UNIT PLAN 1

A. GENERAL INFORMATION:
UNIT TITLE: Can you count? CLASSROOM/ LEVEL: Ninth B Tenth F,G,H,I,J SUBJECT AREA: English
B. COMMUNICATIVE COMPETENCE COMPONENTS: Linguistic, Sociolinguistic and Pragmatic.
C. UNIT RATIONAL: the students will be able to use these expressions in the real life with their partners or family.
D. OVERVIEW/ GOALS: At end of the unit students will talk and describe about their abilities and Ask for permission.

OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS

Remember the
vocabulary related to
numbers, letter and
other things in order to
practice English
Familiarize yourself with
English
To practice a real
dialogue in a real
situation.
To develop the stress
pronunciation for
Let´s get started Listen and repeat the numbers. May 6-17
1.Numbers 1-20 Listen and repeat the alphabet.
2.The English Alphabet Listen and repeat the twelve months that
3. Months of the year make up a year.
4. days of the week Listen and repeat the days of the week.
5. Colors Look at the colors.
6. A classroom Look at the picture and read the labels.
7. Classroom object Look at the pictures as you listen and
8. Classroom repeat the words.
commands Look at the pictures and read the
9. Words for people commands.
10. Command adjective Look at the pictures as you listen and
11. U.S. money repeat the words.
12. Some parts of
Look at the examples of the parts of
speech.
speech in the chart.
13. Punctuation
14. greetings Listen and repeat the greetings. Write
the correct greeting in each balloon.
Can you count?
Dialogue Cover the dialogue and listen.
May 19-Junio 20
Comprehension Circle the correct answers.
Usefull expression Read along as you listen again. Check
Vocabulary your answers.
Clock times Listen and repeat.
Grammar Focus Complete the dialogues with expressions
Imperatives from Exercise A.
perform the listening Affirmative, negative Role-play the conversation in Exercise B.
and speaking skills. and use of imperative Replace the names with your
To develop the listening Discovering grammar classmates’ names.
and reading skills Practicing grammar Look at the clock as you listen and
through exercises. practice repeat.
To Use the vocabulary Dialogue Look at the grammar chart. Circle the
related to an Comprehension correct answers.
amusement park Grammar Focus Write fi ve affi rmative classroom
situation. Can to talk about commands.
To Practice asking and abilities Use a period or an exclamation point (!).
giving information about Affirmative, negative, Underline the verbs in Exercise A.
time yes/no, short answers, Rewrite the commands in Exercise A as
To Use imperatives and information questions negative commands.
PAIRS. Student A, give a command
command through and contraction.
from Exercise A. Student B, act out the
completing task and Discovering grammar
command. Take turns giving and acting out
dialogues. Practicing grammar
commands.
To talk about abilities by Practice
Have a competition! Go to page 68.
the use of “can” and Pronunciation
Cover the dialogue and listen.
“can´t” Your turn
Write the answers.
Learn to learn Read along as you listen again. Check
Communication your answers.
practice Look at the picture. Take turns. Ask who can
Putting it together “At do each activity below.
the amusement park” GROUPS. Play a memory game with four
classmates.
Have a representative tell the class what
each of your group members can do.
Listen and repeat.
Listen again. Then practice the
conversations.
Find someone who can do these activities
by asking, “Can you . . . ?” Write the
student’s name next to the ability.
Share your findings with the class.
Listen to the conversation.
PAIRS. Student A, ask if you can borrow or
use one of your classmate’s things. Student
B, say No because you’re using it. Switch
roles. This time, Student A, say Yes.
 PAIRS. Compete with another pair. Make a
list of questions asking for permission that
are commonly used in class.
Compare your list with that of another pair.
Who wrote the most questions?
Before you listen, read the dialogue. Fill in
the missing responses.
Listen to the conversation. Check your
answers.

E. LIST OF RESOURCES:
Student´s book
Teacher´s book
Markers
Exposition paper
Cds
Recorder radio
Dialogues
Board
Cards
Color pens
Posters board.

F. ASSESSMENT:

Diagnostic: It will be applied to the beginning of the Educational process, to the student to be aware of the scientific knowledge or to determine any
aspect that is to say to verify entrance behaviors, and where simple instruments were elaborated, applied in the first weeks of beginning of the
teaching process.

