GENERAL DOCS

1. GENERAL DOCS

2. UNIVERSIDAD NACIONAL DE CHIMBORAZO
VICERRECTORADO ACADÉMICO
UNIDAD DE PLANIFICACIÓN ACADÉMICA
EDUCATIVE SCIENCE FACULTY
LANGUAGES CENTER
ENGLISH LEVEL 6 SYLLABUS
FACULTY: ENGLISH TEACHERS OF THE LANGUAGES CENTER
ACADEMIC PERIOD: April – August 2016
DATE: March 2016
1. GENERAL INFORMATION:
INSTITUTION: UNIVERSIDAD NACIONAL DE CHIMBORAZO
FACULTY: EDUCATIVE SCIENCE
MAJOR: ENGLISH
SUBJECT: ENGLISH VI
SUBJECT CODE: 6.08-EG-IN.6
SEMESTER: SIXTH
ACADEMIC PERIOD: APRIL - AUGUST 2016
STUDY SYSTEM: ON CAMPUS
LEVEL OF INSTRUCTION: UNDERGRADUATE
UNIT AND FIELD: ARTS AND HUMANITIES
TYPE OF SUBJECT: GENERAL
NÚMBER OF WEEKS: 16
HOURS PER WEEK: 6
TOTAL HOURS IN THE PERIOD: 96
NUMBER OF CREDITS 7,5
TEACHER’S DEGREE

3. 2. PRERREQUISITOS Y CORREQUISITOS:
PRERREQUISITOS: CORREQUISITOS:
ASIGNATURA CÓDIGO ASIGNATURA CÓDIGO
1 ENGLISH V 5.08-EG-IN.5 1
2 2
3 3
3. SUBJECT DESCRIPTION: (En correspondencia con los fundamentos en las políticas
gubernamentales)
The sixthlevelof Englishinvolvesone hundredandtwentyacademichours;thiscorrespondsto
7.5 credits at Level B1+ of the Common European Framework. During the development of the
content,itexercisesthe fourlanguage skillslistening,speaking,readingandwriting,todevelop
students' communicative competence in the target language on various topics such as
relationships, eco-friendly actions, education systems and city life with specific readings and
vocabularyuseful foreachmajor,sothat theyare able toapply,analyze, synthesizeandcreate
informationfromspokenandwrittentextstoexpresstheircritical thinkingaboutthe different
situations that takes place throughout the course.
The use of a foreign language will allow students to experiment and interact in other fields of
knowledge, helping them to improve their ability to solve problems in a basis of respect and
collaboration that involves giving special attention to the practice of values and ethics during
this program.
The Sixth level of English is the end and starting point to build up the language as part of
students´holisticeducation,combiningthe language skillswithrelevant topicsthatmotive the
learners to communicative in simple real life and professional situations.
English as part of the curriculum in all university studies fosters the development of
communicationaswellasothergeneralsocialskills.Atthe sametimeEnglishaccomplisheswith
the University mission and vision because students also learn the importance of autonomous
learning which will be useful for reaching their aims in life.
At the end of this subject, students will be able to: apply, analyze, synthesizeandcreate
information with all the basic tenses and vocabulary learned throughout the previous
levels to interact meaningfully in different settings.
PLAN NACIONAL DEL BUEN VIVIR 2013-2017 The subject contributes to the Plan Nacional del
Buen Vivir specificallyto Objective Number 4.8 item I that states, “To promote the learning of a
Foreign Language according to international parameters from basic education to college level”.
As well as it supports every major providing useful contents according to students’ demands.
4. SUBJECT SPECIFIC OBJECTIVES:
In the aim to communicate in English as a Foreign language, each objective will cover Listening and
Reading comprehension (receptive). Oral and written communication (productive). Thinking and
studying skills and Cultural awareness. By the end of English Level Six, the student will be able to:
Unit 1

4.  Apply present tenses, phrasal verbs, personalityadjective and active listening by analyzing
information from text, videos and audios to produce accurate content of relationships,
friendships, personalities, online dating, and personal love stories.
Unit 2
 Analyze differenttopicscomparingPresentContinuous,PresentPerfectsimple,andPastSimple
byaskingandansweringcontextsfromreal conditionstoexpressabouteco-friendlyactionsand
sustainable lifestyles.
Unit 3
 SynthesizeinformationinPastPerfectandPastPerfectContinuousbycomparingtheirstructures
inorder to produce newinformationinthe contextof gettingtoknow new placesandcultures,
discussing urban problems, and understanding, explaining and questioning rules.
Unit4
 Create ideasengage withshould+have + participle andthe ThirdConditional byusingthe
fourskillsof the Englishlanguage inorderto produce outputrelatedtoeducationsystems,
school and college life,careerchoices,andregrets.
5. - CURRICULA UNITS:
UNIT Nº: 1
UNIT NAME: DO YOU KNOW ALL YOUR CLASSMATES?
NUMBER OF HOURS PER UNIT: 24 hours
LEARNIGN OUTCOMES
 Utilizing correctly the tenses by asking and answering questions to get to know people via the
contexts of speed dating and speed friending.
 Applying the past simple and phrasal verbs in the context of stories about love and relationships.
 Organizing tenses through the contexts of watching and listening to a video of a book author’s
lecture on friendship, and talking about their own friendships.
 Experimenting with compound personality adjectives in the context of online matchmaking
services and describing oneself.
 Making use of Present and Past tenses to tell an anecdote and learn informal expressions to
respond to active listeners.
CONTENTS
¿What a student knows, does
and is?
(Scientific Content)
UNIT LEARNIGN ACTIVITIES
TOPICS AND SUBTOPICS:
TEACHING
ACTIVITIES
PRACTICAL
IMPLEMENTATION
AND
EXPERIMENTATION
ACTIVITIES
AUTONOMUS
LEARNING
ACTIVITIES

