasive techniques used to sell products
Week 8 – Video collaboration 8
Mid-term test (vocabulary, grammar and topics from units 1 to 4 in
the didactic guide and textbook)
Identifies main ideas and supporting details from oral content.
Infers information from context.
Evaluates information, debates a position, and supports own
opinions and criteria with arguments.
Week 1 – Video collaboration 1
Read unit 1 in the virtual guide, textbook, announcements and
proposed reference sources.
Actively participate in the session according to the schedule given
by your tutor.
Watch the following videos:
Overcoming obstacles - Steven Claunch – TED-Ed
https://www.youtube.com/watch?v=2MGMvEnoD6U
Be Proud of Your Scars
https://www.youtube.com/watch?v=wG2MUeVixao
Get ready to talk about the material and to give your opinion
regarding the topic of Personal Limits.
Week 2 – Video collaboration 2
Review vocabulary, grammar and topics studied in unit 1
Actively participate in the session according to the schedule given
by your tutor.
Watch the following videos:
https://www.youtube.com/watch?v=Gz7uuf7yZJA
What's at Stake in Ukraine? | William Pirone | TEDxYouth
You may work in pairs in class to have a conversation about the
topic of your own endurance story.
Week 3 – Video collaboration 3
Read unit 2 in the virtual guide, textbook, announcements and
proposed reference sources.
Actively participate in the session according to the schedule given
by your tutor.
Watch the following videos:
What is Identity Theft?
https://www.youtube.com/watch?v=kDFeSUUwRnA
Identity Theft Protection
https://www.youtube.com/watch?v=SrionaFMiZ4
Get ready to talk about the material and to give your opinion
regarding the topic of Fraud and its consequences.
Week 4 – Video collaboration 4
Read unit 3 in the virtual guide, textbook, announcements and
proposed reference sources.
Actively participate in the session according to the schedule given
by your tutor.
Watch the following videos:
What's the Point of Space Exploration?
https://www.youtube.com/watch?v=A8v8QdS-omY
Space Junk Around Earth
https://www.youtube.com/watch?v=w_PWL0oZzOc
15
Get ready to talk about the material and to give your opinion
regarding the topic of Space Exploration.
Week 5 – Video collaboration 5
Read unit 3 in the virtual guide, textbook, announcements and
proposed reference sources.
Actively participate in the session according to the schedule given
by your tutor.
Watch the following videos:
Space tourists come back to Earth after three days in orbit
https://www.youtube.com/watch?v=-wgBoPJep5o
Space tourism is already here
https://www.youtube.com/watch?v=5pgtQN9pMFA
Get ready to talk about the material and to give your opinion
regarding the topic of Space Tourism.
Week 6 – Video collaboration 6
Read unit 4 in the virtual guide, textbook, announcements and
proposed reference sources.
Actively participate in the session according to the schedule given
by your tutor.
Watch the following videos:
How to use rhetoric to get what you want
https://www.youtube.com/watch?v=3klMM9BkW5o&t=7s
Get in the lesson of TED-Ed and learn how to use Rhetoric to get
what you want after you “watch,” “think,” “dig deeper” and then
discuss in our class.
How do you get what you want
https://ed.ted.com/lessons/how-to-use-rhetoric-to-get-what-you-
want-camille-a-langston#watch
Get ready to discuss how we can get what we want using the words.
The answer to that is a treatise on rhetoric proposed by Aristotle
over two thousand years ago.
After watching the following video, you are going to explain how
Rhetoric has been used by the speaker.
The Speech that Made Obama President
https://www.youtube.com/watch?v=OFPwDe22CoY
Week 7 – Video collaboration 7
Read unit 4 in the virtual guide, textbook, announcements and
proposed reference sources.
Actively participate in the session according to the schedule given
by your tutor.
This time you are going to analyze and interpret some quotes from
Martin Luther King Jr.'s speech "I Have a Dream". You have the
transcript of the speech if you need to listen to the whole speech
and read the text. There is a link with the most important quotes of
this speech that you can revise, and there is a short video with part
of the speech.
Read Martin Luther King Jr.'s 'I Have a Dream' speech in its entirety
https://www.npr.org/2010/01/18/122701268/i-have-a-dream-
speech-in-its-entirety
The 15 best quotes from Martin Luther King Jr.'s ‘I Have a Dream’
speech
https://www.deseret.com/2013/8/28/20524757/martin-luther-king-jr-
day-quotes-i-have-a-dream-speech

16
 “I Have a Dream” - Martin Luther King Jr.
https://www.youtube.com/watch?v=vP4iY1TtS3s&feature=youtu.be
Search the web for more information.
Week 8 – Video collaboration 8
Study vocabulary, grammar, and topics from units 1 to 4 in the
didactic guide and textbook
Answer accurately all the questions asked by your tutor and get
ready to complete a quiz related to grammar and vocabulary.
Actively participate in the session according to the schedule given
by your tutor.

Instrumento de evaluación: Rubric

Video collaboration
Rubric is worth 10 points, and it will be averaged and converted accordingly.

CRITERIA Accepted Fair Regular Needs improvement

2 – 1.59 points 1.58 – 1.19 points 1.18 – 0.59 points 0.58 – 0 points
Comprehension Student is able to Student is able to Student is able to Student is unable
accurately answer accurately answer accurately answer to accurately
almost all most questions a few questions answer questions
questions posed by posed by teacher posed by teacher posed by teacher
teacher about the about the topic about the topic about the topic
topic
Vocabulary Uses a variety of Makes a few Uses basic Uses basic
words with no mistakes at the vocabulary and vocabulary and
mistakes that do time of using expressions and expressions and
not interfere the vocabulary and makes many makes too many
understanding of expressions mistakes mistakes
the topic
Content Shows a full Shows a good Shows Does not seem to
understanding of understanding of understanding of understand the
the topic the topic parts of the topic topic very well
Fluency Speaks clearly and Speaks clearly and Speaks clearly and Mispronounces
precisely all (100- precisely (80-70%) precisely (60- 50%) most words. Ideas
90%) of the time, of the time, but of the time are poorly stated,
and mispronounces Mispronounces nor clear or
mispronounces no some words many words coherent, and
words explanation is not
conveyed
Structure: Uses complete Mostly (80-70%) Sometimes (60- Rarely speaks in
sentences always speaks in complete 50%) speaks in complete
Diction (100-90%) of the sentences. Ideas complete sentences.
Lexicality time) speaks in are fairly stated. sentences. Ideas Utterances or
Complexity complete Organization is are poorly stated explanation are
Preciseness sentences. Good rather clear. Fair nor clear or not conveyed
diction. Ideas are diction organized, but
clearly stated in an message is
organized way understood
Participation and Students should make sure their audio works well and must participate actively
Attendance during each virtual class in order to be assigned a grade. 70% attendance is required
at online and onsite tutorials to pass the course.

