TECHNICAL UNIVERSITY OF MACHALA

Quality, Relevance and Warmth

Language Center

Student’s name: Ariana Daniela Espinel Amores

Instructor 's name: Lic. Gustavo Portillo

Course: 2 "E" Evening

School Year: 2021 – 2022

 PERSONAL INFORMATION

GENDER: FEMALE

SURNAME: ESPINEL AMORES

NAMES: ARIANA DANIELA

CIVIL STATE: SINGLE

BIRTH DATE: 22/10/2000

ADDRESS: PASAJE

MOBILE: 0979577233

EMAIL: aespinel1@utmachala.edu.ec

STUDENT OCCUPATION

SUBJECT: ENGLISH I

MISIÓN
Contribuir al desarrollo nacional mediante la formación ética y competente Talento humano,
capaz de desarrollarse y gestionar de forma sostenible recursos turísticos locales, regionales y
nacionales, creando y aplicando nuevos conocimientos, en estrecha relación con lo social,
productivo y lectores medioambientales.

 Attendance
 Description of expectations at the beginning of the
Course
My expectations within this course is to learn and improve my pronunciation, try to be fluent
with the language, also English is the most used and within my career I must learn it in order to
have a stable job
Fulfillment of expectations in the course.
It can really meet all my expectations, since the teacher teaches us grammar, its pronunciation in
a didactic and patient way.
 UNIVERSIDAD TÉCNICA DE MACHALA
“Calidad, Pertinencia y Calidez” CENTRO DE
EDUCACIÓN CONTINUA CENTRO DE IDIOMAS
SYLLABUS ESTANDARIZADO

1. DATOS GENERALES
Asignatura: Código de la Asignatura:
INGLÉS 2 A2 - 2
Eje de formación: Básico
La asignatura es eje transversal del currículo de Jornada: Vespertino (Intensivo)
cualquier profesión, estudios superiores o de
postgrado.
Ciclo/Nivel:
Horas presenciales teóricas-prácticas:
Nivel A2 (Elementary)
120
Fecha de Finalización: Viernes 26
Fecha de Inicio: Lunes 8 de Febrero 2021
Marzo 2021

Prerrequisitos: Nivel A2 – 1 aprobado.

Correquisitos: Ninguno

2. JUSTIFICACIÓN DE LA ASIGNATURA

El idioma inglés ha ganado mayor espacio e interés en las instituciones educativas a nivel
de educación básica, bachillerato y universitario. Debido a las exigencias del mundo
contemporáneo, y el campo de formación profesional se ha elevado drásticamente. La sociedad
actual aparte de buscar un profesional eficiente, busca personas que dominen el idioma inglés,
por lo tanto, ya no es suficiente desarrollar una destreza del Idioma, sino dominar las cuatro
destrezas como son: listening, reading, writing and speaking. El desarrollo científico técnico y
humano ha provocado que la enseñanza del idioma inglés se expanda y mejore su proceso de
enseñanza- aprendizaje.

Basado en estas necesidades y fundamentado en el “Marco Común Europeo de

Referencia para las Lenguas” es que el CEC decide fortalecer con nuevo material los cursos de
inglés en beneficio de la comunidad educativa a fin de que los participantes alcancen las
competencias lingüísticas y lograr la comunicación en una segunda lengua a través de una
metodología activa que garantice la independencia cognitiva de los estudiantes.
 El nivel 2 de inglés está orientado a desarrollar en los estudiantes competencias
comunicativas a través de la utilización de frases y vocabulario de uso frecuente, además de
intercambio sencillo y directo de información acerca de aspectos conocidos.

3. OPERACIONALIZACION DE LA ASIGNATURA CON RESPECTO A LAS

COMPETENCIAS DEL PERFIL PROFESIONAL

3.1 Objeto de estudio de la asignatura:

Proceso de enseñanza aprendizaje del Idioma Inglés, los contenidos establecidos en la asignatura
y formas de evaluación apoyadas por estrategias y técnicas de enseñanza aprendizaje.

3.2 Objetivo de la asignatura:

El estudiante al final del nivel 2 será capaz de comprender frases y expresiones de uso frecuente
relacionadas con áreas de experiencia que le son especialmente relevantes (información básica
sobre sí mismo y su familia, compras, lugares de interés, ocupaciones, etc.). Sabe comunicarse a
la hora de llevar a cabo tareas simples y cotidianas que no requieran más que intercambios
sencillos y directos de información sobre cuestiones que le son conocidas o habituales. Sabe
describir en términos sencillos aspectos de su pasado y su entorno, así como cuestiones
relacionadas con sus necesidades inmediatas en un nivel elemental.

3.3 Objetivos específicos:

● Reconocer palabras y expresiones muy básicas que se usan habitualmente, relativas a mí

mismo, a mi familia y a mi entorno inmediato cuando se habla despacio y con claridad.

● Comprender palabras y nombres conocidos y frases muy sencillas, por ejemplo, las que

hay en letreros, carteles y catálogos

● Participar en una conversación de forma sencilla siempre que la otra persona esté

dispuesta a repetir lo que ha dicho o a decirlo con otras palabras y a una velocidad más

lenta y le ayude a formular lo que intenta decir. Plantear y contestar preguntas sencillas

sobre temas de necesidad inmediata o asuntos muy habituales

● Utilizar expresiones y frases sencillas para describir el lugar donde vive, las personas que

conoce y describir con términos sencillos a su familia y a otras personas.

 ● Escribir postales cortas y sencillas, por ejemplo, para enviar felicitaciones. completar

formularios con datos personales, por ejemplo, nombre, nacionalidad y dirección en el

formulario del registro de un hotel. Además, escribir cartas personales muy sencillas; por

ejemplo, agradeciendo algo a alguien.

3.4 Competencia de la asignatura

 Desarrolla la competencia comunicativa a través de la expresión oral y escrita utilizando

las formas del verbo ser o estar en presente y pasado, el presente simple y pasado simple
a fin de entablar relaciones sociales e interpersonales de la vida cotidiana a un nivel
elemental.
 Se familiariza con aspectos de la cultura de los países de habla inglesa y de su país.
 Consolida el aprendizaje a través de estrategias de estudio independiente y de trabajo
grupal valores éticos y morales.

3.5 Relación de la asignatura con los resultados de aprendizaje

CONTRIBUCIÓ
RESULTADOS DEL
N EL ESTUDIANTE DEBE:
APRENDIZAJE
(alta, media, baja)
Interactúa de forma oral o escrita BAJA Desarrollar habilidades orales y
en Inglés, sobre temas de escritas en Inglés, sobre temas de
actualidad tanto en el ámbito actualidad tanto en el ámbito
cultural, tecnológico como cultural, tecnológico como
profesional. profesional.

ALTA Expresar de forma oral y escrita a

Demuestra dominio de un través de las funciones
vocabulario apropiado a cada comunicativas básicas, las
situación. necesidades e intereses personales y
sociales a un nivel elemental.

Conoce expresiones idiomáticas

necesarias para comunicarse BAJA Comprender el carácter social del
fluidamente. lenguaje como medio de expresión
del pensamiento.

Se comunica tanto con nativo-

hablantes así como usuarios del
Inglés como segunda lengua.
BAJA Interactuar tanto con nativo-
hablantes así como usuarios del
Inglés como segunda lengua en
situaciones simuladas o reales.
3.6 Proyecto o producto final de la asignatura:

El estudiante al final del nivel 2 será capaz de utilizar de manera oral y escrita expresiones de
uso frecuente relacionadas con información básica sobre sí mismo, la familia, compras, lugares
de interés, ocupaciones, etc. Así mismo sabrá comunicarse a la hora de llevar a cabo tareas
simples y cotidianas que no requieran más que intercambios sencillos y directos de información
sobre cuestiones que le son conocidas o habituales y describir en términos sencillos aspectos de
su pasado, entorno, y necesidades inmediatas con respeto en un nivel elemental.