5. Diagnosis Test
UNIT ONE (Book 3 A Unit 1)
 DO YOU KNOW ALL
YOUR CLASSMATES?
1.1 Do you know all your
classmates?
 Listening: Listen to two
friends talking about speed
dating.
 Grammar: Questions ending
with prepositions.
 World of English: useful
expression to have extra time
before answering a question.
 Writing: Report
 ID café: He said , she said
Review of tenses,
vocabulary from
previous levels
Warm up: Welcome
sts, and introduce
yourself briefly. Get
to know sts’ names.
Then, have then
read the song line on
the board and ask
some questions
about it/ or teacher
decision.
In pairs, ask and
answer the
questions in C. Any
surprising answers?
Order the words to
make questions.
Listen to check and
circle the correct.
Fillers or
expressions when
you need extra time
to answer a question
Read Nina’s report
and mark + for the
most popular and –
for the least popular
practices
Before watching:
Predict. Why is Rory
calling Genevieve?
While watching:
Oral/written exercises
to find out their level
and to reinforce
knowledge from
previous levels.
Listen to two friends
talking about speed
dating and answer
some questions.
In pairs create four
“speed friending”
questions. Use these
ideas or your own:
good at, impatient with,
jealous of, live with,
spend money on.
Speed friending! In two
minutes ask and
answer as many
questions from this
lesson as you can.
Then swap partners.
Read World of English.
Which three
expressions did you
hear?
In pairs. Choose one of
the topics and prepare
a five- question survey.
Conduct it in class and
record the results.
Write a report in 100-
180 words
Talk in pairs. Do you
think their date will be
a success? Will they
get along well?
 Workbook
activities, p 4
 Homework/
worksheets.
 ID café video

6. 1.2 How did your parents
meet?
 Vocabulary: Relationships.
 World of English: cognates
 Listening: to three couples
1.3 How many Facebook
friends do you have?
 Reading: Types of friends.
 Grammar: Review of Present
Tenses
Watch and check all
you hear.
After watching:
Complete with the
correct form of
have/have to
Warm up:
Memory game. Or
what the teacher
decides.
Match the Phrasal
verbs to pictures.
Listen to the story to
check.
Read world of
English and analyze
what are cognate
words.
Listen to / watch
three couples who
have been together
for over 40 years.
Warm up:
Celebrities’ photos
from magazines or
on the web, asks
questions about
them, if they are
friends? Or what the
teacher decides
How would you
answer the question
on the book cover?
Read four definitions
from the book and
guess the missing
numbers.
Alison has over 600
facebook friends.
Complete 1-5 however
you like. Compare in
pairs. How many
similar ideas?
Read world of English
again and give more
examples of cognate
words.
Check the items they
consider important for
a relationship to last.
Which four items would
you choose? Why?
How did your parents/
grandparents meet?
How long were they/
have been together? In
groups, share stories,
ask for details, and
then choose your
favorite.
In pairs use the
infographic to explain
Dumbar’s theory. How
well do these numbers
describe your
relationships?
 Workbook
activities, p 5
 Homework/
worksheets.
 Workbook
activities, p 6
 Homework/
worksheets.

