INSTITUTO SUPERIOR TECNOLÓGICO

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SYLLABUS

1. INFORMATIVE DATA

1.1. Institutional structure : Sede Matriz

1.2. Academic Year: October 2021 – March 2022
1.3. Major English Department
1.4. Modality: Part time class
1.5. Level: Fourth None
1.6. Curriculum Organization
Basic
Unit:
1.7. Total hours of the level: 96
1.8. Hours of the learning in contact with the teacher component: 40
1.9. Hours of enforcement practices and experimentation learning
12
component:
1.10. Hours of autonomous learning component: 44
1.11. Pre-requisites: Level: Third Code: None
1.12. Co-requisites: Subject: None Code: None

2. SUBJECT’S DESCRIPTION

2.1. LEVEL’S OBJECTIVE

To use basic grammar structures in natural contexts such as conversations, interviews,

and surveys. Challenging students to use their inductive skills where they can focus
on the most frequent and useful language for everyday conversation, in present, past,
and future tenses.

2.2. CONTRIBUTION TO THE GRADUATION PROFILE

Technologists develop English communication skills such as listening, speaking, reading,

writing, regarding to the MCER (A2) from the easiest grammar structure to the most difficult
one, to be able to communicate by themselves since general ideas to specific ones through
General English.
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3. DIDACTIC UNITS
UNIT’S NUMBER: Seven
UNIT’S NAME: Going Away
Students are able to talk about getting ready for a trip
using infinitives for reasons, give opinions using it’s +
adjectives, talk about things to take on a trip, give
LEARNING OUTCOME: advice and respond to suggestions, use I guess when
they are not sure, read an article about unique hotels,
and write an email to a trip using correct grammar
promoting the development of the four skills.
UNIT’S HOURS
MINIMUM CONTENT LEARNING IN ENFORCEMENT
PRACTICES AND AUTONOMOUS
CONTACT WITH EXPERIMENTATION LEARNING
THE TEACHER LEARNING

1 Infinitives for reasons.

It´s + adjective + to.
2. Advice and suggestions.
2.1 Should.
2.2 Could. 6 2 5
2.3 Need to.
3. Responding to suggestions.

METHOD TECHNIQUE
Academic method
Enunciation
Ascertainment
Enforcement

PPP method
Presentation
Controlled by the teacher Practice
METHODOLOGY Produce

Audio lingual method

Dialogue
Structure drill
Exploitation activity

Project-based learning
Controlled by the teacher and the Design
student Planning
Execution
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Evaluation

Total physical response.

Listen
Understand
Do

Communicative method
Information gap
Role- plays
Task

Presentation
Oral explanation

Debate
Interaction
Resolution
Confrontation
Opinion exchange

Role play
Introduction
Conversation
Controlled by the student. Opinion
Interrogation
Dramatization
Assignment of roles
Characterization

Collaborative
Presentation of the topic
Division of the teams
Delegation of functions
Development of the work
Socialization

Printed materials
Touchstone book
Magazines
Worksheets
Flashcards
Newspaper
RESOURCES Reading book

Audiovisual materials
Images
Slides
Photos
 INSTITUTO SUPERIOR TECNOLÓGICO
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Audio
Recordings

Audiovisual aids
Videos

Telematic services
Web resources
Web pages
Cambridge platform
Moodle

Equipment
Projector
Speakers
Pc / laptop

Questioning
Written test
Oral test
ASSESSMENT Informal interview with responses guide of open answers
MECHANISMS Performance
Platform
Forums

BASIC
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3
(2.a ed.). United Kingdom. Cambridge University Press.
McKeegan D., Owen D.(2020). Complete Key for schools with online
workbook (2nd. ed.). United States. Cambridge University Press.
BIBLIOGRAPHY
COMPLEMENTARY

Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University

Press.
MacAndrew, R. (2009). The New Zealand file. United Kingdom: Cambridge
University Press.
Mitchell, H. Q. (2014). Lisa goes to London. Estados Unidos: MM
Publications.
Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
University Press.
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UNIT’S NUMBER: Eight
UNIT’S NAME: At home
Students are able talk about where they keep things at
home, say who owns things, talk about items at home,
identifying things using one and ones, use do you
mind...? to make polite requests, agree to requests with
LEARNING OUTCOME:
expressions like go right ahead, read comments on a
website about unusual habits and write about their
evening routine using correct grammar, promoting the
development of the four skills.
UNIT’S HOURS
MINIMUM CONTENT LEARNING IN ENFORCEMENT
PRACTICES AND AUTONOMOUS
CONTACT WITH EXPERIMENTATION LEARNING
THE TEACHER LEARNING

1. Whose?
1.1 Possessive pronouns.
2. Adjective’s order.
1.2 Pronouns one and ones.
6 2 4
3. Do you mind, would you mind?

