English Sessions

Universidad Nacional
José Faustino Sánchez Carrión
FACULTAD DE CIENCIAS SOCIALES
SÍLABO POR COMPETENCIAS

INGLÉS II
2017-I
SÍLABO: INGLÉS II
2017 - I
I. DATOS GENERALES
LÍNEA DE CARRERA FORMACION GENERAL
CURSO INGLÉS II
CÓDIGO
HORAS 5 horas semanales
II. SUMILLA Y DESCRIPCIÓN DEL CURSO
El curso de Inglés II es de naturaleza teórico-práctico, perteneciente al área de Formación

General. Es el segundo de un sistema de asignaturas que tiene como objetivo el desarrollo
de la competencia comunicativa profesional en lengua extranjera. Su propósito es afianzar
y ampliar el desarrollo de las habilidades comunicativas correspondientes al nivel básico
alcanzado en el Inglés I.
Está basado en un enfoque comunicativo que ayuda al estudiante a adquirir y practicar el

idioma a través del desarrollo de las cuatro habilidades básicas, además le permite al
estudiante obtener mayores conocimientos en gramática y en vocabulario, lo que dará al
estudiante mayor confianza y fluidez al momento de comunicarse en diversas situaciones.
El curso está programado en 17 semanas, en las cuales se desarrollan IV Unidades

didácticas con sus respectivas sesiones de aprendizaje y tiene una duración de 5 horas
semanales.
III. CAPACIDADES AL FINALIZAR EL CURSO
CAPACITY UNIT NAME UNIT WEEKS

Talk about the importance of a family in
our context.
Identify main ideas and supporting
“My family and
UNIT I
details of a text.
clothes and 1, 2, 3, 4
Produce simple coherent texts about
shopping”
familiar subjects.
Describe specific objects and ongoing
events.
Asking and answering questions in present
and past events
Talking about vacations activities.
Recognize the functions of written texts
UNIT II
according to form and purpose.

Writing past events 5, 6, 7, 8
Use known vocabulary and grammatical
structures to write texts.
Identify the communicative purpose of the
text.
.
Asking and answering questions about
different activities in past.
Talk about about past habits and situations..
UNIT III
according to form and purpose. What happened? 9, 10, 11, 12

Distinguishing between past and present
activities
Talking about ability in the past.
Telling a story..
Asking and answering questions about
different activities.
Talk about past prgressive.
according to form and purpose.
Use known vocabulary and grammatical Action happening
UNIT IV
structures to write texts. in the past. 13, 14, 15, 16 17

Identify the communicative purpose of the
text.
Infer information from written texts.
Produce different texts with
appropriateness, coherence and cohesion.
IV. INDICADORES DE CAPACIDADES AL FINALIZAR EL CURSO
1 Talk about have a family in our context.
2 Identify mains ideas of a text.
3 Produce simple coherent text about familiar subjects.
4 Describe specific objects and ongoing events.
5 Produce simple coherent texts to describe specific objects and ongoing events.
6 Produce texts that achieve appropriateness, clarity, emphasis and coherence.
7 Talking in class, answer the questions correctly.
8 Asking and answering about activities and events in the past..
9 Asking and answering questions about present and past events.
10 Talking about past habits and situations.
11 Distinguishing between past and present activities.
12 Talking about ability in the past.
13 Write short texts in past / Discuss the questions.
14 Telling a story using connectors.
15 Complete the sentences in negative form.
16 Conversation answers the questions.
17 Talk about your project.

V. DESARROLLO DE LAS UNIDADES DIDACTICAS:
shopping
clothes CAPACITY OF UNIT I: Identify main ideas and supporting details of a text. Produce simple coherent texts about familiar subjects and
family
Unit I:
“My
and
and describe specific objects and ongoing events.
” Weeks
Contents
Teaching strategy Achievement indicators of capacity
Conceptual Procedural Attitudinal
1  Possessive adjectives  Talking about families. Appreciate family Look at a family Describe one’s family using possessive
 Demonstrative  Talking about clothing relationships tree and identifies and demonstrative adjectives.
adjectives items family members.
UNIT I :“My family and clothes and shopping”
 Verb “to have”:  Indicating possession Appreciate civic Complete and write Identify main ideas and supporting
simple present  Filing a form values sentences with the details of a text about the family.
2
 Apostrophe verb have.
 Opposite adjectives  Talking about clothes and Value the topics Write opposite Describe opposite adjectives in a text.
shopping. presented in the adjectives in a
3
unit short text.
 Order of adjectives  Gving detailed description Appreciate his/her Look at clothing of Produce written texts to give detailed
of something learning process people and description of something considering
4
describe them order of adjectives.
using adjectives.
UNIT EVALUATION
EVIDENCE OF KNOWLEDGE EVIDENCE OF PRODUCT EVIDENCE OF PERFORMANCE
Oral and written evaluation of the Unit I Make a photo album describing what happening in Formulates a procedure for the best
each picture. learning of possessive adjectives with
verb to have.
CAPACITY OF UNIT II: Produce simple coherent texts to describe specific objects and ongoing events, produce texts that achieve
appropriateness, clarity, emphasis and coherence,
Week Contents
 Past tobe in  Writing about vacations Understand past .work in group and Produce texts that achieve
5
affirmative form with  Talking about the events as part of write text about appropriateness, clarity, emphasis and
time expression. weather. life experience. the topics. coherence.
 Past tobe in negative
form.
 Past tobe in  Talking about past events Respect their ideas Work in pairs. Talking in class.
Unit II : Writing past events.
interrogative form  Exchanging information our opinions of Colaborative Answer the questions correctly.
6
with short answer. their partners. learning.
about the past.
 There was and there  To narrate a story and Show Do exercises and Produce simple coherent texts to describe
7 were. write about past event responsability
demonstrate what past events.
happened. learned.
 Project abaut the  Present and expositions Be organize and Expositions in Talk about your project.
8 topic. your work cooperative. class.
EVALUACIÓN DE LA UNIDAD DIDÁCTICA
EVIDENCIA DE CONOCIMIENTOS EVIDENCIA DE PRODUCTO EVIDENCIA DE DESEMPEÑO
Oral and written evaluation of the Unit II. Write short text with the past tobe in past with Prepare exposition for different topics for
pictures in class. better learning.
CAPACITY OF UNIT III: Asking and answering activities in past./ Talking about the past habits and situation./Telling a story n past.
Weeks Contents
 Simple Past & the
 Read the text and Work in class. Work in group during the Asking and answering activities and events
9
verb tobe Show solidarity practice. in the past.
answer the questions.
 Regular verb
Unit III : How it all started /What happened.
with your Talking in pairs short Asking and answering questions about
 Complete the sentences partners. conversations. present and past.
 Simple past of  Listen the vocabulary Work actively Work in pair during the Talking about the past habits and
irregular verbs about animals. during the class. reading and answer the situations.
1
(affirmative form)  Read short text and Respect the questions. Distinguishing between past and present
0
 Adverbs of talking about the opinions of your Write true or false the activities
manner. principal ideas. partners. sentences.
 Past Simple  Practice a short
Show Positive Listen again and check Talking about ability in the past.
1 Negative and conversation What do attitude. your answers. Telling a story.
1 interrogative form. you think happened .....
Help your Talk in pairs. Answer the
partnets. questions.
 Project abaut the  Present and Be organize and Expositions in class. Talk about your project.
1
topic. expositions your work cooperative.
2
Oral and written evaluation of the Unit III. Telling and write short story in past. Talking about actions in past.
CAPACITY OF UNIT IV: Write short texts in past progressive, sequencing the parts of a story using connectors,
Contents
Week Teaching strategy Achievement indicators of capacity
 Past progressive with  Write about past events Show self-steem Writing about past Write short texts in past progressive.
13
tourist place in  and confidence. events.
affirmative form.

Unit IV : Actions happening in the past
 Connectors of time:  Expressing relationship Consider the Underline the Sequencing the parts of a story.
14 before / while / now / between ideas. importance of connector in a Telling a story using connectors.
that moral values.. text.
 Past progressive in  Writing about strange Considere the Write sentences in Complete the sentences in negative
negative form. events and negative importance of negative form. form.
15 sentences. moral values.
 Past progressive in  In pairs students practice Show empathy for Work in pair show Conversation answers the questions.
16 interrogative form answer the questions. others. respect between
with short answer. partners.
 Project abaut the  Present and expositions Be organize and Expositions in Talk about your project.
17
topic. your work cooperative. class.
Oral and written evaluation of the Unit III. .short text. Write short text with the past
progressive.
VI.MATERIALES EDUCATIVOS Y OTROS RECURSOS DIDÁCTICOS
Se utilizarán todos los materiales y recursos requeridos de acuerdo a la naturaleza de los temas
programados. Básicamente serán:
6.1 MEDIOS ESCRITOS.

