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 : 1927
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 : 2017 - 0
1.12. Head teacher : MBA Francisco Alexandro Ramos Flores
1.13. Teaching tutor : Dr. Enrique Camilo Huamn Celmi
1. 14 Teaching tutors : Dr. Enrique Camilo Huamn Celmi

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

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 English 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 learners immediate 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 a
simple 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
Specific
Learning Unit Objectives/ Content
Capabilities
Vocabulary:
Countries & nationalities
Adjectives to express opinion
The alphabet
Numbers 1-100
5.1
Personal objects (singular and plural)
1 5.2
Colors
5.3 Greetings
Verb go
5.4.
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

Vocabulary

Morning routine
Family members
Cell phone uses

5.1 Wh-questions (who, where, what)

Birthday activities
2 5.2
Weather and temperature
5.3 Months and seasons
5.4. Grammar
Prepositions of time at/ on
Present simple tense (affirmative and negative)
Present simple (interrogative)
Frequency adverbs
Its raining vs. Its rainy
Vocabulary:
Everyday activities
Occupations
Future time phrases
Verbs: need/want/have to
Adjectives to describe feelings
Sports
5.1
3 Abilities (job interview expressions)
5.2
Clothes
5.3
Grammar:
5.4.
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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 Vocabulary:
Clothes sizes & accessories
SPA facilities
Public places
Free time and vacation activities
Adjectives describing places
Household chores
5.1 Word formation

4 5.2 Grammar:
Possessive pronouns
5.3
There + be (Present) in affirmative, negative and
5.4 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 students abilities 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 Brainstorming

knowledge Quiz/ questionnaire
Eliciting
and activate motivation
Warmers
Lead-ins
Question - answer
Strategies to foster written Skimming
comprehension Gisting
Scanning
(Reading)
Detecting functions
Extracting specific information
Contextual guessing
Filling out forms
Simple cloze
Strategies to foster oral Instructional listening (filling in gaps, marking the correct
comprehension answer)
Language analysis tasks
(Listening)
Summarizing information
Strategies to foster oral Dialog and discussing
production Pair-work
Role play
(Speaking & Interaction)
Oral presentation
Peer coaching
Survey
Drilling
Strategies to foster written Written practice
production:
Strategies and techniques to develop the acquisition of
(writing) vocabulary and use of correct spelling (visual presentation,
word-games, crosswords, etc.), the correct use of
grammar (filling in the blanks, matching, word order etc.),
capitalization, punctuation and paragraphing.

Cooperative strategies and active Group work

methods to foster the Games
development of competences Task-based activities

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 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: (45%)

Reading (15%)
Listening (15%)
Writing (15%)

2 Oral exam (Speaking) (20%)

3 Written exam (25%)

4 Virtual platform activities (10%)

TOTAL 100%

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 10. Bibliographical References
JONES, Ceri and GOLDSTEIN, Ben NEW AMERICAN FRAMEWORK - RICHMOND
Badalamenti, Victoria andHenner Stanchina, Carolyn GrammarDimensions
Heinle andHeinle Publishers,USA, 2000.KesnerBland,Susan GrammarSense1,2,3 Oxford
University Press,England, 2004.
Bibliography -Dictionaries
MOLINSKY,STEVENyBLISS,BILL Word by Word PictureDictionary
Ed. Prentice Hall Regents, New Jersey-USA, 1994 LONGMAN Active Study Dictionary of English
5taed., Ed. Longman GroupUK. Limited, Essex-England,1993.
WILLIAMS,EDWIN The Bantam New College RevisedSpanish English Dictionary Ed. Bantam
Books, New York-USA, 1989.

On line
www.cambrigedictionaryonline.com
www.wordreference.com
Diccionario Traductor http://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

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 11. Anexos

Anexo 01: Learning Plan

LEARNING UNIT 1

5.1. Understand simple oral texts related to the learners immediate 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.
Specific Objectives
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, 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 1 st week,
06 hours
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. 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 2nd week,
3. Students learn how to use the articles A / AN correctly. 06 hours
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.