METHOD TECHNIQUE
Academic method
Enunciation
Ascertainment
Enforcement

PPP method
Presentation
Controlled by the teacher Practice
METHODOLOGY Produce

Audio lingual method

Dialogue
Structure drill
Exploitation activity

Project-based learning
Controlled by the teacher and the Design
student Planning
Execution
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Evaluation

Total physical response.

Listen
Understand
Do

Communicative method
Information gap
Role- plays
Task

Presentation
Oral explanation

Debate
Interaction
Resolution
Confrontation
Opinion exchange

Role play
Introduction
Conversation
Controlled by the student. Opinion
Interrogation
Dramatization
Assignment of roles
Characterization

Collaborative
Presentation of the topic
Division of the teams
Delegation of functions
Development of the work
Socialization

Printed materials
Touchstone book
Magazines
Worksheets
Flashcards
Newspaper
RESOURCES Reading book

Audiovisual materials
Images
Slides
Photos
 INSTITUTO SUPERIOR TECNOLÓGICO
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Audio
Recordings

Audiovisual aids
Videos

Telematic services
Web resources
Web pages
Cambridge platform
Moodle

Equipment
Projector
Speakers
Pc / laptop

Questioning
Written test
Oral test
ASSESSMENT Informal interview with responses guide of open answers
MECHANISMS Performance
Platform
Forums

BASIC
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3
(2.a ed.). United Kingdom. Cambridge University Press.
McKeegan D., Owen D.(2020). Complete Key for schools with online
workbook (2nd. ed.). United States. Cambridge University Press.
BIBLIOGRAPHY
COMPLEMENTARY

Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University

Press.
MacAndrew, R. (2009). The New Zealand file. United Kingdom: Cambridge
University Press.
Mitchell, H. Q. (2014). Lisa goes to London. Estados Unidos: MM
Publications.
Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
University Press.
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UNIT’S NUMBER: Nine

UNIT’S NAME: Things happen
Students are able to tell anecdotes about things that
went wrong using the past continuous and simple past,
react to news with expressions like Oh, no! use I bet to
LEARNING OUTCOME: show that you understand, read anecdotes in an article,
and write an anecdote using the correct grammar
structure and vocabulary promoting the development of
the four skills.
UNIT’S HOURS
MINIMUM CONTENT LEARNING IN ENFORCEMENT
PRACTICES AND AUTONOMOUS
CONTACT WITH EXPERIMENTATION LEARNING
THE TEACHER LEARNING

1. Past continuous statements.

1.1 Simple past vs Past
continuous.
2. Simple past and past continuous
questions. 6 2 9
2.1 Reflexive pronouns.
3. Use of I bet.

METHOD TECHNIQUE
Academic method
Enunciation
Ascertainment
Enforcement

PPP method
Presentation
METHODOLOGY Controlled by the teacher Practice
Produce

Audio lingual method

Dialogue
Structure drill
Exploitation activity

Project-based learning
Controlled by the teacher and the
Design
student
Planning
 INSTITUTO SUPERIOR TECNOLÓGICO
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Execution
Evaluation

Total Physical response.

Listen
Understand
Do

Communicative method
Information gap
Role- plays
Task

Presentation
Oral explanation

Debate
Interaction
Resolution
Confrontation
Opinion exchange

Role play
Introduction
Conversation
Controlled by the student. Opinion
Interrogation
Dramatization
Assignment of roles
Characterization

Collaborative
Presentation of the topic
Division of the teams
Delegation of functions
Development of the work
Socialization

Printed Materials
Touchstone book
Magazines
Worksheets
Flashcards
Newspaper
RESOURCES
Reading book

Audiovisual materials
Images
Slides
Photos
 INSTITUTO SUPERIOR TECNOLÓGICO
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Audio
Recordings

Audiovisual aids
Videos

Telematic services
Web Resources
Web pages
Cambridge platform
Moodle

Equipment
Projector
Speakers
Pc / laptop

Questioning
Written test
Oral test
ASSESSMENT Informal interview with responses guide of open answers
MECHANISMS Performance
Platform
Forums

BASIC
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3
(2.a ed.). United Kingdom. Cambridge University Press.
McKeegan D., Owen D.(2020). Complete Key for schools with online
workbook (2nd. ed.). United States. Cambridge University Press.
BIBLIOGRAPHY
COMPLEMENTARY

Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University

Press.
MacAndrew, R. (2009). The New Zealand file. United Kingdom: Cambridge
University Press.
Mitchell, H. Q. (2014). Lisa goes to London. Estados Unidos: MM
Publications.
Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
University Press.
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UNIT’S NUMBER: Ten
UNIT’S NAME: Communication
Students are able to compare ways of communication,
manage phone conversations, interrupt, and restart a
phone conversation, use just to soften what you say,
LEARNING OUTCOME: read an article about texting and write an article giving
pros and cons using the correct grammar structure and
vocabulary promoting the development of the four
skills.
UNIT’S HOURS
MINIMUM CONTENT LEARNING IN ENFORCEMENT
PRACTICES AND AUTONOMOUS
CONTACT WITH EXPERIMENTATION LEARNING
THE TEACHER LEARNING

1. Comparative adjectives.
1.1 Rules for comparatives.
2. More, less, fewer.
2.1 Comparative with nouns
6 2 7
and verbs.
3. Use of just.

