UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA

VICERRECTORADO DE MODALIDAD ABIERTA Y A

DISTANCIA

FACULTAD: Ciencias Sociales, Educación y Humanidades

CARRERA: Pedagogía de los Idiomas Nacionales y Extranjeros

PLAN DOCENTE DE LA ASIGNATURA: English Language:

Reading and Writing III

PROFESOR AUTOR: Mgtr. Gabriela Cecibel Inga Ordóñez.

MODALIDAD DE ESTUDIO: A DISTANCIA

PERÍODO ACADÉMICO ORDINARIO/SEMESTRE:

Abril – Agosto 2023

1
 A. Datos de identificación de la asignatura

Asignatura: English language: Reading and Writing III

EDUC_3111
Código:

Tipo de asignatura (ECTS):

No aplica
Campo de formación del currículo
(Rediseño Curricular): Comunicación y Lenguaje

Número de créditos/horas: Créditos 4 Horas 192

Periodo académico ordinario/nivel: Tercero

Período académico
ordinario/semestre: Abril -Agosto 2023

Facultad: Ciencias Sociales, Educación y Humanidades

Departamento: Filosofía, Artes y Humanidades

Carrera: Pedagogía de los Idiomas Nacionales y Extranjeros

B. Descripción de la asignatura

English Language: Reading and Writing III aims to develop reading

and writing skills, as well as grammatical structures of the language
so that the students acquire the necessary skills to communicate
effectively at a B1 level. The effective use of the language will allow
students to perform properly in the professional field

This course develops students' linguistic competencies at a basic level

as a contribution to the entire course curriculum. Therefore, in the
Presentación:
course, students will be exposed to different forms of the English
language in a variety of contexts. The content of this course is
authentic, engages students in using the language in different
scenarios, and encourages them to express their personal thoughts
and critical thinking. The information and exercises will develop the
skills necessary for students to improve reading comprehension and
write paragraphs and essays, descriptions, and other short passages
of writing in increasingly complex and varied forms.

2
 This course is designed with the purpose of helping students in their
academic preparation as future professionals in English language
teaching as a foreign language.

This subject allows future professionals to perform properly in the

professional field.
Contextualización en el marco de This subject allows students to apply didactic principles and strategies
la descripción microcurricular que in the design, construction of scenarios, contexts, and learning
forma parte del plan curricular de environments to the teaching of English as a foreign language,
la carrera: through the analysis and critical thinking of methodologies aimed at
the development of communicative skills of this language at the
primary and secondary levels with a humanistic approach.

Applies the linguistic knowledge of the English language at a level that

Contribución de la asignatura al allows effective communication to perform professionally in the
perfil de egreso (rediseño
teaching of English to children and teens according to international
curricular):
standards.

Prerrequisitos: FDCE_1076 English Language: Reading and Writing II

To guarantee a quality education, according to the characteristics of the

educational model of the Universidad Técnica Particular de Loja, the
principles of equal opportunity, and the special educational needs
associated or not with a disability, non-significant or grade two curricular
Adaptaciones curriculares: adaptations are made. These adaptations follow a path from least to
greatest; considering the methodological aspect, learning activities and
the individual learning style regarding the strategies to be developed.
These adaptations are made based on the identification of educational
needs in the first weeks of academic work, to support the development
of student competencies.

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 C. Programación del proceso de aprendizaje de la asignatura

Primer bimestre

1. Descripción de la secuencia didáctica para el aprendizaje de la asignatura1

Learning
components2 Assessment Time
Contents Learning activities Learning resources Score Week
Learning outcomes (ACD, APE, Instruments (hours)
AA)
UNIT 1: Extreme Describe about yourself and - EVA Platform Week 1
sports and explain your expectations of this 6 hours
Identifies main and personal limits course.
supporting details in Present your academic concerns - EVA Platform
different types of Focus on Reading ACD about the topics studied each
texts. 1.1 Make inferences week by attending the weekly
1.2 Take notes on tutorial.
keywords and
Get familiarized with the academic - EVA Platform
Organizes and writes phrases information of the week.
different types of 1.3 Recognize
-Get familiarized with the topic of - EVA Platform 5 hours
essays. quotations and
Unit1. Review in the textbook the -Textbook
reported speech in AA
activity named “Focus on the -Web links:
texts
Topic”, and answer the suggested
Grammar
questions.

1
En el caso de que el docente planifique actividades síncronas, deberá también proponer una actividad
suplementaria
2
Contacto con el docente (ACD)
Práctico-experimental (APE)
Autónomo (AA)

4
1.4. Parts of speech -Analyze the information related to
making inferences and taking
notes presented in the textbook.
- Analyze the topics, “making
inferences, quotations and
punctuation” by reading the
information presented in the
textbook and in the following web
link.
https://owl.purdue.edu/owl/genera
l_writing/punctuation/quotation_m
arks/index.html
-Identify parts of speech by
watching the following video:
https://www.youtube.com/watch?
v=pDJ7lqxBBXo
-Identify the main ideas, - Textbook
supporting details, and infer - EVA Platform 2 hours
vocabulary by developing the
activities presented in the
APE textbook.
- Apply your knowledge about
parts of speech by working on the
exercises and game presented in
the virtual guide.
UNIT 1: Extreme Present your academic concerns Week 2
sports and ACD about the topics studied each - EVA Platform 2 hours
personal limits week by attending the weekly
tutorial.
Grammar -Analyze the grammar explanation - EVA Platform 5 hours
1.5 Modals of ability: about “modals of ability” presented -Textbook
Can, Could, and Be AA in the textbook. -Web links:

5
able to in the
present, past, future, -Identify the parts of a factual
and present perfect report. Read and analyze the
Focus on Writing information presented on the EVA
1.6 Write a Factual platform and textbook.
Report -Identify the writing strategy “Add
1.7 Add information information for clarity” analyzing
for clarity. the information presented in the
1.8 Writing a letter textbook.
-Analyze how to write a letter with
the appropriate content and format
by watching the following video.
https://www.youtube.com/watch?
v=Lj10Z_ap3cg
- Evaluate your knowledge and
performance of the contents in unit
1 by completing Self-Evaluation
Unit 1.

- EVA Platform
-Demonstrate your knowledge of -Textbook 5 hours
the use of “Modals of Ability,” by
APE completing the game, suggested
on the platform EVA.
-Apply your writing skill, by writing
a draft paragraph of a factual
report about a famous athlete or
dancer who you admire.
- Apply your writing skill, by writing
a letter to a friend or family
member. Use your notebook.

6
 Graded activity 1: -Activity 1 - EVA Rubric 1.5 points
Activity 1 - EVA
Complete reading and writing
exercises.
UNIT 2: Fraud and Present your academic concerns - EVA Platform 8 hours Week 3
ACD
its consequences about the topics studied each
week by attending the weekly
Focus on Reading tutorial.
2.1 Inferring Graded activity 2: Academic Academic Forum 1 Rubric 1.5 points
comparisons Forum 1
Write a paragraph describing an
2.2 Identify detailed experience with a phony doctor.
examples - EVA Platform
Grammar -Textbook 5 hours
- Get familiarized with the topic of
2.3. Suffixes to form -Web links:
Unit 2. Review in the textbook the
adjectives activity named “Focus on the
Topic”, and answer the suggested
questions.
-Analyze the reading strategies
“inferring comparisons” and
AA “identify detailed examples,” by
reviewing the charts presented in
the textbook.
-Recognize the use of suffixes to
form adjectives by reading the
information presented in the
following web link.
https://englishstudyonline.org/suffi
x/

7
 -Identify supporting details, and -EVA Platform
infer vocabulary from context, by -Textbook
completing the reading activities -Web link: 2 hours
APE
presented in the textbook.
-Apply your knowledge about
suffixes, by writing a list of suffixes
in your notebook.
UNIT 2: Fraud and ACD -EVA Platform 2 horas Week 4
Present your academic concerns
its consequences about the topics studied each
Focus on Writing week by attending the weekly
tutorial.

8
2.4 Simple past and -EVA Platform
past progressive: -Textbook
-Analyze the use of simple past - Web links
When and While and past progressive,” by
reviewing and analyzing the
2.5. Types of grammar explanation presented in 5 hours
paragraphs the textbook, and on the EVA
2.6 Descriptive platform,
-Identify the different types of
Paragraph
paragraphs, by analyzing the
information presented on the
2.7 Topic sentence following link.
https://sites.google.com/site/basic
slanguagearts/home/components
-of-a-paragraph/different-type-of-
AA paragraphs
-Analyze the main parts of a
paragraph, by reading the
information presented on the EVA
platform, and textbook.
-Identify the “topic sentence “in
readings, by reviewing the
explanation and exercises
presented in the textbook.
-Evaluate your knowledge and
performance of the contents in unit
2 by completing Self-Evaluation
Unit 2.