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 6. Students learn to form wh- questions using the verb be to 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
3rd week,
3. Students listen to some information included in a registration form and complete it with their own data 06 hours
4. Students prepare short conversations using common greetings and expressions. They use survival English expressions to
understand better their interlocutor.

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 st week,
06 hours
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

LEARNING UNIT 2
5.1. Understand simple oral texts related to the learners immediate 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.

Specific 5.3. Understand short simple texts related to the learners current reality and expressed in a simple language.
Objectives
5.4. Produce simple texts with cohesion and coherence related to personal, familiar environment and experience,
using the appropriate corresponding linguistic elements.

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 Learning Activities Time

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 5th week,
06 hours
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

1. Students learn the vocabulary related to family members, complete a family tree and talk about their own family.
12. Students learn the use the Saxon genitive to talk about the relationship between family members.
13. They write a brief introduction of themselves and a short description of each member of their closest family. 6th week,
06 hours
14. Students form questions in Present Simple using DO / DOES and question words. They also give short and complete answer when
required.
15. Students get aware of the pronunciation of the words containing silent e

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. 7 th week,
06 hours
3. Students learn the vocabulary related to weather phenomena

4. Students learn the difference between its raining and its rainy

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 8 th week,
06 hours
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

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 LEARNING UNIT 3
5.1. Understand simple oral texts related to the learners immediate environment.

5.2. Use simple phrases and sentences to provide personal information, describe personal environment, as well as

Specific some aspects of immediate concrete surroundings, with an adequate intonation and pronunciation.

Objectives 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,
using the appropriate corresponding linguistic elements.

Learning Activities Time

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. 9 th week,
06 hours
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.

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
10th week,
4. Students role-play a mock interview on the basis of provided notes.
06 hours
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.
1. Students get familiar with the vocabulary about sports. They express their opinions and interests about different sports and the
11th week,

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 Olympic Games. 06 hours
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.

1. Students get acquainted with the vocabulary related to clothes and accessories
2. They learn to describe what people are wearing.
12 thweek,
3. Students get aware of common mistakes while referring to what people are wearing. 06 hours
4. Students listen to a fashion show to identify relevant information.
5. Unit 3 test

LEARNING UNIT 4
5.1. Understand simple oral texts related to the learners immediate 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.
Specific
Objectives 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, using
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 avatar and comment on it. 13th week,
06 hours
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.
6. Students correct mistakes in a short written text.

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 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) 14 th
week, 06
4. Students describe their town using There is / there are and the vocabulary provided.
hours
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.

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 to and the gerund. Students talk about their own
15 th
likes, dislikes and preferences. week, 06
5. Students talk about what they like doing on vacation and what they usually do during that time. hours

6. Student get aware of different uses of the word like

1. Students learn the vocabulary related to vacations and recognize sentence stress.
16 th
2. Students learn the imperative forms of the verb (affirmative and negative) week, 06

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 3. Students expand their vocabulary by adding synonyms hours
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.

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 Anexo 02: Instrumentos de Evaluacin

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 Oral Assessment Sheet
Date: ______________ Level: ____________

Group: _______________ Teacher: ____________________

Fluency Coherence Grammar Vocabulary Pronunciation Total

STUDENTS NAME

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

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 RUBRICS FOR ORAL ASSESSMENT:

Indicator 1 2 3 4
Pauses and Speaks Speaks mostly Always speaks
Fluency hesitates most sufficiently in complete in complete
of the time, clearly and sentences with sentences with
searching for distinctly, with only a few no interruptions
words some interruptions nor hesitation
interruptions and hesitation
and hesitation

Coherence The sentences The sentences The sentences The sentences

are are sufficiently are coherent are always
disconnected connected and and related to coherent and
and incoherent. coherent to the the topic most related to the
It is hard to tell topic. of the time. topic.
what the topic
was.
Applies Chooses the Uses the
Grammar Shows very grammar correct gramatical
little knowledge structures to grammar structures
and no mastery form sentences structures to learnt correctly
of grammar with some form sentences and easily
structures errors and most of the
inconsistencies time

Vocabulary Uses very Uses a Uses an Uses

limited sufficient range adequate appropriate
vocabulary of vocabulary. range of and varied
Some errors in vocabulary. vocabulary
word usage according to
the level
Speaks clearly
Pronunciation Often mumbles Speaks Speaks clearly and distinctly
or can not be sufficiently and distinctly all (100-95%)
understood. clearly and most of the the time with
distinctly, with time, with fairly good
acceptable satisfactory accent and
pronunciation pronunciation pronunciation.