17

Componentes del aprendizaje:
Actividad de aprendizaje:
Tipo de recurso:
Tema de la unidad:
Resultados de aprendizaje que se
espera lograr:
Estrategias didácticas:
Instrumento de evaluación: Questionnaire EVA 1
Componentes del aprendizaje:
Actividad de aprendizaje:
Tipo de recurso:
Tema de la unidad:
Resultados de aprendizaje que se
espera lograr:
Estrategias didácticas:
En contacto con el docente (ACD) ( )
Práctico-experimental (APE) ( )
Autónomo (AA) ( X )
Graded Activity 2: Questionnaire 1
Assess knowledge of grammar and language use from units 1 and
2
Online questionnaire
Extreme sports and personal limits
Fraud and its consequences
Evaluates information, debates a position, and supports own
opinions and criteria with arguments.
Review the topics of units 1 and 2 in the Virtual Guide and other
given material
Answer the questionnaire on EVA platform
En contacto con el docente (ACD) ( X )
Práctico-experimental (APE) ( )
Autónomo (AA) ( )
Graded Activity 3: Academic Forum
Give your opinion about Space Exploration in Ecuador by sending
a video
Academic Forum
Space and Planets
Distinguishes different intonations and pronunciation patterns.
Evaluates information, debates a position, and supports own
opinions and criteria with arguments.
Give your opinion about space exploration led by Ecuador after
exploring EXA’s web page (Agencia Espacial Civil Ecuatoriana)
and reading about EXA's history and achievements at the
following link:
http://exa.ec/exa-en.htm
Watch the following video in order to learn about the activity our
country has had in Space:
https://www.youtube.com/watch?v=kK5j5J-hP3E
A Nano-Satellite Made in Ecuador was Just Launched into Space
Record a video of no more than 4 minutes explaining your answer.
Give comments to TWO posts of your classmates.
Do not forget to include the bibliography of the material that you
used.
Make your video public on YouTube or Studio, and upload it in the
activity on EVA, or provide the link.
18
 Instrumento de Evaluación: Rubric

Score of the activity: 1

Rubric is worth 10 points and It will be averaged and converted accordingly.

CRITERIA Accepted Fair Regular Needs improvement

2 – 1.59 points 1.58 – 1.19 points 1.18 – 0.59 points 0.58 – 0 points

Content: Instructions were Most instructions Instructions were Instructions were not
Completeness accomplished were accomplished accomplished accomplished
and preciseness
in the answers Gives comments to Gives comments to Gives comments Does not give
two posts of the one post of the but syntax is not comments to any
Peer Interaction classmates in a classmates in a coherent nor clear post of the
coherent and clear coherent and clear classmates
Does not read way way
during the Reads during the
presentation Does not read Does not read during Does not read presentation
during the the presentation during the
presentation presentation
Coherence Ideas are clearly Ideas are fairly Ideas are poorly Ideas are poorly
stated in an stated. Organization stated or clear, nor stated, nor clear or
organized way. is rather clear. Fair organized coherent, and
Good diction diction explanation is not
conveyed
Pronunciation Always clear and Pronunciation Mistakes make it Too many mistakes
precise mostly clear but with difficult to make the
some mistakes understand the presentation very
presentation difficult to be
Vocabulary There are some understood
Lexicon used words improperly There are many
(Lexicality, appropriately and used or pronounced words improperly There are too many
complexity, correctly used or words used
preciseness) pronounced pronounced inappropriately or
mispronounced
Fluency Student expresses Hesitates when Student hesitates a Hesitates too much
himself/herself speaking but does lot which interferes which makes it
without problem not interfere with with extremely difficult to
and does not communication communication understand
hesitate
Structure There are no There are some There are many There are too many
grammatical grammatical grammatical grammatical
Grammar mistakes mistakes mistakes mistakes

En contacto con el docente (ACD) ( )

Componentes del aprendizaje: Práctico-experimental (APE) ( X )
Autónomo (AA) ( )
Graded Activity 4: Oral Presentation
Actividad de aprendizaje: What is Catfishing? Explain this topic in an oral presentation in a
video

19
 Tipo de recurso: Presentation
Tema de la unidad: Fraud and its consequences
Distinguishes different intonations and pronunciation patterns.
Resultados de aprendizaje que se
espera lograr: Evaluates information, debates a position, and supports own
opinions and criteria with arguments..
Watch the following video in order to learn about what catfishing
is:
https://www.youtube.com/watch?v=8gb-zml3l2w

And read on the webpage called Investopedia the information about

Catfishing:
https://www.investopedia.com/terms/c/cat-fishing.asp
Estrategias didácticas:
Record a video of no more than 4 minutes with a presentation in
which you are going to explain what Catfishing is and its
consequences. Use a technological resource for your presentation
as Genially or PPT, etc. Make your video public on YouTube or
Studio, and upload it in the activity on EVA, or provide the link.

Do not forget to include the bibliography of the material that you

used.

Instrumento de Evaluación: Rubric

Score of the activity: 1.5

Rubric is worth 10 points and it will be averaged and converted accordingly.

CRITERIA Accepted Fair Regular Needs improvement

2 – 1.59 points 1.58 – 1.19 points 1.18 – 0.59 points 0.58 – 0 points

Content: Instructions were Most instructions Instructions were Instructions were not
Completeness accomplished were accomplished accomplished accomplished
and preciseness in
the answers Communicates Most information Information and Student is not
information and and opinions are opinions are not capable to
Does not read opinions effectively effectively clear communicate
during the communicated information and
presentation Does not read Does not read opinions
during the Does not read during the
presentation during the presentation Reads during the
presentation presentation

Coherence Ideas are clearly Ideas are fairly Ideas are poorly Ideas are poorly
stated in an stated. Organization stated or clear, nor stated, nor clear or
organized way. is rather clear. Fair organized coherent, and
Good diction diction explanation is not
conveyed
Pronunciation Always clear and Pronunciation Mistakes make it Too many mistakes
precise mostly clear but difficult to make the
with some mistakes presentation very

20
 understand the difficult to be
Vocabulary There are some presentation understood
words improperly
(Lexicality, Lexicon used used or pronounced There are many There are too many
complexity, appropriately and words improperly words used
preciseness) correctly used or inappropriately or
pronounced pronounced mispronounced
Fluency Student expresses Hesitates when Student hesitates a Hesitates too much
himself/herself speaking but does lot which interferes which makes it
without problem not interfere with with extremely difficult to
and does not communication communication understand
hesitate
Structure There are no There are some There are many There are too many
grammatical grammatical grammatical grammatical mistakes
Grammar mistakes mistakes mistakes

En contacto con el docente (ACD) ( )

Componentes del aprendizaje:
Actividad de aprendizaje:
Tipo de recurso:
Tema de la unidad:
Resultados de aprendizaje que se
espera lograr:
Estrategias didácticas:
Práctico-experimental (APE) ( )
Autónomo (AA) ( X )
Graded activity 5: Questionnaire 2
Assess knowledge of grammar and language use from units 3 and
4
Online questionnaire
Space and planets
Language and its power
Evaluates information, debates a position, and supports own
opinions and criteria with arguments.
Review the topics of units 3 and 4 in the Virtual Guide and other
given material
Answer the questionnaire on EVA platform

Instrumento de evaluación: Questionnaire EVA 2

En contacto con el docente (ACD) ( )

Componentes del aprendizaje:
Actividad de aprendizaje:
Práctico-experimental (APE) ( X )
Autónomo (AA) ( )
Graded Activity 6: Speech
Prepare a persuasive speech to sell a product and videotape
yourself giving the speech

Tipo de recurso: Speech

Tema de la unidad: Language and its power
Distinguishes different intonations and pronunciation patterns.
Resultados de aprendizaje que se
espera lograr: Evaluates information, debates a position, and supports own
opinions and criteria with arguments
Estrategias didácticas: Read unit 4 in the textbook and didactic guide. Check the previous
video collaborations related to the topic of Persuasion.

21
 Think about a product you need to sell. Remember that “A good
salesperson can sell you what you need. A great salesperson can
sell you what you don’t want and can’t afford.”
Plan what you are going to say. Probably think of a time when a
salesperson persuaded you to buy something. What did the
salesperson say? Why was it persuasive?