- Questionnaire EVA 1 Questionnaire 1 point

Graded activity 3:
EVA 1 average
Online Quiz 1

9
 Evaluate your level of knowledge,
about the different topics studied
in Units 1 and 2.
-Demonstrate your understanding -EVA Platform
of grammar contents “Simple past -Textbook
and past progressive”, by the - Web Links
exercises suggested in the
textbook and in the game 3 hours
APE proposed on the EVA.
-Practice your writing skills by
writing a draft of a “Descriptive
paragraph”, describing an
experience with fraud. Use your
notebook.
UNIT 3: Space - EVA platform Week 5
and planets Present your academic concerns
ACD about the topics studied each 2 hours
Focus on Reading week by attending the weekly
tutorial.
3.1 Scanning for -Get familiarized with the topic of - EVA platform
details Unit 3. Review in the textbook the - Textbook 5 hours
Grammar activity named “Focus on the - Web Links
3.2 Prefixes Topic”, and answer the suggested
3.3 Infinitives of questions.
purpose: after verbs -Recognize the reading skills:
and in order to AA
“scanning for details”, by reading
Focus on Writing in detail the information suggested
3.4 Paragraph in the textbook and on the Eva
outline platform.
3.5 Pros and Cons -Study the use of “Prefixes” and
Paragraph: “Infinitives of purpose” by
3.6 Parallel structure analyzing the information

10
presented in the following web
link.
https://dictionary.cambridge.org/g
rammar/british-grammar/prefixes
- Analyze the use of “Infinitives of
purpose: after verbs and in order
to” by analyzing the chart
presented in the textbook.
-Review the explanation of “a
paragraph outline”, “Pros and
cons paragraph”, and “Parallel
structure” presented on the EVA
platform and textbook and analyze
the information presented in the
following web links.
“outline”
http://www.siskiyous.edu/asc/doc
uments/writing/whatisoutline.pdf
Pros and Cons paragraph:
http://mycosysite.blogspot.com/20
12/12/writing-pros-and-cons-
essay.html
-Evaluate your knowledge and
performance of the contents in unit
3 by completing Self-Evaluation
Unit 2.

11
 -Apply your reading skills by - EVA platform 5 hours
scanning a text to locate specific -Textbook
information presented in the
textbook.
- Identify the use of parallel
structure in short writings, by
completing the activities
suggested on the EVA platform
and textbook.
-Apply your writing skills, writing a
APE draft “pros and cons paragraph”,
by answering the following
question. Question: Would you go
on a Mars mission?
-Apply your knowledge about
“outline”, by completing the activity
in the Open Educational Resource
presented on the EVA.
Graded activity 4: Activity 2 - EVA Rubric 1.5
Activity 2 - EVA points
Develop vocabulary, grammar,
and writing activities.
UNIT 4: Language Present your academic concerns - EVA platform 8 hours Week 6
and its power about the topics studied each
Focus on Reading week by attending the weekly
4.1. Infer the tutorial.
meaning of ACD Graded activity 5: Academic - Academic Forum 2 Rubric 2 points
proverbs. Forum 2
Write a Pros and Cons paragraph
about gender differences in
language

12
4.2 Recognize how -Get familiarized with the topic of - EVA platform 5 hours
examples support Unit 4. Review in the basic - Textbook
opinions. textbook the activity named - Web Links
Grammar “Focus on the Topic.”
4.3 Synonyms -Analyze the reading skill “Infer the
4.4 Phrasal Verbs meaning of proverbs” and “how
examples support opinions” by
reviewing the information
presented in the textbook and the
following web link.
https://www.phrases.org.uk/meani
ngs/proverbs.html
-Recognize “How to put examples
in an essay”, by analyzing the
AA
examples presented in the
textbook.
-Apply your knowledge of
“Synonyms”, by completing the
exercises presented in the
following web link.
https://7esl.com/synonyms/
- Understand the use of “Phrasal
Verbs” by reviewing the
information presented on the
platform EVA and the following
link
https://www.englishclub.com/gra
mmar/phrasal-verbs.htm
-Recognize opinions and - EVA platform 2 hours
supporting examples in the short -Textbook
APE
readings, presented in the - Web Links
textbook.

13
 -Scan a text to locate specific
information, by developing the
activities presented on the virtual
guide and textbook.
-Apply your knowledge about
“Phrasal Verbs”, by completing the
exercises in the Open Educational
Resource, presented on the EVA.
UNIT 4: Language Present your academic concerns - EVA platform 2 hours Week 7
and its power about the topics studied each
ACD
week by attending the weekly
Grammar tutorial.
4.5 Comparison with -Recognize the use of
adverbs “Comparative adverbs”, by - EVA platform 5 hours
reviewing the grammar - Textbook
Focus on Writing explanation presented on the - Web Links
4.6 Contrast virtual guide, textbook, and in the
Paragraph following web link.
https://www.thefreedictionary.com
4.7 Transitions of /Comparative-Adverbs.htm
contrast -Analyze the structure of a
Contrast paragraph and
AA
transitions of contrast, by
analyzing the information
suggested in the textbook and
reviewing the following web link.
https://writing.itu.edu.tr/sample_w
riting_process_contrast.pdf
Graded activity 6: - Questionnaire EVA 2 Questionnaire 1 point
Online Quiz 2 EVA 2 average
Assess your understanding of the
contents studied in Units 3 and 4

14
 -Recognize and make - EVA platform 2 hours
comparisons with “Comparative - Textbook
Adverbs”, by developing the - Web Links
exercises presented in the
textbook and virtual guide.
-Use “Transition words” in
paragraphs by working on the
exercises suggested in the
textbook.
APE -Apply your writing skill, by writing
a “contrast paragraph” in which
you have to contrast the
communication style of one man
and one woman you know in your
home culture. Use your notebook.
- Evaluate your knowledge and
performance of the contents in unit
4 by completing Self-Evaluation
Unit 4.
Review all of the first -Present your academic concerns - EVA platform 2 hours Week 8
bimester topics, and about the topics studied each
ACD
self- evaluations. As week by attending the weekly
well as, review tutorial.
contents in both -Review the learning resources - EVA platform 5 hours
basic textbooks and related to the different topics -Textbook
virtual learning studied in the first bimester -Web links related to the four
platform. -Review the textbook, and units studied in this First
AA
information presented on the Bimester
virtual platform to consolidate the
learned material, and be ready for
the on-site test.

15
 On-Site-Evaluation - Questionnaire On-line 2.5
Questionnaire Questionnaire points
Demonstrate the knowledge and
competencies that you have
acquired during the first bimester.
-Reflect and demonstrate your - Textbook 3 hours
knowledge of the contents and - EVA Platform
activities studied and developed in -Web links related to the four
the first bimester in the On-site units studied in this First
Evaluation. Bimester
APE -Demonstrate your understanding,
reviewing the contents proposed
in Units 1, 2, 3, and 4. Preparation
for the On-site evaluation
corresponding to the First
bimester.

16
 2. Resumen de las horas de trabajo de la asignatura por componente de aprendizaje en el
bimestre.

Componentes del
Horas
aprendizaje
Total de horas de En contacto con el
trabajo de la docente 32
asignatura en el
bimestre Práctico-experimental 24
Autónomo 40
Total 96

3. Descripción de las actividades calificadas

En contacto con el docente (ACD) ( )

Componentes del aprendizaje: Práctico-experimental (APE) (✓ )
Autónomo (AA) ( )
Graded activity 1:
Actividad de aprendizaje: Activity 1 - EVA
Complete reading and writing exercises.
Tipo de recurso: Activity 1 - EVA
Tema de la unidad: Unit 1: Extreme sports and personal limits
Resultados de aprendizaje que se
-Identifies main and supporting details in different types of texts.
espera lograr:
- Review the vocabulary, reading and writing strategies, and
grammar studied in unit 1.
- Download the WORD document from the Virtual learning platform
EVA. Read carefully the instructions and complete all the activities.
Estrategias didácticas: -Upload the document with the answers in the correct link,
considering the academic dates for this activity.
-Review the rubric for more detailed information
Important:
-Activity will be graded according to the aspects specified in the
didactic strategies and the grading rubric.

Evaluation instrument: Rubric

Score of the activity: 1.5 points

Rubric is worth 10 points and it will be averaged and converted accordingly.
CATEGORIES EXCELLENT / VERY GOOD ADEQUATE / GOOD REGULAR POINTS
-The learner clearly understands -The learner shows a limited -The learner does not show an
Following the topic in-depth and presents understanding of the topic. adequate understanding of the
instructions information forcefully and -The learner partially follows topic.
convincingly. the didactic strategies. - The learner does not follow the
-The learner follows all the -Students partially complete didactic strategies at all.
didactic strategies and answer all of the -Students do not complete and
-Students complete and answer activities and questions do not answer all of the activities
all of the activities and questions suggested in this activity. and questions suggested in this
suggested in this activity. activity.
2. – 1.5 1.5 – 0.5 0.5 – 0.0 ___ / 2

17
 -Identifies and understands the - Identify and understand - Lack of ability to identify and
Reading important information in reading the important information in understand the important
Comprehension passages. reading passages partially. information in reading
-Distinguishes and identifies main -Distinguishes and identifies passages.
ideas, supporting details, and main ideas, supporting -Lack of ability to distinguish and
examples consistently in details, and examples identify main ideas, supporting
readings. inconsistently. details, and examples.
-Apply your knowledge in the -Partially apply your -No apply your knowledge in the
activities related to grammar and knowledge in the activities activities related to grammar
vocabulary. related to grammar and and vocabulary.
vocabulary.
4 – 3.5 3.5 – 1.5 1.5 – 0.0 ___ / 4
-The paragraph is related to the -The paragraph report -The paragraph does not
suggested topic. describes some information represent much information
Writing -Paragraph ideas are introduced about the suggested topic. about the suggested topic.
by a topic sentence, and all - Paragraph ideas are -Paragraph ideas do not
Paragraph
sentences connect to the main introduced partially by a connect to the topic sentence, or
idea. topic sentence. there is no topic sentence.
-Supported details are presented -Supported details are -Supported details are not
in a clear order with opinions, presented partially in a clear presented in a clear order with
details, and examples. order with opinions, details, opinions, details, and examples.
-Include a conclusion and examples. -There is not a conclusion.
-The writing has no mistakes in -Include partially a -The writing has so numerous
grammar. It is effective and conclusion. grammar mistakes, that they
makes the information easy to -The writing has 5 to 10 make writing difficult to follow.
read and understand mistakes in grammar that
create problems that slow
the reader or cause
confusion.
4 – 3.5 3.5 – 1.5 1.5 – 0.0 ___ / 4
Total ___/ 10
Plagiarism In case of plagiarism of the information included in the paragraph, the activity will be scored 0 (zero).

