PROGRAMA ANALÍTICO UCSG

ASIGNATURA Idioma Inglés VI

1. DATOS GENERALES
FACULTAD: Artes y Humanidades
CARRERA: Programa de inglés - Malla Rediseñ ada
MODALIDAD: PRESENCIAL X SEMIPRESENCIAL DISTANCIA DUAL CICL
x
O
NO. DE HORAS NO. DE HORAS NO. DE HORAS NO. DE HORAS NO. DE HORAS TOTALES
SEMANALES COMPONENTE DE COMPONENTE DE COMPONENTE DE APRENDIZAJE
PROGRAMADAS DOCENCIA PRÁCTICAS DE AUTÓNOMO
APLICACIÓN Y
EXPERIMENTACIÓN
56
ACTIVIDADES DE ACTIVIDADES DE NO. DE HORAS
4 APRENDIZAJE APRENDIZAJE 8 SEMESTRALES
ASISTIDAS POR COLABORATIVO PROGRAMADAS
EL PROFESOR
56
48 8
UNIDAD DE BÁSICO PROFESIONAL TITUL
X ACIÓ
ORGANIZACIÓN
CURRICULAR (UOC) N
CAMPO DE FUNDAMENTOS TEÓRICOS
FORMACIÓN PRAXIS PROFESIONAL
EPISTEMOLOGÍA Y METODOLOGÍA DE LA INVESTIGACIÓN
INTEGRACIÓN DE SABERES, CONTEXTOS Y CULTURA
COMUNICACIÓN Y LENGUAJES

PRÁCTICAS SI NO. DE HORAS EN EL PUNTO 9.1 SE DESCRIBE LA PRÁCTICA PREPROFESIONAL QUE

PREPROFESIONALES TIENE ASOCIADA LA ASIGNATURA
NO X
ASIGNATURA SI Descripción:
INTEGRADORA
No x
ASIGNATURA DE Si Nombre del Itinerario:
ITINERARIO
No x
RESULTADOS DE APRENDIZAJE DE LA UOC
(para asignaturas de Itinerario los resultados de aprendizaje en este apartado serán los del itinerario)

2. CARACTERIZACIÓN DE LA ASIGNATURA
Esta asignatura, Idioma Inglés VI, es la continuidad del aprendizaje de un segundo idioma para completar el nivel
B1, según el Marco Común Europeo para los idiomas (CEFR Framework), y promover las competencias de
comunicación y producción del segundo idioma.
3. PRERREQUISITOS

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Idioma Inglés V

4. OBJETO DE ESTUDIO DE LA ASIGNATURA

El idioma inglés.
5. OBJETIVO DE LA ASIGNATURA
El objetivo principal de la asignatura Idioma Inglés VI es dotar al alumno de competencias en la producció n y
comunicació n efectiva del inglés como lenguaje extranjero (L2). Las competencias en el L2 se dará n en la
producció n y comunicació n auténtica bajo las diferentes situaciones donde una persona necesita hacer uso de
una o varias de las cuatro habilidades lingü ísticas (escritura, lectura, escucha, y conversació n) de un idioma. El
cumplimiento de los requisitos del nivel VI de inglés otorgará a los alumnos las habilidades de comunicació n y
producció n del L2 para cumplir con los requisitos de la Ley Orgá nica de Educació n Superior (LOES) de la
Repú blica del Ecuador sobre el nivel de suficiencia en inglés para todo estudiante, previo a su graduació n.

6. RESULTADOS DEL APRENDIZAJE DE LA ASIGNATURA

Todo estudiante que llene los requisitos del nivel VI de inglés, será capaz de comunicarse efectivamente en el
segundo idioma. EL estudiante tendrá la capacidad para hacer uso de las cuatro (4) destrezas de los lenguajes.
Podrá leer y entender las ideas principales de textos académicos en su á rea profesional. Podrá escribir
ensayos cortos descriptivos y argumentativos sobre una variedad de temas cotidianos y técnicos. Podrá
entablar y/o participar en conversació n (s) en el L2 sobre una variedad de temas tanto cotidianos como
técnicos, siempre que estén dentro de su campo de especializació n. Se podría relacionar con hablantes nativos
con un grado suficiente de fluidez y naturalidad, de modo que la comunicació n se realice sin esfuerzo por
parte de los interlocutores.
7. CONTENIDOS
Verb tenses: Present perfect / Use of Just/Yet/Already/Still / Past perfect / Future perfect / Future continuous
Third Conditional / Phrasal verbs
Grammar mechanics: Modals of obligations/possibilities/deductions / (Might/could/would/couldn’t/wouldn’t)
Reading skills: Use of inferences/context clues / Use of active reading skills/KWL strategies /Skimming &
scanning for information
Writing skills: Paragraph structuring - (Hamburger method of paragraph writing) / Creating a working topic
sentence / Descriptive essay structuring
Speaking skills: Speaking skills to retell stories / Speaking skills to present a topic
Vocabulary: See Lexicon for English Level 6

