UNIVERSIDAD CATÓLICA LOS ÁNGELES DE CHIMBOTE

IDIOMAS ULADECH CATOLICA

SYLLABUS / LEARNING PLAN
A. SYLLABUS
1. General information
1.1 Name of the course
1.2 Course code
1.3 Modality of study
1.4 Nature of the course
1.5 Level of studies
1.6 Academic term
1.7 Credits
1.8 Academic Term
1.9 Hours per week
1.10. Total hours
1.11. Previous requirements
1.12. Classroom teacher
1.13. Head teacher
1.14. Teaching tutor
: Inglés Básico (Intensivo)
01052
: Presencial
: Compulsory - (theory/practice)
: Pre-graduate/post graduate
I
8
: 2019(00) (01)
: 12 classroom hours; 7virtual hours
300
: none
: Mg.Vladimir Alejo Pérez
: Mg. Gina Evelyn Soplopuco Rivas de Ríos
gsoplopucor@uladech.edu.pe
: Mg. Cinthia Valverde Sanchez
Lic Noemi Moyano Rivero
Lic Giselle Pérez Baca
Mg Karla Del Carpio Guibovich
Licenciado Jhonatan Cabanillas Luna.

2. Features of the graduate profile related to the program

The student understands basic, familiar expressions used in everyday
situations in order to introduce, give and ask for information and
communicate.
3. Summary
The Basic English course is of a differentiated, compulsory and practical theoretical
nature, oriented to the development of elementary communication skills providing
personal information in the English language, contextualized, with the use of ICT
and promoting autonomous and team work.
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4. Competence
1.1 Demonstrates communication skills to provide elementary personal information in
the English language, contextualized, with the use of ICT and promoting autonomous
and team work.
5. Specific Skills
1.1.1 Uses simple phrases and sentences to give and ask for personal information with
adequate intonation and pronunciation.
1.1.2 Describes his daily routine and how people in their family use their cell phones,
introducing them in a family tree with the appropriate grammar and vocabulary.
1.1.3 Contrasts information on simple texts about what people are doing to what they
usually do by using the appropriate grammar structure.
1.1.4 Produces simple texts with coherence related to what people are wearing, what
they like or dislike doing on vacation with the vocabulary studied.
1.1.5 Understands general and specific information about changes in the last ten years
of towns and houses back then and now
1.1.6 Exchange information about famous people biographies and their last vacation
using past expressions and vocabulary studied.
1.1.7 Produces simple texts with cohesion and coherence related to healthy food,
people’s diet and areas of immediate need.
1.1.8 Organizes a list of ideas about their plans for next vacation and their predictions
for the near future, using the appropriate linguistic elements
6. Learning Units
COMPETENCE LEARNING SPECIFIC INDICATOR
UNIT SKILLS
Demonstrates 1 1.1.1 1.1.1.1 Ask and answers
communicative skills MEETING questions about personal
in a Foreign PEOPLE information with an
Language adequate pronunciation
in a short dialogue.
1.1.1.2 Identify specific
information to complete
a registration form with
numbers and alphabet.
1.1.1.3 Talk about the
places where they go to

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 using phrases about the
time in a short dialogue
2 1.1.2 1,1.2.1 Describe how
MY DAILY often they do activities,
using the present simple
ROUTINES”
in an oral presentation.
1.1.2.2 Identify
vocabulary related to the
weather, seasons and
months in a written text.
3 1.1.3 1.1.3.1 Identify what
I’M HAVING A people are doing and
what they usually do,
GREAT TIME
with adequate grammar
structure in a written
text.
1.1.3.2 Make a short
conversation about their
future arrangements
using the appropriate
grammatical structure
4 1.1.4 1,1,4,1 Talk about what
THINGS I LOVE they are wearing,
through the context of a
DOING
fashion show in an oral
presentation.
1.1.4.2 Describe places
around their own
neighborhood with the
vocabulary studied.
writing a short text
5 1.1.5 1.1.5.1 Describe a
MY memorable party, using
"there be" in simple past
HOMETOWN
in written text.
BACK THEN
1.1.5.2 Compare their
AND NOW
city back then & now
using there be in present
and past in an oral
presentation