En contacto con el docente (ACD) ( ✓ )

Componentes del aprendizaje: Práctico-experimental (APE) ( )
Autónomo (AA) ( )
Graded activity 2: Academic Forum 1
Actividad de aprendizaje:
Write a paragraph describing an experience with a phony doctor.
Tipo de recurso: Academic Forum 1
Tema de la unidad: Unit 2: Fraud and its consequences
Resultados de aprendizaje que se
- Organizes and writes different types of essays
espera lograr:
-Read the information about the “descriptive paragraph”, presented
on the virtual learning platform Unit 2.
- Write a paragraph describing an experience with a phony doctor,
it could be your experience or that of someone you know, including
a topic sentence, supporting details, and a concluding sentence.
Estrategias didácticas:
-Include a clear Topic sentence
-Include detailed information and examples in the body paragraph
(What happened?) (What made it a fraud?) (What were the
consequences? (How did you or the other person feel after this
experience? why?
-Include a concluding paragraph to say what happened at the end

18
 - Use vocabulary and grammar from Unit 2.
-Review the rubric for more detailed information
-Write at least 350 words.
-Do not attach documents.
-Write a comment on two of your classmate’s participation
(analyzing the structure of the paragraph (topic sentence, main
ideas, supporting details, conclusion, grammar structure,
punctuation, vocabulary, etc.) at least 5 lines of comment.
-Upload the paragraph in the correct link, considering the academic
dates for this activity.
Important:
Plagiarism will be graded ZERO points.
This activity will be graded based on the corresponding Feedback,
of each topic, and rubric.
Note: If the information in the paragraph is not related to the
required topic, the rubric does not apply and the grade will be 0.

Instrumento de evaluación: Rubric

Score of the activity: 1.5 points

Rubric is worth 10 points and it will be averaged and converted accordingly.

CATEGORIES EXCELLENT / VERY GOOD ADEQUATE / GOOD REGULAR POINTS

Follow -The learner follows all the -The learner partially -The learner does not follow the
instructions didactic strategies. follows the didactic didactic strategies at all. ___ / 1
strategies.
1 – 0.8 0.8 – 0.5 0.5 – 0.0
Organization -The paragraph is related to the -The paragraph describes -The paragraph does not
and Content required topic. It has 350 to 250 some information about the represent much information
words required topic. It has 150 to about the required topic. It has
-Paragraph ideas are introduced 100 words 70 to 20 words.
by a topic sentence, and all - Paragraph ideas are -Paragraph ideas do not ___ / 5
sentences connect to the main introduced partially by a connect to the topic sentence, or
idea. topic sentence. there is no topic sentence.
-Related ideas are grouped. -Related ideas are partially -Supported details are not
-Supported details are presented grouped. presented in a clear order with
in a clear order with opinions, -Supported details are opinions, details, and examples.
details, and examples. presented partially in a clear
-Include a conclusion order with opinions, details, -There is no conclusion.
and examples.
-Include partially a
conclusion.
5 – 3.5 3.5 – 1.5 1.5 – 0.0
Grammar, -The writing has no mistakes in -The writing has 5 to 10 -The writing has so numerous
Vocabulary, grammar. It is effective and mistakes in grammar that grammar mistakes, that they
makes the information easy to create problems that slow make writing difficult to follow.
and Mechanics read and understand. the reader or cause -The writing has so numerous ___ / 3
-The writing has no mistakes in confusion. (Spelling, punctuation, and
(Spelling, punctuation, and -The writing has 5 to 10 capitalization): Many distracting
capitalization): Most words are mistakes in (Spelling, spelling, punctuation, and
spelled correctly, and punctuation punctuation, and capitalization mistakes
and capitalization is correct, too. capitalization): Some - There are a lot of vocabulary
- The learner uses vocabulary distracting spelling, errors.
accurately. punctuation, and
capitalization mistakes

19
 -There are a few vocabulary
errors.

3 – 2.5 2.5 – 1.5 1.5 – 0.0

Comments -Include two comments on -Include one comment on a -Not include comments on
classmates’ participation. classmate’s participation. classmates’ participation.
-The comments are appropriate -The comments are partially
and focused on the main aspects appropriate y a little bit
of a paragraph. focused on the main aspects ___ / 1
of a paragraph
1 – 0.8 0.8– 0.5 0.5 – 0.0
Total ___/ 10
Plagiarism In case of plagiarism of the information included in the letter, the activity will be scored 0 (zero).

En contacto con el docente (ACD) ( )

Componentes del aprendizaje: Práctico-experimental (APE) ( )
Autónomo (AA) (✓)
Graded activity 3:
Online Quiz 1
Actividad de aprendizaje:
Evaluate your level of knowledge, about the different topics studied
in Units 1 and 2.
Tipo de recurso: Questionnaire EVA 1
Unit 1: Extreme sports and personal limits
Tema de la unidad:
Unit 2: Fraud and its consequences
Resultados de aprendizaje que se -Identifies main and supporting details in different types of texts
espera lograr: -Organizes and writes different types of essays.
✓ Review and analyze the contents studied in Units 1 and 2
proposed in the basic textbook and the virtual guide.
Estrategias didácticas: ✓ Check the academic date to complete this questionnaire
on the platform- EVA.
✓ Answer the 15 multiple-choice questions randomly.
✓ You have 15 minutes and 2 attempts
Instrumento de evaluación: Questionnaire EVA 1

En contacto con el docente (ACD) ( )

Componentes del aprendizaje: Práctico-experimental (APE) (✓ )
Autónomo (AA) ( )
Graded activity 4:
Actividad de aprendizaje: Activity 2 - EVA
Develop vocabulary, grammar, and writing activities.
Tipo de recurso: Activity 2 - EVA
Tema de la unidad: Unit 3: Space and planets
Resultados de aprendizaje que se
-Identifies main and supporting details in different types of texts.
espera lograr:
- Review the vocabulary, reading and writing strategies, and
grammar learned in unit 3.
Estrategias didácticas:
-Download the WORD document from the Virtual learning platform
EVA. Read carefully the instructions and complete all the
activities.

20
 -Upload the document with the answers in the correct link,
considering the academic dates for this activity.
-Review the rubric for more detailed information
Important:
-Activity will be graded according to the aspects specified in the
didactic strategies and the grading rubric.
Instrumento de evaluación: Rubric

Score of the activity: 1.5 points

Rubric is worth 10 points and it will be averaged and converted accordingly.

CATEGORIES EXCELLENT / VERY GOOD ADEQUATE / GOOD REGULAR POINTS

-The learner clearly understands -The learner shows a limited -The learner does not show an
Following the topic in-depth and presents understanding of the topic. adequate understanding of the
instructions information forcefully and -The learner partially follows topic.
convincingly. the didactic strategies. - The learner does not follow the
-The learner follows all the -Students partially complete didactic strategies at all.
didactic strategies and answer all of the -Students do not complete and
-Students complete and answer activities and questions do not answer all of the activities
all of the activities and questions suggested in this Forum and questions suggested in this
suggested in this Forum. Forum.
2. – 1.5 1.5 – 0.5 0.5 – 0.0 ___ / 2
-Identifies and understands the - Identify and understand - Lack of ability to identify and
Reading important information in reading the important information in understand the important
Comprehension passages. reading passages partially. information in reading
-Distinguishes and identifies main -Distinguishes and identifies passages.
ideas, supporting details, and main ideas, supporting -Lack of ability to distinguish and
examples consistently in details, and examples identify main ideas, supporting
readings. inconsistently. details, and examples.
-Apply your knowledge in the -Partially apply your -No apply your knowledge in the
activities related to grammar and knowledge in the activities activities related to grammar
vocabulary. related to grammar and and vocabulary.
vocabulary.
4 – 3.5 3.5 – 1.5 1.5 – 0.0 ___ / 4
-The paragraph is related to the -The paragraph describes -The paragraph does not
suggested topic. some information about the represent much information
Writing -Paragraph ideas are introduced suggested topic. about the suggested topic.
by a topic sentence, and all -Paragraph ideas are -Paragraph ideas do not
Paragraph
sentences connect to the main introduced partially by a connect to the topic sentence, or
idea. topic sentence. there is no topic sentence.
-Supported details are presented -Supported details are -Supported details are not
in a clear order with opinions, presented partially in a clear presented in a clear order with
details, and examples. order with opinions, details, opinions, details, and examples.
-Include a conclusion and examples. -There is no conclusion.
-The writing has no mistakes in -Include partially a -The writing has so numerous
grammar. It is effective and conclusion. grammar mistakes, that they
makes the information easy to -The writing has 5 to 10 make writing difficult to follow.
read and understand mistakes in grammar that
create problems that slow
the reader or cause
confusion.
4 – 3.5 3.5– 1.5 1.5 – 0.0 ___ / 4
Total ___/ 10
Plagiarism In case of plagiarism of the information included in the paragraph, the activity will be scored 0 (zero).

