SUBJECT:

Subject/Materia: ENGLISH A2
SUT/TSU (s): EVERYONE
Quarter/Cuatrimestre: C2 2017 Period/Periodo: MAY AUGUST 2017

Group/Grupo Groups head/Nombre del jefe de grupo Signature/Firma

A2 DIEGO ENRIQUE

Developed ENRIQUE GARCIA

by/Elaborada
por:

Professors name and signature Coordinators name and signature

Nombre y firma del profesor que imparte la materia Nombre y firma del Coordinador
 SUBJECT/NOMBRE DE LA MATERIA:

OBJETIVE: Through this course, you will develop level: accuracy and fluency in speaking and writing; awareness of the writing process;
reading sub-skills; listening sub-skills
The students will be able to understand the main points of clear standard input on familiar matters regularly encountered in
work, school, leisure, etc.; deal with most situations likely to arise whilst travelling in an area where the language is spoken;
COMPETENCY): produce simple connected text on topics which are familiar or of personal interest; describe experiences and events, dreams,
hopes & ambitions and briefly give reasons and explanations for opinions and plans.

A. SUBJECT POLICIES: (Attendance, puntuality, classroom management)

LINEAMIENTOS DE
EJECUCIN DEL Attendance
CURSO
Only in the first class at 7:00 a.m. will be a tolerance of 10 minutes. After this period of time that will be consider as an
absent.
La clase de las 7:00 tendr una tolerancia de 10 minutos para su llegada, pasado ese tiempo se considerar como falta.
The student need to have the 80% attendance to have the right to apply the ordinary exam.
El alumno deber tener el 80% de asistencia para tener derecho al examen ordinario.

Punctuality

The students should be on time. El alumno debe llegar puntual a clase

10 minutes tolrerance only in the first hour. Solo habr tolerancia en la primera hora, ser de 10 mins.
Special cases, must have a justification note by the coordinators.Casos especiales. Deber haber un justificante de los
coordinadores de carrera.
If the student need to go to the restroom or answer his/her phone, He/She will have only 5 minutes.
Aquellos casos donde el alumno requiera salir al bao, realizar llamadas personales, etc., se autorizarn 5 minutos como
Mximo.

Classroom Management/Convivencia
SUBJECT/NOMBRE DE LA MATERIA:

The students must speak to their classmates, professors and any member of the UTLB community with respect.
Los alumnos debern comunicarse con respeto tanto compaeros, profesores y todos los miembro de la comunidad.

It is forbidden to eat inside the classrooms. No podr consumir alimentos en clase.

Mobile phones and laptos use are restricted, unless the proffessor asked the students to do a classwork with them.
El uso de celulares y cualquier dispositivo mvil queda prohibido durante la hora de clase, adems de equipos de sonido, las
laptops solo se utilizaran con permiso del profesor y solo para fines de la materia.
The students must keep the classromm tidy and clean.
Los alumnos estn obligados a mantener limpio cualquier espacio de su Universidad.
The students must take care of the UTLB resources as the water, paper and electricity use and keep clean all the university
spaces.
Debern cuidar los recursos de la Universidad tales como apagar la luz, cuidar el agua, el uso de papel, basura en su lugar, etc.

B. Evaluation Policies/Polticas de evaluacin: (Activities and Portfolio)

Se estar evaluando bajo competencias del SER, recordar que la Universidad Tecnolgica Laja Bajo evala el SER, SABER y
HACER; lo que significa que todas las actividades, de acuerdo a las indicaciones sealadas por el docente debern calificar uno
de estos rubros, dos o los tres incluso.

Homework delivery/Entrega de trabajos

The products must be delivered on time and with the format required. In order to be graded on the basis of ten. On the
contrary the product will be penalized. According to each teacher criterium.
Los trabajos debern ser entregados en tiempo y forma lo cual equivale a ser calificados sobre 10, de lo contrario se
penalizar.

