English Ii (Syllabus)

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SYLLABUS (Version 1)
1. INFORMATIVE DATA
1.1. Department: Language Center

1.2. Modality: Face to face
1.3. Subject name: English II
1.4. Level: Second
1.5. Unit of curricular
Basic
organization:
1.6. Number of total hours of
96 hours
the course:
1.7. Number of hours of the component learning in contact with the 56
teacher:
1.8. Number of hours of the practical-experimental learning 24
component:
1.9. Number of hours of the autonomous learning component: 16
1.10. Prerequisite: Subject: English I

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2. SUBJECT DESCRIPTION
2.1. SUBJECT OBJECTIVE
English II seeks to emphasize principles and strategies in English communication, to develop

abilities in students to talk about past experiences, abilities, likes and dislikes, ongoing
situations, and future plans about their family and other people, demonstrating fluency and
appropriate use of vocabulary and grammar structures.
2.2. CONTRIBUTION TO THE GRADUATION PROFILE
 Technologists develop English communication skills such as listening, speaking,

reading, writing, regarding the CEFR (A2) from the easiest grammar structure to the
most difficult one, to be able to communicate by themselves from general ideas to
specific ones through General English.
2.3. CONTRIBUTION TO GENERAL CAPACITIES FOR CULTURAL

LEARNING AND TRAINING
Regarding general abilities for learning and cultural formation, the student will be able to:
 Expand the lexical repertoire to enable them to communicate more effectively in

everyday and academic situations in the English language.
 Improve the ability to understand spoken English in different communicative situations,
allowing them to develop active listening and auditory comprehension skills.
 Foster collaboration and group discussion as tools to develop social and communicative
skills in students.
 Consolidate knowledge of grammatical structures in English so that they can apply their
knowledge in authentic communicative situations.
 Develop communicative skills, including oral and written expression, critical reading,
and comprehension of texts in English, enabling them to communicate with accuracy,
fluency, and confidence in different cultural and social contexts.
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3. DIDACTIC UNITS
UNIT NUMBER: Seven
UNIT NAME: Now is good
LEARNING Students are able to talk about activities around the house, ask and
OUTCOME: answer questions about travel, share news on the phone, ask what
people are
doing and write a blog about things happening now.
LEARNING ORGANIZATION
MINIMUM CONTENT LEARNING IN CONTACT
PRACTICAL
EXPERIMENTAL AUTONOMOUS LEARNING
WITH THE TEACHER
LEARNING
Hours Hours Hours
1. Present continuous
statements.
2. Present continuous
questions. 8 4 2
3. Real world strategy:
react to news.
Acquisition activities:
Class about the use of the Practical

present continuous to talk activities:
about ongoing activities. Discussion activities:
Writing practice:
Class about the use of write a short email Read, discuss, and
LEARNING questions with the present using grammar develop the chapters of
ACTIVITIES continuous to ask and structures and the reading book
answer about travel. vocabulary learned corresponding to the unit
in unit 7. 7.
Class about the use of Research activities:
expressions to react to good Speaking practice
news and bad news. of the unit 7. Develop the exercises of
Students answer the unit 7 in Cambridge
Collaborative activities: open questions to platform.
practice the
Vocabulary practice: read vocabulary and
the pages of the unit 7 and expressions learned
find new words and in unit 7.
expressions to improve
vocabulary.
Student’s book
Worksheets
DIDACTIC Videos Worksheets
Projector Institutional platform
RESOURCES Student’s book
Speakers Institutional email
Photocopies Cambridge platform
(See annex) Computer Slides
Photocopies
Slides
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LEARNING
SCENARIOS Classroom Classroom
(See annex)
Indicator: Indicator: Indicator:

