8

INSTITUTO UNIVERSITARIO DE IDIOMAS

PERIODO ACADÉMICO: SEPTIEMBRE 2024 –FEBRERO 2025
SÍLABO INGLÉS A2
NOMBRE DE LA ASIGNATURA CÓDIGO: 13617

INGLES OFERTA REGULAR A2 (Programa Académico de Suficiencia en Lenguas Extranjeras)

CARRERA: INSTITUTO DE IDIOMAS

CICLO O SEMESTRE SEPTIEMBRE 2024 – EJE DE FORMACIÓN BÁSICAS

FEBRERO 2025

MODALIDAD: PRESENCIAL

GRUPO A2

CARGA HORARIA

Horas /
Horas /
COMPONENTES DEL APRENDIZAJE Periodo
Semana
Académico

APRENDIZAJE EN CONTACTO CON EL DOCENTE (ACD) 4.0 60.0

APRENDIZAJE PRÁCTICO EXPERIMENTAL -

4.0 60.0
ASIGNATURA (APE/A)

APRENDIZAJE AUTONOMO (AA) 2.0 30.0

Total Horas: 10 150

PROFESOR(ES) RESPONSABLE(S):

Ana Loja ana.loja@ucuenca.edu.ec

Adriana Mora adriana.moraj@ucuenca.edu.ec
Lourdes Carreño maria.carreno@ucuenca.edu.ec
Patricia Galarza patricia.galarza@ucuenca.edu.ec
Sandra Cabrera sandra.cabrera@ucuenca.edu.ec
Verónica Piedra veronica.piedra@ucuenca.edu.ec
Katya Palacios katya.palacios@ucuenca.edu.ec
Adrián Torres adrian.torres89@ucuenca.edu.ec
Yolanda Loja yolanda.loja@ucuenca.edu.ec
Sarah Oshi sarah.nakalema.oshi@ucuenca.edu.ec
Leslie Landívar leslie.landivar@ucuenca.edu.ec
Fernando Tibillín fernando.tibillin@ucuenca.edu.ec
Alex Alarcón alex.alarcond@ucuenca.edu.ec
Juan José Novillo juan.novillo@ucuenca.edu.ec
 DESCRIPCIÓN DE LA ASIGNATURA:

Este nivel se enfoca en un desarrollo equilibrado de las cuatro destrezas básicas: comprensión lectora,
comprensión auditiva, expresión oral y expresión escrita. A través de una variedad de actividades y tareas
comunicativas se plantea llevar a los estudiantes a adquirir un nivel A2 del Marco Común Europeo de
Referencia para las Lenguas. La característica de este curso no sólo destaca la práctica del idioma a través
de diferentes recursos tecnológicos y físicos, sino también el desarrollo de estrategias y técnicas que son
la base de un aprendizaje continuo y autónomo.

REQUISITOS DE LA ASIGNATURA

PRE-REQUISITOS

Nivel A1

OBJETIVO(S) DE LA ASIGNATURA:

Objetivo general: Alcanzar el nivel de suficiencia A2 en el idioma inglés (MCERL) a través del desarrollo
equilibrado de las cuatro destrezas (comprensión lectora, comprensión auditiva, expresión oral y expresión
escrita) con el propósito de convertirse en un usuario básico de la lengua.

Objetivos Específicos:

● Escuchar y comprender información sencilla acerca de temas relacionados a áreas de relevancia y de

necesidad inmediata (e.g. información personal y de la familia, compras, intereses, empleo, condiciones
de vida, contexto educacional).
● Leer y entender textos cortos y sencillos acerca de temas relacionados a áreas de relevancia y de
necesidad inmediata redactados con lenguaje de uso frecuente.
● Intercambiar información básica y simple acerca de temas de relevancia y de necesidad inmediata a
través de una descripción sencilla.
● Hablar acerca de temas de relevancia y de necesidad inmediata utilizando una serie de expresiones y
frases sencillas.
● Escribir párrafos cortos y sencillos referentes a temas de relevancia y de necesidad inmediata.