Plagiarisim is forbidden in all kind of university work. If plagiarisim is detected the work will be cancelled for everyone
involved.
Prohibido el plagio de trabajos, tareas, proyectos. De ser as quedan anulados para todos los involucrados.
SUBJECT/NOMBRE DE LA MATERIA:

All the products must have the bibliography and reference consulted for their practices. APA style must be used in the
references and bibliography. Debern sealar la referencia bibliogrfica de las fuentes consultadas para la realizacin de
sus prcticas. Para efectuar la referencia bibliogrfica es importante estructurarla considerando el manual de estilo de la
APA.
It is forbidden the use of cribs and notes during the exams. If a student is catched doing it, he/she will be failed
Prohibido sacar acordeones y apuntes para copiar en los exmenes, o copiar a sus compaeros. En automtico quedarn
reprobados en el examen.
Extemporaneous Exams will be evaluated on the basis of 8.
Exmenes fuera de tiempo se evaluarn con 8 puntos.

Portfolio/Portafolio de evidencias

The portfolio delivery is mandatory.

Ser obligatoria su entrega.

It May include all the activities, classwork, projects or any other homework that the proffessor asked for to the students.
Se debern incluir en la carpeta todos los trabajos elaborados en la libreta, rotafolios, o material extra que el profesor
considere como parte complementario de las prcticas realizadas.

Requirements for the portfolio/Requisitos de portafolio de evidencias

The specifications of it are to the professor criterium and subject.

Los requirimentos de este seran a criterio del professor y la materia

Specifications/requierements.

Portrait/portada

SUBJECT/NOMBRE DE LA MATERIA:

C. Criterios de evaluacin ordinarios

Units/Unidades Evaluation Criteria/Criterios de evaluacin Porcentaje

Attendance/Asistencia 10%
Participation/Participacin 30%
Rubric/ PCE 20%
Portfolio/Portafolio de evidencias 10%
Test/Examen 30%

D. Extraordinary and Global Exams Exam/Extraordinarios y globales:

No se podrn aplicar exmenes sin las claves. El alumno deber tener conocimiento con tiempo de que esta en extra o global para hacer
su pago y tramitar con el asistente de servicios escolares su clave correspondiente.

E. Background Material for the students/Material de consulta para la materia:

Libros, artculos, e-books, casos empresariales en Moodle, en donde?

F. Otros:
Videos, revistas especializadas, asociaciones.

NOTA: Consulta el Reglamento Acadmico.

It is being checked by the CGUTyP, It may be changed or modified by them. Se encuentra en validacin por parte de la
CGUTyP, pudiendo sufrir algunas modificaciones.

CHARACTERISTICS OF THE COURSE:

The course content includes speaking, grammar, listening, writing, reading, vocabulary and
educational technology components.
SUBJECT/NOMBRE DE LA MATERIA:

The topics covered in the reading, writing, speaking and listening component are: people,
childhood memories, transportation and transportation problems, city services, housing,
lifestyle changes, wishes, food recipes, cooking, travel, vacations, plans, complaints,
household chores, requests excuses apologies, technology, instructions, holidays, festivals,
customs, celebrations, life in the past/present/future, changes and contrasts, consequences,
abilities and skills, job preferences, personality traits, careers, landmarks and monuments,
world knowledge, story-telling, unexpected recent past events, entertainment, movies and
books, reactions and opinions, nonverbal communication, gestures and meaning, signs,
drawing conclusions, money, hopes, predicaments, speculations, requests, excuses,
invitations.

