F15e PP PR 01.04 Sílabo V12.english I

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HUMANISTIC STUDIES PROGRAM

POST PANDEMIC CURRICULUM
English I
I. BASIC INFORMATION
1.1 Study mode: Virtual
1.2 Academic Term: 2024-I
1.3 Cycle: I
1.4 Requirements: None
1.5 Nature: Mandatory
1.6 Number of credits: 2
1.7 Duration: 16 weeks (01/04/2024 - 20/07/2024)
1.8 Total N° of hours: 64 practice hours
64 virtual hours
1.9 Professor: Mgtr. Magda Edith Castro Zegarra
mcastroze19@ucvvirtual.edu.pe
II. COMPETENCIES OF THE PROFILE OF THE GRADUATE

The curricular experience English I contributes to the achievement of the following competencies
of the profile of the graduate:
GENERIC COMPETENCY
Effective communication: communicates effectively oral, written, and non-verbal messages in
Spanish and English in different personal and professional settings with critical and assertive
attitude to improve his or her personal relationships and making use of technological tools.
III. SUMMARY
The curricular experience English I belongs to the Humanistic Formation Area. It is practical in
nature and mandatory. The purpose of this curricular experience is to foster the development of
the student’s communicative competency in English at the A1 level according to the Common
European Framework of Reference for Languages (CEFR). It develops the following themes:
Personal pronouns, demonstrative adjectives, possessive adjectives, verb to be, there is, there are,
present simple, plural and singular nouns, Wh-questions, have got, imperatives, frequency
Centro de Formación Docente y

Elaboró Revisó Director del SGC Aprobó Vicerrectorado Académico
Desarrollo de Contenidos
NOTA: Cualquier documento impreso diferente del original, y cualquier archivo electrónico que se encuentren fuera del
campus virtual Trilce serán considerados como COPIA NO CONTROLADA.
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adverbs. Greetings, alphabet, colors, numbers from 1 to 100, countries and nationalities, the time,
jobs.
IV. ACADEMIC PROGRAMMING

CROSS-CURRICULAR THEMES
Citizenship, Human Rights, and Diversity.
4.1 UNIT 1: ALL ABOUT ME
4.1.1 DURATION: From April 1st to May 4th.
LEARNING OUTCOMES:
Introduces himself/herself giving basic personal information using vocabulary, expressions, and
grammatical structures related to the communicative context.
LEARNING ACTIVITIES LEARNING

SESSION CONTENT
EVIDENCES
Greetings and Farewells. Listening to an audio, discriminate Diagnostic test.

greetings and farewells
Describing pictures of people saying
1
hello and goodbye.
Doing interactive exercises.
Role playing a conversation.
Nationalities, countries Reading short texts Short conversation

Verb be: am-are Listening comprehension activities asking for name and
2
Personal pronouns: I - you vocabulary activities. nationality.
Role playing asking for nationalities.
Verb be: is Reading comprehension activities. Conversation about

Personal pronouns: he, she, Listening comprehension activities. jobs
3 it Vocabulary activities Reading Test 1
Jobs Role playing a conversation to
complete a profile
Verb be: are vocabulary activation Video

Personal pronouns: We, Asking and answering questions to introducing
you, they describe pictures himself/herself and
4
Nationalities Writing short sentences giving giving personal
famous people information. information.
Listening test 1

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Possessive adjectives and Matching information questions and UNIT 1 TEST

possessive case answers.
Family members Identifying and correcting mistakes in a
Alphabet text
5
Asking for and giving contact
information.
Writing questions for answers.
Listening comprehension activities.
4.2 UNIT 2: MEET MY FRIENDS

4.2.1 DURATION: From May 6th to June 9th.
LEARNING OUTCOMES:
Interacts effectively and assertively in basic conversations to exchange basic personal information using
vocabulary, expressions, and grammatical structures related to the communicative context.
LEARNING
SESSION CONTENT
LEARNING ACTIVITIES EVIDENCE
Personal pronouns and Pronunciation practice Short conversation

possessive adjectives: my, Listening comprehension activities asking and answering
your. Describing things in a room. information
6 The possessive case Grammar in context activities. questions.
Demonstrative adjectives Role playing activities (The tour of a
Everyday objects meeting room)
Family.
Numbers from 1 to 100 Matching names and numbers Interactive activities

Question words with be: Listening comprehension activity in MEL
What-Where-Who Reading comprehension activity.
There is, there are Asking and answering questions PRACTICE
7
Singular and plural nouns about places. ASSIGNMENT
Places in town Grammar activities in context.
Pronunciation practice
Describing places in town.
there is- there are in Listening comprehension activities. Description of things

question form. Pronunciation practice: rising and in the room.
a, an, any falling intonation. Listening test 2
Rooms and things in a Grammar activities in context.
8
home Asking questions to choose the best
flat to go on vacation.
Writing a description of the best flat
to go on vacation.

