UNIVERSIDAD CATOLICA LOS ANGELES DE CHIMBOTE

IDIOMAS ULADECH CATOLICA

SYLLABUS / LEARNING PLAN

A. SYLLABUS
1.

General information
1.1 Name of the course

: Certificacin en Ingls Basico I

1.2. Course code

1.3. Type of study

: General

1.4 Nature of the course

: Compulsory - (theory/practice)

1.5 Level of studies

: Pre-graduate

1.6 Academic term

: III

1.7 Credits

:1

1.8. Hours per week

: 6 classroom hours; 3 and 1/2 virtual hours (theory/practice)

1.9. Total hours

: 150

1.10. Previous requirements

: none

1. 11 Academic Term

: 2016 - 0

1.12. Head teacher

1.13. Teaching tutor

1. 14 Teaching tutors

2. Features of the graduate profile related to the program

Students develop communicative language competences according to each level, applying
appropriate grammar structures and vocabulary related to various specific contexts in written and
oral texts, so as to carry out the tasks to be accomplished and to the benefit of his own personal,
cultural and professional growth.
3. Summary
The phenomenon of globalization has contributed greatly to convert Basic English into the most
important and necessary language today. Training in Basic English is essential not only to get
better job opportunities in the future but also to communicate and have access to worldwide
information, thus keeping updated in any field of study and interest. Therefore the Basic English
course is structured through different units in order to achieve an optimal level of mastering English

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as a means of communication with different people and cultures, as well as fostering social
interaction among the participants.
4. General goal
Develop oral and written comprehension and production capabilities in English through the
application of theoretical basis and practice which enable understanding and communication in the
four main language skills, such as speaking, reading, listening and writing on specific topics while
providing assessment towards the acquisition of new knowledge.
5. Specific Objectives
5.1. Understand simple oral texts related to the 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

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:

5.1
1

Countries & nationalities

Adjectives to express opinion

The alphabet

Numbers 1-100

Personal objects (singular and plural)

5.2

Colors

5.3

Greetings

Verb go

Places in town

Days of the week

Telling time

5.4.

Grammar:

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Verb be (present simple)

Pg. 2

Subject pronouns

Articles a/an and zero article

Wh- questions

Demonstrative pronouns

Possessive adjectives

This vs. These

Vocabulary

5.1
2

5.2
5.3
5.4.

Morning routine

Family members

Cell phone uses

Wh-questions (who, where, what)

Birthday activities

Weather and temperature

Months and seasons

Grammar

Prepositions of time at/ on

Present simple tense (affirmative and negative)

Present simple (interrogative)

Frequency adverbs

Its raining vs. Its rainy

Vocabulary:

5.1
3

5.2
5.3
5.4.

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Everyday activities

Occupations

Future time phrases

Verbs: need/want/have to

Adjectives to describe feelings

Sports

Abilities (job interview expressions)

Clothes

Grammar:

Present continuous

Present simple vs. Present continuous

Present continuous for future

Obligation

Preposition to, for

Informal English grammar expressions

Modal verb can (affirmative, negative, interrogative)

Pg. 3

 Vocabulary:

Clothes sizes & accessories

SPA facilities

Public places

Free time and vacation activities

Adjectives describing places

Household chores

5.1

Word formation

5.2

Grammar:

5.3

Possessive pronouns

There + be (Present) in affirmative, negative and

5.4

7.

interrogative form

Verbs love/like/ not mind/ hate + verb-ing

too/ either vs. also

Imperatives (affirmative and negative)

Object Pronouns

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 knowledge

Brainstorming

and activate motivation

Quiz/ questionnaire
Eliciting
Warmers
Lead-ins
Question - answer

Strategies to foster written comprehension

(Reading)

Skimming
Gisting
Scanning
Detecting functions
Extracting specific information
Contextual guessing
Filling out forms
Simple cloze

Strategies to foster oral comprehension

(Listening)

Instructional listening (filling in gaps, marking

the correct answer)
Language analysis tasks
Summarizing information

Strategies to foster oral production

Dialog and discussing

(Speaking & Interaction)

Pair-work
Role play
Oral presentation
Peer coaching
Survey
Drilling

Strategies to foster written production:

Written practice

(writing)

Strategies and techniques to develop the

acquisition of vocabulary and use of correct
spelling (visual presentation, word-games,
crosswords, etc.), the correct use of grammar

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(filling in the blanks, matching, word order etc.),

capitalization, punctuation and paragraphing.
Cooperative strategies and active methods to Group work
foster the development of competences

Games
Task-based activities

8. Pedagogical resources:
The modern classroom and Laboratory is used for the development of the subject, as well as the
virtual platform provided by the course-book (Richmond) and My English Lab platform (Pearson).
Teacher tutoring:
It is scheduled at the end of each learning unit, according to the needs of each student, which are
processed through the computer module provided by ERP University.
9. Learning Assessment
As well as formative and informal assessment, a formal assessment will be held throughout
each learning unit. The average score of each learning unit is obtained as follows:
N

DESCRIPTION OF ACTIVITIES

Problem-solving activities according to the language skills:

%
(45%)

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

Oral exam (Speaking)

(20%)

Written exam

(25%)

Virtual platform activities

(10%)
TOTAL

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100%

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B.

