TECHNICAL UNIVERSITY OF BABAHOYO

LANGUAGUES CENTER CENID UTB

TOPIC:
STUDENT´S PORFOLIO

STUDEN´S NAME:
ANA CRISTINA ZAMORA RODRIGUEZ

LEVEL/COURSE:
1ST LEVEL ´M´

TEACHER´S NAME:
LIC. ERIKA GARCIA LEÓN

SCHOOL – PERIOD:
MAY 2021/SEPTEMBER 2021
 BIOGRAPHICAL SKETCH

Hello, my name is Ana Cristina Zamora Rodríguez. I am a student of the commercial degree
program, I am 20 years old. I was born in Babahoyo on September 15, 2000 and I live with
my two parents and brothers

GOOGLE MEET CLASS SCHEDULE

Nota: Las clases sincrónicas se recibirán vía google meet dos veces a la semana en el día y hora establecido
en el horario de clases, mientras que las horas asincrónicas serán desarrolladas en la plataforma Moodle
Cenid; en la cual los estudiantes deben revisar, completar y enviar las actividades del booklet y/o
actividades complementarias asignadas por el profesor de aula.

TUTORING SCHEDULE
 Nota: Las tutorías académicas serán vía google meet y se recibirán en el día y hora
establecido en el horario.

SYLLABUS
Faculty Centro de Idiomas (CENID)
Career: N/A
Campus: Matrix 🗸 Extension
Subject: English Code CEN-RED-001
Prerequisites: N/A Co-requisite: N/A
Level: First level of English
Curricular Organization Unit:
N/A Academic Period: May – September 2021

Hours of Learning Experimental

in contact with the 90 Practical N/A
Total Hours of the Subject: 225 teacher: Learning hours

Autonomous Learning
135
hours
Name and Surname of the Undergraduate Postgraduate
E-mail:
Teacher Degree: Degree:
Licenciada en Master in Teaching egarcia@utb.edu.ec
Erika Paola García León Educación Mención English as a Foreign
idiomas Ingles- Language
Francés

LEVEL ONE SYLLABUS

1. INSTITUTIONAL INFORMATION
2. COURSE DESCRIPTION
The CENID’S Level 1 of English consists of 90 academic hours of active
online or offline presence of class spreader during 15 weeks. The start of
each English course will be according to the schedule established by CENID
and is divided in two partials (first and second) in which the participating
students must fulfill activities previously established by CENID, activities
such as active class participation, written and oral evaluations, access and
usage of platform Moodle, accomplishment and completion of a Project
focused on speaking encouragement and production, written and oral exams,
besides regular quizzes evidence of the activities made in Moodle platform
during the completion of the English program and we work in a learning
environment in which students with and without disabilities are invited to
participate together in the inclusive virtual class, the diverse needs of all
students are considered and supported equally.

The booklet 1 is based on a multidimensional syllabus which helps learners

acquire and practice language through a combination of lexis, grammar
items, language function, skills work and pronunciation. Moreover, the
course follows the modular approach which enables students to deal with
topics in depth and over and longer period of time. A buildings-block
strategy has been employed, through which every lexical and grammatical
item is carefully presented and systematically revised enabling students to
acquire the language naturally and use it in meaningful contexts. All four
languages skills (reading, listening, speaking and writing) are developed in
an integrated way through communicative activities that approximated real-
life situations and is composed of five units and each one is composed of
three lessons, which were developed taking into consideration the aims,
objectives, language skills, assessment, description of language proficiency
according to the Common European Framework of Reference for Languages.

These activities include active online classes participation, regular quizzes,

projects based on production skills (writing or speaking), a portfolio
gathering evidence of the activities made in the module; finally, written and
oral evaluations. All these assignments are going to be carried out throughout
the Moodle and Google Meets platforms, as the officials’ ones acquired by
UTB; and others the teachers could find appropriate for students´ learning
accomplishment and successful completion of the English course.
3. SPECIFIC OBJECTIVES OF THE SUBJECT