LOGROS DE LOS RESULTADOS DE APRENDIZAJE INDICADOR (ES) Y ESTRATEGIA(S) DE

EVALUACIO N
RESULTADOS O
INDICADORES ESTRATEGIAS DE
LOGROS DE
EVALUACIÓN
APRENDIZAJE
RdA1. Comprensión Auditiva: El estudiante desarrolla su ● Trabajos y
● Escucha y comprende comprensión auditiva: deberes
información sencilla acerca de ● Pruebas
temas relacionados a áreas de Predice la idea principal ● Proyectos
relevancia y de necesidad Identifica la idea principal ● Presentaciones
inmediata. Contrasta las ideas principales con las ● Examen
● Escucha y comprende secundarias interciclo y final
claramente los puntos Toma notas
 principales sobre diferentes Reporta información relevante
temas de interés personal, Reconoce información específica
general y académico. Infiere contenido e información
específica.

RdA2. Comprensión Lectora: ● Trabajos y

● Lee y comprende textos cortos El estudiante desarrolla su deberes
y sencillos acerca de temas comprensión lectora: ● Pruebas
relacionados a áreas de ● Proyectos
relevancia y de necesidad Identifica la idea principal ● Presentaciones
inmediata redactados con Toma notas ● Examen
lenguaje de uso frecuente. Reporta información relevante interciclo y final
. Contrasta las ideas principales con las
secundarias
Identifica el propósito del autor
Aplica estrategias básicas de lectura
rápida
Infiere el significado en contexto
Ordena ideas de manera cronológica

RdA3. Expresión Oral El estudiante desarrolla su expresión oral: ● Trabajos y

(interacción): deberes
● Intercambia información básica y Participa en conversaciones, pregunta y ● Pruebas
simple acerca de temas de responde a su interlocutor ● Proyectos
relevancia y de necesidad Solicita repetición ● Presentaciones
inmediata a través de una Solicita clarificación ● Examen
descripción sencilla. Reacciona apropiadamente a través de interciclo y final
● Utiliza frases para formular y la expresión corporal y oral
responder a preguntas sencillas. Vocaliza, entona, y pronuncia
Expresa ideas, opiniones y puntos de
vista
Hace y responde a sugerencias.

RdA4. Expresión Oral (producción El estudiante desarrolla su expresión oral: ● Trabajos y

oral): deberes
● Habla acerca de temas de Emplea apropiadamente la expresión ● Pruebas
relevancia y de necesidad corporal y oral ● Proyectos
inmediata utilizando una serie de Vocaliza, entona, y pronuncia ● Presentaciones
expresiones y frases sencillas. adecuadamente ● Examen
Expresa ideas, opiniones, y puntos de interciclo y final
vista
Organiza las ideas antes de hablar
Realiza presentaciones
Argumenta y defiende ideas y opiniones
de acuerdo al nivel
 RdA5. Expresión Escrita: El estudiante desarrolla su producción ● Trabajos y
● Escribe textos/párrafos cortos y escrita: deberes
sencillos referentes a temas de ● Pruebas
relevancia y de necesidad Utiliza correctamente las reglas ● Proyectos
inmediata de interés personal y básicas de puntuación (eg. period, ● Presentaciones
genera comma) ● Examen
Aplica el uso correcto de letras interciclo y final
mayúsculas
Utiliza conectores correctamente
Aplica la correcta organización y
estructura en la escritura de párrafos
sencillos tanto descriptivos como
narrativos.

CONTENIDOS, SESIONES Y ACTIVIDADES DE APRENDIZAJE

UNIT 1: INTRODUCTION
SUB-UNIDADES Nro. COMPONENTE ACTIVIDADES DE APRENDIZAJE
SESIÓN DE
APRENDIZAJE
1. Getting to know Week 1 APRENDIZAJE Syllabus presentation and sharing 4 horas
(Sep. 30- EN
Oct.3) CONTACTO Students’ expectations and class policy
CON EL
DOCENTE (ACD) Classroom language

APRENDIZAJE Teacher and students’ introductions 4 horas

PRÁCTICO (personal information)
ASIGNATURA
(APA) Icebreaker activities

Paragraph structure: elements of a

paragraph (review)

Diagnostic test

APRENDIZAJE - Writing your personal profile in a forum. 2 horas

AUTONOMO (ENOVA platform). Describing your
(AA) personal information, likes and dislikes.
Commenting on two of your classmates’
post.