The speaking component consists of pronunciation practice, and being able to introduce
yourself, exchange personal information, speak about your childhood, ask bout someones
childhood, speak about transportation and transportation problems, evaluate city services,
ask for/give information, describe positive/negative features, make comparisons, talk bout
lifestyle changes, express wishes, talk about food, express likes and dislikes, describe a favorite snack, give step-by-step
instructions, describe vacation plans, give travel advice, plan a vacation, make/agreeing to/refuse requests, complain apologize,
give excuses, being able to describe technology, give instructions/suggestions, describe holidays / festivals / customs
/ special events, talk about change, compare time periods, describe possibilities, abilities,
skills talk about job preferences, describe personality traits, talk about landmarks and
monuments, describe countries, discuss facts, ask about someones past, describe recent
experiences, describing movies and books, talking about actors and actresses, asking for and
giving reactions/opinions, interpreting body language, describing emotions, speculating
about past/future events, describing a predicament, giving advice/suggestions, reporting,
making requests/invitations/excuses.

The following grammar items are included in this course: past tense, used to, adverbs of
quantity, indirect questions, evaluations and comparisons with adjectives/nouns, simple past
vs. past perfect, sequence adverbs, going to , will, modals for necessity/suggestion, two-part
verbs, will for responding to requests, requests with modals and would you mind ...?,
infinitives, gerunds, imperatives, relative/adverbial clauses of time, time contrasts, if
conditionals, short responses, clauses with because, passive, past continuous vs. simple past,
present perfect continuous, participles as adjectives, relative clauses, modals and adverbs,
permission/obligation/prohibition, unreal if conditionals, past modals, reported speech:
 SUBJECT/NOMBRE DE LA MATERIA:

requests/statements.

The listening component consists of listening to people discuss their favorite childhood
memories, to a description of a transportation system, to people talk about capsule hotels,
to description of foods, to travel advice, to people make requests, listening to a radio
program, people giving advice, a description of Carnival, people talking about changes, their
job preferences, listening to descriptions of monuments, information about a country,
people talking about recent experiences, listening for opinions, to a movie review, to people
talk about the meaning of signs/about predicaments, to a radio talk show, for excuses to
voice mail messages.

The writing component consists of writing a paragraph about childhood, a letter to the
editor, an email describing an apartment, a recipe, travel suggestions, a set of guidelines,
writing a note giving instructions, a travel guide, and a description of a person, a cover letter
for a job application, a guidebook introduction, and a short story, writing a movie review, a
list of rules, a letter to an advice columnist, a voice mail message.

The reading component consists of a variety of short adopted texts (300 600 words) on
topics such as an actresss career, new transportation inventions, ways to end bad habits,
how food affects the way we feel, tips from an expert backpacker, ways to deal with
neighbors, life in the future, holidays and unusual customs, the signs of being in love, how to
find the perfect job, interesting museums, gifted children, reading about an authors career,
about proverbs, an advice column, about white lies.

The vocabulary in this course will include high frequency words commonly associated with
the topics mentioned above.

FIRST DEADLINE/PRIMER CORTE

UNIT/UNIDAD: I. Systems Theory

OBJECTIVE/OBJETIVO: I. Student will distinguish the organization as a system and its component parts, to understand the relationships of
the organization.
 SUBJECT/NOMBRE DE LA MATERIA:

Week/Semana Topics and Number/Nmero, Strategy/estrategia & Evaluation Delivery

subtopics/Temas y Activity/actividad Criteria/Criterios de date/Fecha de
subtemas (Accin, verbo) evaluacin, entrega
Evidence/evidencia y/&
Value/ valor
1 Likes & dislikes Asking questions Conceptual mapping and May 12th,
1.1 Getting to know each other Participation, 2017
1.2 To do What do you know about our Individual activity
presenters? (Summary), 15%
1.3 Session Grammar
Yes/no questions
Wh-questions
1.4 Rearrange the words to make questions.
1.5 A couple minute Grammar Present Perfect vs
Past Simple