7.  Cyber English: common
cyber verbs.
1.4 When is the right moment
to settle down?
 Vocabulary: Personality
Adjectives
 World of English: Compound
adjectives
 Grammar: Emphatic forms.
1.5 How much time do you
spend online?
 ID Skills: Reading for main
ideas & specific information.
 Reading: Online dating sites.
Read what she says
about some of them.
What’s her closest
friend?
Read the common
cyber verbs:
friended, googled,
e-mail.
Warm up: Find out
who in the class is
single, married, etc.
then ask: Is it easy to
find a partner these
days? What’s an
ideal partner in your
opinion? Encourage
asking why? or why
not?.
Or teachers’ decision
Scan the profiles and
match the bold
words to definition
1-8.
Read World of
English and analyze
the type of adjectives
mentioned.
Anna is trying to find
the right partner.
Listen to her talking
to a friend about one
of the men on the
site. Who are they
talking about?
Warm up: Begin the
class with rousing
drills. Follow the
model of the book.
Alternate from
individual to choral
repetition.
Look at the dating
sites give your
opinion.
Write names of a very
close friend, a good
friend, a friend and an
acquaintance.
Read and use in
sentences the common
cyber verbs: friended,
googled, e-mail
In pairs. Which of the
adjectives in A best
describe you?
Read World of English
are the bold adjectives
in A type one, two
type, or another
combination?
Read five views on
online dating. Check
the ones you agree
with. Then compare
with a partner. Any
interesting
conclusions?
What do you think is
special about these
four online dating
sites?
 Workbook
activities, p 7
 Homework/
worksheets.
 Workbook
activities, p 8
 Homework/
Worksheets./

8. Which do you do more: listen
or speak?
 ID in Action: Listening
actively.
 World of English: Time
spend on communicating time.
 Review for unit test.
Unit One Test.
Match the
highlighted words
and phrases in B to
the synonyms.
Listen two to friends
talking about a date
and answer 1-3
Read World of
English on the top of
the page.
Unit review of the
topics, grammar and
vocabulary learned
in the unit.
Read Unit test sheet.
Read then listen to
check. Discuss Which
is harder, listening or
reading? Why?
Re-read the texts and
answer these people’s
questions. Give your
opinion about the sites.
Read World of English
on the top of the page,
analyze and comment.
Read world of English.
In pairs, A tells B about
a funny/embarrassing /
scary situation like in
pictures 1-3. B listens
actively. Use informal
language from C. swap
roles.
What do you think is
special about these
four online dating
sites?
Answer orally or/ and
written the different
items before the unit
test.
Answer the questions
on the evaluating
sheet.
 Richmond
platform unit
one.
 Skill boost:
listening and
writing extra
activities.
TYPES OF EVALUATION Diagnosis: pop quiz, observation
Formative: classwork, oral presentation
Summative: oral lessons, written quizzes Tenses used to tell
anecdotes, stories.
UNIT Nº: 2
NAME OF THE UNIT: HOW GREEN ARE YOU?
NUMBER OF HOURS PER UNIT: 24 hours
LEARNING OUTCOMES
 Creating new green phrases with the suffixes –able, -friendly, -efficient in the context of greener,
more sustainable lifestyles.
 Discovering recent habits and changes in your friends’ lives using the Present Continuous to talk
about them.

9.  Contrasting Present Perfect and Present Perfect Continuous through the context of global
warming and natural disasters.
 Associating Past Simple vs. Present Perfect and Present Perfect continuous in the context of
advertisements.
 Evidencing in the context of lifestyle changes with correct use of Present Perfect Continuous and
expressions to encourage or discourage new ideas.
CONTENTS
What does the student know,
do and be?
LEARNING ACTIVITIES
TOPICS AND SUBTOPICS:
TEACHING
ACTIVITIES
PRACTICAL
IMPLEMENTATION
AND
EXPERIMENTATION
ACTIVITIES
AUTONOMOUS
LEARNING
ACTIVITIES
UNIT TWO (Book 3A Unit 2)
 HOW GREEN ARE
YOU?
2.1 How green are you?
 Vocabulary: Going Green
 World of English: Adjective
form
Warm up:
Bring pictures or
realia to the
classroom as:
bottled water, light
bulbs, reusable
bags, Styrofoam
cups, plastic
glasses, spoons,
paper bags, cloth
grocery bag etc. let
students repeat
pointing to the
objects without you
writing them down
on the board to drill
pronunciation; test
their memory asking
them questions such
as: is bottled water in
your city expensive?,
What type of bulbs
do you use in your
house? How often
do you use you drink
coffee in a
Styrofoam cup? etc.
Match the bold
words in the quiz to
photos 1-9. Listen to
a teacher to check
and repeat with the
class. Are the nouns
C or U?
Read world of
English and find
about adjectives ‘
form
In groups, choose a
product from B and
write an ad for it.
Rehearse and read it
to the other groups.
Whose ad is the most
convincing?
Make “green” phrases
using adjectives. Then
ask about a partner’s
home.
 Workbook
activities, p 9
 Homework /
worksheets