PROGRAMA DE ACTIVIDADES:

3.7 Estructura de la asignatura por unidades:

RESULTADOS DE
UNIDAD COMPETENCIAS APRENDIZAJE
Unidad 0: Welcome Competencia gramatical: Los estudiantes serán capaces
Dominio de los verbos regulares e de:
General review. irregulares.
Simple Past utilizar los verbos regulares e
Vocabulario: irregulares, expresando ideas
Identificar y usar actividades afirmativas en tiempo pasado
relacionadas con rutinas

Competencia comunicativa Dar información acerca de

(Speaking): acontecimientos pasados
Hablar acerca de acontecimientos
sucedidos en un punto determinado del
pasado.
Escuchar y completar
Competencia auditiva (Listening): información
Escuchar y describir las rutinas

Competencia de lectura (Reading Abstraer información del texto

comprehension):
Leer un texto y completar la
información
Escribir acerca de las diferentes
Competencia de escritura (Writing rutinas en pasado
comprehension):

Describir las rutinas en pasado

Unit 7 Competencia gramatical:

Los estudiantes son capaces
Journeys Identificar y usar verbos regulares e de:
irregulares.
Identificar el uso de verbos + ING Formular oraciones
A. We didn´t plan our trip.
después de: Love – like – hate – don’t afirmativas, negativas y

B. I love going on the
metro
C. Everyday English:
Excuse me, please
D. Skills for writing: It
really is hard to choose
Unit 8: Fit and healthy
A. They can do things
most people can´t.
B. How easy is to get fit?
C. Everyday English: I
feel a bit tired.
D. Skill for writing:
However, I improved
quickly.
mind preguntas en tiempo pasado, y
aplica estructuras usando verbs
Vocabulario: + v-ing.
Identificar medios de transporte y
adjetivos
Uso de get
Competencia comunicativa Expresar opiniones y da
(Speaking): ejemplos acerca de los medios
Hablar acerca de los medios de trasporte de transporte usando adjetivos.
y viajes realizados
Discutir acerca de los medios de
transporte que utiliza.
Usar expresiones: excúseme and sorry
para demostrar interés en una forma
cortes. Responder con acierto las
preguntas basadas en el texto
Competencia auditiva(Listening): que escucha.
Escucha una conversación acerca de un
viaje realizado.
Reconoce el acento en las palabras y Interpretar información basada
diferencia el sonido /ↄ:/ en el texto dado.
Competencia de lectura (Reading
comprehension):
Lee un artículo acerca de
Silk Road. Escribir un correo corto
Competencia de escritura (Writing
comprehension):
Explicar cómo escribir un correo usando
los conectores: after –when – while.
Competencia gramatical:
Los estudiantes son -capaces
Dominio de los verbos modales Can /
de:
Can’t / could / couldn’t para demostrar
habilidades
Dar ejemplos con can, can´t,
could y couldn´t, y have to
Usar correctamente de la expresión
Have to / don’t have to.
Vocabulario:
Practicar vocabulario acerca del deporte
y ejercicio físico para mantenerse en
forma.
Practica vocabulario sobre las partes del
cuerpo humano
Expresar eventos y habilidades
Diferenciar tell y say
 Competencia comunicativa demostradas en olimpiadas.
(Speaking):
Hablar acerca de eventos y personas
destacadas en el deporte.
Habla sobre las habilidades demostradas
en las competencias olímpicas, haciendo
contraste entre el presente y pasado. Identificar la precisión de las
Competencia auditiva (Listening): respuestas
Escuchar un podcast acerca de cómo
los juegos olímpicos pueden cambiar a
una ciudad.
Escucha órdenes y actúa haciendo
ejercicios físicos.
Identificar sonido y deletreo

Competencia de lectura (Reading Abstraer información del

comprehension): artículo.
Lee y comprende un artículo acerca de
Paralympian Jonnie Peacock. un atleta
opimpico con capacidades especiales.

Lee y responde preguntas acerca del

entrenamiento intenso.

Competencia de escritura (Writing Escribir un párrafo

comprehension):

Explicar las partes del párrafo utilizando

los conectores: However y los adverbios
de manera.
.

Competencia gramatical: Los estudiantes son capaces

Unit 9. Clothes and
Hacer oraciones en presente continuo. de:
shopping
Contrastar el presente simple y presente
continuo. Describir lo que las personas
A. We aren´t buying
están haciendo, y contrastan
anything. Vocabulario: acciones temporales con las
Identificar palabras relacionadas con permanentes.
B. Everyone´s dancing in compras, dinero y precios sobre
vestuarios, y el uso de time
the Streets.
Competencia comunicativa Describir lo que una persona
(Speaking): está haciendo.
C Everyday English: It Responder las WH preguntas de Interactuar en un corto dialogo
looks really good on you. información. E.g. Qué estás haciendo? haciendo compras y discute los
¿Dónde estás ahora? precios.
D. Skills for writing:
Thank you for the lovely
present.
. comprehension):
Unit.10. Communication
A. A smartphone is better
than a tablet.
B. What´s the most
beautiful language in the
world?
C. Everyday English:
There´s something I don´t
know how to do.
D.Skills for writing: Also,
my friends send really
funny texts.
Competencia auditiva (Listening):
Escucha conversaciones telefónicas
Acento en las palabras y usos del sonido
/Õ/
Competencia de lectura (Reading
Lee información en un blog acerca de lo
que están haciendo las personas en otra
ciudad.
Competencia de escritura (Writing
comprehension):
Explicar los pasos para escribir correos
formales e informales.
Competencia gramatical:
Aplicar adjetivos comparativos
superlativos.
Vocabulario:
Usar de IT Collocations.
Números de cantidades elevadas, y
most
Competencia comunicativa
(Speaking):
Comparar dos cosas similares.
Pedir ayuda en forma cortez.
Chequear instrucciones
Enviar mensajes
Competencia auditiva (Listening):
Escuchar un audio acerca de los
teléfonos inteligentes y tablets.
Escuchar un programa de radio acerca
de lenguajes.
Escuchar una conversación pidiendo
ayuda.
Escuchar tres monólogos acerca de
mensajes de texto.
Competencia de lectura (Reading
comprehension):
Leer una página web acerca de los
Dar información de las
conversaciones telefónicas
Enfatizar el acento en las
palabras y diferenciar el sonido
/Õ/.
Abstraer información de la
lectura.
Escribir un correo de
agradecimiento por un presente
recibido.
Los estudiantes son capaces
de:
y Dar ejemplos usando adjetivos
cortos y largos.
Preguntar y responder usando
frases dadas (IT. collocations)
Realizar comparaciones.
Usar los modales Can, Could
and Would para solicitor ayuda
en forma cortez.
Escuchar y comprender un
mensaje para seleccionar
respuestas.
Entender frases y expresiones
manifestadas en el audio.
Interpretar la lectura para
responder preguntas.
Leer e identificar quien y de
qué están hablando las
 teléfonos inteligentes y las tablets. personas.

Leer un blog acerca de los lenguajes

Leer 4 mensajes de texto

Escribir manifestando su
Competencia de escritura (Writing opinión acerca de la
comprehension): tecnología.
Explicar la estructura para dar opiniones
sobre la tecnología moderna.

Unit 11. Competencia gramatical: Los estudiantes son capaces

Entertainment Reconocer el presente perfecto. de:
Diferenciar presente perfecto o pasado
A. I´ve heard she´s really simple. Distinguir entre presente
funny. perfecto y pasado simple
Vocabulario: usando vocabulario
B. I bet you´ve never been Identificar pasado participio de los relacionado con la música.
to the opera. verbos irregulares.
Usar vocabulario relacionado con la
C. Everyday English: I música
thought they were quite Identificar y usar verbos compuestos
good.
Competencia comunicativa
Describir personajes famosos y
D. Skills for writing: It (Speaking): diferentes tipos de música.
was an interesting film. Hablar de personajes famosos de
Australia. Narrar los eventos de
Hablar acerca de los diferentes tipos de entretenimiento de su ciudad.
música.
Dar a conocer los eventos de
entretenimiento en tu pueblo o ciudad,
Describir actividades que hacen
saliendo en la noche.