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Adjectives, position of Describing places A video

adjectives. Making sentences about known role playing a
places. conversation with a
Reading comprehension activity. classmate asking for
9
Pronunciation activities and giving personal
Unscrambling sentences information.
Completing questions about places
in town.
UNIT 2 TEST DELAYED UNIT 1 TEST UNIT 2 TEST

10 Review
UNIT 2 TEST
4.3 UNIT 3: MY DAY

4.3.1 DURATION: From June 10th to July 20th.
LEARNING OUTCOMES:
Writes short texts giving basic personal information using vocabulary, expressions, and grammatical
structures related to the communicative context.
LEARNING ACTIVITIES LEARNING

SESSION CONTENTS
EVIDENCE
The verb have got Listening activity A note about the

Adjectives to describe Filling the blanks activity things they would take
appearance Information gap activities for a trip.
Colors Speaking activity describing a friend Padlet
11
The verb have/has got Writing a note about the things they
interrogative would need for a trip.
Everyday objects
Imperatives Giving advice what to do and not to Oral description of

Vocabulary about trips do on a trip his/her daily routine.
Present simple: I you we Reading comprehension about Reading Test 2
12 they routines.
Days of the week Speaking about their daily routine.
Everyday activities
Present simple: I, you, we, Reading comprehension activity Oral report of findings
they in questions. Speaking activity/ Survey based on a survey
13
Means of transportation Reporting findings Google Forms
Listening test 3

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Present simple, Wh- Listening comprehension activity. A written text

questions: who, what, Role playing a conversation asking describing his/her
14
where, when, how. information questions. morning, afternoon,
and evening routine.
Simple present and Pronunciation activities Interactive activities in

frequency adverbs Making a list of healthy and MEL
Plural and singular nouns: unhealthy food. PRACTICE
15
Food and drinks Speaking tasks about the frequency ASSIGNMENT
of actions like eating certain food, or
doing certain activities.
FINAL TEST DELAYED UNIT 2 TEST FINAL EXAM

16
FINAL EXAM
V. DIDACTIC STRATEGIES
The methodology applied in the teaching and learning of the Curricular Experience English I is
the Communicative Language Teaching (CLT) which core lies in the principle of learning through
communication. This means that:
• Focus is on language for real-world purposes.
• Activities are designed to be meaningful and engaging, allowing learners to practice using
language in simulated or real-life situations.
• Interaction and collaboration are highly encouraged
• Developing communicative competence is paramount, which includes not only
grammatical accuracy and vocabulary knowledge but also the ability to use language effectively
in different social contexts and for various purposes.
The strategies aligned with this method and the Curricular Experience are:
• Role -playing
• Simulations and discussions
• Collaborative learning
• Case study
• Reading analysis
VI. RESOURCES AND MATERIALS

Learning virtual environments like Blackboard, Trilce, My English Lab (MEL), Quizziz,
Mentimeter, Google tools, Power point, Zoom, Aha slides, Classroom screen, among others.

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Materials: Coursebook and online materials stated in the bibliography and bilingual dictionaries.
VII. EVALUATION
The purpose of the evaluation is to collect information about the formative and summative
learning process of the students to judge and make decisions based on the learning evidence.
Timely feedback is considered as well as the completion of the general and specific competencies
that contribute to the achievement of the profile of the graduate. These competencies are
evaluated through learning outcomes, the ones that are developed in learning activities.
The evaluation considers: a set of individual and collaborative projects or activities, reading
comprehension tests, midterm and final exams, that evidence the learning outcomes.
The final exam considers the learning outcomes from the curricular experience.
7.1 EVALUATION DESIGN
The final grade of the curricular experience is cumulative according to the progressive
development of the students, according to the markings obtained in the learning evidence.
Session Learning Evidence Code Components Evaluation Tools

%
3 Reading test 1 5% CL Rubric for oral
40%
4 EXP production
Oral presentation 10% EXP
P Rubric for written
5 Unit 1 test 10% EP production
Practice
7 5% TP
Assignment (MEL) CL 10% Test/Questionnaire
9 Portfolio 15% P
10 Unit 2 test 10% EP
TP 10% MEL’s Report
12 Reading test 2 5% CL
Practice
14 5% TP
Assignment (MEL) EP 40% Test/ Rubric for
15 Portfolio 15% P EF written production
16 Final Test 20% EF
UNIT 1 X1 UNIT 2 X2 UNIT 3 X3
X1 = X2= X3= 0.50*TP+

0.25*EXP+0.50*CL+0.25*EP 0.50*TP+0.38*P+0.25*EP 0.37*P+0.50*CL+0.20*EF

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FINAL XF
XF= 0.30*X1+0.30*X2+0.40*X3
7.2 PASSING REQUIREMENTS

The vigesimal system of grading is used; the minimum passing grade is 11. In the final mark, the
fraction equivalent or higher than 0,5 will be rounded to the immediate superior digit.
The 30% of absence disables the student. Unexcused absence to practice or exams will be graded
cero (00).
In case a student did not take any of the midterm or final exams, he or she will be able to take
them during the delayed exam dates. In case the student does not attend, he or she will be graded
cero (00).
VIII. BIBLIOGRAPHY
Library code BOOKS, MAGAZINES, ARTICLES, THESIS, WEB SITES
Book
Berlis, M., Bygrave, J., Dellar, H., Jones, H., Walkley, A., Warwick, L. &
SBN 978-1292393056
Williams, D. (2021) Road Map A1. Pearson.
McCarthy, M., O'Dell., F (2017) English Vocabulary in Use. Cambridge

