MACROPROCESO: DOCENCIA

PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS

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Fecha: 26 / 08 / 2019

PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN LANGUAGE

SEMESTRE: II / 2019

ASIGNATURA: English II

CÓDIGO: 8104719

PROFESSOR’S NAME:MONICA PATARROYO FONSECA

DESCRIPTION
The main objective of the General English Area at the INTERNATIONAL LANGUAGE INSTITUTE is to develop
the students’ communicative competence through the development of the four basic linguistic skills: reading
comprehension, writing, listening, and speaking. Furthermore, grammar and vocabulary will be considered as
two additional components of the course. The course emphasizes speaking and listening skills so that learners
can be able to interact in different contexts by using English for international communication.

MISSION
The International Language Institute and its learning centers will promote the teaching and learning of
languages: native, indigenous, sign, and foreign. This will be done taking into account the needs and interests of
the university community, as well as that of the local, regional, national, and international environments through
academic excellence parameters and openness to pedagogical and technological innovations.

VISION
The International Language Institute will respond to the different language teaching-learning needs. To do so, the
International Language Institute will promote educational offers that harmonize with the current academic
realities of the country. In addition, it will offer a variety of courses to attract new students to the fields of formal,
non-formal, and continuing education for the university and external communities.

RATIONALE
The global demands and challenges of the 21st century require that its people be competent in the use of foreign
languages. Globalization and technological advancements use English as the universal communicative
instrument. Therefore, future professionals must be prepared to interact and outshine in the areas of socio-
cultural development, science, research, and academia. In doing so, the English language becomes a
fundamental tool in accessing scientific knowledge and deepening understanding in the research process itself,
which creates a globally competitive society.

OBJECTIVES
GENERAL OBJECTIVE

For students to develop their language skills in English from a basic-intermediate to a B1 level keeping in mind
the Common European Framework of References. Additionally, students will utilize English as a means to
cultivate their research abilities and personal growth.
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SPECIFIC OBJECTIVES

At the end of level II, the student should:

 Review the Present Simple and frequency phrases in real contexts according to different situations.
 Increase the inferring strategies: skimming and scanning in order to get the general idea and specific
information from different kind of texts.
 Introduce the Past Simple in affirmative, negative and interrogative form to talk about experiences.
 Use the modal verbs (should, shouldn’t, can, can´t, have to and don’t have to) to give advices, express
possibilities and rules.
 Develop listening and speaking comprehension skills through exercises and conversations about daily
and general topics.

METHODOLOGY
The communicative competence approach is meant to enhance thinking processes, such as induction,
deduction, analysis, and synthesis. Additionally, this approach takes into account continuous interaction between
the teacher and students, as well as stimulation of active and inductive learning. Students will also be motivated
to deduce grammatical structures and meaning of the English language. To accomplish the previous objectives,
Task-Based Language Teaching and English for Specific Purposes (ESP) will be part of the methodology used
during the teaching and learning process. As a result, meaningful learning will be achieved autonomously
according to the principles of understanding, organizing, analyzing, and using knowledge within the teaching-
learning processes of a foreign language.

Throughout the course, students will apply and enhance their language skills through different activities and
situations based on their learning styles and needs. In addition, students will practice, evaluate, and create
material relevant to their fields of study as a way to enrich their understanding and use of the language in their
vocation. Both inside and outside of the classroom, students will build up their reading and listening
comprehension, as well as their written and spoken production. The role of the teacher will be to guide students
through the learning process, keeping their needs and interest in mind. Teachers and students will establish
learning goals and strategies to encourage and motivate autonomous learning. Collaborative work will be applied
throughout the course, as well as individually directed activities.

EVALUATION
First 50%

 MIDTERM TEST that is equivalent to 80% (Including listening, grammar, vocabulary, and reading skills
contained in the first and a half units).
 ORAL EVALUATION is equivalent to 20%.
 TOTAL 100%

Second 50%

➢ FINAL TEST that is equivalent to 80%. It includes listening, grammar, vocabulary, and reading skills
contained in the second part of the second and third units.
➢ ORAL EVALUATION is equivalent to 20%.
➢ TOTAL 100%
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IMPORTANT!

