Plan Docente Utpl

UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA
VICERRECTORADO MODALIDAD ABIERTA Y A DISTANCIA
PLAN DOCENTE DE LA ASIGNATURA
A. Datos básicos de la asignatura
Asignatura:
English Language: Integrated Skills I
Carrera:
Pedagogía de los Idiomas Nacionales y Extranjeros
Ciclo:
Primero
Área Académica:
Socio humanística
Departamento:
Ciencias de la Educación
Sección Departamental:
Lenguas contemporáneas
Número de horas: CD: Docencia: 48
CAE: Prácticas de aplicación y experimentación de los
aprendizajes: 64
CAA: Aprendizaje autónomo: 128
Campo de formación: Comunicación y Lenguajes
Unidad de organización curricular: Unidad básica
Período académico: Octubre 2019 – Febrero 2020
Conocimientos previos recomendados:

As part of the pre-requisites, students need to have at least an A1 level according to the Common
European Framework of Reference. On the other hand, co-requisites are Practicum I, Research
methodology and study techniques, and Contemporary society and educational policies.
Importancia de la asignatura dentro del perfil de egreso de la carrera
This subject contributes to provide students with the tools to teach the English language with a
communicative purpose. Thus, theory and practice are combined to help students become able to
take risks and dive into communicative contexts. In this sense, a balanced approach is provided
which includes listening activities to get main ideas and details, speaking opportunities to record and
compare passages, writing from simple sentences to extended texts and reading comprehension
exercises.
Furthermore, this course will help students understand better the Ecuadorian context in regards to
educational policies and thus contributing to solving the “Lack of knowledge on public policies in
education on behalf of the educational community, which from the social perspective does not allow
the integration of the characteristics of the contexts in accordance with the requirements of the
educational system; such aspects do not enhance the total development of a person from being
transcendent and from having leadership commitment along with principles of honesty, responsibility,
team work and intellectual humbling.”
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B. Datos básicos del docente autor
Nombre:
César Augusto Ochoa Cueva
Título académico:
Magister en Enseñanza de Inglés como Lengua
Extranjera
Departamento:
Ciencias de la Educación
Sección Departamental:
Lenguas contemporáneas
Currículo profesional resumido:
Maestría en enseñanza de inglés como lengua extranjera (TEFL), Universidad Técnica Particular de
Loja y NOVA Southeastern University. Docente Investigador a tiempo completo UTPL, Loja; profesor
principal de materias como Listening and Speaking, Reading and Writing and Communicative
Grammar en varios niveles; 15 años en el Departamento de Ciencias de la Educación de la UTPL.
Desde el 2007 Administrador del Examen TOEFL iBT, UTPL. Miembro del Equipo de
Implementación de la Calidad de la Titulación de Inglés, UTPL. Participante en el proyecto “Modelo
curricular unificado para formación de profesores de inglés en Ecuador”. Integrante del Grupo de
Investigación EFL Learning, Teaching and Technology y co-autor de diversos artículos indexados en
revistas académicas.
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Información sobre tutorías

Paralelo Día Horario Sala Teléfono Extensión
073701444 2624
 La nómina de los profesores tutores y horarios de tutoría se detallan en el Distributivo Académico.
 Las fechas para la realización de actividades síncronas serán ajustadas por el profesor tutor y
se visualizarán en el aula respectiva.
C. Competencias a desarrollar
Competencias genéricas (CG) de la UTPL:
 Comunicación Oral y Escrita
Competencias específicas (CE) de la carrera:
 Aplica los conocimientos lingüísticos del idioma inglés a un nivel que le permita una
comunicación eficaz para desempeñarse profesionalmente en la enseñanza de inglés a niños y
jóvenes de acuerdo con estándares internacionales.
Competencia del Proyecto integrador de saberes
 Analiza críticamente la aplicación de la política pública y del buen vivir en los contextos y
sistemas socioeducativos con principios de honestidad, responsabilidad, servicio social,
creatividad, trabajo en equipo y humildad intelectual.
Problemática que aborda la asignatura en el marco del proyecto:
 Limitado conocimiento de la política pública en educación por parte de los actores de la