Competencia auditiva (Listening): Identificar la idea principal del

Escuchar una conversación acerca de audio y seleccionar las
respuestas correctas.
una revista.
Escuchar un audio acerca de la música
en Buenos Aires.
Escuchar acerca de una película.
Identificar sonidos y deletreos Identificar la idea principal y
Competencia de lectura (Reading responder las preguntas.
comprehension):
Analizar un artículo acerca de películas
internacionales.
Leer el texto Buenos Aires ciudad de
música.
Leer textos cortos de análisis y críticas
de películas
 Competencia de escritura (Writing
comprehension):
Dar su opinión acerca de una
película que Ud. ha visto.
Explicar los pasos para escribir una
crítica de una película.

Unit 12. Travel Competencia gramatical: Los estudiantes son capaces

Identificar future con “going to” de:
A. What are you going to Usar should – shouldn´t Dar ejemplos de situaciones
do? futuras con “going to” y
Vocabulario: consejos con “should and
B. You should live like Establecer características geográficas. shouldn´t” usando palabras
the local people Identificar travel collocations y
relacionadas con geografía y
El uso de take
travel collocations.
C. Everyday English: Is
breakfast included?
Competencia comunicativa Improvisar una conversación
D.Skills for writing: You (Speaking): registrándose en un hotel y
should go to the Royal Expresar cosas importantes cuando estas pedir información en oficina de
Palace en vacaciones, o viviendo en el turismo.
extranjero.
Dar consejos acerca de viajes.
Usar frases para registrarse en un hotel,
pedir información en la oficina de
turismo.
Planificar sus vacaciones.

Competencia auditiva (Listening): Entender e identificar la idea

Escuchar dos conversaciones acerca de principal y responder las
vacaciones. preguntas.
Escuchar dos monólogos acerca de las
cosas que a las personas les gusta Entender los monólogos y
cuando viajan. discutir las preguntas en grupo.
Escuchar una conversación acerca de
unas vacaciones planeadas.
Identificar sílabas y palabras acentuadas

Competencia de lectura (Reading

comprehension):
Abstraer información del
Analizar una página web acerca de
artículo para completar la
vacaciones. información
Leer un artículo viviendo en un país
diferente.
Leer un correo con recomendaciones
para viajeros

Competencia de escritura (Writing

comprehension): Responder el correo de Alice
usando conectores para ordenar
 Explicar pasos para escribir un correo sus ideas.

3.8 Estructura detallada por temas:

SEMANAS
ESTRATEGIAS DE
DE TEMAS CONTENIDOS HORAS
APRENDIZAJE
ESTUDIO
UNIT 0: WELCOME
Grammar:
verbos regulares e irregulares in
sentences
Vocabulary:
Daily routines
Listening: Oral presentations

Cisco Intro I Conversations related with daily Role play

February 10:30
Cisco Intro II routines Guessing games
8th, 9th, Hrs
General review
10th Speaking:
Simple Past Cooperative learning
Talk about past event focus on group work
and pair work
Reading:
Read the text and complete the
information
Writing:
Describe past routines

UNIT 7: JOURNEYS
Grammar
Past simple: negative and
A. We didn´t plan our Cooperative learning
questions focus on group work
trip.
Love / like / don´t mind / hate + and pair work
B.I love going on the
metro. verb + ing Role play
February
11th, 12th, Get Guessing games
17 , 18 ,19th
th th C. Everyday English: Oral presentations
Vocabulary Dramatization 17:30
Excuse me, please Hrs
Transport Dialogs
Project Works
Transport adjectives Practice and written
D. Skills for writing: It activities
Use of get
really is hard to choose Independent study
Listening and video:
A conversation about travelling
 on the Silk Road
A conversation about transport in
Moscow
On the train
A conversation about choosing a
homestay family
Pronunciation: Sound and
spelling
Word stress
Speaking:
Transport people use; Past
journeys
Metros you know; Disagreeing
about transport; Transport you
use
Saying excuse me and sorry;
Showing interest
Homestay families; English-
speaking counties you´d like to
visit
Reading:
An article about the Silk Road;
Two blogs about travelling on the
Silk Road
A webpage about metros around
the world; Four reviews of metros
Two online profiles; An email
about Ahmed
Writing:
An email about yourself; Linking
ideas with after, when, and while

UNIT 8: FIT AND HEALTHY

Grammar Cooperative learning
Can / Can´t / Could / Couldn´t for focuses on group work
A. They can do things
and pair work
most people can´t. ability.
B. How easy is to get Have to / don´t have to. Role play
Tell and Say. Guessing games
 fit? Vocabulary Oral presentations
Dramatization 17:30
C. Everyday English: I Sport and exercise.
February Dialogs Hrs
22nd, 23rd, feel a bit tired. Parts of the body; Appearance.
Project Works
24 ,
th
25th,
th D. Skill for writing: Use of tell and say Practice and written
26
However, I improved Listening and video: activities
quickly Independent study
A podcast about how the
Olympics can change a city
Two monologues about exercise
At the gym
A conversation about a free-time
activity
Pronunciation: sound and spelling.
Word stress and joining words
Speaking:
Famous sport events and people;
The Olympics; Present and past
abilities
Getting fit; The things people
have to do;
Yoga; Parts of the body
Health and how you feel;
Expressing sympathy
Free-time activities in your
country; your free-time activities
Reading:
An article about Paralympian
Jonnie Peacock
An article about High intensity
training
An emailabout a company blog;A
blog article about a free-time
activity
Writing:
Sentences and notes about what
people have to do
An article; Linking ideas with
however; Adverbs of manner
UNIT 9: CLOTHES AND SHOPPING
 A. We aren´t buying Grammar Cooperative learning
anything. Present Continuous. focuses on group work
and pair work
B. Everyone´s dancing Present Simple or Present
in the Streets. Continuous. Role play
C Everyday English: It Time. Guessing games
Oral presentations
March 1st, looks really good on Vocabulary Dramatization 21
2nd, 3rd, 4th, you. Shopping; Money and Prices. Dialogs
th
Hrs
5
D. Skills for writing: Clothes. Project Works
Use of time Practice and written
Thank you for the lovely
Listening and video: activities
present Independent study
March 8 th
Four phone conversations about
(Mid-Term meeting
Exam)
Two phone conversations about
what people are wearing
Shopping for clothes
Four monologues about giving
presents
Pronunciation: Word stress in
compound nouns
Speaking:
Meeting friends in town; Saying
where you are and what you´re
doing
Shopping; festivals in your
country; The clothes you wear
Choosing clothes; Paying for
clothes; Saying something nice
The presents you´d like; Giving
presents and thanking people for
them
Reading:
Two blogs about living abroad;
Text messages about what people
are doing
Two thank-you emails
Writing:
Sentences about what you are
doing
 Notes about what someone you
know is wearing
A thank-you email
Writing formal and informal
emails
UNIT10: COMMUNICATION