 Separatas con contenidos temáticos
 Lecturas
 Prácticas
 Diccionario
6.2 MEDIOS VISUALES Y ELECTRONICOS.

 Papelotes
 Tarjetas
 Diapositivas
 Proyector multimedia
6.3 MEDIOS INFORMATICOS.

 Internet
VII. EVALUACIÓN
7.1 EVIDENCIAS DE CONOCIMIENTO.

Se proyectan en dos direcciones: analítico y autoevaluación. En cuanto al primer caso, medir
la competencia a nivel interpretativo, argumentativo y propositivo, para ello debemos ver
cómo identifica (describe, ejemplifica, relaciona, reconoce, explica, etc.); y la forma en que
argumenta (plantea una afirmación, describe las refutaciones en contra de dicha afirmación,
expone sus argumentos contra las refutaciones y arriba a conclusiones para corroborar la
afirmación inicial) y la forma en que propone a través de establecer estrategias,
valoraciones, generalizaciones, formulación de hipótesis, respuesta a situaciones, etc.
En cuanto a la autoevaluación permite que el estudiante evidencie sus fracasos y sus éxitos,
su autorregulación.
Las evaluaciones de este nivel serán de respuestas simples, opción dicotómica,

opción múltiple, de correlación, preguntas calculadas, percepción y valoración de videos,
entre otros.
7.2 EVIDENCIA DE DESEMPEÑO.

Son pruebas en torno al manejo que el alumno hace de procedimientos y técnicas para
realizar un actividad o resolver un problema. Esta evidencia pone en acción recursos
cognitivos, recursos procedimentales y recursos afectivos; todo ello en una integración que
evidencia un saber hacer reflexivo; en tanto, se puede verbalizar lo que se hace,
fundamentar teóricamente la práctica y evidenciar un pensamiento estratégico, dado en la
observación en torno a cómo se actúa en situaciones impredecibles.
La evaluación de desempeño se evalúa ponderando cómo el estudiante aplica los
procedimientos y técnicas en el diseño del trabajo y su desarrollo sistemático.
7.3 EVIDENCIA DE PRODUCTO.

Están implicadas en las finalidades de la competencia, por tanto no es simplemente la
entrega del producto, sino que tiene que ver con el campo de acción y los requerimientos
del contexto de aplicación.
La evaluación de producto se evidencia en la entrega oportuna de sus trabajos parciales de

cada mes y el producto final.
Además se tendrá en cuenta la asistencia como componente del desempeño, el 30% de

inasistencia inhabilita el derecho a la evaluación. El ponderado es el siguiente: Teórico
Práctico 1, 35%; Teórico Práctico 2, 35% y el Trabajo Académico, 30%. El promedio final es
la suma de los ponderados.
VIII. BIBLIOGRAFÍA Y REFERENCIAS WEB
Bygrave, J. (2012) New Total English. Students’ Book – Starter. England: Pearson.
Mitchell, H. & Scott, J. American Channel (2012) Beginners Student’s Book. EEUU: mm publications.
University of Cambridge (2013) Advanced Learner’s Dictionary. United Kingdom: Cambridge

University Press.
Wipipedia (2017) Cinematography. Recuperado de https://en.wikipedia.org/wiki/

Cinematography.
Landecker, H. (2006). "Microcinematography and the History of Science and Film".

doi:10.1086/501105
Widescreen Journal (2011.) The film producer as a creative force.
Huacho, 03 de abril, 2017
_______________________________________
Mg. ELENA CRISTINA GUERRERO PUELLES
Docente del Curso
VI.MATERIALES EDUCATIVOS Y OTROS RECURSOS DIDÁCTICOS
Se utilizarán todos los materiales y recursos requeridos de acuerdo a la naturaleza de los temas
programados. Básicamente serán:
6.4 MEDIOS ESCRITOS.

 Separatas con contenidos temáticos
 Lecturas
 Prácticas
 Diccionario
6.5 MEDIOS VISUALES Y ELECTRONICOS.

 Papelotes
 Tarjetas
 Diapositivas
 Proyector multimedia
6.6 MEDIOS INFORMATICOS.

 Internet
VII. EVALUACIÓN
7.4 EVIDENCIAS DE CONOCIMIENTO.

Se proyectan en dos direcciones: analítico y autoevaluación. En cuanto al primer caso, medir
la competencia a nivel interpretativo, argumentativo y propositivo, para ello debemos ver
cómo identifica (describe, ejemplifica, relaciona, reconoce, explica, etc.); y la forma en que
argumenta (plantea una afirmación, describe las refutaciones en contra de dicha afirmación,
expone sus argumentos contra las refutaciones y arriba a conclusiones para corroborar la
afirmación inicial) y la forma en que propone a través de establecer estrategias,
valoraciones, generalizaciones, formulación de hipótesis, respuesta a situaciones, etc.
En cuanto a la autoevaluación permite que el estudiante evidencie sus fracasos y sus éxitos,
su autorregulación.
Las evaluaciones de este nivel serán de respuestas simples, opción dicotómica, opción
múltiple, de correlación, preguntas calculadas, percepción y valoración de videos, entre
otros.
7.5 EVIDENCIA DE DESEMPEÑO.

Son pruebas en torno al manejo que el alumno hace de procedimientos y técnicas para
realizar un actividad o resolver un problema. Esta evidencia pone en acción recursos
cognitivos, recursos procedimentales y recursos afectivos; todo ello en una integración que
evidencia un saber hacer reflexivo; en tanto, se puede verbalizar lo que se hace,
fundamentar teóricamente la práctica y evidenciar un pensamiento estratégico, dado en la
observación en torno a cómo se actúa en situaciones impredecibles.
La evaluación de desempeño se evalúa ponderando cómo el estudiante aplica los
procedimientos y técnicas en el diseño del trabajo y su desarrollo sistemático.
7.6 EVIDENCIA DE PRODUCTO.

Están implicadas en las finalidades de la competencia, por tanto no es simplemente la
entrega del producto, sino que tiene que ver con el campo de acción y los requerimientos
del contexto de aplicación.
La evaluación de producto se evidencia en la entrega oportuna de sus trabajos parciales de

cada mes y el producto final.
Además se tendrá en cuenta la asistencia como componente del desempeño, el 30% de

inasistencia inhabilita el derecho a la evaluación. El ponderado es el siguiente: Teórico
Práctico 1, 35%; Teórico Práctico 2, 35% y el Trabajo Académico, 30%. El promedio final es
la suma de los ponderados.
VIII. BIBLIOGRAFÍA Y REFERENCIAS WEB
Bygrave, J. (2012) New Total English. Students’ Book – Starter. England: Pearson.
Mitchell, H. & Scott, J. American Channel (2012) Beginners Student’s Book. EEUU: mm publications.
University of Cambridge (2013) Advanced Learner’s Dictionary. United Kingdom: Cambridge

University Press.
Wipipedia (2017) Cinematography. Recuperado de https://en.wikipedia.org/wiki/

Cinematography.
Landecker, H. (2006). "Microcinematography and the History of Science and Film".

doi:10.1086/501105
Widescreen Journal (2011.) The film producer as a creative force.
Huacho, 03 de abril, 2017
_______________________________________
Docente del Curso
Huacho, Abril, 2017
_______________________________________
Docente del Curso
Family Relationships :
Male Female Relationship
Father Mother Parent
"Dad" "Mom" Parent
Son Daughter Child
Husband Wife Spouse
Brother Sister Sibling
Grandfather Grandmother Grandparent(s)
"Grandpa" "Grandma" Grandparent(s)
Grandson Granddaughter Grandchild(ren)
Uncle Aunt Parent's sibling
Nephew Niece Sibling's child(ren)
Cousin Cousin Aunt/Uncle's child(ren)
List of common English first names (male)
Adam Alan Andy Austin Ben Brad