 To introduce yourself and others

 To ask and answer personal question (first name, last name, nationality, age).
 To talk about habitual actions and routines
 To understand the difference between the Present Simple and the Present Progressive
 To describe one’s best friend
 To exchange information and ideas through speaking and writing
 To talk about your favorite school subject
 To talk about your family relatives
 To introduce yourself and others
 To ask and answer personal question (first name, last name, nationality, age).
 To talk about habitual actions and routines
  To understand the difference between the Present Simple and the Present Progressive
 To describe one’s best friend
 To exchange information and ideas through speaking and writing
 To talk about your favorite school subject
 To talk about your family relatives
 To describe people’s appearance
 To write about your house/apartment and describe your room
 To identify personal items and classroom objects
 To describe actions progress
 To talk about your neighborhood / town and say where they are located
 To ask for, understand and give Directions
 To tell the time
 To talk about the seasons and weather
 To write a paragraph about your favorite day of the week
 To talk about one’s talents, skills and abilities.

4. CAPABILITIES
4.1 Capabilities in the development of the subject
 Capacity for abstraction, analysis and synthesis
 Ability to communicate oral and writing
 Ability to communicate in a second Language
 Appreciation and respect for diversity and multiculturalism
 Ability to work in international contexts
 Ability to write a paragraph about your favorite day of the week
 Ability to talk about jobs or occupations
 Ability to identify and describe objects
 Ability to talk about habitual actions and routines
 Ability to talk about shopping, sizes and prices
 Ability to complete gaps from a reading using words from a box
 Ability to write a project using a graphic organizer

4.2 Generic Capabilities of the subject

 Ability to reflect on the foreign language, obtaining the necessary knowledge to
participate in social practices
 Use language to organize your thoughts and speech
 Recognize and orientate in the environment that surrounds
 Recognize and orientate in the environment that surrounds
 Analyze and improve your communicative competence by develop in analytical and
responsible attitude
  Ability to generate a list of questions and answers that students can use during
conversation and in small group discussions. (example: What do you do in your spare
time? When do you go out with your friends? A or B, etc.)
 Ability to read a short story from a class blog and underlining the main details, then
checking answers with a partner
 Ability to ask and answer about rooms and houses
 Ability to underline connectives from a text and then using them to complete another
text on a different subject. (example: however, therefore, first, next, etc.)
 Ability to refer to the location of places in a town
 Ability to talk about spare time activities

4.3 Specific competences of the subject

 Exchange basic personal information (first name, last name, nationality, age)
 Introduce oneself and others
 Identify relationships
 Talk about one´s family members
 Express possession
 Talk about Jobs
 Talk about habitual actions and routines
 Ask about and identify the locations and objects
 Ask and answer about furniture, rooms and houses
 Describe one´s house´s or apartment
 Talk about prices
 Refer to the location of places in a town
 Read a map
 Talk about prices
 Tell the time, the months of the year and days of the week
 Talk about spare-time activities
 Talk about the seasons and weather
 Make suggestions
 Talk about one´s favorite day of the we

5. LEARNING RESULTS OF THE SUBJECT

 At the end of Unit 1 students will be able to introduce themselves and their love ones.
Learners will also manage to complete and talk about an application form.
 At the end of unit 2, students will be able to use the Simple Present in affirmative,
negative, Yes/No question forms to talk about their daily routine and habitual actions
at home. Learners will also talk about their family relatives and people's appearance.
 At the end of unit 3, learners will be able to use the Present Progressive in affirmative,
negative, yes/no questions and describe their house, furniture, and decoration.
 At the end of unit 4, learners will be able to give directions and locations of different
places and talk about prices.
 At the end of unit 5, learners will be able to combine sentences with conjunctions.
(Example: I like to listen to music in my free time. I like to sing, too. → I like to listen
to music and sing in my free time, etc.) and write about their favorite day of the week.
(Example: I wake up. I eat breakfast. →First I wake up. Then I eat breakfast, etc.).
6. MACRO CURRICULAR UNITS
UNIT TITLE TIME PER UNIT WEEKS
Unit 1: Hello there! 45 hours 3

Unit 2: Daily life 30 hours 2

Unit 3: At Home 45 hours 3

Unit 4: My city 30 hours 2

Unit 5: Favorites 75 hours 5

TOTAL 225 hours 15 weeks

 Unit NºUnit Name Hello there!
At the end of Unit 1 students will be able to introduce themselves and their love ones. Learners will also manage to
1 Learning outcome: complete and talk about an application form.