METHOD TECHNIQUE
Academic method
Enunciation
Ascertainment
Enforcement

PPP method
Presentation
Controlled by the teacher Practice
METHODOLOGY Produce

Audio lingual method

Dialogue
Structure drill
Exploitation activity

Project-based learning
Controlled by the teacher and the Design
student Planning
Execution
 INSTITUTO SUPERIOR TECNOLÓGICO
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Evaluation

Total physical response.

Listen
Understand
Do

Communicative method
Information gap
Role- plays
Task

Presentation
Oral explanation

Debate
Interaction
Resolution
Confrontation
Opinion exchange

Role play
Introduction
Conversation
Controlled by the student. Opinion
Interrogation
Dramatization
Assignment of roles
Characterization

Collaborative
Presentation of the topic
Division of the teams
Delegation of functions
Development of the work
Socialization

Printed materials
Touchstone book
Magazines
Worksheets
Flashcards
Newspaper
RESOURCES Reading book

Audiovisual materials
Images
Slides
Photos
 INSTITUTO SUPERIOR TECNOLÓGICO
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Audio
Recordings

Audiovisual aids
Videos

Telematic services
Web resources
Web pages
Cambridge platform
Moodle

Equipment
Projector
Speakers
Pc / laptop

Questioning
Written test
Oral test
ASSESSMENT Informal interview with responses guide of open answers
MECHANISMS Performance
Platform
Forums

BASIC
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3
(2.a ed.). United Kingdom. Cambridge University Press.
BIBLIOGRAPHY McKeegan D., Owen D.(2020). Complete Key for schools with online
workbook (2nd. ed.). United States. Cambridge University Press.
COMPLEMENTARY

Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University

Press.
MacAndrew, R. (2009). The New Zealand file. United Kingdom: Cambridge
University Press.
Mitchell, H. Q. (2014). Lisa goes to London. Estados Unidos: MM
Publications.
Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
University Press.
 INSTITUTO SUPERIOR TECNOLÓGICO
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UNIT’S NUMBER: Eleven
UNIT’S NAME: Appearances
Students are able to describe people´s appearance using
has and have got, identify people using verbs + ing and
prepositions, use expressions to check and suggest
LEARNING OUTCOME: words and names, read an article about fashion, and
write an article about fashion trends using the correct
grammar structure and vocabulary promoting the
development of the four skills.
UNIT’S HOURS
MINIMUM CONTENT LEARNING IN ENFORCEMENT
PRACTICES AND AUTONOMOUS
CONTACT WITH EXPERIMENTATION LEARNING
THE TEACHER LEARNING

1. Describing people
1.1 Have got.
2 Phrases with Verb + ing and
prepositions. 6 2 4
3 Use of expressions like “you
mean” to remember things.

METHOD TECHNIQUE
Academic method
Enunciation
Ascertainment
Enforcement

PPP method
Presentation
Controlled by the teacher Practice
METHODOLOGY Produce

Audio lingual method

Dialogue
Structure drill
Exploitation activity

Project-based learning
Controlled by the teacher and the Design
student Planning
Execution
 INSTITUTO SUPERIOR TECNOLÓGICO
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Evaluation

Total physical response.

Listen
Understand
Do

Communicative method
Information gap
Role- plays
Task

Presentation
Oral explanation

Debate
Interaction
Resolution
Confrontation
Opinion exchange

Role play
Introduction
Conversation
Controlled by the student. Opinion
Interrogation
Dramatization
Assignment of roles
Characterization

Collaborative
Presentation of the topic
Division of the teams
Delegation of functions
Development of the work
Socialization

Printed materials
Touchstone book
Magazines
Worksheets
Flashcards
Newspaper
RESOURCES Reading book

Audiovisual materials
Images
Slides
Photos
 INSTITUTO SUPERIOR TECNOLÓGICO
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Audio
Recordings

Audiovisual aids
Videos

Telematic services
Web resources
Web pages
Cambridge platform
Moodle

Equipment
Projector
Speakers
Pc / laptop

Questioning
Written test
Oral test
ASSESSMENT Informal interview with responses guide of open answers
MECHANISMS Performance
Platform
Forums

BASIC
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3
(2.a ed.). United Kingdom. Cambridge University Press.
McKeegan D., Owen D.(2020). Complete Key for schools with online
workbook (2nd. ed.). United States. Cambridge University Press.
BIBLIOGRAPHY
COMPLEMENTARY

Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University

Press.
MacAndrew, R. (2009). The New Zealand file. United Kingdom: Cambridge
University Press.
Mitchell, H. Q. (2014). Lisa goes to London. Estados Unidos: MM
Publications.
Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
University Press.
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UNIT’S NUMBER: Twelve
UNIT’S NAME: Looking ahead
Students are able to make predictions and discuss
future plans with will, may and might, talk about jobs,
discuss about plans using simple present and time
clauses, make offers, and promises, agree to something,
LEARNING OUTCOME:
read an article about the future, and write about an
invention using the correct grammar structure and
vocabulary promoting the development of the four
skills.
UNIT’S HOURS
MINIMUM CONTENT LEARNING IN ENFORCEMENT
PRACTICES AND AUTONOMOUS
CONTACT WITH EXPERIMENTATION LEARNING
THE TEACHER LEARNING

1. The future.
1.1 Will.
1.2 May.
1.3 Might. 10 2 15
2. Present tense verbs with future
meaning.
2.1 If, when, after, before.
3. Promises and offers with will.

METHOD TECHNIQUE
Academic method
Enunciation
Ascertainment
Enforcement

PPP method
Presentation
METHODOLOGY Controlled by the teacher Practice
Produce

Audio lingual method

Dialogue
Structure drill
Exploitation activity

Project-based learning
Controlled by the teacher and the
Design
student
Planning
 INSTITUTO SUPERIOR TECNOLÓGICO
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Execution
Evaluation

Total physical response.

Listen
Understand
Do

Communicative method
Information gap
Role- plays
Task

Presentation
Oral explanation

Debate
Interaction
Resolution
Confrontation
Opinion exchange

Role play
Introduction
Conversation
Controlled by the student. Opinion
Interrogation
Dramatization
Assignment of roles
Characterization

Collaborative
Presentation of the topic
Division of the teams
Delegation of functions
Development of the work
Socialization

Printed materials
Touchstone book
Magazines
Worksheets
Flashcards
Newspaper
RESOURCES
Reading book

Audiovisual materials
Images
Slides
Photos
 INSTITUTO SUPERIOR TECNOLÓGICO
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Audio
Recordings

Audiovisual aids
Videos

Telematic services
Web resources
Web pages
Cambridge platform
Moodle

Equipment
Projector
Speakers
Pc / laptop

Questioning
Written test
Oral test
ASSESSMENT Informal interview with responses guide of open answers
MECHANISMS Performance
Platform
Forums

BASIC
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 1 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 2 (2.a
ed.). United Kingdom. Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone level 3
(2.a ed.). United Kingdom. Cambridge University Press.
McKeegan D., Owen D.(2020). Complete Key for schools with online
workbook (2nd. ed.). United States. Cambridge University Press.
BIBLIOGRAPHY
COMPLEMENTARY

Johnson, M. (2017). Spider boy level 1. Reino Unido: Cambridge University

Press.
MacAndrew, R. (2009). The New Zealand file. United Kingdom: Cambridge
University Press.
Mitchell, H. Q. (2014). Lisa goes to London. Estados Unidos: MM
Publications.
Moses, A. (2007). The girl at the window. United Kingdom: Cambridge
University Press.
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4. ASSESSMENT SYSTEM

ASPECTS SCORE PERCENTAGE

Autonomous work 1 mark 10%

Assessment per unit 2 marks 20%
Cambridge platform 2 marks 20%
Reading book 2,5 marks 25%
Final exam 2,5 marks 25%

TOTAL 100%

5. TEACHER’S PROFILE
THIRD LEVEL STUDIES Bachelor’s degree in English teaching -B2 certificated

FOURTH LEVEL STUDIES Master's degree in all specialties.

SPECIALIZATION AREA Language’s teaching

6. REVISION AND APPROVAL

PRODUCED BY REVISED BY APPROVED BY

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LEVEL TEACHERS´ HEADMASTER SIGNATURE ACADEMIC
SIGNATURE COORDINATOR
SIGNATURE

DATE: 24/09/2021 DATE: 24/09/2021

DATE: 24/09/2021
Teacher 1:
______________________ ______________________
Lcdo. Mg.
___________________
Mg. Mario Guamán
Teacher 2:
______________________
Lcdo.