UNIT 2: How We Feel

SUB-UNIDADES Nro. COMPONENTE ACTIVIDADES DE APRENDIZAJE
SESIÓN DE
APRENDIZAJE
 4 horas
Students will be able Week 2 APRENDIZAJE USE OF LANGUAGE:
to: (Oct. 7- Oct EN - Can and cannot for ability and
10) CONTACTO possibility
- Identify people’s CON EL - Can and cannot: Information
abilities DOCENTE questions
- Give advice to (ACD) - Should and should not for advice
someone who does Vocabulary:
not feel well - Abilities
- Describe feelings - Ailments
-Discuss how we - Adjectives for feelings
develop abilities READING:
- Reading for details
- Reading and completing a
personal abilities self-test
- Reading conversations
- Reading letters on an advice
website
- Reading a feelings self-test
LISTENING:
- Listening for main ideas and
details
- Listening for key information
Extra material: Listening to people’s
problems and giving them advice

APRENDIZAJE SPEAKING: 4 horas

PRÁCTICO - Asking for and giving
ASIGNATURA advice and suggestions
(APA) - Sharing personal abilities
- Discussing how people
develop abilities
- Participating in
conversations
WRITING:
- Avoiding run-on-sentences,
fragments, and comma splices

APRENDIZAJE WRITING: 2 horas

AUTONOMO - Writing a short text about things
(AA) you cannot do but would like to do.
Read your classmates’ posts and
comment on two of them by giving
advice on how to develop those
abilities. (Forum)

UNIT 3: TALKING ABOUT PEOPLE

SUB-UNIDADES Nro. COMPONENTE ACTIVIDADES DE APRENDIZAJE
SESIÓN DE
APRENDIZAJE
Students will be able to: Week 3 APRENDIZAJE USE OF LANGUAGE: 4 horas
(Oct. 14- oct EN -Comparative adjectives: spelling
- Respond to good and 17) CONTACTO rules
bad news CON EL - Modifying comparative adjectives:
-Describe and compare TEST 1 DOCENTE much, a lot, a little, a little bit
people’ appearance Oct. 17 (ACD) Vocabulary:
and personalities - Physical appearance and
- Describe similarities personality traits
and differences - Family relationships
- Discuss trends in - Adjectives to describe people
family households - Similarities and differences: alike,
similar, both, neither
LISTENING:
-Listening for main ideas and
details
-Listening to classify and to confirm
content
READING:
- Reading for main ideas and
details
- Reading descriptions of family
relationships
- Reading about twins
- Reading a survey about typical
households

APRENDIZAJE SPEAKING: 4 horas

PRÁCTICO -Responding to good and bad news
ASIGNATURA - Comparing members of
(APA) immediate and extended family
- Comparing trends in family
households
WRITING:
- Writing a 120-150-word
descriptive paragraph comparing
family structures across cultures
APRENDIZAJE USE OF LANGUAGE 2 horas
AUTONOMO Doing online exercises with
(AA) comparative
UNIT 4: EATING IN RESTAURANTS
SUB-UNIDADES Nro. COMPONENTE ACTIVIDADES DE APRENDIZAJE SUB-
SESIÓN DE UNIDADES
APRENDIZAJE
Students will be able to: Week 4 APRENDIZAJE USE OF LANGUAGE: 4
(Oct. 21- oct EN - Count and non-count nouns
-Order food from a 24) CONTACTO - Definite article the for specific
CON EL reference
menu
DOCENTE - Use of some and any; anything
-Discuss ways to (ACD) and nothing
prepare food - Use of many, much, a lot of, a
few, a little
Vocabulary:
- Food
Agreeing and disagreeing phrases:
me too and neither
-Parts of a meal
-Adjectives for food preparation
- Categories of food
LISTENING:
-Listening to infer information
-Listening for details
-Understanding from context
- Listening to people order food
READING
- Reading to infer information
Reading for general ideas and
details
-Reading conversations
- Reading a restaurant menu
-Reading a survey about foods
 APRENDIZAJE SPEAKING 4
PRÁCTICO - Ordering food from a menu
ASIGNATURA - Giving recipes in conversations
(APA) - Agreeing and disagreeing when
talking about food preferences
WRITING
- Using sequence words to give
instructions on how to prepare a
dish: first, second, then, before that,
after that, next, while, etc.
APRENDIZAJE SPEAKING 2
AUTONOMO Creating a 2-minute video about
(AA) preparing your favorite snack (FLIP
application)
..
Students will be able to: Week 5 APRENDIZAJE USE OF LANGUAGE: 4
(Oct. 28- 31) EN - Using partitives with non-count
-Talk about healthy and CONTACTO nouns
CON EL - Nouns that can be count or non-
unhealthy foods
DOCENTE count
- Describe food habits (ACD) - Plural nouns: spelling rules
and taste - Non-count nouns: categories
- Questions with how much and
how many
Vocabulary:
- Categories of food
- Adjectives to describe food
LISTENING:
-Listening to infer information
- Listening for details
- Understanding from context
Extra material
- Listening to a talk about healthy
and unhealthy food
READING:
- Reading to infer information
- Reading for general ideas and
details
- Reading an article about street
food
- Reading and answering a
questionnaire about street food