21
 En contacto con el docente (ACD) ( ✓ )
Componentes del aprendizaje: Práctico-experimental (APE) ( )
Autónomo (AA) ( )
Graded activity 5: Academic Forum 2
Actividad de aprendizaje: Write a Pros and Cons paragraph about gender differences in
language
Tipo de recurso: Academic Forum 2
Tema de la unidad: Unit 4: Language and its power
Resultados de aprendizaje que se
- Organizes and writes different types of essays
espera lograr:
- Read the information about “Writing a Pros and Cons contrast”,
vocabulary, and grammar presented on the virtual learning platform,
academic announcements, and in the basic textbook Unit 4
-Write a Pros and Cons paragraph about gender differences in
language."
- Write your paragraph considering the main parts: topic sentence,
supporting details, and conclusion.
-Include a clear topic sentence
-Give clear examples and details (advantages and disadvantages).
-Include a conclusion: restate the topic sentence, include a
refutation, or summarize the pros.
-Use comparative adverbs and transition words
- Use the vocabulary and grammar from Unit 4
--Review the rubric for more detailed information
Estrategias didácticas:
-Write at least 350 words.
- Do not attach documents.
-Write a comment on the paragraph of two of your classmate’s
participation (In the comment you have to analyze the structure of
the paragraph (topic sentence, main ideas, supporting details,
conclusion, examples, details, pros, and cons, vocabulary,
grammar, punctuation, etc.)) at least 5 lines of comment.
-Upload the paragraph in the correct link, considering the academic
dates for this activity
Important:
Plagiarism will be graded ZERO points.
This activity will be graded based on the corresponding Feedback,
of each topic, and rubric.
Note: If the information in the paragraph is not related to the
required topic, the rubric does not apply and the grade will be 0.

Instrumento de evaluación: Rubric

Score of the activity: 2 points

Rubric is worth 10 points and it will be averaged and converted accordingly.

CATEGORIES EXCELLENT / VERY GOOD ADEQUATE / GOOD REGULAR POINTS

Follow -The learner follows all the -The learner partially -The learner does not follow the
instructions didactic strategies. follows the didactic didactic strategies at all. ___ / 1
strategies.
1 – 0.8 0.8 – 0.5 0.5 – 0.0

22
Organization -The paragraph is related to the -The paragraph describes -The paragraph does not
and Content required topic. It has 350 to 250 some information about the represent much information
words required topic. It has 150 to about the required topic. It has
-Paragraph ideas are introduced 100 words 70 to 20 words.
by a topic sentence, and all - Paragraph ideas are -Paragraph ideas do not ___ / 5
sentences connect to the main introduced partially by a connect to the topic sentence, or
idea. topic sentence. there is no topic sentence.
-Related ideas are grouped. -Related ideas are partially -Supported details are not
-Supported details are presented grouped. presented in a clear order with
in a clear order with opinions, -Supported details are opinions, details, and examples.
details, and examples. presented partially in a clear
-Include a conclusion order with opinions, details, -There is no conclusion.
and examples.
-Include partially a
conclusion.
5 – 3.5 3.5 – 1.5 1.5 – 0.0
Grammar, -The writing has no mistakes in -The writing has 5 to 10 -The writing has so numerous
Vocabulary, grammar. It is effective and mistakes in grammar that grammar mistakes, that they
makes the information easy to create problems that slow make writing difficult to follow.
and Mechanics read and understand. the reader or cause -The writing has so numerous ___ / 3
-The writing has no mistakes in confusion. (Spelling, punctuation, and
(Spelling, punctuation, and -The writing has 5 to 10 capitalization): Many distracting
capitalization): Most words are mistakes in (Spelling, spelling, punctuation, and
spelled correctly, and punctuation punctuation, and capitalization mistakes
and capitalization is correct, too. capitalization): Some - There are a lot of vocabulary
- The learner uses vocabulary distracting spelling, errors.
accurately. punctuation, and
capitalization mistakes
-There are a few vocabulary
errors.
3 – 2.5 2.5 – 1.5 1.5 – 0.0
Comments -Include two comments on -Include one comment on a -Not include comments on
classmates’ participation. classmate’s participation. classmates’ participation.
-The comments are appropriate -The comments are partially
and focused on the main aspects appropriate y a little bit
of a paragraph. focused on the main aspects ___ / 1
of a paragraph
1 – 0.8 0.8– 0.5 0.5 – 0.0
Total ___/ 10
Plagiarism In case of plagiarism of the information included in the letter, the activity will be scored 0 (zero).

En contacto con el docente (ACD) ( )

Componentes del aprendizaje: Práctico-experimental (APE) ( )
Autónomo (AA) (✓)
Graded activity 6:
Actividad de aprendizaje: Online Quiz 2
Assess your understanding of the contents studied in Units 3 and 4.
Tipo de recurso: Questionnaire EVA 2
Unit 3: Space and planets
Tema de la unidad:
Unit 4: Language and its power
Resultados de aprendizaje que se -Identifies main and supporting details in different types of texts.
espera lograr: -Organizes and writes different types of essays.
Estrategias didácticas: ✓ Review and analyze the contents studied in Units 3 and 4
proposed in the basic textbook and the virtual guide.

23
 ✓ Check the academic date to complete this questionnaire
on the platform-EVA.
✓ Answer the 15 multiple-choice questions randomly.
✓ You have 15 minutes and 2 attempts
Evaluation instrument: Questionnaire EVA 2

D. Evaluación de la asignatura primer bimestre

Fechas de
Componente Actividad Instrumento Calificación Peso
ejecución
Graded activity 2: Academic
Week 3 and 4
Forum 1
Rubric April 24 to May 7, 1.5 15%
Write a paragraph describing an
APRENDIZAJE 2023
experience with a phony doctor.
EN CONTACTO
Graded activity 5: Academic
CON EL
Forum 2
DOCENTE Week 6 and 7
Write a Pros and Cons paragraph Rubric 2 20%
May 15 to 28 2023
about gender differences in
language
Subtotal 3.5 35%
Graded activity 3:
Online Quiz 1
Questionnaire Week 4
Evaluate your level of knowledge,
EVA 1 May 1 to 7,2023
about the different topics studied
in Units 1 and 2. 1 10%
APRENDIZAJE Graded activity 6:
AUTÓNOMO Online Quiz 2 Questionnaire Week 7
Assess your understanding of the EVA 2 May 22 to 28,2023
contents studied in Units 3 and 4.
On-line
On-site-evaluation June 2 to 6, 2023 2.5 25%
Questionnaire
Subtotal 3.5 35%
Graded activity 1:
Activity 1 - EVA Week 2
Rubric 1.5 15%
Complete reading and writing April 17 – 23, 2023
APRENDIZAJE
exercises.
PRÁCTICO
Graded activity 4:
EXPERIMENTAL
Activity 2 - EVA Week 5
Rubric 1.5 15%
Develop vocabulary, grammar, May 8 to 14,2023
and writing activities.
Subtotal 3 30%
TOTAL 10 100%

24
 Segundo Bimestre

1. Descripción de la secuencia didáctica para el aprendizaje de la asignatura3

Learning Assessment Time

Contents Learning activities Learning resources Score Week
Learning Results components Instruments (hours)

- EVA platform Week 9

Present your academic concerns
Uses of transitions UNIT 5: Careers 2 hours
and job about the topics studied each
and collocations. ACD
opportunities week by attending the weekly
tutorial
Focus on Reading -Get familiarized with the topic of - EVA Platform 5 hours
Organizes and writes Unit 5. To Review in the textbook, - Textbook
different types of 5.1 Infer when the activity named “Focus on the -Virtual guide
essays. humor is used. Topic”, and answer the suggested - Web Links:
questions.
5.2 Predict content -Analyze reading strategies “infer
from titles and when humor is used” and “predict
subheadings. AA
content from headings and
subheadings”, by analyzing the
5.3 Idiomatic information presented in the
expressions textbook and virtual guide.
-Analyze the use of “Idiomatic
expressions” by reviewing the
information presented in the
following web link.

3
En el caso de que el docente planifique actividades síncronas, deberá también proponer una actividad
suplementaria

25
 https://www.ef.com/wwen/english-
resources/english-idioms/
-Predict content from a title and - Textbook
subheadings in readings, by - EVA Platform
developing the exercises - Virtual guide
suggested in the textbook and
APE virtual guide. 2 hours
-Recognize and use word forms
(nouns, adjectives), by working on
the activities suggested in the
virtual guide.
UNIT 5: Careers -EVA platform Week
and job Present your academic concerns 2 hours 10
opportunities about the topics studied each
ACD week by attending the weekly
Grammar tutorial
5.4. Future time
clauses and -Comprise the grammar topic
expressions “Future time clauses”, by reading -EVA platform
Focus on Writing the grammar explanation - Textbook 5 hours
presented in the virtual guide and - Web Links
5.5 Parts of an AA in the basic textbook.
essay - Analyze the information
presented in the virtual guide
about “parts of an essay.”
- Evaluate your knowledge and
performance of the contents in unit
5 by completing Self-Evaluation
Unit 5.

26
 -Demonstrate your understanding - EVA Platform
of “Future time clauses”. -Textbook 5 hours
Participate in the game, as
suggested on the EVA platform.
APE
-Apply your writing skill, by writing
a “draft essay”, in which you have
to think about the advantages and
disadvantages of working by
yourself and working for
somebody. Use your notebook.