Class hours
Contents Autonomous Autonomous activities Assessment
Hours of Learning in Experimental (
work hours Art. 28 RRA)
Level 1 Knowledge, graphic organizers, examinations. Level 2
contact with the teacher Practical Learning
Comprehension oral presentation, essay, graphic organizers, objective
hours Critical text reading, documentary tests, open book tests, presentations, laboratory reports, artistic and
(Art. 27 RRA) research, academic writing, scientific graphic presentations. Level 3 Application, simulations, applied
writing, reporting, portfolios, projects, problem exercises, musical performances / presentations, diagnoses
(Art. 29 RRA) and clinical reports, models Level 4 Analysis, forum, debate, reflective,
plans, presentations, technological
argumentative or descriptive questions. Level 5 Synthesis, project,
applications, autonomous practical case analysis, graphic organizers, drawings and graphic
work, activities in virtual learning representations. Poster presentation. Test. Students portfolio. Level 6
environments, videos, case studies,) Assessment, case analysis, role play, portfolio

Lesson 1A What’s new? 6 9 Activities in virtual Oral presentation

learning environments, Simulations
Technological Portfolio
applications

Lesson 1B Nice to meet 6 9 Activities in virtual Oral Presentation

you! learning environments, Portfolio
Technological
applications

Lesson 1C Where are you 6 Activities in virtual

9 Descriptive questions
from? learning environments, Portfolio
Technological Applied problem exercise
7. DESCRIPTION OF THE CURRICULAR
applications
TOTAL HOURS UNITS
18 27

Unit NºUnit Name Daily life

 At the end of unit 2, students will be able to use the Simple Present in affirmative, negative, Yes/No question forms
2 Learning outcome: to talk about their daily routine and habitual actions at home. Learners will also talk about their family relatives
and people's appearance.

Class hours
Contents Autonomous Autonomous activities Assessment
Hours of Learning in Experimental
work hours ( Art. 28 RRA)
Level 1 Knowledge, graphic organizers, examinations. Level 2
contact with the teacher Practical Learning
Comprehension oral presentation, essay, graphic organizers, objective
hours Critical text reading, documentary tests, open book tests, presentations, laboratory reports, artistic and
(Art. 27 RRA) research, academic writing, scientific graphic presentations. Level 3 Application, simulations, applied
writing, reporting, portfolios, projects, problem exercises, musical performances / presentations, diagnoses
(Art. 29 RRA) and clinical reports, models Level 4 Analysis, forum, debate, reflective,
plans, presentations, technological
argumentative or descriptive questions. Level 5 Synthesis, project,
applications, autonomous practical case analysis, graphic organizers, drawings and graphic
work, activities in virtual learning representations. Poster presentation. Test. Students portfolio. Level 6
environments, videos, case studies,) Assessment, case analysis, role play, portfolio

Lesson 2A Cleaning up! 6 9 Activities in virtual Oral presentation

learning environments, Portfolio
Technological
applications

Lesson 2B My hardest Activities in virtual Oral presentation Applied

course! 6 9 learning environments, problem exercise
Technological Portfolio
applications
Lesson 2C Memories!

TOTAL HOURS 12 18
 Unit NºUnit Name At Home
At the end of unit 3, learners will be able to use the Present Progressive in affirmative, negative, yes/no questions
3 Learning outcome: and describe their house, furniture, and decoration.

Class hours
Contents Autonomous Autonomous activities Assessment
Hours of Learning in Experimental
work hours ( Art. 28 RRA)
Level 1 Knowledge, graphic organizers, examinations. Level 2
contact with the teacher Practical Learning
Comprehension oral presentation, essay, graphic organizers, objective
hours Critical text reading, documentary tests, open book tests, presentations, laboratory reports, artistic and
(Art. 27 RRA) research, academic writing, scientific graphic presentations. Level 3 Application, simulations, applied
writing, reporting, portfolios, projects, problem exercises, musical performances / presentations, diagnoses
(Art. 29 RRA) and clinical reports, models Level 4 Analysis, forum, debate, reflective,
plans, presentations, technological
argumentative or descriptive questions. Level 5 Synthesis, project,
applications, autonomous practical case analysis, graphic organizers, drawings and graphic
work, activities in virtual learning representations. Poster presentation. Test. Students portfolio. Level 6
environments, videos, case studies,) Assessment, case analysis, role play, portfolio

