UNIVERSIDAD CATOLICA LOS ANGELES DE CHIMBOTE

IDIOMAS ULADECH CATOLICA

SYLLABUS / LEARNING PLAN

A. SYLLABUS
1. General information
1.1 Name of the course

: Certificacin en Ingls Intemerdio I

1.2. Course code

1.3. Type of study

: General

1.4 Nature of the course

: Compulsory - (theory/practice)

1.5 Level of studies

: Pre- Graduate

1.6 Academic term

: VII

1.7 Credits

:1

1.8. Hours per week

: 6 classroom hours, 3 hours and 1/2 of virtual class

(theory/practice)

1.9. Total hours

: 150

1.10. Previous requirement

: Basic 2

1. 11. Academic Term

: 2016 0

1.11. Head teacher

1.12. Teaching tutor

1.13. Teaching tutor

1. 14 Teaching tutors

2. Features of the graduate profile related to the program

Students develop communicative language competences according to each level, applying
appropriate grammar structures and vocabulary related to various specific contexts in written and
oral texts, so as to carry out the tasks to be accomplished and to the benefit of his own personal,
cultural and professional growth.

3. Summary
The phenomenon of globalization has contributed greatly to convert Intermediate English into the
most important and necessary language today. Training in Intermediate English is essential not

IUC-SPA V2

Pg. 1

only to get better job opportunities in the future but also to communicate and have access to
worldwide information, thus keeping updated in any field of study and interest. Therefore, the
Intermediate English course is structured through different units, in order to achieve an optimal
level of mastering English as a means of communication with different people and cultures, as
well as fostering social interaction among the participants.
4. General goal
Develop oral and written comprehension and production capabilities in English through the
application of theoretical basis and practice which enable understanding and communication in
the four main language skills, such as speaking, reading, listening and writing on specific topics
while providing assessment towards the acquisition of new knowledge.
5. Specific Objectives
5.1.

Understand texts of medium complexity related to familiar matters regularly encountered

in work, school, leisure, etc. Understand the main point on current affairs or topics of
personal or professional interest when the delivery is relatively slow and clear.

5.2.

Can deal with most situations likely to arise in common conversations, on topics that are
familiar, of personal interest or pertinent to everyday life (family, hobbies, work, travel and
current events). Can connect phrases in a simple way in order to describe experiences
and events, dreams, hopes and ambitions, giving reasons and explanation for opinions
and plans.

5.3.

Understand short texts of medium complexity, about topics consisting mainly of high
frequency everyday language describing events, feeling and wishes.

5.4.

Produce simple connected texts with cohesion and coherence on topics which are
familiar or of personal interest. Can describe experiences and impression, using the
appropriate corresponding linguistic elements.

6. Specific topics for learning unit

Learning Unit

Specific
Objectives
5.1
5.2
5.3
5.4.

Specific topics

Grammar:
Verb + infinitive or + -ing
Have to/ Need to/ Want to
Will + & - for predictions / unplanned decisions.
Should + & In / On (news media)
Vocabulary:

IUC-SPA V2

Pg. 2

Life priorities

The senses + verbs and adjectives

Common illnesses

News Media

Grammar:
Past Continuous
5.1
2

5.2
5.3
5.4.

State vs. Action verbs

Past Continuous vs. Past Simple

Present perfect for past experiences + - ?

Vocabulary:

Global problems
Natural phenomena
Traveling expressions
Grammar:

Present perfect for completed actions (already, just,

yet)

Present perfect for unfinished past (for, since)

5.1

Past simple vs. Used to

5.2

Comparatives / Superlatives / as as

5.3

Vocabulary:

5.4.

5.1

Grammar:

5.2

So / But

Prepositions + -ing

Modals of obligation & prohibition.

Too / Enough/ Too much / Too many

Zero & First Conditionals

Pronouns & referencing

5.3
5.4

Past participles
Points and periods in time
Word formation
Child personality
Do vs. make

Vocabulary:

IUC-SPA V2

Pg. 3

School subjects

Class activities

Phrasal verbs

Warning and promises phrases

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.
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.
Teaching - Learning strategies

Types

Strategies to explore prior knowledge

Brainstorming

and activate motivation

Quiz/ questionnaire
Eliciting
Warmers
Lead-ins
Question - answer

Strategies to foster written comprehension

Skimming

(Reading)

Gisting
Scanning
Detecting functions
Extracting specific information
Contextual guessing
Filling out forms
Simple cloze