Graded activity 1: - Activity 1-EVA Rubric 1.5

Activity 1-EVA points
Complete writing, vocabulary, and
grammar activities.
UNIT 6: Tourism Present your academic concerns -EVA platform 10 Week
and culture about the topics studied each hours 11
week by attending the weekly
Focus on Reading ACD tutorial
Graded activity 2: Academic -Academic Forum 1 Rubric 1.5
Forum 1 points
6.1 Context clues
Write an opinion essay about the
Grammar benefits and difficulties of being
6.2 Antonyms "freelance"
6.3 Additions and - EVA Platform 5 hours
-Get familiarized with the topic of
responses: So, too, AA Unit 6. Review in the textbook the
-Textbook
neither, not either, - Web Links
activity named “Focus on the
and but Topic”, and answer the suggested
questions.
-Recognize the reading strategy
“context clues”, by reading the

27
 information presented in the
textbook and platform EVA.
-Comprise “Antonyms”, by
analyzing the information
presented in the textbook and
EVA platform
-Comprise the use of “So, too,
neither, not either, and but.” by
reading the grammar explanation
presented in the virtual guide.
-Recognize context clues in 3 hours
reading, by developing the reading - EVA Platform
activities presented in the textbook - Textbook
and virtual guide.
-Identify the relationship between
synonyms, and cause/effect
APE degree, by completing the
grammar and vocabulary activities
and games presented in the
textbook and on the Eva platform.
-Complete the suggested activity
presented on the virtual platform
about “So, too, neither, not either,
and but.”
ACD -EVA platform 2 horas Week
Present your academic concerns
UNIT 6: Tourism 12
about the topics studied each
and culture week by attending the weekly
tutorial

28
Grammar -Analyze the grammar topic
6.4 Because and “Because and even though in
even though in main main and dependent clauses” by
reading the chart and information 5 hours
and dependent
clauses presented in the textbook and
Focus on Writing virtual platform.
-Comprise the structure of an
6.5 Opinion essay
“opinion essay”, by analyzing the
information presented on the
6.6 Effective virtual platform and in the following
Supporting Details web link.
https://www.freeessaywriter.net/bl
og/opinion-essay
-Analyze the “effective supporting
AA
details”, by reading and analyzing
the information presented in the
virtual guide.
- Evaluate your knowledge and
performance of the contents in unit
6 by completing Self-Evaluation
Unit 6
Graded activity 3: - Questionnaire EVA 1 Questionnaire 1 point
Online Quiz 1 EVA 1 average
Assess your level of knowledge,
about the different topics studied
in Units 5 and 6.

29
 - EVA platform 2 hours
-Demonstrate your grammar
- Textbook
knowledge and writing skills, by
completing the writing, grammar,
and vocabulary activities
APE presented in the textbook.
-Evaluate effective supporting
details in reading, by writing a draft
“opinion essay” from a tourist’s
point of view. Use your notebook.
UNIT 7 Capital and Present your academic concerns -EVA platform 2 hours Week
punishment ACD about the topics studied each 13
week by attending the weekly
Focus on Reading tutorial
Get familiarized with the topic of - EVA Platform
7.1 Takes notes with Unit 7. Review in the basic - Textbook 5 hours
an outline textbook the activity named - Web Links
“Focus on the Topic”, and answer
7.2 Identify key the suggested questions.
information in charts -Comprise the reading strategies
“takes notes with an outline” and
Grammar “identify key information in charts”,
7.3 Abstract nouns AA by developing the activities
7.4 Definite and suggested in the textbook.
indefinite articles -Recognize the use of “abstract
7.5 Adverb clauses nouns”, by reviewing and
of concession analyzing the information
Focus on Writing presented in the virtual guide and
7.6 Persuasive watching the following video.
essay https://youtu.be/R1M0Q8RMgTE
-Analyze the use of “definite and
indefinite articles”, by reading the

30
7.7 Sentence information presented in the virtual
Variety guide and watching the following
video.
7.8 Cohesion in https://www.youtube.com/watch?
writing v=SxNlVyYJFG0
-Analyze the chart presented in
the textbook about the use of
“Adverb clauses of concession.”
-Comprise the structure and how
to write a “persuasive essay” by
checking the following web link.
https://www.slideshare.net/marian
ogalan23/the-persuasive-essay
-Review the explanation about
“Sentence Variety” by reviewing
the following web link.
https://www.gocolumbia.edu/aac/
SentenceVariety.pdf
-Analyze and use “cohesion in
writing”, by reading the information
suggested in the virtual guide and
the following web link.
http://www.writingcentre.uct.ac.za
/sites/default/files/image_tool/ima
ges/167/Cohesion.pdf
- Evaluate your knowledge and
performance of the contents in unit
7 by completing Self-Evaluation
Unit 7.

31
 - EVA Platform 5 hours
-Demonstrate your understanding
- Textbook
of grammar themes “abstract
nouns” and “adverb clauses of
concession”, by developing the
exercises presented in the
textbook and virtual guide.
-Apply your reading skills, by
completing the reading activities
presented in the textbook Reading
1 and 2 and identifying the main
ideas, supporting details, and
inferring vocabulary from context.
APE
-Apply your writing skills, by
writing a draft “persuasive essay,”
in which you try to convince the
reader of your point of view about
“capital punishment”. Use your
notebook.
Graded activity 4: Activity 2 - EVA Rubric 1.5
Activity 2 - EVA points
Develop vocabulary, reading, and
writing exercises.
UNIT 8: Climate Express your academic questions, - EVA platform 10 Week
change and its ideas, or comments about the hours 14
effects topics studied each week by
ACD
attending the weekly tutorial
Focus on Reading

32
 -Academic Forum 2 Rubric 2 points
8.1. Identify Graded activity 5: Academic
cohesive devices of Forum 2
contrast Write a cause-and-effect essay
about a natural disaster that you
Grammar know about.”
8.2 Collocations
8.3 Be /get used to/ -Get familiarized with the topic of - EVA platform
Be/ get accustomed Unit 8. Review in the textbook the - Textbook 5 hours
to activity named “Focus on the - Web Links
Topic”, and answer the suggested
questions.
-Analyze the reading strategy
“identify cohesive devices of
contrast, by reading the
information presented in the virtual
guide and textbook.
-Comprise the use of
“collocations”, by reading the
explanation about “Collocations”
AA presented in the textbook and by
watching the following video.
https://www.youtube.com/watch?
v=0FXkMBni440
- Analyze the use of “Be /get used
to/ Be/ get accustomed to”, by
analyzing the information
presented on the virtual guide and
by watching the following link.
https://www.youtube.com/watch?
v=7LWvMXsG0bE

33
 - EVA platform
-Apply your reading skills, by - Textbook 2 hours
completing the reading activities
APE
presented in the basic textbook
Reading 1 and Reading 2.

UNIT 8: Climate ACD Present your academic concerns -EVA platform 2 horas Week
change and its about the topics studied each 15
effects week by attending the weekly
Grammar tutorial
8.4. Future Graded activity 6: Questionnaire 1 point 5 hours
possibility: may, Online Quiz 2 EVA 2 average
might, and could. Evaluate your level of knowledge, - Questionnaire EVA 2
AA about the different topics studied
in Units 7 and 8.

34
Focus on Writing
8.5 Cause and effect -Comprise the grammar topic - EVA platform
essay “Future possibility: may, might and - Textbook
8.6 Conjunctions could”, by analyzing the grammar - Web Links
and transitions to explanation about “Future modals”
show cause and presented in the virtual guide and
effect textbook.
-Analyze the structure of the
“Cause-effect essay”, by watching
the following video.
https://www.youtube.com/watch?
v=w4ryzSDY4Jk
-Recognize the use of
“conjunctions and transitions to
show cause and effect”, by
analyzing the chart and examples
presented in the textbook.
- Evaluate your knowledge and
performance of the contents in unit
8 by completing Self-Evaluation
Unit 8

35
 -Demonstrate your grammar and
vocabulary knowledge, by - EVA Platform 2 hours
participating in the game, - Textbook
suggested on the platform EVA.
APE -Apply your writing skills, by
writing a draft “cause-effect essay”
about how climate change is
affecting your home country or
another country. Use your
notebook.
Review all of the ACD Present your academic concerns -EVA platform 2 horas Week
second bimester about the topics studied each 16
topics, and self- week by attending the weekly
evaluations. As well tutorial
as, review contents
-Review the learning resources - EVA platform 5 hours
in both basic
related to the different topics - Textbook
textbook and virtual
studied in the second bimester. -Virtual guide
learning platform.
-Review the textbook, and - Web links related to the four
information presented on the units studied in this Second
AA virtual platform to consolidate the Bimester
learned material, and be ready for
the on-site test
On-site-Evaluation -Questionnaire On-line
Questionnaire Questionnaire 2.5
Demonstrate the knowledge and points
competencies that you have
acquired during the Second
bimester.

36
 -Reflect and demonstrate your -Textbook 3 hours
knowledge of the contents and - EVA Platform
activities studied and developed in -Virtual guide
the second bimester in the On-site -Web links related to the four
Evaluation. units studied in the second
-Demonstrate your understanding, Bimester
APE reviewing the contents proposed
in Units 5, 6, 7, and 8. Preparation
for the On-site evaluation
corresponding to the Second
bimester.

