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HUMANISTIC STUDIES PROGRAM

POST PANDEMIC CURRICULUM

English I

I. BASIC INFORMATION

1.1 Study mode: Virtual

1.2 Academic Term: 2024-I

1.3 Cycle: I

1.4 Requirements: None

1.5 Nature: Mandatory

1.6 Number of credits: 2

1.7 Duration: 16 weeks (01/04/2024 - 20/07/2024)

1.8 Total N° of hours: 64 practice hours

64 virtual hours

1.9 Professor: Mgtr. Magda Edith Castro Zegarra

mcastroze19@ucvvirtual.edu.pe

II. COMPETENCIES OF THE PROFILE OF THE GRADUATE

The curricular experience English I contributes to the achievement of the following competencies of the profile of the graduate:

GENERIC COMPETENCY

Effective communication: communicates effectively oral, written, and non-verbal messages in Spanish and English in different personal and professional

settings with critical and assertive attitude to improve his or her personal relationships and making use of technological tools.

III. SUMMARY

The curricular experience English I belongs to the Humanistic Formation Area. It is practical in nature and mandatory. The purpose of this curricular experience

is to foster the development of the student’s communicative competency in English at the A1 level according to the Common European Framework of Reference

for Languages (CEFR). It develops the following themes: Personal pronouns, demonstrative adjectives, possessive adjectives, verb to be, there is, there are,

present simple, plural and singular nouns, Wh-questions, have got, imperatives, frequency adverbs. Greetings, alphabet, colors, numbers from 1 to 100, countries

and nationalities, the time, jobs.

IV. ACADEMIC PROGRAMMING

CROSS-CURRICULAR THEMES

Citizenship, Human Rights, and Diversity.

4.1 UNIT 1: ALL ABOUT ME

st th
4.1.1 DURATION: From April 1 to May 4 .

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LEARNING OUTCOMES:
Introduces himself/herself giving basic personal information using vocabulary, expressions, and grammatical structures related to the communicative context.

SESSION CONTENT LEARNING ACTIVITIES LEARNING EVIDENCES

Greetings and Farewells. Listening to an audio, discriminate greetings and farewells Diagnostic test.
Describing pictures of people saying hello and goodbye.
1
Doing interactive exercises.
Role playing a conversation.

Nationalities, countries Reading short texts Short conversation asking for

Verb be: am-are Listening comprehension activities name and nationality.
2
Personal pronouns: I - you vocabulary activities.
Role playing asking for nationalities.

Verb be: is Reading comprehension activities. Conversation about jobs

Personal pronouns: he, she, it Listening comprehension activities. Reading Test 1
3
Jobs Vocabulary activities (CL)
Role playing a conversation to complete a profile

Verb be: are vocabulary activation Video (EXP)

Personal pronouns: We, you, they Asking and answering questions to describe pictures introducing himself/herself and
4
Nationalities Writing short sentences giving famous people giving personal information.
information. Listening test 1

Possessive adjectives and possessive case Matching information questions and answers. UNIT 1 TEST
Family members Identifying and correcting mistakes in a text (EP)
5 Alphabet Asking for and giving contact information.
Writing questions for answers.
Listening comprehension activities.

4.2 UNIT 2: MEET MY FRIENDS

th th
4.2.1 DURATION: From May 6 to June 9 .

LEARNING OUTCOMES:
Interacts effectively and assertively in basic conversations to exchange basic personal information using vocabulary, expressions, and grammatical structures related to the
communicative context.

SESSION CONTENT LEARNING ACTIVITIES LEARNING EVIDENCE

Personal pronouns and possessive adjectives: Pronunciation practice Short conversation asking and
my, your. Listening comprehension activities answering information
The possessive case Describing things in a room. questions.
6
Demonstrative adjectives Grammar in context activities.
Everyday objects Role playing activities (The tour of a meeting room)
Family.