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 6 1.1.6 1.1.6.1 Understand
A NIGHT TO simple texts related to a
famous biography,
REMEMBER
answering questions
about it.
1.1.6.2Use past
questions, talking about
their last vacation with
fluency in a pair work
activity.
7 1.1.7 1.1.7.1 Complete
HEALTHY information about
numbers, listening the
FOOD
food nutrition facts
table.
1.1.7.2Order a meal at a
restaurant in a dialogue.
1.1.7.3 Scan information
about how people
commute to answering
questions about the text.
8 1.1.8 1.1.8.1 Understand
SEVEN information about life
WONDERS OF changes and complete
NATURE the table.
1.1.8.2 Describe a
partner using
comparative adjectives,
talking about physical
appearance
7. Strategies for teaching and learning
The methodology used to develop this subject focuses on the learning process of the
students, through participatory techniques such as brainstorming, role plays, pair-work,
dialogs and group work, based on communicative situations connected to reality.
This methodology also responds to the learning system known as "Blended Learning"
in the context of the communicative approach and systemic and cooperative learning,
in order to enhance the development of the students’ abilities and skills.

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 The specific contents will be developed through activities planned by the teacher in
which students are the main actors in the construction of their learning. The teacher
fulfils different roles: one of motivator, mediator, facilitator, challenger and expert.
The activities may be theoretical or practical and the strategies, techniques and
procedures employed should be active, as follows:

TEACHING LEARNING STRATEGIES TYPES

Brainstorming
Strategies to explore prior knowledge and activate Quiz/ questionnaire
motivation, icebreakers or warm-up activities Eliciting
Questions – answers
Diagrams
Skimming
Strategies to foster written comprehension
Scanning
(Reading)
Detecting functions
Extracting specific information
Contextual guessing
Filling out forms
Character Map
Scrambled sentences
Back to back
Strategies to foster oral comprehension Quick 20 –questions quiz
(Listening) Draw a picture
Information Gap
Dictation
Videos
Picture prompt
Strategies to foster oral production
Role play
(Speaking & Interaction)
Simulation
Oral presentation
Discussion questions
Free-writes
Strategies to foster written production:
Brainstorming
(writing)
Remember the picture
Venn Diagrams
Written practice
Strategies and techniques to develop the
acquisition of vocabulary and use of correct
spelling
(visual presentation, word-games, crosswords,
etc.), the correct use of grammar (filling in the

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 blanks, matching, word order etc.), capitalization,
punctuation and paragraphing
Pairs
Cooperative strategies and active methods to foster
Group work
the development of competences
Games
Task-based activities
8. Pedagogical resources
The modern classroom and Laboratory is used for the development of the subject, as well as the
virtual platform provided by the course-book (Richmond).
Teacher tutoring:
It is scheduled at the end of each learning unit, according to the needs of each student, which are
processed through the computer module provided by ERP University.
9. Learning Assessment
As well as formative and informal assessment, a formal assessment will be held throughout each
learning unit. The average score of each learning unit is obtained as follows:

Nº DESCRIPTION OF ACTIVITIES %
1 Problem-solving activities according to the language skills: 45%
Reading (15%)
Listening (15%)
Writing (15%)
2 Oral exam (Speaking) 20%
3 Written exam 25%

4 Virtual platform activities 10%

TOTAL 100%

The minimum passing grade of the program is thirteen (13).

Students who achieve at least an average grade of ten (10) will be entitled to the make-up test.
The final grade of the make-up test will not be higher than thirteen (13) and will replace the
average grade.

If the student has 10% of absences, he / she will be disapproved in the subject.

10. Bibliographical References

 Seligson Paul & Lethaby Carol. ENGLISH ID 1- RICHMOND- United Kingdom-
Richmond Publishing – Santillana Education, 2013
 William R. Smalzer. BASIC GRAMMAR IN USE. WORKBOOK- Cambridge
university press, 2003
 Bibliography - Dictionaries

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 E.C. Parnwell The New Oxford Picture Dictionary – Monolingual edition – Oxford
American English– Oxford University Press 1988
On line
Cambridge dictionary. Disponible en: https://dictionary.cambridge.org/es/
Grammar solutions. Elementary. Disponble en:
https://elt.oup.com/student/solutions/elementary/grammar/?cc=pe&selLanguage=en
11. Anexo
ANEXO 01: LEARNING PLAN

