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PROGRAMA DE FORMACIÓN HUMANÍSTICA

SÍLABO DE INGLÉS I

I. DATOS GENERALES

1.1 Modalidad de Estudio: SEMIPRESENCIAL

1.2 Semestre Académico: 202402
1.3 Ciclo de estudios: I
1.4 Requisitos: Ninguno
1.5 Carácter: Obligatorio
1.6 Número de Créditos: 2.0
1.7 Duración: 16 semanas
1.8 N° de horas totales: 64.00 (0.00 Teoría y 64.00 Práctica)
(0.00 presenciales y 64.00 virtuales )
Teoría (Presencial: 0.00 horas - Virtual: 0.00 horas)
Práctica (Presencial: 0.00 horas - Virtual: 64.00 horas)
1.9 Docente(s)/Tutor Virtual: Mg. Carlos Fernando Piñin Purihuaman ([email protected])

II. COMPETENCIAS DEL PERFIL DEL EGRESADO

El presente sílabo aporta a las siguientes competencias del perfil del egresado:

COMPETENCIA GENÉRICA

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. SUMILLA

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 students 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, demonstrati ve
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. PROGRAMACIÓN ACADÉMICA

TEMAS TRANSVERSALES

4.1 PRIMERA UNIDAD: ALL ABOUT ME

4.1.1. DURACIÓN: 5 Sesiones

RESULTADO DE APRENDIZAJE:

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

CONTENIDOS / EVIDENCIAS DE
SESIÓN ACTIVIDADES DE APRENDIZAJE
TEMÁTICAS APRENDIZAJE
Listening to an audio, discriminate greetings and farewells
1 Greetings and Farewells. Describing pictures of people saying hello and goodbye. Doing Entrance Test
interactive exercises. Role playing a conversation
Nationalities, countries
Short conversation asking
Verb be: am-are Personal Reading short texts Listening comprehension activities Vocabulary
2 for name and nationality.
pronouns: I – you (L1A: activities. Role playing asking for nationalities
(P)
Hello!)
Verb be: is Personal Reading comprehension activities. Listening comprehension
Control de Lectura (CL):
3 pronouns: he, she, it Jobs activities. Vocabulary activities Role playing a conversation to
Reading Test 1
(L1B: Jobs) complete a profile
Verb be: are Personal Exposición (EXP): Video
vocabulary activation Asking and answering questions to describe
pronouns: We, you, they Introducing himself/herself
4 pictures Writing short sentences giving famous people
Nationalities (L1C: and giving personal
information.
Nationalities) information.
Possessive adjectives and Matching information questions and answers. Identifying and
possessive case Family correcting mistakes in a text Asking for and giving contact
5 UNIT 1 TEST (EP)
members Alphabet (L1A: information. Writing questions for answers. Listening
Video) comprehension activities.

4.2 SEGUNDA UNIDAD: MEET MY FRIENDS

4.2.1. DURACIÓN: 5 Sesiones

RESULTADO DE APRENDIZAJE:

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

EVIDENCIAS
DE
SESIÓN CONTENIDOS / TEMÁTICAS ACTIVIDADES DE APRENDIZAJE
APRENDIZAJ
E
Personal pronouns and possessive adjectives: my,
Pronunciation practice Listening comprehension
your. The possessive case Demonstrative adjectives Writing: Give a
activities Describing things in a room. Grammar in
6 Everyday objects Family. (L2A: Family L2B: short description
context activities. Role playing activities (The tour
Everyday objects 2. Develop your academic skills of your family (P)
of a meeting room)
Understand the description of a family)
Matching names and numbers Listening
Numbers from 1 to 100 Question words with be: comprehension activity Reading comprehension Speaking:
7 What-Where-Who There is, there are Singular and activity. Asking and answering questions about Describing things
plural nouns Places in town (L2C: Numbers) places. Grammar activities in context. around you
Pronunciation practice Describing places in town.
there is- there are in question form. a, an, any Listening comprehension activities. Pronunciation PRACTICE
8
Rooms and things in a home (L3A: My Town- practice: rising and falling intonation. Grammar ASSIGNMENT

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activities in context. Asking questions to choose

L3B: Is there wifi?) the best flat to go on vacation. Writing a MEL (TP)
description of the best flat to go on vacation.
Role-playing a
Describing places Making sentences about known conversation with
Adjectives, position of adjectives. (L3C: Its places. Reading comprehension activity. a classmate asking
9
expensive L3 Video session) Pronunciation activities Unscrambling sentences for and giving
Completing questions about places in town. personal
information.
DELAYED UNIT 1 TEST Review UNIT 2 UNIT 2 TEST
10 UNIT 2 TEST
TEST (EP)