Procesual: It is carried out it with ends of reeducation of the educational process, where the educator will know how the students are learning on the
process of the treated topics whose results indicate what it leaves of the learning it has achieved each educating and that he still lacks it to learn,
and the educator will owe to adapt new activities and strategies (reinforcements) that will even not use for the achievement of the part reached. It will
be applied in every hour class in such a way that the knowledge are reached by all the pupils.
Final: It applied it to him to evaluate the bimonthly form that allows to certify that the student has acquired a certain wide learning and you/he/she
promotes to the educating at a superior level, in such a way you can value qualitative and quantitatively the knowledge, skills and aptitudes acquired
in class time.

G. EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

In this unit, the students will be able to express information about himself and introduce to another person in order to develop grammar and listening
skills .
This unit helps to students to practice useful expressions such as thanks, thank you, welcome, etc.

H. BIBLIOGRAFIA

www.educacion.gob.ec

English book level A2, by Pearson education, 2008

Lic. Gabriel Pisco Pin. Mag. Duie Lic. Mery Santana Vivar Lic. Jackson Marcillo Pincay
VISTO BUENO VICERRECTOR VESPERTINO DIRECTOR DE ÁREA ENGLISH TEACHER
 UNIT PLAN 2
A. GENERAL INFORMATION:
UNIT TITLE: I always get up at six thirty CLASSROOM/ LEVEL: Ninth B Tenth F,G,H,I,J SUBJECT AREA: English
B. COMMUNICATIVE COMPETENCE COMPONENTS:
C. UNIT RATIONAL:
D. OVERVIEW/ GOALS:

OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS

Reading Read along as you listen to Brian´s
To introduce each other Comprehension description of his typical day. June 23rd– August 8th
through a dialogue Pronunciation
To ask using the clue Vocabulary
words or Wh- words Sequence words
To use prepositions of Discovering grammar
place through many Practicing grammar
activities practice
To learn Vocabulary Your turn
related to things for Communication. Talk
teens. about your routines
To role play a specific Grammar focus Adverb
conversation. of frequency.
To enhance the Position of frequency
knowledge through a adverbs with be/ other
game. verbs.
To make a project in Discovering grammar
order to develop writing Practicing grammar
skill Practice
To develop the stress Reading
pronunciation for Speaking
perform the listening Listening
and speaking skills. Writing
 To develop the listening Progress check
and reading skills Game 1 “race track”
through exercises. Project 1”a snapshot of
a classmate”

E. LIST OF RESOURCES:
Student´s book
Teacher´s book
Markers
Exposition paper
Cds
Recorder radio
Dialogues
Board
Cards
Color pens
Posters

F. ASSESSMENT:
Diagnostic: It will be applied to the beginning of the Educational process, to the student to be aware of the scientific knowledge or to determine any
aspect that is to say to verify entrance behaviors, and where simple instruments were elaborated, applied in the first weeks of beginning of the
teaching process.

Procesual: It is carried out it with ends of redecuacion of the educational process, where the educator will know how the students are learning on
the process of the treated topics whose results indicate what it leaves of the learning it has achieved each educating and that he still lacks it to learn,
and the educator will owe to adapt new activities and strategies (reinforcements) that will even not use for the achievement of the part reached. It will
be applied in every hour class in such a way that the knowledge are reached by all the educandos.

Final: It applied it to him to evaluate the bimonthly form that allows to certify that the student has acquired a certain wide learning and you/he/she
promotes to the educating at a superior level, in such a way you can value qualitative and quantitatively the knowledge, skills and aptitudes acquired
in hours classes

G. EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

In this unit the students will be able to express information about himself and introduce to another person in order to develop grammar and
listening skills .
This unit helps to students to practice useful expressions such as thanks, thank you, welcome, etc.

