MACROPROCESO: DOCENCIA

PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS

PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
PREGRADO
CONTENIDOS PROGRAMATICOS PROGRAMAS DE PREGRADO

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Fecha: 30 / 10/ 2020

PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN LANGUAGE

SEMESTRE: II / 2020

ASIGNATURA: English I

CÓDIGO: 8110836 - Group 3

PROFESSOR’S NAME: Slvina Velazquez

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 language, among others. This will be done by 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.
 MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
PREGRADO
CONTENIDOS PROGRAMATICOS PROGRAMAS DE PREGRADO

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OBJECTIVES
To develop the communicative competence from a pre-intermediate 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 1 the student should:
● Introduce themselves and others.
● Produce simple phrases about people and places.
● Say short sentences and understand questions about people
● Ask and answer questions to find out information about people, including name, address, phone,
age, nationality and job.
● Ask and answer questions about daily routines and telling the time using present simple.
● Talk about things they like or don’t like doing.
● Talk about present activities using the present continuous tense
● Describe people’s clothes, appearance and personality and ask for goods and services
● Write a description of a person.

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 in technology-
mediated environments. Students will also be motivated to deduce grammatical structures and meaning
of the English language.

To accomplish the previous objectives, Task-Based Language Teaching will be 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, be evaluated
based on the topics seen along the level. Additionally, students build up their own learning based on
the language skills (vocabulary, grammar, reading, writing, listening and speaking)

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.
 MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
PREGRADO
CONTENIDOS PROGRAMATICOS PROGRAMAS DE PREGRADO

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EVALUATION
EVALUACIÓN
La evaluación se realizará de manera cuantitativa, con base en los contenidos programáticos. Dicha
evaluación se obtendrá mediante los resultados de las siguientes actividades:

Primer 50
2 Tareas equivalentes al 70% de la nota final del corte
1 Examen final del primer corte equivalente al 30% de la nota final

Segundo 50
2 Tareas equivalentes al 70% de la nota final del corte
1 Examen final del primer corte equivalente al 30% de la nota final

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.

COMPROMISOS DE LOS ESTUDIANTES EN SU PROCESO DE APRENDIZAJE

STUDENTS’ COMMITMENT WITH THEIR LEARNING
⮚ Revisar frecuentemente el correo institucional ya que por este medio se harán importantes
anuncios respecto al curso.
⮚ Check the institutional email frequently because this will be the main way to inform you about
important announcements regarding the course.
⮚ Ingresar a la plataforma del curso y tener en cuenta las semanas de actividades (MOODLE).
⮚ Develop the practice and evaluative activities taking into account the opening and due dates
⮚ Estudiar detenida y juiciosamente los contenidos y realizar las actividades de práctica y
evaluativas.
⮚ Study with discipline the contents uploaded to the platform.
⮚ En lo posible usar los recursos digitales propuestos por los docentes para fortalecer sus
procesos de aprendizaje.
⮚ Use the digital resources proposed by teachers to strengthen your learning process.
⮚ Evitar el uso de traductor de Google para realizar actividades. En vez de esto, realizar sus
asignaciones a conciencia teniendo en cuenta lo aprendido y las indicaciones de los docentes.
⮚ Avoid using text translators (such as Google Translate). Instead, use tools like dictionaries and
 MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
PREGRADO
CONTENIDOS PROGRAMATICOS PROGRAMAS DE PREGRADO

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reference websites that support your learning and production process.

⮚ Comunicarse frecuentemente con los docentes por los diferentes canales de comunicación
sincrónica y asincrónica. (e.g. institutional email, WhatsApp, etc.).
⮚ Be in contact with the teacher through the different means proposed (e.g. institutional email,
platform messaging or WhatsApp).

⮚ Durante el proceso, LOS ESTUDIANTES son los actores y los encargados de construir su
propio aprendizaje, por ende, ellos son los responsables de su propio aprendizaje.
⮚ During this time students are the main responsible ones for their own learning process.