This is a speech you have to give to a group of people that you know
can buy your product. A good speech should have an introduction
that works like a hook to catch the attention of your audience. You
can begin with a question, an anecdote, a quotation. The main body
of your speech should have four main intents: to entertain, to
instruct, to persuade, and to inspire. In the summation you can
repeat a phrase or statement that most embodies what you wanted
to convey with your speech.
To sound spontaneous, do not memorize the speech; you have to
say it many times, rehearse it, trying to remember not words, but
connecting ideas, point by point.

Record yourself giving the speech. It should not last longer than 4
minutes. Make your video public on YouTube or Studio, and upload
it in the activity on EVA, or provide the link.
Do not forget to include the bibliography of the material that you
used.

Instrumento de Evaluación: Rubric

Score of the activity: 1.5

Rubric is worth 10 points and It will be averaged and converted accordingly.

CRITERIA Accepted Fair Regular Needs improvement

2 – 1.59 points 1.58 – 1.19 points 1.18 – 0.59 points 0.58 – 0 points

Content: Instructions were Most instructions Instructions were Instructions were not
Completeness accomplished were accomplished accomplished accomplished
and preciseness in
the answers Communicates Most information Information and Student is not
information and and opinions are opinions are not capable to
Does not read opinions effectively effectively clear communicate
during the communicated information and
presentation Does not read Does not read opinions
during the Does not read during the
presentation during the presentation Reads during the
presentation presentation

Coherence Ideas are clearly Ideas are fairly Ideas are poorly Ideas are poorly
stated in an stated. Organization stated or clear, nor stated, nor clear or
organized way. is rather clear. Fair organized coherent, and
Good diction diction explanation is not
conveyed

22
Pronunciation Always clear and Pronunciation Mistakes make it Too many mistakes
precise mostly clear but difficult to make the
with some mistakes understand the presentation very
presentation difficult to be
Vocabulary There are some understood
Lexicon used words improperly There are many
(Lexicality, appropriately and used or pronounced words improperly There are too many
complexity, correctly used or words used
preciseness) pronounced pronounced inappropriately or
mispronounced
Fluency Student expresses Hesitates when Student hesitates a Hesitates too much
himself/herself speaking but does lot which interferes which makes it
without problem not interfere with with extremely difficult to
and does not communication communication understand
hesitate
Structure There are no There are some There are many There are too many
grammatical grammatical grammatical grammatical mistakes
Grammar mistakes mistakes mistakes

D. Evaluación de la asignatura primer bimestre

Componente Actividad Instrumento Fechas de Calificación Peso

ejecución
Graded Activity 1:
APRENDIZAJE Video collaboration 1 to 8 Rubric
Week 1-7
EN Develop and demonstrate the mastering of Oct 11th – Nov 2.5 25%
CONTACTO the listening and speaking skills by actively 26th, 2023
CON EL participating in the video collaboration.
DOCENTE
Graded Activity 3: Academic Forum Week 5
Give your opinion about Space Exploration in Rubric Nov 6th to 12th, 1 10%
Ecuador by sending a video 2023
Subtotal 3.5 35%
Graded Activity 2: Questionnaire 1 Week 4
Questionnaire
Assess knowledge of grammar and Oct 30th to Nov 5th,
EVA 1
language use from units 1 and 2 2023
1 10%
Graded activity 5: Questionnaire 2 Week 6
Questionnaire
Assess knowledge of grammar and Nov 13th to 19th,
APRENDIZAJE EVA 2
AUTÓNOMO language use from units 3 and 4 2023
Graded Activity 1:
Video collaboration 1 to 8 Week 1-7
Develop and demonstrate the mastering of Rubric Oct 11th – Nov
1.5
the listening and speaking skills by actively 26th, 2023
participating in the video collaboration.
25%
Graded Activity 1:
Video collaboration 1 to 8 Rubric Week 8 1
Develop and demonstrate the mastering of Nov 27th to Dec
the listening and speaking skills by actively 3rd, 2023
participating in the video collaboration.
Subtotal 3.5 35%

23
 Graded Activity 4: Oral Presentation Week 6
What is Catfishing? Explain this topic in an Rubric Nov 13th to 19th, 1.5 15%
APRENDIZAJE oral presentation in a video 2023
PRÁCTICO
EXPERIMENT Graded Activity 6: Speech Week 7
AL Prepare a persuasive speech to sell a Nov 20th to 26th,
Rubric 1.5 15%
product and videotape yourself giving the 2023
speech
Subtotal 3 30%
TOTAL 10 100%

In case to detect, in any activity, 10% or more of plagiarism, the assignment will be graded zero.

The information presented by the student is an exact copy of information found on the internet, books, newspapers,
magazines, or any other source. It has not been properly cited as an idea or text from some other author. The bibliography
of the source was not included.

24
 Segundo Bimestre

1. Descripción de la secuencia didáctica para el aprendizaje de la asignatura3

Componentes
del Tiempo
Resultados de Recursos de Instrumentos
Contenidos aprendizaje4 Actividades de aprendizaje Calificación (horas) Semana
aprendizaje aprendizaje de evaluación
(ACD, APE,
AA)
Infers information Unit 5. Careers Present academic concerns through academic
from context. and job announcements and messages.
Weekly tutorial
opportunities Use the institutional email and interact on EVA.
Email
Participate actively in the weekly tutorial to discuss
EVA
Focus on listening: the use of grammar structures, vocabulary, and 3
Distinguishes ACD audio content from unit 5 in the virtual guide. hours
different intonations 5.1. Inferring Graded Activity 1: Video collaboration 1 to 8:
and pronunciation feelings from Develop and demonstrate the mastering of the Video
Rubric 0.36
patterns. context listening and speaking skills by actively participating collaboration
Week 9
in the video collaboration.
Supports ideas by 5.2. Recognizing Develop suggested activities and exercises related Virtual guide
providing facts and and understanding to grammar, vocabulary, and audio content studied EVA
examples. reduced speech in this unit.
APE Listen, read, and infer unspoken thoughts based on 2
word choice, intonation and context in the virtual hours
guide.
Recognize and apply common reductions in the
exercises provided in the virtual guide

3
En el caso de que el docente planifique actividades síncronas, deberá también proponer una actividad
suplementaria
4
Contacto con el docente (ACD)
Práctico-experimental (APE)
Autónomo (AA)

25
 Get acquainted with new vocabulary and
expressions from unit 5.
Review listening activities and exercises from unit 5 Virtual guide
in the virtual guide and textbook related to EVA
characteristics of Jobs in the future. Textbook on
Check how a speaker indirectly expresses his/her Pearson
unspoken thoughts and learn how to infer feelings English Portal 4
AA
based on word choice, intonation and the context. hours
Understand reduced speech as explained in the
virtual guide
Graded Activity 1: Video collaboration 1 to 8: Video
Develop and demonstrate the mastering of the collaboration
Rubric 0.21
listening and speaking skills by actively participating
in the video collaboration.
Focus on speaking: Present academic concerns through academic
announcements and messages. Weekly tutorial
5.3. Using final Use the institutional email and interact on EVA. email
intonation Participate actively in the weekly tutorial to discuss EVA
3
ACD the use of grammar structures studied in unit 5.
hours
5.4. Using Graded Activity 1: Video collaboration 1 to 8:
transitions for oral Develop and demonstrate the mastering of the Video
Rubric 0.36
presentations listening and speaking skills by actively participating collaboration
in the video collaboration. Week
5.5. Grammar: Complete suggested activities and exercises related 10
Future Continuous to grammar, vocabulary, and audio content studied
and Future Perfect in this unit. Virtual guide
2
APE Apply signaling and the use of transition words by EVA
hours
preparing an oral presentation in which you are
going to explain what you can do to find your Dream
Job.
Analyze the structures Future Continuous and Virtual guide
Future Perfect as annotated in the virtual guide. EVA