10.  Pronunciation: / a /, /ou/
2.2 How long have you been
studying here?
 Listening: Interpret a poster
 Reading: A blog
 Grammar: Present Perfect
Continuous.
 Pronunciation: have /ƏV/
has /Əz/
 Writing: News story.
2.3 Which is worse: flooding
or drought?
Put these words in
the correct column
according to the
underlined sounds.
Warm up: Tell sts to
predict what a “no
impact man” means-
As sts say what
comes to their
minds, write their
ideas on the board.
In pairs interpret the
poster, Is it for a
comedy or a
documentary. What
a “no impact man}2
mean? Listen
to/watch the video to
check your guesses.
Quickly read Al’s
blog. How green is
his lifestyle these
days? Circle A, B, or
C.
Listen and copy the
stress and
intonation. Notice the
reduce form of have
/Ə V/ has /Əz/
Write a news story
about a social or
community event.
Warm up: Books
closed show
students some verbs
so they work on the
present perfect.
Contrast questions in
Present simple and
Listen to check.
In groups, choose a
product from B and
write an ad for it. –
Rehearse and then
read it to the other
groups. Whose ad is
the most convincing?
Would you consider
going to impact for A
year? A month? A
week? Why (not)?
Re-read and find key
points to justify your
answer in A. compare
in pairs.
Read common
mistakes then
complete the grammar
box.
In pairs, use these
verbs to interview each
other. Ask at least two
questions for each verb
Write a news story
about a social or
community event that
was disrupted or
temporarily canceled
by some extreme
weather. Write it in
100-180 words
 Workbook
activities, p 10
 Homework /
worksheets

11.  Vocabulary: The
environment.
 Listening: listen to six
scientists.
 Grammar: Present Perfect vs.
Present Perfect Continuous.
2.4 What is the best ad you’ve
seen recently?
 Reading: pop-ups
Present Perfect
Continuous.
Or teachers’ decision
Match the photos to
the headline. Listen
to check. Which
ones are good
news?
Read opinions 1-6
then listen to six
scientists
Read sentences a-c
and match them to
uses 1-3 in the
Grammar box.
Listen and write the
five questions you
hear.
Warm up: Write on
the board the
following prompts:
(some examples, the
rest are in the book)
A
….. ever ….. travel
by plane? Where
...fly to?
B
…. Ever ….. watch
(name of a movie)
C ….. eat Japanese
food? Where …. you
eat it?
Drill pronunciation,
sts take turns asking
one another, share
experiences, they
found what they
have in common or
different from others.
Or teachers’
decision.
Read the pop-ups
quickly. Which
premise(s) do you
find hard to believe?
Read World of
English. Find ten
In pairs, look at 7A, for
each photo, answer
these questions.
Match the opinions to
their counterarguments
a-f.
Read environmental
news and underline the
correct verb tenses.
In pairs answer them.
Match, re-read,
complete and check
the information.
Prepare an ad using
ellipsis.
 Workbook
activities, 11
 Homework /
worksheets
 Workbook
activities, p 12
 Homework /
worksheets.

12.  World of English: Ellipsis in
ads.
 Grammar: Past Simple vs.
Present Perfect Simple /
Continuous.
2.5 Do you support any
charities?
 ID Skills: Expressing
numerical information.
 World of English: Quantities
 Have you been feeling
stressed lately?
 ID in Action: Encouraging
and discouraging.
 World of English: sound
schwa / Ə/.
 ID café: Down to Earth
sentences with
ellipsis in the
completed ads.
Complete the
information then
listen to check. In
pairs, remember all
you can about each
story.
Warm up: For more
grammar and
pronunciation
practice, begin the
class with rousing
drills, follow the
example in the book.
Or teachers’
decision.
Listen to a report
and use the numbers
on the photos to
complete the chart.
Read world of
English and find out
the ways to express
small quantities.
Listen to / watch the
rest of the video.
Read World of
English and practice
phrases 1-4 from the
video
In pairs, choose a topic
and interview each
other. How many
things in common?
In groups share the
most interesting
answer with the class.
Circle the alternatives
you think are correct,
then listen/watch and
check. How does this
extract make feel?
Why?
Use the ways to
express small
quantities in
sentences.
Which one are the two
best ways to change
people’s behavior? Do
you agree? Why? Why
not?
Listen again and notice
the stresses words.
In groups, talk about
changes.
List three things (real
or imaginary) you’ve
been doing to improve
your lifestyle lately.
 Workbook
activities, p 13
 Homework /
worksheets.
 Research
Class
project.”Ways to
be green”
 Richmond
platform unit
two.
 ID café video.

