Technical University of Machala

Our mission:

Planning, coordinating, executing, and assessing the courses, trainings, workshops,

seminars, conferences or other similar ones on offer, aimed at the dissemination,
updating and/or deepening of specialized knowledge.

PORTFOLIO
OF

ENGLISH IV

COURSE

Fifth “E”

RESPONSIBLE STUDENT
Andy Jair Paucar Paucar

RESPONSIBLE TEACHER

Mag. Ruben Enrique Hidalgo Mosqueda

CLASS SCHEDULE CALENDAR

Monday to Friday 14h00 a 17h30

Index

 INFORMATIVE DATA....................................................................................................3
MISSION AND VISION OF THE TECHNICAL UNIVERSITY OF MACHALA.............4
BIOGRAPHY.........................................................................................................................5
CURRICULUM.........................................................................................................................6
 CURRICULAR...............................................................................................................8
SYLLABUS.............................................................................................................................9
EXPECTATIONS AT THE START OF THE COURSE.................................................36
CLASS...................................................................................................................................37
 INFORMATIVE DATA
 MISSION AND VISION OF THE TECHNICAL
UNIVERSITY OF MACHALA

MISSION
The Technical University of Machala is an institution of higher education
oriented towards teaching, research and links with society, which trains and
perfects professionals in various areas of knowledge, competent, enterprising and
committed to development in its economic dimensions, human, sustainable and
scientific-technological to improve production, competitiveness and quality of
life of the population in its area of influence.

VIEW
To be a leader in educational, cultural, territorial, socio-economic development in
the region and the country.

Language Center

MISSION

Plan, coordinate, execute and evaluate the offer of courses, trainings, workshops,
seminars, conferences or other similar ones, aimed at the dissemination, updating
and / or deepening of specialized knowledge.

TECHNICAL UNIVERSITY OF MACHALA

 FACULTY OF CIVIL ENGINEERING

CIVIL ENGINEERING CAREER

BIOGRAPHY

My name is Andy Jair Paucar Paucar, I am a student belonging to the English

course, and I am currently studying the fourth level in the language center of the
Technical University of Machala. I am a very respectful and organized person
who is very clear about his goals, I am a person who strives to meet the goals set.

My goals are to arrive is to learn to master English well, to develop myself in the
area of civil engineering with knowledge of English, learning more and more to
develop myself as a career professional and fulfill my goals and proposal because
nothing is impossible in this life since everything is possible you just have to put
willpower and having as the main source of unconditional support from the
teacher Ec. Jacques Almeida R.
CURRICULUM

CURRICULUM VITAE
Personal information
Names and surnames: Andy Jair Paucar Paucar
Address: Barrio San Ramón
Cell: 0998061551
Age: 22 years
Marital Status: Single
Cedula: 0751123043
Place of Residence: Machala - Ecuador

Education level
Primary studies
- Romeo Murillo Pazmiño School

Secondary studies
- "Atahualpa" High School

Third studies
- Civil Engineering career (Technical University of Machala)

Personal Knowledge
- Computer technician
- Basic knowledge in Electronics
- Basic knowledge in Programming
 CURRICULAR
E
LEMENTS

ELEMENTOS

CURRICULARES
 SYLLABUS

UNIVERSIDAD TÉCNICA DE MACHALA

“Calidad, Pertinencia y Calidez”
CENTRO DE EDUCACIÓN CONTINUA
CENTRO DE IDIOMAS
SYLLABUS ESTANDARIZADO

1. DATOS GENERALES

Asignatura: Código de la Asignatura:

INGLÉS 2 A2 - 2

Eje de formación: Básico

La asignatura es eje transversal del currículo de Jornada: Matutina (Intensivo)
cualquier profesión, estudios superiores o de
postgrado.
Horas presenciales teóricas-prácticas: Ciclo/Nivel:
120 Nivel A2 (Elementary)
 Fecha de Finalización: Jueves 31 de
Fecha de Inicio: Lunes 16 de Noviembre
Diciembre

Prerrequisitos: Nivel A2 – 1 aprobado.

Correquisitos: Ninguno

2. JUSTIFICACIÓN DE LA ASIGNATURA

El idioma inglés ha ganado mayor espacio e interés en las instituciones

educativas a nivel de educación básica, bachillerato y universitario. Debido a las
exigencias del mundo contemporáneo, y el campo de formación profesional se ha
elevado drásticamente. La sociedad actual aparte de buscar un profesional eficiente,
busca personas que dominen el idioma inglés, por lo tanto, ya no es suficiente
desarrollar una destreza del Idioma, sino dominar las cuatro destrezas como son:
listening, reading, writing and speaking. El desarrollo científico técnico y humano ha
provocado que la enseñanza del idioma inglés se expanda y mejore su proceso de
enseñanza- aprendizaje.

Basado en estas necesidades y fundamentado en el “Marco Común Europeo de

Referencia para las Lenguas” es que el CEC decide fortalecer con nuevo material los
cursos de inglés en beneficio de la comunidad educativa a fin de que los participantes
alcancen las competencias lingüísticas y lograr la comunicación en una segunda lengua
a través de una metodología activa que garantice la independencia cognitiva de los
estudiantes.

El nivel 2 de inglés está orientado a desarrollar en los estudiantes competencias

comunicativas a través de la utilización de frases y vocabulario de uso frecuente,
además de intercambio sencillo y directo de información acerca de aspectos conocidos.

3. OPERACIONALIZACION DE LA ASIGNATURA CON RESPECTO A

LAS COMPETENCIAS DEL PERFIL PROFESIONAL
3.1 Objeto de estudio de la asignatura:

Proceso de enseñanza aprendizaje del Idioma Inglés, los contenidos establecidos en la

asignatura y formas de evaluación apoyadas por estrategias y técnicas de enseñanza
aprendizaje.
3.2 Objetivo de la asignatura:

El estudiante al final del nivel 2 será capaz de comprender frases y expresiones de uso
frecuente relacionadas con áreas de experiencia que le son especialmente relevantes
(información básica sobre sí mismo y su familia, compras, lugares de interés,
ocupaciones, etc.). Sabe comunicarse a la hora de llevar a cabo tareas simples y
cotidianas que no requieran más que intercambios sencillos y directos de información
sobre cuestiones que le son conocidas o habituales. Sabe describir en términos sencillos
aspectos de su pasado y su entorno, así como cuestiones relacionadas con sus
necesidades inmediatas en un nivel elemental.

3.3 Objetivos específicos:

● Reconocer palabras y expresiones muy básicas que se usan habitualmente,

relativas a mí mismo, a mi familia y a mi entorno inmediato cuando se habla

despacio y con claridad.