Grammar Cooperative learning

A. A smartphone is focuses on group work
Comparative Adjectives.
better than a tablet. and pair work
March 9 ,th
Superlative Adjectives.
10th, 11th, B. What´s the most Most. Role play
12th
beautiful language in the Guessing games
Vocabulary
world? Oral presentations
It collocations. Dramatization
C. Everyday English: High numbers. Dialogs 14
There´s something I Project Works Hrs
Use of most
don´t know how to do. Practice and written
Listening and video: activities
D. Skills for writing: A podcast about smartphones and Independent study
Also, my friends send tablets
really funny texts.
A radio programme about
languages
Asking for help
Three monologues about text
messages
Pronunciation: Sentence stress
Speaking:
Smartphones and tablets; using
the web; Comparing two similar
things
Languages; Blogs and language
websites
Asking for help;
Checking instructions
Sending messages
Reading:
A webpage about smartphones
and tablets
A blog about languages
Four text messages; Six posts on
 an online discussion board
Writing:
Notes about two similar things
A post expressing an opinion;
Linking ideas with also, too and
as well
UNIT 11: ENTERTAINMENT
Cooperative learning
Grammar focuses on group work
A. I´ve heard she´s and pair work
March 15th, really funny. Present Perfect.
16th, 17th,
Present Perfect or Past Simple. Role play
18th
B. I bet you´ve never Multi-word verbs. Guessing games
been to the opera. Oral presentations
Vocabulary
Dramatization
C. Everyday English: I Irregular Past Participles. Dialogs
thought they were quite Music Project Works
good. Multi-word verbs Practice and written
14
Listening and video: activities Hrs
D. Skills for writing: It Independent study
was an interesting film. A conversation about a magazine
quiz
A conversation about music in
Buenos Aires
A night out
A conversation about a film
Pronunciation: sound and spelling
Syllables
Speaking:
Famous Australians
Buenos Aires; Kinds of music;
entertainment events in your town
or city
Going out in the evening;
Asking for and expressing
opinions;
Responding to an opinion
films
Reading:
Three facts files about actresses;
A magazine quiz about actresses;
 An article about actresses
An article about Buenos Aires
Writing:
Notes about entertainment events
in your town or city
A film review; Cohesion in
paragraphs
UNIT12: TRAVEL
Grammar Cooperative learning
Going to. focuses on group work
A. What are you going and pair work
Should / Shouldn´t,
to do?
Use of take. Role play
B. You should live like Vocabulary Guessing games
the local people Oral presentations
Geography.
Dramatization
C. Everyday English: Is Travel collocations. Dialogs
March 19th, breakfast included? Use of take Project Works 17:30
22nd, 23rd, Listening and video: Practice and written Hrs
24th
D. Skills for writing: Two conversations about holidays activities
You should go to the Independent study
Two monologues about things
March 25th Royal Palace
(Final people like when travelling
Exam)
A prize holiday
A conversation about a planned
holiday
Pronunciation: Syllables and word
stress
Speaking:
Natural places; Important things
when on holiday; Holiday plans
Living in a different country;
Travelling and holidays; Giving
advice about travelling
Checking in at a hotel; Asking for
tourist information; Showing
surprise
Planning holidays; Sweden
Reading:
A webpage about holidays
An article about living in a
 different country
An email with travel advice
An email asking for travel advice
Writing:
Notes about surprising things
An email with travel advice;
paragraph writing

March 26th EXAMEN DE FIN DE NIVEL-ENTREGA DE CALIFICACIONES

Nota aclaratoria: El número de horas de cada unidad varían de acuerdo a la modalidad de

estudio, si es extensivo o intensivo.

4 METODOLOGÍA: (ENFOQUE METODOLÓGICO)

4.1 Métodos de enseñanza

La metodología a utilizarse en el nivel 2 refleja el enfoque comunicativo, apropiado para

una clase centrada en el estudiante, además del desarrollo de la autonomía del estudiante.
Modelando actividades cotidianas con énfasis en el método inductivo para la enseñanza de
contenidos principales de la gramática.

El nivel 2 está enfocado en el desarrollo de la comunicación oral. La práctica continua,

donde los alumnos deberán participar activamente en la clase, y asumir la responsabilidad de
su propio progreso. Los estudiantes deben sentir la necesidad de hablar de inglés de tal forma
que les agrade el practicarlo y faciliten el desarrollo de las destrezas comunicativas tanto
productivas como receptivas. Las herramientas metodológicas a utilizarse serán interactivas:

a. Dramatizaciones
b. Trabajo en equipos colaborativos (project works)
c. Técnica de diálogo (Role play), para que el estudiante participe activamente en el
desarrollo de los temas y la construcción del conocimiento
d. Trabajo autónomo u horas no presenciales (Estudio independiente), en las que se
investigarán los temas relacionados en cada una de las unidades declaradas en la
asignatura, a través de la revisión bibliográfica, realización de deberes, uso de la
plataforma.
 Los estudiantes trabajarán en conjunto en todas las combinaciones para potenciar la zona de
desarrollo próximo (Teoría Socio – Histórico Cultural. Vigotski)

Medios tecnológicos que se utilizarán para la enseñanza:

 Plataforma LMS basada en contenidos del libro

 Internet y material de páginas electrónicas pertinentes.

 Equipo de proyección multimedia y material académico en Power Point.

 Video

5 COMPONENTE INVESTIGATIVO DE LA ASIGNATURA:

Como componente investigativo, el estudiante debe realizar consultas bibliográficas en web-

grafías, diccionarios, libros y artículos afines a los temas tratados en cada unidad o clase de la
asignatura.

6 PORTAFOLIO DE LA ASIGNATURA

El docente y los estudiantes de este nivel llevarán una Carpeta que se denominará Portafolio,
y será la evidencia del avance académico. Este comprende la producción realizada en el desarrollo
de la misma y deberá contener: el sílabo, apuntes de clases donde el estudiante llevará un registro de
los temas que se desarrolla en cada unidad (vocabulario, deberes, sus propias conclusiones, los
talleres individuales y grupales, estudio de bibliografías relacionada con los temas y contenidos de
las unidades y material de apoyo que se ha recopilado para los trabajos de investigación o Project
Works). Al portafolio se le agregará evaluaciones sistemáticas (orales y escritas), los exámenes
parciales y finales.

7 EVALUACIÓN

Para verificar si se han alcanzado los objetivos de aprendizaje del nivel 2, el docente aplicará
evaluaciones sistemáticas de carácter formativo y sumativo a través de los exámenes de medio
término y el final, pruebas orales y escritas, trabajos en clase, deberes y estudio independiente.

Cada unidad será evaluada de la siguiente forma:

 Actividades orales, escritas y plataforma: 60/60

 Evaluación de cada unidad (Oral y Escrita) 10/10
 Examen final (Oral y Escrita) 30/30
 Total 100/100

Puntaje mínimo para aprobación del Nivel A2-2: 70/100 puntos

7.1 Evaluaciones Parciales/sistemáticas:

Las evaluaciones parciales (orales y escritas) se llevarán a cabo al finalizar cada unidad y
serán anunciadas con antelación. Además, de realizar presentaciones de exposiciones orales,
dramatizaciones, diálogos, participación activa del estudiante en el aula, realización de deberes
producto de investigaciones o revisiones bibliográficas acerca de los temas y contenido
presentados en cada unidad, trabajo autónomo o grupal por parte del estudiante; y, aplicación de
la investigación a fin de fortalecer el desarrollo de las destrezas receptivas y productivas
reflejadas en el producto final.

7.2 Exámenes:

Durante el nivel se aplicarán dos exámenes, el primero que se llevará a cabo a la mitad
del curso y es “Middle Term Test que tendrá preguntas orales y escritas y el segundo se llevará a
cabo al finalizar la última unidad del curso y es el final Test que igualmente tendrá preguntas
orales y escritas, las mismas que re realizarán de acuerdo al calendario académico establecido.

7.3. Parámetros de Evaluación:

PORCENTAJES
PARÁMETROS DE EVALUACIÓN
1er. PARCIAL 2do. PARCIAL

Evaluaciones de cada unidad 10 10

Actividades orales 10 10

ACTIVIDADES Actividades escritas 10 10

Actividades de lectura 10 10

Actividades de escucha 10 10

Actividades del uso del lenguaje 10 10

Actividades en la plataforma 10 10

Examen de Medio Término / Examen Final 30 30

Total 100 100

8. Referencias o bibliografía: Bibliografía

Básica:
  Doff, Thaine, Puchta, Stranks and Lewis-Jones (2016). Empower A2 Combo B.
United Kingdom: Cambridge
 Dictionary of Cambridge University Press.
 Additional materials from British Council Teaching English,
 www.teachingenglish.org.uk
Bibliografía complementaria:

 MARCO REFERENCIAL EUROPEO PARA LOS IDIOMAS (CEFR)

 http://learnenglishteens.britishcouncil.org/skills/
 http://www.cambridgeenglish.org/exams/preliminary-for-schools/preparation/
 http://www.cambridgeenglish.org/exams/first/preparation/
 https://dictionary.cambridge.org/es/diccionario/ingles/download

DATOS DE LOS DOCENTES:

Nombre: “Escriba su nombre

aquí” Dirección: “Escriba su

dirección aquí” Teléfono:

“Escriba su teléfono aquí”

Correo electrónico: “Escriba su email aquí”

ELABORADO POR: REVISADO POR: APROBADO POR:

DIRECTOR DE EDUCACIÓN
CONTINUA Consejo Directivo.
UNIVERSIDAD TÉNICA Resolución
DE
Mg.Sc. Gustavo Portillo Díaz MACHALA
N° ………………..
DOCENTE CEC-UTMACH

FIRMA DE LOS DOCENTES RESPONSABLES DE LA

ELABORACIÓN DEL SYLLABUS

Mg.Sc. Gustavo Portillo Díaz

DOCENTE

FECHA DE PRESENTACIÓN: Machala, lunes 8 de febrero del 2021.

