UNIVERSIDAD PEDAGÓGICA Y TECNOLÓGICA DE COLOMBIA 2018

ACADEMIC AFFAIRS OFFICE

INTERNATIONAL LANGUAGE INSTITUTE

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

PROGRAM: GENERAL AREA- FOREIGN PROFESSOR’S NAME: Angela Pinilla F.

LANGUAGE SEMESTER: SECOND TERM 2018.
SUBJECT: ENGLISH III UPDATE DATE: August 6th, 2018.
CODE: 8104889

DESCRIPTION

The main objective of the General English Area, at the INTERNATIONAL LANGUAGE INSTITUTE,
is to develop the students’ communicative competence, through the encouragement of the four basic
communicative skills: reading comprehension, writing, listening and speaking; furthermore, two
components are keys: grammar and vocabulary. The Institute sets its programs inside of the
Common European Framework requirements to foreign language teaching and learning processes,
which contribute to the students’ integral development.

RATIONALE

The 21st century demands and the knowledge of society require competent people in the use of a
foreign language. Globalization and technological advances use English as the universal
communicative instrument, in such a way that future professionals must be prepared to interact and
take an outstanding role in the socio-cultural development, the scientific field, and the academic area.
Thus, the English language is considered a fundamental tool to have access to bibliographic
information, and to deepen into the scientific knowledge about their areas of study, as well as the
research process itself.

GENERAL OBJECTIVE

To develop the communicative competence from an elementary level to the rank of level A1+ taken
as a reference from the Common European Framework of teaching languages, to make the students
use the foreign language as a tool for accessing the scientific knowledge as well as to the contribution
of their personal development.

SPECIFIC OBJECTIVES

At the end of level III, the student should:

● Understand present Simple and present continuous for plans and arrangements by using verb
phrases and descriptive adjectives.
Describe physical appearance and parts of the body using comparatives and superlatives
adjectives and questions with “how”, “what” and “what…like”.
● Express plans, intentions and predictions about holidays with “will” and “wont”.
● Develop speaking writing tasks according to the course material.
● Approach the world culture through research about a specific topic.
 METHODOLOGY

The procedures of communicative competence development that enhance thinking processes, such
as induction, deduction, analysis, and synthesis will be applied based on a flexible pedagogical
model. This model takes into account continuous interaction, stimulating the active and inductive
learning, motivating students to deduce grammatical structures and use of English language within
familiar contexts. 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, students will achieve a meaningful learning, according to principles of
understanding, organizing, analyzing and using knowledge built in an autonomous way according to
the communicative model within the teaching-learning processes of a foreign language.

Class time will be used to develop abilities in order to achieve communicative competence. Besides
class work, students will work in an intensive and independent way to build up the following abilities:
reading comprehension, written production, listening comprehension and oral production; having
throughout the process, continuous and permanent teacher’s guidance. Teachers and students will
establish learning goals and strategies endeavoring all along to accomplish them.
Techniques for individual, pair, and group work will be applied during class work, and during
independent and directed activities.

EVALUATION

The evaluation process will be carried out taking into consideration the following criteria:

EVALUATION CRITERIA FOR THE ACADEMIC SEMESTER

First 50%

MIDTERM TEST:
➢ Written part: It includes grammar, vocabulary; listening and reading skills learnt throughout the
first part of the semester. It is equivalent to 90% of the final mark.
➢ Oral part: It includes a speaking task based on the topics learnt in the first part of the semester.
It is equivalent to 10% of the final mark.

Second 50%

FINAL TEST
 Written part: It includes grammar, vocabulary; listening and reading skills learnt throughout the
whole semester. It is equivalent to 90% of the final mark.
 Oral part: It includes a speaking task based on the topics learnt throughout the whole
semester. It is equivalent to 10% of the final mark.

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

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:

1. TO HAVE CLEAR IDEAS ABOUT WHAT THEY WANT.

2. TO MAKE A FIRM DECISION ABOUT THEIR LEARNING COMMITMENT.
3. TO SELECT STRATEGIES (according to their learning styles).
4. TO PLAN THEIR TIME ACCORDING TO THEIR GOALS. 
5. TO DEVELOP THE ACTIVITIES (according to their commitment).
➢ There are two major motivations before taking a subject: 

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; do not look for
culprits. If there is no commitment, do not look for apologies or someone to blame.
LEARNING OPENS DOORS AND HORIZONS AND IT PRODUCES THE GREATEST
SATISFACTIONS! 