⮚ Tratar de participar en las actividades sincrónicas a través agendadas por el docente.

⮚ If possible, participate in activities through the synchronous meeting scheduled by teachers.

COURSE CONTENTS
The contents of this course are based on the textbook and workbook Cutting Edge Third Edition,
Elementary units 1, 3, 4 and 10 (Pearson, 2017)
WEEK CONTENTS AND
PLATFORM WORK STUDENTS´WORK
LESSON FUNCTIONS

Program socialization English program presentation. Introduce yourself

Introductions participating in the forum.
Class rules Student’s introductions and
1 Learning Strategies expectations. Carry out the activities
INTRODUCTION proposed in the platform.
AND TOPICS Class parameters.
REVIEW Alphabet
Numbers Review
Family members
Useful expressions
Interactive activities about the Put your knowledge into
*To be affirmative, vocabulary proposed. practice by participating in
negative, and different activities
interrogative forms. Tutorial video to explain grammar. proposed by the teacher.
*Articles with jobs
*Use of the vocabulary Didactic activities to practice
2 about and occupations grammar.
PEOPLE AND Countries, nationalities
PLACES Jobs and adjectives. Writing practice tutorial (Teach
*Demonstrative (this, students some basic notions for
that, those, these) and writing short paragraphs in
possessive adjectives English).
and Saxon.
 MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
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TASK ONE OPENING

FORUM 1 Write a paragraph describing a famous person. Include his/her name, age, nationally, job
/occupation, some physical characteristics and personality traits. (from 25 to 30 words).

TASK: Write your paragraph in an interactive way using programs such as Genially, Canva, Powtoon, etc. Use
images and animations in your design.
*To be affirmative, PRACTICE:
negative, and Formative activities regarding
interrogative forms reading and Listening through Unknown vocabulary from
*Articles with jobs quizzis, live worksheets, and the reading using
3 *Use of the vocabulary other interactive tools. dictionaries.
PEOPLE AND about jobs.
PLACES *Demonstrative (this, Open a glossary to learn the Check pronunciation to
that, those, these) and vocabulary from the readings. reinforce listening.
possessives adjectives
and Saxon.
TASK ONE CLOSING

Interactive activities regarding PRACTICE:

Vocabulary: Common verbs Study verbs and
*Present Simple: Telling the time and some time their conjugation in
Positive and negative expressions. present tense, study
*Wh/Questions and Places in town. vocabulary about places
4 Simple Questions with around the city.
YOUR LIFE short answers. Grammar tutorial videos
*Frequency adverbs. Present Simple- positive, negative Structures in present
*There is there are and questions with short answers, simple
*Places in a town. Frequency adverbs.
.
TASK TWO OPENING

Forum: Write a short text talking about your hometowns and people´s habits and routines in that place.
Consider teacher´s feedback.

Video: A two-minute video talking about students´ hometowns and people´s routines and habits in that place.
Formative reading and listening PRACTICE:
*Present Simple activities. Vocabulary and
*Present Simple: structures.
Positive and negative
5
*Questions and short Unknown vocabulary from
YOUR LIFE
answers the reading using
~Frequency adverbs. dictionaries.
*Places in a town
*There is there are. Check pronunciation to
reinforce listening.
WEEK 6
VIDEO
TASK TWO CLOSING (deadline last Sunday)
TUTORIALS
AND TOPICS
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PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
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REVIEW

FINAL EXAM (Listening, grammar, vocabulary, Reading)

WEEK 7 From Friday to Sunday.
FINAL GRADES
8
*Present Simple: Review activity to update students
Likes and Dislikes. on the course contents.
*stative and preference
verbs. Video tutorial for explaining PRACTICE:
9
Grammar. Vocabulary and grammar
LIKES AND
Vocabulary: Activities structures to express likes
DISLIKES
(hobbies, food, free Interactive activities to practice and dislikes
time) Vocabulary.

