ANALYTICAL PLAN

1. General Information
Career: All
Subject: English
Form: Full time
Number of credits: 4
Level: 3

Part- time

Distance

2. General description of the subject

Today, English is considered the universal language for different areas as: education, international
communications, business, entertainment, tourism, trade, technology and most of all, research. The majority
of all resources on the internet are in English, pushing people to learn English to take full advantage of it.
Above all, learning English is important for being able to exchange views and make friends with people all
over the world through the four integrated skills.
The contents and skills of this subject are based on Interchange 3B fourth edition from Cambridge.
3.

Learning Goals
FOREIGN LANGUAGE OBJECTIVE
The students will be able to apply the second language in an oral, written and graphic way, building a
meaningful communication skill by expressing their opinions, feelings and thoughts in an intercultural
environment and in everyday situations. They will be able to show respect to others and understand the
language fully.
SUBJECT OBJECTIVE
Students will learn and use grammar, acquire comprehensive vocabulary and systematically develop the four
English needed skills. Students communicate in English for social and instructional purposes. Students
communicate information, ideas, and concepts necessary for academic success in the content area of the
language. The students produce and receive language through significant context by applying it to real life
situations, understanding foreign language culture and associating it to Ecuadorian culture. The students will
learn how to use properly the English skills oriented to Cambridge exams.
In all macro skills, students will be able to:

Reading

Read very short, simple texts.

Find specific, predictable information in simple everyday material such as advertisements, prospectuses,
menus and timetables and I can understand short simple personal letters.

Listening

Understand phrases and the highest frequency vocabulary related to areas of most immediate personal
relevance, (e.g. very basic personal and family information, shopping, local area, employment).
Catch the main point in short, clear, simple messages and announcements.

Writing

Write short, simple notes and messages relating to matters in areas of immediate need.
Write a very simple personal letter, for example thanking someone for something.
Use a series of phrases and sentences to describe in simple terms my family and other people, living
conditions, my educational background and my present or most recent job.
Communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar
topics and activities.

Speaking

Handle very short social exchanges, even though I cant usually understand enough to keep the
conversation going myself.

4. Cognitive, procedural and attitudinal contents

COGNITIVE

PROCEDURAL

UNIT 1. A TIME TO REMEMBER

LISTENING:

Vocabulary:

People
Childhood
memories
Grammar:
Past tense.
Used to for habitual actions.
Reading:
Reading about the life and work
of a famous Hollywood star.
Answer some questions
Listening / pronunciation:
Reduced for of use to.
Listening to people talk about
their past.
Writing:
Writing a paragraph about their
childhood
Speaking:
Oral Projects
Introducing themselves
Talking about themselves
Exchanging personal
information.
Remembering their childhood
Asking about someones
childhood.
Interchange activity:
Finding out about a classmates
childhood

UNIT 2. - CAUGHT IN THE RUSH

Vocabulary:
Transportation
Transportation problems
City services.
Grammar:
Expressions of quantity with
count and noncount nouns: too
many, too much, fewer, less,
more, not enough.
Indirect questions from Whquestions.
Reading:
Reading about new
transportation inventions.
Answer some questions.
Listening / pronunciation
Syllable stress
Listening to a description of a
transportation system.
Writing:
Writing an online post on a

Listening for gist and listening for

specific information
Understanding information and
taking notes
Asking different questions
Developing the different
phonemes and learning common
spelling for each sound
Following directions
Making predictions about
different topics
Appreciating and evaluating
Amusing

READING:

Developing sub-skills such as

skimming for gist, scanning for
specific information, reading for
detail, taking notes, summarizing
using readers.
Deducing meaning from a text;
to confirm or correct information
Considering and setting purpose
for reading.
Entertaining and informing
Making inferences
Reading independently and for
pleasure
Using the rules, for specific
information
Following directions

PRODUCTION
WRITING:

Using a correct grammar

Comparing and contrasting
Considering purpose and
audience
Developing independent
decoding strategies.
Developing vocabulary
knowledge
Giving conclusions.
Asking questions.
Organizing information
Expressing beliefs, feelings, or
opinions.
Writing for pleasure
Summarizing
Using pictures

ATTITUDINAL

Love for God

Responsibility
Solidarity
Respect
Identity
Integrity

5. Methods and learning techniques

Listening

focus on hearing certain structures

listen and respond to songs, poems or stories, and listen for certain details, or information
play games that require concentration on listening, such as 'bingo' or 'true or false';
respond to what they hear by answering a question;
listen to audio, videotape or CD-ROM and use that information to complete certain tasks.