➢ GOOD LUCK AND WELCOME!
COURSE CONTENTS
The contents of this course are based on the text-book Cutting Edge Pre-Intermediate (Student’s
book and workbook). Units 4, 5 and 6.

CONTENTS AND
UNIT/
WEEK FUNCTIONS INDEPENDENT DIRECTED
LESSON CLASSWORK
WORK WORK
Program Program Workbook in which Reading.
socialization introduction. students revise, Diagnosis
Introduction Introductions Class consolidate and exercise.
and Diagnostic parameters. extend their
1 review activities Students’ language learning
Class rules diagnosis. through a variety of
engaging tasks.
Reading: Special Students read a Workbook: Describe
days around the factual text Vocabulary: Verb personal events
world related to special phrases for special and especial
days; express days, page 19 occasions
Pronunciation: themselves and
UNIT 4
Stress on months discuss the topic. Study, practice &
Special days
and dates remember:
2
Remember,
Vocabulary: Verb Practice 1, page
phrases for 145
special days
 Students Reading: Do Study, practice & Use simple
communicate something funny remember: Practice expressions in
about things that for money 1, page 144 appropriate
are generally true situations
and things that Grammar: Workbook:
are happening at Present simple Grammar focus 1:
UNIT 4 the moment. and Present Present simple and
3
Special days continuous Present
continuous,
Resource bank: page 20
Activity 4A: Party
guests (Present
simple and
Present
continuous)
Students describe Listening: New Study, practice & Talk about
common events, Year celebrations remember: Practice arrangements
for example the 2, page 145 in the future
weather or a Vocabulary:
festival; they can Descriptive Workbook:
talk about future adjectives. Grammar focus 2:
arrangements. Present continuous
UNIT 4
Resource bank: for future
Special days
Grammar: Activity 4C: I’m arrangements,
4
Present having lunch with pages 21–22
continuous for Madonna,
future (Present
arrangements. continuous for
future
arrangements).

Students Speaking: Workbook: Writing: Record yourself

communicate in Phrases for An invitation, page talking about an
familiar contexts; special days. 23 especial day
understand
specific Pronunciation: Write an e-mail
information Intonation on inviting your
associated with phrases. friend to special
UNIT 4 important dates. occasion
Special days Writing: An
5 Students write invitation
invitations
containing specific Resource bank:
details; find out Activity 4D: Word-
and communicate spot: day
important (Collocations
information. with: day).

Students Reading and Study, practice & Write a short

understand texts vocabulary: remember: description of
about Physical Remember, someone’s
descriptions; use appearance. Practice 1, page physical
UNIT 5 adjectives 147 appearance
6 Your Look to describe Resource bank:
people. Activity 5A: An Workbook:
alien family Vocabulary:
(Vocabulary: Physical
Physical appearance, page
appearance). 25
MID TERM TESTING UNIT 4 TOPICS UNIT 4 Test preparation Feedback.
TEST AND AND A HALF OF AND A HALF OF
7
ORAL TEST UNIT 5. UNIT 5.
Assessment Scores Test Mid term marks
submission/ report Feedback
8
9 UNIT 5 Students compare Grammar: Study, practice & Use
 common items; Comparative and remember: Practice comparatives
can describe superlative 1, page 146 and superlatives
clothes. adjectives. to talk about
Workbook: personal events
Pronunciation: Grammar focus 1: and opinions
Weak forms of Comparative and
prepositions. superlative
adjectives, pages
Your Look Listening and 26–27,
speaking: Special
clothes. Pronunciation:
Weak forms in
Resource bank: sentences,
Activity 5B: Put page 27
these in order
(Comparative and
superlative
adjectives).
Students ask and Vocabulary: Parts Study, practice & Ask and answer
answer questions of the body. remember: questions about
about familiar Remember, people´s
topics; they will be Pronunciation: Practice 2, page appearance
able to describe Vowel sounds 147
people. and silent letters;
UNIT 5 Workbook:
10 Your Look Stress on content Vocabulary: Parts
words in of the body, page
questions 28
grammar:

Questions with
How, What and
What...like?
Students World culture: Do a survey about Discuss your
exchange City of street image opinions about
opinions on style. image,
familiar topics; appearance and
they prepare and fashion
analyze a survey.
UNIT 5
11 Your Look Students
understand the
main information
about topics;