Teacher 3:
______________________
Lcdo.
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7. FINAL PROJECT

INSTITUTO SUPERIOR TECNOLÓGICO

VIDA NUEVA
FINAL PROJECT
INFORMATIVE DATA
TOPIC: Fourth level summary reading book.
Read and understand diverse texts at a level appropriate to the
GENERAL abilities and interests of students in order to extract general and
OBJECTIVE: specific information, and use reading as a source of pleasure and
personal enrichment.
STRATEGY/
Project Based Learning
TECHNIQUE:
● Design
To determine the level of understanding of the reading book.
● Planning
To develop autonomy in learning, as well as expand vocabulary,
improve reading comprehension and pronunciation.
To provide an among of time to read, analyze and understand the
chapters form the reading text.
● Performance
To underline unfamiliar words for each chapter to increase the
vocabulary effectively.
STEPS / To develop the activities from each chapter with the help of
ACTIVITIES: vocabulary words taken from the chapters.
To practice speaking while students are reading the chapters in
order to improve their pronunciation.
● Evaluation
To present a final report from the book. It has to be taken in an
oral and written form. Students have to write a summary about by
using their own ideas.
To provide a personal opinion from the book by answering the
following questions. What did you think of the story? What
elements worked well, and which ones didn’t? How did the book
help in learning English?

Cambridge University press, Richard MacAndrew 2009, 2016 second

BIBLIOGRAPHY:
printed ISBN 978-0-521-13624-2 paperback.
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INSTITUTO SUPERIOR TECNOLÓGICO
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RUBRIC FOR THE FINAL PROJECT
ORAL PRESENTATION/1.0:

Considered aspects 2 Poor 4 Fair 6 Good 8 Very good 10 Excellent

Communication Pronunciation is Pronunciation is Pronunciation is Pronunciation is Pronunciation is
lacking and hard okay; No effort good; Some good; good excellent; good
to understand; towards a native effort at accent, effort at accent effort at accent
No effort accent but is definitely
towards a native non-native
accent
Grammar Frequent Frequent Frequent Some errors in Accuracy &
grammatical grammatical grammatical grammatical variety of
errors even in errors even in errors that do structures grammatical
simple simple not possibly structures
structures; structures that at obscure caused by
meaning is times obscure meaning; attempt to
obscured. meaning. little variety in include a
structures variety.
Vocabulary Weak language Weak language Adequate Good language Excellent
control; control; basic language control; good control of
vocabulary that vocabulary control; range of language
is used does not choice with vocabulary relatively well- features; a wide
match the task some words range is lacking chosen range of well-
clearly lacking vocabulary chosen
vocabulary
Conversation strategy Description is so Description Adequate Good level of Excellent level
lacking that the lacks some description; description; all of description;
listener cannot critical details some additional required additional
understand that make it details should be information details beyond
difficult for the provided included the required
listener to
understand
Fluency Speech is slow, Speech is Speech is Smooth and Smooth and
hesitant & frequently relatively fluid speech; fluid speech;
strained except hesitant with smooth; some few hesitations; few to no
for short some sentences hesitation and a slight search hesitations; no
memorized left unevenness for words; attempts to
phrases; uncompleted; caused by inaudible word search for
difficult to volume very rephrasing and or two. words; volume
perceive soft. searching for
continuity in words; volume
speech; wavers.
inaudible.

WRITTEN PROJECT /1.5:

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Considered aspects 2 Poor 4 Fair 6 Good 8 Very good 10 Excellent
Grammar There are too 4 or 5 2 or 3 grammar A grammar There are no
many grammar grammatical errors are error is detected grammatical
errors in the errors are detected in the in the report errors in the
report detected in the report report
report
Content 50-30% of the 80-50% of the 89-80% of the 99-90% of the All information
information in information in information in information in in the report is
the report is the report is the report is the report is consistent with
consistent with consistent with consistent with consistent with the topic
the topic the topic the topic the topic presented.
presented. presented. presented. presented.
Vocabulary/ Careless or Language is Uses a variety Purposeful use Effective and
Word choice inaccurate word trite, of of engaging use of
choice, which vague or flat. word choice to word choice. word choice.
obscures make writing
meaning. interesting.
Organization Writing is Writing is Uses correct Writing Writing includes
disorganized and confused writing format. includes a a
underdeveloped and loosely Incorporates a strong strong,
with no organized. coherent beginning, beginning,
transitions Transitions are closure. middle, and end, middle, and end
or closure. weak and with some with clear
closure transitions and transitions and a
is ineffective. good closure. focused closure.
Format 50% fulfills the 60% fulfills the 80% fulfills the 90% fulfills the 100% fulfills
established established established established the established
format format format format format
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8. SYNCHRONOUS CLASSES

INSTITUTO SUPERIOR TECNOLÓGICO

VIDA NUEVA

ONLINE CLASS IN SYNCHRONOUS TIME

CODE CS-01
INFORMATIVE DATA
UNIT: Eight
TOPIC: At home
TIME: 120 minutes

To learn how to use adjectives in a correct order, ask for permission in a polite way and use
GENERAL
possessive pronouns as well as write about evening routines using the correct grammar
OBJECTIVE:
structure and useful expressions.

