The document outlines the methodology and learning outcomes for four modules focused on English language acquisition. Module 1 focuses on vocabulary related to personal topics. Module 2 adds vocabulary about activities and daily routines. Module 3 introduces family and home-related vocabulary. Module 4's vocabulary centers around food, health, and the environment. Across the modules, students will practice grammar, reading, writing, speaking, and cultural understanding to develop their English skills. Specific teaching strategies are listed to target cognitive, procedural, and affective learning outcomes over approximately 64 class hours.

1. 1
IV. METHODOLOGY
COMMUNICATIVE LANGUAGE TEACHING:
Create interaction with others.
Learn and Discover.
Involve real communication.
Promote acquisition.
Approach the receptive and productive communicative skills in an integrate way.
NATURAL APPROACH:
Use English in communicative situations.
Expose Learners to match comprehensible input.
Acquired new language by understanding messages.
WHOLE LANGUAGE:
Learning proceeds from whole to part.
Learning takes place as groups engage in meaningful social interaction.
Oral and written languages are required simultaneously.
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2. 2
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3. 3
IV. METHODOLOGY OF PROFILE FORMATION
GLOBAL COMPETENCE
Learners can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of
specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for
either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
LEARNING OUTCOMES
STUDENTS LEARNING CONTENT TO GET THE LEARNING OUTCOMES
EXPECTED
SPECIFIC DIDACTIC
STRATEGIES CLASS
HOURS
COGNITIVE
Declarative Knowledge
PROCEDUAL
Skills and know-how
AFFECTIVE
Existential T P
· Identify words and phrases
related to colors, personal
times, jobs , adjectives and
time
· Define the new vocabulary
and phrases in the context
MODULE ONE: My world
Vocabulary: Colors, personal
items, jobs, adjectives, telling
time; Days of the week/the time
MODULE TWO: Things to do
Vocabulary: Everyday
activities, Days of the week,
Jobs, spare – time activities,
Types of music, Types of
movies, Words / phrases related
to technology, Special days;
traditions.
MODULE THREE: Something
different
Vocabulary: Family , Furniture
and appliances, Rooms and
parts of the house, Prepositions
of place, Place in a town/City,
LISTENING
· Listen to the new words,
imitate the pronunciation
· Listen to a lecture
READING
· Identifying new vocabulary
· Leveling the new word
· Reading articles
WRITING
· Write phrases and
sentences by using the new
words
SPEAKING
· Discussing the meaning of
the new words
· Reproducing new utterance
with the new words
· Role plays and peer oral
work
· Discipline
· Punctuality
· Honesty
· Attendance
· Responses
· Questions
· Answers
· Revise
· Change
· Organize
· Cooperate
· Discuss
· Respond
· Discriminate
· Display
· Systematize
· Brainstorming ideas.
· Underline the new word
· Miming
· Synonyms, opposites,
paraphrasing, and giving
definitions.
· Visual prompts
· Use of bilingual and monolingual
dictionary
· Flashcards
· Use of mother language
· Listen and repeat words and
phrases
· List the words and phrases
· Get the meaning words and
phrases in context;
· Explain the words
· Complete the blanks with the
words in the box
· Listen to the adjectives. Then,
match with the definitions
· Match de pictures with the
words
· Match the items in the picture
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4. 4
Seasons, The weather , Phrases
for letters /E-mails; biographies;
life events; emotions; dreams;
parts of the body
MODULE FOUR: Food for
Thought
Vocabulary: Containers/ food
and drinks/ food courses/ Parts
of the body/ ailments/word
phrases related to fitness
environmental actions; Natural
resorts
with the words
· Complete the sentences with
the phrasal verbs
· Circle the correct words
· Read the table and complete it
· Match the words/phrases in the
two columns
· Use the vocabulary related
to daily activities, likes and
dislikes, daily routines
· Report about the best way to
use the free time.
· Express suggestions
MODULE ONE: My world
Grammar: Simple present;
Adverbs of frequency; Capital
letters.
Writing: Sentences about
abilities, a paragraph about
oneself giving personal
information. Developing skills:
Punctuation and capital letters
MODULE TWO: Things to do
Grammar: Present simple,
prepositions of time, Would like
to / want to, Like / love / enjoy /
hate / can’t stand + ing, Adverbs
of frequency, How often.? Once
/ Twice, When, gerund forms;
sequence connectors.
Writing: Sentences about daily
routines, a paragraph about
working habits, a paragraph
about spare time, a paragraph
about likes / dislikes. Word order
LISTENING
· Listen to a conversation and
identify specific vocabulary.