comunidad educativa, lo que desde la pertinencia social, dificulta la integración de las
características de los contextos de acuerdo a los requerimientos del sistema educativo;
aspectos que no potencian el desarrollo integral de la persona desde su trascendencia y el
ejercicio de un liderazgo desde principios de honestidad, responsabilidad, servicio social,
creatividad, trabajo en equipo y humildad intelectual.
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D. Planificación general de la asignatura
PRIMER BIMESTRE
Subject Components
Learning results Contents Learning activities Learning resources Week /hours Evaluation tools Score
competences (CD-CAE-CAA)
- Uses the English - Uses very basic words, UNIT 1: A World of Introduction to the subject: Week 1 N/A
language to expressions and phrases Friends and Art for Participate in the introduction forum. CAA EVA forum 1 hour N/A
communicate with that are habitual, related to Everyone
accuracy and oneself, family and
fluency at an A1 immediate environment to 1.1. Vocabulary Study the contents of the text guide and the
(CEFR) level communicate at an 1.2.1 Grammar (The supplementary materials that belong to week Text guide
showing linguistic elemental level. present form of Verb To 1. CAA 2 hours Exercises N/A
and communicative Be – Statements)
competence. - Understands words and 1.2.2 Grammar (The
known names and simple present form of Verb To Do exercises and activities that belong to the
- Understands the phrases in basic texts such Be – Yes/No Questions) first week in the text guide. CAA Text Guide 3 hours Exercises N/A
constitutive elements as billboards, broachers 1.2.3 Grammar (Past
of the English and catalogs. form of Verb To Be –
language, its culture, Statements) The teacher solves students’ questions or
and functioning and - Interacts in a conversation doubts about specific topics. CD EVA permanent chatting 1 hour Session record N/A
applies this using simple expressions
knowledge to and phrases on topics of
develop the immediate necessity or The teacher writes an academic post that
communication skills habitual issues. summarizes the most relevant topics of unit 1. CD EVA Posts 1 hour N/A
in English.
- Writes short and basic
messages such as EVA interaction through the platform and
congratulating someone. through the permanent chat every week. CAA EVA permanent chatting 1 hour Session record N/A
- Understands the
importance of knowing and
Distance assignment with
integrating one’s own
specific strategies
culture and the culture of
Start working on the distance assignment
English speaking countries.
Tasks 1 and 4. CAE Text guide 4 hours Rubrics N/A
Educational Resources
1.2.4 Grammar (Past The teacher writes an post announcement Week 2

tense of Verb To Be – related with reading and writing skills based CD EVA Posts N/A
Wh-Questions) on the first unit. 1 hour
4
1.2.5 Grammar (Simple Students do the exercises and activities that

Present – Statements) belong to the second week in the text guide. CAA Text guide 4 hours
1.2.6 Grammar (Simple
Present – Negative The teacher solves students’ questions or
Statements) doubts about specific topics. CD Tutorial chatting 2 hours Session record N/A
1.2.7 Grammar (Simple
Present – Yes/No Text guide
Questions) Supplementary material
Students continue doing the distance
assignment: Tasks 1 and 4. 4 hours Rubrics N/A
CAE Distance assignment with
specific strategies
1.2.8 Grammar (Simple The teacher writes an academic post about

Present – Wh-Questions) the contents of week 3. CD EVA Posts Week 3
1.3 Reading Part One Session record N/A
1.4 Writing Part One 1 hour
1.5 Listening and
Speaking Part One Students study the contents of week two in a Text guide 2 points
comprehensive way. CAA Supplementary bibliography 4 hours Online quiz 1 (average)
The teacher plans the on-line activity: CD EVA academic forum 1 hour
academic forum.
Students participate in the on-line activity: CAA Academic Forum 1 hour Rubrics 1 point
Academic forum.
Students study the contents of week three in Text guide

a comprehensive way. CAA Supplementary bibliography 3 hours Exercises N/A
Students do the exercises and activities that

belong to the third week in the text guide. CAA Text guide 4 hours Exercises
N/A
The teacher solves students’ questions or

doubts about specific topics. CD Tutorial chatting 1 hour Session record N/A
CAA EVA tutorial chatting 1 hour N/A

Teacher and students interact in the EVA and Session record
through the tutorial chats.
CAE Distance assignment with 4 hours Rubrics N/A
specific strategies
5
Students start tasks 3 and 4 of the distance

assignment. Text guide
1.6 Reading Part Two

1.7 Writing Part Two The teacher writes an academic post about CD EVA Posts Week 4 N/A
1.8 Listening and the contents of week 4.
Speaking Part Two 1 hour
Self-Evaluation 1
Students do the exercises and activities that

belong to the fourth week in the text guide. CAA Text guide 2 hours Exercises N/A
Supplementary material

doubts about specific topics. CD EVA Tutorial chatting 2 hours Session record N/A
N/A
Students express opinions about likes and CAA Text guide 3 hours Rubrics
dislikes.
Distance assignment with
specific strategies
Students continue working on tasks 3 and 4 CAE 4 horas Rubrics N/A
of the distance assignment Text guide
Teacher and students interact in the EVA
CAA EVA Tutorial chatting 1 hour N/A
platform and through the tutorial chat every Session record
week.
Students participate in the on-line activity: CAA Academic Forum 1 hour Rubrics 1 point
Academic forum.
UNIT 2: Special The teacher writes an academic post about Week 5