● Comprender palabras y nombres conocidos y frases muy sencillas, por ejemplo,

las que hay en letreros, carteles y catálogos

● Participar en una conversación de forma sencilla siempre que la otra persona

esté dispuesta a repetir lo que ha dicho o a decirlo con otras palabras y a una

velocidad más lenta y le ayude a formular lo que intenta decir. Plantear y

contestar preguntas sencillas sobre temas de necesidad inmediata o asuntos muy

habituales

● Utilizar expresiones y frases sencillas para describir el lugar donde vive, las

personas que conoce y describir con términos sencillos a su familia y a otras

personas.
 ● Escribir postales cortas y sencillas, por ejemplo, para enviar felicitaciones.

completar formularios con datos personales, por ejemplo, nombre, nacionalidad

y dirección en el formulario del registro de un hotel. Además, escribir cartas

personales muy sencillas; por ejemplo, agradeciendo algo a alguien.

3.4 Competencia de la asignatura

 Desarrolla la competencia comunicativa a través de la expresión oral y escrita

utilizando las formas del verbo ser o estar en presente y pasado, el presente
simple y pasado simple a fin de entablar relaciones sociales e interpersonales de
la vida cotidiana a un nivel elemental.
 Se familiariza con aspectos de la cultura de los países de habla inglesa y de su
país.
 Consolida el aprendizaje a través de estrategias de estudio independiente y de
trabajo grupal valores éticos y morales.

3.5 Relación de la asignatura con los resultados de aprendizaje

CONTRIBUCIÓ
RESULTADOS DEL N EL ESTUDIANTE DEBE:
APRENDIZAJE
(alta, media, baja)
Interactúa de forma oral o escrita BAJA Desarrollar habilidades orales y
en Inglés, sobre temas de escritas en Inglés, sobre temas de
actualidad tanto en el ámbito actualidad tanto en el ámbito
cultural, tecnológico como cultural, tecnológico como
profesional. profesional.

Demuestra dominio de un Expresar de forma oral y escrita a

vocabulario apropiado a cada través de las funciones
situación. comunicativas básicas, las
necesidades e intereses personales y
ALTA sociales a un nivel elemental.
Conoce expresiones idiomáticas
necesarias para comunicarse
fluidamente.
Comprender el carácter social del
 lenguaje como medio de expresión
del pensamiento.
Se comunica tanto con nativo-
hablantes así como usuarios del
Inglés como segunda lengua.

BAJA
Interactuar tanto con nativo-
hablantes así como usuarios del
Inglés como segunda lengua en
situaciones simuladas o reales.

BAJA

3.6 Proyecto o producto final de la asignatura:

El estudiante al final del nivel 2 será capaz de utilizar de manera oral y escrita
expresiones de uso frecuente relacionadas con información básica sobre sí mismo, la
familia, compras, lugares de interés, ocupaciones, etc. Así mismo sabrá comunicarse a
la hora de llevar a cabo tareas simples y cotidianas que no requieran más que
intercambios sencillos y directos de información sobre cuestiones que le son conocidas
o habituales y describir en términos sencillos aspectos de su pasado, entorno, y
necesidades inmediatas con respeto en un nivel elemental.

PROGRAMA DE ACTIVIDADES:
3.7 Estructura de la asignatura por unidades:

RESULTADOS DE
APRENDIZAJE
UNIDAD COMPETENCIAS

Unidad 0: Welcome Competencia gramatical: Los estudiantes serán

capaces de:
Dominio de los verbos regulares e
irregulares.
General review.
utilizar los verbos regulares e
Simple Past
irregulares, expresando ideas
Vocabulario: afirmativas en tiempo pasado
 Identificar y usar actividades relacionadas
con rutinas

Dar información acerca de

Competencia comunicativa (Speaking): acontecimientos pasados

Hablar acerca de acontecimientos sucedidos

en un punto determinado del pasado.

Competencia auditiva (Listening):

Escuchar y describir las rutinas

Escuchar y completar
información

Competencia de lectura (Reading

comprehension):
Leer un texto y completar la información
Abstraer información del
texto

Competencia de escritura (Writing

comprehension):

Describir las rutinas en pasado

Escribir acerca de las

diferentes rutinas en pasado

Unit 7 Competencia gramatical:

Journeys Identificar y usar verbos regulares e Los estudiantes son

irregulares. capaces de:

Identificar el uso de verbos + ING después Formular oraciones

de: Love – like – hate – don’t mind afirmativas, negativas y
A. We didn´t plan our
preguntas en tiempo pasado,
trip. y aplica estructuras usando
Vocabulario: verbs + v-ing.

Identificar medios de transporte y adjetivos

B. I love going on the
metro Uso de get

Competencia comunicativa (Speaking):

Expresar opiniones y da
Hablar acerca de los medios de trasporte y ejemplos acerca de los
C. Everyday English:
viajes realizados medios de transporte usando
Excuse me, please adjetivos.
Discutir acerca de los medios de transporte
que utiliza.

Usar expresiones: excúseme and sorry para

D. Skills for writing: It demostrar interés en una forma cortes.
really is hard to choose

Competencia auditiva(Listening):
Responder con acierto las
Escucha una conversación acerca de un preguntas basadas en el texto
viaje realizado. que escucha.

Reconoce el acento en las palabras y

diferencia el sonido /ↄ:/
Interpretar información
basada en el texto dado.
Competencia de lectura (Reading
comprehension):

Lee un artículo acerca de

Silk Road. Escribir un correo corto

Competencia de escritura (Writing

comprehension):

Explicar cómo escribir un correo usando

los conectores: after –when – while.

Unit 8: Fit and healthy Competencia gramatical:

Dominio de los verbos modales Can / Can’t Los estudiantes son -

/ could / couldn’t para demostrar capaces de:
A. They can do things
habilidades
most people can´t.
Dar ejemplos con can, can´t,
B. How easy is to get fit?
Usar correctamente de la expresión Have to could y couldn´t, y have to
/ don’t have to.
C. Everyday English: I
feel a bit tired.
Vocabulario:
D. Skill for writing:
However, I improved Practicar vocabulario acerca del deporte y
ejercicio físico para mantenerse en forma.
quickly.
Practica vocabulario sobre las partes del
cuerpo humano

Diferenciar tell y say

Competencia comunicativa (Speaking):

Hablar acerca de eventos y personas Expresar eventos y

 destacadas en el deporte. habilidades demostradas en
olimpiadas.
Habla sobre las habilidades demostradas en
las competencias olímpicas, haciendo
contraste entre el presente y pasado.

Competencia auditiva (Listening):

Escuchar un podcast acerca de cómo los

juegos olímpicos pueden cambiar a una
ciudad.

Escucha órdenes y actúa haciendo

ejercicios físicos.
Identificar la precisión de las
Identificar sonido y deletreo respuestas

Competencia de lectura (Reading

comprehension):

Lee y comprende un artículo acerca de

Paralympian Jonnie Peacock. un atleta
opimpico con capacidades especiales.