EVALUATION
CRITERIA (BASED ON Use expressions to tell Say and write Learn grammar and
activities around the house, about activities expressions to talk about
LEARNING
ask and answer questions around the house activities they are doing at
OUTCOMES) about travel and what and what they are the moment with the
people are doing now. doing now. present continuous.
(See annex)
(Written quiz) (Rubric) (Portfolio)
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UNIT NUMBER: Eight
UNIT NAME: You’re good
LEARNING Students are able to talk about their skills and abilities, say what they
OUTCOME: can and can’t do at work or school, say why they’re the right person for
a job, talk about what people in their country are good at and write an
online
comment with their opinion.
PRACTICAL
AUTONOMOUS
EXPERIMENTAL
WITH THE TEACHER LEARNING
LEARNING
Hours Hours Hours
1. Can and can’t for

abilities.
1.1 Well.
2. Can and can’t for
possibilities. 8 8 2
explain and say more
about an idea.
Class about the use of the

modal verb can and can't to
express abilities in the
present.
Practical activities: Discussion activities:
Class about the use of the
Writing practice: write Read, discuss, and
LEARNING modal verb can and can't to
a short email using develop the chapters
ACTIVITIES express possibilities in the
grammar structures and of the reading book
present.
vocabulary learned in corresponding to the
unit 8. unit 8.
Class about the use of I
mean to explain or say
Speaking practice of the Research activities:
more about an idea during a
unit 8. Students answer
conversation.
open questions to Develop the exercises
practice the vocabulary of the unit 8 in
Collaborative activities:
and expressions learned Cambridge platform.
in unit 8.
Vocabulary practice: read
the pages of the unit 8 and
find new words and
vocabulary.
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Student’s book
Worksheets
Institutional email
Speakers Photocopies Cambridge platform
Photocopies
Slides
LEARNING
SCENARIOS
Classroom Classroom
(See annex)
Indicator: Indicator:
EVALUATION Use structures to talk Indicator:

Say and write about
CRITERIA (BASED ON about abilities and abilities and
Learn structures to
LEARNING possibilities with can and possibilities they and express what they
OUTCOMES) can’t. family, describe people they now can can and can’t do.
friends and family, talk and can’t do.
(See annex) about ages and birthdays. (Portfolio)
(Rubric)
(Written quiz)
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UNIT NUMBER: Nine
UNIT NAME: Places to go
LEARNING Students are able to talk about travel and vacations, make travel plans,
OUTCOME: ask for information in a store, plan a vacation for someone and write a
description of a place.
PRACTICAL
WITH THE TEACHER
LEARNING
Hours Hours Hours
1. This and this.

2. Like to, want to, need
to and have to.
3. Real world strategy: 8 8 2
ask someone to repeat
something.
Class about the use of I

mean to explain or say Practical
more about an idea activities:
during a
conversation.
Writing practice: Discussion activities:
Class about the use of this write a short email Read, discuss, and develop
LEARNING and these for singular and using grammar the chapters of the reading
ACTIVITIES plural nouns. structures and book corresponding to the
vocabulary learned unit 9.
Class about the use of like, in unit 9.
want, need, and have to talk Research activities:
about likes, dislikes, Speaking practice
interests, and necessities. of the unit 9. Develop the exercises of
Collaborative activities: open questions to platform.
practice the
Vocabulary practice: read vocabulary and
the pages of the unit 9 and expressions learned
find new words and in unit 9.
vocabulary.
Student’s book
Worksheets
Speakers Institutional email
Photocopies
Slides
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LEARNING
(See annex)
Indicator:
Indicator:
EVALUATION Indicator:
CRITERIA (BASED ON Say and write
Uses structures to talk
about travel and Learn structures to talk
LEARNING about travel and vacations
vacations as well as about travel, vacations,
OUTCOMES) and ask information in a
a description of a and places descriptions.
store.
place.
(See annex) (Portfolio)
(Written quiz)
(Rubric)
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UNIT NUMBER: Ten
UNIT NAME: Get ready
LEARNING Students are able to make outdoor plans for the weekend, discuss what
OUTCOME: clothes to wear for different trips, suggest plans for evening activities,
plan and present a fun weekend in their city and write an online invitation.
PRACTICAL
WITH THE TEACHER
LEARNING
Hours Hours Hours
1. Be going to in
statements.
2. Be going to in
questions.
say why can’t you do
something.
Class about the use of be