4.3 TERCERA UNIDAD: MY DAY

4.3.1. DURACIÓN: 6 Sesiones

RESULTADO DE APRENDIZAJE:

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

EVIDENCIAS DE
SESIÓN CONTENIDOS / TEMÁTICAS ACTIVIDADES DE APRENDIZAJE
APRENDIZAJE
The verb have got Adjectives to describe Listening activity Filling the blanks activity
A note about the
appearance Colors The verb have/has got Information gap activities Speaking activity
11 things they would
interrogative Everyday objects (L4 A: Youve got describing a friend Writing a note about the
take for a trip. Padlet
a friend L4 B: Have you got it?) things they would need for a trip.
Imperatives Vocabulary about trips Present Giving advice what to do and not to do on a trip
simple: I you we they Days of the week Everyday Reading comprehension about routines.
12 Reading Test 2 (CL)
activities (4C: Dos and donts Unit 4 Video Speaking about their daily routine. Description
lesson) of his/her daily routine.
Speaking: An
Present simple: I, you, we, they in questions. interview to find out
Reading comprehension activity Speaking
13 Means of transportation (L5A: Present simple 5. if students at the
activity/ Interview Reporting findings
Develop your academic skills) university are happy.
(P)
A written text
Present simple, Wh-questions: who, what, where, Listening comprehension activity. Role playing a Describing his/her
14
when, how. (L5B: A long journey) conversation asking information questions. morning, afternoon,
and evening routine.
Pronunciation activities Making a list of healthy
Simple present and frequency adverbs Plural and Interactive activities
and unhealthy food. Speaking tasks about the
15 singular nouns: Food and drinks (L5C: Food and in MEL PRACTICE
frequency of actions like eating certain food, or
drink Unit 5 video) ASSIGNMENT (TP)
doing certain activities.
16 FINAL TEST DELAYED UNIT 2 TEST FINAL EXAM FINAL EXAM (FE)

V. ESTRATEGIAS METODOLÓGICAS

The methodology applied in the teaching and learning of the Curricular Experience English I is the Communicative Language Teaching

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(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. MEDIOS Y MATERIALES

● 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. EVALUACIÓN

7.1. DISEÑO DE EVALUACIÓN

SESION EVIDENCIAS DE APRENDIZAJE CÓDIGO PESO INSTRUMENTO DE EVALUACIÓN

2 Speaking P 10 Oral production Rubric
3 Reading test 1 CL 5 Test
4 Video EXP 10 Oral production Rubric
5 Unit 1 Test EP 10 Test
6 Writing P 10 Written production Rubric
8 MEL TP 5 MEL’s Report
10 Unit 2 Test EP 10 Test
12 Reading Test 2 CL 5 Test
13 Speaking P 10 Oral production Rubric
15 MEL TP 5 MEL’s Report
16 Final Exam EF 20 Test

7.2. REQUISITOS DE APROBACIÓN

● 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

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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. BIBLIOGRAFÍA

Código de biblioteca LIBROS/REVISTAS/ARTÍCULOS/TESIS/PÁGINAS WEB.TEXTO

Libros Digitales

Beaumont, D. (1993). The Heinemann Elementary English Grammar. MacMillan Education, Limited. https://pdfcoffee.com/201141098-
Libros Digitales
heinemann-elementaryenglish-grammarpdf-pdf-free.html

Libros Digitales Berlis, M., Bygrave, J., Dellar, H., Jones, H., Walkley, A., Warwick, L. & Williams, D. (2021) Road Map A1. Pearson.

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

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

Raymund, M (1997) Essential Grammar in Use. A Self-study Reference and Practice book for Elementary Students of English. Cambridge
Libros Digitales
University Press https://www.academia.edu/40851370/Murphy_R_Essential_Grammar_in_Use_Elementary_With_Answers_Cambridge

Revistas Digitales

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.
Revistas Digitales https://ucv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_dialnet_primary_oai_dialnet_unirioja_es_ART0001487974&context
=PC&vid=51UCV_INST:UCV&lang=es&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,cont
ains,English%20A1%20level%20learning%20experiences&sortby=rank

Vega, S., Alejandro, M., & Ruiz, N. (2017). Teaching English as a Second Language at a University in Colombia That Uses Virtual
Revistas Digitales Environments: A Case Study/ Enseñanza del inglés como segunda lengua en una universidad 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

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Académico
Contenidos

Nota: Cualquier documento impreso diferente del original, y cualquier archivo electrónico que se encuentren fuera del
campus virtual Trilce serán considerados como COPIA NO CONTROLADA.