13.  Review: Grammar and
vocabulary
 Skills practice: Listen, read,
write, and talk.
 Unit two test
 Class research project:
”Ways to be green”
Before watching:
What do you think
Daniel has been
doing?
While watching:
Watch the video and
answer.
After watching:
Answer true or false.
Read and complete
the different tasks
Listen and write the
numbers. In pairs, try
to retell each fact.
Listen again and
check.
Read, listen, choose,
and write the correct
answers
Setting the steps to
develop the project.
In pairs, think of three
ways we can help
endangered species.
Have you ever
participated in “green”
recycling programs?
What kinds of things
have you done to help
the environment?
How have you, your
friends, or your
government been
trying to make a
difference for the
planet?
Match the columns,
and then modify the
underlined phrases to
make them true.
Compare in pairs
Question time: Listen
to and answer the 12
lesson titles in units 1
& 2.
Evaluation sheet with
different items of the
skills.
Preliminary indications
for the development of
the project.
 Skill boost:
listening and
writing extra
activities
TYPES OF EVALUATION Formative: classwork, oral presentation
Summative: oral lessons, written quizzes
UNIT Nº: 3
NAME OF THE UNIT : WHICH CITY WOULD YOU MOST LIKE TO VISIT?
NUMBER OF HOURS PER UNIT: 24 hours
LEARNING OUTCOMES
 Building information with Past Perfect and Past Perfect Continuous in the context of describing
places.
 Discussing differences in culture, when visiting a place for the first time.
 Imagining urban problems, and proposing alternative solutions.
 Adapting the context of narratives, specially missing events due to traffic jams.
 Choosing the correct language in use that involves rules and regulations.

14. CONTENTS
What does the student know,
do and be?
LEARNING ACTIVITIES
TOPICS AND SUBTOPICS:
TEACHING
ACTIVITIES
PRACTICAL
IMPLEMENTATION
AND
EXPERIMENTATION
ACTIVITIES
AUTONOMOUS
LEARNING
ACTIVITIES
UNIT THREE (Book 3A Unit 3)
 WHICH CITY WOULD
YOU MOST LIKE TO
VISIT?
3.1 Which city would you most
like to visit?
 Vocabulary: Cities
 World of English: How to
remember new words together
not in isolation.
3.2 Was your weekend as fun
as you’d hoped?
 Reading: Visiting Hong Kong
Warm up : Have sts
look through p 14-
23, and in pairs, take
turns asking and
answering the lesson
question titles (“How
green are you?” on p
14, “How long have
you been studying
here?” on p 16 and
so on) monitor and
classcheck.
Find the bold words
in the text 1-4 and
identify them in
photos a-g. What
else can you see?
Read world of
English and make
sentences.
Warm up: Divide the
class in three
groups. Give each
group a set of
premade cards. (see
before the lesson)
Have the sts take
turns selecting a
card and explaining
its meaning in their
own words for the
rest of the group to
guess, at the end
find out if it was
difficult to guess,
what word or phrase
was the hardest to
describe?. Or
teachers’ decision.
Match the
underlined words to
photos a-h, then
In pairs, describe a city
(1) for your partner to
guess, and (2) that
you’d like to visit. Any
similarities?
Make a sentence with
at least four words
from the box below.
What are the rules
where you live? In
small groups, write six
tips for a foreign visitor
 Workbook
activities, p 14
 Homework /
worksheets

15.  Grammar: Past Perfect
 Cyber English: Tweets
 World of English: Uses of
have
 ID café: Global Swarming
3.3 Does the traffic drive you
crazy?
 Vocabulary: Urban
Problems.
circle the correct
option in 1-9. Listen
to / watch the video
to check.
Rita is in Hong Kong
for the first time to
meet her in-laws.
Complete her tweets
with 1-5.
Read and analyze
cyber English.
Read World of
English and find out
the uses of have in
English.
Before watching:
Are the photos C
(capital), I
(landmark), or S
(scenery)? Use
these adjectives to
give your opinion
about the places.
While watching:
Watch and check all
you hear.
After watching:
Check the correct
answers to questions
1-4
Warm up: Divide the
class into pairs or
small groups and
have sts brainstorm
endings for the
sentences starters
you wrote on the
board. Give groups a
point for each
ending.
Or teachers’ decision
and share them with
the class. Use these
ideas to help.
Listen to check and
notice the contractions
Look at the tweets in A
and complete the
grammar box.
Mystery monolog! A:
use 1-5 to plan a one
minute monolog about
a place you’ve been to.
Don’t name the place.
B: Wait until A finishes,
then guess or ask
more questions.
In pairs, describe your
favorite place or
historic landmark.
Check the features of a
place in your town.
What’s your city like?
Had you ever lived
anywhere else before
you moved there?
In pairs, from the
photos, choose the five
most serious problems
 Workbook
activities, p 15
 Homework /
worksheets