Possessions and the contents of week 5, Unit 2. CD EVA Posts N/A
Businesses 2 hours
2.1. Vocabulary
2.2.1 Grammar (That is / Students study the contents of week five in a Text guide
Those are – This is / comprehensive way. CAA Supplementary bibliography 2 hours Exercises N/A
These are, Possessive
Adjectives)
6
2.2.2 Grammar (Types of Students do the exercises and activities that CAA Text guide 3 hours Exercises
Nouns (A – An) belong to the fifth week in the text guide.
2.2.3 Grammar
(Prepositions of Place)
doubts about specific topics. CD EVA Tutorial chatting 1 hour Session record N/A
Students write a short paragraph or

sentences in which they recognize and use
adverbs of frequency in the simple present
tense and use there + be in the present and CAA Text guide 2 hours Exercises
in the past in the text guide exercises. You N/A
may send this task to your tutor to get
feedback.
Distance Assignment with

specific strategies
CAE Rubrics
Students start tasks 5 and 6 of the distance 4 hours N/A
YouTube video
EVA
Teacher and students interact in the EVA

CAA EVA Tutorial chatting 1 hour
platform and through the tutorial chat every Session record N/A
week.
Students study the contents of week four in a Text guide

comprehensive way. CAA Supplementary bibliography 2 hours Online quiz 2 2 points
(average)
2.2.4 Grammar (Adverbs

of Frequency; Quantity The teacher writes an academic post related CD EVA Posts Week 6 N/A
Expressions; There is / to the contents of week 6.
There are / There was / 1 hour
There were)
2.3. Reading Part One
2.4. Writing Part One Students do the exercises and activities that Text guide
2.5. Listening and belong to the third week in the text guide. CAA 4 hours
Speaking Part One
The teacher carries out the first academic
chat. CD EVA Academic chat 1 hour Rubrics 1 point
7


specific strategies
Multiple choice
CAE 4 hours
Students finish doing tasks 5 and 6 Text guide questionnaire N/A
Educational Resources YouTube video
EVA
EVA interaction through the platform and
through the tutorial chat Session record
2.6. Reading Part Two The teacher writes an academic post about CD EVA Posts Week 7
2.7. Writing Part Two the contents of week 7. N/A
2.8. Listening and 1 hour
Speaking Part Two
Self-Evaluation 2
Students study the contents of week 7 in a Text guide
comprehensive way. CAA Supplementary bibliography 4 hours Exercises N/A
Students study the contents of the sixth week Text guide

in a comprehensive way. CAA Supplementary bibliography 3 hours Online quiz 3 2 points
(Average)
Students write a 100-word paragraph

describing a place. You may share this task
with your tutor to get feedback. CAA Text guide 3 hours Rubrics N/A

doubts about specific topics. CD EVA Tutorial chatting 2 hours Session record N/A

Essay activities
Students organize the three tasks that belong specific strategies
Multiple choice
to the distance assignment and send them to
7 hours questionnaires
the tutor using the corresponding links CAE Text guide 6 points
available on EVA. Educational Resources
Rubrics for each
task
EVA
Teacher will post a supplementary activity to
CAE Forum 1 hour 1 point
catch up the activities students did not do. Rubrics
8
Teacher and students interact in the EVA Session record

CAA EVA Tutorial chatting 2 hours N/A
platform and through the tutorial chat every
week.
Review of Units 1 – 2 The teacher writes academic posts about Week 8

important guidelines for taking the on-site CD EVA Posts N/A
first term test. 2 hours
Text guide
Students review, reflect and study the
contents of units 1 and 2 in order to be ready CAA Educational Resources 4 hours Written
10 points
for the on-site evaluation. questionnaire
EVA (paper – based test)
Students review each one of the resources

sent by the teacher and review the activities
CAA EVA Tutorial chatting 3 hours Session record N/A
that were done in each unit.

Teacher will post a supplementary activity to

catch up the activities students did not do. CAE Forum 1 hour Rubrics 1 point
Students interact in the EVA platform and

through the tutorial chat every week. Session record
9
Total de horas de trabajo del CD: Componente Docencia*: 24

primer bimestre CAE: Prácticas de aplicación y experimentación de los aprendizajes:32
Total: 120
* En el caso de las asignaturas de 80 horas, las cuales tienen asignadas 16 horas para el componente de docencia, con las
horas del chat de tutoría y consulta se cumpliría con el tiempo asignado a dicho componente; por lo tanto, en este tipo de
asignaturas se excederá en el número de horas, puesto que se debe desarrollar también las actividades síncronas y
asíncronas.
Academic activities Learning resources Important dates

Asynchronous activity Academic Forum October 14th to October 27th (Weeks 3 and 4)
Synchronous activity Academic Chat November 4th to November 10th (Week 6)
Online quiz 1 October 14th to October 20th (Week 3)
Partial evaluations Online quiz 2 October 28th to November 3rd (Week 5)
Online quiz 3 November 11th to November 17th (Week 7)
Supplementary activity Academic forum November 11th to November 24th (Weeks 7
and 8)
Uploading the application and First term assignment
November 1st to November 15th
experimentation activity
On-site evaluation Paper-based questionnaire November 23rd and 24th
Planificación de las actividades síncronas y asíncronas
Learning activity How important is friendship in your life?