ARTÍCULO 74°. Reglamento Estudiantil: El fraude académico individual o colectivo, en cualquier clase de
prueba, debidamente comprobado, será calificado con cero, cero (0.0) por el profesor de la asignatura, quien
informará por escrito de la falta al Decano de la Facultad, a la cual pertenece el estudiante. El Decano ordenará
su registro en la hoja de vida del estudiante. La reincidencia en el fraude académico, por parte del estudiante o
los estudiantes, ocasionará la cancelación de la matrícula durante ese semestre.

ARTÍCULO 75°. La suplantación de un estudiante en una prueba, conlleva la cancelación definitiva de la

matrícula tanto para el suplantado como para el suplantador. La falsificación de calificaciones o la sustracción
de cuestionarios o documentos pertinentes a la evaluación, acarreará la cancelación definitiva de la matrícula,
sin perjuicio de las acciones legales a que haya lugar.

ACUERDO 005 DE 2017, Articulo 1. Modificar el acuerdo 13, del acuerdo No. 050 de 2008, el cual quedará
así:
“Artículo 13°. El idioma extranjero estará fuera del Plan de Estudios; será de carácter obligatorio, como
requisito de grado, y el estudiante deberá obtener el Nivel B1, debidamente certificado o validado por el Instituto
Internacional de Idiomas. La Universidad ofrecerá hasta seis (6) niveles por estudiante, en forma gratuita, lo que
le permitirá prepararse para tal fin. Igualmente, ofrecerá cursos adicionales para mejorar su proficiencia en
idioma extranjero. El Consejo Académico reglamentara la aplicación de este Artículo.

STUDENTS’ COMMITMENTS IN THEIR LEARNING

➢ To acquire and always take the books to class (Student’s book and work-book) and other required
materials.
➢ To report absences in advance to the teacher due to field practices, student’s cultural representations,
sporting and/or academic performances and other mandatory situations.
➢ Submit timely the corresponding evidences of such absences within three days’ time. During this time,
the students will submit tests, written works or reports assigned or carried out throughout their absence.
(According to the students’ regulations handbook).
➢ Participate actively in all the activities proposed in and out the classroom.
➢ It is important for the students to attend classes constantly and on time, and to participate in all the
activities designed by the professor.
➢ The listening skill development is a slow process needing a lot of discipline and permanent dedication. It
is recommended to spend at least ten minutes a day to listen to the audio material that comes along with
the textbook.
➢ Students should read, think, analyze and apply these principles:
● Learning is not the result of teaching, nor how much or how the teacher teaches. Learning only depends
on the degree of interest, commitment, motivation and goals set by the students themselves.
● The contents and training materials are valuable aids, as the teacher is a guide in the teaching-
learning process.
➢ During the process, THE STUDENTS are the builders and the actors of their own learning; therefore,
they are the only ones responsible for their success or failure.

➢ Students require the following to be successful:

 TO HAVE CLEAR IDEAS ABOUT WHAT THEY WANT.
 TO MAKE A FIRM DECISION ABOUT THEIR LEARNING COMMITMENT.
 TO SELECT STRATEGIES (according to their learning styles).
 TO PLAN THEIR TIME ACCORDING TO THEIR GOALS.
 TO DEVELOP THE ACTIVITIES (according to their commitment).

➢ There are two major motivations before taking a subject:

 MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACION O ACTUALIZACION DEL PROYECTO ACADEMICO EDUCATIVO-PAE PARA PROGRAMAS DE
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1: TO PASS IT because it is a requirement of their curriculum.

2. TO LEARN and, as a result of this, TO PASS IT.
In the first one, the student does not study much, there is no commitment and he/she uses legal and
sometimes illicit resources to pass the subject. In the second one, the student studies with pleasure, he/she
plans his/her time and fulfills all the tasks and activities. They study on their own because they want to learn and
enrich their mind and personality in order to BECOME IMPORTANT PEOPLE.