 CLASS
JOURNALS
UNIT 7
“JOURNEYS”
 TECHNICAL UNIVERSITY OF MACHALA
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Language Center

CLASS JOURNALS
Class Nº 1 Date: 16/11/2020
Topic: Learn to talk about past Journeys. Past simple: negative and questions / Transport.
Unit 7: Lesson A: We didn´t plan our trip
DEVELOPING:

PAST SIMPLE -- AUX(Did)

NEGATIVE QUESTION WH QUESTIONS

Structure: PP +aux + neg + Structure: Aux + PP + verb Structure: Why + aux +
verb in base form + c. in base form + c+? pp + verb in base form +
Aux: did not – didn’t Aux: did c +?
Aun: Why + did

I did not walk. I didn’t walk. Did I walk in the park this What did you play?
morning?

You did not play. Did you play soccer last week? Why did she listen?

She did not listen. Did it rain yesterday? How did they travel?

He did not cook. Did he cook in your house? What did he cook?

He didn’t cook. Did she listen to reggaeton? Where did we eat?

You didn’t play. When did it rain?

Key
1. In the negative there aren´t any irregular verbs. All verbs use did not (didn't)
+ infinitive.
2. Questions are also very easy. Just put did before the subject, and the
infinitive after ir.
3. To make a ‘why’ question, of course, put the question word at the beginning
of the sentence.

Capture:
 TECHNICAL UNIVERSITY OF MACHALA
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CLASS JOURNALS
Class Nº 2 Date: Friday 12TH February
Topic: Learn to talk about what you like and dislike about transport / After ‘like’, ‘love’, ‘hate’
and ‘don’t mind’ we usually use the verb wit ‘ing’. Transport Adjectives.
Unit 7: Lesson B: I like going on the Metro.
DEVELOPING:

Sense verbs + ING

EXAMPLES
Be careful!
She loves watching TV.
QUESTION ANSWER + ANSWER -
He hates tidying his room. Do you enjoy Yes, I love it. No, I hate it.
learning Italy?
Does he like living Yes, he loves it. No, he hates it.
They don’t like going to the in Italy?
dentist. Did you love the Yes, I loved them. No, I hated them.
Beatles in the 80s?
Do you bate Yes,I hate it. No, I love it.
basketball?
I like going to the park.

I love playing games. Capture:

I don´t mind doing

homework.

Example:
Does Ana like cleaning the house at the monday?
No, she doesn’t (like cleaning the house at the monday), because she has a lot of
homework to do.
 Did they hate participating in math class last year?
Yes, they did. Last year math class were very difficult.

TECHNICAL UNIVERSITY OF MACHALA

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CLASS JOURNALS
Class Nº 3 Date: Wednesday 17th February
Topic: Learn to say excuse me and sorry./Showing interest/Emphasizing what we say.
Unit 7: Lesson C: Everyday English / Excuse me, please.
DEVELOPING:

Excuse me, please

 "Excuse me “is asking for permission. "Sorry" is asking for forgiveness.
 You say "excuse me" (phrase) before doing something that might inconvenience someone.
You say "sorry“ (adj) after having inconvenienced someone.
 Exceptions.
You say "excuse me“
when you passing gass
When you don’t like what you hear.

Transport: Capture:
1. Scooter
2. Tram
3. Aeroplane
4. Helicopter
5. Train
6. Ship
7. Coach
8. Ferry
 TECHNICAL UNIVERSITY OF MACHALA
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CLASS JOURNALS
Class Nº 4 Date: Thursday 18th February
Topic: Learn to write an email about yourself. Linking ideas with after, when and while.
Unit 7: Lesson D: Skills for writing / It really is hard to choose
DEVELOPING:

Learn to write an email about yourself. Linking ideas with after, when and
while.
When

We can use when to introduce a single completed event that takes place in the middle of a longer
activity or event. In these cases, we usually use a continuous verb in the main clause to describe
the background event:

 He was walking back to his flat when he heard an explosion.

 I was in my online classes when my mother call me. 

After

 After is used in the following ways:

 as a preposition (followed by a noun): I went for a swim after breakfast.
 as an adverb (without a following noun): He died on June 3rd and was buried the day after.
 as a conjunction (connecting two clauses): After you’d left, I got a phone call from Stuart.

While

We use while to show that actions or events happen at the same time in the past, present or
future:

 Can you wait in the car while I run into the shop?

 They were talking while the teacher was explaining the activity.

Capture:

Example:
What did you do last Holiday?
On my last vacation I visited my friend and we traveled to Italy.
 TECHNICAL UNIVERSITY OF MACHALA
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CLASS JOURNALS
Class Nº 5 Date: Friday 19th February.
Topic: GRAMMAR/VOCABULARY/WORDPOWER ( GET )
Unit 7: Review and Extension
DEVELOPING:

Review and Extension – Get word power

TO GET can be used in a number of patterns and has a number of meanings.

TO GET + direct object = to obtain, to receive, to buy

 I got my passport last week. (to obtain)

 She got her driving license last week. (to obtain)
 They got permission to live in Switzerland. (to obtain)
 I got a letter from my friend in Nigeria. (to receive)
 He gets $1,000 a year from his father. (to receive)
 She got a new coat from Zappaloni in Rome. (to buy)
 We got a new television for the sitting room. (to buy)

TO GET + place expression = reach, arrive at a place

 How are you getting home tonight?

 We got to London around 6 p.m.
 What time will we get there?
 When did you get back from New York?

TO GET + adjective = become, show a change of state

 I am getting old.
 It's getting hotter.
 By the time they reached the house they were getting hungry.
 I'm getting tired of all this nonsense.
 My mother's getting old and needs looking after.
 It gets dark very early in the winter.

CONVERSATION

Characters: Luisa, Scott and Byron

Context: They are classmates in UTMACH, and they meet In a fast food restaurant in the
Shopping Center Food court.

Scott: Hi guys. How are you today?

Luisa: Hello Scott. I'm fine. And you?

Scott: Fine thank you.

Byron:I'm ok. Very busy with my university homework.

Luisa: Yeah. teachers are always assigning too much ho- mewok.

Scott: How did you get here?

Luisa: We arrived by bus and we didn’t like the route because there was a lot of traffic.

Scott: Don’t worry.

Byron: Excuse me guys but we can go eat fast.

Luisa: That’s Ok. Let’s see the menú.

Scott: Of course. They would like to eat a family pizza to share?

Byron: That seems perfect to me.

Luisa: Excellent idea Scott.

Scott: Ok guys.
 UNIT 8
“FIT AND
HEALTHY”
 TECHNICAL UNIVERSITY OF MACHALA
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Language Center

CLASS JOURNALS
Class Nº 6 Date: Monday 22nd February
Topic: Learn to talk about Past and Present Abilities.- Learn to talk about Sporets and
Exercises
Unit 8: Lesson 8A: They can do things most people can´t
DEVELOPING:

Examples:

ACTIVITY
 Who could you tell a secret when you were a child?
I could tell my brother a secret from when I was a kid.

TECHNICAL UNIVERSITY OF MACHALA

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CLASS JOURNALS
Class Nº 7 Date: Tuesday 23rd February
Topic: Learn to talk about the body and getting fit- Learn to talk about Parts of the body and
Appearance
Unit 8: Lesson 8B: How easy is it to get fit.
DEVELOPING:

Learn to talk about the body and getting fit- Learn to talk about Parts of the
body and Appearance

What do you think are good ways of gettimg fit?

With workout , good nutrition.

What exercise do you do?

I run every morning .