26
 Learn how to use final intonation when you want to Textbook
conclude speaking.
AA Learn about signaling and using transition words in
oral presentations. 4
Revise audio content from unit 5 in the virtual guide hours
and textbook.
Review content from unit 5 prior to participating in
the video collaboration.
Graded Activity 1: Video collaboration 1 to 8:
Develop and demonstrate the mastering of the Video
Rubric 0.21
listening and speaking skills by actively participating collaboration
in the video collaboration.
Unit 6. Tourism Graded Activity 1: Video collaboration 1 to 8:
Video
and culture Develop and demonstrate the mastering of the
collaboration Rubric 0.36
listening and speaking skills by actively participating
Focus on listening: in the video collaboration.
Present academic concerns through academic 3
ACD
6.1. Recognizing announcements and messages. hours
Weekly tutorial
and understanding Use the institutional email and interact on EVA.
email
opinions Participate actively in the weekly tutorial to discuss
EVA
about use of grammar structures, vocabulary, and
6.2. Grammar: audio content from unit 6 in the virtual guide
Gerund: subject Practice and demonstrate the use of gerunds in the
and object; Gerund subject and object position, and after a preposition.
after a preposition Practice new vocabulary and grammar structures by Week
developing the exercises proposed in the virtual Virtual guide 11
guide. EVA 2
APE
Propose solutions to control over-tourism after YouTube video hours
listening to the following video about How mass
tourism is destroying cities. Review the didactic
strategies and get ready to participate in the video
collaboration.

27
 https://www.youtube.com/watch?v=Vyt1HdR4uLw

Graded Activity 1: Video collaboration 1 to 8:

Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.21
listening and speaking skills by actively participating
in the video collaboration.
Distinguish the use of the gerund as subject, object, 4
AA
or object of a preposition in a sentence. hours
Virtual guide
Recognize and understand how a person states an
EVA
opinion as explained in the virtual guide.
Textbook
Revise audio content from unit 6 in the virtual guide
and textbook.
Focus on speaking: Graded Activity 1: Video collaboration 1 to 8:
Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.36
6.3. Making listening and speaking skills by actively participating
suggestions in the video collaboration.
Present academic concerns through academic 3
ACD
6.4. Grammar: announcements and messages. hours
Weekly tutorial
Adjective + to- Use the institutional email and interact on EVA.
email
infinitive; Verb + to- Participate actively in the weekly tutorial to discuss
EVA
infinitive; Verb + the topic of Tourism and Culture and use of
object + to- grammar studied in unit 6.
infinitive; Verb + Practice the use of Adjective + infinitive, verb +
object + bare infinitive, verb + object + infinitive, verb + object +
infinitive bare form by developing the exercises proposed in
the virtual guide.
Virtual guide 2
APE Get ready to talk about Tourism and Culture in the Week
EVA hours
video collaboration as it is explained in the didactic 12
strategies of the activity, specifically about the
problem of trying to gain benefit from tourism.
Make suggestions

28
 Graded Activity 2: Questionnaire 1
Online Questionnaire
Assess knowledge of grammar and language use 1 averaged
questionnaire EVA 1
from units 5 and 6
Graded Activity 1: Video collaboration 1 to 8:
Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.21
listening and speaking skills by actively participating
in the video collaboration.
Review listening activities and exercises in the 4
AA
virtual guide unit 6 and textbook. hours
Categorize verbs that take infinitives or the bare
form by analyzing the following structures in the
Virtual guide
virtual guide: Adjective + to-infinitive; Verb + to-
EVA
infinitive; Verb + object + to-infinitive; Verb + object
textbook
+ bare infinitive
Record other forms to make suggestions.
Develop self-evaluation 3
Unit 7. Marriage Graded Activity 1: Video collaboration 1 to 8:
Video
and traditions Develop and demonstrate the mastering of the
collaboration Rubric 0.36
listening and speaking skills by actively participating
Focus on listening: in the video collaboration.
Graded Activity 3: Academic Forum
7.1. Inferring a Academic
What are Job Hoppers? Hand in a video recording Rubric 1
speaker’s core Forum
explaining the topic of Jobs in the Future. 3
beliefs ACD
Present academic concerns through academic hours
announcements and messages.
7.2. Grammar: Weekly tutorial
Use the institutional email and interact on EVA.
Gerunds or email
Participate actively in the weekly tutorial to discuss
infinitives: with a EVA
the use of grammar structures, vocabulary, and
complete, small, or audio content from unit 7 in the virtual guide.
no change in Practice and demonstrate the use of gerunds and Virtual guide
meaning 2
APE infinitives by developing the exercises proposed in EVA
hours
the virtual guide. YouTube video

29
 Talk about and recognize core beliefs and give your Week
opinion about What happens at a Catholic Wedding. 13
Get ready to participate in the video collaboration on
the topic of Marriage and traditions and watch the
following video.
Saying I Do: What Happens at a Catholic
Wedding
https://www.youtube.com/watch?v=3uAHwtBRg5c

Graded Activity 1: Video collaboration 1 to 8:

Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.21
listening and speaking skills by actively participating
in the video collaboration.
Learn vocabulary and review audio content from
unit 7 in the virtual guide and textbook.
4
AA Infer core beliefs from context as explained in the
Virtual guide hours
didactic guide.
EVA
Differentiate and categorize verbs that only take
textbook
infinitives, verbs that take only gerunds, verbs that
take either infinitives or gerunds with a small or no
change in meaning, or with a complete change in
meaning
Focus on speaking: Graded Activity 1: Video collaboration 1 to 8:
Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.36
7.3. Using listening and speaking skills by actively participating
expressive in the video collaboration.
intonation to show Present academic concerns through academic 3
ACD
confidence and announcements and messages. hours
Weekly tutorial
interest Use the institutional email and interact on EVA.
email
Participate actively in the weekly tutorial to discuss
EVA
7.4. Using signal the topic of Tradition and Culture, use of grammar,
words to persuade vocabulary and audio content studied in unit 7.

30
 Graded Activity 4: Oral Presentation
Prepare an oral presentation to explain what you Presentation Rubric 1.5
can do to find your Dream Job.
Apply what needs to be done before giving a Week
presentation, during and afterwards as explained in 14
the virtual guide on week 6. 3
APE
Use signal words to introduce a position and to hours
Virtual guide
introduce supporting arguments in a persuasive oral
EVA
presentation. Also, use expressive intonation to
show confidence and interest and get ready for an
oral presentation, in which you have to explain what
we can do to find our Dream Job.
Review suggested activities and exercises related
to grammar, vocabulary and audio content studied
in this unit.
Identify when a speaker sounds more confident and
interested as explained in the virtual guide.
Recognize how signal words help a listener follow a
speaker’s thoughts in a persuasive speech or oral
presentation.
Review what needs to be done before giving a Virtual guide
presentation, during and afterwards as explained in EVA 4
AA
the virtual guide on week 6. Textbook hours
“Ikigai” is a Japanese formula for happiness, and it REA
gives you the hints to choose the right career,
something you are good at, something that you
love, something that the world needs, and
something that pays you well. Review the following
video to prepare your oral presentation:
https://www.youtube.com/watch?v=Zxj3P0enJNQ&t
=77s
The Japanese Formula for Happiness – Ikigai