8. ESTRUCTURA DE LA ASIGNATURA POR UNIDADES

UNIDAD OBJETIVOS
I. At Work 1. Production of Speaking
skills to give reasons and
explanations or change of
opinions and plans.
RESULTADOS DE APRENDIZAJE No. mínimo de horas
por unidad (la suma
total deberá ser menor al
# DE HORAS SEMESTRALES
PROGRAMADAS )
1. Students will be able to talk about
past employment and things they used
to do. 16
a. Students will apply all forms
of modals of obligations/
possibilities/ deductions
(Might/Could/Would/
Couldn’t/ Wouldn’t)

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2.Describe reactions
regarding past experiences.
3. ALTISSIA Mission at B1.2:
Unit theme: At Work.
3a. Starting and finishing
phone calls and emails
3b. Starting a meeting
3c. Closing a meeting
II. On Vacation 1. Production of Speaking
Skills across the planning
stages of a vacation, while
abroad on vacation, and
retelling a vacation
experience.
2. Understand & apply written
skills to make travel
arrangements, changes,
requests, and/or complaints
for specific service(s).
3. Identify and describe future
actions using reading and
speaking skills.
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2. Students will be able to listen, write
and read about important changes in
the work environment/work area.
a. Students will be able to apply
the past perfect to spoken
and written production.
b. Students will be able to
recognize construction and
create written production
samples with usage of past
participles and auxiliary in a
variety of text as well as
speaking about actions that
ended in the past..
3. Asynchronous work to strengthen
production of language skills with
ALTISSIA.
3a. Students will review the usage of
phone etiquette.
3b. Students will review the use of
reported speech and modal verbs.
1. Students will be able to use
speaking skills to make all types of
travel arrangement reservations,
requests for information, pricing & 16
discounts, and convey in written/
spoken fashion requests for specific
travel plans or changes.
a. Students will be able to use
phrasal verbs applied to travel
and tourism.
2. Students will be able to apply
written production in its various forms:
emails, short phone texts, or cell.
messages via social networks.
a. Students will be able to use
time expressions, and
gerunds.
b. Students will be able to use
the words Just/Already/ Yet/
Still with the present perfect.
3. Students will be able to recognize,
apply, and differentiate the future
continuous from the future perfect
under different communication
moments.
 PROGRAMA ANALÍTICO
4. ALTISSIA Mission at B1.2:
Unit 2: On Vacation
4a.Deciding how to travel
4b. Checking in at the airport
4c. Checking in at the hotel
III. Study Abroad 1. Apply reading skills to a
mock search, familiarization,
and completion of a
registration process for a
post-graduate program
abroad.
2. Apply listening skills to a
mock university search for
post-graduate programs.
3. Apply writing skills to
paragraph construction to
summarize a reading/audio
passage.
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a. Students will be able to use
Listening & speaking
interaction skills to request or
communicate specific ideas
about changes of plan,
options, services.
b. Students will be able to use
reading skills to identify and
describe future choices for
travel.
4. Asynchronous work to strengthen
the production of language skills with
ALTISSIA.
4a. Students will review Present
Simple and Present Continuous.
4b. Students will review the use of
going to' (for Intentions); and future
('if', 'when' + present tenses).
4c. Students will review the use of the
Future ('if', 'when' + present tenses).
1. Students will be able to identify
meaningful facts/details and retrieve
relevant information from the 16
readings.
a. Students will be able to
identify and select relevant
information from readings.
b. Students will apply reading
strategies for fact retelling
and recollection.
c. Students will be able to skim
and scan reading for quick
recognition and
differentiation of opinions and
facts.
2. Students will be able to apply
listening skills to recognize relevant
information and discern unwanted
facts and opinions.
a. Students will be able to
identify key words from the
audios/videos.
3. Students will be able to write a
structured paragraph to summarize a
reading.
a. Students will apply the
Hamburger Method to
paragraph writing, and use
 PROGRAMA ANALÍTICO
IV. Wellness, 1. Acquire & apply new
health habits & theme-specific vocabulary
illness prevention. regarding wellness, health,
fitness and illnesses
prevention.
2. Apply relevant reading skills
to increase comprehension of
technical texts.
3. Apply skills of skim, scan, to
select relevant information,
and create short summary
paragraphs.
4. Create short spoken
summaries of specific reading
topics.
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newly acquired vocabulary.
1. Students will read & hear experts on
wellness, staying healthy, staying fit,
and preventing illnesses through the
incorporation of healthy habits.
a. Students will identify new 16
vocabulary meaning through
inferences, and context clues.
b. Students will identify relevant
technical information via
readings and podcasts
presented by experts.
2. Students will apply active reading
skills to identify a topic sentence and
its relevant subtopics within a reading
that will be discussed/analyzed with
other students.
a. Students will focus on active
reading skills (Preview,
Visualize, and Clarify) by
analyzing introductory
paragraphs of a reading to
understand what it will cover.
b. Students will apply the
reading strategy of KWL,
What you Know, What you
Want to learn, and What you
Learned.
3. Students will be able to use diff.
reading techniques (skim & scan) to
quickly familiarize with reading and
select relevant information.
a. Students will apply new
technical vocabulary in the
elaboration of one (1)-short
paragraph summaries with
the skimmed/scanned
information.
b. Students will use the
‘Hamburger Method’ of
writing to structure a
cohesive paragraph that can
summarize a reading.
4. Students will be able to use their
production of speaking skills to
generate oral summaries of what they
have read.
a. Students will be able to
 PROGRAMA ANALÍTICO UCSG