Lesson 3A What’s in your 6 9 Activities in virtual Oral presentation

bag? learning environments, Simulations
Technological Portfolio
applications

Lesson 3B It’s on my bed 6 9 Activities in virtual Presentations

learning environments, Portfolio
Technological
applications

Lesson 3C House and 6 9 Activities in virtual Descriptive questions

Apartments learning environments, Portfolio
Technological Applied problem exercise
applications

TOTAL HOURS 18 27
 Unit NºUnit Name My City
At the end of unit 4, learners will be able to give directions and locations of different places and talk about prices.
4 Learning outcome:
Class hours
Contents Autonomous Autonomous activities Assessment
Hours of Learning in Experimental (Art. 28 RRA)
work hours Level 1 Knowledge, graphic organizers, examinations. Level 2
contact with the teacher Practical Learning
Comprehension oral presentation, essay, graphic organizers, objective
hours Critical text reading, documentary tests, open book tests, presentations, laboratory reports, artistic and
(Art. 27 RRA) research, academic writing, scientific graphic presentations. Level 3 Application, simulations, applied
writing, reporting, portfolios, projects, problem exercises, musical performances / presentations, diagnoses
(Art. 29 RRA) and clinical reports, models Level 4 Analysis, forum, debate, reflective,
plans, presentations, technological
argumentative or descriptive questions. Level 5 Synthesis, project,
applications, autonomous practical case analysis, graphic organizers, drawings and graphic
work, activities in virtual learning representations. Poster presentation. Test. Students portfolio. Level 6
environments, videos, case studies,) Assessment, case analysis, role play, portfolio

Lesson 4A Getting a place 6 9 Activities in virtual Oral presentation

learning environments, Portfolio
Technological
applications

Lesson 4B Prices Activities in virtual Oral presentation Applied

6 9 learning environments, problem exercise
Technological Portfolio
Lesson 4C Time’s up applications

TOTAL HOURS 12 18
 Unit Nº Unit Name Favorites
At the end of unit 5, learners will be able to combine sentences with conjunctions. (Example: I like to listen to music
5 Learning outcome: in my free time. I like to sing, too. → I like to listen to music and sing in my free time, etc.) and write about their
favorite day of the week. (Example: I wake up. I eat breakfast. →First I wake up. Then I eat breakfast, etc.).

Class hours
Contents Autonomous Autonomous activities Assessment
Hours of Learning in Experimental (Art. 28 RRA)
work hours Level 1 Knowledge, graphic organizers, examinations. Level 2
contact with the teacher Practical Learning
Comprehension oral presentation, essay, graphic organizers, objective
hours Critical text reading, documentary tests, open book tests, presentations, laboratory reports, artistic and
(Art. 27 RRA) research, academic writing, scientific graphic presentations. Level 3 Application, simulations, applied
writing, reporting, portfolios, projects, problem exercises, musical performances / presentations, diagnoses
(Art. 29 RRA) and clinical reports, models Level 4 Analysis, forum, debate, reflective,
plans, presentations, technological
argumentative or descriptive questions. Level 5 Synthesis, project,
applications, autonomous practical case analysis, graphic organizers, drawings and graphic
work, activities in virtual learning representations. Poster presentation. Test. Students portfolio. Level 6
environments, videos, case studies,) Assessment, case analysis, role play, portfolio

Lesson 5A A typical 6 9 Activities in virtual Oral presentation

morning! learning environments, Simulations
Technological Portfolio
applications

Lesson 5B Having Fun! 6 9 Activities in virtual Oral Presentations

learning environments, Portfolio
Technological
applications
Lesson 5C Can you ride a 6 9 Activities in virtual Descriptive questions
bike? learning environments, Applied problem exercise
Technological Portfolio
applications