Whose….? And possessive pronouns

Order of adjectives
CONTENT:
Pronouns one and ones
Speaking test
STRATEGY/
Controlled by the teacher.
TECHNIQUE:
TOPIC DEVELOPMENT:
The teacher Introduces the objective about things at home.
The teacher asks the students to guess what the words are given mean.
The teacher asks the students to read the conversation using the correct pronunciation
produced at the beginning.
The teacher explains the grammar referring to whose and possessive pronoun and the
question Whose…? And order of adjectives , pronouns one and ones
REINFORCEMENT:
STEPS / Students complete the exercises about the grammar covered in class.
ACTIVITIES: The teacher asks the students to listen and repeat grammar sentences until they remember it.
Students use the vocabulary given in order to improve it in context while using in context.
EVALUATION:
Students are evaluated during the whole class through random questions.
Students will develop the test about the unit
Students will take the oral quiz of the unit 1
AUTONOMOUS WORK:
Look for the vocabulary about unit 8.
Develop the exercises of the unit 8 in Cambridge platform.

Michael McCarthy, Jeanne McCarten, and Helen Sandiford. 2014. Touchstone

Level 1 Student's Book A with Online Workbook A (2nd. ed.). Cambridge
BIBLIOGRAPHY
University Press, USA
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INSTITUTO SUPERIOR TECNOLÓGICO

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ONLINE CLASS IN SYNCHRONOUS TIME

CODE CS-03
INFORMATIVE DATA
UNIT: Eleven
TOPIC: Appearances
TIME: 120 minutes

Students are able to describe people's appearance, features and fashion opinions
GENERAL
using correct grammar expressions and vocabulary.
OBJECTIVE:
Describing people: have got
CONTENT: Phrases with verbs + -ing and prepositions
Speaking test
STRATEGY/
Controlled by the teacher.
TECHNIQUE:
TOPIC DEVELOPMENT:
The teacher introduces the objective of the class.
Students are asked to guess what the words given mean.
The teacher asks the students to read the conversation using the correct
pronunciation produced at the beginning.
The teacher explains the grammar referring to describing people, have got and
phrases with verbs + ing and prepositions
REINFORCEMENT:
Students develop the exercises about the grammar covered in class.
STEPS /
Students are asked to listen and repeat grammar sentences until they remember it.
ACTIVITIES:
Students use the vocabulary given in order to improve it in context while using in
statements.
EVALUATION:
Students are evaluated during the whole class through random questions.
Students will develop the test about the unit.
Students will take the oral quiz of the unit 1.
AUTONOMOUS WORK:
Look for the vocabulary about unit 11.
Develop the exercises of the unit 11 in Cambridge platform.
Michael McCarthy, Jeanne McCarten, and Helen Sandiford. 2014.
Touchstone Level 1 Student's Book A with Online Workbook A
(2nd. ed.). Cambridge University Press, USA
BIBLIOGRAPHY Michael McCarthy, Jeanne McCarten, and Helen Sandiford. 2014.
Touchstone Level 2 Student's Book A with Online Workbook A
(2nd. ed.). Cambridge University Press, USA
 INSTITUTO SUPERIOR TECNOLÓGICO
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8. INSTRUCTIONAL DESIGN

