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UNIVERSIDAD CATOLICA LOS ANGELES DE CHIMBOTE
IDIOMAS ULADECH CATOLICA
SYLLABUS / LEARNING PLAN
A. SYLLABUS
1. General information
1.1 Name of the course : Certificacin en Ingls Basico I
1.2. Course code :
1.3. Type of study : General
1.4 Nature of the course : Compulsory - (theory/practice)
1.5 Level of studies : Pre-graduate
1.6 Academic term : III
1.7 Credits : 1
1.8. Hours per week : 6 classroom hours; 3 and 1/2 virtual hours (theory/practice)
1.9. Total hours : 150
1.10. Previous requirements : none
1. 11 Academic Term : 2016 - 0
1.12. Head teacher :
1.13. Teaching tutor :1. 14 Teaching tutors :
2. Features of the graduate profile related to the program
Students develop communicative language competences according to each level, applying
appropriate grammar structures and vocabulary related to various specific contexts in written and
oral texts, so as to carry out the tasks to be accomplished and to the benefit of his own personal,
cultural and professional growth.
3. Summary
The phenomenon of globalization has contributed greatly to convert Basic English into the most
important and necessary language today. Training in Basic English is essential not only to get
better job opportunities in the future but also to communicate and have access to worldwide
information, thus keeping updated in any field of study and interest. Therefore the Basic English
course is structured through different units in order to achieve an optimal level of mastering English
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as a means of communication with different people and cultures, as well as fostering social
interaction among the participants.
4. General goal
Develop oral and written comprehension and production capabilities in English through the
application of theoretical basis and practice which enable understanding and communication in the
four main language skills, such as speaking, reading, listening and writing on specific topics while
providing assessment towards the acquisition of new knowledge.
5. Specific Objectives
5.1. Understand simple oral texts related to the learnersimmediate environment.
5.2. Use simple phrases and sentences to provide personal information, describe personal
environment, as well as some aspects of immediate concrete surroundings, with an adequate
intonation and pronunciation.
5.3. Understand short simple texts related to the learners current reality and expressed in asimple language.
5.4. Produce simple texts with cohesion and coherence related to personal, familiar environment
and experience, using the appropriate corresponding linguistic elements.
6. Learning Units
Learning Unit
Specific
Objectives/
Capabilities
Content
1
5.1
5.2
5.3
5.4.
Vocabulary:
Countries & nationalities
Adjectives to express opinion
The alphabet
Numbers 1-100
Personal objects (singular and plural)
Colors
Greetings
Verb go
Places in town
Days of the week
Telling time
Grammar:
Verb be (present simple)
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Subject pronouns
Articles a/an and zero article
Wh-questions
Demonstrative pronouns
Possessive adjectives
This vs. These
2
5.1
5.2
5.3
5.4.
Vocabulary
Morning routine
Family members
Cell phone uses
Wh-questions (who, where, what)
Birthday activities
Weather and temperature
Months and seasons
Grammar
Prepositions of time at/ on
Present simple tense (affirmative and negative)
Present simple (interrogative)
Frequency adverbs
Its raining vs. Its rainy
35.1
5.2
5.3
5.4.
Vocabulary:
Everyday activities
Occupations
Future time phrases
Verbs: need/want/have to
Adjectives to describe feelings
Sports
Abilities (job interview expressions)
Clothes
Grammar:
Present continuous
Present simple vs. Present continuous
Present continuous for future
Obligation
Preposition to, for
Informal English grammar expressions
Modal verb can (affirmative, negative, interrogative)
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4
5.1
5.2
5.3
5.4
Vocabulary:
Clothes sizes & accessories
SPA facilities
Public places
Free time and vacation activities
Adjectives describing places
Household chores
Word formation
Grammar:
Possessive pronouns
There + be (Present) in affirmative, negative and
interrogative form
Verbs love/like/ not mind/ hate + verb-ing
too/ either vs. also
Imperatives (affirmative and negative)
Object Pronouns
7. Strategies for teaching and learning
The methodology used to develop this subject focuses on the learning process of the students,
through participatory techniques such as brainstorming, role plays, pair-work, dialogs and group
work, based on communicative situations connected to reality.
This methodology also responds to the learning system known as "Blended Learning" in the
context of the communicative approach and systemic and cooperative learning, in order to enhance
the development of the studentsabilities and skills.
The specific contents will be developed through activities planned by the teacher in which students
are the main actors in the construction of their learning. The teacher fulfils different roles: one of
motivator, mediator, facilitator, challenger and expert.