Speaking

focus on correct pronunciation and intonation.

integrate previously learnt language with newly learnt language;
manipulate language
take part in pair and group work discussions
record onto video - or audiotape
prepare for a presentation/assembly.

Reading

encourage the use of different reading techniques in literacy and English.

replace reading texts/tasks gradually with more complex ones;
play word games
sorting and dictionary work;
shared reading / individual reading

Writing

communicating real messages by writing and sending e-mails;

make labels and posters;
creating and extending writing tasks using the learnt grammar;
use a familiar structure as a framework for creative writing;
prepare text for a wall display or presentation.

6. Evaluation

Listening 10%
Reading 10%
Speaking 10%
Writing (structure, vocabulary) 10%
Tests 20%
Exam: 40%
By means of
Oral and written exams
Projects
Homework

Class activities
Written reports
Class participation
Assessed reading exercises
Assessed writing exercises
Tests and quizzes

7. Activities plan
Learning Activities
Objectives

Resources
In-Class Sessions

Unit 1

Discuss about
the past.

Get to know
people using
past tense
questions with
did and
was/were to ask
each other
about their past.

Talk about their

childhood using
used to.

Read online profiles; discuss

social networking.
Practice a conversation between
two people meeting each other
for the first time; see simple
past questions in context.
Practice talking about the past;
ask and answer questions with
was/were and did.
Learn about immigrants
difficulties; develop sills in
listening for detail.
Talk about the past using
questions with was/were and
did; practice giving additional
information.
Learn vocabulary for discussing
childhood.
Discuss childhood habits; see past
habitual actions with used to in
context.
Practice forming questions,
statements, negatives, and
short answers with used to.
Notice the similar pronunciation
of used to and use to.
Talk about childhood memories.
Write a paragraph about
childhood with used to.
Read an article about Drew
Barrymore; develop skills in
scanning for key facts and
guessing meaning from
context.

Autonomous Work

AVAC

Workbook activities on Online assignment

from website:
unit 1 A time to
http://www.cambrid
remember! (Pages 1
ge.org/interchange
to 6).
arcade/ (Free Worksheets to reinforce
access link to be

grammar point: used

used under the

to: Unit 36 (82,83)

users

responsibility)
from the book

Essential Grammar in

Use

Extensive reading based

on the following A2
books:

Pirates of the Caribbean

Amistad
Different Worlds
Work on specific
receptive activities by
using technology, so
production is done in
class. (FLIPPED)
LEARNING)

Interchange 2A
fourth edition.
Audio CD
Teachers
Resources CD
Laboratory
Library
Videos
Images
Extra copies
Dictionaries
Class
projectors
Teachers laptop

Evaluation
Criteria
Students will be
evaluated through
speaking and
writing quizzes or
tests, authentic
tasks.
Class activities,
homework, written
reports and class
participation.
Reading
Understanding,
comprehension,
identification.
Writing
Appropriateness,
completeness,
accuracy, clarity,
complexity.
Speaking
Appropriateness,
completeness,
accuracy, fluency,
intelligibility
Listening
Understanding,
comprehension,
completion.

Grades

Time

To be
averaged
over
30 points
based on
skills and
tests:

October
5-17

Listening
Reading
Speaking
Writing
(structure,
vocabulary)
Tests

UNIT 2

Discuss city
life.

Talk about
transportation
and other
public services
using
expressions of
quantity and
compound
nouns.

Practice asking
indirect
questions.

Demonstrate
competence on
contents and skills
from units 1 and
2.