Lee y responde preguntas acerca del Abstraer información del

entrenamiento intenso. artículo.

Competencia de escritura (Writing

comprehension):

Explicar las partes del párrafo utilizando

los conectores: However y los adverbios de
manera.

Escribir un párrafo

Competencia gramatical: Los estudiantes son

capaces de:
Unit 9. Clothes and Hacer oraciones en presente continuo.
shopping
Contrastar el presente simple y presente
continuo. Describir lo que las personas
están haciendo, y contrastan
A. We aren´t buying
acciones temporales con las
anything. permanentes.
 Vocabulario:

B. Everyone´s dancing in Identificar palabras relacionadas con

compras, dinero y precios sobre vestuarios,
the Streets.
y el uso de time
Describir lo que una persona
está haciendo.
C Everyday English: It Competencia comunicativa (Speaking):
Interactuar en un corto
looks really good on you. Responder las WH preguntas de dialogo haciendo compras y
información. E.g. Qué estás haciendo? discute los precios.
¿Dónde estás ahora?

D. Skills for writing:

Dar información de las
Thank you for the lovely Competencia auditiva (Listening): conversaciones telefónicas
present. Escucha conversaciones telefónicas Enfatizar el acento en las
palabras y diferenciar el
Acento en las palabras y usos del sonido
sonido /Õ/.
/Õ/
Abstraer información de la
. lectura.
Competencia de lectura (Reading
comprehension):

Lee información en un blog acerca de lo

que están haciendo las personas en otra
ciudad.

Competencia de escritura (Writing Escribir un correo de

comprehension): agradecimiento por un
presente recibido.
Explicar los pasos para escribir correos
formales e informales.

Unit.10. Competencia gramatical: Los estudiantes son

Communication capaces de:

Dar ejemplos usando

Aplicar adjetivos comparativos y
adjetivos cortos y largos.
A. A smartphone is better superlativos.
than a tablet. Preguntar y responder
usando frases dadas (IT.
Vocabulario: collocations)
B. What´s the most
Usar de IT Collocations.
beautiful language in the
world? Números de cantidades elevadas, y
 most

C. Everyday English:
There´s something I don´t
Competencia comunicativa (Speaking): Realizar comparaciones.
know how to do.
Comparar dos cosas similares. Usar los modales Can, Could
and Would para solicitor
Pedir ayuda en forma cortez.
D.Skills for writing: Also, ayuda en forma cortez.
my friends send really Chequear instrucciones
funny texts.
Enviar mensajes

Competencia auditiva (Listening):

Escuchar y comprender un
Escuchar un audio acerca de los teléfonos mensaje para seleccionar
inteligentes y tablets. respuestas.

Escuchar un programa de radio acerca de Entender frases y

lenguajes. expresiones manifestadas en
el audio.
Escuchar una conversación pidiendo ayuda.

Escuchar tres monólogos acerca de

mensajes de texto.

Competencia de lectura (Reading

comprehension):

Leer una página web acerca de los

Interpretar la lectura para
teléfonos inteligentes y las tablets.
responder preguntas.
Leer un blog acerca de los lenguajes Leer e identificar quien y de
qué están hablando las
Leer 4 mensajes de texto personas.
Competencia de escritura (Writing
comprehension):

Explicar la estructura para dar opiniones

sobre la tecnología moderna.

Escribir manifestando su
opinión acerca de la
tecnología.

Unit 11. Competencia gramatical: Los estudiantes son

capaces de:
Entertainment Reconocer el presente perfecto.
 Diferenciar presente perfecto o pasado
simple.
A. I´ve heard she´s really Distinguir entre presente
funny. perfecto y pasado simple
usando vocabulario
Vocabulario: relacionado con la música.
B. I bet you´ve never Identificar pasado participio de los verbos
been to the opera. irregulares.

Usar vocabulario relacionado con la música

C. Everyday English: I Identificar y usar verbos compuestos

thought they were quite
good. Describir personajes famosos
y diferentes tipos de música.
Competencia comunicativa (Speaking):

Hablar de personajes famosos de Australia. Narrar los eventos de

D. Skills for writing: It entretenimiento de su ciudad.
was an interesting film. Hablar acerca de los diferentes tipos de
música.

Dar a conocer los eventos de

entretenimiento en tu pueblo o ciudad,

Describir actividades que hacen saliendo en

la noche. Identificar la idea principal
del audio y seleccionar las
respuestas correctas.
Competencia auditiva (Listening):

Escuchar una conversación acerca de una

revista.

Escuchar un audio acerca de la música en Identificar la idea principal y

Buenos Aires. responder las preguntas.

Escuchar acerca de una película.

Identificar sonidos y deletreos

Competencia de lectura (Reading

comprehension):

Analizar un artículo acerca de películas

internacionales.
Dar su opinión acerca de una
Leer el texto Buenos Aires ciudad de película que Ud. ha visto.
música.

Leer textos cortos de análisis y críticas de

películas

Competencia de escritura (Writing

comprehension):
 Explicar los pasos para escribir una crítica
de una película.

Unit 12. Travel Competencia gramatical: Los estudiantes son

capaces de:
Identificar future con “going to”
Dar ejemplos de situaciones
A. What are you going to Usar should – shouldn´t
futuras con “going to” y
do?
consejos con “should and
shouldn´t” usando palabras
Vocabulario: relacionadas con geografía y
B. You should live like travel collocations.
Establecer características geográficas.
the local people
Identificar travel collocations y

El uso de take Improvisar una conversación

C. Everyday English: Is
registrándose en un hotel y
breakfast included?
pedir información en oficina
de turismo.

D.Skills for writing: You Competencia comunicativa (Speaking):

should go to the Royal
Palace Expresar cosas importantes cuando estas en
vacaciones, o viviendo en el extranjero.

Dar consejos acerca de viajes.

Usar frases para registrarse en un hotel,

pedir información en la oficina de turismo. Entender e identificar la idea
Planificar sus vacaciones. principal y responder las
preguntas.

Entender los monólogos y

Competencia auditiva (Listening): discutir las preguntas en
Escuchar dos conversaciones acerca de grupo.
vacaciones.

Escuchar dos monólogos acerca de las

cosas que a las personas les gusta cuando
viajan.

Escuchar una conversación acerca de unas

vacaciones planeadas. Abstraer información del
artículo para completar la
Identificar sílabas y palabras acentuadas información

Competencia de lectura (Reading

comprehension):

Analizar una página web acerca de

 vacaciones. Responder el correo de Alice
usando conectores para
Leer un artículo viviendo en un país ordenar sus ideas.
diferente.