The activities may be theoretical or practical and the strategies, techniques and procedures
employed should be active, as follows:
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Teaching - Learning strategies Types
Strategies to explore prior knowledge
and activate motivation
Brainstorming
Quiz/ questionnaire
Eliciting
Warmers
Lead-ins
Question - answer
Strategies to foster written comprehension
(Reading)
Skimming
Gisting
Scanning
Detecting functions
Extracting specific information
Contextual guessing
Filling out forms
Simple cloze
Strategies to foster oral comprehension
(Listening)
Instructional listening (filling in gaps, marking
the correct answer)
Language analysis tasks
Summarizing information
Strategies to foster oral production
(Speaking & Interaction)
Dialog and discussing
Pair-work
Role play
Oral presentation
Peer coaching
Survey
Drilling
Strategies to foster written production:
(writing)
Written practice
Strategies and techniques to develop the
acquisition of vocabulary and use of correct
spelling (visual presentation, word-games,
crosswords, etc.), the correct use of grammar
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(filling in the blanks, matching, word order etc.),
capitalization, punctuation and paragraphing.
Cooperative strategies and active methods to
foster the development of competences
Group work
Games
Task-based activities
8. Pedagogical resources:
The modern classroom and Laboratory is used for the development of the subject, as well as the
virtual platform provided by the course-book (Richmond) and My English Lab platform (Pearson).
Teacher tutoring:
It is scheduled at the end of each learning unit, according to the needs of each student, which are
processed through the computer module provided by ERP University.
9. Learning Assessment
As well as formative and informal assessment, a formal assessment will be held throughout
each learning unit. The average score of each learning unit is obtained as follows:
N DESCRIPTION OF ACTIVITIES %
1 Problem-solving activities according to the language skills:
Reading (15%)
Listening (15%)
Writing (15%)
(45%)
2 Oral exam (Speaking) (20%)
3 Written exam (25%)
4 Virtual platform activities (10%)
TOTAL 100%
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. LEARNING PLAN
LEARNING UNIT 1
Specific Objectives
5.1. Understand simple oral texts related to the learnersimmediate environment.
5.2. Use simple phrases and sentences to provide personal information, describe personal environment, as w
as some aspects of immediate concrete surroundings, with an adequate intonation and pronunciation.
5.3. Understand short simple texts related to the learners current reality and expressed in a simple language
5.4. Produce simple texts with cohesion and coherence related to personal, familiar environment and experien
using the appropriate corresponding linguistic elements.
Learning Activities Time
1. Syllabus presentation
2. Students learn the names of different countries, languages and nationalities
3. Students get familiar with subject pronouns
4. Students learn to use correctly the verb to be in affirmative, negative and interrogative sentences
5. Students learn to use the appropriate greetings in given situations and answer to greetings of other people, as well as introduce
themselves and ask about nationality
6. Students learn the correct pronunciation of the alphabet. They easily spell common English words.
7. Students get acquainted with some of the IPA sound transcriptions
1 stwe06 ho
1. Students learn numbers from 1 till 100
2. Students learn to distinguish positive and negative adjectives, place them correctly in the sentence and use them to express
opinion
3. Students learn how to use the articles A / AN correctly.
4. Students learn to pronounce the letters of the alphabet and to spell names. They are at ease with writing spelled names.
5. Students are able learn to complete a hotel reservation form.
2ndwe06 ho
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6. Students learn to form wh- questions using the verb beto ask about personal details, to establish a short conversation in which
they ask for and give personal information.
7. Students are able to understand someone making a hotel reservation.
8. Students learn the vocabulary related to personal objects.
9. Students learn the use of Demonstrative Pronouns.
1. Students get familiar with the vocabulary about colors and basic adjectives. They use it to describe objects.
2. Students learn Possessive Adjectives to talk about possessions
3. Students listen to some information included in a registration form and complete it with their own data4. Students prepare short conversations using common greetings and expressions. They use survival English expressions to
understand better their interlocutor.
3rdwe
06 ho
1. Students get familiar with a vocabulary about activities expressed with the verb go
2. Students get acquainted with the vocabulary about days of the week to talk about their typical activities on these days.
3. Students learn how to tell time in two ways and use it in a description of their daily routine.
4. They listen to someone else describing his/her routine
5. They learn how to use the prepositions ON and AT
6. Unit 1 Test
4 stwe06 ho
LEARNING UNIT 2
SpecificObjectives
5.1. Understand simple oral texts related to the learnersimmediate environment.
5.2. Use simple phrases and sentences to provide personal information, describe personal environment, as we
some aspects of immediate concrete surroundings, with an adequate intonation and pronunciation.