Bruce Caleb Carl Chad Colin Cory
Craig David Dean Dennis Don Edward
Eric Ethan Felix Frank Gabriel Gary
Glen Greg Hayden Howard Ian Ivan
Jack Jared Jason Joe John Justin
Keith Karl Kevin Lane Lee Lionel
Luke Matt Mike Nathan Nick Oscar
Otto Patrick Phillip Quentin Raymond Rex
Robert Ron Roy Ryan Samuel Scott
Shawn Simon Steven Terry Timothy Troy
Victor Vincent Wayne William Zack Zane
List of common English first names (female)
Abby Adrianna Alice Ann Angie Barbara
Betty Britney Candice Cassie Christine Cindy
Dawn Debbie Diana Dixie Elaine Ellen
Emily Emma Fawn Freda Gina Gloria
Heather Heidi Holly Ida Ingrid Irene
Jane Janet Janice Jean Jill Joan
Jody Joy Judy Julie Karen Kathy
Kimberly Laura Lena Lisa Lori Maggie

Marla Mary May Michelle Monica Nancy
Naomi Nicole Olga Pamela Patty Paula
Peggy Phyllis Rachel Rebecca Rhonda Ruth
Sabrina Sally Sarah Shelly Sherry Tammy
Tina Tonya Tracy Veronica Vicky Wendy
EXPRESSIONS
Saying hello
Good morning/afternoon/evening.
Hello./Hi.
How are you?
(I'm) great. Thank you./Thanks.
(just) fine.
not bad.
OK.
Saying good-bye
Good-bye./Bye./Bye-bye.
Good night.
See you later/tomorrow.
Have a good evening/a nice day.
Thanks./You, too.
Introducing yourself
Hi. My name is . . .
I'm . . . .
It's nice to meet you, . . . .
Nice to meet you, too.
Exchanging personal information

What's your name?
I'm . . . ./My name is . . . .
What's your phone number?
It's . . . .
Checking and confirming information

What's your last name again?
It's . . . .
How do you spell . . . ?
Is that . . . ?
Yes, that's right./No, it's . . . .
Are you . . . ?
No, I'm not./Yes, I am.
Introducing someone
. . . , this is . . . .
Hi, . . . . It's nice to meet you.
Apologizing
I'm sorry.
Getting someone's attention