Learn compound nouns; talk

about transportation.
Read about transportation
services; see expressions of
quantity in context.
Practice using expressions of
quantity with count and noncount nouns; use comparatives
with more and er
Listen to solutions to traffic
problems
Develop sills in listening for
detail.
Discuss transportation services
using expressions of quantity;
develop the skill of giving
opinions and reasons.
Read common questions about
cities; ask and answer
questions about cities.
Practice asking questions about
schedules and locations; se
indirect questions in context.
Practice changing Wh-questions
into indirect questions; ask and
answer indirect questions.
Notice and practice syllable stress
Practice asking indirect questions;
talk about your city or town.
Read an article about new types
of transportation; develop
skills in skimming and reading
for detail; develop discussion
skills.

Workbook activities on
Forum based on
topic:
unit 2 Caught in the
Transportation
rush (pages 6 to12)
problems in your
Worksheets to reinforce
city. What are
grammar point: Unit
some solutions
36 (pages 80,81) from
for avoiding
the book l Grammar
those problems?
Why? Provide an
Spectrum 2
example.
Extensive reading based
on the following A2
books:

Pirates of the Caribbean

Amistad
Different Worlds
Work on specific
receptive activities by
using technology, so
production is done in
class.

Interchange
2A fourth
edition.
Audio CD
Teachers
Resources
CD
Laboratory
Library
Videos
Images
Extra copies
Dictionaries
Class
projectors
Teachers
laptop

Students will be
evaluated through
speaking and
writing quizzes or
tests, authentic
tasks.
Class activities,
homework, written
reports and class
participation.
Reading
Understanding,
comprehension,
identification.
Writing
Appropriateness,
completeness,
accuracy, clarity,
complexity.
Speaking
Appropriateness,
completeness,
accuracy, fluency,
intelligibility
Listening
Understanding,
comprehension,
completion.

To be
averaged
over
30 points
based on
skills and
tests:

October
19-31

Listening
Reading
Speaking
Writing
(structure,
vocabulary)
Tests

10 points

Until
October
31

UNIT 3

Discuss homes
and making
changes.

Evaluate and
compare houses
and apartments,
using too and
comparatives.

Talk about
changes in their
lives, using I
wish

UNIT 4

Discuss food,
recipes, and
cooking
methods.

Talk about
personal
experiences
using the past
tense and the

Learn positive and negative

adjectives to describe houses
and apartments.
Listen to opinions about houses
and apartments; see
evaluations and comparisons in
context.
Practice ways to evaluate and
compare using adjectives and
nouns.
Practice stress and unpronounced
vowels.
Develop skills in listening for
main ideas and details.
Learn email-writing skills;
practice comparing two
apartments.
Learn vocabulary for talking
about wishes.
Practice a conversation about
wishes.
Practice using wish.
Practice talking about wishes;
develop discussion skills.
Read an article about bad habits;
develop skills in skimming,
summarizing and organizing
text.

Workbook activities on
unit 3 A time for
change (pages 13 to
18)
Worksheets to reinforce
grammar point: as
as Unit 90 (pages
180-181) from the
book Basic Grammar
in Use
Extensive reading based
on the following A2
books:

Online assignment
from website:
http://www.cambr
idge.org/intercha
ngearcade/
(Free-access link
to be used under
the users
responsibility)
.

Pirates of the Caribbean

Amistad
Different Worlds
Work on specific
receptive activities by
using technology, so
production is done in
class. (FLIPPED)
LEARNING)

(TAREA) Online
Talk about food and ethnic dishes. Workbook activities on
assignment on
Practice ordering food in a
unit 4. Ive never
grammar points
restaurant; see the simple past
heard of that! (pages 1
that need to be
and the present perfect in
to 6)
reinforced from
context.
Worksheets to reinforce
specific websites:
Notice and practice saying
grammar point: used
(Free-access links
common consonant clusters.
to: Unit 36 (82,83)
to be used under
Ask and answer questions using
the users
from the book
the simple past and the present
responsibility.
Essential
Grammar
in
perfect.