Leer un correo con recomendaciones para

viajeros

Competencia de escritura (Writing

comprehension):

Explicar pasos para escribir un correo

3.8 Estructura detallada por temas:

SEMANAS
ESTRATEGIAS DE
DE TEMAS CONTENIDOS HORAS
APRENDIZAJE
ESTUDIO

UNIT 0: WELCOME

November -General review Grammar: Oral presentations 3:30

Simple Past
16th verbos regulares e irregulares in Hrs

sentences Role play

Guessing games
Vocabulary:

Daily routines
Cooperative learning
Listening: focus on group work and
pair work
Conversations related with daily
routines

Speaking:

Talk about past event

Reading:

Read the text and complete the

 information

Writing:
Describe past routines

UNIT 7: JOURNEYS

Grammar

Past simple: negative and

questions

Love / like / don´t mind / hate +

verb + ing

Get

Vocabulary
A. We didn´t plan Cooperative learning
Transport focus on group work and
our trip.
pair work
Transport adjectives
B.I love going on
the metro. Use of get
Role play
November
Listening and video: Guessing games
17th, 18th, C. Everyday
19th, 20th, English: Excuse A conversation about travelling Oral presentations
23rd 17:30
on the Silk Road Dramatization
me, please
Hrs
Dialogs
A conversation about transport in
Moscow Project Works
D. Skills for
Practice and written
writing: It really is On the train activities
hard to choose A conversation about choosing a Independent study
homestay family

Pronunciation: Sound and spelling

Word stress

Speaking:

Transport people use; Past

journeys

Metros you know; Disagreeing

 about transport; Transport you use

Saying excuse me and sorry;

Showing interest

Homestay families; English-

speaking counties you´d like to
visit

Reading:

An article about the Silk Road;

Two blogs about travelling on the
Silk Road

A webpage about metros around

the world; Four reviews of metros

Two online profiles; An email

about Ahmed

Writing:

An email about yourself; Linking

ideas with after, when, and while

UNIT 8: FIT AND HEALTHY

Grammar Cooperative learning

focuses on group work
Can / Can´t / Could / Couldn´t for and pair work
A. They can do ability.
Role play
things most people
Have to / don´t have to. Guessing games
can´t.
Tell and Say. Oral presentations
B. How easy is to
Dramatization
get fit? Vocabulary
Dialogs
November C. Everyday Sport and exercise.
Project Works
24th, 25th, English: I feel a bit 17:30
Parts of the body; Appearance.
26th, 27th, Practice and written
tired. Hrs
30th activities
Use of tell and say
D. Skill for writing: Independent study
However, I
improved quickly Listening and video:

A podcast about how the

Olympics can change a city

Two monologues about exercise

At the gym

A conversation about a free-time

activity

Pronunciation: sound and spelling.

Word stress and joining words

Speaking:

Famous sport events and people;

The Olympics; Present and past
abilities

Getting fit; The things people

have to do;

Yoga; Parts of the body

Health and how you feel;

Expressing sympathy

Free-time activities in your

country; your free-time activities

Reading:

An article about Paralympian

Jonnie Peacock

An article about High intensity

training

An emailabout a company blog;A

blog article about a free-time
activity
 Writing:

Sentences and notes about what

people have to do

An article; Linking ideas with

however; Adverbs of manner

UNIT 9: CLOTHES AND SHOPPING

A. We aren´t Grammar Cooperative learning

buying anything. focuses on group work
Present Continuous. and pair work
B. Everyone´s
Present Simple or Present
dancing in the
Continuous. Role play
Streets.
Time. Guessing games
C Everyday
Vocabulary Oral presentations
English: It looks
Dramatization
really good on you. Shopping; Money and Prices.
Dialogs
D. Skills for Clothes.
Project Works
December writing: Thank you Use of time 17:30
Practice and written
1st, 2nd, 3rd, for the lovely
Listening and video: Hrs
activities
4 th
present
Four phone conversations about Independent study
meeting

Two phone conversations about

what people are wearing

December Shopping for clothes

7th
Four monologues about giving
(Mid-Term
Exam) presents

Pronunciation: Word stress in

compound nouns

Speaking:

Meeting friends in town; Saying

where you are and what you´re
doing
 Shopping; festivals in your
country; The clothes you wear

Choosing clothes; Paying for

clothes; Saying something nice

The presents you´d like; Giving

presents and thanking people for
them

Reading:

Two blogs about living abroad;

Text messages about what people
are doing

Two thank-you emails

Writing:

Sentences about what you are

doing

Notes about what someone you

know is wearing

A thank-you email

Writing formal and informal

emails

UNIT10: COMMUNICATION

Grammar Cooperative learning

focuses on group work
A. A smartphone is Comparative Adjectives.
and pair work
better than a tablet.
Superlative Adjectives.
Role play
B. What´s the most Most.
beautiful language Guessing games
December in the world? Vocabulary
Oral presentations
8th, 9th, 10th, It collocations.
11th Dramatization
C. Everyday
High numbers. Dialogs
English: There´s
something I don´t Project Works
know how to do.
 Use of most Practice and written 14
activities
D. Skills for Listening and video: Hrs
writing: Also, my Independent study
friends send really A podcast about smartphones and
funny texts. tablets

A radio programme about

languages

Asking for help

Three monologues about text

messages

Pronunciation: Sentence stress

Speaking:

Smartphones and tablets; using

the web; Comparing two similar
things

Languages; Blogs and language

websites

Asking for help;

Checking instructions

Sending messages

Reading:

A webpage about smartphones

and tablets

A blog about languages

Four text messages; Six posts on

an online discussion board

Writing:

Notes about two similar things

A post expressing an opinion;

 Linking ideas with also, too and
as well

UNIT 11: ENTERTAINMENT

Cooperative learning
focuses on group work
Grammar and pair work
A. I´ve heard she´s
Present Perfect.
really funny.
Role play
Present Perfect or Past Simple.
Guessing games
B. I bet you´ve Multi-word verbs.
never been to the Oral presentations
opera. Vocabulary
Dramatization
Irregular Past Participles. Dialogs
December C. Everyday
Project Works
14 , 15 ,
th th English: I thought Music
16th, 17th they were quite Multi-word verbs Practice and written
good. activities
Listening and video:
Independent study
A conversation about a magazine 14
D. Skills for
writing: It was an quiz Hrs
interesting film.
A conversation about music in
Buenos Aires

A night out

A conversation about a film

Pronunciation: sound and spelling

Syllables

Speaking:

Famous Australians

Buenos Aires; Kinds of music;

entertainment events in your town
or city

Going out in the evening;

 Asking for and expressing
opinions;

Responding to an opinion

films

Reading:

Three facts files about actresses;

A magazine quiz about actresses;

An article about actresses

An article about Buenos Aires

Writing:

Notes about entertainment events

in your town or city

A film review; Cohesion in

paragraphs

UNIT12: TRAVEL

Grammar Cooperative learning

focuses on group work
Going to. and pair work
A. What are you
Should / Shouldn´t,
December going to do?
Role play
Use of take.
18th, 21st ,
22nd, 23rd, B. You should live Guessing games
Vocabulary
28 th
like the local people Oral presentations
Geography.
Dramatization
December
C. Everyday Travel collocations. Dialogs
29th
English: Is
Use of take Project Works
(Final breakfast included?
Exam) Listening and video: Practice and written
21
activities
D. Skills for Two conversations about holidays Hrs
December Independent study
writing: You should
30th Two monologues about things
go to the Royal
(submit the Palace people like when travelling
grades)
 A prize holiday

A conversation about a planned

holiday

Pronunciation: Syllables and word

stress

Speaking:

Natural places; Important things

when on holiday; Holiday plans

Living in a different country;

Travelling and holidays; Giving
advice about travelling

Checking in at a hotel; Asking for

tourist information; Showing
surprise

Planning holidays; Sweden

Reading:

A webpage about holidays

An article about living in a

different country

An email with travel advice

An email asking for travel advice

Writing:

Notes about surprising things

An email with travel advice;

paragraph writing

December 29th – 30th EXAMEN DE FIN DE NIVEL-ENTREGA DE CALIFICACIONES

Nota aclaratoria: El número de horas de cada unidad varían de acuerdo a la modalidad

de estudio, si es extensivo o intensivo.

4 METODOLOGÍA: (ENFOQUE METODOLÓGICO)

 4.1 Métodos de enseñanza

La metodología a utilizarse en el nivel 2 refleja el enfoque comunicativo,

apropiado para una clase centrada en el estudiante, además del desarrollo de la
autonomía del estudiante. Modelando actividades cotidianas con énfasis en el
método inductivo para la enseñanza de contenidos principales de la gramática.

El nivel 2 está enfocado en el desarrollo de la comunicación oral. La práctica

continua, donde los alumnos deberán participar activamente en la clase, y asumir la
responsabilidad de su propio progreso. Los estudiantes deben sentir la necesidad de
hablar de inglés de tal forma que les agrade el practicarlo y faciliten el desarrollo de
las destrezas comunicativas tanto productivas como receptivas. Las herramientas
metodológicas a utilizarse serán interactivas:

a. Dramatizaciones
b. Trabajo en equipos colaborativos (project works)
c. Técnica de diálogo (Role play), para que el estudiante participe activamente en
el desarrollo de los temas y la construcción del conocimiento
d. Trabajo autónomo u horas no presenciales (Estudio independiente), en las que se
investigarán los temas relacionados en cada una de las unidades declaradas en la
asignatura, a través de la revisión bibliográfica, realización de deberes, uso de la
plataforma.

Los estudiantes trabajarán en conjunto en todas las combinaciones para potenciar la

zona de desarrollo próximo (Teoría Socio – Histórico Cultural. Vigotski)

Medios tecnológicos que se utilizarán para la enseñanza:

 Plataforma LMS basada en contenidos del libro

 Internet y material de páginas electrónicas pertinentes.

 Equipo de proyección multimedia y material académico en Power Point.

 Video

5 COMPONENTE INVESTIGATIVO DE LA ASIGNATURA:

 Como componente investigativo, el estudiante debe realizar consultas bibliográficas
en web-grafías, diccionarios, libros y artículos afines a los temas tratados en cada unidad o
clase de la asignatura.

6 PORTAFOLIO DE LA ASIGNATURA

El docente y los estudiantes de este nivel llevarán una Carpeta que se denominará
Portafolio, y será la evidencia del avance académico.  Este comprende la producción
realizada en el desarrollo de la misma y deberá contener: el sílabo, apuntes de clases donde
el estudiante llevará un registro de los temas que se desarrolla en cada unidad (vocabulario,
deberes, sus propias conclusiones, los talleres individuales y grupales, estudio de
bibliografías relacionada con los temas y contenidos de las unidades y material de apoyo
que se ha recopilado para los trabajos de investigación o Project Works).  Al portafolio se le
agregará evaluaciones sistemáticas (orales y escritas), los exámenes parciales y finales.

7 EVALUACIÓN

Para verificar si se han alcanzado los objetivos de aprendizaje del nivel 2, el docente
aplicará evaluaciones sistemáticas de carácter formativo y sumativo a través de los
exámenes de medio término y el final, pruebas orales y escritas, trabajos en clase, deberes y
estudio independiente.

Cada unidad será evaluada de la siguiente forma:

 Actividades orales, escritas y plataforma: 40/40

 Evaluación de cada unidad (Oral y Escrita) 10/10
 Examen final (Oral y Escrita) 50/50
Total 100/100

Puntaje mínimo para aprobación del Nivel A2-2: 70/100 puntos

7.1 Evaluaciones Parciales/sistemáticas:

Las evaluaciones parciales (orales y escritas) se llevarán a cabo al finalizar cada

unidad y serán anunciadas con antelación. Además, de realizar presentaciones de
exposiciones orales, dramatizaciones, diálogos, participación activa del estudiante en el
aula, realización de deberes producto de investigaciones o revisiones bibliográficas
acerca de los temas y contenido presentados en cada unidad, trabajo autónomo o grupal
 por parte del estudiante; y, aplicación de la investigación a fin de fortalecer el desarrollo
de las destrezas receptivas y productivas reflejadas en el producto final.

7.2 Exámenes:

Durante el nivel se aplicarán dos exámenes, el primero que se llevará a cabo a la

mitad del curso y es “Middle Term Test que tendrá preguntas orales y escritas y el
segundo se llevará a cabo al finalizar la última unidad del curso y es el final Test que
igualmente tendrá preguntas orales y escritas, las mismas que re realizarán de acuerdo al
calendario académico establecido.

7.3. Parámetros de Evaluación:

PORCENTAJES
PARÁMETROS DE EVALUACIÓN
1er. PARCIAL 2do. PARCIAL
Evaluaciones de cada unidad 10 10
Actividades orales 10 10
ACTIVIDADE Actividades escritas 10 10
S
Actividades de lectura 5 5
Actividades de escucha 5 5
Actividades del uso del lenguaje 5 5
Actividades en la plataforma 5 5
Examen de Medio Término / Examen Final 50 50
Total 100 100

8. Referencias o bibliografía:
Bibliografía Básica:

 Doff, Thaine, Puchta, Stranks and Lewis-Jones (2016). Empower A2 Combo B.

United Kingdom: Cambridge
 Dictionary of Cambridge University Press.
 Additional materials from British Council Teaching English,
 www.teachingenglish.org.uk
 Bibliografía complementaria:

 MARCO REFERENCIAL EUROPEO PARA LOS IDIOMAS (CEFR)

 http://learnenglishteens.britishcouncil.org/skills/

 http://www.cambridgeenglish.org/exams/preliminary-for-schools/preparation/
 http://www.cambridgeenglish.org/exams/first/preparation/
 https://dictionary.cambridge.org/es/diccionario/ingles/download

DATOS DE LOS DOCENTES:

Nombre: “Escriba su nombre aquí”

Dirección: “Escriba su dirección aquí”

Teléfono: “Escriba su teléfono aquí”

Correo electrónico: “Escriba su email aquí”

ELABORADO POR: REVISADO POR: APROBADO POR:

Ing: Javier Bermeo Pacheco MBA.