APRENDIZAJE SPEAKING: 4
PRÁCTICO -Talking about students’ healthy
ASIGNATURA and unhealthy food habits
(APA) Talking about students’ food habits
and taste
WRITING:
- Writing a 120- 150-word
descriptive paragraph about a good
place to eat in Cuenca
APRENDIZAJE WRITING 2
AUTONOMO Writing a post about how students’
(AA) eating habits change when they
start the university. (Forum)

UNIT 5: LIVING WITH TECHNOLOGY

SUB-UNIDADES Nro. COMPONENTE ACTIVIDADES DE APRENDIZAJE
SESIÓN DE
APRENDIZAJE
Week 6 APRENDIZAJE USE OF LANGUAGE: 4 horas
Students will be able (Nov. 5-nov7) EN - Review of present tense in all its
to: CONTACTO forms
- Describe advantages CON EL - The simple present tense: non-
and disadvantages of DOCENTE action verbs
a brand (ACD) -The simple present tense:
- Talk about things that placement of frequency adverbs
aren’t working - Time expressions
- Describe smart - Vocabulary:
phone habits -Devices
- Discuss the - Household appliances and
challenges of traveling devices - positive and negative
with technology descriptions - collocations for using
technology
- Some smart phone activities
-Powering electronic devices
LISTENING:
- Listening to infer information
- Listening for details
READING:
- Inferring and interpreting
information:
- Understanding context
- Confirming content
- Reading infographic
- Reading a survey about electronic
devices
- Reading conversations
- Reading an article about smart
phone addiction
- Reading a survey about smart
phone habits
APRENDIZAJE SPEAKING: 4 horas
PRÁCTICO - Talking about
ASIGNATURA smart phone habits
(APA) - Comparing brands
- Discussing the challenges of
traveling with technology
WRITING:
- Writing a 120–150-word
descriptive paragraph about an
electronic device that is not
essential for your daily life.
APRENDIZAJE SPEAKING 2 horas
AUTONOMO - Talking about the positive
(AA) and negative effects of
technology on students’ and
children’s lives
UNIT 6: VACATIONS AND TRAVEL
COMPONENTE DE Nro. COMPONENTE ACTIVIDADES DE APRENDIZAJE
APRENDIZAJE SESIÓN DE
APRENDIZAJE
Students will be able Week 7 APRENDIZAJE USE OF LANGUAGE:
to: (Nov. 11- Nov. EN - -Regular and irregular verbs 4 horas
- Greet someone 14) CONTACTO - “ed” pronunciation
CON EL - The past tense of be
arriving from a trip
DOCENTE - Use of auxiliary “did”
- Report a change in Test 2 (ACD) - The simple past tense:
travel plans Nov. 14 Statements and questions
- Describe good and Vocabulary:
bad vacations - Activities
- Discuss some - Adjectives to describe trips
hassles of travel - Intensifiers
- Kinds of tickets and seats
-Past time expressions
- Airport information
LISTENING:
- Listening for main ideas
and for details
- Listening to a conversation
about amazing and awful
vacations
READING:
- Reading to understand
from context
- Reading to draw
conclusions
- Reading a preference test
on vacation
- Reading a conversations
- Reading a passenger
boarding pass
Extra material:
Reading about most
common problems people
encounter when travelling