Interchange
2A fourth
edition.
Audio CD
Teachers
Resources
CD
Laboratory
Library
Videos
Images
Extra copies
Dictionaries
Class
projectors
Teachers
laptop

Students will be
evaluated through
speaking and
writing quizzes or
tests, authentic
tasks.
Class activities,
homework, written
reports and class
participation.
Reading
Understanding,
comprehension,
identification.
Writing
Appropriateness,
completeness,
accuracy, clarity,
complexity.
Speaking
Appropriateness,
completeness,
accuracy, fluency,
intelligibility
Listening
Understanding,
comprehension,
completion.

To be
averaged
over
30 points
based on
skills and
tests:

Interchange
2A fourth
edition.
Audio CD
Teachers
Resources
CD
Laboratory
Library
Videos

Students will be
evaluated through
speaking and
writing quizzes or
tests, authentic
tasks.
Class activities,
homework, written
reports and class

To be
averaged
over
30 points
based on
skills and
tests:

November
2-14

Listening
Reading
Speaking
Writing
(structure,
vocabulary)
Tests

Listening

November
16-21

present perfect. Develop skills in listening for

Describe
specific information and
recipes using
making inferences.
sequence
Talk about experiences using the
adverbs.
simple past and the present
perfect.
Learn vocabulary for discussing
ways to cook different types of
foods.
Read about Elvis Presleys
favorite recipe; see sequence
adverbs in context.
Describe how to prepare food
using sequence adverbs.
Develop skills in listening for
details.
Describe how to make snacks
using sequence adverbs
Write a recipe using cooking
methods and sequence adverbs.
Read an article about how food
affects the way we feel develop
skills in reading for details.

Demonstrate
competence on
contents and skills
from units 1 to 4.
UNIT 5

Discuss
vacations and
travel plans.

Describe plans
using the future
with be going
to and will.

Give travel
advice using
modals for
necessity and

Use
Extensive reading based
on the following A2
books:

Pirates of the Caribbean

Amistad
Different Worlds
Work on specific
receptive activities by
using technology, so
production is done in
class. (FLIPPED)
LEARNING)

Images
Extra copies
Dictionaries
Class
projectors
Teachers
laptop

participation.
Reading
Understanding,
comprehension,
identification.
Writing
Appropriateness,
completeness,
accuracy, clarity,
complexity.
Speaking
Appropriateness,
completeness,
accuracy, fluency,
intelligibility
Listening
Understanding,
comprehension,
completion.

Reading
Speaking
Writing
(structure,
vocabulary)
Tests

20 points

Mid-term exam units 1, 2, 3 and 4

Learn vocabulary for talking

Workbook activities on
Online assignment
about vacation activities.
unit 5 Going Places.
from website:
(pages 25 to 30)
http://www.cambr
Practice a conversation about
idge.org/intercha
vacation plans; see be going to Worksheets to reinforce
ngearcade/
and will in context.
grammar point.
(Free-access link
English Grammar in
Practice using be going to and
to be used under
Use.
Future
with
be
will to talk about future plans.

the users
going to and will pg
Learn vocabulary for discussing

responsibility)
46
travel.

Discuss travel advice; see modals Worksheets to reinforce

grammar point.
for necessity and suggestion in

Essential Grammar in

Mid-term
exam
Interchange 2A
fourth edition.
Audio CD
Teachers
Resources CD
Laboratory
Library
Videos
Images
Extra copies
Dictionaries

Students will be
evaluated through
speaking and
writing quizzes or
tests, authentic
tasks.
Class activities,
homework, written
reports and class
participation.

To be
averaged
over
30 points
based on
skills and
tests:
Listening
Reading

November
23- 28
November
30
December
12

suggestion.

UNIT 6

Talk about
common
complaints.

Use two-part
verbs to make
and respond to
requests.

Make and
respond to
requests using
modals and
Would you
mind?

context.
Practice using modal verbs to
express necessity and
suggestion.
Notice and practice words linked
together with a /w/ or /y/
sound.
Develop skills in listening for
main ideas and details; develop
summarizing skills.
Write a letter of advice using
modals and be going to.
Discuss vacations plans using be
going to and will, modals for
necessity and suggestion, and
travel vocabulary.
Read an article about volunteer
travel; develop skills in
organizing information and
summarizing.