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
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

1 st week,
06 hours

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
3. Students learn how to use the articles A / AN correctly.
4. Students learn to pronounce the letters of the alphabet and to spell names. They are at ease with writing spelled names.
5. Students are able learn to complete a hotel reservation form.

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2nd week,
06 hours

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
3. Students listen to some information included in a registration form and complete it with their own data

3rd week,
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. They listen to someone else describing his/her routine

4 st week,
06 hours

5. They learn how to use the prepositions ON and AT

6. Unit 1 Test
LEARNING UNIT

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.

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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
3.

Students read short texts about cell phone uses.

5th week,
06 hours

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.
10. Students learn the use the Saxon genitive to talk about the relationship between family members.
11. They write a brief introduction of themselves and a short description of each member of their closest family.
12. Students form questions in Present Simple using DO / DOES and question words. They also give short and complete answer when

6th week,
06 hours

required.
13. 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.
7 th week,
06 hours

They get aware of the use of prepositions ON and AT while referring to festivities.
3. Students learn the vocabulary related to weather phenomena
4. Students learn the difference between its raining and its rainy
1. Students use the vocabulary they learnt to describe photos and talk about actual weather and climate
2. Students understand the different uses of the letter s in English and recognize common ending for adjectives y
3. Students are familiar with the names of the months and cardinal directions
4. Students talk about their favorite season, what they usually do and dont do in their favorite season.
5. Unit 2 test

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8 th week,
06 hours

LEARNING UNIT

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. 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,
06 hours

4. Students role-play a mock interview on the basis of provided notes.

5. Students write their own diary including plans for the nearest future. They ask partner about his/her plans.
6. Students answer a questionnaire about their reasons for studying English and explain their answers to the classmates.
7. Students learn the correct use of the verbs have, need, want with prepositions for and to
8. Students learn to talk about their state (Im hungry, Im tired etc.), ask another person about his/her state and make an offer.

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1. Students get familiar with the vocabulary about sports. They express their opinions and interests about different sports and the
Olympic Games.
2. Students learn all the forms of the verb CAN in Present Tense.
3. Students use the verb CAN to talk about their abilities and ask about someone elses abilities.

11th week,
06 hours

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,
06 hours

3. Students get aware of common mistakes while referring to what people are wearing.
4. Students listen to a fashion show to identify relevant information.
5. Unit 3 test
LEARNING UNIT

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.

Learning Activities
1. Students listen to an interview about fashionable people.
2. Students recognize expressions used to avoid legal problems.

13th week,
06 hours

3. Students assume peoples style on basis of their avatar and comment on it.
4. Students express their opinion about sharing a closet space and ways of organizing it
5. Students learn how to use possessive pronouns and their correct pronunciation.

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6. Students correct mistakes in a short written text.

1. Students express their opinions about their favorite SPA facilities and treatments.
2. Students predict an ending of a dialog.
3. Students learn clothing sizes in English.
4. Students get familiar with typical expressions used in a clothing store and learn to ask about the size, color, type or price. They
express their likes and dislikes about certain clothes.
5. Students role-play a conversation between a customer and a salesclerk.
6. Students learn the names of punctuation marks in English and use them to punctuate a dialog.
7. Student review the content of this unit.
1. Students learn the names of main public places in town and a strategy to recognize some words on basis of their mother tongue.
They get aware of so called false friends (ex. library)
2. Students get acquainted with all the forms of the expression There is/there are with the corresponding determinatives
14 th
week, 06
hours

3. Students learn the different meanings of the verb CAN (ability and possibility)
4. Students describe their town using There is / there are and the vocabulary provided.
5. Students answer questions after reading a text about a town.
6. They learn useful adjectives used to describe a town and where to place them in a sentence.
7. Students learn the sequencing words to order actions: before, after, when, first, finally, then, etc.
8. Students write a text describing places in town. They follow the key steps for a good writer provided by the methodology.
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 likes, dislikes and preferences.
5. Students talk about what they like doing on vacation and what they usually do during that time.
6.