31
 Graded activity 5: Questionnaire 2
Online Questionnaire
Assess knowledge of grammar and language use 1 averaged
questionnaire EVA 2
from units 7 and 8
Graded Activity 1: Video collaboration 1 to 8:
Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.21
listening and speaking skills by actively participating
in the video collaboration.
Unit 8. Climate Present academic concerns through academic
change and its announcements and messages.
effects Use the institutional email and interact on EVA. Weekly tutorial
Participate actively in the weekly tutorial to discuss email
Focus on listening: the topic of Climate change and its effects, use of EVA
3
ACD grammar, vocabulary, and audio content studied in
hours
8.1. Identifying unit 8.
repetition to Graded Activity 1: Video collaboration 1 to 8:
Video
emphasize a point Develop and demonstrate the mastering of the
collaboration Rubric 0.34
listening and speaking skills by actively participating
8.2. Grammar: in the video collaboration.
Infinitives with too Develop suggested activities and exercises related Week
and enough to grammar, vocabulary, and audio content studied 15
in this unit.
Focus on speaking: Demonstrate language use of Infinitives with too
and enough by developing the exercises proposed
8.3. Interrupting in the virtual guide.
Virtual guide 3
politely and holding APE Formulate embedded questions as explained in the
the floor EVA hours
virtual guide.
Simulate how to interrupt politely and hold the floor
8.4. Grammar: by completing the exercises suggested in the virtual
Indirect questions, guide.
requests and Practice conversational strategies and repetition to
orders emphasize a point as suggested in the virtual guide.

32
(Embedded Prepare your speech to propose solutions to climate
questions) change as explained in the didactic strategies for
the graded activity.
Graded Activity 6: Speech
Prepare a speech to propose solutions to climate
Speech Rubric 1.5
change. Videotape yourself and post the video in
the activity.
Learn vocabulary and audio content from the virtual
guide unit 8
Identify conversational strategies and repetition to
emphasize a point.
Distinguish the use of Infinitives with too and
enough.
Recognize embedded questions as explained in the
virtual guide.
Learn how to interrupt politely and hold the floor.
Review structure and strategies on how to make a
Virtual guide
good speech (first bimester’s speech). You can also
EVA 4
AA review the didactic strategies for the graded activity.
Textbook hours
Go through the following webpage and video that
REA
talks about the effects of global warming to discuss
how you can contribute to a solution in the video
collaboration, and also to prepare your speech with
a solution to this same problem. Read the didactic
strategies of both activities.
https://www.nationalgeographic.com/environment/ar
ticle/global-warming-effects
Effects of global warming National Geographic
Website
Develop self-evaluation 4

33
 Graded Activity 1: Video collaboration 1 to 8:
Video
Develop and demonstrate the mastering of the
collaboration Rubric 0.24
listening and speaking skills by actively participating
in the video collaboration.
Review of units 5 to Present academic concerns through academic
Permanent
8 and test announcements and messages.
chat 3
ACD Use the institutional email and interact on EVA.
email hours
Participate actively in the weekly tutorial to review
EVA
the content of units 5 to 8.
Virtual guide
Week
Review vocabulary, listening and speaking activities Textbook
16
and grammar from units 5 to 8 EVA
4
AA
Graded Activity 1: Video collaboration 1 to 8: hours
Develop and demonstrate the mastering of the Video
Rubric 1
listening and speaking skills by actively participating collaboration
in the video collaboration.

34
2. Resumen de las horas de trabajo de la asignatura por componente de aprendizaje en el
bimestre

Componentes del
Horas
aprendizaje
Total de horas de En contacto con el
trabajo de la docente 24
asignatura en el
bimestre Práctico-experimental 16
Autónomo 32
Total 72

3. Descripción de las actividades calificadas

En contacto con el docente (ACD) ( X )

Componentes del aprendizaje:
Actividad de aprendizaje:
Tipo de recurso:
Tema de la unidad:
Resultados de aprendizaje que se
espera lograr:
Estrategias didácticas:
Práctico-experimental (APE) ( )
Autónomo (AA) ( X )
Graded Activity 1: Video collaboration 1 to 8:
Develop and demonstrate the mastering of the listening and
speaking skills by actively participating in the video collaboration.
Video collaboration
Week 9 - Video collaboration 1
Unit 5: Careers and job opportunities
Week 10 – Video collaboration 2
Unit 6: Tourism and culture
Week 11 – Video collaboration 3
Unit 6: Tourism and culture
Week 12 – Video collaboration 4
Unit 7: Marriage and traditions
Week 13 – Video collaboration 5
Unit 7: Marriage and traditions
Week 14 – Video collaboration 6
Unit 8: Climate change and its effects
Week 15 – Video collaboration 7
Unit 8: Climate change and its effects
Week 16 – Video collaboration 8
Mid-term test (vocabulary, grammar and topics from units 5 to 8 in
the didactic guide and textbook)
Infers information from context.
Distinguishes different intonations and pronunciation patterns.
Supports ideas by providing facts and examples
Week 9 – Video collaboration 1
Read unit 5 in the virtual guide, textbook, announcements, and
proposed reference sources.
Actively participate in the session according to the schedule given
by your tutor.
Watch the following video:
I Sued the School System
https://www.youtube.com/watch?v=dqTTojTija8

35
Answer the following question:
What is the job of a teacher?
Get ready to talk about the message in the video.
Week 10 – Video collaboration 2
Review vocabulary, grammar and topics studied in unit 6.
Actively participate in the session according to the schedule given
by your tutor.
Watch the following videos:
How mass tourism is destroying cities
https://www.youtube.com/watch?v=Vyt1HdR4uLw
Propose solutions to control over-tourism.
Search the web for more information.
Mass Tourism versus Alternative Tourism
https://ftj-ytf.org/blog/mass-tourism-versus-alternative-tourism
Get ready to talk about the material and to give your opinion
regarding the topic of Tourism and culture.
Week 11 – Video collaboration 3
Read unit 6 in the virtual guide, textbook, announcements and
proposed reference sources.
Actively participate in the session according to the schedule given
by your tutor.
Watch the following videos:
Why Do These Women Stretch Their Necks? | National
Geographic
https://www.youtube.com/watch?v=0FME1At3vmI
What is your opinion about this custom that began like a cultural
practice but now it is being used to gain benefit from tourism.
Week 12 – Video collaboration 4
Read unit 7 in the virtual guide, textbook, announcements and
proposed reference sources.
Actively participate in the session according to the schedule given
by your tutor.
Watch the following videos regarding the topic of Marriage and
traditions:
Saying I Do: What Happens at a Catholic Wedding
https://www.youtube.com/watch?v=3uAHwtBRg5c
Nubian Wedding | National Geographic
https://www.youtube.com/watch?v=UOAkE8JN-WY
And go through the following page to learn about:
How “I do” is done around some other countries around the
world
https://www.smithsonianmag.com/arts-culture/global-weddings-
156064366/
Get ready to talk about the material and to give your opinion
regarding the topic of Marriage and traditions.
Week 13 – Video collaboration 5
Read unit 7 in the virtual guide, textbook, announcements and
proposed reference sources.
Actively participate in the session according to the schedule given
by your tutor.
Watch the following videos:
The Culture of Respect in Japan
https://www.youtube.com/watch?v=z3W7waKeMk0

