CRONOGRAMA DE ACTIVIDADES

CURSOS DE 32 HORAS
INGLÉS IV

1. IDENTIFICACIÓN

Asignatura Inglés IV

Área Complementarias

Código ENX42 Pensum

Correquisitos NINGUNO Prerrequisitos ENX32

Créditos 2 TPS 2 TIS 4 TPT 32 TIT 64

2. COMPETENCIA

Comprende y produce textos y conversaciones referentes a lugares de la ciudad y actividades para realizar, medios de transporte, precios y unidades de medida,
compras de necesidades y servicios y necesidades según el estilo de vida, usando diferentes tipos de textos (perfiles, correos electrónicos, diálogos o juegos de
rol), para comunicar ideas de manera oral y escrita, de acuerdo con su nivel de desempeño.

3. TIPOS DE TEXTOS (ORALES Y ESCRITOS)1 POR HABILIDAD 

SKILL TYPE OF TEXT ORAL OR WRITTEN

Writing Online profile, email, timetable/schedule, letter

Speaking Dialogue, role play,

Listening and reading Check the material bank available texts per level

1
To review the different types of texts and their structures: types of texts and written and oral language
 CRONOGRAMA DE ACTIVIDADES
CURSOS DE 32 HORAS
INGLÉS IV

3. TABLA DETALLADA

TASKS2 DESCRIPTION OF THE TASK WEEKS

CLASSROOM These tasks might vary based on the teachers´ criteria and WEEK 1
INTERACTION
students´ needs and contexts. Administrative issues: the time alloted to this activity is from 30 to 50
Classroom language: minutes and this can be done in Spanish (only for this level). The topics
• What`s the word for ____ in English? to be covered during this activity are the following:
• How do you spell, pronounce, say ____ in English?
• What does ____ mean? - Course information: teacher´s name, teacher´s contact
• Do you have question? information (institutional email address, Language Center
• Is it clear? offices), code of the course, schedule, teacher´s advisory
• I`m sorry can you repeat that please? sessions
• Can you say that again, please? - Compromisos académicos: evaluative tasks and dates, Acuerdo
• I don`t get it / I don’t understand 32 (mention Artículo 1: Cancelación por inasistencia y justa
• Are you ready? I`m ready causa para no contabilizar la inasistencia), class conditions and
• Are you finished? I`m finished signature.
• You go first - Explain in general terms the competences of the course
• Do you want to be A or B established in the microdiseño curricular (keep this document
• Could you lend me a pen? reachable to students)
• Can I borrow a pen? - Explain in general terms the pacing guide-cronograma de
• Are you using that pencil? actividades- (keep this document reachable to students)
• Can I go to the bathroom?
Development of the class:
- Warm up activity
- Classroom language
DIAGNOSTIC OR REVIEW This session is aimed to find out the students’ language abilities, WEEK 2
background knowledge, interests, needs and other important
aspect of their learning process. Administrative actions:
Prepare and apply a classroom activity where you can identify the 1. Hand in compromisos académicos to the Language Center
following aspects: 2. Send reading task draft to your support teacher
- Reading, writing, speaking and listening skills
- Previous contact with the language Development of the class:
- Level of engagement and motivation - Diagnostic activity

2
In ITM – LC a task is a moment of academic work with the single purpose of generating meaning, comprehension, manipulation, experimentation, production
and interaction of students in L2 (English) oriented towards the solution of a problem in a specific context.
 CRONOGRAMA DE ACTIVIDADES
CURSOS DE 32 HORAS
INGLÉS IV

Purpose: provide information about the different places you can WEEK 3
WRITING AN EMAIL: find in city (choose different cities around the world) Administrative actions:
PLACES
1. Deadline to hand in compromisos académicos to the Language
Prompt: you are an architect and you will have to build a small Center
city in a secluded space. This city must contain all facilities a large 2. Send the corrected version of the reading task to your support
teacher
city has and proper spaces. After you design the city you need to
3. Remind students of the reading task
write an email to the construction company providing
information about the project. In the text you have to take into Pre-task
account the following: 1. Classroom agenda: must explain the task, the purpose of the task
- Name of places and the classroom activities to be developed to reach that task.
- Description of places 2. Background knowledge activities: dictations, Kahoot, hang man,
- Location or addresses of places word games, etc.
3. Model of the task:
Resources related: the written or audio texts you provide to  present students with one or several models of the type of texts
extract the information must contain: they will produce (oral or written)
 provide students with classroom activities (emphasis on input
Lexicon: places of the city, description of the places of a city, skills)
adjectives to describe a place, information about places location, 4. Instructions to develop the task:
location adverbs, vocabulary related to the city (corner, street,  explanation of the prompt
light, post etc.)  material needed to develop the task
Syntax: present simple, to be forms, plurals, negative tense and
auxiliaries, pronouns, prepositions of place. WEEK 4
Second hour of the class
Apply the evaluative reading task 20%
SESSION 2
5. Classroom agenda: must explain the task, the purpose of the task
and task cycle activities.
6. Warm up activity: activities to contextualize students.