➢ Regarding LEARNING, students are the only ones responsible for the results, LEARNING
OPENS DOORS AND HORIZONS AND IT PRODUCES THE GREATEST SATISFACTIONS!

COURSE CONTENTS

The contents of this course are based on the text-book Cutting Edge 3 rd Edition (Pre-Intermediate) (student’s book and
workbook) units 1, 2 and 3.

UNIT/ CONTENTS AND DIRECTED

WEEK CLASSWORK INDEPENDENT WORK
LESSON FUNCTIONS WORK
Program ✓ Workbook in which
socialization Program introduction. students revise,
Introduction Reading.
Introductions Class parameters. consolidate and extend
and Diagnosis
Diagnostic Students’ diagnosis. their language learning
1 review exercise.
activities through a variety of
Class rules engaging tasks.
Revision of
questions,
Ask and
present
answer
simple and
personal
frequency
Stress in questions. questions
phrases. ✓ Practice conversations.
Vocabulary about through
Wh/ questions ✓ Practice listening.
UNIT 1 leisure activities sports dialogues.
Ask and ✓ Prepare role-plays.
Leisure and and games. Readings to
answer ✓ Write about familiar
2 sport Game quiz check
questions and topics in predictable
Pair work understandin
exchange situations.
Writings about real life. g.
ideas with
Pair work.
present
Workbook
simple

Reading Pair work.

workshop Conversation topics. Reading an
✓ Workbook
Sports and Frequency Reading comprehension article and
3 exercises.
games adverbs Written compositions about listening
✓ Study new vocabulary
your daily life using practice.
from the readings.
Making frequency adverbs. Conversation
conversations s.

Task and world Interview Use and prepare ✓ Workbook exercises. Listening and
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reading
Asking about ✓ Asking and answering practice.
questionnaire to carry
personal questions. Grammar
out an interview
culture information ✓ Give your opinions exercises.
4 Vocabulary unusual
Learn about about sports Writing about
sport
world culture unusual
sports.

Read factual tests on ✓ Reading about Tv Listening

Past simple
subjects related to their programs. exercises.
UNIT 2 Regular
interests. ✓ Practice pronunciation
Firsts and lasts verbs.
5 Ask and answer about regular verbs Grammar
Irregular
questions about past endings. exercises.
verbs.
events and activities

Workshops  Workbook
Unit 1and 2 Solving
6 Revision Grammar practice exercises
review doubts
Reading exercises  Listening practice

TESTING UNIT 1
MID TERM TOPICS UNIT 1 AND A
AND A HALF OF
TEST AND HALF OF THE SECOND Test preparation Feedback.
7 THE SECOND
ORAL TEST UNIT.
UNIT.
Assessment and
Assessing
8 feedback Further reading Workshops.
students
 Telling a story
about an important
Listening activity about
Adjectives to date.
a first date. Do your own
Words to express emotions  Video-record your
Speaking about the first video about
9 describe Describe a first or story
or last time you did an important
feelings last time  Share your film with
something. date
other students.