going to in affirmative and
Practical
negative statements to talk
activities:
about plans.
Class about the use of be
write a short email Read, discuss, and develop
LEARNING going to in yes/no questions
using grammar the chapters of the reading
ACTIVITIES and information questions
structures and book corresponding to the
to ask and answer about the
vocabulary learned unit 10.
future.
in unit 10.
Research activities:
Class about the use of
Speaking practice
Sorry, I can't in
of the unit 10. Develop the exercises of
conversations to express
that you can't do something.
open questions to platform.
practice the
Collaborative activities:
vocabulary and
expressions learned
Vocabulary practice: read
in unit 10.
find new words and
vocabulary.
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Student’s book
Worksheets
Institutional email
Photocopies
Slides
LEARNING
SCENARIOS
Classroom Classroom
(See annex)
Indicator: Indicator:
EVALUATION Indicator:
CRITERIA (BASED ON Use structures to talk about Say and write
Learns structures to talk
LEARNING outdoor plans, plans about about their plans,
about plans and
OUTCOMES) the future and clothes to clothes, and
invitations.
wear for different trips. invitations.
(See annex) (Portfolio)
(Written quiz) (Rubric)
UNIT NUMBER: Eleven
UNIT NAME: Colorful memories.
LEARNING Students are able to describe people, places, and things in the past, talk
OUTCOME: about colors and memories, talk about movies and actors, talk about TV
shows form their childhood and write an email about things they keep
from their past.
PRACTICAL
WITH THE TEACHER
LEARNING
Hours Hours Hours
1. Statements with was

and were.
2. Questions with was
and were. 8 8 2
take time to think.
Class about the conjugation

of the verb be in past in Practical
affirmative and negative to activities:
talk about past experiences.
Discussion activities:
Writing practice:
Class about the use of write a short email
LEARNING Read, discuss, and
yes/no questions and using grammar
ACTIVITIES develop the chapters of
information questions to structures and
the reading book
ask and answer about past vocabulary learned
corresponding to the unit
situations. in unit 11.
11.
Class about the use of Speaking practice
Research activities:
expressions like, let me of the unit 11.
think, uh, um when you Students answer
Develop the exercises of
need time to think. open questions to
the unit 11 in Cambridge
practice the
platform.
Collaborative activities: vocabulary and
expressions learned
Vocabulary practice: read in unit 11.
find new words and
vocabulary.
Student’s book
Worksheets
Institutional platform
RESOURCES Projector Student’s book
Institutional email
(See annex) Slides
Computer
Photocopies
Slides
Student’s book
Worksheets
LEARNING Videos Worksheets
SCENARIOS Student’s book
Institutional email
Photocopies
Slides
Indicator:
EVALUATION Indicator: Indicator:
CRITERIA (BASED ON Say and write
Use structures to describe Learn structures to talk
LEARNING about people,
people, places, and things about people, places, and
OUTCOMES) places, and things
about the past. things about the past.
about the past.
(See annex) (Written quiz) (Portfolio)
(Rubric)
UNIT NUMBER: Twelve
UNIT NAME: Stop, eat, go
LEARNING Students are able to talk about snacks and small meals, talk about meals
OUTCOME: in restaurants, offer and accept food and drink, create a menu for a
restaurant and write a restaurant review.
PRACTICAL
AUTONOMOUS
EXPERIMENTAL
WITH THE TEACHER LEARNING
LEARNING
Hours Hours Hours
1. Simple past
statements.
2. Simple past questions.
2.1 Any.
use so and really to
make words stronger.
Class about the conjugation

of the simple past with
other verbs to talk about Practical activities:
past
activities.
Class about the use of write a short email Read, discuss, and
LEARNING yes/no questions and using grammar develop the activities of
ACTIVITIES information questions to structures and the reading book of the
ask and answer about past vocabulary learned in chapters of the unit 12.
activities. unit 12.
Class about the use of so Research activities:
and really to make words Speaking practice of
stronger. the unit 12. Students Develop the exercises
answer open questions of the unit 12 in
Collaborative activities: to practice the Cambridge platform.
vocabulary and
Vocabulary practice: read expressions learned in
the pages of the unit 12 and unit 12.
find new words and
vocabulary.
Student’s book
Worksheets
DIDACTIC Videos
Worksheets
Institutional platform
RESOURCES Projector
Student’s book
Institutional email
Speakers
(See annex) Slides
Computer
Photocopies
Slides
LEARNING
(See annex)
Indicator:
EVALUATION Indicator: Indicator:
CRITERIA (BASED ON Learn structures to talk
Use structures to talk Say and write about a
LEARNING about snacks, meals and
snacks, meals, and restaurant review
OUTCOMES) restaurants in the past. using past structures.
restaurant using past
simple grammar.
(See annex) (Written quiz) (Rubric) (Portfolio)
4. TEACHING METHODOLOGIES
METHOD TECHNIQUE
Lecture or master class
Introduction
Controlled by the teacher Exposition
Monitoring
Consolidation
Dramatization (role play)
Preparing for a situation
METHODOLOGY Preparation of instructions
Distribution of information
For the development of the Controlled by the student Assigning roles
classes the following
methodologies can be used
Representation
Evaluation
Presentation
Oral explanation
Gamification
Integration of mechanics,
game dynamics and video
Controlled by the teacher and the
games in non-playful
student.
environments
Debate
Confrontation
Exchange of views
5. BIBLIOGRAPHY
BASIC BIBLIOGRAPHY:
1 Hendra, L. Ibbotson, M. O’Dell, K. (2019). Evolve 1B. United Kingdom: Cambridge
University Press.
SUSTENTO: Scientific - technical
"Evolve" by Cambridge is an English language learning book that is based on a

