MACROPROCESO: DOCENCIA

PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS

PROCEDIMIENTO: FORMULACION O ACTUALIZACION DEL PROYECTO ACADEMICO EDUCATIVO-PAE PARA PROGRAMAS DE
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Fecha: 11 / 03 / 2020

PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN LANGUAGE

SEMESTRE: II / 2020

ASIGNATURA: English II

CÓDIGO: 8104719

PROFESSOR’S NAME:

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 achieving an A2 proficiency level according to the
Common European Framework of References. Additionally, students will use English as a means to
communicate general topics, cultivate their research abilities and personal growth.
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SPECIFIC OBJECTIVES

At the end of level II, the student should:

● Discuss about their lives, daily routines, habits and hobbies in real contexts according to different
situations.
● Increase reading comprehension strategies: skimming and scanning in order to get the general idea and
specific information from different texts.
● Talk about past experiences.
● Give advices, express possibilities and rules using the modal verbs (should, shouldn’t, can, can´t, have
to and don’t have to)
● Develop listening and speaking comprehension skills through exercises and conversations about
general topics.

METHODOLOGY
The communicative competence approach is meant to enhance thinking processes, such as induction,
deduction, analysis, and synthesis. Additionally, this approach considers 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.

The methodology will be framed under the Task-Based Approach throughout the virtual sessions of
the current semester. 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. In addition, students will practice, evaluate, and create material relevant to
their fields of study as a way to improve their understanding and use of the specialized language.
Students will build up their reading and listening comprehension skills, as well as their written and
spoken production in an autonomous manner.

The role of the teacher will be to guide students through the learning process, keeping their needs,
interests and capabilities in mind. Teachers and students will establish learning goals and strategies to
encourage and motivate autonomous learning. Collaborative work should be applied throughout the
course while being in multimedia and technology-mediated settings.

EVALUATION

The single final grade of the course will be obtained from the production tasks and the final test for each term.
The opening and due dates of each task will be announced with enough time to upload the tasks.
FIRST TERM SECOND TERM
Written Production Task – 35% Written Production Task – 35%
Oral Production Task – 35% Oral Production Task – 35%
Final Test 30% Final Test 30%
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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, Artículo 1. Modificar el Artículo 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 reglamentará la aplicación de este Artículo.

COMPROMISOS DE LOS ESTUDIANTES EN SU APRENDIZAJE

➢ Revisar frecuentemente el correo institucional ya que por este medio se harán importantes
anuncios respecto al curso.
➢ Ingresar a la plataforma del curso por lo menos cada dos días y tener en cuenta las fechas de
apertura y cierre de actividades.
➢ Estudiar detenida y juiciosamente los contenidos subidos a la plataforma y realizar todas las
actividades de práctica y evaluativas.
➢ Usar los recursos digitales propuestos por los docentes para fortalecer sus procesos de
aprendizaje.
➢ Evitar el uso de traductor de Google para participar en foros o realizar otras actividades. En vez
de esto, realizar sus asignaciones a conciencia teniendo en cuenta lo aprendido y las
indicaciones de los docentes.
➢ Comunicarse frecuentemente con los docentes por los diferentes canales de comunicación
como el correo institucional, la mensajería instantánea de la plataforma,
➢ Estar presente en las tutorías por Skype y zoom programadas por los docentes.
➢ En el caso de que no pueda realizar alguna actividad por motivos justificados, debe avisar al
docente con tiempo y hacerle llegar la excusa pertinente.

COURSE CONTENTS

The contents of this course are based on the textbook Cutting Edge 3 rd Edition (Pre-Intermediate) (student’s book and
 MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACION O ACTUALIZACION DEL PROYECTO ACADEMICO EDUCATIVO-PAE PARA PROGRAMAS DE
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CONTENIDOS PROGRAMATICOS PROGRAMAS DE PREGRADO

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workbook) units 1, 2 and 3.

WEEK LESSON CONTENTS AND FUNCTIONS PLATFORM WORK INDEPENDENT WORK

Students check the course
syllabus and the rules of the
virtual course.
Program socialization.
Students update their profile
Platform recognition.
Introductions. picture and explore the platform.
1 Introduction
Socialization of rules for using the Participate in the introductory
platform. forum.

Vocabulary about leisure

activities, sports, and
Present simple (Review) games.
UNIT 1
Questions forms (WH and yes / Study the vocabulary proposed in
no) Asking and answering the platform and do the practice
Leisure and
2 questions about famous activities.
sport.
people´ habits, hobbies,
and general information.
(Video or slides)

Task 1: Family´s routine

Create a mini-book according to the teacher´s instructions.

Participate in the forum to receive feedback from your teacher and partners.

*Al inicio de la semana 3 se hará la apertura de la actividad 1 la cual se debe entregar al finalizar la semana 4.

Tutorial video or didactic

Listening activity about daily
material for explaining
routine, sports, and games.
Sports and Frequency adverbs and frequency adverbs.
3
games. Frequency expressions.
Reading comprehension
Listening tips.
activities.
Understanding conversations.