H. BIBLIOGRAFIA

www.educacion.gob.ec

English book level A1, by Pearson education, 2008

Lic. Gabriel Pisco Pin. Mag. Duie Lic. Rolando Soledispa Gutiérrez Lic. Jackson Marcillo Pincay
VISTO BUENO VICERRECTOR VESPERTINO DIRECTOR DE ÁREA ENGLISH TEACHER

UNIT PLAN 3
A. GENERAL INFORMATION:
UNIT TITLE: WHERE ARE YOU FROM CLASSROOM/ LEVEL: Tenth Grade A,B,C,D,E,F SUBJECT AREA: English
B. COMMUNICATIVE COMPETENCE COMPONENTS: students will be able to understand and use familiar everyday expressions and basic
phrases aimed at the satisfaction of needs of a concrete type and ask and answer questions about personal details, greetings, numbers, directions,
habits, etc..
C. UNIT RATIONAL: the students will be able to use these expressions in the real life yourself and others people in present time, they will use
the cardinal numbers to express age and time.
D. OVERVIEW/ GOALS: the students will learn to introduce themself and to other people in present time using idiomatic expressions and
concrete personal and educational details in their daily routine.

OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS

To know some
questions in English by
heart.
To pronounce the
voiced th sound in this
and that.
To read and e-mail for
important information.
To listen for specific
information.
Where are you from? Look at the map. Label your country August 12 -16
Vocabulary and Australia
Countries and Fill the missing countries and
Nationalities nationalities in the chart below
Communication Listen to the conversation
Dialogue Role play the conversation. Replace August19 – 23
Comprehension “J.K.Rowling” with another famous
Useful expressions people.
Grammar focus ( nouns: Cover the dialogue and listen
singular and plural Read along as you listen again.
forms) Check your answers
Discovering grammar Listen and repeat useful expressions
Practicing grammar Look at the grammar chart. Circle the
Grammar focus correct answer. August 26 -30
(this/that; these/those) Listen to the conversation in exercise
Practicing grammar A. practice them with a classmate.
 To ask questions to get Pronunciation Listen to the conversation. Then
personal information. (The voiced th sound in circle the correct answers.
This and That) Read along silently as you listen.
To write personal listening Underline the student´s favorite form
information. Reading of entertainment.
September 2 – 6
Your turn Before you listen, read the
Writing conversation. Complete Annie´s
To write an e-mail. Putting it together at the questions.
school Reading for specific information.
Wide angle on the world Listen to a program on International
from one country to Teen Web Radio. Complete the chart September 9 – 13
another. above for Mike.
Reading Imagine your partner lives in another
Listening country. Interview him or her using
Speaking the questions below. Take notes. September 16 – 20
Writing Write a paragraph about your
Evaluation. partner. Use the notes from your September 23 - 27
interview.

E. LIST OF RESOURCES:
Student´s book
Teacher´s book
Markers
Exposition paper
Cds
Recorder radio
Dialogues
Board
Cards
Color pens
Posters

F. ASSESSMENT:
Diagnostic: It will be applied to the beginning of the Educational process, to the student to be aware of the scientific knowledge or to determine any
aspect that is to say to verify entrance behaviors, and where simple instruments were elaborated, applied in the first weeks of beginning of the teaching
process.

Procesual: It is carried out it with ends of redecuacion of the educational process, where the educator will know how the students are learning on the
process of the treated topics whose results indicate what it leaves of the learning it has achieved each educating and that he still lacks it to learn, and
the educator will owe to adapt new activities and strategies (reinforcements) that will even not use for the achievement of the part reached. It will be
applied in every hour class in such a way that the knowledge are reached by all the educandos.

Final: It applied it to him to evaluate the bimonthly form that allows to certify that the student has acquired a certain wide learning and you/he/she
promotes to the educating at a superior level, in such a way you can value qualitative and quantitatively the knowledge, skills and aptitudes acquired
in hours classes

G. EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

In this unit the students will be able to express information about himself and introduce to another person in order to develop grammar and
listening skills .
This unit helps to students to practice useful expressions such as thanks, thank you, welcome, etc.