36
 In Japanese society, respect is one fundamental value. Respect is
deeply rooted in communication, both verbal and non-verbal,
between people of varying relationships and positions. Other
aspects are also considered like, how people should be addressed,
and the importance of humility.
Get ready to discuss this topic in the session.
Week 14 – Video collaboration 6
Read unit 8 in the virtual guide, textbook, announcements and
proposed reference sources.
Actively participate in the session according to the schedule given
by your tutor.
Watch the following video regarding the topic of Climate Change:
Climate Change 101 with Bill Nye | National Geographic
https://www.youtube.com/watch?v=EtW2rrLHs08
Effects of global warming
https://www.nationalgeographic.com/environment/article/global-
warming-effects
Read the Causes and effects of climate change at this same
webpage.
Get ready to talk about this issue in the tutorial session.
Week 15 – Video collaboration 7
Read unit 8 in the virtual guide, textbook, announcements and
proposed reference sources.
Actively participate in the session according to the schedule given
by your tutor.
Watch the following video:
A Creative Approach to Climate Change | Finnegan Harries |
TEDxTeen
https://www.youtube.com/watch?v=lIJOmd-sF-c
Climate Change is a real and serious problem. The effects of
climate change affect our planet, so we need to act promptly to
mitigate its effects.
How can you contribute to a solution?
Get ready to talk about this issue in the tutorial session.
Week 16 – Video collaboration 8
Study vocabulary, grammar, and topics from units 5 to 8 in the
didactic guide and textbook.
Answer accurately all the questions asked by your tutor and get
ready to complete a quiz related to grammar and vocabulary.
Actively participate in the session according to the schedule given
by your tutor.

Instrumento de evaluación: Rubric

Video collaboration
Rubric is worth 10 points, and it will be averaged and converted accordingly.

CRITERIA Accepted Fair Regular Needs improvement

2 – 1.59 points 1.58 – 1.19 points 1.18 – 0.59 points 0.58 – 0 points
Comprehension Student is able to Student is able to Student is able to Student is unable
accurately answer accurately answer accurately answer to accurately
almost all most questions a few questions answer questions

37
 questions posed by posed by teacher posed by teacher posed by teacher
teacher about the about the topic about the topic about the topic
topic
Vocabulary Uses a variety of Makes a few Uses basic Uses basic
words with no mistakes at the vocabulary and vocabulary and
mistakes that do time of using expressions and expressions and
not interfere the vocabulary and makes many makes too many
understanding of expressions mistakes mistakes
the topic
Content Shows a full Shows a good Shows Does not seem to
understanding of understanding of understanding of understand the
the topic the topic parts of the topic topic very well
Fluency Speaks clearly and Speaks clearly and Speaks clearly and Mispronounces
precisely all (100- precisely (80-70%) precisely (60- 50%) most words. Ideas
90%) of the time, of the time, but of the time are poorly stated,
and mispronounces Mispronounces nor clear or
mispronounces no some words many words coherent, and
words explanation is not
conveyed
Structure: Uses complete Mostly (80-70%) Sometimes (60- Rarely speaks in
sentences always speaks in complete 50%) speaks in complete
Diction (100-90%) of the sentences. Ideas complete sentences.
Lexicality time) speaks in are fairly stated. sentences. Ideas Utterances or
Complexity complete Organization is are poorly stated explanation are
Preciseness sentences. Good rather clear. Fair nor clear or not conveyed
diction. Ideas are diction organized, but
clearly stated in an message is
organized way understood
Participation and Students should make sure their audio works well and must participate actively
Attendance during each virtual class in order to be assigned a grade. 70% attendance is required
at online and onsite tutorials to pass the course.

En contacto con el docente (ACD) ( )

Componentes del aprendizaje:
Actividad de aprendizaje:
Tipo de recurso:
Tema de la unidad:
Resultados de aprendizaje que se
espera lograr:
Estrategias didácticas:
Práctico-experimental (APE) ( )
Autónomo (AA) ( X )
Graded Activity 2: Questionnaire 1
Assess knowledge of grammar and language use from units 5 and
6
Online questionnaire
Career and job opportunities
Tourism and culture
Supports ideas by providing facts and examples.
Review the topics of units 5 and 6 in the Virtual Guide, textbook,
and other given material.
Answer the questionnaire on EVA platform.

Instrumento de evaluación: Questionnaire EVA 1

En contacto con el docente (ACD) ( X )

Componentes del aprendizaje: Práctico-experimental (APE) ( )
Autónomo (AA) ( )

38
 Graded Activity 3: Academic Forum
What are Job Hoppers? Hand in a video recording explaining the
Actividad de aprendizaje:
topic of Jobs in the Future.

Tipo de recurso: Academic Forum

Tema de la unidad: Careers and job opportunities
Infers information from context.
Resultados de aprendizaje que se
espera lograr:
Supports ideas by providing facts and examples.
Watch the following video related to the new generation of Job
Hoppers:
Educating the Next Generation of Job Hoppers. | Alex Ellison |
TEDxUniversityofNevada
https://www.youtube.com/watch?v=9AylCWVD6jU

Search about Liberal Arts as a foundation for education nowadays

Estrategias didácticas:
and try to understand its purpose. Many universities follow this
intellectual grounding or perspective towards education. In the
previous video, the speaker believes that liberal arts are the
reason for an increasingly practical direction of the educational
system nowadays. According to her, this kind of education is what
can give future job-hoppers the tools they need to thrive on the
demands of the world we now live in.

Read the following site for more information about Liberal Arts:

What is a Liberal Arts Education? Minnesota State Career-wise

https://careerwise.minnstate.edu/education/liberalarts.html

Record a video of no more than 4 minutes explaining how we should

educate the next generation of job hoppers. Make your video public
on YouTube or Studio, and upload it in the activity on EVA, or
provide the link.

Comment TWO posts of your classmates.

Do not forget to include the bibliography of the material that you
used.

Instrumento de Evaluación: Rubric

Score of the activity: 1

Rubric is worth 10 points and It will be averaged and converted accordingly.

CRITERIA Accepted Fair Regular Needs improvement

2 – 1.59 points 1.58 – 1.19 points 1.18 – 0.59 points 0.58 – 0 points

39
Content: Instructions were Most instructions Instructions were Instructions were not
Completeness accomplished were accomplished accomplished accomplished
and preciseness
in the answers Gives comments to Gives comments to Gives comments Does not give
two posts of the one post of the but syntax is not comments to any
Peer Interaction classmates in a classmates in a coherent nor clear post of the
coherent and clear coherent and clear classmates
Does not read way way
during the Reads during the
presentation Does not read Does not read during Does not read presentation
during the the presentation during the
presentation presentation
Coherence Ideas are clearly Ideas are fairly Ideas are poorly Ideas are poorly
stated in an stated. Organization stated or clear, nor stated, nor clear or
organized way. is rather clear. Fair organized coherent, and
Good diction diction explanation is not
conveyed
Pronunciation Always clear and Pronunciation Mistakes make it Too many mistakes
precise mostly clear but with difficult to make the
some mistakes understand the presentation very
presentation difficult to be
Vocabulary There are some understood
Lexicon used words improperly There are many
(Lexicality, appropriately and used or pronounced words improperly There are too many
complexity, correctly used or words used
preciseness) pronounced pronounced inappropriately or
mispronounced
Fluency Student expresses Hesitates when Student hesitates a Hesitates too much
himself/herself speaking but does lot which interferes which makes it
without problem not interfere with with extremely difficult to
and does not communication communication understand
hesitate
Structure There are no There are some There are many There are too many
grammatical grammatical grammatical grammatical
Grammar mistakes mistakes mistakes mistakes

En contacto con el docente (ACD) ( )

Componentes del aprendizaje:
Actividad de aprendizaje:
Tipo de recurso:
Tema de la unidad:
Resultados de aprendizaje que se
espera lograr:
Estrategias didácticas:
Práctico-experimental (APE) ( X )
Autónomo (AA) ( )
Graded Activity 4: Oral Presentation
Prepare an oral presentation to explain what you can do to find
your Dream Job.
Presentation
Careers and job opportunities
Distinguishes different intonations and pronunciation patterns.
Supports ideas by providing facts and examples.
After watching the two following videos, get ready to explain what
you can do to find your ideal job, one you can feel comfortable and
happy to do every day.