Strategies to foster oral comprehension

IUC-SPA V2

Pg. 4

Instructional listening (filling in gaps, marking

(Listening)

the correct answer)

Language analysis tasks
Summarizing information

Strategies to foster oral production

Dialog and discussing

(Speaking & Interaction)

Pair-work
Role play
Oral presentation
Peer coaching
Survey
Drilling

Strategies to foster written production:

Written practice

(writing)

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 blanks, matching, word order
etc.),

capitalization,

punctuation

and

paragraphing.
Cooperative strategies and active methods to
foster the development of competences

Group work
Games
Task-based activities

8. Pedagogical resources:
The modern classroom and Laboratory Learning Digital is used for the development of the
subject.
Teacher tutoring:
It is scheduled at the end of each learning unit, according to the needs of the student, which is
processed through the respective computer module from the 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:

IUC-SPA V2

Pg. 5

DESCRIPTION OF ACTIVITIES

Problem-solving activities according to the language skills:

%
(45%)

Reading (15%)
Listening (15%)
Writing (15%)

Oral exam (Speaking)

(20%)

Written exam

(25%)

Virtual platform activities

(10%)
TOTAL

IUC-SPA V2

Pg. 6

100%

B.

LEARNING PLAN

IUC-SPA V2

Pg. 7

LEARNING UNIT 1:

5.1.

Understand texts of medium complexity related to familiar matters regularly encountered in work,
school, leisure, etc. Understand the main point on current affairs or topics of personal or
professional interest when the delivery is relatively slow and clear.

5.2.

Can deal with most situations likely to arise in common conversations, on topics that are familiar,
of personal interest or pertinent to everyday life (family, hobbies, work, travel and current events).
Can connect phrases in a simple way in order to describe experiences and events, dreams, hopes

Specific
Objectives

and ambitions, giving reasons and explanation for opinions and plans.

5.3.

Understand short texts of medium complexity, about topics consisting mainly of high frequency
everyday language describing events, feeling and wishes.

5.4.

Produce simple connected texts with cohesion and coherence on topics which are familiar or of
personal interest. Can describe experiences and impression, using the appropriate corresponding
linguistic elements.

Learning Activities

Time

Lesson 1.1.
1. Students revise some of the main topics covered in Basic level.
2. Students identify life priorities in a written text.
3. Students talk about their life priorities.
4. Students read to recognize information about profiles.

1 st week,
06 hours

5. Students listen to a dialog to identify and learn the correct use of have to, need to and want to.
6. Students compare ideas about the needs that describe them best.
Lessons 1.2 & 1.3
1. Students read and do activities related to the advantages or disadvantages of studying and working from home.
2. Students get familiar with the vocabulary related to the senses.
3. Students learn the use of will / wont for predictions and unplanned decisions.
4. Students read and do activities related to ads of the month.
5. Students write an ad.
Lessons 1.4 & 1.5
IUC-SPA V2

8
1. Students get familiar with the Pg.
vocabulary
about common illnesses.

2 nd week,
06 hours

Assessment Instruments:
1. Oral Assessment Sheet
2. Rubrics for Oral Assessment
3. Writing Assessment Sheet
4. Rubrics for Written Assessment
5. Checklist for Reading Comprehension

6. Checklist for Listening Comprehension

7. Written Exam

Bibliographical References

Paul & HODGSON Elaine(2013) ENGLISH ID 2- RICHMOND United

Kingdom SELIGSON

Badalamenti, Victoria and Henner Stanchina, Carolyn Grammar

Dimensions

Heinle and Heinle Publishers, USA, 2000.Kesner Bland, Susan Grammar

Sense 1,2,3 Oxford University Press, England, 2004.

Bibliography - Dictionaries

MOLINSKY, STEVEN y BLISS, BILL Word by Word Picture Dictionary

Ed. Prentice Hall Regents, New Jersey-USA, 1994 LONGMAN Active Study
Dictionary of English 5ta ed., Ed. Longman Group UK. Limited, EssexEngland,1993.

WILLIAMS, EDWIN The Bantam New College Revised Spanish English

Dictionary Ed. Bantam Books, New York-USA, 1989.

On line

www.cambrigedictionaryonline.com

www.wordreference.com

Diccionario Traductor http://dictionary.reference.com/translate/

www.oup.com/elt/global/products/headway/elementary

www.oup.com/elt/global/products/englishforlife

www.oup.com/elt/global/products/inenglish

www.oup.com/elt/global/products/result/engelem

www.learnningenglish.com

IUC-SPA V2

Pg. 9