TASK THREE OPNENING

Forum: Create a dialogue in which two people talk about their likes and dislikes. (use preference and state
verbs and the vocabulary learnt)

Task: Use “Pixton” and “Make beliefs” to create a comic in which two people talk about their likes and dislikes.
Create minimum 10 conversation charts.

Formative reading and listening PRACTICE:

*Present Simple: activities. Vocabulary and
Likes and Dislikes. structures.
*stative and preference
verbs. Unknown vocabulary from
Vocabulary: Activities the reading using
10
(hobbies, food, free dictionaries.
LIKES AND
time)
DISLIKES Check pronunciation to
reinforce listening.
TASK THREE CLOSING

Present continuous: PRACTICE:

Positive, negative, and Vocabulary about clothes
interrogative. and adjectives to describe
11 WH Questions and Video tutorial to explain personality traits.
LOOK GOOD Simple Questions with Grammar.
short answers Describe what people are
Time Expressions. Interactive activities to practice doing using present
vocabulary. continuous.
 MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
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Vocabulary: Clothes Spelling rules

Describing appearance
adjectives.

TASK FOUR OPENING

Forum: look at the pictures uploaded in the platform, choose one and make XXX sentences describing what
the people in the pictures are doing.

Task: Create a two-minute video where you describe what is happening around you.
Tutorial video to explain Present PRACTICE:
Present continuous: simple vs. present continuous. Vocabulary and
Positive, negative and structures.
interrogative. Formative reading and listening
12 WH Questions and short activities. Unknown vocabulary from
answers the reading using
LOOK GOOD Time Expressions dictionaries.
Present simple vs.
present continuous. Check pronunciation to
reinforce listening.

13 TASK FPUR CLOSING / REVIEW

FINAL EXAM (Listening, grammar, vocabulary, Reading)

14
From Friday to Sunday.
15 INTEGRATIVE FORMATIVE ASSESMENT
Scores
Assess Course
16 submission Final marks
ment Feedback
/ report

RESOURCES
- Cutting Edge Elementary: Student book, Teacher’s book, Workbook, Audio
CDs, Teacher’s resource book, Video Activity Book, teacher’s video Activity Book.
- Web pages:
- http://dailyeasyenglish.libsyn.com/
- https://www.eslvideo.com/
- https://es.lyricstraining.com/
- www.pearsonlongman.com/cuttingedge
- www.oup.com/elt/headway.
- www.englishpractice.com
- https://www.englishgrammar.org/exercises/
- www.elllo.org/english.
- http://www.youglish.com/
 MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
PREGRADO
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- http://www.youtube.com/chanel/UC-MSYK9R4F3TMuKAnQ7dDg
- https://www.speaklanguages.com/
- https://speechyard.com/
- Magazines: Time, Newsweek, Scientific America, Discovery, British Journals, National
Geographic.
- Dictionaries: Webster, Collins, Cuyás, Longman, Oxford.
- Grammar books.

BIBLIOGRAPHY
1. Evans, V., and Dooley, J. (2006). Enterprise.Berkshiere. Express Publishing.
2. Florent, J., and Gaynor, S. (2009). Activate. Malasya. Pearson.
3. Peter, S. (2017). Cutting Edge. Third Edition. Pearson.
4. Rodríguez, M. (2000). Get in Contact. 1-2-3. Buhos Editores. Tunja.
5. Soars, John and Liz. (2003) American Headway 2 (Teacher’s and Student’s Guide, workbook).
Oxford University Press.
6. Murphy, R. (2005). English Grammar in Use. Cambridge University Press.
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/
18. https://www.youtube.com/watch?v=a339H_aqXx0
19. https://www.youtube.com/watch?v=RUX9YlEbenI&t=469s
20. https://www.youtube.com/watch?v=rrjWWZud-B8