37
 2. Resumen de las horas de trabajo de la asignatura por componente de aprendizaje en el
bimestre

Componentes del
Horas
aprendizaje
Total de horas de En contacto con el
trabajo de la docente 32
asignatura en el
bimestre Práctico-experimental 24
Autónomo 40
Total 96

3. Descripción de las actividades calificadas

En contacto con el docente (ACD) ( )

Componentes del aprendizaje: Práctico-experimental (APE) ( ✓ )
Autónomo (AA) ( )
Graded activity 1:
Actividad de aprendizaje: Activity 1-EVA
Complete writing, vocabulary, and grammar activities.
Tipo de recurso: Activity 1- EVA
Tema de la unidad: Unit 5: Careers and job opportunities
Resultados de aprendizaje que se
-Uses of transitions and collocations.
espera lograr:
- Review the vocabulary, reading and writing strategies, and
grammar learned in Unit 5.
- Download the WORD document from the Virtual learning platform
EVA. Read carefully the instructions and complete all the activities.
Estrategias didácticas: -Upload the document with the answers in the correct link,
considering the academic dates for this activity.
-Review the rubric for more detailed information
Important:
-Activity is graded according to the aspects specified in the
didactic strategies and the grading rubric.
Evaluation instrument: Rubric

Score of the activity: 1.5 points

Rubric is worth 10 points and it will be averaged and converted accordingly.
CATEGORIES EXCELLENT / VERY GOOD ADEQUATE / GOOD REGULAR POINTS
-The learner clearly understands -The learner shows a limited -The learner does not show an
Following the topic in-depth and presents understanding of the topic. adequate understanding of the
instructions information forcefully and -The learner partially follows topic.
convincingly. the didactic strategies. -The learner does not follow the
-The learner follows all the -Students partially complete didactic strategies at all.
didactic strategies. and answer all of the -Students do not complete and
-Students complete and answer activities and questions do not answer all of the activities
all of the activities and questions suggested in this activity. and questions suggested in this
suggested in this activity. activity.
2. – 1.5 1.5 – 0.5 0.5 - 0 ___ / 2

38
 -Identifies and understands the - Identify and understand - Lack of ability to identify and
Reading important information in reading the important information in understand the important
Comprehension passages. reading passages partially. information in reading
-Distinguishes and identifies main -Distinguishes and identifies passages.
ideas, supporting details, and main ideas, supporting -Lack of ability to distinguish and
examples consistently in details, and examples identify main ideas, supporting
readings. inconsistently. details, and examples
-Apply your knowledge in the -Partially apply your -No apply your knowledge in the
activities related to grammar and knowledge in the activities activities related to grammar
vocabulary. related to grammar and and vocabulary.
vocabulary.
4 – 3.5 3.5 – 1.5 1.5 – 0.0 ___ / 4
-Sentences ideas are related to -Sentences ideas are -Sentences ideas are not
the suggested topic. partially related to the related to the suggested topic.
Writing -Include complete ideas in each suggested topic. -Ideas and details are not
space of the sentences (cohesion -Include partially ideas in presented in a clear order
and coherence) each space of the -The writing has so numerous
-The writing has no mistakes in sentences (cohesion and grammar mistakes, that they
grammar. It is effective and coherence) make writing difficult to follow.
makes the information easy to -The writing has 5 to 10
read and understand mistakes in grammar that
create problems that slow
the reader or cause
confusion.
4 – 3.5 3.5 – 1.5 1.5 – 0.0 ___ / 4
Total ___/ 10
Plagiarism In case of plagiarism of the information, the activity will be scored 0 (zero).

En contacto con el docente (ACD) ( ✓ )

Componentes del aprendizaje: Práctico-experimental (APE) ( )
Autónomo (AA) ( )
Graded activity 2: Academic Forum 1
Actividad de aprendizaje: Write an opinion essay about the benefits and difficulties of being
"freelance"
Tipo de recurso: Academic Forum 1
Unit 5: Careers and job opportunities
Tema de la unidad:
Unit 6: Tourism and culture
Resultados de aprendizaje que se
- Organizes and writes different types of essays
espera lograr:
- Read the information about “Parts of an Essay” vocabulary, and
grammar presented on the virtual learning platform and the basic
textbook. Unit 5 and 6
-Write an opinion essay about the benefits and difficulties of being
"freelance".
- Include a Title
- Include an introductory paragraph with a clear thesis statement.
Estrategias didácticas:
-Include two body paragraphs, each paragraph must start with a
topic sentence that state a reason of your opinion. It is followed by
details that support the reasons of your opinion. These supporting
details can be (facts, examples, and explanations.).
-Include a concluding paragraph: restating the main idea
expressed in your thesis statement.
- Use the vocabulary and grammar from Units 5 and 6
- Review the rubric for more detailed information

39
 -Write at least 600 words.
-Do not attach documents.
-Write a comment on the essay of two of your classmates, (based
on the structure of the essay (analyze the essay of your classmate;
introduction, body, topic sentence, main ideas, supporting details,
conclusion, punctuation, grammar, vocabulary, etc.)) at least 5
lines of comment.
-Upload the essay in the correct link, considering the academic
dates for this activity.
Important:
Plagiarism will be graded ZERO points.
-This activity will be graded according to the aspects specified in
the didactic strategies and the grading rubric.
Note: If the information in the essay is not related to the required
topic, the rubric does not apply and the grade will be 0.
Evaluation Instrument: Rubric

Score of the activity: 1.5 points

Rubric is worth 10 points and it will be averaged and converted accordingly.
CATEGORIES EXCELLENT / VERY GOOD ADEQUATE / GOOD REGULAR POINTS
Follow -The learner follows all the -The learner partially -The learner does not follow the
instructions didactic strategies. follows the didactic didactic strategies at all. ___ / 1
strategies.
1 – 0.8 0.8 – 0.5 0.5 – 0.0
Organization and -The essay is related to the -The essay describes some -The essay does not represent
Content required topic. It has 600 to 550 information about the much information about the
words. required topic. It has 400 to required topic. It has 150 to 70
-Include an introductory 350 words words.
paragraph, two body paragraphs, -Include partially an -No follow the essay structure: ___ / 5
and a concluding paragraph introductory paragraph, two introductory, body, and
-Introductory paragraph presents body paragraphs, and a concluding paragraph.
a thesis statement that states the concluding paragraph The introductory paragraph
main idea of the essay. -Introductory paragraph does not present a thesis
-Each body paragraphs start with partially presents a thesis statement.
a topic sentence that states the statement that states the -Body paragraphs do not
reasons of your opinion. It is main idea of the essay. present a topic sentence that
followed by details that support -Each body paragraphs states the reasons to the opinion
the reasons of your opinion. partially start with a topic -Supported details are not
-Supported details are presented sentence that states the presented in a clear order with
in a clear order with opinions, reasons of your opinion. It is opinions, details, and examples.
details, and examples. followed by details that -There is no conclusion.
-Concluding paragraph: restating support the reasons of your
the main idea expressed in the opinion.
thesis statement. -Supported details are
presented partially in a clear
order with opinions, details,
and examples.
-Include partially a
conclusion.
5 – 3.5 3.5 – 1.5 1.5 - 0
Grammar, -The writing has no mistakes in -The writing has 5 to 10 -The writing has so numerous
Vocabulary, and grammar. It is effective and mistakes in grammar that grammar mistakes, that they
Mechanics makes the information easy to create problems that slow make writing difficult to follow.
read and understand. ___ / 3

40
 -The writing has no mistakes in the reader or cause -The writing has so numerous
(Spelling, punctuation, and confusion. (Spelling, punctuation, and
capitalization): Most words are -The writing has 5 to 10 capitalization): Much distracting
spelled correctly, and punctuation mistakes in (Spelling, spelling, punctuation, and
and capitalization are correct, too. punctuation, and capitalization mistakes.
capitalization): Some
- The learner uses vocabulary distracting spelling, - There are a lot of vocabulary
accurately. punctuation, and errors.
capitalization mistakes
-There are a few vocabulary
errors.
3 – 2.5 2.5 – 0.5 0.5 - 0
Comments -Include two comments on -Include one comment on a -Not include comments on ___ / 1
classmates’ participation. classmate’s participation. classmates’ participation.
-The comments are appropriate -The comments are partially
and focused on the main aspects appropriate y a little bit
of an essay focused on the main aspects
of an essay
1 – 0.8 0.8– 0.5 0.5 – 0.0
Total ___/ 10
Plagiarism In case of plagiarism of the information included in the essay, the activity will be scored 0 (zero).