Review 6 9 Summative assessment

Examinations 6 9 Summative assessment

(simulations)
TOTAL HOUR 30 45
 8.ASSESSMENT OF STUDENTS ‘LEARNING OUTCOME

Assessment Criteria First Partial Second Partial Final class work

Final test
Summative assessment 35% 35%

 Written Test
25%
 Speaking Test
10%
Formative assessment 65% 65%

 Moodle Cenid Platform

 Class participation 10% 10%
 Quiz 20% 20%
 Tasks with ICT resources 10% 10%
 Final class work 10% 10%
 Student Portfolio 10% 10%
5% 5%

Total 100% 100% 0%

According to Article 84 of the Academic Regime Regulation, the score assigned to each of the evaluation
activities may not be greater than 35% of the value of the final computation of the subject.

9.GENERAL BEHAVIOR AND ETHICAL BEHAVIOR

 It is considered late to arrive with up to 10 minutes after the

established time; After this period constitutes a lack.
 The development of works that the teacher indicates and that
corresponds to the self- study activities, must be submitted on
the established date, without the possibility of a second chance
delivery.
 Under no circumstances, neither the teacher nor the students,
can change the schedules, leave the classes and terminate them
before time, except in duly justified / previously notified cases;
otherwise teachers and students will be penalized.
 The teacher will review the work sent to the students and
deliver the grades. Once the homework, tests, projects, etc.
have been returned to the students, they only have a period of 8
calendar days for any type of correction or requalification, after
this date the grade cannot be modified.
  The use of cell phones during school hours, both for teachers
and students, will be allowed for academic activities.
 If plagiarism is evidenced, it could be a reason for separating
the course of the person or parties involved.
 Clothing must be in accordance with the development of
educational activities.
 Class hours cannot be interrupted by external visits.
10.BIBLIOGRAPHY
 Basic

UTB library Information Name of the Virtual

APA standard applied to the book / Paper or Virtual
book code Library / Virtual
Article / Magazines / Web Pages
ISBN Yes No Information Link

Liam. K, (1979).New Comprehensive 84-7166-

English-Spanish-Dictionary. 33 381-3 X
6
9
Oxford Student S Dictionary of 0-19- X
33
American English. (1985). 8 431142-2
3
978-0-
Azar, B. (2011) , Fundamental of 13-
43
English Grammar, USA, Pearson. 231512-8 X
0
0
978-0-
Azar, B. & Hagen, S, (2014) , Basic 13- X
52
English Grammar, USA, Pearson. 294229-4
9
0
  Complementary bibliography

UTB library Information Name of the Virtual

APA standard applied to the book / Paper or Virtual
book code Library / Virtual
Article / Magazines / Web Pages
ISBN Yes No Information Link

978-960-
H.Q. Mitchell&Marileni Malkogianni,
509-170- X
(2013). The English Hub.MM
Publications. 5

English grammar in Use. Edition with

Answers and CD-Room. Raymond 978-0- X
Murphy. Cambridge. Fourth edition 521-
(English edition) 18939
Michael McCarthy& Felicity O’Dell, 978-1- X
(2017). English vocabulary in use 316-
elementary. Third edition. Cambridge. 63152-2
Oxenden Clive & Latham-Koeing 978- X
Christina, (2007). New English File 0194519
Intermediate, Oxford University Press, 311
2nd Edition,
13978-0- X
The Edinburg Building, Cambridge
521-
CB2,2RU, UK 54149-7
The English hub. H.QQ. Mitchell- 978-960- X
Malkogianni.Uk Cyprus France Greece 509-428-
Poland Turkey USA. 7

 REVISION AND APPROVAL

English Coordinator

Miguel Franco Bayas, Eng.

Approval date
March 24th, 2021
 SECTION 1:
ASSESSMENT
AND
EVALUATION
EVIDENCE
UNIT 1:

HELLO THERE!
UNIT 2:
DAILY LIFE
UNIT 3 :
AT HOME!
UNIT # 4
MY CITY
UNIT
5:
FAVORITES
 8
SECTION 3:
EXAMINATIONS
 9
SECTION 4: FINAL
CLASSWORK
PROJECT
10. SECTION 5:

ACADEMIC
PLATFORMS