Unusual Videos and readings about Study the content updated.

sports. Place of origin unusual sports.
4
Colombian traditional sports. Practice activities.

Equipment, Curious information.

Verbs referring to sports and their

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use in context (Do/practice/ play/

go/ ride)

Task one closing

Task 2: Interview a famous character.

● Create a two-minute video with subtitles in which you represent your famous character.
● Participate in the forum to receive feedback from your teacher and partners.

*Al inicio de la semana 5 se hará la apertura de la actividad 2 la cual se debe entregar al finalizar la semana 6.

Video tutorial explaining

verbs.

UNIT 2 Regular verbs + Pronunciation

Carry out activities for practicing
regular and irregular verbs.
Firsts and Irregular verbs. Activities to practice verbs
5
lasts. and time expressions in
Study new vocabulary.
past.

Grammar related with past

simple.
Videos about famous Carry out a listening and reading
inventions. comprehension exercises.
Events in Time expressions in past (at, on,
6
past. in, ago, last)
Reading strategies.
Reading passages about events
in past.

7 FINAL TEST - FIRST TERM

EVALUATION, FEEDBACK AND SCORES DELIVERY

8

Task 3: A very special date from the past.

Create a journal entry describing a special date.
Participate in the forum to receive feedback from your teacher and partners.
*Al inicio de la semana 9 se hará la apertura de la actividad 3 la cual se debe entregar al finalizar la semana
10.
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Video tutorial.

Adjectives to express emotions. Video about people´s past Do grammar activity about past
Describing emotions and feelings in simple (was/were)
9
feelings Describing people´s past context.
emotions and feelings. Vocabulary practice.
Tips for learning
vocabulary.

Video tutorial explaining

Special dates and journeys:
linking words.
Weeding, Christmas party,
birthday celebration, New Year’s
Eve party.
Language Reading passages. Reading and listening practice
10
live. about special dates and exercises.
Linking words (because, and, as,
journeys.
but, then, after, so, first, second,
finally)

Task 3 closing

Task 4: How to celebrate your birthday during coronavirus time

Create a two-minute video describing how you would celebrate your birthday during pandemic – use images and graphs.
Participate in the forum to receive feedback from your teacher and partners.
*Al inicio de la semana 11 se hará la apertura de la actividad 4 la cual se debe entregar al finalizar la semana 12.

Video tutorial about

Have to/ don´t have/ must/ must modals (Have to/ don´t
not. have/ must/ must not)
UNIT 3
11 Work and Develop practice exercises.
Expressions to describe routines Expressions and phrases
rest.
at work and home (once, twice, people use when talking
(x) times, per week) about their routines at
work and home.
Use the modal verbs in real live Video tutorial explaining
situations the topic. Develop grammar and vocabulary
Giving
12 (Should- should not practice.
advice
Can- cannot Introducing vocabulary for
giving advice.
13 Using modals to advice about Video explaining how to Reading and listening practice.
Decide on choosing jobs. talk about jobs using
the best modals.
jobs.
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PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACION O ACTUALIZACION DEL PROYECTO ACADEMICO EDUCATIVO-PAE PARA PROGRAMAS DE
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14
FINAL TEST – SECOND TERM
15 EVALUATION AND FEEDBACK

16 SCORES DELIVERY

RESOURCES (used to create digital materials)

- Dictionaries: Webster, Collins, Cuyás, Longman, Oxford, among others.
- Grammar books.
- Apps: Duolingo, bussu, hellotalk, fluentu, memorize, word reference,linguee, babbel,.
- Recourses to create digital materials:
https://quizlet.com/ (Vocabulary flashcards)
https://kahoot.com/schools-u/ (Games, online questionnaires, and workshops)
https://quizizz.com/admin (Games, online questionnaires, and workshops)
https://vizia.co/?src=player (YouTube videos interactions)
https://doitgenially.com/ (interactive content)
https://www.pixton.com/es/ (create comics)
https://storybird.com/ (create interactive stories)
https://www.canva.com/: (Create posters and interactive images)

BIBLIOGRAPHY

1. Cutting Edge Pre-intermediate: Student book, Teacher’s book, Workbook, Audio

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. Jones, P; & Williams, D. (2002). Pair works book. New York: Peter Watcyn- Jones.
7. 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.
8. 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).
9. Schrampfer, B. (2002). English grammar. New York. Pearson.
10. Stempleski, S., Douglas, N., & Morgan, J. (2005). World Link: Developing English Fluency. Book 1A and
1B. Thomson, USA.

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
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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. Quizlet.com
15. http://a4esl.org/
16. http://www.cdlponline.org/
17. http://www.eslcafe.com/
18. http://www.manythings.org/
19. https://www.esl-lab.com/easy/
20. https://es.lyricstraining.com/
21. https://www.esl-lounge.com/student/listening.php
22. https://agendaweb.org/listening-exercises