5.3. Understand short simple texts related to the learners current reality and expressed in a simple language.
5.4. Produce simple texts with cohesion and coherence related to personal, familiar environment and experien
using the appropriate corresponding linguistic elements.
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Learning Activities Tim
1. Students learn how to tell their morning routine and the routine of a third singular person.
2. Students learn the affirmative and negative forms of Present Simple Tense and its use
3. Students read short texts about cell phone uses.
4. They answer a survey about how they use cell phones.
5. They sum up their classmates phone habits after asking him/her provided questions
5thwe06 h
1. Students learn the vocabulary related to family members, complete a family tree and talk about their own family.10. Students learn the use the Saxon genitive to talk about the relationship between family members.
11. They write a brief introduction of themselves and a short description of each member of their closest family.
12. Students form questions in Present Simple using DO / DOES and question words. They also give short and complete answer when
required.
13. Students get aware of the pronunciation of the words containing silent e
6thwe06 h
1. Students learn frequency adverbs and the correct place in a sentence
2. Students talk about different ways of spending holidays and birthday, learning the different holidays celebrated throughout the year.
They get aware of the use of prepositions ON and AT while referring to festivities.
3. Students learn the vocabulary related to weather phenomena
4. Students learn the difference between its raining and its rainy
7 thwe06 h
1. Students use the vocabulary they learnt to describe photos and talk about actual weather and climate
2. Students understand the different uses of the letter s in English and recognize common ending for adjectives y
3. Students are familiar with the names of the months and cardinal directions
4. Students talk about their favorite season, what they usually do and dont do in their favorite season.
5. Unit 2 test
8 thwe06 h
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LEARNING UNIT 3
Specific
Objectives
5.1. Understand simple oral texts related to the learnersimmediate environment.
5.2. Use simple phrases and sentences to provide personal information, describe personal environment, as we
some aspects of immediate concrete surroundings, with an adequate intonation and pronunciation.
5.3. Understand short simple texts related to the learners current reality and expressed in a simple language.
5.4. Produce simple texts with cohesion and coherence related to personal, familiar environment and experie
using the appropriate corresponding linguistic elements.
Learning Activities Tim
1. Students learn some vocabulary to describe daily actions
2. Students learn the affirmative, negative, and interrogative forms of Present Continuous Tense and its use.
3. Students learn to describe actions that are on progress and the vocabulary related to everyday activities and occupations.
4. Students learn the difference between Simple Present and Present Continuous. They describe what people are doing and what
they usually do.
5. Students listen to a radio show interview and comment on it.
9 thwe06 h
1. Students learn more vocabulary related to the weather.
2. Students read a summary of a popular series.
3. Students learn to use Present Continuous to talk about future arrangements and future time expressions
4. Students role-play a mock interview on the basis of provided notes.
5. Students write their own diary including plans for the nearest future. They ask partner about his/her plans.
6. Students answer a questionnaire about their reasons for studying English and explain their answers to the classmates.
7. Students learn the correct use of the verbs have, need, want with prepositions for and to
8. Students learn to talk about their state (Im hungry, Im tired etc.), ask another person about his/her state and make an offer.
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1. Students get familiar with the vocabulary about sports. They express their opinions and interests about different sports and the
Olympic Games.
2. Students learn all the forms of the verb CAN in Present Tense.
3. Students use the verb CAN to talk about their abilities and ask about someone elses abilities.
4. Students listen to a job interview and rate their own comprehension ability.
5. Students learn some key abilities to succeed in life and in their future job.
11thw06 h
1. Students get acquainted with the vocabulary related to clothes and accessories
2. They learn to describe what people are wearing.3. Students get aware of common mistakes while referring to what people are wearing.
4. Students listen to a fashion show to identify relevant information.
5. Unit 3 test
12 thw06 h
LEARNING UNIT 4
SpecificObjectives
5.1. Understand simple oral texts related to the learnersimmediate environment.
5.2. Use simple phrases and sentences to provide personal information, describe personal environment, as well as s
aspects of immediate concrete surroundings, with an adequate intonation and pronunciation.
5.3. Understand short simple texts related to the learners current reality and expressed in a simple language.
5.4. Produce simple texts with cohesion and coherence related to personal, familiar environment and experience, u
the appropriate corresponding linguistic elements.