Excuse me.
Giving an opinion
I think . . . .
Plan of Intro Book
Listening/ Interchan
Title/Topi Functio Pronunci Writing/Re ge
cs ns Grammar ation ading Activity
Unit 1 Pages 2–7 Unit 1
It's nice Introduci Possessive Listening Writing a list "Directory
to meet ng adjectives my,your, his, her;the for the of assistance
yourself verb be:affirmative statements and spelling of telephone ": Calling
you. and contractions names; numbers the
friends; listening operator
Alphabet; saying for to find out
greetings hello and telephone phone
and good- numbers numbers
leave- bye;
takings; asking Pronunciat Pages IC-
names for ion of the 2 and IC-4
and titles names alphabet
of and and
address; phone numbers
numbers numbers 1–10
1–10 and
telephone
numbers
What's Naming Articles a, Listening Writing the "Find the
this? objects; an,and the; this/itand these/they;plurals; to find the location of difference
asking yes/no and wherequestions location of objects s":
for and withbe; prepositions of place an item Comparin
Possessio giving g two
ns, the Pronunciat rooms
classroom location ion of
objects, of an plural s
personal object Page IC-3
items,
and
locations
in a room
Where Talking The verb be:affirmative and negative Listening Writing "Class
are you about statements, yes/no questions, short for questions personaliti
geograp answers, and Wh-questions countries requesting es":
from? hical and personal Identifying
locations languages information classmate
Cities, ; asking ; listening s'
countries, for and to personalit
and giving description y traits
regions; informati s of
adjectives on about people Page IC-5
of places of
personalit origin, Syllabic
y; nationalit stress of
numbers y, native numbers;
to 100 languag blending
and age e, and with isand
age; are
describin
g people
I'm not Asking Possessive adjectives our, their, and Listening Writing "Celebrity
wearing about possessives of names; present for questions fashions":
and continuous affirmative and negative description about what Describing
boots! describin statements; isn'tand aren't;conjunctions s of people are celebrities'
g andand but; color adjectives before clothing wearing clothing
Clothing; clothing; nouns
colors; talking Sentence Pages IC-
seasons about stress and 6 and IC-7
of the the rhythm
year; weather;
weather finding
the
owner of
an item
Review of Units 1–4 Pages 26–27
What Asking Questions withwhat Listening Writing "Time
are you for and time; what+ doing and Wh-questions for the about what zones":
telling with the present continuous; time; people are Talking
doing? time; conjunction so listening to doing about
asking identify what
Times of about what "It's people are
the day, and people are Saturday! doing in
clock describin doing What Are different
time; daily g current You cities
activities, activities Question Doing?": around
Saturday intonation Reading the world
activities about
Saturday
activities Page IC-8
We live Asking Simple present statements with regular Listening Writing "Class
in the for and and irregular verbs; simple present to people about daily survey":
giving yes/no and Wh-questions; time describe schedules Finding
suburb informati expressions how they and habits out more
s. on about go to work about
where or school; "What's classmate
Places people listening Your s' daily
and live and for days ofSchedule schedules
transporta how they the week Like?": and habits
tion; go to Reading
family work or Pronunciat about daily Page IC-
relationshi school; ion of schedules 9
ps; daily talking third-
routines; about person
days of family singular s
the week member
s; talking
about
daily
routines
Does Asking Simple present short answers;how Listening Writing "Find the
the about many; there is, there are;there's to about a difference
and no, there isn't a, there are no, there description dream s":
apartm describin aren't any s of house Comparin
ent g houses g two
have a homes; and "Two apartment
view? saying apartment Special s
what s; listening
Houses in
Houses furniture to people the Page IC-
and is in a shop for American 10
apartment room furniture Southwest":
s; rooms; Reading
furniture Pronunciat about
ion ofth unique
houses
What Asking Simple present Wh-questions Listening Writing "The
do you for and with do;placement of adjectives before to people about jobs perfect
giving nouns; descriptive adjectives for describe job":
do? informati occupations their jobs "What Do Figuring
on about You Do, out what
Occupatio work; Reduction Exactly?": job is right
ns and giving of doand d Reading for you
workplace opinions oes about
s about people's Page IC-
jobs occupations 11
Broccol Talking Countable and uncountable Listening Writing "Eating
i is about nouns; someand any;adverbs of for questions habits":
foods frequency:always, usually, often, people's about Taking a
good that are sometimes, seldom, never food personal survey
for you. good or preference eating about
bad for s habits foods you
Food you, eat
Pyramid: food Sentence "Eating for
basic likes and stress Good Luck": Page IC-
foods; dislikes, Reading 12
desserts; and about foods
meals eating that people
habits; eat for good
talking luck
about
food
items
you
need
You Talking Simple present Wh-questions;can for Listening Writing Wh- "Hidden
can about ability for questions talents":
sports people's about Learning
play you like favorite sports about your
basebal and sports; classmate
l really dislike; listening to
"Race the s' special
well. talking people U.S.!": talents
about describe Reading
Sports; talents their about Page IC-
talents and talents unusual 13
and abilities races in the
abilities Pronunciat U.S.
ion
ofcan and
can't
What Saying The future withbe going to: Wh-questions Listening Writing "Celebrati
are you dates; withbe going to;future time expressions to people about ons":
asking talk about weekend Talking
going about evening plans about how
to do? birthdays plans people
; asking "What Are celebrate
Months for and Pronunciat You Going special
and giving ion to Do on events
dates; informati ofgoing to Your
birthdays, on about Birthday?":
holidays, future Reading Page IC-
and plans, about 14
celebratio holidays, birthday
ns and customs in
celebrati different
ons places
What's Talking Have + noun;feel + adjective; affirmative Listening Writing "Helpful
the about and negative imperatives to people advice for advice":
illnesses talk about improving Giving
matter? and health your health advice for
health problems; some
Parts of problem listening "10 Simple common
the body; s; giving for Ways to problems
health advice; medication Improve
problems giving s and Your Page IC-
and instructio instruction Health": 15
advice; ns s Reading
medicatio about
ns Sentence healthy
stress habits
You Talking Prepositions of place: on, on the corner Listening Writing "Direction
can't about of, across from, next to, between; giving to people directions s": Finding
shopping directions with imperatives talk about your way
miss it. ; asking shopping; "A Walk up around a
for and listening to Fifth neighborh
Stores giving directions Avenue": ood
and locations Reading
things you and Intonation about New Pages IC-
can buy; direction for York City 16 and IC-
locations s checking landmarks 18
in a city; informatio
tourist n
attraction
s
Did you Asking Simple past statements with regular and Listening Writing "Past and
have a for and irregular verbs; simple past yes/no to people about present":
giving questions and short answers talk about weekend Comparin
good informati their past activities in g your
weeken on about weekend the recent classmate
d? activities activities past s' present
in the lives with
recent Pronunciat "The their
Weekend past ion of Changing childhood
s: regular Weekend": s
househol simple Reading a
d chores past verb short history Page IC-
and endings: of the U.S. 17
leisure /t/, /d/, /Id/ weekend
activities
Where Asking Statements and questions with the past Listening Writing Wh- "Time
were for and of be;Wh-questions with did, for place questions line":
giving was,and were and date about Mapping
you informati of birth artists' lives out
born? on about important
date and Pronunciat "Three events in
Biographi place of ion of Famous your life
cal birth, negative Artists":
informatio school contractio Reading Page IC-
n; years; experien ns about 20
school ces, and Hiroshige,
subjects the Frida Kahlo,
recent and
past Alexander
Calder
Please Making Object pronouns; verb +to + verb; would Listening Writing "Let's
leave phone to people about things make a
calls; make you want to date!":
us a leaving phone do Making a
messag phone calls; date
e. message listening "Free
s; for Activities Pages IC-
Telephon inviting informatio This 19 and IC-
e calls people n in Weekend": 21
and and telephone Reading
invitations acceptin messages notices
; going g and about
out with declining Pronunciat events
friends invitation ion ofwant
s; to andhav
making e to
excuses
Plan of Book 2
Intercha
Title/To Functi Listening/ Writing/R nge
pics ons Grammar Pronunciation eading Activity
A time Introdu Past tense;used to for habitual actions Listening to Writing an "Class
to cing people talk autobiogr profile":
yourself about their past; aphy Finding
remem ; talking listening for out
ber about personal "Joan about a
yourself information Chen": classmat
People; ; Reading e's
childhoo exchan Reduced form about an childhoo
d; ging ofused to actress's d
reminisc person career
ences al Page IC-
informa 2
tion;
remem
bering
your
childho
od;
asking
about
someon
e's
childho
od
Caugh Talking Adverbs of quantity with countable and Listening to a Writing a "Making
t in the about uncountable nouns: too many, too description of a descriptio the city
transpo much,not transportation n of a better":
rush rtation enough,more, fewer,less; indirect system; city's Suggesti
and questions from Wh-questions listening for transporta ng ways
Transpor transpo incorrect tion to
tation; rtation information; services improve
transport proble listening to a city
ation ms; people ask for "Stuck in
problems evaluati information
; city ng city an
services service Question airport?: Page IC-
s; intonation in What to 3
asking Wh-questions do . . .":
for and and indirect Reading
giving questions about
informa ways to
tion spend
time in an
airport
Time Describ Evaluations and comparisons with Listening to Writing "Wishful
for a ing adjectives:not . . . enough,too, not as . . . descriptions of about a thinking":
positive as, as . . . as;evaluations and apartments for wish Finding
chang and comparisons with nouns: not enough rent; listening to out
e! negativ . . ., as many . . . as;wish comparisons; "Dreams about
e listening to Can classmat
Houses feature people talk Come es'
and s; about lifestyle True": wishes
apartme making changes Reading
nts; compari about Page IC-
lifestyle sons; Sentence stress people 4
changes; talking who
wishes about changed
lifestyle their
change lifestyles
s;
express
ing
wishes
I've Talking Simple past vs. present perfect; Listening to Writing a "Risky
never about sequence adverbs: first,then, next, after descriptions of recipe business
food; that, finally foods; listening ":
heard express to recipes Collectin
"Eating
of that! ing for g
likes Reduced forms Energy": personal
Food; and of did Reading informati
recipes; dislikes; you andhave about on from
instructio describi you how food classmat
ns; ng a affects es
cooking favorite physical
methods snack; and Page IC-
giving mental 5
instructi performa
ons nce
Intercha
Going Describ Future with be going to and will;modals Listening for Writing "Fun
Places ing for necessity and suggestion:(don't) have descriptions of about a vacation
vacatio to,must, need to,had better, ought vacation plans; vacation s":
n plans; to, should listening to Deciding
Travel; giving travel advice on a trip
vacation "Getting
travel More for
s; plans advice; Reduced forms Less Pages
plannin of ought When IC-6 and
ga to andhave to You IC-8
vacatio Travel":
n Reading
about
how to
save
money on
travel
arrangem
ents
Sure. Making Two-part verbs;will for responding to Listening to Writing a "That's
No request requests; requests with modals requests; persuasiv no
s; andWould you mind . . .? listening to e letter excuse!":
Proble accepti complaints, Apologizi
m! ng and excuses, and "Summer ng and
refusing apologies in the making
Complai request Country": excuses
nts; s; Stress with two- Reading
househol complai part verbs about the Page IC-
d chores; ning; Fresh Air 7
requests; apologi Fund
excuses; zing;
apologie giving
s excuse
s
What's Describ Infinitives and gerunds; infinitive Listening to Writing "Good
this ing complements people describe advice Advice":
technol how to use about a Giving
for? ogy; technology; useful advice to
giving listening to item classmat
Technolo instructi advice es
gy; ons; "A Day in
instructio giving Syllable stress Your Pages
ns advice Life – In IC-9 and
the Year IC-10
2020":
Reading
about life
in the
future
Let's Describ Relative clauses of time; adverbial Listening to Writing "Once in
celebr ing clauses of time:before, when,after descriptions of about a a blue
holiday special days holiday ormoon":
ate! s, and customs festival Finding
festival out how
Holidays; s, Stress and "Unusual classmat
festivals; custom rhythm Customs" es
customs; s, and : Reading celebrate
celebrati special about special
ons events holidays days
and
unusual Page IC-
customs 11
Intercha
Back Talking Time contrasts; conditional sentences Listening to Writing "Conside
to the about with ifclauses people talk about r the
change; about changes; future consequ
future compari listening to hopes ences":
ng time possible Agreeing
Life in periods; solutions to a "Are You and
the past, describi problem in Love?": disagreei
present, ng Reading ng with
and possibili Intonation about the classmat
future; ties signs of es
changes being in
and love Page IC-
contrasts 12
;
consequ
ences
I don't Describ Gerunds; short responses; clauses Listening for job Writing a "Dream
like ing withbecause requirements; personalit job":
abilities listening to y Hiring an
workin and people talk descriptio employe
g on skills; about their n e
weeke talking interests;
nds! about listening to "Find the Pages
job personality traits Job IC-13
Abilities prefere That's and IC-
and nces; Final t in not,do Right for 14
skills; job describi n't, and can't You!":
preferen ng Reading
ces; person about
ality how to
personali traits find the
ty traits; perfect
careers job
It's Talking Passive with by(simple past); passive Listening to Writing "Traveler
really about withoutby (simple present) descriptions of about a 's
landma monuments; country profile":
worth rks and listening for Finding
seeing monum information "Seven out
! ents; about a country Modern about
describi Wonders classmat
Landmar ng Linked sounds of the es' travel
ks and countrie World": habits
monume s; Reading
nts; discussi about the Page IC-
aspects ng facts modern 15
of wonders
countries of the
; world world
knowled
ge
It's Asking Past continuous vs. simple past; present Listening to Writing a "Life is
been a about perfect continuous people talk biography like a
someon about events in game!":
long e's their careers; Finding
"Child
time! past; listening for Prodigies out
describi information ": about
Informati ng about Reading classmat
on about recent someone's about es' lives
someone experie recent past child
's past; nces prodigies Page IC-
recent Contrastive 16
past stress
events
Intercha
A Describ Participles as adjectives; relative clauses Listening for Writing a "At the
terrific ing opinions; movie movies":
movies listening to a review Asking
book, and movie review classmat
but a books; "Star es'
terrible talking Word and Wars": opinions
movie! about sentence stress Reading about
actors three movies
and movie and
actress reviews actors
Entertain es;
ment; asking Page IC-
movies for and 17
and giving
books; reaction
reactions s and
and opinion
opinions s