1 Be a journalist 2.1 Writing interview questions Individual activity May 19th,

Language in Action: Practise 2.2 True or False (Comparative Chart), 2017
question forms by preparing 2.3 Dear Sir or Hey, folks? 15%
to interview a travel 2.4 Article: Should e-mails open with Dear, Hi or
Hey?
journalist. You'll write some
2.5 Comprehension practice
questions for an interview 2.6 News report
with him/her and then you'll Fill the gaps
hear his/her answers. 2.7 To tip or not to tip, that is the question
2.8 Wrapping
 SUBJECT/NOMBRE DE LA MATERIA:
UNIT/UNIDAD: II. Past simple
OBJECTIVE/OBJETIVO: II. Talking about yesterday using past tense regular verbs.
Week/Semana Topic and
subtopic/Temas y
subtemas
2 "What did you do
yesterday?"
"Yesterday, I ...(verb+ed")
Vocab: yesterday, today,
tomorrow, fantastic, great,
played with my friends,
painted a picture, walked
in the park, watched TV,
jumped in puddles,
played a game, kicked a
ball, danced.
2 Warm Up and
Maintenance:
See our "Warm Up &
Wrap Up" lesson sheet.
New Learning and
Practice:
1. Teach "today",
"yesterday" and
"tomorrow"
2 Teach vocab for verbs
SECOND DEADLINE/SEGUNDO CORTE
Number/Nmero, strategy/estrategia y /& Evaluation Delivery
Activity/actividad criteria/Criterio de date/Fecha de
(Accin, verbo) evaluacin, entrega
Evidence/evidencia y/&
Value/valor
Flashcards: play with friends, paint a picture, May 26th,
walk in the park, watch TV, jump in Conceptual mapping, 2017
puddles, play games, kick a ball, dance Participation and
presentations, Individual
Printables: and team activitivities
- What did you do yesterday? Survey worksheet (Rubric or PCE), 10%
- Past Regular Verbs worksheet
- Yesterday was a Great Day! song poster
- Warm Up & Wrap Up lesson sheet
The lesson is based around what your students Conceptual mapping, June 5th, 2017
did yesterday so we will begin with three Participation and
important time words. presentation of a real
Take a calendar and sit down with your students case of analysis,
looking at it Individual and team
... it won't be long before everyone takes an activities
interest in what (questionaires), 10%
you are doing. If you have already taught days of
the week
Get everyone to sit down. On the board write Conceptual mapping June 12th,
 SUBJECT/NOMBRE DE LA MATERIA:

and the regular past "Yesterday, I...". Look like you are thinking and and Participation, 2017
tense form say to yourself "Hmm. What did I do yesterday?" Individual activity
Then draw a few things which you (may or may (Porfolio), 10%
not) did yesterday, e.g. watched TV, kicked a ball,
played a video game, etc. Make sure they are
regular verb activities and try and use some from
the song. As you are drawing the pictures get
students to shout out what they think each one is
and write the simple tense form under each
picture (watch TV).
When you have 3 or 4 pictures on the board take
a different colored marker pen/chalk.
Underline "Yesterday" and write "ed" onto the
end of the verbs (e.g. Yesterday, I watched
TV). Then chorus each of the sentences (e.g.
"Yesterday, I watched TV").
2 Practice saying past Do the "What did you do yesterday? Survey" Exam, individual activity, June____,
tense regular verbs worksheet 30% 2017

TOTAL 100%
 SUBJECT/NOMBRE DE LA MATERIA:

THIRD DEADLINE/TERCER CORTE

UNIT/UNIDAD III. Phrasal verbs

OBJECTIVE/OBJETIVO: Improve phrasal verb vocabulary

Week/Semana Topic and Number/Nmero, strategy/estrategia y /& Criterio de evaluacin, Fecha de

subtopic/Temas y Activity/actividad evidencia y valor entrega
subtemas (Accin, verbo)
3 Questions about the
Phrasal verbs Reading comprehension followed by text
brainstorming session and discussion
Recreate the story of
Ask students which of the verbs you used were their own from their
phrasal verbs and ask them to repeat those verbs. youth
At this point, you might want to ask them if they
have ever taken a look under the heading 'get' in Ask the students to
a dictionary. Ask them what they discovered. provide synonyms for
the phrasal verbs.
List of phrasal verbs
3 Divide students into small groups of 3-4 each, ask Read and answer the
https://www.thoughtco.c students to choose three of the verbs from the list questions for the
om/up-down-phrasal- and then brainstorm to come up with as many following reading
verbs-1211784 phrasal verbs using each of the three verbs that Adventures growing
they can. They should also write example up
sentences for each of the phrasal verbs.
3 Phrasal Verbs with Up List of exercises