Consejo Directivo.
DIRECTOR Resolución
Lic. “Escriba su nombre aquí” CENTRO DE EDUCACIÓN CONTINUA
UNIVERSIDAD TÉNICA DE MACHALA N° ……………….
DOCENTE CEC-UTMACH

FIRMA DE LOS DOCENTES RESPONSABLES DE LA ELABORACIÓN DEL

SYLLABUS

………………………..
DOCENTE

FECHA DE PRESENTACIÓN: Machala, lunes 9 de noviembre del 2020.

EXPECTATIONS AT THE START OF THE COURSE

STUDENT: Andy Jair Paucar Paucar

CLASS: English IV

COURSE: Fourth “F”

TEACHER: Ec. Jacques Almeida R.

DATE: Eight, February 2021

 Learn to express myself verbally and in writing.

 Learn grammar rules.

 Make this course very productive.

 Have dynamic activities.

 Get good grades.

 Be competent.

 Be more interested in reading.

 Achieve the objective of the course.

 Good teacher-student communication.

CLASS

JOURNALS

DIARIOS
 DE
CLASES
CLASS Nº1
CLASS N.º 1 DATE: 27/07/2021 WEATHER: 3:30

UNIT Nº7A CHANGES

TOPIC: I'm the happiest I've ever been
TARGET: Talk about life-changing events.
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY
First, we joined at the class at 14H00. Then the teacher carried out a
dynamic activity about the parts of the body.

After that, the teacher registered the attendance and we worked the book
activities on pages 70, 71 and 155.

Grammar

Comparative vs Superlative

Comparative Superlative

Used to compare two things or Used to compare more than two things
or two people.
 two people.

Examples
Cuenca is bigger than Machala. Guayaquil is the biggest city in
Ecuador.
Thinner Thinnest
More comfortable The most comfortable
Cleaner The cleanest

Rules:
• For adjectives that are just one syllable, add -er to the end.
• For adjectives ending in -y, change the -y to -I and add -er.
• For two-syllable adjectives not ending in -y and for all three-or more-
syllable adjectives, use the form “more + adjective.”

Adjectives. - Describes the noun.

boy big boy
cat small cat
house comfortable house
banana mature banana

Vocabulary – Get Collocations

Introduction about it as an explanation for the activities:

1. You are sick I am 34

2. You go to the hospital I am 40
3. You take your pills / medicine. I am 45
 4. Get better!! / Get well!! I am getting old.

At Finally we had activities on EVEA platform and a quiz.

Class evidence
 CLASS Nº2
CLASS N.º 2 DATE: 28/07/2021 WEATHER: 3:30

UNIT Nº7B CHANGES

TOPIC: I didn't use to eat healthy food
TARGET: Describe health and lifestyle changes.
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY
We joined at Zoom meeting at 14H00 and then we did an activity on chat
box, the teacher pointed some part of body and we wrote the name.
Then, the teacher registered the attendance.

Vocabulary – Healthy Collocations

 Eat a healthy diet
 On a diet
 Keep in shape
 Lose weight
 Get fit
 Put on weight
 Have allergies
 Are overweight
 Regular smokers
 Give up smoking
 USED TO
I used to play with toys, when I
When I was in the University.
I used to send SMS.
I used to get on the bus.
I used to have a Nokia cell phone.
Now, I drive my car
I have an iPhone
I used to teach English in a private school
I used to watch TV, when I was a kid
When I was 10, I used to sleep a lat.

For practice of reading, vocabulary and grammar we work on page 70, 71 and 154.
For speaking we said a short story about we when we were child.

Finally, we had to do the activities on EVEA platform and the quiz about
reading.

Class evidence
 CLASS Nº3
CLASS N.º 3 DATE: 29/07/2021 WEATHER: 3:30

UNIT Nº7C CHANGES

TOPIC: It hurts all the time
TARGET: Talk to the doctor.
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY
First, an activity was carried out that consisted of guessing the parts of the human
body, for this the teacher named a part of the body and if we guessed we won
participation in class.
After that, attendance was recorded. And works on pages 72 and 73

Vocabulary – at the doctor’s

Useful languages
Describing symptoms Doctors’ questions
So, what’s the problem?
My back hurts.
When did the problem start?
It’s very painful. Where does it hurt?
I can’t get to sleep. Can I have look?
Do you do any exercise?
 It hurts all the time. Are you taking anything for the pain?
Do you have any allergies?
I feel exhausted.

Concern Relief

Oh no! Phew
Really! Thanks God!
Poor of you! At least!
That's a pity What a relief!
Oh no
No way!
That's too bad

TEMPERA - TURE 35º THIRTY-FIVE

ture DEGREES
cul.ture I recommend ...to ______
struc.ture I recommend n
vul.ture
pic.ture
fu.ture
na.ture
ma.ture

Class evidence
 CLASS Nº4
CLASS N.º 4 DATE: 30/07/2021 WEATHER: 3:30

UNIT Nº7C CHANGES

TOPIC: After that, I decided to make a change
TARGET: Write a blog about an achievement.
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY

For this lesson we worked the activities on pages 74 and 75.

Kg. Kilogram To being with

Km. Kilometer At First

After that Next, Secondly

After a while Finally

Soon At the bus station I am waiting the bus for while.

Then At the end

I need permission I will turn my can off for a While.

For a While I played soccer for a While.

Finally, we had to do the quiz about writing using the linking words:

Class evidence
 CLASS Nº5
CLASS N.º 5 DATE: 02/08/2021 WEATHER: 3:30

UNIT Nº7 CHANGES

TOPIC: Quiz unit 7
TARGET:
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY

QUIZ UNIT 7

Quiz Unit 07 refers to a presentation about one of the following topics below:

* An illness or disease you had, what it was about, the symptoms, the doctor's
diagnostics, prescription, and how you overcame it.

* A story about your childhood where you include activities you used to do and
things you didn´t use to do but now you do. Provide a lot of details including the
sentences patterns to tell the story.

* A famous actor, artist, or singer who had struggled with his/her life. You have to
explain about his/her career, situations, difficulties and more details where you
compare the previous information with the latest one. Provide as many details as
possible.

Choose one of these topics, and upload a file with your personal information and the
topic you chose for your presentation.

Take into account that your speech MUST be no less than 3 minutes. Your score will be
based on the following:

- Pronunciation    4 /10

- Vocabulary / Grammar    2/10

- Topic domain and attitude  2/10

- Clearness/ accuracy  2/10

Please be advised this is not a reading assessment. If you do so, your score will be less
than 5 with no right to claim.
Good luck.