organize a short oral

5. ALTISSIA Mission at B1.2:
Unit Theme: Wellness &
Health Habits …
5a-b-c. Visiting the doctor
presentation using their
acquired vocabulary and a
structured technique for oral
presentations.
5.Asynchronous work to
strengthen the production of
language skills with ALTISSIA.

5a. Students will be able to

effectively use L2 to make a
doctor's appointment as well as
inform of health symptoms.
V. At the Mall 1. Use of reported 1.Students will be able to use reported 16
speech. speech to report what another person
said.
a. Students will be able to
understand and apply indirect
reported speech.
b. Students will be able to use
tag questions.
2. Review and apply 2.Students will be able to apply the
first/second first and second conditional in
conditionals conversations about shopping.
a. Students will be able to
increase vocabulary usage on
shopping related themes.

3. Apply and recognize 3.Students will be able to apply the

passive structures. passive voice in written and spoken
situations.
a. Students will be able to
identify and differentiate
between the active & passive
4. Develop and voice.
recognize different 4.Students will be able to identify, and
vocabulary use different vocabulary categories to
categories used in talk about different shopping
different shopping experiences.
realities. a. Students will identify &
categorize different shopping
vocabulary (clothing, food,
tools, automobile,
technology, etc.)
b. Students will be able to
differentiate between
countable & uncountable

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5. ALTISSIA Mission at B1.2:
Unit Theme: At the Mall
5a. Making arrangements
nouns.
5.Asynchronous work to
strengthen the production of
language skills with ALTISSIA.
a. Students will be able to
increase their production of
conversational skills to talk
about different products that
are for sale at the mall.

VI. Music & Art 1. Use of the third 1. Students will be able to use the third
conditional. conditional for production of
communication skills.
a. Students will be able to create
verb tense structures with the
third conditional.
2. State preferences 2. Students will be able to use writing
and opinions. & speaking production skills to discuss
opinions regarding genres, artists,
musical instruments, and general
music interests.
3. Apply the use of tag 3. Students will be able to use tag
questions. questions to emphasize inquiries.
a. Students will be able to match
subjects with nouns when
creating tag questions.
b. Students will be able to match
verb tense and number when
creating tag questions.
c. Question tags and how to
distinguish positive and
negative statements.
4. Students will be able to identify and
4. Use of relative create relative clauses (adjective
clauses (adjective clauses) in a statement/sentence.
clauses). a. Students will be able to
identify and create relative
clauses.
b. Students will be able to
identify relative pronouns:
Who, which, that, whose,
whom.
c. Students will be able to
identify relative adverbs:
where, when , and why.
5. Students will be able to apply

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5. Apply reading & skills specific reading & writing skills to

on short technical understand and analyze short
articles. technical articles.
a. Students will apply a variety
of reading skills to identify key
points of the article.
b. Students will develop thei
6. Students will practice their
communication production in/out of
6. Apply conversational the classroom setting using different
skills by summarizing topics.
short technical a. Students will be able to create
articles. short individual video
summaries on platforms like
FlipGrid and share their
conversational skills with
other peers.
b. Students will be able to create
group videos and practice
their conversational skills on
different topics.
c. Students will be able to
evaluate their usage of new
vocabulary to expand their
conversational skills.