Resource type Academic forum
Topic Reading and Writing
Competence to be - Utiliza el idioma inglés para comunicarse de forma precisa y fluida a un nivel A1
developed demostrando competencia lingüística y comunicativa.
- Comprende los elementos constitutivos de la lengua inglesa, su cultura y funcionamiento y
aplica este conocimiento en el desarrollo de las habilidades de comunicación en inglés.
Methodological  Review the contents of unit 1 in the text guide.
guidelines  Look for additional information in supplementary resources.
 Check the Internet links suggested by your tutor on the Canvas platform.
 Participate in the forum by supporting your ideas, particularly include the main idea and
supporting details when writing your contribution.
 Read the next rubric because that is going to be used by the teacher to grade your work.
Assessment rubric
Achievement level
Criteria
Does not meet expectations Meets Expectations Exceeds Expectations
0-0.3 0.4-0.6 0.7-1
A basic understanding of the A thorough A comprehensive
subject matter is understanding of the understanding of the
demonstrated. subject matter is subject matter is
demonstrated. demonstrated.
Subject content
Ss performance does not Ss performance relates Ss performance relates
relate to the competences of to some of the to the competences of
the course and to the competences of the the course and to the
objective of the activity. course and to the objective of the activity.
objective of the activity.
Numerous and consisting The use of grammar and The task is clear,
errors of spelling, usage, and style is competent. readable, and sometimes
Style and punctuation hinder Sentence structure is memorable. It contains
grammar communication. relatively simple. just a few errors.
The organization is simply The organization is fairly The organization is

deficient: introductions or clear. The reader could appropriate for the
conclusions are not clearly outline the presentation,
10
marked or functional, despite the occasional purpose and subject of

Organization paragraphs are neither lack of clear sentences. the task.
coherently developed not The task is clear. The
arranged. Paragraphs have reader could outline the
adequate development presentation, despite the
and are divided occasional lack of clear
appropriately. sentences.
Paragraphs have
adequate development
and are divided
appropriately.
Originality, insight, and Originality, insight, and Originality, insight, and

creativity are not creativity are creativity are
demonstrated; the activity demonstrated demonstrated; the task
Originality does not contribute to our sometimes; the student contributes something
understanding topic. tries to contribute, but it new to our
does not go beyond the understanding topic.
expectations.
Learning activity Discuss about special possessions using adverbs of frequency in the simple present.
Resource type Academic chat
Topic Special Possessions
Competence to be developed - Utiliza el idioma inglés para comunicarse de forma precisa y fluida a un nivel A1
demostrando competencia lingüística y comunicativa.
- Comprende los elementos constitutivos de la lengua inglesa, su cultura y
funcionamiento y aplica este conocimiento en el desarrollo de las habilidades de
comunicación en inglés.
Methodological guidelines  Review the contents unit 2 in the text guide.
 Check the contents of unit 3 in the Listening and Speaking I textbook.
 Look for additional information in supplementary resources.
 Participate in the academic chat by supporting your ideas in a clear way.
 Read the rubric for participating in a chat session.
 Focus your contribution on the aspects that are being discussed by your
classmates and tutor.
Assessment rubric Chat activity 0-0.33 0.34-0.66 0.67-1
Participation Student’s Student’s Student’s
participation is low participation is participation is high
moderate
Contributions Student’s Student’s Student’s
contributions are contributions are contributions are
irrelevant relevant thoughtful
Cooperation Students leave the Students do not Students stay in
chat room during stay in the chat the chat room
the meeting room during the during the whole
whole meeting meeting
Turn Taking Students contribute Students Students always
out of turn sometimes contribute in
frequently contribute out of correct turn order
turn
Learning activity Young business people

Resource type Supplementary Activity – Forum
guidelines  Review the contents of unit 4 in the Listening and Speaking textbook.
11

 Check the Internet.
Assessment rubric
Achievement level
Criteria
0-0.3 0.4-0.6 0.7-1
Subject content

conclusions are not clearly outline the presentation, purpose and subject of
marked or functional, despite the occasional the task.
Organization paragraphs are neither lack of clear sentences. The task is clear. The
coherently developed not reader could outline the
arranged. Paragraphs have presentation, despite the
adequate development occasional lack of clear
and are divided sentences.
appropriately.
Paragraphs have
and are divided
appropriately.