En contacto con el docente (ACD) ( )

Componentes del aprendizaje: Práctico-experimental (APE) ( )
Autónomo (AA) (✓)
Graded activity 3:
Online Quiz 1
Actividad de aprendizaje:
Assess your level of knowledge, about the different topics studied
in Units 5 and 6.
Tipo de recurso: Questionnaire EVA 1
Unit 5: Careers and job opportunities
Tema de la unidad:
Unit 6: Tourism and culture
Resultados de aprendizaje que se -Uses of transitions and collocations.
espera lograr: -Organizes and writes different types of essays.
✓ Review and analyze the contents studied in Units 5 and 6
proposed in the basic textbook and the virtual guide.
Estrategias didácticas: ✓ Check the academic date to complete this questionnaire
on the platform-EVA.
✓ Answer the 15 multiple-choice questions randomly.
✓ You have 15 minutes and 2 attempts
Evaluation instrument: Questionnaire EVA 1

En contacto con el docente (ACD) ( )

Componentes del aprendizaje: Práctico-experimental (APE) (✓ )
Autónomo (AA) ( )
Graded activity 4:
Actividad de aprendizaje: Activity 2 - EVA
Develop vocabulary, reading, and writing exercises.
Tipo de recurso: Activity 2 - EVA
Tema de la unidad: Unit 7: Capital Punishment

41
 Resultados de aprendizaje que se
-Uses of transitions and collocations.
espera lograr:
- Review the vocabulary, reading and writing strategies, and
grammar learned in Unit 7.
- Download the WORD document from the Virtual learning platform
EVA. Read carefully the instructions and complete all the activities.
Estrategias didácticas: -Upload the document with the answers in the correct link,
considering the academic dates for this activity.
-Review the rubric for more detailed information
Important:
-Activity is graded according to the aspects specified in the
didactic strategies and the grading rubric.
Evaluation instrument: Rubric

Score of the activity: 1.5 points

Rubric is worth 10 points and it will be averaged and converted accordingly.
CATEGORIES EXCELLENT / VERY GOOD ADEQUATE / GOOD REGULAR POINTS
-The learner clearly understands -The learner shows a limited -The learner does not show an
Following the topic in-depth and presents understanding of the topic. adequate understanding of the
instructions information forcefully and --The learner partially topic.
convincingly. follows the didactic - The learner does not follow the
-The learner follows all the strategies. didactic strategies at all.
didactic strategies. -Students partially complete -Students do not complete and
-Students complete and answer and answer all of the not answer all of the activities
all of the activities and questions activities and questions and questions suggested in this
suggested in this activity. suggested in this activity. activity.
2. – 1.5 1.5 – 0.5 0.5 – 0.0 ___ / 2
-Identifies and understands the - Identify and understand - Lack of ability to identify and
Reading important information in reading the important information in understand the important
Comprehension passages. reading passages partially. information in reading
-Distinguishes and identifies main -Distinguishes and identifies passages.
ideas, supporting details, and main ideas, supporting -Lack of ability to distinguish and
examples consistently in details, and examples identify main ideas, supporting
readings. inconsistently. details, and examples
-Apply your knowledge in the -Partially apply your -No apply your knowledge in the
activities related to grammar and knowledge in the activities activities related to grammar
vocabulary. related to grammar and and vocabulary.
vocabulary.
4 – 3.5 3.5 – 1.5 1.5 – 0.0 ___ / 4
-Sentences ideas are related to -Sentences ideas are -Sentences ideas are not
the suggested topic. partially related to the related to the suggested topic.
Writing -Include complete ideas in each suggested topic. -Ideas and details are not
space of the sentences (cohesion -Include partially ideas in presented in a clear order
and coherence) each space of the -The writing has so numerous
-The writing has no mistakes in sentences (cohesion and grammar mistakes, that they
grammar. It is effective and coherence) make writing difficult to follow.
makes the information easy to -The writing has 5 to 10
read and understand mistakes in grammar that
create problems that slow
the reader or cause
confusion.
4 – 3.5 3.5 – 1.5 1.5 – 0.0 ___ / 4

Total ___/ 10
Plagiarism In case of plagiarism of the information, the activity will be scored 0 (zero).

42
 En contacto con el docente (ACD) ( ✓ )
Componentes del aprendizaje: Práctico-experimental (APE) ( )
Autónomo (AA) ( )
Graded activity 5: Academic Forum 2
Actividad de aprendizaje: Write a cause-and-effect essay about a natural disaster that you
know about.”
Tipo de recurso: Academic Forum 2
Tema de la unidad: Unit 8: Climate change and its effects
Resultados de aprendizaje que se
- Organizes and writes different types of essays
espera lograr:
- Read the information presented on the virtual learning platform
and in the basic textbook Unit 8: vocabulary, grammar, cause and
effect essay, conjunctions, and transitions.
- Write a cause-and-effect essay about a natural disaster that you
know about.”
- Include a title
- Include an introductory paragraph (a clear thesis statement,
stating the main idea of your essay)
- Include two body paragraphs (each one focusing on one set of a
cause-and-effect relationship, each body paragraph will give
reasons, examples, and facts to support your causes and effects)
-Include a concluding paragraph (restating the main idea expressed
in the thesis statement and adding a final comment)
- Use the vocabulary and grammar from Unit 8
- Use transitions and conjunctions to show cause and effect
Estrategias didácticas:
- Review the rubric for more detailed information.
- Write at least 600 words.
- Do not attach documents.
- Write a comment on the essay of two of your classmates, (based
on the structure of the essay (analyze the essay of your classmate;
introduction, body, topic sentence, main ideas, supporting details,
conclusion, punctuation, grammar, vocabulary, etc.)) at least 5 lines
of comment.
-Upload the essay in the correct link, considering the academic
dates for this activity.
Important:
Plagiarism will be graded ZERO points.
This activity will be graded according to the aspects specified in
the didactic strategies and the grading rubric.
Note: If the information in the essay is not related to the required
topic, the rubric does not apply and the grade is 0.
Evaluation instrument: Rubric

Score of the activity: 2 points

Rubric is worth 10 points and it will be averaged and converted accordingly.
CATEGORIES EXCELLENT / VERY GOOD ADEQUATE / GOOD REGULAR POINTS
Follow -The learner follows all the -The learner partially -The learner does not follow the
instructions didactic strategies. follows the didactic didactic strategies at all. ___ / 1
strategies.
1 – 0.8 0.8 – 0.5 0.5 – 0.0

43
Organization and -The essay is related to the -The essay describes some -The essay does not represent
Content required topic. It has 600 to 550 information about the much information about the
words. required topic. It has 400 to required topic. It has 150 to 70
-Include an introductory 350 words words.
paragraph, two body paragraphs, -Include partially an -No follow the essay structure: ___ / 5
and a concluding paragraph introductory paragraph, two introductory, body, and
-Introductory paragraph presents body paragraphs, and a concluding paragraph.
a thesis statement that states the concluding paragraph The introductory paragraph
main idea of the essay. -Introductory paragraph does not present a thesis
-Each body paragraphs start with partially presents a thesis statement.
a topic sentence that states the statement that states the -Body paragraphs do not
reasons of your opinion. It is main idea of the essay. present a topic sentence that
followed by details that support -Each body paragraphs states the reasons to the opinion
the reasons of your opinion. partially start with a topic -Supported details are not
-Supported details are presented sentence that states the presented in a clear order with
in a clear order with opinions, reasons of your opinion. It is opinions, details, and examples.
details, and examples. followed by details that -There is no conclusion.
-Concluding paragraph: restating support the reasons of your
the main idea expressed in the opinion.
thesis statement. -Supported details are
presented partially in a clear
order with opinions, details,
and examples.
-Include partially a
conclusion.
5 – 3.5 3.5 – 1.5 1.5 - 0
Grammar, -The writing has no mistakes in -The writing has 5 to 10 -The writing has so numerous
Vocabulary, and grammar. It is effective and mistakes in grammar that grammar mistakes, that they
Mechanics makes the information easy to create problems that slow make writing difficult to follow.
read and understand. the reader or cause -The writing has so numerous ___ / 3
-The writing has no mistakes in confusion. (Spelling, punctuation, and
(Spelling, punctuation, and -The writing has 5 to 10 capitalization): Much distracting
capitalization): Most words are mistakes in (Spelling, spelling, punctuation, and
spelled correctly, and punctuation punctuation, and capitalization mistakes.
and capitalization are correct, too. capitalization): Some
distracting spelling, - There are a lot of vocabulary
- The learner uses vocabulary punctuation, and errors.
accurately. capitalization mistakes
-There are a few vocabulary
errors.
3 – 2.5 2.5 – 0.5 0.5 - 0
Comments -Include two comments on -Include one comment on a -Not include comments on ___ / 1
classmates’ participation. classmate’s participation. classmates’ participation.
-The comments are appropriate -The comments are partially
and focused on the main aspects appropriate y a little bit
of an essay focused on the main aspects
of an essay
1 – 0.8 0.8– 0.5 0.5 – 0.0
Total ___/ 10
Plagiarism In case of plagiarism of the information included in the essay, the activity will be scored 0 (zero).

En contacto con el docente (ACD) ( )

Componentes del aprendizaje: Práctico-experimental (APE) ( )
Autónomo (AA) (✓)
Actividad de aprendizaje: Graded activity 6:

44
 Online Quiz 2
Evaluate your level of knowledge, about the different topics studied
in Units 7 and 8.
Tipo de recurso: Questionnaire EVA 2
Unit 7: Capital punishment
Tema de la unidad:
Unit 8: Climate change and its effects
Resultados de aprendizaje que se - Uses of transitions and collocations.
espera lograr: -Organizes and writes different types of essays.
✓ Review and analyze the contents studied in Units 7 and 8
proposed in the basic textbook and the virtual guide.
Estrategias didácticas: ✓ Check the academic date to complete this questionnaire
on the platform EVA.
✓ Answer the 15 multiple-choice questions randomly.
✓ You have 15 minutes and 2 attempts
Evaluation instrument: Questionnaire EVA 2