So Interpre Modals and Listening to Writing an "What's
that's ting adverbs: might,may, could,must, maybe, people interpret interpretat going
body perhaps,probably;permission, obligation, meanings; ion of a on?":
what it languag and prohibition listening to proverb Interpreti
means e; people talk ng body
! explaini about the "Body language
ng meanings of Language
Nonverb gesture signs : What Page IC-
al s and Does It 18
communi meanin Emphatic stress Say?":
cation; gs; Reading
gestures describi about
and ng body
meaning emotion language
s; s;
emotions explaini
; ng
proverbs proverb
; signs s;
and asking
meaning about
s; signs
drawing and
conclusi meanin
ons gs

What Specul Unreal conditional sentences Listening to Writing a "Do the
would ating with ifclauses; past modals people talk letter right
about about asking for thing!":
you past predicaments; advice Deciding
do? and listening to what to
future advice and "Ask do in a
Money; events; suggestions Alice": difficult
hopes; describi Reading situation
predicam ng a Reduced form an advice
ents; predica ofhave column Page IC-
speculati ment; 20
ons giving
advice
and
suggest
ions
What's Reporti Reported speech: requests; reported Listening for Writing "Excuses
your ng what speech excuses; telephone ,
people receiving message excuses"
excuse say; telephone s : Making
? making messages up
request "The excuses
Request s; Reduced forms Truth
s; making of had, would,a About Pages
excuses; invitatio nd was Lying": IC-19
invitation ns and Reading and IC-
s; "white excuse about 21
lies" s "white
lies"
Plan of Book 1
Listening/ Writing/Rea Interchang
Title/Topics Functions Grammar Pronunciation ding e Activity
Please call Introducing Wh-questions and Recognizing Writing “Getting to
me Chuck. yourself; statements formal and questions know you”:
introducing with be; yes/no questions informal requesting Collecting
someone; and short answers names; personal personal
Introductions checking with be;contractions; listening for information information
and greetings; information; subject pronouns; personal from
names and asking possessive adjectives information
titles; countries about “Meeting and classmates
and Greeting
someone; Intonation of Customs”: Page IC-2
nationalities exchanging clarification Reading
personal questions about
information greeting
customs
How do you Describing Simple present Wh- Listening to Writing a “Common
spend your work and questions and statements; descriptions of description of ground”:
school; time expressions: at, in, jobs and daily an Finding
day? asking for on, around, until, before, schedules occupation similarities
and giving after, early, andlate in
Occupations, opinions; Unstressed “The Daily classmates
workplaces, talking words Grind”: ’ daily
and school; about daily Reading schedules
daily schedules about
schedules;
clock time students with
part-time Page IC-3
work

How much Talking Demonstratives:this, that, Listening to Writing a “Swap
is it? about these, those; people comparison meet”:
prices; one andones; questions:h shopping; of prices in Buying and
giving ow listening for different selling
Spending opinions; much andwhich;comparis items, prices, countries things
habits, talking ons with adjectives and opinions
shopping, and about
prices; clothing preferences “Shop Till Pages IC-4
and personal Linked sounds You Drop”: and IC-5
; making Reading
items; colors comparison
and materials s; buying about
different
and selling kinds of
things shopping
Do you like Talking Simple present yes/no Identifying Writing “What an
jazz? about likes and Wh-questions musical styles; invitations invitation!
and withdo; question:what listening for and excuses What an
dislikes; kind; object pronouns; likes and excuse!”:
Music, movies, giving modal verb would; verb dislikes;
TV programs; opinions; “The Sound Making up
+ to + verb listening to of Music”: unusual
entertainers; making invitations invitations
invitations and invitations Reading
about and
excuses; dates and excuses
and times Question musicians
excuses intonation from around
the world Page IC-6

Tell me Talking Present continuous yes/no Listening for Writing a “Family
about your about and Wh-questions, family description of facts”:
families and statements, and short relationships; family life Finding out
family. family answers; determiners: all, listening to information
members; nearly all, most, many, a information “The about
Families and exchanging lot of, some, not many, a about families Changing classmates
family life information few, and few and family life Family”: ’ families
about the Reading and family
present; Blending about an members
describing withdoes American
family life family Page IC-7
How often Asking Adverbs of Listening to Writing a “Fitness
do you about and frequency:always, almost people talk description of quiz”:
describing always, usually, often, about free-time favorite Interviewin
exercise? routines sometimes, seldom, activities; activities g about
and hardly ever, almost never, listening to fitness
Sports and exercise; never;questions withhow: routines; “Smart habits
exercise; talking how often, how much listening to Moves”:
routines about time, how long, how well, descriptions of Reading Page IC-8
frequency; how good;short answers sports about fitness
talking participation for the brain
about
abilities Sentence
stress
We had a Talking Past tense yes/no and Listening to Writing a “Vacation
great time! about past Wh-questions, descriptions postcard photos”:
events; statements, and short and opinions of Telling a
giving answers with regular and past events “Vacation story using
Free-time and opinions irregular verbs; past tense and vacations pictures
weekend Postcards”:
about past of be Reading
activities; experience
vacations Reduced forms about Pages IC-9
s; talking of did you different and IC-10
about kinds of
vacations vacations
How do you Asking There is/there are; one, Listening for Writing a “Neighborh
like the about and any, some;prepositions of locations of description of ood
describing place; questions: how places; a home survey”:
neighborho locations of much and how listening to Comparing
od? places; many; countable and descriptions of “City two
asking uncountable nouns places in Scenes”: neighborho
Stores and about and neighborhoods Reading ods
places in a describing about
city; neighborho Reduced forms neighborhoo Page IC-11
neighborhoods ods; asking of there d life in cities
; houses and about is andthere are around the
apartments quantities world

What does Asking Questions for describing Listening to Writing a “Find the
he look about and people: What . . . look like, descriptions of description of differences
describing how old, what color, how people; someone ”:
like? people’s long, how tall;modifiers identifying Comparing
appearance with participles and people “Hip-Hop two
Appearance ; identifying prepositions Fashions”: pictures of
and dress; people Contrastive Reading a party
clothing and
clothing styles; stress about
people clothing Pages IC-
styles 12 and IC-
14
Have you Describing Present perfect yes/no Listening for Writing a “Lifestyles
ever ridden past questions and statements; time and place description of survey”:
experience regular and irregular past of an event; an unusual Finding out
a camel? s; making participles;already and yet listening to activity about a
plans; ;present perfect and past descriptions of classmate’
Past exchanging tense contrast events “Taking the s lifestyle
experiences; information Risk”:
unusual events about past Pronunciation Reading Page IC-13
experience of have about
s and unusual or
events dangerous
sports
It’s a very Asking Adverbs and adjectives; Listening to Writing a “City
exciting about and conjunctions:and, but, descriptions of description of guide”:
describing however, andthough; mod cities and an Creating a
city! cities; al verbs can andshould hometowns; interesting city guide
asking for listening for city
Cities; and giving incorrect Page IC-15
hometowns; suggestions information “Famous
countries ; talking Cities”:
about travel Pronunciation Reading
and tourism ofcan’t andsho about cities
uldn’t around the
world
It really Talking Infinitive complements; Listening to Writing about “Talk
works! about modal verbscan, advice; a home radio”:
health could, andmay for listening to remedy Giving
problems; requests requests in a advice to
Health asking for drugstore callers on a
problems; "Grandma
and giving Knows radio
medications advice; program
and remedies Reduced form Best!”:
making ofto Reading
requests; about home Page IC-16
asking for remedies
and giving
suggestions