expectations.
12
SEGUNDO BIMESTRE
Components (CD-CAE-
Subject competences Learning results Contents Learning activities Learning resources Week /hours Evaluation tools Score
CAA)
Utiliza el idioma inglés • Utiliza palabras, UNIT 3: Fear and The teacher writes an
para comunicarse de expresiones y frases muy Phobias; Adventures and academic announcement Week 1
forma precisa y fluida a básicas que se usan Challenges - Simple Past that summarizes the CD EVA Posts 1 hour N/A
un nivel A1 demostrando habitualmente, relativas – Affirmative, Negative most relevant topics of
competencia lingüística y a sí mismo, a la familia y and Questions – and unit 3.
comunicativa. al entorno inmediato para Present Progressive – Students review the
comunicarse a un nivel Affirmative, Negative and contents of the text guide
elemental. Questions and the supplementary Text guide, websites,
Comprende los 3.1. Vocabulary material that belongs to CAA articles, printed or digital 2 hours Questionnaire N/A
elementos constitutivos • Comprende palabras y 3.2. Grammar Parts One week 1. books
de la lengua inglesa, su nombres conocidos y and Two
cultura y funcionamiento frases muy sencillas de Students do the
y aplica este textos sencillos como exercises and activities
conocimiento en el letreros, carteles y that belong to the first CAA Text guide 4 hours N/A
desarrollo de las catálogos. week of the second term
habilidades de in the text guide.
comunicación en inglés. • Interactúa en una The teacher solves
conversación utilizando students’ questions or
expresiones y frases doubts about specific CD EVA Permanent chatting 1 hour Session record N/A
sencillas sobre temas de topics.
necesidad inmediata o Students interact in the
asuntos muy habituales. EVA platform and Session record N/A
thorough permanent chat CAA EVA Permanent chatting 1 hour
• Escribe textos postales every week.
cortos y sencillos como Distance assignment
por ejemplo, para enviar Students start working on
with specific strategies
felicitaciones. the distance assignment,
Tasks 1 and 2.
Text guide
• Comprende la CAE 4 hours Rubrics N/A
importancia de conocer e Educational Resources
integrar la diversidad de
su propia cultura y la de The teacher carries out
la cultura de los países CD 1 hour
the on-line activity: video-
de habla inglesa. collaboration.
Students participate in Video-collaboration: The Rubrics 1 point
the online activity: CAA Simple Past and the 1 hour
Video-collaboration. Present Progressive
3.2. Reading Part One The teacher writes an

3.3. Writing Part One academic announcement Week 2
related with the contents CD EVA Posts N/A
of week 2. 1 hour
13
Students study the

contents of week two in a Text guide
2 points
comprehensive way. CAA Supplementary 4 hours Online quiz 1
(average)
bibliography
Students do the
exercises and activities CAA Text guide 4 hours
that belong to the second
week in the text guide.
The teacher solves
students’ questions or CD EVA Tutorial chatting 2 hours Session record N/A
doubts about specific
topics.
Text guide
Students continue doing
Supplementary material
the distance assignment,
CAE 4 hours Rubrics N/A
Tasks 1 and 2
Distance assignment
3.4. Listening and The teacher writes an
Speaking Part One academic announcement Week 3
3.5. Reading Part Two about the contents of CD EVA Posts Session record N/A
week 3. 1 hour
Students study the

contents of week three in Text guide
a comprehensive way. CAA Supplementary 3 hours Questionnaire N/A
bibliography
Students do the
exercises and activities Text guide
that belong to the third CAA OCWs 4 hours N/A N/A
week in the text guide. Micro-videos
The teacher solves

students’ questions or
doubts about specific CD EVA Tutorial chatting 1 hour Session record N/A
topics.
Teacher and students
interact in the EVA CAA EVA Tutorial chatting 1 hour Session record N/A
platform and through the
tutorial chat every week.
Distance assignment
Students continue doing
CAE 4 hours Rubrics N/A
the tasks 3 and 4 of the Text guide
distance assignment. Educational Resources
14
CD
The teacher carries out EVA Academic forum 1 hour 1 point
an academic forum
3.6. Writing Part Two Teacher writes an
3.7. Listening and academic announcement
Speaking Part Two about the contents of CD EVA Posts Week 4 N/A
week 4.
1 hour
Students study the
contents of week four in a Text guide
comprehensive way. CAA Supplementary 2 hours Online quiz 2 2 points (average)
bibliography
Students do the
exercises and activities
that belong to the fourth CAA Text guide 2 hours
week in the text guide. Supplementary material
The teacher guides

students about a
speaking activity and CD EVA Tutorial Chatting 2 hours Session record N/A
solves students’
questions or doubts
about specific topics.
Students write a 100-
word paragraph about a OCWs
couple (in a restaurant). CAA Micro-videos 3 hours Rubrics N/A
Write about them using Websites
the present progressive. Text guide
Describe what people
are doing in that place.
Students continue Distance assignment
working on tasks 3 and 4 with specific strategies
of the distance CAE 4 horas Rubrics N/A
CD
The teacher carries out EVA Academic forum 1 hour Rubrics N/A
an academic forum
interact in the EVA CAA EVA Tutorial chatting 1 hour Session record N/A
UNIT 4: Family and Teacher writes an
Sports - Future with Be academic announcement Week 5
going to; Modifiers; about the contents of EVA Posts
Comparisons; week 5. CD 2 hours N/A
Prepositions of Time
15
4.1. Vocabulary Students study the