English IV seeks to use the correct grammar structures un order to apply them in context, according to what students want
Subject Description: to say using the accuracy and appropriate language.
 INSTITUTO SUPERIOR TECNOLÓGICO
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Paso: 2 Pasos: 3-4
TOTAL HORAS IN SITU 40.0 TOTAL HORAS AUTÓNOMAS 56.0
Total Horas 96.0 40.0 6.0 12.0 8.0 7.0 23.0
Unidades de Tiempo Tiempo Tiempo Tiempo DETALLE DE ACTIVIDADES DE DETALLE DE ACTIVIDADES DE DETALLE DE ACTIVIDADES DE DETALLE DE ACTIVIDADES DE DETALLE DE ACTIVIDADES DE DETALLE DE ACTIVIDADES DE
Semana Contenido por unidad de estudio Tiempo Adquisición Colaboración Tiempo Col Práctica Discusión Investigación Tiempo Inv Producción Resultados de aprendizaje
estudio Adq Prac Dis Prod ADQUISICIÓN COLABORACIÓN PRÁCTICAS DISCUSIÓN INVESTIGACIÓN PRODUCCIÓN
Students are able to talk about getting ready for a
Class about the use of Infinitives
Practicar Tome notas trip using infinitives for reasons, give opinions Develop the exercises of unit 7 in Answer the questions of the oral
1 1 Infinitives for reasons. 5.0 Clases magistrales 2 2.0 1.0 for reasons and use of it's +
ejercicios digitales. using it’s + adjectives, talk about things to take on a the Cambridge platform. quiz unit 7.
adjective to describe things.
trip, give advice and respond to suggestions, use I
Students are able to talk about getting ready for a
trip using infinitives for reasons, give opinions
Class about the use of modal verbs Develop the listening and reading
1 1 Advices ad suggestions. 3.0 Clases magistrales 2 Evaluación parcial 1.0 using it’s + adjectives, talk about things to take on a
to give advice and suggestions. mock tests: Cambridge A2 flyers.
trip, give advice and respond to suggestions, use I
guess when you are not sure, read an article about
Students are able to talk about getting ready for a
trip using infinitives for reasons, give opinions
Read the pages of the units 7 and 8 Write a short email using grammar
Tome notas using it’s + adjectives, talk about things to take on a Class about how to respond to
2 1 Responding to suggestions. 5.0 Clases magistrales 2 1.0 Reportes 2.0 and find new words and structures and vocabulary learned
digitales. trip, give advice and respond to suggestions, use I suggestions using expressions.
expressions to improve vocabulary. in unit 8.
guess when you are not sure, read an article about
unique hotels, and write an email to a trip using
Students are able talk about where they keep things
Publicar y at home, say who owns things, talk about items at
Class about how to ask questions Develop the activities of the
Practicar responder a foros home, identifying things using one and ones, use Develop the exercises of unit 8 in
2 2 Whose? 6.0 Clases magistrales 2 2.0 2.0 with whose and the use of reading book Lisa in China chapter
ejercicios de discusión do you mind...? to make polite requests, agree to the Cambridge Platform.
possessive pronouns. 1 and 2.
asincrónicos. requests with expressions like go right ahead, read
comments on a website about unusual habits and
Students are able talk about where they keep things
at home, say who owns things, talk about items at
home, identifying things using one and ones, use
Class about the correct order of the
do you mind...? to make polite requests, agree to
adjectives in sentences to describe Develop the online quiz about the
2 2 Adjectives order. 3.0 Clases magistrales 2 Evaluación parcial 1.0 requests with expressions like go right ahead, read
things and use of the pronouns one contents of the units 7 and 8.
comments on a website about unusual habits and
and ones.
write about their evening routine using correct
grammar, promoting the development of the four
skills.
Students are able talk about where they keep things
at home, say who owns things, talk about items at
Class about the use of do you mind
Tome notas home, identifying things using one and ones, use Answer the questions of the oral
3 2 Do you mind, would you mind? 3.0 Clases magistrales 2 1.0 and would you mind to make
digitales. do you mind...? to make polite requests, agree to quiz unit 9.
requests and ask for permission.
requests with expressions like go right ahead, read
comments
Students areonable
a website
to tell about unusual
anecdotes habits
about andthat
things
Record an audio reading the
went wrong using the past continuous and simple
Class about the use of past chapters 1, 2,3 and 4 of the book
Proyectos pequeños en Practicar past, react to news with expressions like Oh, no! use Develop the exercises of unit 9 in Develop the listening and reading
3 3 Past continuous statements. 7.0 Clases magistrales 2 2.0 2.0 Evaluación parcial 1.0 continuous statements and the Lisa in China focusing on good
grupos ejercicios I bet to show that you understand, read anecdotes the Cambridge Platform. mock tests: Cambridge A2 flyers.
differences with the simple past. pronunciation, intonation and
in an article, and write an anecdote using the correct
fluency.
grammar
Students structure and
are able to tellvocabulary
anecdotes promoting thethat
about things
went wrong using the past continuous and simple
Class about the use of simple past Read the pages of the unit 9 and 10 Write a short email using the
Tome notas past, react to news with expressions like Oh, no! use
4 3 Simple past and past continuous questions. 5.0 Clases magistrales 2 1.0 Reportes 2.0 and past continuous questions and and find new words and grammar and vocabulary of the unit
digitales. I bet to show that you understand, read anecdotes
use of reflexive pronouns. expressions to improve vocabulary. 9.
in an article, and write an anecdote using the correct
grammar
Students structure and
are able to tellvocabulary
anecdotes promoting thethat
about things
Publicar y went wrong using the past continuous and simple
Class about the use of I bet when Develop the activities of the
responder a foros past, react to news with expressions like Oh, no! use Develop the listening and reading
4 3 Use of I bet. 5.0 Clases magistrales 2 2.0 Evaluación parcial 1.0 you are pretty sure about reading book Lisa in China chapter
de discusión I bet to show that you understand, read anecdotes mock tests: Cambridge A2 flyers.
something and react to stories. 3 and 4.
asincrónicos. in an article, and write an anecdote using the correct
grammar structure and vocabulary promoting the
Students are able to compare ways of
communication, manage phone conversations,
interrupt, and restart a phone conversation, use just
Practicar Tome notas Class about the use and rules of Develop the exercises of unit 10 in Answer the questions of the oral
5 4 Comparative adjectives. 5.0 Clases magistrales 2 2.0 1.0 to soften what you say, read an article about texting
ejercicios digitales. comparative adjectives. the Cambridge Platform. quiz unit 10.
and write an article giving pros and cons using the
correct grammar structure and vocabulary
promoting the development of the four skills.