Class evidence

CLASS Nº6
 CLASS N.º 6 DATE: 03/08/2021 WEATHER: 3:30

UNIT Nº8A CULTURE

TOPIC: My favourite book is based on a true story
TARGET: Talk about music, art and literature.
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY
At the beginning for this class the teacher gave us some indications.
After that he registered the attendance and studied the grammar:

Grammar – The Passive: Present and Past Simple

Active Passive
It is about the subject It is about the object
S. + V. + O. To be + verb past participle
He pulls his hair. His hair is pulled by him.
I use my computer. My computer is used by me.
We watched a short clip. A short clip was watched. / (by us).
Andreina reads a book about animals. A book about animals is read by Andreina.
He plays the piano. The piano is played by him.
Order:
1. Identify the tense 2. Switch words.
3. Used to be + PP
After that we did an activity on Chat box: the teacher wrote some sentences in active
voice and we rewrite on passive voice.
Finally, we had to do activities on EVEA platform and the quiz about
grammar:

Class evidence

CLASS Nº7
CLASS N.º 7 DATE: 04/08/2021 WEATHER: 3:30

UNIT Nº8B CULTURE

TOPIC: I hated rugby since I was at school
 TARGET: Talk about sports and leisure activities.
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY
First of this class the teacher gave us a review about the last class:
 Active voice. - does/person
 Passive voice. – action

Sport
Water surfing, swimming, diving, windsurfing, kayak.
Indoor ping-pong, soccer, chess, volleyball, tennis.
Outdoor basket-ball, climbing, cycling, skating.
Snow hockey, snowboarding, ice-skating, hurlin.

Grammar – Present perfect with Since / for

Since For
It gives a starting point of actions, To mention a specific period or duration of
events in the past and continue today. time. It is used for general periods of time.

Camilo has worked since 1995. Camila and Juan study for 2 hours every day.
Juanita has lived in Medellin for a long
How long is it since you got married? time.

- For practice we had to make sentences: 2 true and 1 false

✓ I’m studying at the morning.
✓ I visited Cuenca in 2019.
 ✗ I go out every Saturday with my friends.
Then the explanation we work on the book’s activities on pages 80, 81 and
138. Then we had to do a speaking activity about sports in group.
Finally, we watched a video of people of different states giving their
opinions.
Also, we had to do the activities on EVEA platform and the quiz of
reading:

Class evidence

CLASS Nº8
CLASS N.º 8 DATE: 05/08/2021 WEATHER: 3:30

UNIT Nº8C CULTURE

TOPIC: I'm really sorry I haven't called
TARGET: Apologize, make and accept excuses.
 COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY

APOLOGIES EXCUSES
It’s ok.
I’m sorry. It’s not a big deal.
I’m so sorry. It doesn’t matter.
I didn’t want to That’s all right.
Don’t worry.
Forget about it.
I don’t care.

When a speaker wants to show that they have something more to say, their voice
goes
down then up.

When a speaker wants to show the information, they’re giving has finished, their
voice often goes down.

We worked on pages 82 and 83.

Finally, we had to do a conversation with a partner, talking about a situation
using the language learned and the quiz of listening.

Class evidence

CLASS Nº9
CLASS N.º 9 DATE: 06/08/2021 WEATHER: 3:30

UNIT Nº8D CULTURE

TOPIC: I couldn't put the book down
TARGET: Write a book review
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY
For this class we worked on pages 84 and 85. We

Writing skills – Positive and Negative Comments; Linking: although,

however
1. Stories

2. Characters

3. Setting

4. Plot
 Connectors – Linking words: Although, but, however
However Although
Contrast two different ideas
Begins a new sentence. Always goes a with
punctuation. Join two ideas in the same sentence

Examples

- However, I went to Miami, - Although I don’t speak English, I got

I could meet gloria Stefan. the American visa
- I spent two weeks in Miami. - I got the American visa although I
However, I didn’t visit don’t speak English
Miami beach. - Although I studied a lot, I failed my exam.
- I failed my exam although I studied a lot.

Finally for this lesson we did the activities too and the quiz of writing.

Class evidence
 CLASS Nº10
CLASS N.º 10 DATE: 10/08/2021 WEATHER: 3:30

UNIT Nº8 CULTURE

TOPIC: Quiz unit 8
TARGET:
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY
QUIZ UNIT EIGHT

You have to prepare and upload a PDF / PPT presentation where you have to show one
of the following topics:

* Your favorite movie, book, or TV series.

* Your favorite sport or activity.

Whichever you choose, please be advised to include grammar rules (Passive voice,
linking words, and For/Since) accordingly. Your Presentation must contain at least
10 slides.
On Tuesday, August 10, you will talk about the chosen topic for not less of three
minutes. Rubric as it follows:

* PDF/ PPT Presentation     2 / 10

* Fluency, pronunciation, and accuracy    4/10

* Grammar, vocabulary words included    2/10

* Attitude, the domain of the topic and speaking in public    2/10

Your spoken presentation must be clear and understandable, if you start reading you
will be scored negative immediately without any chance for claiming.
 CLASS Nº11
CLASS N.º 11 DATE: 11/08/2021 WEATHER: 3:30

UNIT Nº9A Achievements

TOPIC: If I don't pass this exam, I won't be very happy
TARGET: Talk about future possibilities.
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY
At the beginning of this class the teacher explained a little about the
grammar that we had
to learn today.
Introduction:
Condition Result
If + Present simple will (future)
Situation that could be real. It is about 80-90% real un the future.
Examples:
1. If it rains, my internet connection will fail.
2. If you don’t study hard, you will not pass the level.
3. If your pronunciation doesn’t improve, you will repeat the level.
4. My internet connection will fail if it rains.

SCHOOL SUBJECTS Pass the level

Kindergarten Math Fail
Elementary School Art Good grades
Middle School Chemistry Score is high
High School Physics
Degree (diploma)
College // University Social Studies
Call the roll

We use if + subject + present tense to talk about a possible future situation.

We use a future form to talk about the result of this situation.
Vocabulary – Degree Subjects

Vocabulary – Education Collocations

 Pass your exams
 Get low grades
 Revise
 Fail your exams
 Take notes
 Hand an essay in late

Then we worked the activities in the book on pages 88, 89, 139 and 158.
We also had a speaking activity using first conditional.

Class evidence
 CLASS Nº12
CLASS N.º 12 DATE: 12/08/2021 WEATHER: 3:30

UNIT Nº9B Achievements

TOPIC: I managed to stop feeling shy
TARGET: Describe actions and feelings.
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY

VERBS PATTERNS
Introduction: Likes and dislikes
- Love + _____ing - Don’t like + _____ing
- Like + _____ing - Hate + _____ing
1. I love eating at MacDonald’s 2. I want to be your friend.
Vocabulary – Verbs Followed by to + infinitive / verb + -ing
Meaning the same: Begin – Start - Continue
Different meaning: Stop- Help-Try
For practice we worked on pages 90, 91, 139 and 158 with the speaking,
listening and reading activity. In this class the teacher also shows us two
videos to understand more about the use for the verb patterns.