communicative approach, focused on interaction and the development of practical
language skills that can be applied in real-life situations. It also integrates intercultural
skills and educational technology, such as online interactive activities, audios, and
videos. The book is designed based on the Common European Framework of
Reference for Languages (CEFR) and seeks to enrich the learning experience of
students. In summary, "Evolve" is an effective and modern tool for learning English.
Didactic
"Evolve" book employs a variety of didactic strategies for English language learning,
such as the presentation of real-life situations, dialogues, listening and reading
comprehension activities, as well as writing and speaking exercises. Moreover, the
book includes digital resources such as online interactive activities, audios, and videos,
which complement the in-class learning and enable students to practice the language in
different contexts. The use of the Cambridge platform also provides students with the
opportunity
to work autonomously and personalized, as they can access the materials from
anywhere and at any time, in addition to receiving feedback and personalized progress
tracking.
BIBLIOGRAFÍA COMPLEMENTARIA:
1 Gravier, P. Harrington, P. (2004). Listen! listening comprehension activities for
beginning students of English.1B. Ecuador: Speak English publications.
2 The Editors of Think English magazine. (2007). Read & Think English. United States:
McGraw Hill Professional.
6. GENERAL EVALUATION SYSTEM

TYPE OF LEARNING PUNTAJE PORCENTAJE
Autonomous work
1 mark 10%
Assessment per unit 2 marks 20%
Cambridge platform 2 marks 20%
Reading book 2,5 marks 25%
Exam 2,5 marks 25%
TOTAL 10 marks 100%
7. TEACHER’S PROFILE
THIRD LEVEL STUDIES Bachelor’s degree in English teaching -B2 certificated
FOURTH LEVEL STUDIES Master's degree in English teaching.

The teacher must have knowledge and professional
experience in:
KNOWLEDGE AND TEACHING English teaching.
EXPERIENCE Advanced language grammar and syntax.
Teaching methodologies and techniques.
Educational technologies and teaching resources.
8. REVISION AND APPROVAL
PRODUCED BY REVISED BY APPROVED BY
COURSE COMMISSION ACADEMIC VICE RECTORATE
COORDINATION RECTORATE
DATE: 01/03/2023
DATE: 17/03/2023 DATE: 31/03/2023
Sede Matriz Language Center

Coordinator.
:
Lcdo. Ricardo Quishpe Vice-chancellor

Sede Matriz Academic
Coordinator.
Language Center teachers

Campus Norte Academic Chancellor
Coordinator.
9. UPDATE HISTORY
VERSION REVISION UPDATE DATE UPDATE SUPPORT OF THE UPDATE
DATE
Version 1 ------------ 01-03-2023 Change of format External evaluation model
2024 for accreditation
purposes for Higher Technical
and Technological Institutes
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10. FINAL PROJECT
INSTITUTO SUPERIOR UNIVERSITARIO