1. How easy is it to get fit?

It’s very easy.
 2. Do you think is difficult to do enough exercise?
No, it isn’t.
What is HIT?
I’ts high intensity training and it means you don’t have to spend.

TECHNICAL UNIVERSITY OF MACHALA

Quality, Relevance and Warmth
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CLASS JOURNALS
Class Nº 8 Date: Wednesday 24th February
Topic: Learn to talk about health and how you feel-Expressing Sympathy
Unit 8: Lesson 8C: Everyday English / I feel a bit tired
DEVELOPING:

Video about Health Problems

Class Activity

last weekend I went out to play soccer

with my friends and I was an accident
because I kicked the ball badly and I
went to the hospital for a back injury
and I couldn't move my friends took
me and called my parents and asked
me if you all right? and I replied that it
was only a bad back pain but I'm fine.

Capture
VOCABULARY
 Pain
 Stomach Ache
 Sore Throat
 Coughing
 Ear Ache
  Runny Nose

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CLASS JOURNALS
Class Nº 9 Date: Thursday 25th February
Topic: Learn to write an Article- Linking ideas with HOWEVER, ADVERBS OF MANNER.
Unit 8: Lesson 8D: Skills for writing / However I Improved Quickly
DEVELOPING:

Article:
The key concept is usually the man idea essay questions. A good technique for finding the
key concept is to reword the questions. Most essay questions will begin whit and assertion
or contention that you have to examine and other agree or disagree with based on your
readings for the topic.
Class Activity

. Which for these free-time activities are popular in your

country?
I think playing chees isn´t very popular in Ecuador
because.people prefer to go liking in Ecuador we have a lot of
bautiful places and lond capes.

b. Which aren't popular in your country? Why not?

I think cycling a very popular free time activity in Ecuador
because people like to get fit and healthy.

Write the article assigned in class

well my favorite activity in free time is playing basketball. I started this activity when I was little,
because my brothers used to practice this sport and they used to go to competitions. From that
moment I decided to practice basketball, train and join a team, from there I go out to play with my
 friends whenever I can. The last time I played in a competition it was a unique and unforgettable
experience that I loved.

ACTIVITYS Capture:
 Chess
 Athletics
 Dance sport
 Trekking
 Mountaineering
 Camping
 Dance

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CLASS JOURNALS
Class Nº 10 Date: Friday 26th February
Topic: - WORDPOWER : Say / Tell
Unit 8: Lesson 8: Review and Extension
DEVELOPING:

Review and Extension

TELL – SAY = Decir
I say (I said) I tell (I told)
Ana said that, she was very angry with John.
Ana told Betty that she was very angry with John Said to Betty.
Activity in class
Write a 60-word paragraph about the following topic. Pay attention to the tips
provided. It´s not about answering the questions. Use them to help you organize your
ideas. Load it here.
 Hi, I'm Ariana Espinel, my favorite sport is basketball. To practice this sport, I have to train
and have a good physique. I like to play sports because it helps me stay active, make
friends and have good health.

OBJECT PRONOUNS
Call me
Explain him
Take her
Send us
Help them
Tell

Capture:
 UNIT 9
“Clothes and
Shopping”
 TECHNICAL UNIVERSITY OF MACHALA
Quality, Relevance and Warmth
Language Center

CLASS JOURNALS
Class Nº 11 Date: Monday 1st March
Topic: - Learn to say where you are and what you are doing.- Present Continuous.- Shopping
; Money and Prices
Unit 9: Lesson 9A: We aren´t buying anything.
DEVELOPING:

+ -
I I’m Waiting I’m not Waiting
You / We / They You’re Waiting We aren’t Waiting
He / She / It He’s Waiting It isn´t Waiting
Structure: Wh + be+ S + V (Ing) + C + ?

Yes / No questions Shorts answers

I Am I Waiting? Yes, I am
No, I’m not
You / We / They Are you Waiting? Yes, You are
No, You aren’t
He / She / It Is he Waiting? Yes, He is
No, He isn´t

WH – QUESTIONS
I Why Am I Waiting?
You / We /They Where Are you Waiting?
He / She / It Who Is he Waiting for?

Question
1. Where do people usually go shopping?
They usually go shopping Center Mall, Markets, Stores.
VOCABULARY
Money
Price
PRESENT CONTINUOUS
Information

- I am buying a pair shoes in the store next to the bank.

-I’m waiting for Mr. Thomas because I need his help.
-I wait for Mr. Tomas everyday in front of the bus stop.
-You are taking math classes with Mrs Steventon.
-It is happening every class.

Capture:
 TECHNICAL UNIVERSITY OF MACHALA
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CLASS JOURNALS
Class Nº 12 Date: Tuesday 2nd March
Topic: - Learn to talk about the clothes you wear at different times- Present Simple and
Present Continuous.- Clothes
Unit 9: Lesson 9B: Everyone´s dancing in the street
DEVELOPING:

Present Simple and Present Continuous.- VOCABULARY

Clothes Shoes Zapatos
Belt Cinturón
 We use the present Simple to talk about Cap Gorro/Gorra
things we usually do. Boxershorts Boxer
 We use the Present Continuo to talk about Stocking Medias
things thar happen right now. Pyjamas Pijama
Socks Calcetines
She has a new set of bowls
Undershirt Camiseta interior
Does she have a new set of bowls?

Yes, she does. They are very beatiful and expensive.

 You are in Mr Thomas class.

Are you in Mr. Thomas class.

No, I am not I’m in Mr Emerso’s in class.

More of the sentences are real present.

Paul is buying some fruit in the market next to the park.

Capture:
 TECHNICAL UNIVERSITY OF MACHALA
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CLASS JOURNALS
Class Nº 13 Date: Wednesday 3rd March
Topic: Lesson 9C: Everyday English / It looks really good on you.
Unit 9: Learn to shop for clothes- Saying something nice- Joining words
DEVELOPING:

Listening

Wo wants to buy clothes: Dan, Annie or both?

Dan: I need Help to buy some clothes for this evening. I wear the same old clothes, so I went to
get something new.

Answers the questions

1. What clothes does dan want to buy? / a shirt and trousers.

2. What size does Dan wear? / Probably 36, short large.
3. Do You think Dan enjoys Shopping? / No, he probably doesn’t enjoy shopping.

Do you ever ask friends or family to help you buy clothes? Who do you ask and why?
Yes, I have asked them to help me buy clothes.
I have asked my brother to help me, because he is knows the sizes of the clothes.
Activity in class
Bob: Hi Joe, how are you?

Joe: Well and you

Bob: Well, what are you doing shopping here?

Joe: If I came shopping, do you want to join me?

Bob: Yes, of course, I am happy to accompany you, I also want to buy something.

Joe: and what do you want to buy?

Bob: I would like some shoes and you?

Joe: I want to buy some jeans.

Bob: let's go to that store, do you think?

Joe: yes of course.

Seller: good morning, can I help you?

Bob: Good morning I would like to buy a shoe and my friend some jeans.

Seller: Of course follow me I have these shoes in black and brown in size 40.

Bob: I'll try it on, Joe, how do I look?

Joe: they look great on you, you should buy them.

Bob: I'll buy them.

Seller: sorry I have black jean

Joe: MM if I want one please.

Seller: what size do you want?

Joe: size 32.

Seller: Have a try

Joe: how do I have bob.

Bob. you look very elegant I like it.

Joe: what is the price of jean and shoes.

Seller: shoes are at 30 and jean at 20.

Bob: I'm taking them I loved how they turned out.

Joe: I also liked the way my jean fit.

Seller: Thank you for your purchase. Good morning.

Joe and Bob: Thank you.

 TECHNICAL UNIVERSITY OF MACHALA
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CLASS JOURNALS
Class Nº 14 Date: Thursday 4th March
Topic: Learn to write a thank you email- Writing formal and informal email
Unit 9: Lesson 9D: Skills for writing / Thank you for the lovely present.
DEVELOPING:

Who are the sentences about?