16.  Reading: New York
 World of English: Use
though, although, even though.
 Listening: International
students.
3.4 Have you ever missed any
important dates?
 Listening: Juan Alvarez from
Bogotá and Sandra Machado
from Sao Paulo
 Grammar: Past Perfect
Continuous.
 World of English: Alternating
sentences.
3.5 How many pets have you
owned?
Match the bold
words in 1-10 to the
photos.
Read and complete
the article with 1-10
from 4 A. Listen to
check. Any
pronunciation
surprises?
Read world of
English.
Listen to three
international
students talking
about their
hometowns.
Complete the chart.
Warm up: Review
urban problems.
Write sentences
starters on the board
and invite volunteers
to complete the
sentences with their
own ideas. ?. Or
teachers’ decision.
From the pictures,
imagine Juan and
Sandra’s “stuck in
traffic” stories. Listen
to check. Were you
close?
Read the example
sentence and
answer a and b in
the Grammar box.
Read World of
English and retell the
stories.
Warm up: Show sts
the questions on the
board and have pairs
in your city. Can you
agree on the order?
How about your city?
Complete 1-4 and
share your ideas in
pairs. Any surprises?
Find five examples in
A. What area they
contrasting?
City survey: Write three
questions and
interview as many
students as you can.
Use some of the
vocabulary in A and
the expressions in C.
Have you ever missed
anything important
because of traffic? In
groups, share stories
and choose the
saddest and funniest
ones. Plan what to say
first.
Retell the stories from
the pictures in 7A,
alternating sentences.
Use a variety of
tenses.
 Workbook
activities, p 16
 Homework /
worksheets
 Workbook
activities, p 17
 Homework /
worksheets

17.  ID skills: Understanding
Rules and Regulations.
 ID in Action: Explaining and
Questioning Rules.
 Writing a narrative: Best
vacation narrative.
 Review: Listen, read, write,
and talk, grammar and
vocabulary
 Unit two test
of sts discussed
them. Classcheck by
having sts report
their partner’s
answers. Or teacher
decision.
Match the signs top
photos a-j in pairs,
try to think of two
places where you
might find each one.
Which four signs are
intended to be
funny? Do you find
them funny?
Listen to four dialogs
and circle the correct
signs in ID skills A.
Stef Stiller has won
Innovation
magazine’s “best
vacation narrative”
competition. Read
and choose the
correct photo for the
story.
Sentences 1-3 are
true. Find evidence
in 4A.
Read and complete
the different tasks
Read, listen, choose,
and write the correct
answers.
In pairs, which rule in A
is the most important?
Have you ever broken/
Would you ever break
any of these?
Confessions! Have you
or any of your friends
ever gotten in trouble
for breaking a rule?
Share stories in
groups.
Choose one of this
year’s topics for
Innovation magazine’s
competition and write
an entry in 100-180
words
Read, listen and
complete the items in
the reviewing
exercises.
Evaluation sheet with
different items of the
skills.
 Workbook
activities, p 18
 Homework /
worksheets
 Richmond
platform unit
three.
 ID café video.
 Skill boost:
listening and
writing extra
activities
TYPES OF EVALUATION Formative: classwork, oral presentation
Summative: oral lessons, written quizzes
UNIT Nº: 4
NAME OF THE UNIT: DOES YOUR SCHOOL SYSTEM WORK WELL?
NUMBER OF HOURS PER UNIT: 24 hours
LEARNING OUTCOMES
 Organizing use of language related to school subject and discussing topics related to education
systems.
 Integrating vocabulary associated to school systems and higher education.
 Revising should (n’)t + have + past participle to talk about regrets in the context of career
choices.

18.  Developing information with the third conditional via the contexts of procrastination and talking
about past events.
 Producing critical thinking with should + have + past participle and third conditional through the
situations of predicting and checking predictions and expressing sympathy or criticism.
.
CCONTENTS
What does the student know,
do and be?
LEARNING ACTIVITIES
TOPICS AND SUBTOPICS:
TEACHING
ACTIVITIES
PRACTICAL
IMPLEMENTATION
AND
EXPERIMENTATIO
N ACTIVITIES
AUTONOMOUS
LEARNING
ACTIVITIES
UNIT FOUR (Book 3 A Unit 4)
 DOES YOUR SCHOOL
SYSTEM WORK WELL?
4.1 Does your school system
work well?
 Reading: Education
 World of English: Syllable
stress.
 Vocabulary: School life
4.2 What’s the ideal age to get
into college?
 Grammar: Too / enough
Warm up: Have
students review p 25-
35 and, in pairs, take
turns asking and
answering questions
that form the lesson
titles in unit 3.
Classcheck. Or
teachers’ decision.
Read the article to
check your
predictions and
match the bold
phrases to photos
1-8
Read world of
English stress
syllables.
Check the correct
verb + noun
combinations. Then
scan the text and
Common Mistakes to
check.
Warm up: Point out
the questions you
write on the board.
Pair sts up and have
them ask and answer
the questions.
Classcheck. Or
teachers’ decision.
Listen to / watch the
trailer of a
documentary about
the –American
education system. Is
it mostly positive or
negative?
Use pictures 1-8 to
compare the Finnish
system with school.
How many
differences can you
find?
Read world of
English and give an
example for each
ending.
In pairs, describe
your ideal school, its
policies and
schedule. Use the
ideas in 1D
Complete column
two in B. In pairs,
share your
experiences. Any
similarities or big
differences?
 Workbook
activities, p 19
 Homework /
worksheets
 Workbook
activities, p 20