Learning Activities
1. Students listen to an interview about fashionable people.
2. Students recognize expressions used to avoid legal problems.
3. Students assume peoples style on basis of their avatarand comment on it.
4. Students express their opinion about sharing a closet space and ways of organizing it
5. Students learn how to use possessive pronouns and their correct pronunciation.
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6. Students correct mistakes in a short written text.
1. Students express their opinions about their favorite SPA facilities and treatments.
2. Students predict an ending of a dialog.
3. Students learn clothing sizes in English.
4. Students get familiar with typical expressions used in a clothing store and learn to ask about the size, color, type or price. They
express their likes and dislikes about certain clothes.
5. Students role-play a conversation between a customer and a salesclerk.
6. Students learn the names of punctuation marks in English and use them to punctuate a dialog.7. Student review the content of this unit.
1. Students learn the names of main public places in town and a strategy to recognize some words on basis of their mother tongue.
They get aware of so called false friends (ex. library)
2. Students get acquainted with all the forms of the expression There is/there are with the corresponding determinatives
3. Students learn the different meanings of the verb CAN (ability and possibility)
4. Students describe their town using There is / there are and the vocabulary provided.
5. Students answer questions after reading a text about a town.
6. They learn useful adjectives used to describe a town and where to place them in a sentence.
7. Students learn the sequencing words to order actions: before, after, when, first, finally, then, etc.
8. Students write a text describing places in town. They follow the key steps for a good writer provided by the methodology.
14week
hou
1. Students get familiar with the vocabulary about free time activities and household chores.
2. Students get to know the meaning of emoticons used in digital messages.
3. Students learn to apply too/ either/ also correctly in a sentence and find out common interests with their classmates.
4. Students learn the structure employed with the verbs love/like/not mind/ hate, with toand the gerund. Students talk about their
own likes, dislikes and preferences.
5. Students talk about what they like doing on vacation and what they usually do during that time.
6. Student get aware of different uses of the word like
15week
hou
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1. Students learn the vocabulary related to vacations and recognize sentence stress.
2. Students learn the imperative forms of the verb (affirmative and negative)
3. Students expand their vocabulary by adding synonyms
4. Students learn alternative ways of spending vacations. They read a leaflet containing advice for travelers about couch-surfing and
a staycation. Students comment on it, talk and exchange views about these two ways of spending vacation.
5. Students learn expressions used to give directions and are able to understand someone indicating the way. They are able to give
directions from their home to the university or any familiar place. They use imperative mode correctly.
6. Unit 4 test.
16week
hou
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Assessment Instruments:
1. Oral Assessment Sheet
2. Rubrics for Oral Assessment
3. Writing Assessment Sheet
4. Rubrics for Written Assessment
5. Checklist for Reading Comprehension
6. Checklist for Listening Comprehension
7. Written Exam
Bibliographical References
JONES, Ceri and GOLDSTEIN, Ben NEW AMERICAN FRAMEWORK -RICHMOND
Badalamenti, Victoria andHennerStanchina, Carolyn GrammarDimensions Heinle andHeinle Publishers,USA, 2000.KesnerBland,Susan
GrammarSense1,2,3 Oxford University Press,England, 2004.
Bibliography -Dictionaries
MOLINSKY,STEVENyBLISS,BILL Word by WordPictureDictionary
Ed. Prentice Hall Regents, New Jersey-USA, 1994 LONGMAN Active StudyDictionary of English 5taed., Ed. Longman GroupUK. Limited, Essex-England,1993.
WILLIAMS,EDWIN The Bantam New College RevisedSpanish EnglishDictionary Ed. Bantam Books, New York-USA, 1989.
On line
www.cambrigedictionaryonline.com
www.wordreference.com
DiccionarioTraductorhttp://dictionary.reference.com/translate/
www.oup.com/elt/global/products/headway/elementary
www.oup.com/elt/global/products/englishforlife
www.oup.com/elt/global/products/inenglish
www.oup.com/elt/global/products/result/engelem
www.learnningenglish.com
http://www.cambrigedictionaryonline.com/http://www.cambrigedictionaryonline.com/http://www.wordreference.com/http://www.wordreference.com/http://dictionary.reference.com/translate/http://www.learnningenglish.com/http://www.learnningenglish.com/http://www.learnningenglish.com/http://dictionary.reference.com/translate/http://www.wordreference.com/http://www.cambrigedictionaryonline.com/7/26/2019 Spa-Ingles Basico I 2016
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Oral Assessment Sheet
Date: ______________ Level: ____________
Group: _______________ Teacher: ____________________
STUDENTS NAMEFluency Coherence Grammar Vocabulary Pronunciation Total
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
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RUBRICS FOR ORAL ASSESSMENT:
Indicator 1 2 3 4
FluencyPauses and
hesitates mostof the time,
searching forwords
Speakssufficientlyclearly and
distinctly, withsome
interruptionsand hesitation
Speaks mostlyin complete
sentences withonly a few
interruptionsand hesitation
Always speaksin complete
sentences withno interruptions
nor hesitation
Coherence The sentencesaredisconnectedand incoherent.It is hard to tellwhat the topicwas.