3 Phrasal Verbs with Down Poster

TOTAL 100%
 SUBJECT/NOMBRE DE LA MATERIA:

FOURTH DEADLINE/CUARTO CORTE

UNIT/UNIDAD: IV. POSSESSIVE WITH S

OBJECTIVE/OBJETIVO:

Week/Semana Topic and Number/Nmero, strategy/estrategia y /& Criterio de evaluacin, Fecha de

subtopic/Temas y Activity/actividad evidencia y valor entrega
subtemas (Accin, verbo)
We use a noun with s List of exercises with possessive s
4 with a singular noun to
show possession Exercises oral modelling and copying

https://learnenglish.briti
shcouncil.org/es/english-
grammar/possessives/pos
sessives-nouns
4 Prepositions of time on, Quiz
at, in, to Make a gap fill into a listening exercise
https://www.thoughtco.c Practice pronunciation and prepositions
om/time-and-place-at-in- Make a meaningful mill drill
on-and-to-4056544 Use an online gap fill generator to create a
worksheet for homework
4 Collocation Patterns in Collocation Patterns in English :
English : Adjectives / Verbs + Prepositions
Adjectives / Verbs + Prepositions + Nouns
Prepositions
Prepositions + Nouns
 SUBJECT/NOMBRE DE LA MATERIA:

TOTAL 100%

FIFTH DEADLINE/QUINTO CORTE

UNIT/UNIDAD V. PRESENT CONTINUOUS

OBJECTIVE/OBJETIVO: Students will be able to identify the present continuous tense

The children will be able to use the present continuous tense correctly.

Week/Semana Topic and subtopic/Temas Number/Nmero, strategy/estrategia y /& Criterio de evaluacin, Fecha de
y subtemas Activity/actividad evidencia y valor entrega
(Accin, verbo)
5 PRESENT CONTINUOUS What are these people doing?

Board game: What are they doing?

5 Right now: Present Quiz

continuous

5 Future tense mind map Poster

5 Different ways of future Video

http://learnenglishteens.britishcouncil.org/grammar-
vocabulary/grammar-videos/future-forms
 SUBJECT/NOMBRE DE LA MATERIA:

We have different ways of talking about the future. We

often use going to (+ infinitive), the present continuous
(to be + -ing) or will (+ infinitive). The structure we use
depends on the function of what we want to say, whether
we are talking about arrangements, plans, predictions,
etc.

SIXTH DEADLINE/SEXTO CORTE

UNIT/UNIDAD VI. PRESENT PERFECT
OBJECTIVE/OBJETIVO: Introduce the present perfect by providing three short situations

Week/Semana Topic and Number/Nmero, Criterio de evaluacin, Fecha de entrega

subtopic/Temas y strategy/estrategia y /& evidencia y valor
subtemas Activity/actividad
(Accin, verbo)
6 PRESENT PERFECT SS speak about some
things that started in the
Using the verbs you've past and continue into
introduced, quickly ask the present. Finally, also
students the infinitive form illustrate the present
for each verb. (i.e. "Which perfect for events that
verb is gone? - go, Which influence the present
SUBJECT/NOMBRE DE LA MATERIA:

verb is bought? - buy, moment in time. Speak

etc."). After having studied about yourself, your
the past simple, students family or your friends.
should recognize that many
past verbs in '-ed' whereas
others have irregular forms.
Introduce the past
participle form use in the
present perfect. It's a good
idea to provide an irregular
verb sheet for future
reference.