VIDA NUEVA
FINAL PROJECT
INFORMATIVE DATA
TOPIC: First level summary reading book.
Read and understand diverse texts at a level appropriate to the
GENERAL abilities and interests of students in order to extract general and
OBJECTIVE: specific
information and use reading as a source of pleasure and personal
enrichment.
STRATEGY/
TECHNIQUE: Project based learning
 Design
To determine the level of understanding of the book.
 Planning
To develop autonomy in learning, as well as expand vocabulary,
improve reading comprehension and pronunciation.
To provide an amount of time to read, analyze and understand the
chapters from the reading text.
 Performance
STEPS / To underline unfamiliar words for each chapter to increase the
ACTIVITIES: vocabulary effectively.
To develop the activities from each chapter with the help of
vocabulary words taken from the chapters.
To practice speaking while students are reading the chapters in
order to improve their pronunciation.
 Evaluation
To present a final report from the book. It has to be taken in an
oral and written form. Students have to write a summary by using
their own ideas.
Hendra, L. Ibbotson, M. O’Dell, K. (2019). Evolve 1B. United
BIBLIOGRAPHY:
Kingdom: Cambridge University Press.
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INSTITUTO SUPERIOR UNIVERSITARIO

VIDA NUEVA
RUBRIC FOR THE FINAL PROJECT
WRITTEN /1:
Considered aspects 2 Poor 4 Fair 6 Good 8 Very good 10 Excellent
Grammar There are too 4 or 5 2 or 3 A grammar There are
many grammar grammatical grammar error is no
errors in the errors are errors are detected in the grammatical
report detected in detected in the report errors in the
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 information in information in information in in the report is
the report is the report is the report is the report is consistent with
consistent consistent consistent consistent the topic
with the topic with the topic with the topic with the topic presented.
presented. presented. presented. presented.
Vocabulary/ Careless or Language Uses a variety Purposeful Effective and
Word inaccurate is trite, of use of engaging use
choice word of
choice, which vague or flat. word choice to word choice. word choice.
obscures make
meaning. writing
interesting.
Organization Writing is Writing is Uses correct Writing Writing
disorganized confused writing includes includes a
and and loosely format. a strong,
underdeveloped organized. Incorporates a strong beginning,
with no Transitions are coherent beginning, middle, and end
transitions weak and closure. middle, and with clear
or closure. closure end, transitions and
is ineffective. with some a
transitions focused closure.
and
good closure.
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Format 50% fulfills the 60% fulfills 80% fulfills the 90% fulfills the 100% fulfills
established the established established established the
format format format format established
format
ORAL PRESENTATION/1:
Considered aspects 2 Poor 4 Fair 6 Good 8 Very good 10 Excellent
Communication Pronunciation is Pronunciation Pronunciation is Pronunciation Pronunciation
lacking and hard is okay; No good; Some is good; good is excellent;
to understand; No effort towards a effort at accent, effort at accent good effort at
effort towards a native accent but is non- accent
native accent native
Grammar Frequent Frequent Frequent Some errors Accuracy &
grammatical grammatical grammatical in variety of
errors even errors even errors that grammatical grammatica
in in do structures l
simple simple not possibly structures
structures; meaning structures that at obscure caused
is obscured. times obscure meaning by
meaning. ;
attempt
little variety in to
structures include a
variety.
Vocabulary Weak language Weak language Adequate Good Excellent
control; vocabulary control; basic language language control of
that is used does vocabulary control; control; good language
not match the task choice with vocabulary range of well- features; a
some words range is chosen wide range of
clearly lacking lacking vocabulary well- chosen
vocabulary
Conversation strategy Description is so Description Adequate Good level of Excellent level
lacking that the lacks some description; description; of description;
listener cannot critical details some additional all required additional
understand that make it details should information details beyond
difficult for be provided included the required
the listener to
understand
Fluency Speech is slow, Speech is Speech is Smooth and Smooth and
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hesitant & strained frequently relatively fluid speech; fluid speech;
except for short hesitant with smooth; some few few to no
memorized some hesitation and hesitations; a hesitations; no
phrases; difficult to sentences left unevenness slight search attempts to
perceive continuity uncompleted; caused by for words; an search for
in speech; volume very rephrasing inaudible word words;
inaudible. soft. and searching or two. volume
for words;
volume
wavers.
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11. LEARNING ORGANIZATION:
English II seeks to emphasize principles and strategies in English communication, to develop abilities in students to talk about
Description of the subject: past experiences, abilities, likes and dislikes, ongoing situations, and future plans about their family and other people,
demonstrating fluency and appropriate use of vocabulary and grammar structures.
Página 23 de 23
Paso: 2 Pasos: 3-4
TOTAL HORAS IN SITU 80.0 TOTAL HORAS AUTÓNOMAS 16.0
Total Horas 96.0 40.0 16.0 24.0 3.0 6.0 7.0
Unidades de Tiempo Tiempo Tiempo Tiempo DETALLE DE ACTI VI DETALLE DE ACTI VI DADESDE DETALLE DE ACTI VI DADESDE DETALLE DE ACTI VI DADESDE DETALLE DE ACTI VI DADESDE DETALLE DE ACTI VI
Semana Contenido por unidad de estudio Adquisición Colaboración Tiempo Col Práctica Discusión Tiempo Dis Investigación Tiempo Inv Producción Resultados de aprendizaje DADESDE ADQUI SI COLABORACI ÓN PRÁCTI CAS DI SCUSI ÓN I NVESTI GACI ÓN DADESDE PRODUCCI
estudio Total Adq Prac Prod
CI ÓN ÓN
Utilice herramientas en Students are able to talk about activities around the house,
Class about the use of the present Vocabulary practice: read the pages Writing practice: write a short email
línea para buscar y ask and answer questions about travel, share news on the Develop the exercises of the unit 7
1 1 Present continuous statements. 6.5 Clases magistrales 2 Hacer aportes en conjunto 2.0 Practicar ejercicios 2.0 0.5 continuous to talk about ongoing of the unit 7 and find new words using grammar structures and
evaluar información e phone, ask what people are doing and write a blog about in Cambridge platform.
activities. and expressions to improve vocabulary learned in unit 7.
ideas. things happening now.
vocabulary.
Publicar y Students are able to talk about activities around the house, Speaking practice of the unit 7.
Actividades de Class about the use of questions with the Read, discuss, and develop the
responder a foros de ask and answer questions about travel, share news on the Students answer open questions to
1 1 Present continuous questions. 4.5 Clases magistrales 2 juegos de roles 2.0 0.5 present continuous to ask and answer chapters of the reading book
discusión phone, ask what people are doing and write a blog about practice the vocabulary and
presenciales asincrónicos. things happening now. about travel. expressions learned in unit 7. corresponding to the unit 7.
Students are able to talk about activities around the house,