Use. Modals for

necessity and
suggestion. must and
need to pg 65.
Should pg 66. Had
better pg 68. Have to
and must pg 64
Extensive reading based
on the following A2
books:
Pirates of the Caribbean
Amistad
Different Worlds
Work on specific
receptive activities by
using technology, so
production is done in
class. (FLIPPED)

Class
projectors
Teachers laptop

Reading
Understanding,
comprehension,
identification.
Writing
Appropriateness,
completeness,
accuracy, clarity,
complexity.
Speaking
Appropriateness,
completeness,
accuracy, fluency,
intelligibility
Listening
Understanding,
comprehension,
completion.

Speaking
Writing
(structure,
vocabulary)
Tests

Learn vocabulary for talking

about common complaints.
Practice conversation between
family members; see two-part
verbs and will for responding
to requests in context.
Practice using two-part verbs to
make requests; practice using
will for responding to requests.
Notice the stress patterns in
requests with tow-part verbs.
Learn more two-part verbs and
common household chores.
Listen to the results of a survey;
develop skills in listening for
main ideas and details.
Discuss common requests: see
requests with modals and
Would you mind ? in
context.
Practice making requests using
modals can, could, would, and

Workbook activities on Forum based on the

unit 6 Ok, no
topic: Common
problem! (Pages 31
complains at home.
to 36).
Which complaints
Worksheets to reinforce
are controversial
grammar point.
with your family
Essential Grammar in
members? Why?
Use. Two-part verbs
Provide examples
pages 238 and 240
Worksheets to reinforce
grammar point.
Essential Grammar in
Use. Modals can and
could page 70.
Worksheets to reinforce
grammar point.
English Grammar in
Use. would pg 72.
Extensive reading based
on the following A2
books:

Interchange 2A
fourth edition.
Audio CD
Teachers
Resources CD
Laboratory
Library
Videos
Images
Extra copies
Dictionaries
Class
projectors
Teachers laptop

Students will be
evaluated through
speaking and
writing quizzes or
tests, authentic
tasks.
Class activities,
homework, written
reports and class
participation.
Reading
Understanding,
comprehension,
identification.
Writing
Appropriateness,
completeness,
accuracy, clarity,
complexity.
Speaking
Appropriateness,

To be
averaged
over
30 points
based on
skills and
tests:
Listening
Reading
Speaking
Writing
(structure,
vocabulary)
Tests

December
14 - 26

Would you mind? + gerund.

Practice making requests and
apologizing
Write a set of guidelines using
requests with modals and
Would you mind?
Develop skills in guessing
meaning from context and
reading for specific
information.

Demonstrate
competence on
contents and skills
from units 5 and
6.
UNIT 7
Discuss modern
technological
inventions.
Use infinitives and
gerunds to
describe uses and
purposes.
Use imperatives
and infinitives to
give suggestions.

Read about some important

scientific and technological
inventions.
Discuss your computer sure;
see infinitives and gerunds
for uses and purposes in
context.
Practice using infinitives and
gerunds for uses and
purposes.
Notice and practice stress in
words with more than two
syllables.
Learn vocabulary for
discussing computers.
Practice a conversation about
creating a song playlist; see
imperatives and infinitives
for giving suggestions in
context.
Practice using imperatives
and infinitives to give
suggestions.
Practice listening for specific
information; give advice

Pirates of the -Caribbean

Amistad
Different Worlds
Work on specific
receptive activities by
using technology, so
production is done in
class. (FLIPPED)

Workbook activities on
Online assignment
unit 7 Whats this for?
from website:
(pages 37 to 42)
http://www.cambr
idge.org/intercha
Worksheets to reinforce
ngearcade/
grammar point.
(Free-access link
Essential Grammar in
to be used under
Use. Infinitives and
the users
gerunds pg 112 -119
responsibility)
Extensive reading based
on the following A2
books:
Pirates of the Caribbean
Amistad
Different Worlds
Work on specific
receptive activities by
using technology, so
production is done in
class. (FLIPPED)

completeness,
accuracy, fluency,
intelligibility
Listening
Understanding,
comprehension,
completion.