4.2. Grammar Parts contents of week five in Text guide
One and Two a comprehensive way. CAA Supplementary 2 hours Questionnaire
N/A
bibliography
Students do the
exercises and activities OCWs
that belong to the fifth CAA Micro-videos 3 hours
week in the text guide. Websites
Text guide
The teacher solves

topics.
Students use examples
of the how nouns and OCWs
adjectives are put Micro-videos
together in sentences. CAA Websites 2 hours Rubrics N/A
Text guide
Distance Assignment
Students continue doing with specific strategies
CAE 4 hours Multiple choice
the distance assignment, N/A
questionnaire
tasks 5 and 6. Text guide
EVA
interact in the EVA
CAA EVA Tutorial chatting 1 hour
platform and through the Session record N/A
4.2. Reading Part One Teacher writes an

4.3 Writing Part One academic announcement
4.4. Listening and related to the contents of EVA Posts Week 6
Speaking Part One unit 6. CD N/A
1 hour
Students study the

contents of week six in a Text guide
comprehensive way. CAA Supplementary 3 hours Online quiz 3 2 points
bibliography
Students do the
exercises and activities Micro-videos
that belong to the third CAA Grammar websites 4 hours
week in the text guide. Text guide
16
The teacher solves

topics.
Students finish doing the Distance Assignment
tasks 5 and 6 of the with specific strategies
distance assignment.
CAE 4 hours Multiple choice
Text guide N/A
questionnaire
EVA
interact in the EVA CAA EVA Tutorial chatting 1 hour N/A
platform and through the Session record
4.5. Reading Part One Teacher writes an
4.6. Writing Part One academic announcement CD EVA Posts Week 7
4.7. Listening and about the contents of unit N/A
Speaking Part Two 7. 1 hour
Students study the

contents of week five in a Text guide
comprehensive way. CAA Supplementary 4 hours Questionnaire N/A
bibliography
Students write a 100-
word paragraph about
two different cities in
Ecuador. Use short and
long adjectives to CAA Micro-videos, websites 3 hours Rubrics N/A
compare them. You may Text guide
share this task with your
tutor to get feedback.
The teacher solves
doubts about specific CD EVA Tutorial chatting 2 hours Session record N/A
topics.
Teacher will post a
supplementary activity to
catch up the activities Rubrics
students did not do.
Students organize the Distance Assignment

three tasks that belong to with specific strategies Essay activities
the distance assignment CAE Multiple choice
8 hours
and send them to the Text guide questionnaires 6 points (tasks 1 to 6)
tutor using the
corresponding links Educational Resources Rubrics for each task
available on EVA.
EVA
17

interact in the EVA Session record
Review of UNITS 3 to 4. Teacher writes academic
announcements about EVA Posts Week 8
important guidelines for CD
the on-site evaluation of 2 hours N/A
the second term.
Students review, reflect Text guide
and study the contents of
units 3 and 4 in order to CAA Educational Resources 4 hours
Written questionnaire 10 points
be ready for the on-site
(paper – based test)
evaluation. EVA
Students review each

one of the resources
CAA 4 hours
sent by the teacher and EVA Tutorial chatting
the activities that were
done in each unit.
Teacher will post a
supplementary activity to Rubrics
catch up the activities
students did not do.
The teacher solves
topics.
18
Total de horas de trabajo del CD: Componente Docencia*: 24

segundo bimestre CAE: Prácticas de aplicación y experimentación de los aprendizajes:32
Total:120
* En el caso de las asignaturas de 80 horas, las cuales tienen asignadas 16 horas para el componente de docencia, con las
horas del chat de tutoría y consulta se cumpliría con el tiempo asignado a dicho componente; por lo tanto, en este tipo de
asignaturas se excederá en el número de horas, puesto que se debe desarrollar también las actividades síncronas y
asíncronas.
Academic activities Learning resources Important dates

Asynchronous activity Academic Forum December 9th to December 22nd (Weeks 3 and 4)
Synchronous activity Academic Video-collaboration November 25th to December 1st (Week 1)
Online quiz 1 December 2nd to December 8th (Week 2)
Partial evaluations Online quiz 2 December 16th to December 22th ((Week 4)
Online quiz 3 December 30th to January 5th (Week 6)
Supplementary activity Academic Forum January 6th to January 19th (Weeks 7 and 8)
Uploading the application and Second term assignment
January 1st to January 15th
experimentation activity
On-site evaluation Paper-based questionnaire January 18th and January 19th
Planificación de las actividades síncronas y asíncronas
Learning activity Discuss about studying English to be a professional in this field.