They write a
descriptive
paragraph.
Students Vocabulary: Study, practice & Describe your
communicate Going on holiday remember: plans and
future plans and Remember, intentions
intentions. Grammar: Plans Practice 1, page
and intentions. 149

Workbook:
Vocabulary: Going
UNIT 6 on holiday, page 29
12 Going away
Study, practice &
remember: Practice
1, page 148

Workbook:
Grammar focus 1:
Plans and
intentions, pages
29–3
 Students read Reading and Study, practice & Make
short texts for vocabulary: remember: predictions
detailed Describing Remember, about the future
information; they holidays. Practice 2, page based on
will talk 149 expectations
about predictions. Grammar:
Predictions with Workbook:
will and won’t. Vocabulary:
Describing
UNIT 6 Pronunciation: holidays, page 31
13 Going away Contracted forms
of will and would.

Resource bank:
Activity 6A:
Holiday
crossword,
(Vocabulary:
going on
and describing
holidays).
Students express Speaking: Making Workbook: Make request
agreement and requests and Language live: and ask for
disagreement asking for Making requests permission in
politely; initiate permission. and asking for different
and maintain permission, situations
simple Pronunciation: page 32
conversations of a Intonation in Write a post
personal interest. polite requests. Workbook: Writing: card to a friend
UNIT 6
An email, page 33
Going away
14 Students use Writing: A
everyday postcard.
expressions to
make requests
and ask for
permission; write
simple texts with
appropriate use of
register
TESTING UNITS TOPICS Test preparation Feedback.
FINAL TEST
4, 5 AND 6. WORKED
15 AND ORAL
ALONG UNITS
TEST
4, 5 AND 6.
Assessment Scores Course Final marks
16 submission/ report Feedback

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.
- Web pages:
- www.pearsonlongman.com/cutting edge
- www.oup.com/elt/headway.
- www.englishpractice.com
- www.elllo.org/english.
- www.pearsonlongman.com/ cutting edge /video-podcasts
- www.myenglishlab.com/courses cutting edge -
← 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. HARMER, J. (2004). Just Listening and Speaking. Marshall Cavendish. 1st Edition.
2. HARMER, J. (2003). Just Reading and Writing. Marshall Cavendish. 1St Edition.
3. YATES, J. (2012) Practice Makes Perfect: English Conversation. McGraw-Hill Education.
4. MURPHY, R. (2015). English Grammar in Use. Cambridge University Press.
5. SWAN, M. (2005). Practical English Usage. Oxford University Press.
6. COLLINS DICTIONARIES. (2015) Easy Learning English Conversation. Collins.
7. COLLINS DICTIONARIES. (2011) Easy Learning English Pronunciation. Collins.
8. SWOVELIN, B. (2012). CliffsNotes AP English Language and Composition. Cliffs Notes.
9. Macmillan's (2014). Reading Books: English Language Reading Practice. Independent
Publishing.
10. THORNBURY, S. (2006). Conversation: From Description to Pedagogy. Cambridge University
Press. (2006)
11. LISTENING COURSE. LEVEL 1. Prentice Hall. New York.( 2002)
12. MONOLINGUAL AND BILINGUAL DICTIONARY. (Oxford, Pei and Ramondino, Webster’s).
13. CUNNINGHAM S. MOOR P. and CRACE A. (2016). Cutting Edge Pre-intermediate Students
book
14. CUNNINGHAM S. MOOR P. and COSGROVE A. (2016). Cutting Edge Pre-intermediate
Workbook
15. CUNNINGHAM S. MOOR P. and GREENE S. (2016). Cutting Edge Pre-intermediate
Teachers resource book
16.

INFOGRAPHY

1. http://www.bbc.co.uk/learningenglish ( English learning and practice)

2. http://learnenglish.britishcouncil.org/en/ ( English learning and practice)
3. https://www.duolingo.com/ ( English learning and practice app and website)
4. https://www.rosettastone.com/lp/sbsr/livemocha/?prid=livemocha_com
5. http://www.phrasemix.com/ ( English learning and practice listening and speaking)
6. https://es.babbel.com/ ( English learning and practice app and website)
7. http://www.openculture.com/ (Free audio books, listening and reading practice)
8. https://archive.org/details/MindWebs_201410 (Free audio books, listening and reading
practice)
9. http://www.loyalbooks.com/ (World literature, basic books for English learning and practice)
10. http://etc.usf.edu/lit2go/ (Free audio books, listening and reading practice)