· Listen and repeat
· Listen and read to find out
more information
READING
· Read a text to find specific
information
· Look at the title and predict
the content of the text
WRITING
· Complete the table
· Write the 3rd
person singular
for verbs
· Correct sentence
· Form questions
· Complete sentences
· Write sentences
· Put words in the correct
order.
· Discipline
· Punctuality
· Honesty
· Attendance
· Responses
· Questions
· Answers
· Revise
· Change
· Organize
· Cooperate
· Discuss
· Respond
· Discriminate
· Display
· Systematize
· Complete the table with the
verbs in the list
· Use the verbs to complete
sentences
· Find the examples on the
postcards
· Look at the pictures and
complete the texts
· Write questions in pairs
· Put the verbs in parenthesis in
the correct tense
· Write the simple past of the
verbs
· Complete the text
· Write a short paragraph
· Write a short article
· Write a speech
· Jot down information
· Write a biography
· Write a story
· Write an article expressing
opinions
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5. 5
MODULE THREE: Something
different
Grammar: Present progressive,
Whose…?, Possessive
pronouns, here is there are,
A/AN/THE, Present simple vs.
present progressive,
Why?/Because
Joining words; Time expressions
to show sequence of the events.
Writing: A paragraph giving
news, An E-mail one’s
neighborhood and a house
/apartment
Developing skills: Set phrases
for letters and E-mails- answer
questions; write a short
paragraph; write a story; write a
short summary, write a
biography
MODULE FOUR: Food for
thought
Grammar: Countable and non-
countable nouns/ Some, any,
know/ how much…? How
many…? / Much many, a lot of,
lots of, a few, a little/ Object
personal pronouns/ the verb
should. Simple future
(Will/won’t); Conditionals type 1
and 2
Writing: A paragraph about
peoples’ eating habits/ a
paragraph giving advice/ An E-
mail asking for advice/
Developing skills : Linking
words (and , but, so, because) ;
· Write a short paragraph
· Write a short article about
your favorite day
· Write a short article about
teenage life in Britain and
Ecuador.
· Complete the texts with the
verbs in the list
· Put the verbs in simple
present or present
progressive
· Using sequence connectors
according to the order in
which things happen
· Write a short paragraph;
write a speech
· Write a short paragraph
about a special celebration
in Ecuador.
· Write the simple past of the
verbs
· Complete the table and
questions
· Write sentences using ‘used
to’
· Identify time expressions;
put the verbs in the correct
tense.
· Answer the questions
· Write a biography
· Write sentences a strange
dream
· Write a biography of a
famous Ecuadorian person
· Joining words (reason,
result, addition);
· Order time expressions.
· Use the verbs in the correct
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6. 6
write sentences about disasters;
write an article
form to complete it
· Write an article expressing
opinion
SPEAKING
· Say the sentences aloud
· Explain the words in bold
· Discuss about eating habits
· Apply the vocabulary, phrase
and structures in productive
skills
· Dramatize a situation in a
city or town to ask and give
directions
· Use of different styles of
written for communication
MODULE ONE: My world
Speaking: Game; spot the
differences, presenting oneself,
the alphabet, intonation;
Personal information (names,
places, names of origins);
MODULE TWO: Things to do
Speaking: Class survey, Third
person singular –s, Intonation of
questions, expressing likes and
dislikes, expressing routines.
MODULE THREE: Something
different
Speaking: Guessing games
,Pair work, Word stress , /b/v/w/,
Describing house and places
past activities; expressing
emotions-responding;
pronunciation: homophones.
MODULE FOUR: Food for
thought
Speaking: Role play/ pair work/
/I/,/i:/,/aI/
Differentiation between the
pronunciation of should and
shouldn’t/ , making predictions;
making suggestions;
pronunciation: /‘ll/.
LISTENING
· Listen and imitate the
pronunciation.
· Listen to the text and answer
the questions
· Listen to the dialogue and
answer the questions
· Listen and repeat abilities
· Listen and match people
with activities Speaking
· Listen and repeat emotions
words
· Listen and answer
questions; listen stories and
dreams.
· Listen and complete the
missing information
· Listen and repeat the
intonation
· Listen and identify relevant
information about a true
survivor’s story
READING
· Get the meaning words and
phrases in context
· Read and answer questions
· Choose the best answer
· Read to find out the
characters
· Discipline
· Punctuality
· Honesty
· Attendance
· Responses
· Questions
· Answers
· Revise
· Change
· Organize
· Cooperate
· Discuss
· Respond
· Discriminate
· Display
· Systematize
· Questions & answers
· Quiz
· Critical thinking
· Interact in pairs and groups
· Listen and repeat word, phrases
· Listen to the pronunciation
· Listen the dialogues
· Listen to the predictions
· Present the special festival
· Listen and circle the word that
does not sound the same as the
others.