APRENDIZAJE SPEAKING:
PRÁCTICO - Talking about the last time
ASIGNATURA students had to change their
(APA) plans
- Role- play: greeting
someone arriving from a trip
- Talking about good and
bad vacations 4
WRITING:
- Writing a 120–150-word narrative
paragraph about students’ last
vacation
APRENDIZAJE READING: 2
AUTONOMO Reading a travel blog where
(AA) people describe their last
vacations

SUB-UNIDADES Nro. COMPONENTE ACTIVIDADES DE

SESIÓN DE APRENDIZAJE
APRENDIZAJE
Week 8 APRENDIZAJE 6 horas
(Nov. 18-nov AUTONOMO Review of contents
21) (AA)
 APRENDIZAJE Nov. 20 Written midterm exam.
PRÁCTICO Nov. 21 oral exam 4 horas
ASIGNATURA
(APA)

UNIT 7: VACATIONS AND TRAVEL

SUB-UNIDADES Nro. COMPONENTE ACTIVIDADES DE APRENDIZAJE
SESIÓN DE
APRENDIZAJE
Students will be able Week 9 APRENDIZAJE -USE OF LANGUAGE: 4 horas
to: (Nov 25- Nov. EN - Simple past vs past continuous
28) CONTACTO - Use of when and while in
- Discuss some CON EL sentences and questions
hassles of travel DOCENTE Vocabulary:
- Narrate past travel (ACD) -Time expressions
experiences - Travel experiences
-READING:
- Reading to understand
from context
- Reading to draw
conclusions
- A magazine travel column
LISTENING:
- Listening for main ideas
and for details
- Listening to conversations
Extra material
- Listening to narrations about
travel experiences

APRENDIZAJE SPEAKING: 4 horas

PRÁCTICO - Talking about the
ASIGNATURA problems some people faced
(APA) with means of transportation
while travelling to their
vacation destinations
WRITING:
- Writing a short text about pleasant
experiences when traveling to the
university. (FORUM)
APRENDIZAJE Listening: 2 horas
AUTONOMO Listening to a significant expedition
(AA) from history and identifying the
challenges the explorers faced
during their journey.

UNIT 8: SHOPPING FOR CLOTHES

SUB-UNIDADES Nro. COMPONENTE ACTIVIDADES DE APRENDIZAJE
SESIÓN DE
APRENDIZAJE
Students will be able Week 10 APRENDIZAJE USE OF LANGUAGE: 4 horas
to: (Dic. 2- Dic.5) EN - Object pronouns: Usage
CONTACTO - Superlative adjectives
- Shop and pay for CON EL Vocabulary:
clothes DOCENTE - Clothing items
- Ask for a (ACD) - Types of clothing and accessories
- Interior locations and directions
recommendation for a
- Adjectives for describing clothing
place to shop customs
- Give directions within READING:
buildings - Reading for inferring information
- Describe local - Reading for main ideas and
clothing customs details
- Reading for content
- Reading a questionnaire about
clothing preferences
- Reading a conversation
- Reading an article about planning
a business trip
- Reading a questionnaire about
personal dress codes
LISTENING:
-Listening for key information
- Pronunciation: contrastive
stress for clarification
- Listening to conversations
- Listening to information
about payment methods
Extra material
Listening to information about new
trends in paying methods
APRENDIZAJE SPEAKING: 4 horas
PRÁCTICO - Talking about the best clothing
ASIGNATURA store in Ecuador
(APA) - Shopping for clothes: asking for
sizes, price and paying methods
- Discussing the do’s and don’ts of
clothing for travelers visiting
Ecuador.
WRITING:
- Writing a 120-150 about the types
of clothes you need to wear and
don’t need to wear in Cuenca. Use
comparatives and superlatives in
your writing
APRENDIZAJE USE OF LANGUAGE 2 horas
AUTONOMO Doing online exercises with
(AA) comparative and superlatives