40
 Find your dream job without ever looking at your resume |
Laura Berman Fortgang | TEDxBocaRaton
https://www.youtube.com/watch?v=wfNX1cHk-fE

The Japanese Formula for Happiness - Ikigai

https://www.youtube.com/watch?v=Zxj3P0enJNQ&t=345s

Remember that in a persuasive oral presentation, the speaker

states a position and then gives arguments to persuade the
audience to agree with his/her opinion.

Record a video of no more than 4 minutes with your presentation.

Make your video public on YouTube or Studio, and upload it in the
activity on EVA, or provide the link.

Do not forget to include the bibliography of the material that you

used.

Instrumento de Evaluación: Rubric

Score of the activity: 1.5

Rubric is worth 10 points and It will be averaged and converted accordingly.

CRITERIA Accepted Fair Regular Needs improvement

2 – 1.59 points 1.58 – 1.19 points 1.18 – 0.59 points 0.58 – 0 points

Content: Instructions were Most instructions Instructions were Instructions were not
Completeness accomplished were accomplished accomplished accomplished
and preciseness in
the answers Communicates Most information Information and Student is not
information and and opinions are opinions are not capable to
Does not read opinions effectively effectively clear communicate
during the communicated information and
presentation Does not read Does not read opinions
during the Does not read during the
presentation during the presentation Reads during the
presentation presentation

Coherence Ideas are clearly Ideas are fairly Ideas are poorly Ideas are poorly
stated in an stated. Organization stated or clear, nor stated, nor clear or
organized way. is rather clear. Fair organized coherent, and
Good diction diction explanation is not
conveyed
Pronunciation Always clear and Pronunciation Mistakes make it Too many mistakes
precise mostly clear but difficult to make the
with some mistakes understand the presentation very
presentation difficult to be
Vocabulary There are some understood
Lexicon used words improperly There are many
(Lexicality, appropriately and used or pronounced words improperly There are too many
complexity, correctly used or words used
preciseness) pronounced pronounced

41
 inappropriately or
mispronounced
Fluency Student expresses Hesitates when Student hesitates a Hesitates too much
himself/herself speaking but does lot which interferes which makes it
without problem not interfere with with extremely difficult to
and does not communication communication understand
hesitate
Structure There are no There are some There are many There are too many
grammatical grammatical grammatical grammatical mistakes
Grammar mistakes mistakes mistakes

En contacto con el docente (ACD) ( )

Componentes del aprendizaje:
Actividad de aprendizaje:
Tipo de recurso:
Tema de la unidad:
Resultados de aprendizaje que se
espera lograr:
Estrategias didácticas:
Práctico-experimental (APE) ( )
Autónomo (AA) ( X )
Graded activity 5: Questionnaire 2
Assess knowledge of grammar and language use from units 7 and
8
Online questionnaire
Marriage and traditions
Climate change and its effects
Supports ideas by providing facts and examples.
Review the topics of units 7 and 8 in the Virtual Guide, textbook,
and other given material.
Answer the questionnaire on EVA platform.

Instrumento de evaluación: Questionnaire EVA 2

En contacto con el docente (ACD) ( )

Componentes del aprendizaje:
Actividad de aprendizaje:
Práctico-experimental (APE) ( X )
Autónomo (AA) ( )
Graded Activity 6: Speech
Prepare a speech to propose solutions to climate change.
Videotape yourself and post the video in the activity.

Tipo de recurso: Speech

Tema de la unidad: Climate change and its effects
Resultados de aprendizaje que se Distinguishes different intonations and pronunciation patterns.
espera lograr: Supports ideas by providing facts and examples.
Read unit 8 in the textbook and didactic guide.
Global warming and climate change are controversial. Think about
the problem climate change is causing the world. Investigate about
the relationship between global warming and climate change.
Estrategias didácticas: Research about the causes and effects of climate change and think
about some solutions.

Plan what you are going to say.

A good speech should have an introduction that works like a hook
to catch the attention of your audience. You can begin with a

42
 question, an anecdote, or a quotation. The main body of your
speech should have four main intents: to entertain, to instruct, to
persuade, and to inspire. In the summation you can repeat a phrase
or statement that most embodies what you wanted to convey with
your speech.
To sound spontaneous, do not memorize the speech; you have to
say it many times, rehearse it, trying to remember not words, but
connecting ideas, point by point.

Record yourself giving the speech. It should not last longer than 4
minutes. Make your video public on YouTube or Studio, and upload
it in the activity on EVA, or provide the link.

Do not forget to include the bibliography of the material that you

used.

Instrumento de Evaluación: Rubric

Score of the activity: 1.5

Rubric is worth 10 points and It will be averaged and converted accordingly.

CRITERIA Accepted Fair Regular Needs improvement

2 – 1.59 points 1.58 – 1.19 points 1.18 – 0.59 points 0.58 – 0 points

Content: Instructions were Most instructions Instructions were Instructions were not
Completeness accomplished were accomplished accomplished accomplished
and preciseness in
the answers Communicates Most information Information and Student is not
information and and opinions are opinions are not capable to
Does not read opinions effectively effectively clear communicate
during the communicated information and
presentation Does not read Does not read opinions
during the Does not read during the
presentation during the presentation Reads during the
presentation presentation

Coherence Ideas are clearly Ideas are fairly Ideas are poorly Ideas are poorly
stated in an stated. Organization stated or clear, nor stated, nor clear or
organized way. is rather clear. Fair organized coherent, and
Good diction diction explanation is not
conveyed
Pronunciation Always clear and Pronunciation Mistakes make it Too many mistakes
precise mostly clear but difficult to make the
with some mistakes understand the presentation very
presentation difficult to be
Vocabulary There are some understood
Lexicon used words improperly There are many
(Lexicality, appropriately and used or pronounced words improperly There are too many
complexity, correctly used or words used
preciseness) pronounced pronounced inappropriately or
mispronounced

43
Fluency Student expresses Hesitates when Student hesitates a Hesitates too much
himself/herself speaking but does lot which interferes which makes it
without problem not interfere with with extremely difficult to
and does not communication communication understand
hesitate
Structure There are no There are some There are many There are too many
grammatical grammatical grammatical grammatical mistakes
Grammar mistakes mistakes mistakes

D. Evaluación de la asignatura segundo bimestre

Componente Actividad Instrumento Fechas de Calificación Peso

ejecución
Graded Activity 1:
Video collaboration 1 to 8: Week 9-15
APRENDIZAJE Develop and demonstrate the mastering of Rubric
Dec 4th, 2023 – 2.5 25%
EN
the listening and speaking skills by actively Jan 21st, 2024
CONTACTO
CON EL participating in the video collaboration.
DOCENTE Graded Activity 3: Academic Forum
Week 13
What are Job Hoppers? Hand in a video
Rubric Jan 1st to 7th, 1 10%
recording explaining the topic of Jobs in the
2024
Future.
Subtotal 3.5 35%
Graded Activity 2: Questionnaire 1 Week 12
Questionnaire
Assess knowledge of grammar and Dec 25th to 31st,
EVA 1
language use from units 5 and 6 2023
1 10%
Graded activity 5: Questionnaire 2 Week 14
Questionnaire
Assess knowledge of grammar and Jan 8th to 14th,
EVA 2
APRENDIZAJE language use from units 7 and 8 2024
AUTÓNOMO Graded Activity 1:
Video collaboration 1 to 8 Week 9-15
Develop and demonstrate the mastering of Rubric Dec 4th, 2023 –
1.5
the listening and speaking skills by actively Jan 21st, 2024
participating in the video collaboration.
Graded Activity 1: 25%
Video collaboration 1 to 8 Rubric Week 16 1
Develop and demonstrate the mastering of Jan 22nd to 28th,
the listening and speaking skills by actively 2024
participating in the video collaboration.
Subtotal 3.5 35%
Graded Activity 4: Oral Presentation Week 14
Prepare an oral presentation to explain what Jan 8th to 14th,
Rubric 1.5 15%
you can do to find your Dream Job. 2024
APRENDIZAJE
PRÁCTICO
EXPERIMENT Graded Activity 6: Speech Week 15
AL Prepare a speech to propose solutions to Jan 15th to 21st,
Rubric 1.5 15%
climate change. Videotape yourself and post 2024
the video in the activity.