19.  Vocabulary: College life
4.3 What do you regret not
having done
 Listening: Career choices.
 World of English: Differences
between US and UK
 Grammar: Should have +
Participle.
 Pronunciation: /∫udƏv/ and
/∫udntƏv/
4.4 What would you have said
if you’d been late today?
Write the bold words
in the website article
next to their
definitions. Then
listen and read World
of English.
Warm up: After
greeting your sts, tell
them they are going
to play a game.
Assign pairs. Point to
the verbs on the
board and say “you
have one minute to
write down the past
participle forms of all
the verbs on the
board”. After time is
up check. Or
teachers’ decision.
Listen to three
interviews about
career choices and
complete 1-3.
Read World of
English and do the
mini quiz. Then listen
again to check.
Match the five
sentences
combinations. Listen
to check.
In pairs, write
captions for photos
1-6 using should’ve
/ shouldn’t have.
Compare with others
and choose the
funniest.
Warm up: Display
the photos or point
out the list of
activities on the
board e.g. I do the
dishes everyday and
I hate it. What about
you?
In pairs, share your
opinion about 1-5.
Any similarities?
Complete with items
from A. In pairs,
answer 1-5. Any
disagreements?
In pairs, choose one
person and say what
you remember about
him/her.
From the results
which person is
British?
Look at the pictures
On p 36. In pairs,
share your “school
day regrets.”
Oops, I did it
again!
We’ve all done
things we regretted
later. What’s your
story?
 Homework /
worksheets
 Workbook
activities, p 21
 Homework /
worksheets

20.  Listening: Quotes
 Grammar: Third Conditional
4.5 Would you like to be a
genius?
 ID Skills: Predicting and
Checking Predictions.
 ID in Action: Sympathizing
and Criticizing
 Review: Grammar and
Vocabulary
 Skills practice: Listen, read,
write, and talk.
Match the two halves
of the quotes and
define the bold
words. Which is the
funniest quote?.
Look at the cartoon
and circle4 the
correct rule in the
Grammar box.
Warm up: Use the
title question on the
top of p 44 to
introduce the lesson
topic to sts. Write the
question Would you
like to be a genius?
On the board and
have sts discuss it in
pairs to encourage
sts ask more
questions.
Look at the photos
and headline. Guess
what5 these items
refer to.
Listen to four dialogs
and match them to
the situations in the
pictures.
Read and complete
the different
activities.
Read and listen to
the four stories on p
35 and underline any
words that are
difficult to
hear/understand.
In pairs, A: writes
the beginning of a
dialogs. B: predicts
the endings, swap
roles.
In pairs, play What
world have
happened if …?
Choose a context, a-
f and invent a
sequence as in D.
Read it to the class
and they have to
come up with one
Third conditional
sentence.
Cover the text, then
uncover it line by
line and, in pairs,
guess the first word
of the next line. How
many did you get
right?
In pairs, tell a new
story. Then swap
roles. Who was the
most sympathetic
listener?
In trios choose a, b,
or c for 1-5 and
explain your
reasons.
Question time!
Listen to the lesson
titles in units 3 & 4,
in pairs, practice
asking and
answering.
 Workbook
activities, p 22
 Homework /
worksheets
 Workbook
activities, p 23
 Homework /
worksheets.
 Research Class
project.”Ways to be
green” presentation
and outline.
 Richmond
platform unit four.
 ID café video.
 Skill boost:
listening and
writing extra
activities

21.  Writing: An advertisement
 ID café Artificial Intelligence
Quotient!
 Unit test or/ and final Test
Read the ad and
answer true (T) or
false (F)
Before watching:-
In pairs, predict
what’s in the large
envelope.
While watching:
Watch and check.
After watching;
True (T) or False (F)
Correct the false
statements.
Read, Listen, Write
in the evaluation
sheet.
Write an ad in 130-
150 words.
Talk in pairs, What
do you do when
you’re nervous or
afr5aid waiting for
something
important?
What do you think
would’ve happened
if August hadn’t
been a finalist?
What will happen
next?
In pairs, use the
expressions in C to
share past regrets or
experiences.
Answer the different
items in the
evaluation sheet.
TYPES OF EVALUATION Formative: classwork, oral presentation
Summative: oral lessons, written quizzes
INTEGRATED LEARNING PROJECT
Students will work on groups to prepare a survey to be asked to students of other majors to find out “How
green” they are then they will design some signpost “Ways to Go Green and Save Green” to put on
the classrooms walls. They will also give a short presentations of their findings.
5. METHODOLOGY:
Methods
 Inductive method: students discover patterns and rules for themselves
 Deductive method: students discover through interesting facts of the language.
 Communicative approach: emphasizes interaction by means of language.
 Cooperative learning: promotes learning by developing interaction between learners through
group work activities and debates.
Techniques and Instruments:
 Cooperative learning -
 Pair and group work
 Role play
 Test: questionnaire
 Portfolio: rubric
Didactic Material:

22.  Authentic material
 Flashcards
 Realia
 Videos
 Posters
 Web sites
 Virtual class
 Smart board
 Slides
6. LEARNING ENVIRONMENT:
 Classroom
 English labs
7. STUDENT’S EVALUATION AND LEARNING OUTCOMES:
Students’ semester compilation grade, the following table will be considered:
COMPONENT EVALUATION ACTIVITIES Primer
Parcial
%
(Puntos:)
Segundo
Parcial
% (Puntos:
)
TEACHING
ACTIVITIES
Discussions, debates, lecture, group
activities, pair work, guidelines for research,
cooperative learning.
40% 40%
PRACTICAL
IMPLEMENTATIO
N AND
EXPERIMENTATI
ON ACTIVITIES)
Practical work, English laboratory practice,
simulations, role-plays, discussions, oral
presentations in class.
Class participation (includes lessons,
theoretical contributions and reading tests).
Formative research work and support,
making simple videos. Theoretical exam
end of semester.
30% 30%
AUTONOMOUS
LEARNING
ACTIVITIES
Development activities in the virtual
classroom, developing exercises and
applications Work book, relevant work of
each unit.
30% 30%
PROMEDIO 100% - 10 100% - 10
La nota de cada componente se ponderará sobre 10 puntos, debiendo realizar una regla
de 3 en base al porcentaje de cada componente para obtener una calificación final sobre
10.
8. SUBJECT RELATIONSHIP BETWEEN LEARNING OUTCOMES AND CAREER
OUTCOME PROFILE:
LEARNING OUTCOMES OF CAREER
OUTCOME PROFILE
LEVELS OF
ACHIEVEMENT
LEARNING EVIDENCEA
High
B
Medium
C
Low
Unit 1

23.  Utilizing correctly the tenses by
asking and answering questions
to get to know people via the
contexts of speed dating and
speed friending.
 Making use of Present and Past
tenses to tell an anecdote and
learn informal expressions to
respond to active listeners.
X
X
Technique: Role play
Instrument: Oral Assessment
Sheet.
Technique: Essay
Instrument: Record
Technique: Observation
Instrument: Oral assessment
sheet
Technique: Observation
Instrument: Record
Technique: Self-evaluation
Instrument: Graphic organizer
Unit 2
 Creating new green phrases with
the suffixes –able, -friendly, -
efficient in the context of greener,
more sustainable lifestyles.
 Associating Past Simple vs.
Present Perfect and Present
Perfect continuous in the context
of advertisements.
 Evidencing in the context of
lifestyle changes with correct use
of Present Perfect Continuous
and expressions to encourage or
discourage new ideas.
X
X
X
Unit 3
 Building information with Past
Perfect and Past Perfect
Continuous in the context of
describing places.
 Discussing differences in culture,
when visiting a place for the first
time.
 Imagining urban problems, and
proposing alternative solutions.
X
X
X
Unit 4
 Organizing use of language
related to school subject and
discussing topics related to
education systems.
 Developing information with the
third conditional via the contexts
of procrastination and talking
about past events.
 Producing critical thinking with
should + have + past participle
and third conditional through the
situations of predicting and
checking predictions and
expressing sympathy or criticism.
X
X
X
9. BIBLIOGRAFÍA:
11.1. BÁSICA:

24.  Seligson, P. (2013): English ID 3A. Richmond Publishing, China.
 Extra material (digital and material) according to the level and the CERF requirements.
11.2. COMPLEMENTARIA:
 Cambridge Idioms Dictionary, Editorial Cambridge. Second Edition.2008
 Listening Extra, Editorial Cambridge
 WEBGRAPHY: September/2012
 www.cambridge.org
 www.cambbridge.org/touchstonearcade
 www.cuadernodeingles.com
 www.onestopenglish.com
 www.maacmillandictionary.com
 www.teach-nology.com
10. TEACHER’S PROFILE
Each Faculty will write in this space the profile.
SYLLABUS RESPONSIBLE:
Nombre:
f)………………………………………….
PLACE AND DATE Riobamba, March 2016
11. REVIEW AND APPROVAL
……………………………………………………..
ENGLISH LANGUAGE COORDINATOR
UNIVERSIDAD NACIONAL DE CHIMBORAZO

25. FACULTAD DE CIENCIAS DE LA EDUCACIÓN HUMANAS Y
TECNOLOGÍAS
CARRERA DE PSICOLOGÍA EDUCATIVA
BIOGRAPHY
My name is Viviana Elizabeth Chimborazo Naranjo,
I am 23 years old my goals is to finish my career and
continueto explore to achieve the PHD to get ahead
with my family , I like the folk dance and belongto
a folk ballet UN also my desire is see one that my
children grow up with me and be a good example for
they.