UNIT 9: FITNESS AND HEALTH

SUB-UNIDADES Nro. COMPONENTE ACTIVIDADES DE APRENDIZAJE
SESIÓN DE
APRENDIZAJE
Students will be able Week 11 APRENDIZAJE USE OF LANGUAGE: 4 horas
to: (Dic. 9- Dic. EN - Have to / has to
- Make a date to get 12) CONTACTO - Modals should and could
together CON EL - Modals: common errors
- Suggest how to get DOCENTE - Can and be able to:
in shape (ACD) present and past forms
- Discuss recreation TEST 3 Vocabulary:
equipment Dic. 12 - Exercise activities
- Describe accidents - Places for sports, games,
and injuries and other exercise
- Land and water recreation
activities
- Collocations with go
-Recreation equipment
- Parts of the body
-Accidents and injuries
 LISTENING:
- Listen for main ideas
- Listen for details
Pronunciation:
Sound reduction of to in have to /
has to
READING:
- Scan for facts
Reading a brochure for a popular
health club
- Reading a conversation
Reading an article about a physical
therapist

APRENDIZAJE SPEAKING: 4 horas

PRÁCTICO - Making arrangements for a
ASIGNATURA date
(APA) -Giving suggestion on how to
get in shape
- Sharing with the class the
type of accidents and injuries
students had last year.
WRITING:
- Writing a post for a magazine
about your favorite outdoor activity

APRENDIZAJE LISTENING 2 horas

AUTONOMO - Listening to a talk about the
(AA) most common injures and
accidents among teenagers

UNIT 10: LIFE GOALS AND PLANS

SUB-UNIDADES Nro. COMPONENTE ACTIVIDADES DE APRENDIZAJE
SESIÓN DE
APRENDIZAJE
Students will be able Week 12 -USE OF LANGUAGE:
to: ( Dic. 16- Dic. - Express wishes for the future:
-Make predictions 19 y Dic 23) APRENDIZAJE Would like + an infinitive, would 4 horas
about their future life EN love, would prefer, would hate+
CONTACTO infinitive
CON EL - Future with will/ going to:
DOCENTE sentences and questions
(ACD) Vocabulary:
-Wishes for the future
- Organizing a business or social
event
- Job benefits
-READING:
- Understanding from context
- Inferring a point of view
- Reading a self-test about what
makes people successful
- Reading conversations
- Reading an article about life
dreams
- Reading descriptions about
employment situations
- LISTENING:
- Listening to confirm content
- Listening for details
 - Making personal connections
Extra material:
Listening to stories on people’s
achievements
-Pronunciation: be going to

APRENDIZAJE SPEAKING: 4 horas

PRÁCTICO - Interviewing students’ classmates
ASIGNATURA about their dreams
(APA) - Talking about their plans
- Making predictions about their
future jobs and personal life
- Planning a business or
social event
- Discussing how to make a
dream come true

APRENDIZAJE WRITING: 2 horas

AUTONOMO - Writing a 120–150-word
(AA) descriptive paragraph about the
qualifications and skills people will
need to develop to secure a job in
today’s competitive market

UNIT 11: EXPERIENCES

SUB-UNIDADES Nro. COMPONENTE ACTIVIDADES DE APRENDIZAJE

SESIÓN DE
APRENDIZAJE
Students will be able Week 13 APRENDIZAJE USE OF LANGUAGE: 4 horas
to: EN - Present perfect for experiences:
- Talk about personal (Jan. 2, CONTACTO have you ever, never, for, since,
experiences Jan 6- Jan- 9) CON EL just, yet, already
DOCENTE Vocabulary:
(ACD) - Experiences
- Achievements
LISTENING:
- Listening for key information
- Listening to people talk about their
life experiences
READING:
- Reading for general and main
ideas
- Reading a passage about how
well-known people have overcome
difficulties during their lives

APRENDIZAJE SPEAKING: 4 horas

PRÁCTICO - Talking about unforgettable
ASIGNATURA experiences
(APA) - Having conversation about life
experiences
WRITING:
- Writing a short text about a
challenge you have overcome
APRENDIZAJE USE OF LANGUAGE: 2 horas
AUTONOMO Online practice with the present
(AA) perfect
Students will be able APRENDIZAJE USE OF LANGUAGE: 4 horas
to: Weeks 14 EN - Present perfect vs simple past
- Talk about personal CONTACTO - Vocabulary:
achievements (Jan. 13- Jan. CON EL - Accomplishments
16) DOCENTE LISTENING:
(ACD) - Listening for key information
- Listening to infer information
TEST 4 - Listening to people talk about their
Jan. 16 achievements
READING:
- Reading for general and specific
information
- Reading to infer information
- Reading a passage about the
accomplishments of well-known
people and their significant
contributions