Student get aware of different uses of the word like

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15 th
week, 06
hours

1. Students learn the vocabulary related to vacations and recognize sentence stress.
2. Students learn the imperative forms of the verb (affirmative and negative)
3. Students expand their vocabulary by adding synonyms

16 th
4. Students learn alternative ways of spending vacations. They read a leaflet containing advice for travelers about couch-surfing and week, 06
hours
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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Assessment Instruments:
1. Oral Assessment Sheet
2. Rubrics for Oral Assessment
3. Writing Assessment Sheet
4. Rubrics for Written Assessment
5. Checklist for Reading Comprehension
6. Checklist for Listening Comprehension
7. Written Exam
Bibliographical References
JONES, Ceri and GOLDSTEIN, Ben NEW AMERICAN FRAMEWORK -

RICHMOND
Badalamenti, Victoria 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, EssexEngland,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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Oral Assessment Sheet

Date: ______________

Level: ____________

Group: _______________

Teacher: ____________________

STUDENTS NAME

Fluency

Coherence

Grammar

Vocabulary

Pronunciation

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
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Total

RUBRICS FOR ORAL ASSESSMENT:

Indicator
Fluency

Coherence

Pauses and
hesitates most
of the time,
searching for
words

Speaks
sufficiently
clearly and
distinctly, with
some
interruptions
and hesitation

Speaks mostly
in complete
sentences with
only a few
interruptions
and hesitation

Always speaks
in complete
sentences with
no interruptions
nor hesitation

The sentences
are
disconnected
and incoherent.
It is hard to tell
what the topic
was.

The sentences
are sufficiently
connected and
coherent to the
topic.

The sentences
are coherent
and related to
the topic most
of the time.

The sentences
are always
coherent and
related to the
topic.

Applies
grammar
structures to
form sentences
with some
errors and
inconsistencies

Chooses the
Uses the
correct
gramatical
grammar
structures learnt
structures to
correctly and
form sentences
easily
most of the time

Grammar

Shows very
little knowledge
and no mastery
of grammar
structures

Vocabulary

Uses very
limited
vocabulary

Uses a sufficient
range of
vocabulary.
Some errors in
word usage

Uses an
adequate range
of vocabulary.

Pronunciation

Often mumbles
or can not be
understood.

Speaks
sufficiently
clearly and
distinctly, with
acceptable
pronunciation

Speaks clearly
and distinctly
most of the
time, with
satisfactory
pronunciation

Uses
appropriate and
varied
vocabulary
according to the
level
Speaks clearly
and distinctly
all (100-95%)
the time with
fairly good
accent and
pronunciation.

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Writing Assessment Sheet

Date: ______________

Level: ____________

Group: _______________

Teacher: ____________________

STUDENTS NAME

Content

Organization

Achievement
of purpose

Use of
language

Correctness

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
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Total

RUBRICS FOR WRITTEN ASSESSMENT:

Indicator

Content

Very poor and

insufficient
thoughts and
supporting
details

Simplistic and
emerging
presentation of
thoughts and
details

Satisfactory
presentation of
thoughts ans
details

Effective and
engaging
presentation of
thoughts and
details

Very little
organization is
exhibited.

Writes
predominantly
phrases and
patterned
sentences with
little logical
sequence

The text
presents
satisfactory
organization
(Topic sentence,
body and
conclusin)

The text well

and effectively
organized

Purpose is very
vaguely
established

Purpose is
established but
not well
sustained

Purpose is
clearly
established and
generally
sustained

Purpose is
clearly
established and
effectively
sustained

Vague,
imprecise or
inappropriate
vocabulary is
used

Mainly simple
but sufficiently
precise
sentences are
used, often
lacking in
variety

Vocabulary is
appropriate to
the purpose and
sentences are
mostly well
structured

Precise and
effective
vocabulary is
used. Sentences
vary in length
and pattern.

Uses single
words and
disconnected
phrases;
exhibits little
awareness of
capitalization &
punctuation.

Text contains
errors that
which interfere
with clarity of
communication

Text contains
minor errors,
none of which
interferes with
clarity of
communication.

Text contains
essentially no
errors which
interfere with
clarity of
communication

Organization

Achievement of
Purpose

Use of
language

Correctness

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CHECKLIST FOR READING COMPREHENSION:

0= Never

1 = Infrequently

2 = Frequently

3 = Mostly

4 = Always

INDICATORS
STUDENTS FULL NAME

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Identifies purpose for

reading and makes
predictions before and
during reading

Identifies main points,

facts and opinions that
may be related to the
text

Identifies details and

is able to recall them

Monitors
understanding of the
text and uses strategies
to figure out the
meaning of new words

Pg. 19

Expresses opinion
before the ideas
suggested by the
author and uses new
vocabulary in
speaking and writing

T
O
T
A
L

CHECKLIST FOR LISTENING COMPREHENSION:

0= Never

1 = Infrequently

2 = Frequently

3 = Mostly 4 = Always

INDICATORS
STUDENTS FULL NAME

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Determines exactly
what he or she needs
to know

Pays careful attention

to relevant verbal
information

Asks effective
questions to clarify
verbal information

Can identify and

summarize the
speakers main points

Pg. 20

Understands
instructions and
audios beyond surface
meaning

T
O
T
A
L

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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