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7. 7
· Read the text and level the
sentences; read the text and
complete the sentences
· Read the text and replace
the words in bold
· Read the text and put the
sentences in correct order
· Read the text and put the
events in order they
happened.
· Read the article and make
the sentences T (true), F
(false) or DS (doesn’t say)
· Read the text and match the
phrases to form sentences
· Read and explain the words
and phrases in bold.
· Read and analyze about
garbage in the city.
WRITING
· Write sentences and
expressions with the new
vocabulary
· Write a paragraph
summarizing a text.
SPEAKING
· Say messages to someone
else
· Make questions & Answer
questions
· Make sentences
· Explain the words
· Answer questions about
super eating habits
· Compare the US food habits
with Ecuador food habits
· Identify to some natural and
man-made disasters
MODULE ONE: My world
Cultural corner: The history
behind a name
Cross Curricular Cut: names
LISTENING
· Listen to the information and
match with the pictures
· Listen and match columns
· Discipline
· Punctuality
· Honesty
· Attendance
· Research classroom
· Gathering information
· Critical thinking
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8. 8
· Differentiate the countable
and uncountable nouns
around the world
MODULE TWO: Things I do
Cultural corner: Security in big
cities
Cross-Curricular cut: Phishing
on danger
MODULE THREE: Something
different
Cultural corner: Natural
disasters around the world
Cross-Curricular cut: Cultural
page: Life in Tornado Alley
MODULE FOUR: Food for
thought
Cultural corner: The healthy
food
Cross cultural cut: Healthy
smoothie recipes
READING
· Read and answer questions
· Replace the words in bold in
sentences
· Research the time zones of
the world
· Read the table, then find
examples in the text
WRITING
· Complete the missing
information according to the
text
· Write a text with his/her
personal information
· Replace the words in bold in
sentences
SPEAKING
· Use the words to tell the
class what you learned
about the text
· Compare the superstitions
with you country or city
· Argue the global warning
factors
· Compare the teenage life in
Britain with Ecuador
· Argue the cause for
endangered species
· Responses
· Questions
· Answers
· Revise
· Change
· Organize
· Cooperate
· Discuss
· Respond
· Discriminate
· Display
· Systematize
· Jot down notes
· Read and complete the table
· Match the words in the two
columns
· Discuss in groups
· Oral Presentation
· Debate
· Writing essays
· Writing articles
· Estimate how many people
in Ecuador have a good or
bad food habit
· Differentiate about daily
routines, plans and
intentions
Develop a project about:
· Your favorite food
· Special day event
· Food festival en your country
or city
· Daily routines
· People’s eating habits
· Ordering food and taking an
order
LISTENING
· Listen to a dialogue and
answer the questions
· Listen to a lecture and order
the phrases
READING
Read the text and answer
the questions
Read the texts and complete
· Display
· Systematize
· Creative
· Organize
· Discuss
· Write an essay
· Write a paragraph
· Design a postcards
· Draw a pictures
· Make a speech
· Action research
· Oral presentation
· Discuss
· Debate
6 4
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9. 9
· Describing places sentences
Read the text and explain
the words/phrases in bold
WRITING
· Gather information on a
website and write down your
personal opinion
· Write an article about your
daily routines
SPEAKING
· Tell your partner how people
celebrate festival
· Talk about leisure and
routines
· Talk about how people
celebrate special dates in
Tulcán.
· Create characters
· Tell your friends your past
activities
· Talk about past events
· Talk about past habits
· Narrate past experiences
· Express you feeling
· Talk about how global
warming can affect animals
life
· Talk about volcanoes
· Talk about environmental
problems in Carchi
· Technical vocabulary
· Discourse management
· Pronunciation
· Interactive communication
· Grammatical structures
· Written mechanics
· Organization
· Design a Project Room
related to the Ss’ career
· Produce an English speech
Project Room
· Write the project by using APA
NORMS to reference the
tutors
· Perform an exposition for the
project
Reading:
· Read books, website
articles, magazines,
newspapers and others to
support his / her project
heroically
· Doing a research
Writing:
· Self-confidence
for
communicating
in English
· Written project
· Oral presentation
10 5
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10. 10
· Write the essay about his /
her project
Speaking
· Present the room project in
class orally
PRACTICE’S HOURS 25
LAB’S HOURS - LTS 15
CLASS’ HOURS 40 40
TOTAL HOURS 80
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