ask and answer questions about travel, share news on the Class about the use of expressions Develop the online quiz about the
2 1 Real world strategy: react to news. 3.0 Clases magistrales 2 Evaluación parcial 1.0
phone, ask what people are doing and write a blog about to react to good news and bad contents of the unit 7.
things happening now. news.
Students are able to talk about their skills and abilities,
Utilice herramientas en
say what they can and can’t do at work or school, say why Class about the use of the modal verb Vocabulary practice: read the pages Writing practice: write a short email
línea para buscar y Develop the exercises of the unit 8
2 2 Can and can’t for abilities. 6.5 Clases magistrales 2 Hacer aportes en conjunto 2.0 Practicar ejercicios 2.0 0.5 they’re the right person for a job, talk about what people can and can't to express abilities in of the unit 8 and find new words using grammar structures and
evaluar información e in Cambridge platform.
in their country are good at and write an online the present. and expressions to improve vocabulary learned in unit 8.
ideas.
comment vocabulary.
with their opinion.
Students are able to talk about their skills and abilities,
Publicar y
say what they can and can’t do at work or school, say why Class about the use of the modal verb Read, discuss, and develop the
responder a foros de
2 2 Can and can’t for possibilities. 2.5 Clases magistrales 2 0.5 they’re the right person for a job, talk about what people in can and can't to express possibilities chapters of the reading book
discusión
their country are good at and write an online comment in the present. corresponding to the unit 8.
asincrónicos. with their opinion.
Students are able to talk about their skills and abilities, Speaking practice of the unit 8.
Actividades de Class about the use of I mean to
juegos de roles say what they can and can’t do at work or school, say why explain or say more about an idea Students answer open questions to Develop the online quiz about the
3 2 Real world strategy: explain and say more about an idea. 5.0 Clases magistrales 2 2.0 Evaluación parcial 1.0
presenciales they’re the right person for a job, talk about what people in during a conversation. practice the vocabulary and contents of the unit 8.
their country are good at and write an online comment expressions learned in unit 8.
Utilice herramientas en
Students are able to talk about travel and vacations, make Vocabulary practice: read the pages Writing practice: write a short email
línea para buscar y Class about the use of this and these for Develop the exercises of the unit 9
3 3 This and this. 6.5 Clases magistrales 2 Hacer aportes en conjunto 2.0 Practicar ejercicios 2.0 0.5 travel plans, ask for information in. a store, plan a of the unit 9 and find new words using grammar structures and
evaluar información e singular and plural nouns. in Cambridge platform.
vacation for someone and write a description of a place. and expressions to improve vocabulary learned in unit 9.
ideas.
vocabulary.
Publicar y
Students are able to talk about travel and vacations, make Class about the use of like, want, Read, discuss, and develop the
responder a foros de
4 3 Like to, want to, need to and have to. 2.5 Clases magistrales 2 0.5 travel plans, ask for information in. a store, plan a need, and have to talk about likes, chapters of the reading book
discusión
vacation for someone and write a description of a place. dislikes, interests, and necessities. corresponding to the unit 9.
asincrónicos.
Speaking practice of the unit 9.
Actividades de Students are able to talk about travel and vacations, make
Real world strategy: ask someone to repeat Class about the use of expressions to Students answer open questions to Develop the online quiz about the
4 3 5.0 Clases magistrales 2 juegos de roles 2.0 Evaluación parcial 1.0 travel plans, ask for information in. a store, plan a
something. ask someone to repeat something. practice the vocabulary and contents of the unit 9.
presenciales vacation for someone and write a description of a place. expressions learned in unit 9.
Utilice herramientas en Students are able to make outdoor plans for the weekend,
Class about the use of be going to in Writing practice: write a short email
línea para buscar y discuss what clothes to wear for different trips, suggest Develop the exercises of the unit 10
4 4 Be going to in statements. 4.5 Clases magistrales 2 Practicar ejercicios 2.0 0.5 affirmative and negative statements to using grammar structures and
evaluar información e plans for evening activities, plan and present a fun in Cambridge platform.
talk about plans. vocabulary learned in unit 10.
ideas. weekend in their city and write an online invitation.
Publicar y Students are able to make outdoor plans for the weekend, Class about the use of be going to in Vocabulary practice: read the pages
Read, discuss, and develop the
responder a foros de discuss what clothes to wear for different trips, suggest yes/no questions and information of the unit 10 and find new words