APRENDIZAJE SPEAKING: 4 horas

PRÁCTICO - Creating a timeline and
ASIGNATURA describing their accomplishments in
(APA) chronological order.
WRITING:
- Writing a text about what a family
member has and has not achieved
in life

APRENDIZAJE READING: 2 horas

AUTONOMO Reading a passage about what
(AA) people have had to do to achieve
their objectives

Break: Jan. 20- Jan. 28

REVIEW
SUB-UNIDADES Nro. COMPONENTE ACTIVIDADES DE APRENDIZAJE
SESIÓN DE
APRENDIZAJE
Students will be Week 15 APRENDIZAJE USE OF LANGUAGE: 6horas
able to: (Jan. 29- EN - Reviewing contents
Jan. 30) CONTACTO
- Describe places, CON EL LISTENING:
people and things DOCENTE - . Reviewing contents
(ACD)
READING:
-. Reviewing contents

APRENDIZAJE 2 horas
PRÁCTICO REVIEW OF CONTENTS
ASIGNATURA
(APA)
FINAL EXAM February 3rd- Written exam
February 4th – Oral Exam
February 5th – Exam Review

MAKE UP EXAM February 6th

APRENDIZAJE EN CONTACTO CON EL DOCENTE (ACD) 60 horas

APRENDIZAJE PRACTICO ASIGNATURA (APA) 60 horas
APRENDIZAJE AUTONOMO (AA) 30 horas
TOTAL 150 horas

RECURSOS O MEDIOS PARA EL APRENDIZAJE

Equipos, materiales, instrumentos tecnológicos, reactivos, entre otros, que serán utilizados durante el desarrollo
de la asignatura.

Se consideran los siguientes recursos de aprendizaje para el desarrollo de la asignatura:

• Texto digital Evolve 2
• Material preparado por el docente
• Plataforma virtual MOODLE
• Pizarra virtual
• Podcasts
• Videos
• Computadora
• Parlantes
• Material Multimedia

CRITERIOS PARA LA EVALUACIÓN DE LA ASIGNATURA

CRITERIO GENERAL DE ACREDITACION PUNTAJE

TAREAS 10
PRUEBAS 40
EXAMENES 50
TOTAL 100

DETALLE DE CRITERIOS PUNTAJE / CRITERIO GENERAL

DE ACREDITACION
APROVECHAMIENTO 1
C1 Tareas, pruebas, 5 Tareas
presentaciones, proyectos
C2 Prueba 1 y 2 20
APROVECHAMIENTO 2
C3 Tareas, pruebas, 5 Tareas
presentaciones, proyectos
C4 Prueba 3 y 4 20
INTERCICLO
C5 Examen Interciclo 20 Exámenes
FINAL
C6 Examen Final 30 Exámenes
 TOTAL 100

TEXTOS U OTRAS REFERENCIAS REQUERIDAS PARA EL APRENDIZAJE DE LA ASIGNATURA

BÁSICA

Saslow, J., Ascher, A.. (2022). Connectivity Level 1. Pearson Education, INC

Material bibliográfico para alcanzar el nivel A2.

COMPLEMENTARIA

https: https//www.cambridgeenglish.org/learning-english/activities-for-learners/
http:/ https//www.elllo.org/
https:/ https//www.ted.com/#/
https: https/lingua.com/english/reading/
https: https/guides.frederick.edu/eslguide/reading
https/ https//www.britishcouncil.org/
https/ https//es.lyricstraining.com/

COMISIÓN ACADÉMICA OFERTA REGULAR

Lcda. Sandra Cabrera

Coordinadora

Lcda. Martha Campoverde

Lcda. Yolanda Loja C.

Lcdo. Miguel Ángel Arévalo

Lcda. Elisabeth Rodas

Cuenca, septiembre 2024

Revisión coordinación