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Numbers from 1 to 100 Matching names and numbers Interactive activities in MEL
Question words with be: What-Where-Who Listening comprehension activity
There is, there are Reading comprehension activity. PRACTICE ASSIGNMENT

7 Singular and plural nouns Asking and answering questions about places. (TP)
Places in town Grammar activities in context.
Pronunciation practice
Describing places in town.

there is- there are in question form. Listening comprehension activities. Description of things in the
a, an, any Pronunciation practice: rising and falling intonation. room.
Rooms and things in a home Grammar activities in context. Listening test 2
8
Asking questions to choose the best flat to go on
vacation.
Writing a description of the best flat to go on vacation.

Adjectives, position of adjectives. Describing places A video (P)

Making sentences about known places. role playing a conversation with
Reading comprehension activity. a classmate asking for and
9 Pronunciation activities giving personal information.
Unscrambling sentences
Completing questions about places in town.

UNIT 2 TEST DELAYED UNIT 1 TEST UNIT 2 TEST

10 Review (EP)
UNIT 2 TEST

4.3 UNIT 3: MY DAY

th th
4.3.1 DURATION: From June 10 to July 20 .

LEARNING OUTCOMES:
Writes short texts giving basic personal information using vocabulary, expressions, and grammatical structures related to the communicative context.

SESSION CONTENTS LEARNING ACTIVITIES LEARNING EVIDENCE

The verb have got Listening activity A note about the things they
Adjectives to describe appearance Filling the blanks activity would take for a trip.
Colors Information gap activities Padlet
11
The verb have/has got interrogative Speaking activity describing a friend
Everyday objects Writing a note about the things they would need for a
trip.

Imperatives Giving advice what to do and not to do on a trip Oral description of his/her daily
Vocabulary about trips Reading comprehension about routines. routine.
12 Present simple: I you we they Speaking about their daily routine. Reading Test 2
Days of the week (CL)
Everyday activities

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Present simple: I, you, we, they in questions. Reading comprehension activity Oral report of findings based on a
Means of transportation Speaking activity/ Survey survey
13
Reporting findings Google Forms
Listening test 3

Present simple, Wh-questions: who, what, Listening comprehension activity. A written text (P)
14 where, when, how. Role playing a conversation asking information describing his/her morning,
questions. afternoon, and evening routine.

Simple present and frequency adverbs Pronunciation activities Interactive activities in MEL
Plural and singular nouns: Food and drinks Making a list of healthy and unhealthy food. PRACTICE ASSIGNMENT
15
Speaking tasks about the frequency of actions like eating (TP)
certain food, or doing certain activities.

FINAL TEST DELAYED UNIT 2 TEST FINAL EXAM

16
FINAL EXAM (FE)

V. DIDACTIC STRATEGIES

The methodology applied in the teaching and learning of the Curricular Experience English I is the Communicative Language Teaching (CLT) which core lies in

the principle of learning through communication. This means that:

 Focus is on language for real-world purposes.

 Activities are designed to be meaningful and engaging, allowing learners to practice using language in simulated or real-life situations.

 Interaction and collaboration are highly encouraged

 Developing communicative competence is paramount, which includes not only grammatical accuracy and vocabulary knowledge but also the ability to

use language effectively in different social contexts and for various purposes.

The strategies aligned with this method and the Curricular Experience are:

 Role -playing

 Simulations and discussions

 Collaborative learning

 Case study

 Reading analysis

VI. RESOURCES AND MATERIALS

Learning virtual environments like Blackboard, Trilce, My English Lab (MEL), Quizziz, Mentimeter, Google tools, Power point, Zoom, Aha slides, Classroom

screen, among others.

Materials: Coursebook and online materials stated in the bibliography and bilingual dictionaries.

VII. EVALUATION

The purpose of the evaluation is to collect information about the formative and summative learning process of the students to judge and make decisions based on

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the learning evidence.

Timely feedback is considered as well as the completion of the general and specific competencies that contribute to the achievement of the profile of the

graduate. These competencies are evaluated through learning outcomes, the ones that are developed in learning activities.

The evaluation considers: a set of individual and collaborative projects or activities, reading comprehension tests, midterm and final exams, that evidence the

learning outcomes.