45
 D. Evaluación de la asignatura segundo bimestre

Fechas de
Componente Actividad Instrumento Calificación Peso
ejecución
Graded activity 2: Academic
Forum 1 Week 11 and 12
Write an opinion essay about the Rubric June 19 to July 2, 1.5 15%
APRENDIZAJE benefits and difficulties of being 2023
EN CONTACTO "freelance"
CON EL Graded activity 5: Academic
DOCENTE Forum 2
Week 14 and 15
Write a cause-and-effect essay Rubric 2 20%
July 10 to 23 , 2023
about a natural disaster that you
know about.”
Subtotal 3.5 35%
Graded activity 3:
Online Quiz 1 Week 12
Questionnaire
Assess your level of knowledge, June 26 to July 2,
EVA 1
about the different topics studied in 2023
Units 5 and 6.
1 10%
Graded activity 6:
APRENDIZAJE
Online Quiz 2
AUTÓNOMO Questionnaire Week 15
Evaluate your level of knowledge,
EVA 2 July 17 to 23, 2023
about the different topics studied in
Units 7 and 8.
On-line July 28 to August 1,
On-site Evaluation 2.5 25%
Questionnaire 2023
Subtotal 3.5 35%
Graded activity 1:
Activity 1-EVA Week 10
Rubric 1.5 15%
Complete writing, vocabulary, and June 12 to 18,2023
APRENDIZAJE
grammar activities.
PRÁCTICO
Graded activity 4:
EXPERIMENTAL
Activity 2 - EVA Week 13
Rubric 1.5 15%
Develop vocabulary, reading, and July 3 to 9, 2023
writing exercises.
Subtotal 3 30%
TOTAL 10 100%

EVALUACIÓN DE RECUPERACIÓN

Actividades académicas Puntaje Fechas importantes

Evaluación de recuperación 3.5 September 2 and 3 ,2023

46
 E. Datos del equipo docente:

Horario de tutoría4

Paralelo Día Horario Sala Teléfono Extensión

100 RED Tuesday 15:00 p.m. – 17:00 p.m. ZOOM 3701444 7121
101 RED Tuesday 17:00 p.m. – 19:00 p.m. ZOOM 3701444 7112

Docente autor
Nombre Gabriela Cecibel Inga Ordóñez
Título(s) de tercer nivel Licenciatura en Ciencias de la Educación: mención Inglés
Título(s) de cuarto nivel Maestría en Gerencia y Liderazgo Educacional
Departamento Filosofía, Artes y Humanidades
Correo electrónico [email protected]
Teléfono 3701444 Ext: 7112
Currículo profesional resumido
Currently studying a Doctorate degree program in “Humanidades y Artes, mención: Ciencias de la Educación.
M.A in “Gerencia y Liderazgo Educacional” from Universidad Técnica Particular de Loja. B D in “Ciencias de
la Educación, mención ingles” from Universidad Técnica Particular de Loja. EFL teacher at Fine-Tuned English
Institute for 4 years. English Teacher at Universidad Técnica Particular de Loja for 6 years, teaching the
following subjects: Reading and Writing I and III, Psychology and language learning, Inglés I and II, English
Language: Reading and Writing III, Practicum I, Ingles especifico, metodología de estudio, listening and
speaking I and II.

F. Relación con el perfil de egreso (rediseño curricular)

Contribución Resultado/s de aprendizaje del perfil

Resultados de aprendizaje de la
(inicial, medio, de egreso
asignatura
final)
-Identifies main and supporting details in -Applies the linguistic knowledge of the
different types of texts. Medio English language at a level that allows
effective communication to perform
professionally in the teaching of English
-Uses of transitions and collocations. Initial to children and teens according to
international standards.
-Organizes and writes different types of
essays. Final

4
El nombre del profesor tutor y horario de tutoría constará en el entorno virtual de aprendizaje.

47
G. Bibliografía básica y complementaria

a) Nombre del texto básico

Barton, L, & Dupaquier, C. (2020). NorthStar: Reading and Writing Level 3. (5th ed.) Longman.

b) Información general del texto

The authors of this textbook are prominent figures who with their pedagogical experience have
contributed with a great variety of quality texts, the same ones that have contributed to the teaching-
learning process in the educational field. This textbook has been selected because it is a very
interesting, didactic, and useful book for any intermediate student. This textbook includes a variety of
exercises that help learners significantly improve their language skills.

a) Nombre de la guía didáctica

Inga, G. (2022). Guía Didáctica Virtualizada: English Language: Reading and Writing III. UTPL
editorial

b) Breve descripción general de la guía didáctica

The main purpose of this didactic guide is to facilitate the learning process and to complement the
resources of the course, especially those which are not covered in detail in the textbook. There are
some interesting activities and exercises to understand better each topic. Furthermore, you will find
educational resources, recommended activities, and self-evaluations which will allow you to put into
practice what you have learned.

BIBLIOGRAFÍA COMPLEMENTARIA

a) Nombre del Texto

Barton, L & Dupaquier, C. (2009). NorthStar: Reading and Writing Level 3. (4th ed.) Longman.

b) Información general del texto

This book is the previous edition of the current basic textbook for our students; therefore, all the chapters
include diverse activities directly related to the study topics.

48
c) ¿El texto está disponible en la biblioteca general física o virtual de la UTPL?

Física x Virtual a)
d
a) Nombre del Texto
e
l
Bixby, J & Scanlon, J (2016). Skillful 3 Reading and Writing.
T Macmillan Publisher.
e
b) Información general del texto x
t
This textbook presents different strategies and activities oon how to improve writing skills. It shows different
types, formats, and outlines about how to organize writing.
B
á
c) ¿El texto está disponible en la biblioteca general física s o virtual de la UTPL?
Física x Virtual i
c)
c
d
o
a) Nombre del Texto e
(
l
Folse K. (2010). Keys to grammar for English language U learners (2nd ed.). Michigan ELT.
T
t
e
i
b) Información general del texto x
l
t
i
This text contains a large number of exercises and activities focused
o on specific grammatical topics, which
c
will help to support the topics of the basic text of the study ofBthis subject.
e
á
e
s
c) ¿El texto está disponible en la biblioteca general física l o virtual de la UTPL?
i
f
c
o e)
Física XX Virtual o
r
( d
m
U e
a
a) Nombre del Texto t l
t
Oshima, A., Hogue, A., & Lê, H. L. (2006). Writing Academic
i T
o English.Longman.
l e
d
i x
b) Información general del texto e
c t
l
e oexplanations about grammar in English.
This text is an exceptional tool that contains concise and relevant
a
In addition, it has a great variety of examples and exercises e B
s that áfacilitate the understanding of somewhat
complex topics. l
n
f s
o
o i
r
r c 49
m o
 c) ¿El texto está disponible en la biblioteca general física o virtual de la UTPL?

Física XX Virtual g)
d
BIBLIOTECA VIRTUAL e
l
Reposito Link
T
rio (base
de datos) e
Biblioteca https://biblioteca.utpl.edu.ec/basedatos x
UTPL
t
Excelsior https://owl.excelsior.edu/orc/what-to-do-after-reading/analyzing/creating-an-outline/creating-an-
“Outline” outline-activity/ o
Phrasal http://downloads.bbc.co.uk/worldservice/learningenglish/teachingenglish/funkyphrasals/te_funky_
B
verbs phrasals_childhood.pdf á
s
i
RECURSOS EDUCATIVOS ABIERTOS (REAs) c
Título del REA o
Link
(
Quotations and https://owl.purdue.edu/owl/general_writing/punctuation/quotation_marks/index.html
Punctuation U
t
Parts of Speech https://www.youtube.com/watch?v=pDJ7lqxBBXo
i
l
Improving Sentence https://owl.purdue.edu/owl/general_writing/mechanics/sentence_clarity.html
Clarity: i
Formal and c
informal letters https://www.youtube.com/watch?v=Lj10Z_ap3cg
e
Suffixes: https://englishstudyonline.org/suffix
e
l
different types of https://sites.google.com/site/basicslanguagearts/home/components-of-a-
f
paragraphs paragraph/different-type-of-paragraphs
o
Prefixes r
https://dictionary.cambridge.org/grammar/british-grammar/prefixes
m
Outline http://www.siskiyous.edu/asc/documents/writing/whatisoutline.pdf
a
Pros and Cons t
http://mycosysite.blogspot.com/2012/12/writing-pros-and-cons-essay.html
o
English Proverbs https://www.phrases.org.uk/meanings/proverbs.html
d
Synonyms https://7esl.com/synonyms/ e
l
Phrasal verbs https://www.englishclub.com/grammar/phrasal-verbs.htm
a
s
n
o 50
r
 Comparative https://www.thefreedictionary.com/Comparative-Adverbs.htm
adverbs
Contrast paragraph https://writing.itu.edu.tr/sample_writing_process_contrast.pdf

English Idioms https://www.ef.com/wwen/english-resources/english-idioms/

Opinion essay https://www.freeessaywriter.net/blog/opinion-essay

Abstract nouns https://www.youtube.com/watch?v=R1M0Q8RMgTE

Definite and https://www.youtube.com/watch?v=SxNlVyYJFG0

indefinite articles
Persuasive essay https://www.slideshare.net/marianogalan23/the-persuasive-essay

Sentence variety https://www.gocolumbia.edu/aac/SentenceVariety.pdf

Cohesion in Writing http://www.writingcentre.uct.ac.za/sites/default/files/image_tool/images/167/

Cohesion.pdf
Collocations https://www.youtube.com/watch?v=0FXkMBni440

The Difference: https://www.youtube.com/watch?v=7LWvMXsG0bE

Used to, Be Used
to, Get Used to.
Cause and effect https://www.youtube.com/watch?v=w4ryzSDY4Jk
essay

H. Elaboración y aprobación

Actividades Nombre Función Firma

Mgtr. Gabriela Cecibel Inga

Elaboración: Profesor autor
Ordóñez

Fecha de elaboración: 7 de noviembre de 2022

Mgtr. Mayra Fernanda Jaramillo

Evaluación: Par académico
Pontón

Mgtr. Lisset Vanessa Toro

Aprobación: Directora de carrera
Gallardo

Número y fecha de Acta de aprobación: ACTA NO. 004- CEMI-PINE-FCSEH-UTPL-2022

51