5 4 Be going to in questions. 4.5 Clases magistrales 2 Hacer aportes en conjunto 2.0 0.5 chapters of the reading book
discusión plans for evening activities, plan and present a fun questions to ask and answer about the and expressions to improve
corresponding to the unit 10.
asincrónicos. weekend in their city and write an online invitation. future. vocabulary.
Students are able to make outdoor plans for the weekend, Speaking practice of the unit 10.
Actividades de Class about the use of Sorry, I can't
discuss what clothes to wear for different trips, suggest Students answer open questions to Develop the online quiz about the
5 4 Real world strategy: say why can’t you do something. 5.0 Clases magistrales 2 juegos de roles 2.0 Evaluación parcial 1.0 in conversations to express that you
plans for evening activities, plan and present a fun practice the vocabulary and contents of the unit 10.
presenciales weekend in their city and write an online invitation. can't do something. expressions learned in unit 10.
Utilice herramientas en Students are able to describe people, places and things in
Class about the conjugation of the
línea para buscar y the past, talk about colors and memories, talk about Develop the exercises of the unit 11
5 5 Statements with was and were. 2.5 Clases magistrales 2 0.5 verb be in past in affirmative and
evaluar información e movies and actors, talk about TV shows form their in Cambridge platform.
negative to
ideas. childhood and write an email about things they keep from
talk about past experiences.
Students are able to describe people, places and things in
Publicar y Vocabulary practice: read the pages
Actividades de the past, talk about colors and memories, talk about Class about the use of yes/no Writing practice: write a short email Read, discuss, and develop the
responder a foros de of the unit 11 and find new words
6 5 Questions with was and were. 6.5 Clases magistrales 2 Hacer aportes en conjunto 2.0 juegos de roles 2.0 0.5 movies and actors, talk about TV shows form their questions and information questions using grammar structures and chapters of the reading book
discusión and expressions to improve
presenciales childhood and write an email about things they keep from to ask and answer about past vocabulary learned in unit 11. corresponding to the unit 11.
asincrónicos. vocabulary.
their past. situations.
Students are able to describe people, places and things in
Speaking practice of the unit 11.
Actividades de the past, talk about colors and memories, talk about Class about the use of expressions like,
Students answer open questions to Develop the online quiz about the
6 5 Real world strategy: take time to think. 5.0 Clases magistrales 2 juegos de roles 2.0 Evaluación parcial 1.0 movies and actors, talk about TV shows form their let me think, uh, um when you need
practice the vocabulary and contents of the unit 11.
presenciales childhood and write an email about things they keep from time to think.
their past. expressions learned in unit 11.
Utilice herramientas en Students are able to talk about snacks and small meals, Vocabulary practice: read the pages
Class about the conjugation of the Writing practice: write a short email
línea para buscar y talk about meals in restaurants, offer and accept food and of the unit 12 and find new words Develop the exercises of the unit 12
7 6 Simple past statements. 6.5 Clases magistrales 2 Hacer aportes en conjunto 2.0 Practicar ejercicios 2.0 0.5 simple past with other verbs to using grammar structures and
evaluar información e drink, create a menu for a restaurant and write a restaurant and expressions to improve in Cambridge platform.
talk about past activities. vocabulary learned in unit 12.
ideas. review. vocabulary.
Publicar y Students are able to talk about snacks and small meals, Speaking practice of the unit 12.
Actividades de Class about the use of yes/no Read, discuss, and develop the
responder a foros de talk about meals in restaurants, offer and accept food and Students answer open questions to
7 6 Simple past questions. 4.5 Clases magistrales 2 juegos de roles 2.0 0.5 questions and information questions chapters of the reading book
discusión drink, create a menu for a restaurant and write a restaurant practice the vocabulary and
presenciales to ask and answer about past corresponding to the unit 12.
asincrónicos. review. expressions learned in unit 12.
activities.
Review of the units 7 to 12.
Students are able to talk about snacks and small meals,
Students will develop grammar
Real world strategy: use so and really to make words Proyectos pequeños en talk about meals in restaurants, offer and accept food and Class about the use of so and really to Develop the online quiz about the
8 6 5.0 Clases magistrales 2 2.0 Evaluación parcial 1.0 comprehension exercises related to
stronger. grupos drink, create a menu for a restaurant and write a restaurant make words stronger. contents of the unit 12.
the contents covered in the whole
review. level in small groups.
To take the final Evaluation from Unit