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 Writing Assessment Sheet
Date: ______________ Level: ____________

Group: _______________ Teacher: ____________________

Content Organization Achievement Use of Correctness Total

STUDENTS NAME of purpose language

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

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 RUBRICS FOR WRITTEN ASSESSMENT

Indicator 1 2 3 4

Content Very poor and Simplistic and Satisfactory Effective and

insufficient emerging presentation of engaging
thoughts and presentation of thoughts ans presentation of
supporting details thoughts and details thoughts and
details details

Organization Very little Writes The text presents The text well and
organization is predominantly satisfactory effectively
exhibited. phrases and organization organized
patterned (Topic sentence,
sentences with body and
little logical conclusin)
sequence

Achievement of Purpose is very Purpose is Purpose is clearly Purpose is clearly

Purpose vaguely established but established and established and
established not well generally effectively
sustained sustained sustained

Vague, imprecise Mainly simple but Vocabulary is Precise and

Use of language or inappropriate sufficiently appropriate to the effective
vocabulary is precise purpose and vocabulary is
used sentences are sentences are used. Sentences
used, often mostly well vary in length and
lacking in variety structured pattern.

Uses single Text contains Text contains Text contains

Correctness words and errors that which minor errors, essentially no
disconnected interfere with none of which errors which
phrases; exhibits clarity of interferes with interfere with
little awareness communication clarity of clarity of
of capitalization & communication. communication
punctuation.

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 CHECKLIST FOR READING COMPREHENSION:
0= Never 1 = Infrequently 2 = Frequently 3 = Mostly 4 = Always

INDICATORS
T
Identifies purpose Identifies main Identifies details Monitors Expresses opinion
for reading and points, facts and and is able to recall understanding of the before the ideas
O
STUDENTS FULL makes predictions opinions that may be them text and uses T
suggested by the
NAME before and during related to the text strategies to figure author and uses new A
reading out the meaning of vocabulary in
new words speaking and L
writing

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 CHECKLIST FOR LISTENING COMPREHENSION:
0= Never 1 = Infrequently 2 = Frequently 3 = Mostly 4 = Always

INDICATORS
T
Determines exactly Pays careful Asks effective Can identify and Understands
what he or she needs attention to relevant questions to clarify summarize the instructions and
O
STUDENTS FULL to know verbal information verbal information speakers main T
audios beyond
NAME points surface meaning A
L

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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:

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 ANEXO 03:
CRONOGRAMA DE EXMENES

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 CRONOGRAMA DE EXAMENES DE LA MODALIDAD INTENSIVO BASICO I

UNIDAD SEMANA EXAMEN

I-Unidad: Primera sesin de la tercera semana

Desde la leccin 1.1 hasta 2.1 (Pag.16)

II-Unidad ltima sesin de la cuarta semana

Desde la leccin 2.1 (Pg. 17) hasta 3.2(Pg. 30)

III-Unidad ltima sesin de la sexta semana

Desde la leccin 3.2 (Pg. 31) hasta 4.3

IV-Unidad ltima sesin de la octava semana

Desde la leccin 4.4 hasta 5.5.

CRONOGRAMA DE EXAMENES DE LA MODALIDAD REGULAR BASICO I

UNIDAD SEMANA EXAMEN

I-Unidad:
ltima sesin de la cuarta semana
Desde la leccin 1.1 hasta 2.1 (Pag.16)

II-Unidad
ltima sesin de la octava semana
Desde la leccin 2.1 (Pg. 17) hasta 3.2(Pg. 30)

III-Unidad
ltima sesin de la dcima segunda semana
Desde la leccin 3.2 (Pg. 31) hasta 4.3

IV-Unidad
ltima sesin de la dcima sexta semana
Desde la leccin 4.4 hasta 5.5.

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