UNIT 1: MEETING PEOPLE

1.1.1 Uses simple phrases and sentences to give and ask for personal information
with adequate intonation and pronunciation
TIME LEARNING ACTIVITY INDICATOR EVALUATION
INSTRUMENT
1st Participate in the induction 1.1.1.1 Ask and Registration
week activities about the use of the answers questions document
ERP university platform. about personal
Sign up according to the information with an Oral assessment
available timetable in the adequate sheet
ERP university platform pronunciation in a
Development of theoretical short dialogue. Checklist for
learning activities: 1.1.1.2 Identify listening
Socialize the syllabus, specific information to comprehension
expressing their opinion in complete a registration
class and in a forum activity form with numbers
in Richmond platform. and alphabet.
Students learn vocabulary
about greetings, nationalities
and how to use personal
pronouns with verb be in
affirmative, negative and
interrogative.
Development of practical
learning activities:
Students listen to an audio
and complete a registration
form with the letters of the
alphabet, spelling their name
names in a pair work activity.
2nd Development of theoretical 1.1.3 Talk about the Oral assessment
week learning activities: places where they go sheet
Students get familiar with to using phrases about
a vocabulary about the time in a short
activities with the verb go dialogue.

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 Development of practical
learning activities:

Students work in groups,

match pictures and talk
about places where they go
UNIT 2 MY DAILY ROUTINES
1.1.2 Describes his daily routine and how people in their family use their cell
phones, introducing them in a family tree with the appropriate grammar and
vocabulary.
TIME LEARNING ACTIVITY INDICATOR EVALUATION
INSTRUMENT
3th Development of theoretical 1.1.2.1 Describe how Writing
week learning activities: often they do assessment sheet
Students learn how to tell time activities, using the
and use it in a description of present simple in an Checklist for
their daily routine. oral presentation. reading
Students learn the affirmative comprehension
and negative forms of Present
Simple and its use.
Students form questions using
DO / DOES and question
words.
Students learn frequency
adverbs and the correct place
in a sentence.
Development of practical
learning activities:
Students read short texts
about how people in a family
use cell phone.
Students write a brief
introduction of themselves
and a short description of
each member of their family
4th Development of theoretical 1.1.2.2. Identify Oral assessment
week learning activities: vocabulary related to sheet
Students learn the vocabulary the weather, seasons
related to weather and months in a
written text.
phenomena, names of the
months and cardinal
directions
Development of practical
learning activities

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 Students use the vocabulary
they learnt to describe photos
and talk about actual weather
and climate.
Students talk about their
favorite season, what they
usually do and don’t do in
their favorite season.
UNIT TEST 2
Students participate in the
oral and written exam.
UNIT 3: I’M HAVING A GREAT TIME
1.1.3 Contrasts information on simple texts about what people are doing to what
they usually do by using the appropriate grammar structure
TIME LEARNING ACTIVITY INDICATOR EVALUATION
INSTRUMENT
5th Development of theoretical 1.1.3.1 Identify what Checklist for
week learning activities: people are doing to reading
Students learn the comprehension
what they usually do
affirmative, negative, and Oral assessment
interrogative forms of Present with adequate sheet
Continuous and its use. grammar structure in a
Students compare Simple
written text.
Present and Present
Continuous.
Students learn to use Present
Continuous to talk about
future arrangements and
future time expressions
Students learn the correct use
of the verbs have, need, want
with prepositions for and to
Development of practical
learning activities:
Students describe what
people are doing and what
they usually do.
Students write their own
plans for the nearest future.
Students answer a
questionnaire about their
reasons for studying English