44
 Subtotal 3 30%
TOTAL 10 100%

In case to detect, in any activity, 10% or more of plagiarism, the assignment will be graded zero.

The information presented by the student is an exact copy of information found on the internet, books, newspapers,
magazines or any other source. It has not been properly cited as an idea or text from some other author. The bibliography
of the source was not included.

EVALUACIÓN DE RECUPERACIÓN

Actividades académicas Puntaje Fechas importantes

Evaluación de recuperación 3.5 February 17th and 18th, 2024

E. Datos del equipo docente:

Horario de tutoría5

Paralelo Día Horario Sala Teléfono Extensión

100 Wednesday 20h00 to 22h00 Chat de - -
tutoría y
consultas

Profesor autor
Nombre Martha Magdalena Prado Camacho
Título(s) de tercer nivel Licenciada en Ciencias de la Educación mención Inglés
Título(s) de cuarto nivel Magíster en Literatura Infantil y Juvenil
Departamento Filosofía, Artes y Humanidades
Correo electrónico mmprado@utpl.edu.ec
Teléfono (07) 370 1444 extensión 3851
Currículo profesional resumido
Magíster en Literatura Infantil y Juvenil - Universidad Técnica Particular de Loja - Ecuador. Licenciada en
Ciencias de la Educación mención Inglés - Universidad Técnica Particular de Loja - Ecuador. Lingüística
Aplicada con mención en Enseñanza de Lenguas – Pontificia Universidad Católica del Ecuador - Ecuador.
Docente universitario (UTPL) de las materias de Listening and Speaking, Expresión Oral y Escrita, Literatura
Universal, Estética y Belleza Literaria, Inglés IV, Methodology and Didactics I, Curriculum and Materials,
Literature in EFL Classroom. Experiencia de 25 años de trabajo en la UTPL, Universidad San Francisco de
Quito, y colegios de la capital y en los Estados Unidos en asignaturas como Inglés, Science, Social Studies,
Health, Literature, Lengua y Literatura, Redacción y Español (Colegio Militar “Eloy Alfaro”, “Los Ilinizas”, “Ángel
Polibio Chaves”, “Giovanni Antonio Farina”, Tuscaloosa Academy, Holy Spirit Catholic School), traductora y
medical bilingual clerk (USA).

Profesores tutores*

5
El nombre del profesor tutor y horario de tutoría constará en el entorno virtual de aprendizaje.

45
 Nombre --
Título(s) de tercer nivel --
Título(s) de cuarto nivel --
Departamento --
Correo electrónico --
Teléfono --
Currículo profesional resumido --

F. Relación con el perfil de egreso (rediseño curricular)

Resultados de
Contribución Resultado/s de aprendizaje del
aprendizaje de la
(inicial, medio, final) perfil de egreso
asignatura
Identifies main ideas and
supporting details from oral
Intermediate
content.

Infers information from

Intermediate
context.
Distinguishes different Uses the English language at a
intonations and Intermediate B2 level that allows effective
pronunciation patterns. communication.
Evaluates information,
debates a position, and
Intermediate
supports own opinions and
criteria with arguments.
Supports ideas by providing
facts and examples. Intermediate

G. Bibliografía básica y complementaria

a) Nombre del texto básico

Solorzano, H., Schmidt, J. (2020). NorthStar Listening and Speaking Level 3, (5th ed.). Hoboken, NJ:
Pearson.

b) Información general del texto

This textbook has been chosen because the authors are expert writers in the Listening and Speaking
field. Besides, they have included interesting topics and didactic activities which ease the development of
listening and speaking skills.

c) Nombre de la guía didáctica

Prado, M. (2022). Guía Virtualizada English Language: Listening and Speaking III. Loja: Ediloja.

46
d) Breve descripción general de la guía didáctica
The virtual guide has been planned and developed with the idea of helping learners enhance their
knowledge about specific listening and speaking strategies. Its main purpose is to provide students with
opportunities to practice all the theoretical knowledge that they have acquired throughout the program.

BIBLIOGRAFÍA COMPLEMENTARIA

a) Nombre del texto

Ostrowska, S. (2014). Unlock Listening & Speaking 3. Cambridge, UK: Cambridge University Press

b) Breve descripción del texto

This textbook is a didactic material written by an expert in the listening and speaking field. The textbook
provides Listening and Speaking exercises. It also has pedagogical strategies and activities that reinforce
vocabulary, grammar, and pronunciation.

c) ¿El texto está disponible en la biblioteca general física o virtual de la UTPL?

Física X Virtual X
del
Te
BIBLIOTECA VIRTUAL xto
Bá
Repositorio (base de datos) Enlace
sic
Randall’s ESL Cyber Listening Lab o https://www.esl-lab.com/

TED-ED Lessons: Improve your listening (Ut skills https://ed.ted.com/lessons

listening to TED talks and lessons ilic
Forvo: The Pronunciation Guide e el https://forvo.com/
for
English Club: Listening comprehension practice https://www.englishclub.com/listening/
ma
to
RECURSOS EDUCATIVOS ABIERTOS (REAs)
de
Título del REA las Enlace
no
Motivational Speech: Overcome Your https://www.youtube.com/watch?v=Rt9NjrGOP6k
rm
Obstacles
as
How to use rhetoric to get what you https://ed.ted.com/lessons/how-to-use-rhetoric-to-get-what-
want - Camille A. Langston AP
you-want-camille-a-langston#watch
Effects of global warming https://www.nationalgeographic.com/environment/article/global-
A)
National Geographic Website warming-effects
The Japanese Formula for Happiness - https://www.youtube.com/watch?v=Zxj3P0enJNQ&t=77s
Ikigai
Investopedia: Financial Fraud - https://www.investopedia.com/terms/c/cat-fishing.asp
Catfishing
La utilización de los REAs (al menos dos por bimestre) es obligatoria.
a) I
n
f 47
NOTA: Durante todo el bimestre el profesor deberá utilizar un portafolio docente digital donde respalde todo el
material utilizado para el desarrollo de la asignatura, sean diapositivas, pruebas, recursos, etc.

H. Elaboración y aprobación

Actividades Nombre Función Firma

Mgs. Martha Magdalena

Elaboración: Profesor autor
Prado Camacho

Fecha de
15 de mayo del 2022
elaboración:

Mgs. Franklin Oswaldo

Evaluación: Par académico
Espinosa Jaramillo

Mgs. Lisset Vanessa Toro

Aprobación: Director/a de carrera
Gallardo

Número y fecha de Acta de aprobación: ACTA NO. 002- CEMI-PINE-FCSEH-UTPL-2023

48