Students can
Identify and ✓ Watch a video
Write about the first practice
use liking about a plane journey
10 Language live time you went to a long journey
words to write and answer the
journey. vocabulary in
a narrative. questions
real contexts.
A survey.
Students can use brief
Expressions ✓ Group work, find
expressions to describe
UNIT 3 to describe someone who… Reading
11 daily routines.
Work and rest daily routines. ✓ Agree and disagree “Short
Make requests for
task. sleeper”
information.
12 Giving advice Identify and Read about different  Listen practice. Workbook
use the modal situation and give  Write sentences exercise with
verbs: advices. with modal verbs to modal verbs.
Should- Listening to unusual job give advices. Web pages.
shouldn’t description.
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Can- can’t
Have to and
don’t have to
Read and
answer some
questions.
Listening activity about  Practice jobs’
Describe
Vocabulary pictures and skills and functions.
TASK which job you
about Jobs. interests.  Compare ideas and
13 Decide on the think is the
Agreeing and Describe jobs and giving reasons.
best jobs best and give
disagreeing. assign them to different  Record some
reasons.
people. discussions.
Do
homework
Research  Go online to find
Watch a video about a based on the
about famous information about
London underground. text proposed
trains about one famous train.
Read the text and by the
World Culture the world.  Based on your
complete the gaps. teacher.
14 Amazing trains Introduce research write a
Develop reading Prepare and
vocabulary paragraph about
comprehension based share an oral
related to your favorite train
on the video. presentation
transport. of the world.
about your
favorite train.
FINAL TEST
TESTING UNITS
15 AND ORAL TOPICS: UNITS 2 AND 3. Test preparation Feedback.
2 AND 3.
TEST
Assessment Scores
Workshops
16 submission/ Final grades
Extensive readings
report

RESOURCES
- Cutting Edge Pre-intermediate: Student book, Teacher’s book, Workbook, Audio
CDs, Teacher’s resource book, Video Activity Book, teacher’s video Activity Book.

← Magazines: Time, Newsweek, Scientific America, Discovery, British Journals, National Geographic.
- Dictionaries: Webster, Collins, Cuyás, Longman, Oxford.
- Grammar books.
- Apps: Duolingo, bussu, hellotalk, fluentu, memorize, word reference.

BIBLIOGRAPHY

1. Alexander, L. (1998). English grammar practice for intermediate students. England: Longman.
2. Cook, V. (2008). Second language learning and teaching. London: Hodder Education, pp.242-247.
3. Design, J. (2015). Macmillan Skillful. [Online] Macmillanskillful.com. Available at:
http://Macmillanskillful.com (Accessed 15 Feb. 2017).
4. Fuchs, M., Bonner, M., & Westheimer M. (2006). Focus on Grammar and Integrated Skills Approach.
Pearson Longman: New York (USA).
5. Garton, J., & Prowse, P (2008). American Inspiration. Macmillan: México.
6. Howard-Williams, D. & Herd, C. (1994). World Games with English. Oxford: England.
7. Jones, P; & Williams, D. (2002). Pair works book. New York: Peter Watcyn- Jones.
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8. Murphy, R. (2007). Essential grammar in use. New York: Cambridge University Press.
9. NASSAJI, H. (2007). Task-Based Language Education: From Theory to Practice edited by VAN DEN
BRANDEN, K. The Modern Language Journal, 91(4), pp.707-708.
10. Rajaee Nia, M., Abbaspour, E. and Zare, J. (2013). A critical review of recent trends in second language
syllabus design and curriculum development. IJRSLL, 2(2).
11. Richards, J. and Renandya, W. (2012). Methodology in language teaching. New York: Cambridge
University Press.
12. Schrampfer, B. (2002). English grammar. New York. Pearson.
13. Stempleski, S., Douglas, N., & Morgan, J. (2005). World Link: Developing English Fluency. Book 1A and
1B. Thomson, USA.
14. Woodward, S. (1997). Fun with grammar. New Jersey: Prentince Hall.

INFOGRAPHY
1. www.englishpractice.com
2. www.elllo.org/english.
3. www.pearsonlongman.com/ cutting edge /video-podcasts
4. www.myenglishlab.com/courses cutting edge
5. https://lp.babbel.com/d/SPA_index.html?l2=ENG&ch=DSP
6. http://www.bbc.co.uk/learningenglish
7. http://learnenglish.britishcouncil.org/en/
8. http://easyworldofenglish.com/
9. http://www.perfect-english-grammar.com/
10. http://ninaenglish.cz/en/2015/06/25-nejlepsich-stranek-pro-studium-anglictiny/
11. https://www.gcflearnfree.org/topics/everydaylife/
12. http://www.tv411.org/
13. http://www.abcya.com/
14. http://a4esl.org/
15. http://www.cdlponline.org/
16. http://www.eslcafe.com/
17. http://www.manythings.org/