9. METODOLOGÍA

La metodología utilizada en el curso de Inglés VI está centrada en el estudiante, la aplicació n del Marco Común
Europeo para el Aprendizaje de un Segundo Idioma (CEFR) y en la integració n de las cuatro habilidades
lingü ísticas: que incluye la interacció n de las destrezas de comunicació n y producció n del segundo lenguaje
(L2), la lectura, escritura, conversació n y comprensió n de la gramá tica. La didá ctica en el saló n de clase
(virtual o in situ) incluirá diferentes formas de presentar el contenido para llenar las expectativas de los
diferentes estilos de aprendizaje del estudiante. Las clases virtuales hará n uso de TEAMs o ZOOM (en caso de
emergencias) como las plataformas de conferencia para instructores y estudiantes. Las clases incluirá n
ejercicios variados y mú ltiples tipos de evaluació n tanto formativa como sumativa. Las plataformas MOODLE
y /o GOOGLE Drive será n los espacios de interacció n entre el material de aprendizaje y el estudiante. Las
tareas y proyectos se presentará n en forma interactiva y hará n uso de las diferentes aplicaciones en línea (i.e.
Socrative, FlipGrid, JamBoard, NearPod, Kahoot, etc) . Las tareas (individuales y grupales) será n asignadas de
acuerdo al nivel de competencia en el L2. Los estudiantes contará n con un listado de links para ejercicios
autó nomos, como parte de su adquisició n de nuevas destrezas en el L2 capacitació n.

9.1 Sobre la Práctica Pre Profesional asociada a esta asignatura (si en el punto 1 se ha marcado Sí, en este
recuadro se describe la práctica: objetivos, escenarios, organización, formas de control, seguimiento y evaluación,
etc.)

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10. EVALUACIÓN

Evaluación por cada componente en cada parcial:

APRENDIZAJE EN AULA EVALUACIÓN PARCIAL

50% 50%

50% Aprendizaje en aula.

Este componente de la nota final incluye todo trabajo formativo y sumativo hecho en el aula o en una de las
plataformas virtuales de clase. Los trabajos incluyen lecciones, tareas, trabajos interactivos, trabajos de
escritura en las plataformas, videos individuales, entre otras actividades. En forma asíncrona, el estudiante
trabajará individualmente, bajo un calendario creado en clase, la aplicació n ALTISSIA como forma
complementaria para fortalecer las destrezas del segundo idioma.

50% Evaluació n

Prueba Objetiva/Sumativa de las destrezas del segundo idioma (L2 - Use of English/Grammar, Reading,
Vocabulary, Listening, Oral Skills).

11. BIBLIOGRAFÍA

11.1 BÁSICA

Unit 1: At Work Modals of obligation/possibilities/deduction

https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/modals-deductions-about-the-present
Present Perfect
https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/present-perfect
Past Perfect https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/past-perfect
Unit 2: At Work
Future progressive and Future Perfect
https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/future-continuous-and-future-perfect
Unit 3 : Study abroad Using the KWL method in reading.
https://www.youtube.com/watch?v=10auVRva1Jk
Unit 4: Wellness, health habits & illness prevention. 8 types of context clues to improve your reading skills.
https://www.youtube.com/watch?v=1hmJZh74qFw

What is an inference? Making inferences.

https://www.youtube.com/watch?v=JdaD2FZQFEY
Unit 5: At the Mall. Reported Speech/Indirect Speech/Direct Speech.

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https://www.youtube.com/watch?v=cW3pdeTYFZc
First and Second Conditional explained. https://www.youtube.com/watch?v=wA85Nu5mo68
Third Conditional explained. https://www.youtube.com/watch?v=xwOCqtaZDrk&t=439s
Unit 6. My music interests.
https://www.youtube.com/watch?v=kaPH_OrsvpM
Use of relative clauses.
https://www.youtube.com/watch?v=j25CFx-4g0I (Differentiating usage of relative pronouns/relative adverbs.
https://www.youtube.com/watch?v=ftZr1_Ny8L8 (Relative clauses explained in 4 steps)

Reading & Writing Strategies

The Hamburger Method of writing
https://www.youtube.com/watch?v=liPJvPGC0eI (VIDEO presentation that shows how to structure
PPgs.)
Active Reading Strategies
https://www.youtube.com/watch?v=BzeLL5vMHm0 (VIDEO presentation of 3 main reading strategies)
https://www.youtube.com/watch?v=WgbG5lo5Usg (VIDEO Ten tips to improve your reading
comprehension)
Use of reading skills at different CEFR levels
https://www.cristinacabal.com/?page_id=4739 (Blog with links to different examples of reading
passages)

11.2 COMPLEMENTARIA

Documento elaborado por: Arturo Ramirez Moran. Mgs in education

Documento revisado por: ________________________________

Fecha: 20 de octubre del 2022.

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