The final exam considers the learning outcomes from the curricular experience.

7.1 EVALUATION DESIGN

The final grade of the curricular experience is cumulative according to the progressive development of the students, according to the markings obtained in

the learning evidence.

Session Learning Evidence % Code Evaluation Tools

3 Reading test 1 5% CL
Rubric for oral production
4 Oral presentation 10% EXP
Rubric for written production
5 Unit 1 test 10% EP

7 Practice Assignment (MEL) 5% TP

Test/Questionnaire
9 Portfolio 15% P

10 Unit 2 test 10% EP

MEL’s Report
12 Reading test 2 5% CL

14 Portfolio 15% P

15 Practice Assignment (MEL) 5% TP Test/ Rubric for written

16 Final Test 20% EF

7.2 PASSING REQUIREMENTS

The vigesimal system of grading is used; the minimum passing grade is 11. In the final mark, the fraction equivalent or higher than 0,5 will be rounded to the

immediate superior digit.

The 30% of absence disables the student. Unexcused absence to practice or exams will be graded cero (00).

In case a student did not take any of the midterm or final exams, he or she will be able to take them during the delayed exam dates. In case the student does

not attend, he or she will be graded cero (00).

VIII. BIBLIOGRAPHY

Library code BOOKS, MAGAZINES, ARTICLES, THESIS, WEB SITES

Book

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SBN 978-1292393056 Berlis, M., Bygrave, J., Dellar, H., Jones, H., Walkley, A., Warwick, L. & Williams, D. (2021) Road Map A1. Pearson.

McCarthy, M., O'Dell., F (2017) English Vocabulary in Use. Cambridge

ISBN 9781316631522
University Press.

Digital magazines

Vega, S., Alejandro, M., & Ruiz, N. (2017). Teaching English as a Second Language at a University in Colombia That
Uses Virtual Environments: A Case Study/ Enseñanza del inglés como segunda lengua en una universidad
Digital magazines
de Colombia que utiliza ambientes virtuales: Estudio de caso Revista Electrónica Educare, 21(3), 159–179
https://doi.org/10.15359/ree.21-3.9

Ivanova, A., Atlasova, L. (2020) Assessment and Development of Communicative Skills in English: A Case Study
of 1st Year Undergraduate Students Learning English As Their Major. Propósitos y
representaciones, Vol.8 (SPE), p. 1-11. https://ucv.primo.exlibrisgroup.com/discovery/fulldisplay?
Digital Magazines docid=cdi_dialnet_primary_oai_dialnet_unirioja_es_ART0001487974&context=PC&vid=51UCV_INST:U
CV&lang=es&search_scope=MyInst_and_CI&adaptor=Primo
%20Central&tab=Everything&query=any,contains,English%20A1%20level%20learning
%20experiences&sortby=rank

Raymund, M (1997) Essential Grammar in Use. A Self-study Reference

and Practice book for Elementary Students of English. Cambridge University Press
Digital Book
https://www.academia.edu/40851370/Murphy_R_Essential_Grammar_in_Use_Elementary_With_Answers_
Cambridge

Beaumont, D. (1993). The Heinemann Elementary English Grammar.

Digital Book MacMillan Education, Limited. https://pdfcoffee.com/201141098-heinemann-elementaryenglish-grammarpdf-pdf-
free.html

Marks, J. (2007). English Pronunciation in Use Elementary Book with Answers, with Audio. Cambridge University
Digital Book
Press. https://pdfcoffee.com/pronunciation-in-useelementary-pdf-free.html

Universidad de Cambridge. (2004). KEY ENGLISH TEST 1 WITH ANSWERS. Cambridge University Press.
Digital Book (Cambridge Books for Cambridge Exams).
https://pdfcoffee.com/qdownload/cambridge-ket-1-book-pdf-free.html

Walker, E. y Elsworth, S. (2000). Grammar Practice for Elementary Students. Longman Italia.
Digital Book https://nicugane.ro/articole/biblioteca/englezafranceza/(Longman)Grammar%20Practice%20for%20Elementary
%20Students. pdf

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