2. They always buy their own presents. / Bob´s children.
3. He doesn´t need many things. / Leila’s Husband.
4. They don´t get expensive presents. / Fernanda’s children.
5. She loves expensive presents. / Axel’s girlfriend.
6. They go out for a meal on birthdays / Bod and his family

Class Activity
EMAIL
Te: glendal@gmail.com
Subject: Thank you.

 Hi Glenda

My dear friend, I will not be able to go to your invitation for the

reason that I have Covid, but I thank you for having me present.

I would like to go on another occasion, I wish you all the best hugs

 Ariana Espinel 

140-219-995
 TECHNICAL UNIVERSITY OF MACHALA
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CLASS JOURNALS
Class Nº 15 Date: Friday 5th March
Topic: Review and Extension.WORDPOWER Time.
Unit 9: Review and Extension.
DEVELOPING:

Conversation:
Allison: Hello Sam, this is Allison.

Sam: Hi Allison. What´s up?

Allison: Would you like to going shopping today  for clothes to the boutique next to
the bank?

Sam: Yes, of course. I´m bored in this moment. Let's go. By the way, my brother Joe is
in town. Can I invite him to go with us?

Allison: of course tell him to come.

Joe: Hi girls, how are you?

Allison: fine thank you, you can accompany  us to buy clothes?

Joe:  of course, which store they want to go to?

Allison and Sam: the store that is located next to bank, the name of the store is  forever
21.

Joe: Okay let's go.

Shop assistant: Good morning, how can i help  you ?

Allison: we want to see dresses.

Sam: Yes please as it is a special occasion.

Store assistant: ok I having these beautiful dresses in black, blue, white, yellow.

Allison: I want the black one

Sam: I'll try the blue one.

Joe: Waoh they look excellent, they are very beautiful.

Allison and Sam: What a price they have.

Store Assistant: Black is $ 20 and Blue is $ 25.

Allison: it will be that I buy it I have different clothes for different occasions.

Sam and Joe: yes of course buy it.

Allison and Sam: We want to buying both dresses please.

Store assistant: cash or card payment?

Allison and sam: cash.

Assistant: okey thank you very much for your purchase.

Allison: Thank you.

Sam and Joe: Thanks have a great day.

Questions.
Which place in shopping mall is it?
Not feeling too well? Chemist.
Want something new to wear? Clothes shop.
VOCABULARY
Feeling hungry? fast food restaurant
Save time: ahorrar tiempo.
Read the best new books! Book shop.
It takes time: toma tiempo
We have 20 kinds of tea! Caffe.
Wasted time: desperdiciar
We have everything for your home! Department store. tiempo.
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CLASS JOURNALS
Class Nº 16 Date: Monday 8 March
Topic: MID TERM EXAM UNITS 7-8-9
Unit: MID TERM EXAM UNITS 7-8-9
DEVELOPING:

MID TERM EXAM UNITS 7-8-9

MID TERM EXAM QUESTIONAIRE

SPEAKING MID TERM EXAM

CAMBRIDGE LMS WORKBOOK ONLINE GRADES

 UNIT 10
“Communication ”
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CLASS JOURNALS
Class Nº 17 Date: Monday 9th March
Topic: - Learn to compare and talk about things you have-Comparative Adjectives//
Unit 10: Lesson 10A: A smartphone is better than a tablet- Lesson 10B: What´s the most
beautiful language in the world?
DEVELOPING:

Comparative Adjectives
They are adjectibes that set up the similaries between objects, people, locations and my any other
context.

Examples
Maria is thinner than Joe. She is going exercise.
Is Maria thinner than Joe?
Yes, shes is
Yes, shes is thinner than Joe. She because dhe’s doing exervise.
No, she isn’t
No, she isn’t. Infact she is fatter.
Which house is bigger, Amanda’s or Petter’s?
I thinks Peter’s house is bigger that amanda’s because it’s more expensive.
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CLASS JOURNALS
Class Nº 18 Date: Wednesday 10th March
Topic: Learn to ask for help- Checking instructions- Main stress and tone
Unit 10: Lesson 10C: Everyday English / There´s something I don´t know how to do
DEVELOPING:

Activitie Class
Ask and answer the questions
You have problema with something that ypu can’t fix. What do you do? Why?
Take it to a shop for help, because I use it very often.

Activity in class

Tom: good morning, would you mind helping me?

shop assistant: good morning, how can I help you?

T: I have a little problem. I bought a mouse for my computer and it doesn't work.

shop A: I will explain how it works you turn on the mouse and you have to wait for the
green light to come on, you have to double click, wait ten seconds, click again and the
mouse works.

T: thank you. VOCABULARY

store A: you're welcome SURF THE WEB – Navegar en la web

CHECK MAILS – Chequear emails
MAKE CALLS – Hacer llamadas
DOWNLOAD – Descargar
CLICK ON – Cliquear en
VISIT– Visitar
LOG ON TO – Ingresar a
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CLASS JOURNALS
Class Nº 19 Date: Thursday 11th March
Topic: Learn to write a post expressing an opinion- Linking ideas with also, too and as well
Unit 10: Lesson 10D: Skills for writing / Also, my friends send really funny texts
DEVELOPING:

 From wich words does the term Blog comes from?

The term Blog comes from the wprds Web and Log
 What is the purpose of the Blog?
It is a virtual ambience on wich anyone can express ideas, thoughts and opinions.
 What are the parts if a Blog?
The parts of a Bllog are: The Header, The Side Bars, The Footer and The Body.

Class Activity
 Which speaker’s opiion is most similar to yours? In what way?
The first opinion because I always text my parents to tell them when I get home.

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CLASS JOURNALS
Class Nº 20 Date: Friday 12th March
Topic: - Word power / Most
Unit 10: Lesson 10: Review and Extension
DEVELOPING:

Most and most of: grammar exercise

We use most before a noun without a determiner. We use most of before a pronoun and a noun
with a determiner (e.g.articles, demostratives and possessives). Most of is also before personal or
geographical names.

Class Activity (Forum)

1. Most cheese is made from milk.

2. Most of England was under water.
3. Most people like movies.
4. Most people in Switzerland can speak French.
5. She has eaten most of that cake.
6. She wasn’t as intelligent as her sisters, but she was the most beautiful.
7. Most of my friends are nonsmokers.
8. Most of us were impressed with the plan.
9. Which country produces most milk?
10. Most of them were uneducated.

UNIT 11
“Entertaiment”
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CLASS JOURNALS
Class Nº 21 Date: Monday 15th March
Topic: Learn to ask and answer about entertaiment experiences- Present Perfect- Irregular
Past Participles.
Unit 11: Lesson 11A: I´ve heard she´s really funny
DEVELOPING:

Class Activity (Formun)

Have you ever participated in a music contest or any other entertaining event ?

No,but once I participated in a singing contest at school, it was a good experience, I was not
good at singing but these are moments that I will not forget. This contest happened when I
was just 12 years old, I hope to be able to do it again

Verb tenses in present perfect.

S + TO HAVE + PAST PARTICIPLE + C
I have cleaned the house of my parents twice this week I have cleaned
QUEST: TO HAVE + S + Past participle + C +?
You have used
He has taken
Have you cleaned the house of your parents twice this week?
Yes. I have
Yes, I have cleaned the house of my parents twice this week it was very dirty
No, I haven’t
No, I haven’t because they hired a cleaning company that cleaned all the house.

Class Activity
What did you enjoy when you were a child?
When I was a child, I always enjoyed riding a bicycle every morning, I went for a walk with my
father and also played dolls with my cousins.
Sentences
Has he taken the bus three times this week?
Yes, he has
Yes, he has taken it because this week of exams.