ISBN 9781316631522
University Press.
Digital magazines
Vega, S., Alejandro, M., & Ruiz, N. (2017). Teaching English as a Second
Language at a University in Colombia That Uses Virtual
Environments: A Case Study/ Enseñanza del inglés como
Digital magazines segunda lengua en una universidad de Colombia que utiliza
ambientes virtuales: Estudio de caso Revista Electrónica Educare,
21(3), 159–179
https://doi.org/10.15359/ree.21-3.9
Ivanova, A., Atlasova, L. (2020) Assessment and Development of

Communicative Skills in English: A Case Study of 1st Year
Undergraduate Students Learning English As Their Major.
Digital Magazines
Propósitos y representaciones, Vol.8 (SPE), p. 1-11.
https://ucv.primo.exlibrisgroup.com/discovery/fulldisplay?doci
d=cdi_dialnet_primary_oai_dialnet_unirioja_es_ART000148797

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4&context=PC&vid=51UCV_INST:UCV&lang=es&search_sco
pe=MyInst_and_CI&adaptor=Primo%20Central&tab=Everythi
ng&query=any,contains,English%20A1%20level%20learning%2
0experiences&sortby=rank
Raymund, M (1997) Essential Grammar in Use. A Self-study Reference

and Practice book for Elementary Students of English.
Digital Book Cambridge University Press
https://www.academia.edu/40851370/Murphy_R_Essential_Gr
ammar_in_Use_Elementary_With_Answers_Cambridge
Beaumont, D. (1993). The Heinemann Elementary English Grammar.

MacMillan Education, Limited.
Digital Book
https://pdfcoffee.com/201141098-heinemann-
elementaryenglish-grammarpdf-pdf-free.html
Marks, J. (2007). English Pronunciation in Use Elementary Book with

Answers, with Audio. Cambridge University Press.
Digital Book
https://pdfcoffee.com/pronunciation-in-useelementary-pdf-
free.html
Universidad de Cambridge. (2004). KEY ENGLISH TEST 1 WITH

ANSWERS. Cambridge University Press. (Cambridge Books for
Digital Book Cambridge Exams).
https://pdfcoffee.com/qdownload/cambridge-ket-1-book-pdf-
free.html
Walker, E. y Elsworth, S. (2000). Grammar Practice for Elementary

Students. Longman Italia.
Digital Book
https://nicugane.ro/articole/biblioteca/englezafranceza/(Longma
n)Grammar%20Practice%20for%20Elementary%20Students. pdf


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Código : F-PP-PR-01.

HUMANISTIC STUDIES PROGRAM

II. COMPETENCIES OF THE PROFILE OF THE GRADUATE

Centro de Formación Docente y

IV. ACADEMIC PROGRAMMING

LEARNING ACTIVITIES LEARNING

Greetings and Farewells. Listening to an audio, discriminate Diagnostic test.

Nationalities, countries Reading short texts Short conversation

Verb be: is Reading comprehension activities. Conversation about

Verb be: are vocabulary activation Video

Centro de Formación Docente y

Possessive adjectives and Matching information questions and UNIT 1 TEST

4.2 UNIT 2: MEET MY FRIENDS

Personal pronouns and Pronunciation practice Short conversation

Numbers from 1 to 100 Matching names and numbers Interactive activities

there is- there are in Listening comprehension activities. Description of things

Centro de Formación Docente y

Adjectives, position of Describing places A video

UNIT 2 TEST DELAYED UNIT 1 TEST UNIT 2 TEST

4.3 UNIT 3: MY DAY

LEARNING ACTIVITIES LEARNING

The verb have got Listening activity A note about the

Imperatives Giving advice what to do and not to Oral description of

Centro de Formación Docente y

Present simple, Wh- Listening comprehension activity. A written text

Simple present and Pronunciation activities Interactive activities in

FINAL TEST DELAYED UNIT 2 TEST FINAL EXAM

VI. RESOURCES AND MATERIALS

Centro de Formación Docente y

Session Learning Evidence Code Components Evaluation Tools

UNIT 1 X1 UNIT 2 X2 UNIT 3 X3

X1 = X2= X3= 0.50*TP+

Centro de Formación Docente y

7.2 PASSING REQUIREMENTS

Library code BOOKS, MAGAZINES, ARTICLES, THESIS, WEB SITES

McCarthy, M., O'Dell., F (2017) English Vocabulary in Use. Cambridge

Ivanova, A., Atlasova, L. (2020) Assessment and Development of

Centro de Formación Docente y

Raymund, M (1997) Essential Grammar in Use. A Self-study Reference

Beaumont, D. (1993). The Heinemann Elementary English Grammar.

Marks, J. (2007). English Pronunciation in Use Elementary Book with

Universidad de Cambridge. (2004). KEY ENGLISH TEST 1 WITH

Walker, E. y Elsworth, S. (2000). Grammar Practice for Elementary

Centro de Formación Docente y

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