The sentencesare sufficientlyconnected andcoherent to the
topic.
The sentencesare coherentand related tothe topic most
of the time.
The sentencesare alwayscoherent andrelated to the
topic.
Grammar Shows verylittle knowledge
and no masteryof grammarstructures
Appliesgrammar
structures to
form sentenceswith someerrors and
inconsistencies
Chooses thecorrect
grammar
structures toform sentences
most of the time
Uses thegramatical
structures learnt
correctly andeasily
Vocabulary Uses verylimited
vocabulary
Uses a sufficientrange of
vocabulary.Some errors in
word usage
Uses anadequate rangeof vocabulary.
Usesappropriate and
variedvocabulary
according to thelevel
Pronunciation Often mumblesor can not beunderstood.
Speakssufficientlyclearly and
distinctly, withacceptable
pronunciation
Speaks clearlyand distinctly
most of thetime, with
satisfactorypronunciation
Speaks clearlyand distinctlyall (100-95%)the time withfairly goodaccent andpronunciation.
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Writing Assessment Sheet
Date: ______________ Level: ____________
Group: _______________ Teacher: ____________________
STUDENTS NAMEContent Organization Achievement
of purposeUse oflanguage
Correctness Total
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
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RUBRICS FOR WRITTEN ASSESSMENT:
Indicator 1 2 3 4
Content Very poor andinsufficient
thoughts andsupporting
details
Simplistic andemerging
presentation ofthoughts and
details
Satisfactorypresentation ofthoughts ans
details
Effective andengaging
presentation ofthoughts and
details
Organization Very littleorganization isexhibited.
Writespredominantly
phrases andpatterned
sentences withlittle logical
sequence
The textpresents
satisfactoryorganization
(Topic sentence,body and
conclusin)
The text welland effectively
organized
Achievement ofPurpose
Purpose is veryvaguely
established
Purpose isestablished but
not wellsustained
Purpose isclearly
established andgenerallysustained
Purpose isclearly
established andeffectivelysustained
Use oflanguage
Vague,imprecise or
inappropriatevocabulary is
used
Mainly simplebut sufficiently
precisesentences are
used, oftenlacking invariety
Vocabulary isappropriate to
the purpose andsentences are
mostly wellstructured
Precise andeffective
vocabulary isused. Sentences
vary in lengthand pattern.
CorrectnessUses singlewords and
disconnectedphrases;
exhibits littleawareness of
capitalization &punctuation.
Text containserrors that
which interferewith clarity of
communication
Text containsminor errors,none of whichinterferes with
clarity ofcommunication.
Text containsessentially noerrors whichinterfere withclarity ofcommunication
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CHECKLIST FOR READING COMPREHENSION:0= Never 1 = Infrequently 2 = Frequently 3 = Mostly 4 = Always
STUDENTS FULL NAME
INDICATORS
Identifies purpose forreading and makes
predictions before andduring reading
Identifies main points,facts and opinions thatmay be related to thetext
Identifies details andis able to recall them
Monitorsunderstanding of thetext and uses strategiesto figure out themeaning of new words
Expresses opinionbefore the ideassuggested by the
author and uses newvocabulary in
speaking and writing
TOTAL
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CHECKLIST FOR LISTENING COMPREHENSION:0= Never 1 = Infrequently 2 = Frequently 3 = Mostly 4 = Always
STUDENTS FULL NAME
INDICATORS
Determines exactlywhat he or she needs
to know
Pays careful attentionto relevant verbalinformation
Asks effectivequestions to clarifyverbal information
Can identify andsummarize thespeakers main points
Understandsinstructions and
audios beyond surfacemeaning
TOTAL
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WRITTEN EXAM
Names: ___________________________________________ Date: _____________
Teacher: __________________________________________ Cycle: _____________ Group: ____________
I. LANGUAGE IN USE: Grammar, vocabulary, functional language, pronunciation
II. READING:
III. LISTENING:
IV. WRITING:
Recommended