Have has she been the one who sang twice at school?
Yes, I have
Yes, have if it has been she is starting her career as a singer.
What have it has happened at home a while ago?
I've been home and saw that the stairs had been damaged.
Have you called this week?
No, we haven’t
No, we haven't called because we've been busy.
Have you rented a car a few days ago?
Yes, I have
Yes, I have rented a car because I need to get out of the city.
Have they seen your mother this week?
No, they haven’t
No, they haven’t seen their mother because they spend a lot of time at work and have not been
able to visit her.
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CLASS JOURNALS
Class Nº 22 Date: Tuesday 16th March
Topic: - Learn to talk about events you´ve been to- Present Perfect / Past Simple- Music
Unit 11: Lesson 11B: I´ve bet you´ve never been to the opera
DEVELOPING:

TO HAVE= Haber, Tener

1. They have new a car

because the won the
lottery
2. They have used the lab sometimes
3. They have to finish to report in two days
Past Simple
I took a taxi yerterday
You sent 100$ to sen last week
He forgot to return the book
She worked the weekend
it cost a fortune
you won the school championship
they ran in the park for two hours
we sold the tomatoes in the market

Present simple
I have taken a taxi twice today
You have sent 100$ to Sam many times
He has forgotten to return the book to Ana.
She has worked the weekend
it have cost a fortune
you have won the school championship
they have run in the park for two hours
we have sold the tomatoes in the market

class activity
Write a 100 word paragraph on wich you tell soemthing that happened to you in tha
past and you continuo doing now.

Hi, my name is Ariana Espinel. 3 years ago my brother taught me cooking. They were
very interesting classes, but, time went by and things change. My brother went to work
in Quito, he followed classes online and gave instructions on how to make more food
dishes, I learned to make Japanese food is very difficult but he knew me be patient, my
brother got a good job and I stayed with my father, my daughter and I started a food
business, I practiced what he taught me, I do very well in my business, and I even
taught some of my friends.
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CLASS JOURNALS
Class Nº 23 Date: Wednesday 17th March
Topic: Learn to ask for and express opinions about things you´ve seen- Responding to an
opinion-Main stress and tone.
Unit 11: Lesson 11C: Everyday English / I thought they were quite good.
DEVELOPING:

Giving opinion
 Class Activity
1.What do you think about the effects of covid-19 pandemic?
From my point of view, it has been very disastrous throughout the world and has made us adapt
to another way of life for which we have not been prepared.
2.Do you think English is necessary to get a job nowadays?
I think it should be essential since there are cases where people from other countries want to
know some information and as we do not know English we cannot help them.
3.What do your parents think about the recent presidential elections?
I think they totally disagree on how the electoral process is being carried out because they believe
there is a lot of corruption involved.

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CLASS JOURNALS
Class Nº 24 Date: Thursday 18th March
Topic: Learn to write an review- Structuring a review and extension-Word power: Multy-word
verbs.
Unit 11: Lesson 11D: Skills for writing / It was an interesting film. Review and extension
DEVELOPING:

Learn to write an review- Structuring a review and extension-Word power: Multy-

word verbs.

INTRODUCCION
This film was produced by a Japanese company from South Korea called Samurai X. The
director was Ken Watanabe and the screenwriter was Sakiro Nato. The main actors were. Shijiko
Tanaka and Shin Wu Park. This movie is a very good example of conflicts between human
beings and how their relationships can change in unexpected ways.
Plot Summary
The story begins when two children of different cultural backgrounds met in the middle of the
Japanese occupation of the Korean peninsula before World War II. Since then the events went
through different episodes in which his character appeared and their relationship became toxic,
but in the end they ended up being brothers.
Description
In this film the core of the story is how feeling can be so deceiving, because life must be focus
on believe that in perception. their characters were shaped on the way each one of the were rose.
From the very beginning, both were very competitive because both wanted to go to the Olympic
games to bring honor to their families. They went thought outrages situations that forced them to
depend one to the other.

Analysis
The sound and light were amazingly used in this film creating and additional character in the film
that provided extreme emotions among the characters.
Conclusion
I sincerely recommend this film because of how shocking and inviting are its photographs and the
body language used by their characters

Class Activity(FORUM)
My favorite movie.
Me before you is a beautiful movie, it is funny, romantic and sad at the same time, it is a
girl who is happy and crazy, in which she looks for a job to help her family to survive,
when she begins to work as a caregiver of a A young millionaire who was paralyzed in an
accident, little by little a connection is established between them, but in the end the boy dies
and inherits everything to her so that he can fulfill his dreams and she always wears his bee
socks that he gave her as a memory.
UNIT 11
“Travel”
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CLASS JOURNALS
Class Nº 25 Date: Friday 19th March
Topic: - Learn to talk about holiday plans- going to- Geography
Unit 12: Lesson 12A: What are you going to do?
DEVELOPING:

WILL
TO BE GOING TO
I will take a taxi next time.
I am going to take a taxi in two hours
You will play soccer in the park
You are going to play soccer in the park at six o’clock
soon
He is going to
He will
Questions
She is going to
She will
It is going to
It will
They will use the lab one of these days
Will they use the lab one of these days?
Yes, they Will. In fact, they Will use the lab next Tuesday.
No, they won’t because they don’t need the lab anymore.
They are going to use the lab tomorrow.
Are they going to use the lab tomorrow?
Yes, they are
Yes, they are going to use the lab tomorrow because they have to do an experiment
No, they aren’t
No, they aren’t going to use the lab tomorrow. Mrs Emerson is going to use it.

How often are you going to practice math with John next weekend?
I am going to practice math with John twice a day next weekend.
What are you going to do next weekend?
I am going to visit my sister in Guayaquil city, because I have a medical appointment.

Class Activity
What are going to do next weekend?
Next weekend I'm going to go with my family to the beach since we haven't been there in years.

CAPTURE
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CLASS JOURNALS
Class Nº 26 Date: Monday 22nd March
Topic: Learn to give advice about travelling / Should, Shouldn´t
- Travel collocations Lesson 12C: Everyday English / Is breakfast included?- Learn
language for travel and tourism- Showing surprise.- Consonant groups.
Unit 12: Lesson 12B: You should live like the local people.
DEVELOPING:
Class Activity
Would you like to live in a different country? Why / why not?
If yes, which country would you choose?
Yes. live in Madrid. Because it is an amazing city with beautiful architecture, nice people and
great places.
Would you like to go on a trip and never stop?
I would not like. It would be very tiring to be away from home for a long time.
SENTENCES
1.It’s a good idea if you learn the local language.
You should the local language.
2.Why should we go? Because, if we don’t we won’t be able to participate and get our grades.

Class Activity (FORUM)

1. Shouldn't you accept things from a stranger when traveling?  
If you are right I will not accept anything from a stranger

2. Should you eat a bicycle so you can walk more comfortably? 

 no because I do not have money

3. should you save money to travel? 

 If I should save to travel to Italy

4. Should you buy clothes for the summer in case it's hot somewhere? 

 yes of course if not it will make me very hot

5. should you enjoy the trips?  

Yes, I will enjoy it even if it's work

6. Should you try another food during the trip? 

 if I should try more new things and see if I like them

7. should you travel with your friends?  

no because they don't agree

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CLASS JOURNALS
Class Nº 27 Date: Tuesday 23rd March
Topic: - Learn to write and email with travel advice
- Paragraph Writing
Unit 12: Lesson 12D: Skills for writing / You should go to the Royal Palace
DEVELOPING:
 Class Activity (FORUM)
Forum
Write an email to a friend in a different country on which you give some
advices to help him/her adapt better to a different culture as immigrant.
Hi Lisset

I hope you are well in Spain, I am very happy to hear from you and your life in Madrid.

To better adapt to Spain, what I recommend is that you try to learn the Catalan
language so that you can communicate with some people and have a social bond.
Adapt to their different schedule. The unknown can be scary at first but little by little
you will learn and you will be able to adapt better and make friends. I know that some
days you will have bad experiences, but you learn from that and you just have to be
patient to know and adapt to their culture.

I hope I have helped.

Greetings

Ariana.

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CLASS JOURNALS
Class Nº 28 Date: Wednesday 24th March
Topic: -Word power: Take
Unit 12: REVIEW AND EXTENSION
DEVELOPING:
 Class Activity
How much do you plan your holiday before you leave? Choose an answer and say why.
I like to plan everything as much as possible so I know what I’m going to do.

UNIT TEST

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CLASS JOURNALS
Class Nº 28 Date: Wednesday 24th March
Topic: FINAL EXAM UNITS 10 - 11 -12 Thursday 25th March
DEVELOPING:
Final Written Exam (Questionnaire)

FINAL SPEAKING EXAM ( INTERVIEW )