H. BIBLIOGRAFIA

www.educacion.gob.ec

English book level A1, by Pearson education, 2008

Lic. Gabriel Pisco Pin. Mag. Duie Lic. Rolando Soledispa Gutiérrez Lic. Jackson Marcillo Pincay
VISTO BUENO VICERRECTOR VESPERTINO DIRECTOR DE ÁREA ENGLISH TEACHER

UNIT PLAN 4
A. GENERAL INFORMATION:
UNIT TITLE: Can you repeat that, please? CLASSROOM/ LEVEL: Tenth Grade A, B, C, D, E, F SUBJECT AREA: English
B. COMMUNICATIVE COMPETENCE COMPONENTS: students will be able to ask about birthdays asking questions when?/what time?/what
day?. Talk about favorite TV shows, personal information, important dates, and times.
C. UNIT RATIONAL: the students will be able to ask for personal information with their partners.
D. OVERVIEW/ GOALS: the students will be able to ask for help about personal information, birthdays, favorite TV shows, using different dates,
times and useful languages.

OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS

Ask for help.
To pronounce intonation
patterns in information
questions.
To read a schedule.
To listen for information
about events.
To ask for personal
information.
To ask about birthdays.
Can you repeat that, Cover the dialogue and listen October 14 - 18
please? Check your answers. Read along as you
Dialogue listen again.
Comprehension Complete the conversation with
Useful expressions expressions from exercise A. use your
Grammar Focus own information for the responses. October 21 - 25
Can for request (?, +, -) Role-play the conversation in exercise B.
Dialogue Look at the grammar chart. Complete the
comprehension grammar rules.
Vocabulary Cover the dialogue and listen. As you
Ordinal Numbers listen, write down the events, their dates,
Grammar Focus 2 and times. October 28-November 1
Questions Words: When, Answer the questions. Use your notes.
What time, what day Listen and repeat the numbers.
+(am/is/are) Look at the sentences. Write questions
Prepositions of time: in + for the underlined parts.
month, on + day, at + time.
 To talk about favorite TV Pronunciation Write the names of the months in order in
shows. Intonation patterns in the first column of the notebook below.
information questions Listen. Notice how the voice falls on the
To fill out a personal Communication last content word in information
information form. Reading questions. November 4- 8
Listening Read the summer schedule carefully.
To write a schedule. Speaking Then take turns asking and answering the
Writing questions.
Create a poster ad for your dance school.
Progress Check (units 3 Present your poster to the class. Answer
and 4) any questions your classmates have. November 11 – 15
Evaluation
November 18 - 22

E. LIST OF RESOURCES:
Student´s book
Teacher´s book
Markers
Exposition paper
Cds
Recorder radio
Dialogues
Board
Cards
Color pens
Posters

F. ASSESSMENT:

Diagnostic: It will be applied to the beginning of the Educational process, to the student to be aware of the scientific knowledge or to determine any
aspect that is to say to verify entrance behaviors, and where simple instruments were elaborated, applied in the first weeks of beginning of the teaching
process.

Procesual: It is carried out it with ends of redecuacion of the educational process, where the educator will know how the students are learning on the
process of the treated topics whose results indicate what it leaves of the learning it has achieved each educating and that he still lacks it to learn, and
the educator will owe to adapt new activities and strategies (reinforcements) that will even not use for the achievement of the part reached. It will be
applied in every hour class in such a way that the knowledge are reached by all the educandos.
Final: It applied it to him to evaluate the bimonthly form that allows to certify that the student has acquired a certain wide learning and you/he/she
promotes to the educating at a superior level, in such a way you can value qualitative and quantitatively the knowledge, skills and aptitudes acquired
in hours classes

G. EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

In this unit the students will be able to express information about himself and introduce to another person in order to develop grammar and listening
skills .
This unit helps to students to practice useful expressions such as thanks, thank you, welcome, etc.

H. BIBLIOGRAFIA

www.educacion.gob.ec

English book level A1, by Pearson education, 2008

Lic. Gabriel Pisco Pin. Mag. Duie Lic. Rolando Soledispa Gutiérrez Lic. Jackson Marcillo Pincay
VISTO BUENO ViCERRECTOR VESPERTINO DIRECTOR DE ÁREA ENGLISH TEACHER
 UNIT PLAN 5
A. GENERAL INFORMATION:
UNIT TITLE: I have two sisters CLASSROOM/ LEVEL: Tenth Grade A,B,C,D,E,F SUBJECT AREA: English
B. COMMUNICATIVE COMPETENCE COMPONENTS: students will be able to talk about their family. Describe people. Ask and answer
questions about physical descriptions of their family members.
C. UNIT RATIONAL: the students will be able to identify people based on description using a new vocabulary, grammar and new expressions.
D. OVERVIEW/ GOALS: the students will ask and answer questions about family and physical descriptions.

OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS

To learn new vocabulary
into categories.
To pronounce rising
intonation in yes/no
questions.
To identify people based
on description.
To ask and answer
questions about family
and physical description.
To write about a favorite
person.
I have two sisters Look at the names in Andy Gibson’s November 25 – 29
Vocabulary family tree. Find each person in the
Family members picture. Write the person`s name in the
Practice tree.
Grammar focus Listen to the family words and repeat.
(Possessive forms of Look at the grammar chart. Complete
nouns) the grammar rules with “s or”
Dialogue Draw your family tree on a piece of December 2 – 6
Comprehension paper.
Useful expressions Present your family tree to the class.
Grammar Focus ( Simple Use the possessive form to explain
present of have) relationship.
Affirmative, negative and Cover the dialogue and listen
contractions. Cross out the wrong information in each
Grammar Focus ( Simple sentence. Correct the sentences.
present of have; any): Write sentences using has, have,
Affirmative, negative, doesn’t have, or don’t have and the
questions with How Many cues.
Pronunciation
Communication
 vocabulary Listen to the questions. Notice how the December 9 – 13
Listening voices rises on the last syllable of the
Writing last word in yes/no questions.
Putting it together At Look at the adjectives and the pictures.
Caroline’s Write a Harry Potter character next to
Game 2 spelling bee each adjective.
Project 2 A snapshot of Listen to each description. Guess who
someone I like the person is. Choose your answers
Evaluation from the characters in the box. December 16 – 20
Thing of a favorite person. This person
can be a family member, a friend, a
teacher, a book or movie character, or
an entertainer. Write a description of this
person.
Cover the dialogue. Listen to the
conversation. What are the ways Andy
can communicate with Caroline?
Check your answers. Read along as you
listen again. Then discuss the questions.
Game 2 spelling bee
Project 2. Write a magazine article about
a person you like.

E. LIST OF RESOURCES:
Student´s book
Teacher´s book
Markers
Exposition paper
Cds
Recorder radio
Dialogues
Board
Cards
Color pens
Posters

F. ASSESSMENT:
Diagnostic: It will be applied to the beginning of the Educational process, to the student to be aware of the scientific knowledge or to determine any
aspect that is to say to verify entrance behaviors, and where simple instruments were elaborated, applied in the first weeks of beginning of the teaching
process.

Procesual: It is carried out it with ends of redecuacion of the educational process, where the educator will know how the students are learning on the
process of the treated topics whose results indicate what it leaves of the learning it has achieved each educating and that he still lacks it to learn, and
the educator will owe to adapt new activities and strategies (reinforcements) that will even not use for the achievement of the part reached. It will be
applied in every hour class in such a way that the knowledge are reached by all the educandos.

Final: It applied it to him to evaluate the bimonthly form that allows to certify that the student has acquired a certain wide learning and you/he/she
promotes to the educating at a superior level, in such a way you can value qualitative and quantitatively the knowledge, skills and aptitudes acquired
in hours classes

G. EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

In this unit the students will be able to express information about himself and introduce to another person in order to develop grammar and listening
skills .
This unit helps to students to practice useful expressions such as thanks, thank you, welcome, etc.

H. BIBLIOGRAFIA

www.educacion.gob.ec

English book level A1, by Pearson education, 2008

Lic. Gabriel Pisco Pin. Mag. Duie Lic. Rolando Soledispa Gutiérrez Lic. Jackson Marcillo Pincay
VISTO BUENO VICERRECTOR VESPERTINO DIRECTOR DE ÁREA ENGLISH TEACHER
 UNIT PLAN 6
A. GENERAL INFORMATION:
UNIT TITLE: I`m not crazy about hip hop CLASSROOM/ LEVEL: Tenth Grade A,B,C,D,E,F SUBJECT AREA: English
B. COMMUNICATIVE COMPETENCE COMPONENTS: students will be able to talk about likes and dislikes. Ask and answer interview
questions.
C. UNIT RATIONAL: the students will be able to express like and dislikes using questions, listening interview and different ways of expressing
that.
D. OVERVIEW/ GOALS: the students will be able to exchange information with their partners talking about likes and dislikes.

OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS

Skim for the main idea.
To pronounce the sound
/z/
To recognize true or false
statements.
To listen for details in an
interview.
To talk about likes and
dislikes.
I`m not crazy about hip- Cover the dialogue and listen January 2 – 10
hop Write the kind of music each person likes
Dialogue and doesn`t like.
Comprehension Listen and repeat
Useful expressions Look at the grammar chart. Circle the
Vocabulary correct answers.
Likes and dislikes Complete the sentences with the correct
Pronunciation forms of the verbs in parentheses.
The sound /z/ Make a list of six popular singers or
Grammar Focus groups. Write them in the chart below. January 13 – 17
Simple present of like: Listen to the conversation
-Affirmative, negative Role-play the conversation. Replace the
-Yes/no questions names with your favorites
-Information questions Cover the dialogue and listen.
 To ask about interview Communication Check your answers. Read along as you
questions. (likes/dislikes) listen again. January 20 – 24
dialogue Complete the sentences with objects
To write yes/no questions comprehension pronouns.
with like. Grammar Focus: Object Read the article quickly. Underline the
pronouns (me, you, him, sentence that expresses the main idea.
her, it, us, you, them). Read the articles as you listen
Reading Write true or false. Circle the wrong
comprehension information in the false statements.
Listening Listen to the interview. What kinds of
Speaking music do the teenagers like? Put a
Progress check (units 5 check before the ones you hear.
and 6) Listen again. Complete the sentences January 27 – 31
Wide Angle on the world with words from the box.
Reading Talk about your favorite types of music.
Listening Listen to an interview with Tessa James,
Speaking a big fan of Rupert Grint.
Writing Write a paragraph about Rupert Grint February 3 – 7
Fun with songs 1 based on the information on the left.
Fun with songs 2 Identify each numbered photo. Choose
Focus on culture 1 from the box below.
Comprehension Write a paragraph about one of the topic
Comparing cultures below. Share your paragraph with your
Focus on culture 2 classmates.
Comprehension Write short answer for each question.
Comparing cultures Write a paragraph about birthdays in February 10 - 14
Evaluation your country.

E. LIST OF RESOURCES:
Student´s book
Teacher´s book
Markers
Exposition paper
Cds
Recorder radio
Dialogues
Board
Cards
Color pens
 Posters

F. ASSESSMENT:

Diagnostic: It will be applied to the beginning of the Educational process, to the student to be aware of the scientific knowledge or to determine any
aspect that is to say to verify entrance behaviors, and where simple instruments were elaborated, applied in the first weeks of beginning of the teaching
process.

Procesual: It is carried out it with ends of redecuacion of the educational process, where the educator will know how the students are learning on the
process of the treated topics whose results indicate what it leaves of the learning it has achieved each educating and that he still lacks it to learn, and
the educator will owe to adapt new activities and strategies (reinforcements) that will even not use for the achievement of the part reached. It will be
applied in every hour class in such a way that the knowledge are reached by all the educandos.

Final: It applied it to him to evaluate the bimonthly form that allows to certify that the student has acquired a certain wide learning and you/he/she
promotes to the educating at a superior level, in such a way you can value qualitative and quantitatively the knowledge, skills and aptitudes acquired
in hours classes

G. EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

In this unit the students will be able to express information about himself and introduce to another person in order to develop grammar and listening
skills .
This unit helps to students to practice useful expressions such as thanks, thank you, welcome, etc.

H. BIBLIOGRAFIA

www.educacion.gob.ec

English book level A1, by Pearson education, 2008

Lic. Gabriel Pisco Pin. Mag. Duie Lic. Rolando Soledispa Gutiérrez Lic. Jackson Marcillo Pincay
VISTO BUENO VICERRECTOR VESPERTINO DIRECTOR DE ÁREA ENGLISH TEACHER