Use three timelines

showing the differences
between usages: life
experience, past to
present, and recent events.

At this point in the

curriculum, students
should easily be able to
switch between positive,
negative and question
forms.

However, it's important to

point out that questions in
the present perfect are
most often formed with
 SUBJECT/NOMBRE DE LA MATERIA:

"How long" for past to

present usage, and "Have
you ever..?" for life
experiences. Finally, for
present perfect that affects
the present moment, it's
important that students
understand the differences
between the time
expressions 'just', 'yet' and
'already' as well as 'for' and
'since' for past to present.

https://www.thoughtco.co
m/how-to-teach-the-
present-perfect-1212114

6 Life Experience Life Experience Quiz Lets talk about

experiences
I've visited many countries
in Europe. I've been to Signal words in present
Germany and France a few perfect
times. My wife has also
been in Europe quite a lot.
However, our daughter has
never visited.

6 Past to Present My friend Tom has a

number of hobbies. He's
played chess for more than
 SUBJECT/NOMBRE DE LA MATERIA:

fifteen years. He's surfed

since he was a little boy,
and he's practiced the art
of the Japanese tea
ceremony since September.

6 Recent Events that Where's Pete? I think he's Board game: Have you
Influence the Present gone to lunch, but he's ever?
been away for about ten
minutes. I know he's been
to the bank this afternoon
so he's probably decided he
needs a nice meal.

SEVENT DEADLINE/SEPTIMO CORTE

UNIT/UNIDAD VII. VERB +ING
OBJECTIVE/OBJETIVO: Students will learn some verbs can be followed by either the infinitive or ing
form but with different meanings. Some verbs can be followed by either the
infinitive or ing form but with the same meaning.

Week/Semana Topic and Number/Nmero, Criterio de evaluacin, Fecha de entrega

subtopic/Temas y strategy/estrategia y /& evidencia y valor
 SUBJECT/NOMBRE DE LA MATERIA:

subtemas
7 Verb + ing The ing form can be used
like a noun, like an
adjective or like a verb.
Activity/actividad
(Accin, verbo)
Using verbs +
Infinitive or + gerund

7 Part of a 'noun phrase Quiz Using going + verb

7 As an adjective, the ing Exercises

form can be used before a
noun.

EIGHTH DEADLINE/OCTAVO CORTE

UNIT/UNIDAD VIII. Want Would like

OBJECTIVE/OBJETIVO: WOULD YOU LIKE TO GO OUT FOR

LUNCH?

Week/Semana Topic and Number/Nmero, Criterio de evaluacin, Fecha de entrega

 SUBJECT/NOMBRE DE LA MATERIA:

subtopic/Temas y strategy/estrategia y /& evidencia y valor

subtemas Activity/actividad
(Accin, verbo)
8 Want -Would like Reading Non-Linear Text -
How Chocolate Is Made
A reading comprehension/ reading-comprehension-
vocabulary-building how-chocolate-is-
worksheet related to made.docx
flowchart and factory
manufacturing process. It is
suitable for elementary to
pre-intermediate ESL
students learning about
processes and procedures.
It comprises multi-choice
questions, so teachers
might find it helpful for low
proficiency students. Also
could be used for
identifying passive verbs.

8 The most beautiful file:///home/enrique/Msi

currencies in the world ca/banknotes.pdf

8 Speaking about food Food Speaking Cards

8
 SUBJECT/NOMBRE DE LA MATERIA:

NINETH DEADLINE/NOVENO CORTE

UNIT/UNIDAD IX. Wh questions in past

OBJECTIVE/OBJETIVO:

Week/Semana Topic and Number/Nmero, Criterio de evaluacin, Fecha de entrega

subtopic/Temas y strategy/estrategia y /& evidencia y valor
subtemas Activity/actividad
(Accin, verbo)
9 When was the last time? Quiz, exercises with
conversations (Grammar
meets conversations)

9 Zero and first conditional Conversation, exercises and

quiz