Resource type Academic Forum.
Topic Reading and Writing.
Methodological  Review the contents unit 3 in the text guide.
 Participate in the forum by supporting your ideas, particularly include the main idea
and supporting details when writing your contribution.
 Read the next rubric because that is going to be used by the teacher to grade your
work.
Assessment rubric
Achievement level
Criteria
0-0.3 0.4-0.6 0.7-1
Subject content

conclusions are not clearly outline the presentation,
19
marked or functional, despite the occasional purpose and subject of

Organization paragraphs are neither lack of clear sentences. the task.
coherently developed not The task is clear. The
arranged. Paragraphs have reader could outline the
adequate development presentation, despite the
and are divided occasional lack of clear
appropriately. sentences.
Paragraphs have
and are divided
appropriately.

expectations.
Learning activity Participate in a synchronous discussion by means of a video-collaboration session.

Resource type Video-collaboration
Topic Past experiences and On-going Actions
Methodological  Review the contents unit 3 in the text guide.
 Participate in the video-collaboration session by supporting your ideas in an effective
way.
 Read the next rubrics because they are going to be used to score your participation.
Assessment rubric
Achievement level
Criteria
Does not meet Meets Expectations Exceeds
expectations Expectations
0-0.3 0.4-0.6
0.7-1
A basic grasp of the A through grasp of the A comprehensive
subject matter is subject matter is grasp of the subject
demonstrated. demonstrated. matter is
demonstrated,
Subject Student’s performance Student’s including an in-depth
content does not relate to the performance relates to understanding of the
competences of the some of the relevant concepts,
course and to the objective competences of the theories, and issues
of each activity. course and to the related to the topic
objective of each addressed.
activity. Student’s
performance relates
to the competences of
the course and to the
objective of each
activity.
Originality, insight, and Originality, insight, Originality, insight,
creativity are not and creativity are and creativity are
demonstrated; students’ demonstrated demonstrated; the
Originality participation does not sometimes; the task contributes
contribute to our student tries to something new to our
understanding of the topic. contribute, but it does understanding of the
not go beyond the topic.
expectations.
20
Learning activity Discussion about fears and phobias

Resource type Supplementary Activity – Forum
guidelines  Review the contents of unit 5 in the Listening and Speaking textbook.
Assessment rubric
Achievement level
Criteria
0-0.3 0.4-0.6 0.7-1
Subject content

conclusions are not clearly outline the presentation, purpose and subject of
marked or functional, despite the occasional the task.
Organization paragraphs are neither lack of clear sentences. The task is clear. The
coherently developed not reader could outline the
arranged. Paragraphs have presentation, despite the
adequate development occasional lack of clear
and are divided sentences.
appropriately.
Paragraphs have
and are divided
appropriately.

expectations.
E. Evaluación de la asignatura
Primero y Segundo Bimestre

CALIFICACIÓN
COMPONENTE ACTIVIDADES RECURSOS PESO
Primer Bimestre Segundo Bimestre
21
Docencia Actividades en línea Foro, wiki, etc.

5% 1 1
asíncronas
video colaboración,
Actividades en línea
chat, 5% 1 1
síncronas
videoconferencia
Aprendizaje Cuestionarios en
Evaluación parcial 10% 2 2
autónomo línea
Evaluación presencial Cuestionario 50% 10 10
Tareas Definidos en la
(Ensayos, planificación micro
Prácticas de
investigaciones, análisis curricular
aplicación y 30% 6 6
de casos, actividades en
experimentación
laboratorios virtuales,
mundos virtuales, etc.)
TOTAL 100% 20 20
F. Evaluación final
Contenidos Actividades de evaluación Puntos*
50% contenidos del primer bimestre y 50% Evaluación final 16

del segundo bimestre
* El puntaje restante corresponde al 60% de la calificación total obtenida en el período académico.
G. Evaluación de recuperación
Contenidos Actividades de evaluación Puntos*
50% contenidos del primer bimestre y 50% Evaluación final 24