Class evidence
 CLASS Nº13
CLASS N.º 13 DATE: 13/08/2021 WEATHER: 3:30

UNIT Nº9 Achievements – Lesson C-D

Who's calling, please?
TOPIC:
Online courses are new to me.
Make telephone calls.
TARGET:
Write a personal profile.
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY
Today we learned useful phrases to use in a call.
Introduction – Make a phone call

 To make somebody to wait

 Dial the number
for you.
 Pick up  Hold on
 Start talking  Wait a moment
 Have a conversation  Can I talk to___, please?
 Hang up/ end / close  Take notes

Useful Languages
 Telephoning people you don’t know Telephoning people you know
- Is it possible to speak to Mark Riley? - Hi, is that Annie?
- I'll just put you through. - Hi, it’s Mark here?
- Is Mark there? - Is now a good time?
- I'm afraid he's not available. - Sorry, can I call you back?
- Can I take a message? - I’ve got to go.
- Who's calling, please? - Speak to you soon. Bye.
- This is Annie Morton speaking.
- Shall I ask him to call you back?
- Has he got your number?

Class evidence
 CLASS Nº14
CLASS N.º 14 DATE: 16/08/2021 WEATHER: 3:30

UNIT Nº9 Achievements

TOPIC: Quiz unit 9
TARGET:
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY
You are going to talk about your personal profile explaining the reasons why you are
studying at the university.

After that, you have to continue talking about your university degree subject by using
education collocations (as vocabulary words).

Also, add to your speech some phrases related to your likes/ dislikes and personal
opinions by using grammar patterns.
 CLASS Nº15
CLASS N.º 15 DATE: 17/08/2021 WEATHER: 3:30

UNIT Nº7,8,9
MID-TERM EXAM
TOPIC:
SPEAKING TEST MID-TERM
TARGET:
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY

On this day the teacher took us the mid-term speaking and the mid-term
exam.
 CLASS Nº16
CLASS N.º 16 DATE: 18/08/2021 WEATHER: 3:30
 UNIT Nº10A Values
TOPIC: Would you do the right thing?
TARGET: Talk about moral dilemmas.
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY
Structure:
Condition + result
If + past simple would / might / may / could
Example:
 If I had money, I would buy a Ferrari.
 If my friend asked me for money, I would lend it to her.
 Vocabulary – Multi-word verbs (Phrasal verbs)
On, two, three… as a verb
 To vomit = throw up
 Over: again
 Go over

- motorway (UK) - highway (US)

- freeway (Ca) - expressway (Il)

✰ Look after: take care of something or someone.

✰ Put off: decide or arrange to do something at a later time.
✰ Carry on: continue doing something.
✰ Hand in: give something to someone in a position of authority.
For speaking practice, we had to do two questions using:
what would you do if….?
Example:
o What would you do if you got the American VISA?
- If I got the American VIS, I might travel to Hollywood.
o What would you do if you won the lottery?
- If I won the lottery, I would travel around the world.
o What would you do if you met Lionel Messi?
- If I met Lionel Messi, I could get an autograph.
o What would you do if you won a prize on a TV show?
- If I won a prize on a TV show, I would give to my mom.

Class evidence

CLASS Nº17
CLASS N.º 17 DATE: 19/08/2021 WEATHER: 3:30

UNIT Nº10B Values

TOPIC: I'm too embarrassed to complain
TARGET: Describe problems with goods and services.
 COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY

Quantities Nouns
Countable Uncountable
Many? A lot of // lots of Much
+
A few some little

Adjective + enough
enough + noun

I have enough buy the cell

phone.

I am young enough to vote.

I am old enough for dancing

reggaeton.

ENOUGH
Adjective + enough:
Ex: I am 15. I am young enough to vote.
-Enough + noun:
Ex: I need enough time to finish homework
NOT ENOUGH
 - There is not enough space in here.
- There is not enough time

Vocabulary – Noun Formation

 CLASS Nº18
CLASS N.º 18 DATE: 20/08/2021 WEATHER: 3:30

UNIT Nº10C Values

TOPIC: Can I exchange it for something else?
TARGET: Return goods and make complaints.
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY
First, we had a review about phrasal verbs:
1. I went to the grocery store for some stuff and everything.
2. Back up: support something, save the file
3. Call off
4. Come across: find something for chance
5. Come by: visit somebody in a short time
6. Find out
7. Look for
8. Look after
9. Pass out: give something
10. Pass away: to die

Definitions:
Receipt: a piece of paper that shows how much you paid for something.
Exchange: to change a product you bought for a different one.
Refund: money given to you when you return something to a shop.
Goods products: something which is sold in a shop.

Useful Languages – Return goods and Making complaints

 Conversation Skills – Sounding polite
To describe a problem more politely, we use: Class evidence

✰ a bit + negative adjective

✰ not very + opposite positive adjective

Examples:
1 dirty: a bit dirty, not very clean
2 slow: not very quick, a bit slow
3 rude: not very polite, a bit rude
4 cold: a bit cold, not very hot /warm

Class evidence

CLASS Nº19
CLASS N.º 19 DATE: 23/08/2021 WEATHER: 3:30

UNIT Nº10D Values

TOPIC: We're really sorry we missed it
TARGET: Write an apology email
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY

Writing skills – Formal and informal language

Examples:
 • I’m sorry I’m so sorry

How to Apology
1. Figure out what went wrong 6. Smile about it
2. Accept your mistake 7. Talk about the big picture
3. Understand the situation 8. Express gratitude
4. Say you’re sorry! 9. Appreciate yourself for
5. Look into the person’s eye apologizing

After that we worked on the book on pages 104 and 105.

And for the writing activity we had to write an apology to some classmate and
share with
the others:

Hi Maicol and Jhon

A quick message to say about the surprise party I was throwing for my sister's
birthday? Well, it was a success! I told my sister we were going to meet at her
apartment, but all her college friends were waiting inside.

We'll be in touch soon.

All the best
Andy
WORD POWER – MULTI-WORDS VERBS WITH ON

Wearing Expression
• Try on clothes: you normally do this in a clothes shop.
• Put on clothes: you do this in the morning or when you feel cold.
• Keep clothes on: this is when you continue to wear clothes longer than normal.
 CLASS Nº20
CLASS N.º 20 DATE: 24/08/2021 WEATHER: 3:30

UNIT Nº10 Values

TOPIC: Quiz unit 10
TARGET:
COURSE: Fourth “F”
STUDENT: Andy Jair Paucar Paucar

SUMMARY