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6th Development of theoretical 1.1.3.2 Checklist for
week learning activities: Make a short reading
Students get familiar with the conversation about comprehension
vocabulary about sports. their future Oral assessment
arrangements using sheet
Students learn all the forms of
the appropriate
the verb CAN in Present. grammatical structure.
Development of practical
learning activities
Students use the verb CAN to
talk about their abilities and
ask about someone else’s
abilities.
Students listen to a job
interview and rate their own
comprehension ability.
Students learn some key
abilities to succeed in life and
in their future job.
UNIT TEST 3
Students participate in the
oral and written exam.
UNIT 4: THINGS I LOVE DOING
1.1.4 Produces simple texts with coherence related to what people are wearing,
what they like or dislike doing on vacation with the vocabulary studied
TIME LEARNING ACTIVITY INDICATOR EVALUATION
INSTRUMENT
7th Development of theoretical 1.1.4.1Talk about Oral assessment
week learning activities: what they are wearing, sheet
Students get acquainted with through the context of Checklist for
the vocabulary related to a fashion show in an listening
clothes and accessories. oral presentation comprehension
Students learn how to use
possessive pronouns and their
correct pronunciation
Students get familiar with
typical expressions used in a
clothing store and learn to
ask about the size, color or
price.
Students get acquainted with
all the forms of the
expression There be with the
determinatives
Development of practical
learning activities

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 Students listen to a fashion
show to identify relevant
information.
Students correct mistakes in a
short-written text and
describe their town.
Students role-play a
conversation between a
customer and a salesclerk
8th Development of theoretical 1.1.4.2 Describe places Oral assessment
week learning activities: around their own sheet
Students get familiar with the neighborhood with the
Checklist for
vocabulary about free time vocabulary studied.
listening
activities and household writing a short text
chores. comprehension
Students learn the structure
employed with the verbs
love/like/not mind/ hate, with
“to” and the gerund
Development of practical
learning activities
Students talk about what they
like doing on vacation and
what they usually do during
that time.
Students read a leaflet
containing advice for
travelers about couch-surfing
and a staycation. They
comment on it, talk and
exchange views about these
two ways of spending
vacation.
UNIT TEST 4
Students participate in the
oral and written exam
UNIT 5: MY HOMETOWN BACK THEN AND NOW
1.1.5 Understands general and specific information about changes in the last ten
years of towns and houses back then and now
TIME LEARNING ACTIVITY INDICATOR EVALUATION
INSTRUMENT
9th Development of theoretical 1.1.5.1 Describe a Writing
week learning activities: memorable party, assessment sheet
Students learn names of the using "there be" in Checklist for
rooms in a house and simple past in written reading
furniture. text. comprehension

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 Students learn the structure
there was/there were to
describe their previous house
in the past.
Students can name party
items and know typical party
expressions.
Students learn Prepositions of
Place and use them to
describe photos.
Development of practical
learning activities
Students listen to an event
organizer and identify the
vocabulary they are familiar
with to describe what is
necessary to organize a
successful party.
Students produce short oral
and written texts in the past
with the verb be in its
affirmative, negative and
interrogative form.
10th Development of theoretical 1.1.5.2 Compare their Writing
week learning activities: city back then & now assessment sheet
Students identify and speak using there be in Checklist for
about positive and negative present and past in an reading
changes in their hometown. oral presentation comprehension
Students interview their
classmates about their party
or past experiences
Development of practical
learning activities:
Students read texts about
special events and practice
their reading comprehension.
Students talk about the most
important events for them,
using either the present or
past form of the verb “be”
Students write their own
invitation cards and invite the
classmates to a party.
UNIT TEST 5
Students participate in the
oral and written exam.
UNIT 6: A NIGHT TO REMEMBER

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1.1.6 Exchange information about famous people biographies and their last vacation
using past expressions and vocabulary studied.
TIME LEARNING ACTIVITY INDICATOR EVALUATION
INSTRUMENT
11th Development of theoretical 1.1.6.1 Understand
week learning activities: simple texts related to
Students read a biography of a famous biography,
a famous person. answering questions
Students learn affirmative about it.
and negative form of regular
verbs in Past Simple.
Students learn the most
frequent irregular verbs in the
Past Simple tense and their
correct pronunciation.
Students learn how to form
questions in Past Simple
tense.
Students learn ordinal
numbers and how to say any
date in two ways
Development of practical
learning activities:
Students reproduce a
biography of a famous using
some verbs in the past.
They interview someone
asking when his/her birthday
is and what he did on his/her
last birthday, answering
questions about their own
birthday
12th Development of theoretical 1.1.6.2Use past
week learning activities: questions, talking
Students are familiar with about their last
object and subject questions vacation with fluency
in English. in a pair work activity.
Students can take a quiz
which checks their
knowledge about pop music
Development of practical
learning activities:
Students ask for and describe
their last vacation using both
regular and irregular verbs.