del segundo bimestre
* El puntaje restante corresponde al 40% de la calificación total obtenida en el período académico.
I. Recursos a utilizar para el desarrollo de la asignatura
- BIBLIOGRAFÍA BÁSICA
a) Nombre del texto-guía
Ochoa, C. (2018). Text guide: English Language: Integrated skills I. Loja, Ecuador: Editorial
Universidad Técnica Particular de Loja.
b) Breve descripción general del texto-guía
This material has been designed as a text guide in order to comply with the skills EFL students
will need in their profession. The contents of this text guide include grammar explanations and
exercises; in regards with the listening and speaking skills, there are guidelines to follow the
book and practice; in the case of writing and reading, explanations and activities are given.
There are also recommended exercises and self-evaluation tasks that will help students verify
their progress along the course.
- BIBLIOGRAFÍA COMPLEMENTARIA
a) Nombre del texto
22
Merdinger, P., & Barton, L. (2015). Northstar 1: Listening and Speaking. Longman.
b) Breve descripción del texto
This textbook belongs to the NorthStar series and contains practice on developing the skills of
listening and speaking. Since the exercises are authentic, they will provide students enough
information to improve the language competencies to be successful English teachers.
Furthermore, this resource provides activities that enhance students’ critical thinking, analysis,
synthesis, evaluation and application.
a) Nombre del texto
Beaumont, J., & Yancey, J. (2015). Northstar 1: Reading and Writing. Longman.
This resource belongs to the NorhtStar series and has been included because it provides topics
that promote students’ critical thinking. The skills of reading and writing are delivered in such a
way that integrate both abilities and provide students with different contexts in which they can
improve the language.
c) ¿El texto está disponible en la biblioteca general física o virtual de la UTPL?
Física X a) Virtual c)
d d
a) Nombre del texto
e e
Schoenberg, I. & Maurer, J.l (2012). Focus on Grammar l 1 (4thed). United States: Pearson.
T T
e e
x x
t t
This material contains grammar
o explanations and exercises o that will lead students to get the skills
needed to handle the EnglishB language. It has been chosen B because it enhances students’ critical
thinking and integrates the áskills of reading, writing, listening
á and speaking which benefit the
comprehension of the language in different contexts.
s s
c) ¿El texto está disponiblei en la biblioteca general i física o virtual de la UTPL?
c c
Física X e) o Virtual g) o
d
( d
(
Título del REA eU Link
eU
lt lt
1. English-Zone.Com http://www.english-zone.com/index.php?ID=45
Ti Ti
2. My English Pages el http://www.myenglishpages.com/site_php_files/grammar-exercise-be-
el
xi present.php xi
tc tc
o o 23
e e

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UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA

VICERRECTORADO MODALIDAD ABIERTA Y A DISTANCIA

PLAN DOCENTE DE LA ASIGNATURA

A. Datos básicos de la asignatura

Período académico: Octubre 2019 – Febrero 2020

Conocimientos previos recomendados:

Importancia de la asignatura dentro del perfil de egreso de la carrera

B. Datos básicos del docente autor

Información sobre tutorías

 La nómina de los profesores tutores y horarios de tutoría se detallan en el Distributivo Académico.

Competencias genéricas (CG) de la UTPL:

 Comunicación Oral y Escrita

Competencias específicas (CE) de la carrera:

Competencia del Proyecto integrador de saberes

Problemática que aborda la asignatura en el marco del proyecto:

 Limitado conocimiento de la política pública en educación por parte de los actores de la

D. Planificación general de la asignatura

1.2.4 Grammar (Past The teacher writes an post announcement Week 2

1.2.5 Grammar (Simple Students do the exercises and activities that

1.2.8 Grammar (Simple The teacher writes an academic post about

Students study the contents of week three in Text guide

Students do the exercises and activities that

The teacher solves students’ questions or

CAA EVA tutorial chatting 1 hour N/A

Students start tasks 3 and 4 of the distance

1.6 Reading Part Two

Students do the exercises and activities that

The teacher solves students’ questions or

UNIT 2: Special The teacher writes an academic post about Week 5

Students write a short paragraph or

Distance Assignment with

Teacher and students interact in the EVA

Students study the contents of week four in a Text guide

2.2.4 Grammar (Adverbs

The teacher solves students’ questions or

Distance Assignment with

Students study the contents of the sixth week Text guide

Students write a 100-word paragraph

The teacher solves students’ questions or

Distance Assignment with

Teacher and students interact in the EVA Session record

Review of Units 1 – 2 The teacher writes academic posts about Week 8

Students review each one of the resources

The teacher solves students’ questions or

Teacher will post a supplementary activity to

Students interact in the EVA platform and

Total de horas de trabajo del CD: Componente Docencia*: 24

Academic activities Learning resources Important dates

Planificación de las actividades síncronas y asíncronas

Learning activity How important is friendship in your life?

The organization is simply The organization is fairly The organization is

marked or functional, despite the occasional purpose and subject of

Originality, insight, and Originality, insight, and Originality, insight, and

Learning activity Young business people

 Look for additional information in supplementary resources.

The organization is simply The organization is fairly The organization is

Originality, insight, and Originality, insight, and Originality, insight, and

3.2. Reading Part One The teacher writes an

Students study the

Students study the

The teacher solves

The teacher guides