May I take Expressing So, neither, Listening to Writing a “Are you
your order, likes and too,and either;modal people make restaurant ready to
dislikes; verbswould and willfor dinner plans; review order?”:
please? agreeing requests listening to Ordering a
and restaurant “To Tip or meal in a
Food and disagreeing orders Not to Tip?”: restaurant
restaurants ; ordering a Reading
meal Stress in about tipping Pages IC-
responses customs 17 and IC-
18
The biggest Describing Comparative and Listening to a Writing about “How much
and the countries; superlative of adjectives; TV game an do you
making questions withhow: how show; listening interesting or know?”:
best! comparison far, how big, how high, for information beautiful Taking a
s; how deep, how long, how about a country place quiz on
World expressing hot, and how cold general
geography; opinions; Intonation in “Things You knowledge
countries; the talking questions of Can Do to
environment about choice Help the Page IC-19
distance Environment”
and : Reading
measureme about the
nts environment
I’m going to Talking Future with present Listening for Writing a “What are
see a about continuous andbe going information request to you going
plans; to;messages about give a to do?”:
musical. making withtell and ask invitations; message Finding out
invitations; receiving about
Invitations; accepting telephone “Ways to classmates
leisure-time and messages Keep Phone ’ weekend
activities; refusing Calls Short”: plans
telephone invitations; Reduced forms Reading
messages giving of could about Page IC-20
reasons; you andwould telephone
taking and you manners
leaving
messages
A change Exchanging Describing changes with Listening to Writing about “Unfold
for the personal the present tense, the descriptions of future plans your
information; comparative, the past changes; future!”:
better! describing tense, and the present listening to “The Future Planning a
changes; perfect; verb + infinitive hopes for the Looks possible
Life changes; talking future Bright”: future
plans and about plans Reading
hopes for the for the Reduced form about the Page IC-21
future future ofto plans of
three
successful
students
Plan of Book 3
Listening/
Pronunciati Writing/Read Interchang
Title/Topics Functions Grammar on ing e Activity
That's what Describing Relative pronouns as Listening for Writing about "Personalit
friends are personalities; subjects and objects; opinions; a best friend y types":
expressing clauses listening to Interviewin
for! likes and containing it with descriptions ga
"Friends
dislikes; adverbial clauses of people; Again – classmate
Personality types expressing making Forever!": to find out
and qualities; agreement inferences Reading a about
relationships; and narrative personality
"turn ons and disagreemen Emphatic about
turn offs" t; stress friendship Page IC-2
complaining
Career Giving Gerund phrases as Listening to Writing about "The best
moves opinions subjects and objects; descriptions career and the
about jobs; comparisons with- of jobs; advantages worst":
describing er / more / less listening for and Finding out
Unusual and and than and as . . . as likes and disadvantage about
exceptional jobs; comparing dislikes s classmates
job skills; jobs ' summer
summer jobs
Sentence "Strategies for or part-time
stress Keeping Your jobs
Job": Reading
advice about Page IC-3
behavior in
the workplace
Could you do Making Requests with modals Listening to Writing a note "Borrowers
me a favor? requests; and ifclauses; indirect requests; asking for a and
accepting requests listening to favor lenders":
and declining someone Playing a
Favors; informal requests; talk about
and formal "Yes or No?": game
leaving plans Reading about
requests; messages
messages about cultural borrowing
Blended misunderstan and lending
consonants dings
Page IC-4
What a story! Describing Past continuous and Listening to Writing a "A double
past events; simple past; past perfect news newspaper ending":
The media; news narrating a broadcasts; story Completing
stories; story listening to a a story with
exceptional narrative "Strange but two
events about a past True": different
event; Reading endings
making up tabloid news
stories stories Pages IC-5
and IC-6
Intonation in
complex
sentences
Listening/
Crossing Expressing Noun phrases Listening for Writing advice "Culture
cultures emotions; containing relative information for a visitor to clash":
describing clauses; about living your country Comparing
expectations; expectations: (not) abroad; customs in
Cultural talking about supposed to,expected listening to different
comparisons and customs; "Culture
to, the custom to, (not) descriptions Check" countries
culture shock; giving advice acceptable to of and
customs; tourism Reading and
opinions completing a Page IC-7
and travel about
abroad questionnaire
customs
Stress with
key words
What's Describing Describing problems Listening to Writing a "Fixer-
wrong with problems; with past participles as people letter of upper":
making adjectives, verbs, and exchanging complaint Comparing
it? complaints; nouns; needwith things in a problems in
explaining passive infinitives and store; "Consumer two
Consumer something gerunds listening to Affairs": pictures of
complaints; that needs to complaints; Reading a home
everyday be done listening to about how to
problems; repair people complain to a Pages IC-8
household describing business and IC-9
appliances; their jobs
repairs
Contrastive
stress
The world we Identifying Passive in the present Listening to Writing about
"Communit
live in and continuous and present people talk local issuesy planner":
describing perfect; prepositions of about and offeringSolving
problems; cause; infinitive clauses problems, solutions some
The environment offering and phrases solutions, small-scale
and world issues solutions and "The Threat to environme
accomplishm Kiribati: ntal
ents Reading problems
about an
Reduction of island that is Page IC-10
auxiliary sinking into
verbs the sea
Learning to Asking about Would rather andwould Listening to Writing a how- "Learning
learn preferences; prefer; by + gerund for descriptions to paper curves":
talking about manner of school Finding out
learning courses; "Learning what your
Education; methods; listening to classmates
learner choices; Styles":
talking about advice; Reading want to
ways to improve personal listening for
learning; about different learn about
qualities and modes of
personal comparing
qualities learning Page IC-11
ways of
learning
Intonation in
questions of
choice
Listening/
Self- Talking Have or get something Listening to Writing a "Keeping
improvement about things done (active and predictions letter of up
you need to passive); suggestions about the advice appearanc
have done; with gerunds, infinitives, future; es": Giving
Unusual asking for base-form verbs, and making advice
services; "How to
and giving negative questions inferences; Improve Your about
recommendation advice or listening for teenage
s; self- Memory":
suggestions reasons; Reading problems
improvement choosing the about
best techniques to Page IC-12
suggestions improve your
memory
Sentence
stress in
active and
passive Wh-
questions
The past and Talking Referring to time in the Listening to Writing a "History
the future about past with adverbs and historical biography buff":
historical prepositions:during, in, a facts; Taking a
events; go,from . . . listening for "The Global history quiz
Historic events giving to, for,since; describing opinions
and people; Village":
opinions future time withwill, be about public Reading Pages IC-
biography; the about the going to,future figures;
future about political 13 and IC-
future continuous, and future listening to and 14
perfect predictions technological
changes
Syllable
stress
Life's little Describing Time clauses:after, as Listening to Writing about "If only
lessons yourself in soon as,before, by the descriptions turning points . . . .":
the past; time, once, the of important Imagining
describing moment, until;describing events; "If You Could different
Milestones and regrets about regrets about the past listening to possibilities
turning points; Do It All
the past; with should have+ past regrets and Again": for yourself
behavior; regrets describing participle and if clauses explanations Reading
hypothetical + past perfect about three Page IC-15
situations Reduced people's life
forms choices
of have and
been
The right Describing Infinitive clauses and Listening to Writing about "A picture's
stuff the purpose phrases of purpose: in a description how to worth . . .":
of order to, in order of a successfully Talking
something; for;describing features business; sell something about how
Success; describing with noun phrases; listening for advertisem
business; qualities for giving reasons reasons; ents work
advertising "The Wrong
success; withbecause, because listening to Stuff":
describing of, the reason radio Reading Pages IC-
features; commercials about 16 and IC-
giving advertising fai 17
reasons; Reduced lures
talking about forms of
ads small words
Listening/
That's a Offering Past modals for degrees Listening to Writing about "Photo
possibility. explanations; of certainty: must explanations; an awkward plays":
drawing have, may have,could choosing the situation Drawing
conclusions; have, might have; past best conclusion
Common describing modals for opinions and suggestions "The Blue s about
mysteries and hypothetical advice: should Lights of unexplaine
unexplained events have, would have,could Reduced Silver Cliff": d events
events; points of have forms in past Reading a
view; modals ghost story Page IC-18
predicaments
Behind the Describing The passive to describe Listening to Writing about "Who
scenes how process with be and someone how makes it
something is modals; defining and describe something is happen?":
done, used, non-defining relative working in done Figuring
How a movie is or made; clauses the movies; out who
made; describing listening to makes
processes; the "Coming
careers in an interview Soon to a different
media and the media businesses
entertainment Theater Near
and Stress in You!": work
industries entertainmen compound Reading
t industries nouns about special Page IC-19
effects in the
movies
There should Making a Recommendations with Listening for Writing an "Setting the
be a law! recommenda passive modals: ought solutions to opinion paper rules":
tion; giving to be, should be, has everyday Making up
and got to be, must be; tag annoyances; "Habitat for your own
Opinions; acknowledgi questions listening for rules
problems; social ng opinions; Humanity":
issues and Reading
and controversial asking for opinions
issues about a Page IC-20
and giving socially
reasons; Intonation in responsible
agreeing and tag organization
disagreeing questions
Challenges Describing Complex noun phrases Listening to Writing about "Viewpoint
and challenges, with gerunds; tense descriptions accomplishme s:" Taking
frustrations, review: present perfect, of challenges nts and goals a survey
accomplishm and rewards; simple past, future and rewards; about
ents talking about perfect and would like to listening to "Adam Ezra volunteerin
the past and have + past participle future plans Cohen: g
Challenges; the future Westinghouse
accomplishments Consonant Winner": Page IC-21
; assessing your blends Reading
life about a young
prize-winning
scientist
Classmate's name
This activity is designed to be taught with Exercise 3, "Grammar

Focus: my, your, his, her."
Time: 5–10 minutes. This activity provides additional controlled practice of

grammar.
 Write this question and answer on the board:
A: What's ________ name?