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 Students understand a short
story they listened to and are
able to reproduce it.
UNIT TEST 6
Students participate in the oral
and written exam
UNIT 7 HEALTHY FOOD
1.1.7 Produces simple texts with cohesion and coherence related to healthy food,
people’s diet and areas of immediate need.
TIME LEARNING ACTIVITY INDICATOR EVALUATION
INSTRUMENT
13th Development of theoretical 1.1.7.1 Complete Checklist for
week learning activities: information about listening
Students learn vocabulary numbers, listening the comprehension
related to food and drink and food nutrition facts
describe what their fridge table.
contains.
Students differentiate
countable and uncountable
nouns.
Students learn the use of
quantifiers in affirmative,
negative and interrogative
sentences.
Student learn how to use
correctly the quantifiers: a lot
of, lots of, a few, a little and
how much/how many and
how to ask about quantities.
Development of practical
learning activities
Students describe their own
diet using quantifiers.
Students read a blog extract
which uses common
acronyms and practice their
reading comprehension
Students listen to a
conversation in a restaurant
and apply strategies to
understand a customer
ordering food.
Students are able to play role
of the server and the
customer in a restaurant.

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14th Development of theoretical 1.1.7.2 Order a meal at Checklist for
week learning activities: a restaurant in a reading
Students learn some dialogue comprehension
vocabulary related to means Checklist for
of transportation. listening
Students get to know some of comprehension
the meanings of the verb get
and how to use it to ask about
transportation.
Students learn some
vocabulary about occupations
and jobs to talk about their
own occupation and ask
about somebody else’s job.
Development of practical
learning activities:
Students read a text about an
unusual commute and do a
reading comprehension.
Students identify jobs on the
pictures, express their
opinion about them and give
reasons for it.
UNIT TEST 7
Students participate in the
oral and written exam.
UNIT 8: SEVEN WONDERS OF NATURE
1.1.8 Organizes a list of ideas about their plans for next vacation and their
predictions for the near future, using the appropriate linguistic elements
TIME LEARNING ACTIVITY INDICATOR EVALUATION
INSTRUMENT
15th Development of theoretical 1.1.8.1 Understand Checklist for
week learning activities: information about life reading
Students learn some changes and complete comprehension
vocabulary related to the jobs the table. Oral assessment
of the future and read a text sheet
predicting the jobs that are Checklist for
going to be in demand in the listening
future. comprehension
Students get familiar with the
structure: “be going to” in its
affirmative, negative and
interrogative form.
Students learn some
vocabulary which describes
changes in life.

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 Students distinguish the use
of “be going to” and Present
Continuous for plans and
arrangements
Students get familiar with
vocabulary related to the
parts of the body and face,
the irregular forms of some
parts of the body as well as
adjectives used to describe
appearance.
Students get familiar with the
adjectives describing
personality.
Development of practical
learning activities:
Students talk and write about
their New Year’s resolutions.
Students listen to physical
descriptions and match them
to the correct pictures.
Students make a short
description of the physical
appearance of a person. using
a variety of adjectives.
16th Development of theoretical 1.1.8.2 Describe a Oral assessment
week learning activities: partner using sheet
Students compare orally and comparative
in a short-written text people, adjectives, talking
describing their appearance about physical
and personality. appearance
Students learn the forms of
regular and irregular
superlatives and how to use
them appropriately
Students classify different
character types according to
the enneagram and after
reading short descriptions
they are able to decide what
type they are.
Students learn to describe a
few places in the world using
superlatives.
Students ask and answer
questions about their own
country using superlatives.

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 Students learn some
vocabulary related to
geographical features
Development of practical
learning activities:
Students practice using
comparatives and superlative
while producing oral and
written text.
Students read short texts and
watch short videos talking
about wonders of nature.
Students read an e-mail about
someone’s vacation and write
an e-mail describing their
dream vacation in one the
most beautiful places in the
world.
FINAL EXAM
Students participate in the
oral and written exam
17th Make up Test Written exam
week Students who achieve at least an average grade of ten
(10) will be entitled to the make-up test.

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