Students are able to compare ways of

communication, manage phone conversations, Record an audio reading the
interrupt, and restart a phone conversation, use just Class about the use of more , less , chapters 5, 6,7 and 8 of the book
Proyectos pequeños en Develop the online quiz about the
5 4 More , less , fever . 5.0 Clases magistrales 2 2.0 Evaluación parcial 1.0 to soften what you say, read an article about texting fever to make comparisons with Lisa in China focusing on good
grupos contents of the units 10 and 11.
and write an article giving pros and cons using the nouns and verbs. pronunciation, intonation and
correct grammar structure and vocabulary fluency.
promoting the development of the four skills.
Students are able to compare ways of
communication, manage phone conversations, Read the pages of the unit 11 and Write a short email using the
Tome notas Class about the use of just to make
6 4 Use of just. 5.0 Clases magistrales 2 1.0 Reportes 2.0 interrupt, and restart a phone conversation, use just 12 and find new words and grammar and vocabulary of the unit
digitales. things softer.
to soften what you say, read an article about texting expressions to improve vocabulary. 11.
and write are
Students an article
able togiving pros
describe and cons
people´s using the
appearance
Publicar y using has and have got, identify people using verbs
Class about the use and structure Develop the activities of the
Practicar responder a foros + ing and prepositions, use expressions to check Develop the exercises of unit 11 in
6 5 Describing people. 6.0 Clases magistrales 2 2.0 2.0 of have got to make descriptions reading book Lisa in China chapter
ejercicios de discusión and suggest words and names, read an article about the Cambridge Platform.
about people's appearance. 5 and 6.
asincrónicos. fashion, and write an article about fashion trends
using the correct grammar structure and vocabulary
Students are able to describe people´s appearance
using has and have got, identify people using verbs Class about the use of phrases with
+ ing and prepositions, use expressions to check Verb + ing and prepositions to
Develop the listening and reading
6 5 Phrases with verb + ing and prepositions. 3.0 Clases magistrales 2 Evaluación parcial 1.0 and suggest words and names, read an article about identify people based on what they
mock tests: Cambridge A2 flyers.
fashion, and write an article about fashion trends wear, where they are and their
using the correct grammar structure and vocabulary actions.
promoting the development of the four skills.

Students are able to describe people´s appearance

using has and have got, identify people using verbs
+ ing and prepositions, use expressions to check
Tome notas Class about the use of expressions Answer the questions of the oral
7 5 Use of expressions like “you mean” to remember things. 3.0 Clases magistrales 2 1.0 and suggest words and names, read an article about
digitales. for remember things. quiz unit 12.
fashion, and write an article about fashion trends
using the correct grammar structure and vocabulary
promoting the development of the four skills.
Students are able to make predictions and discuss
future plans with will, may and might, talk about
Record an audio reading the
jobs, discuss about plans using simple present and
Class about the use of present chapters 9 and 10 of the book Lisa
Proyectos pequeños en Practicar time clauses, make offers, and promises, agree to Develop the exercises of unit 12 in Develop the listening and reading
7 6 The future. 7.0 Clases magistrales 2 2.0 2.0 Evaluación parcial 1.0 continuous, be going to, will and in China focusing on good
grupos ejercicios something, read an article about the future, and the Cambridge platform. mock tests: Cambridge A2 flyers.
might to talk about the future. pronunciation, intonation and
write about an invention using the correct grammar
fluency.
structure and vocabulary promoting the
development of the four skills.
Students are able to make predictions and discuss
future plans with will, may and might, talk about
jobs, discuss about plans using simple present and
time clauses, make offers, and promises, agree to Class about the use of the present
8 6 Present tense verbs with future meaning. 2.0 Clases magistrales 2
something, read an article about the future, and tense with future meaning.
write about an invention using the correct grammar
structure and vocabulary promoting the
development of the four skills.
Students are able to make predictions and discuss
future plans with will, may and might, talk about
Publicar y jobs, discuss about plans using simple present and
Develop the activities of the
responder a foros time clauses, make offers, and promises, agree to Class about how to use will to make Develop the online quiz about the
8 6 Promises and offers with will. 5.0 Clases magistrales 2 2.0 Evaluación parcial 1.0 reading book Lisa in China chapter
de discusión something, read an article about the future, and promisses and offers. contents of the units 11 and 12.
7, 8, 9, 10.
asincrónicos. write about an invention using the correct grammar
structure and vocabulary promoting the
development of the four skills.

To take the final Evaluation from

9 6 Final evaluation. 1.0 Evaluación final 1
Unit 7 to 12

To take the oral presentation of the Develop the final project written
9 6 Final project. 11.0 Leer libros, papers 2 Proyectos 9.0
reading book. report.

Escuchar
presentaciones del
estudiante/profeso To tell students the final average
9 6 Final grades and attendance. 1.0 1
r en forma got during the course.
presencial,
cátedras