B: ________ name is ________.
 Students work in pairs and take turns. Student A indicates another

student in the class and asks the question. Student B supplies the
name of the classmate Student A indicated.
 If Student B does not know the name of a student, Student B can
say "I don't know" or shake his/her head. Student A can supply the
name, if possible.
 Pairs should write down the names they ask about. If neither student
knows the name of a classmate, they leave a blank on their paper.
 At the end of the activity, allow pairs of students to approach any
classmates they did not know the names of and find out.
Scrambled letters
This activity is designed to be taught with Exercise 6, "What's This Called?"
Time: 5–10 minutes. This type of activity can be used with any unit
for a fun review. This puzzle reviews vocabulary and spelling from Unit
1. All of the words in the puzzle come from Exercises 6 (Saying Hello) and
11 (Saying Good-bye).
 Copy this on the board:
nief f __ __ __
realt l __ __ __ __
lohel h __ __ __ __
gtihn n __ __ __ __
skanth t __ __ __ __ __
neeving e __ __ __ __ __ __
orgminn m __ __ __ __ __ __
rotormow t __ __ __ __ __ __ __
gdoo–ybe g __ __ __ __ __ __ __
foronanet a __ __ __ __ __ __ __ __

 Have students work in pairs to unscramble the words.
 Check answers on the board with the whole class. Make sure
students have spelled the words correctly.
Answers
fine thanks good-bye
later evening afternoon
hello morning
night tomorrow
SNAPSHOT
Q: What is a Snapshot for?

A: A Snapshot contains interesting, real-world information that
introduces the topic of a unit or cycle. It also builds receptive
and productive vocabulary. Follow-up questions encourage
discussion of the Snapshot material and personalize the topic.
Q: How long does it take to teach a Snapshot?

A: It takes about 10 to 20 minutes to teach a Snapshot.
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WORD POWER
Q: How should I review vocabulary learned in the Word Power

activity?
A: There are several ways to review vocabulary learned in the
Word Power Unit:
 Use exercises in the Workbook.

 Use the Unit Summary at the back of the Student's
Book.
 Begin a class with a five-minute review.
Q: Is the vocabulary in Word Power for productive use?

A: Yes, absolutely. Students will be using these words again
and again throughout the unit.
Q: How many additional words should be taught?

A: Try to gauge your students' level of readiness for new
vocabulary by paying attention to their use of current
vocabulary. As a rule of thumb, it is better to teach a small
amount of new vocabulary and make sure your students learn
it well than to teach many new vocabulary words that your
students might not be able to grasp.
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CONVERSATION
Q: What is the Conversation activity for?

A: The Conversation activity introduces a new function or
grammar in each cycle. It presents the grammar in a
communicative and situational context. The Conversation also
serves as a good model for conversational expressions as well
as providing a listening task.
Q: Why is Conversation before Grammar Focus?

A: The Conversation activity introduces a new grammatical
structure in context. By showing students how the new
grammar item is used and what it means, students are better
able to understand the rules of the structure when they reach
the Grammar Focus.
Q: How can I prevent students from simply "reading" the dialog

aloud while practicing with a partner?
A: There are several techniques:
 "Look up and say" technique: A student looks at the line

of the dialog that he or she needs to say next, and then
looks up and says the line while maintaining eye contact
with a partner. This encourages students to avoid a
"reading-like" pronunciation and intonation when
practicing Conversation exercises together.
 Seat students across from one another.
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GRAMMAR FOCUS
Q: Where can I find more controlled grammar practice

exercises for my student?
A: New Interchange offers controlled practice of new
grammar items in a number of places:
 Workbook
 Games and optional activities in the back of the
Teacher's Edition
 Lab cassettes
 CD-ROM
 Video Activity Book
Note that the Writing activity in the Student's Book also

provides further grammar practice.
Q: Is it necessary to add supplementary grammar exercises?

A: Students generally do not learn grammar by studying rules
and doing lots of mechanical exercises. It is better to move on
to the Fluency Activities and have the students apply the new
structure in a communicative situation. However, if students
have major problems during the Fluency Activities, you might
need to give them some more controlled practice.
Q: Why aren't the grammar rules written down in the Grammar

Focus summary box in the Student's Book?
A: The rules are generally written on the teacher's page in the
Teacher's Edition instead of in the Student's Book. This gives
the teacher the freedom and the flexibility to teach rules either
inductively or deductively.
Q: How important is accuracy at this stage?

A: Accuracy is very important at this stage. Students need to
understand a grammar rule in order to deal effectively with the
Fluency Activities.
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PRONUNCIATION
Q: Are the models in the Pronunciation exercises written in

North American English?
A: The models are written in North American English.
However,New Interchange reflects the fact that English is the
major language of international communication and is not
limited to any one country, region, or culture.
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FLUENCY ACTIVITIES
Q: What are the Fluency Activities (also known as Pair Work,

Group Work, Role Play) for?
A: A Fluency Activity gives students the opportunity to put the
new grammar and function into practice. Students also try out
conversational skills, such as the abilities to open and close
conversations, introduce and develop topics, request
clarification, and take turns in conversation.
Q: What is the teacher's role in a Fluency Activity?

A: The teacher's role changes as the activity progresses:
 Before the activity: The teacher gives clear

instructions, models the task, and sets the activity up so
that students can work in pairs or groups using their
own language resources.
 During the activity: The teacher monitors, helping
students where necessary but taking care not to
interrupt the students' flow. If possible, the teacher
should take a note of errors made during the activity.
 After the activity: The teacher provides feedback,
including praise, and deals with any important errors.
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LISTENING
Q: How much should I expect the students to understand?

A: Students do not have to understand everything that appears
on the audio program, but they should have general
comprehension of the situation and know key vocabulary that
is essential for the task.
Q: How many times should the audio program be played?

A: Play the audio program until students are able to complete
the task you have outlined for them. You may find it useful to
break the listening up into shorter segments as you play the
audio program a second and third time.
Q: How can I help students to better understand Listening

exercises?
A: During Listening exercises, it is important to remind
students that in most listening situations, the aim is not to
understand every detail but to extract the main ideas or
information. When you present an exercise, it is also important
to prepare students for the task through pre-listening activities.
These include asking questions about the topic, asking students
to make predictions, and making use of the context provided
by the pictures and the situation.
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INTERCHANGE ACTIVITIES
Q: What is the Interchange Activity for?

A: The Interchange Activity is the consummation of the whole
unit. Students have a chance to put into practice the
vocabulary, functions, and grammar they have learned during
the unit, as well as to improve their speaking skills. The
teacher has the chance to see how well students have grasped
the language learned during the unit.
Q: How important is accuracy at this stage?

A: Accuracy is important during an Interchange Activity. But
just as important, if not more so, is fluency. Try not to
interrupt your students while they are speaking in pairs and
groups so as not to stop the flow. Instead, make a note of
errors made during the activity and deal with these after the
activity is completed.
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WRITING
Q: What is "process writing"?

A: In order to improve your students' level of writing, you
could take them through the "process" of writing. First, have
them brainstorm what they are going to write about. Then
have them write a first draft, concentrating on the content at
this point, not grammar or spelling. Eventually, students revise
their work, paying special attention to the language and write a
final draft for the teacher.
Q: Do the Writing activities have to be done in class?