8 6 Final evaluation. 2.0 Evaluación final 2
7 to 12.
Contribuir al proyecto
Proyectos pequeños en To present the final presentation of Research about the aspects related to
8 6 Final project. 6.0 2.0 de investigación en 3.0 Proyectos 1.0 Final project written report.
grupos equipo the reading book. the development of the final project.
Escuchar
presentaciones del To tell students the final average got

English Ii (Syllabus)

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1.1. Department: Language Center

1.10. Prerequisite: Subject: English I

2.1. SUBJECT OBJECTIVE

English II seeks to emphasize principles and strategies in English communication, to develop

2.2. CONTRIBUTION TO THE GRADUATION PROFILE

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

2.3. CONTRIBUTION TO GENERAL CAPACITIES FOR CULTURAL

 Expand the lexical repertoire to enable them to communicate more effectively in

Hours Hours Hours

Class about the use of the Practical

Indicator: Indicator: Indicator:

Hours Hours Hours

1. Can and can’t for

Class about the use of the

EVALUATION Use structures to talk Indicator:

Hours Hours Hours

1. This and this.

Class about the use of I

Hours Hours Hours

Class about the use of be

Hours Hours Hours

1. Statements with was

Class about the conjugation

Hours Hours Hours

Class about the conjugation

"Evolve" by Cambridge is an English language learning book that is based on a

6. GENERAL EVALUATION SYSTEM

FOURTH LEVEL STUDIES Master's degree in English teaching.

Sede Matriz Language Center

Lcdo. Ricardo Quishpe Vice-chancellor

Language Center teachers

INSTITUTO SUPERIOR UNIVERSITARIO

INSTITUTO SUPERIOR UNIVERSITARIO

11. LEARNING ORGANIZATION:

Students are able to talk about activities around the house,

To take the final Evaluation from Unit

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