Interchange
2A fourth
edition.
Audio CD
Teachers
Resources
CD
Laboratory
Library
Videos
Images
Extra copies
Dictionaries
Class
projectors
Teachers
laptop

Students will be
evaluated through
speaking and
writing quizzes or
tests, authentic
tasks.
Class activities,
homework, written
reports and class
participation.
Reading
Understanding,
comprehension,
identification.
Writing
Appropriateness,
completeness,
accuracy, clarity,
complexity.
Speaking
Appropriateness,
completeness,
accuracy, fluency,

10 points

Until
December
26

To be
averaged
over
30 points
based on
skills and
tests:

January 5
- 15

Listening
Reading
Speaking
Writing
(structure,
vocabulary)
Tests

UNIT 8

Discuss
holidays and
special
occasions.

Describe
celebrations
and annual
events using
relative clauses
of time.

Describe
customs using
adverbial
clauses of time.

Demonstrate
competence on

using imperatives and

infinitives.

Write an email giving

instructions using
imperatives and infinitives.

Read an article about

geocaching; develop skills in
reading for specific
information.
Learn vocabulary for talking
about holidays and festivals.
Learn verb-noun colocations.
Discuss favorite holidays; see
relative clauses of time in
context.
Practice using relative clauses of
time.
Learn about Carnaval in Brazil;
develop skills in listening for
specific information.
Talk about holidays using relative
clauses of time
Write a paragraph for a travel
website using relative clauses
of time
Practice a conversation about
wedding customs; see
adverbial causes of time in
context.
Notice and practice stress and
rhythm in sentences.
Learn and practice adverbial
clauses of time.
Talk about interesting customs
using adverbial clauses of time.
Read an article about customs in
different countries; develop
skills in scanning for specific
information and understanding
reference words.

intelligibility
Listening
Understanding,
comprehension,
completion.

(TAREA) Online
Workbook activities on
assignment on
unit 8 Lets celebrate.
grammar points
(pages 43 to 48)
that need to be
Worksheets to reinforce
reinforced from
grammar point.
specific websites:
Essential Grammar in
(Free-access
Use. Relative clause
links to be
of time pg 206 - 207
used under
Extensive reading based
the users
on the following A2
responsibility.
books:
Pirates of the Caribbean
Amistad
Different Worlds
Work on specific
receptive activities by
using technology, so
production is done in
class. (FLIPPED)

Interchange
2A fourth
edition.
Audio CD
Teachers
Resources
CD
Laboratory
Library
Videos
Images
Extra copies
Dictionaries
Class
projectors
Teachers
laptop

Students will be
evaluated through
speaking and
writing quizzes or
tests, authentic
tasks.
Class activities,
homework, written
reports and class
participation.
Reading
Understanding,
comprehension,
identification.
Writing
Appropriateness,
completeness,
accuracy, clarity,
complexity.
Speaking
Appropriateness,
completeness,
accuracy, fluency,
intelligibility
Listening
Understanding,
comprehension,
completion.

To be
averaged
over
30 points
based on
skills and
tests:

January
18 30

Listening
Reading
Speaking
Writing
(structure,
vocabulary)
Tests

20 points
Final exam

February
1-6

contents and skills

from units 5 to 8.
Marks review

Exam Revision and grades given

8. Bibliography.
Bearnes,J (2008). Amistad. England: Pearson Education. (C/ 421/ B2611am /2008)

Coe, N. (1995) Grammar Spectrum. Oxford, UK: Oxford University Press.

Holmes, K. (2008). Pirates of the Caribbean. Cambridge, UK: Cambridge University Press. (C/421/H7491p/2008)
Jhonson, M. (2008). Different Worlds. Cambridge, UK: Cambridge, University Press. (C/421/J661d/2008)
Murphy, R. (2007) Essential Grammar in Use. Cambridge, UK: Cambridge University Press. (425/M9781es/2010)
Richards, J. (2013). Interchange 2A-fourth edition. New York, NY: Cambridge University Press.

February
8-13