A: The best time to do a Writing activity is in class. However, if
time is an issue, have students begin Writing activities in class
and complete them at home. The work should then be followed
up in class so that students can benefit from peer feedback.
Q: How can I stop my students copying the model?

A: There are several ways to prevent this from happening. For
example:
 Do a model on the board with the students.

 Direct students to other parts of the unit where they can
find additional information to put in their compositions.
 Have students close their books after a brief time limit.
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READING
Q: What reading skills do students practice in New
Interchange?
A: Students practice a number of reading skills in New
Interchange: how to skim, scan, read for inference, and read
for detail. They will also learn how to guess the meaning of
new words from context. The purpose of each Reading activity
is different, so it is important to look in the Teacher's Edition to
find out what skill your students will be practicing.
Q: How much of the text should I expect students to

understand?
A: Total comprehension of the text usually is not the goal. It is
more important that students use the strategies outlined in the
Teacher's Edition (for example, skimming and scanning.)
sombrero- Hat (jat)
Gorra – Cap (cap)
Bufanda – Scarf (scaarf)
Corbata – Tie (tai)
Pajarita – Bowtie (boutai)
Chaleco – Vest (vest)
Chaqueta – Jacket (yáket)
Sudadera – Sweatshirt (suet shert)
Americana – Blazer (bleiser)
Jersey – Jersey (yersi)
Camisa – Shirt (shert)
Camiseta – T-shirt (tishert)
Camiseta interior – Tank (tank)
Sujetador – Bra (bra)
Cinturón – Belt (belt)
Pantalón – Trousers, Pants (trausers , pants)
Pantalon corto – Shorts (shorts)
Vaqueros – Jeans (yiins)
Falda – Skirt (skert)
Vestido – Dress (dres)
Calzoncillos – underpants, knickers (anderpants, nikers)
Bragas – Panties (pantis)
Tanga – Thong (zong)
Calcetines – Socks (socs)
Medias – Tights (taits)
Zapatillas – Trainers (treiners)
Zapatos – Shoes (shuus)
Zapatillas de andar por casa – Slippers (slipers)
Tacones – Heels (gils)
Sandalias – Sandals (sandols)
Chanclas – Flip Flops (flipflops)
MY FAMILY TREE
POSSESSIVE ADJECTIVES
WE USE THE POSSESSIVE ADJECTIVES MY, YOUR, HIS, HER, ITS, OUR AND THEIR BEFORE A
NOUN TO SHOW POSSESSION, GO BEFORE NOUNS TO INDICATE OWNERSHIP
EXAMPLE: LUCIA IS MY SISTER
THIS IS HIS FRIEND
HER NAME IS ROSE
IS YOUR HOUSE BIG OR SMALL?
PERSONAL PRONOUNS SUBJECT FORM POSSESSIVE ADJECTIVES

I MY
YOU YOUR
HE HIS
SHE HER
IT ITS
WE OUR
THEY THEIR
DEMONSTRATIVES PRONOUNS
THEIR FUNCTION IS TO POINT AT SOMETHING.
THEY ARE VERY HELPFUL TO INDICATE SPECIFIC ITEMS IN RELATION TO OURSELVES.
THIS IS FOR A PERSON OR THING THAT IS NEAR US
EXAMPLE: LOOK AT THIS DOG

THAT IS FOR A PERSON O THING THAT IS FAR FROM US
EXAMPLE: I WANT THAT APPLE
THESE IS FOR PEOPLE OR THINGS THAT IS FAR FROM US
EXAMPLE: BUY THESE FLOWERS
THOSE IS FOR PEOPLE OR THINGS THAT IS FAR FROM US
EXAMPLE: THOSE MICE ARE UGLY
EXERCISES:
BIBLIOGRAPHY
1. ENGLISH TEACHER´S BOOK (2012) SABTUKKAA.

2. BYGRAVE, J. (2012) NEW TOTAL ENGLISH. STUDENTS’ BOOK – STARTER. ENGLAND:
PEARSON.
1. MITCHELL, H. & SCOTT, J. AMERICAN CHANNEL (2012) BEGINNERS STUDENT’S BOOK.

EEUU: MM PUBLICATIONS.
2. UNIVERSITY OF CAMBRIDGE (2013) ADVANCED LEARNER’S DICTIONARY. UNITED

KINGDOM: CAMBRIDGE UNIVERSITY PRESS.
MG. ELENA CRISTINA GUERRERO PUELLES

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Universidad Nacional

José Faustino Sánchez Carrión

FACULTAD DE CIENCIAS SOCIALES

SÍLABO POR COMPETENCIAS

LÍNEA DE CARRERA FORMACION GENERAL

HORAS 5 horas semanales

II. SUMILLA Y DESCRIPCIÓN DEL CURSO

El curso de Inglés II es de naturaleza teórico-práctico, perteneciente al área de Formación

Está basado en un enfoque comunicativo que ayuda al estudiante a adquirir y practicar el

El curso está programado en 17 semanas, en las cuales se desarrollan IV Unidades

CAPACITY UNIT NAME UNIT WEEKS

according to form and purpose.

according to form and purpose. What happened? 9, 10, 11, 12

structures to write texts. in the past. 13, 14, 15, 16 17

1 Talk about have a family in our context.

2 Identify mains ideas of a text.

3 Produce simple coherent text about familiar subjects.

4 Describe specific objects and ongoing events.

6 Produce texts that achieve appropriateness, clarity, emphasis and coherence.

7 Talking in class, answer the questions correctly.

8 Asking and answering about activities and events in the past..

9 Asking and answering questions about present and past events.

10 Talking about past habits and situations.

11 Distinguishing between past and present activities.

12 Talking about ability in the past.

13 Write short texts in past / Discuss the questions.

14 Telling a story using connectors.

15 Complete the sentences in negative form.

16 Conversation answers the questions.

17 Talk about your project.

and describe specific objects and ongoing events.

EVIDENCE OF KNOWLEDGE EVIDENCE OF PRODUCT EVIDENCE OF PERFORMANCE

EVIDENCIA DE CONOCIMIENTOS EVIDENCIA DE PRODUCTO EVIDENCIA DE DESEMPEÑO

EVIDENCIA DE CONOCIMIENTOS EVIDENCIA DE PRODUCTO EVIDENCIA DE DESEMPEÑO

EVIDENCIA DE CONOCIMIENTOS EVIDENCIA DE PRODUCTO EVIDENCIA DE DESEMPEÑO

6.1 MEDIOS ESCRITOS.

6.2 MEDIOS VISUALES Y ELECTRONICOS.

6.3 MEDIOS INFORMATICOS.

7.1 EVIDENCIAS DE CONOCIMIENTO.

Las evaluaciones de este nivel serán de respuestas simples, opción dicotómica,

7.2 EVIDENCIA DE DESEMPEÑO.

7.3 EVIDENCIA DE PRODUCTO.

La evaluación de producto se evidencia en la entrega oportuna de sus trabajos parciales de

Además se tendrá en cuenta la asistencia como componente del desempeño, el 30% de

VIII. BIBLIOGRAFÍA Y REFERENCIAS WEB

University of Cambridge (2013) Advanced Learner’s Dictionary. United Kingdom: Cambridge

Wipipedia (2017) Cinematography. Recuperado de https://en.wikipedia.org/wiki/

Landecker, H. (2006). "Microcinematography and the History of Science and Film".

Widescreen Journal (2011.) The film producer as a creative force.

Huacho, 03 de abril, 2017

6.4 MEDIOS ESCRITOS.

6.5 MEDIOS VISUALES Y ELECTRONICOS.

6.6 MEDIOS INFORMATICOS.

7.4 EVIDENCIAS DE CONOCIMIENTO.

7.5 EVIDENCIA DE DESEMPEÑO.

7.6 EVIDENCIA DE PRODUCTO.

La evaluación de producto se evidencia en la entrega oportuna de sus trabajos parciales de

Además se tendrá en cuenta la asistencia como componente del desempeño, el 30% de

VIII. BIBLIOGRAFÍA Y REFERENCIAS WEB

University of Cambridge (2013) Advanced Learner’s Dictionary. United Kingdom: Cambridge

Wipipedia (2017) Cinematography. Recuperado de https://en.wikipedia.org/wiki/

Landecker, H. (2006). "Microcinematography and the History of Science and Film".

Widescreen Journal (2011.) The film producer as a creative force.