Task
7. Development of the task:
 model review
 task preparation and development
 presentation of students’ productions
 CRONOGRAMA DE ACTIVIDADES
CURSOS DE 32 HORAS
INGLÉS IV

Purpose: provide information about the different places you can
find in city (choose different cities around the world)
SPEAKING: ROLE PLAY
ABOUT PLACES
Prompt: A Canadian friend has arrived to Medellín, he plans to
stay for a month, so he wants to know more about the most
important places to visit in the city, otherwise, he/she needs to
know the most important places to fulfill every day needs.
- Places for everyday life (bus stop, metro station, city hall,
library, restaurant)
- Name of places
- Description of places
- Location or addresses of places
Resources related: the written or audio texts you provide to
extract the information must contain:
Post-task
8. Formative feedback: students review each other's work and give
qualitative feedback, teachers highlight the grammar aspects that
were not clear and apply practice activities to end the cycle.
WEEK 5
Administrative actions:
1. Provide feedback on the evaluative task: reading 20%
Pre-task
1. Classroom agenda: must explain the task, the purpose of the task
and the classroom activities to be developed to reach that task.
2. Background knowledge activities: dictations, Kahoot, hang man,
word games, etc.
3. Model of the task:
 present students with one or several models of the type of texts
they will produce (oral or written)
 provide students with classroom activities (emphasis on input
skills)
4. Instructions to develop the task:
 explanation of the prompt
 material needed to develop the task

Lexicon: places of the city, description of the places of a city, WEEK 6

adjectives to describe a place, information about places location, Administrative actions:
location adverbs, vocabulary related to the city (corner, street, Remind students of the speaking task
light, post etc.)
Syntax: present simple, to be forms, plurals, negative tense and 5. Classroom agenda: must explain the task, the purpose of the task
auxiliaries, pronouns, prepositions of place. and task cycle activities.
6. Warm up activity: activities to contextualize students.

Task
7. Development of the task:
 model review
 task preparation and development
 presentation of students’ productions

Post-task
 CRONOGRAMA DE ACTIVIDADES
CURSOS DE 32 HORAS
INGLÉS IV

8. Formative feedback: students review each other's work and give

qualitative feedback, teachers highlight the grammar aspects that
were not clear and apply practice activities to end the cycle

WRITING AN LETTER: Purpose: provide information about the different places you can WEEK 7
PLACES IN A CITY
find in city (choose different cities around the world) Administrative actions:
1. Apply evaluative task: speaking 20%
Prompt: you are an architect and you will have to build a small 2. Send the corrected version of the reading task to your support
city in a secluded space. This city must contain all facilities a large teacher
3. Primera Evaluación de estudiantes a docentes
city has and proper spaces. After you design the city you need to
write an letter to the construction company providing
Pre-task
information about the project. In the text you have to take into 1. Classroom agenda: must explain the task, the purpose of the task
account the following: and the classroom activities to be developed to reach that task.
- Name of places 2. Background knowledge activities: dictations, Kahoot, hang man,
- Description of places word games, etc.
- Location or addresses of places 3. Model of the task:
 present students with one or several models of the type of texts
Resources related: the written or audio texts you provide to they will produce (oral or written)
extract the information must contain:  provide students with classroom activities (emphasis on input
skills)
Lexicon: places of the city, description of the places of a city 4. Instructions to develop the task:
(theater, university, school, art gallery, museum, etc.), adjectives  explanation of the prompt
to describe a place, information about places location, location  material needed to develop the task
adverbs, vocabulary related to the city (corner, street, light, post,
etc.) WEEK 8
Syntax: present simple, to be forms, plurals, negative tense and Administrative actions:
auxiliaries, pronouns, prepositions of place. 1. Remind students of the listening task

5. Classroom agenda: must explain the task, the purpose of the task
and task cycle activities.
6. Warm up activity: activities to contextualize students.

Task
7. Development of the task:
 CRONOGRAMA DE ACTIVIDADES
CURSOS DE 32 HORAS
INGLÉS IV
Purpose: describe the different means of transportation in a city.
SPEAKING:
ROLE PLAY
MEANS OF TRANSPORTATION Prompt: you and one of your friends are YouTubers and your
fans overseas have requested you to create a video about the
means of transportation the is in the city (any city around the
world). In the video you have to take into account the following:
- Transportation means
- Prices
- Velocity
- Comfort
Resources related: the written or audio texts you provide to
extract the information must contain:
Lexicon: places of the city, description of the places of a city
(theater, university, school, art gallery, museum, etc.), means of
transportation, prices, velocity, comfort.
Syntax: present simple, questions, comparatives in terms of
prices, velocity, comfort, to be forms, plurals, negative tense and
auxiliaries, pronouns, prepositions of place.
 model review
 task preparation and development
 presentation of students’ productions
Post-task
8. Formative feedback: students review each other's work and give
qualitative feedback, teachers highlight the grammar aspects that
were not clear and apply practice activities to end the cycle.
WEEK 9
Apply evaluative listening task 20%
Pre-task
1. Classroom agenda: must explain the task, the purpose of the task
and the classroom activities to be developed to reach that task.
2. Background knowledge activities: dictations, Kahoot, hang man,
word games, etc.
3. Model of the task:
 present students with one or several models of the type of texts
they will produce (oral or written)
 provide students with classroom activities (emphasis on input
skills)
4. Instructions to develop the task:
 explanation of the prompt
 material needed to develop the task
Task
5. Development of the task:
 model review
 task preparation and development
 presentation of students’ productions
Post-task
6. Formative feedback: students review each other's work and give
qualitative feedback, teachers highlight the grammar aspects that
were not clear and apply practice activities to end the cycle.
 CRONOGRAMA DE ACTIVIDADES
CURSOS DE 32 HORAS
INGLÉS IV

WEEK 10
Administrative actions:
1. Provide feedback on the evaluative task: listening 20%
2. Follow-up meeting with support teacher
3. Evaluaciones institucionales

Purpose: request and provide directions to get to different places WEEK 11

SPEAKING: ROLE PLAY around a city Pre-task
DIRECTIONS
1. Classroom agenda: must explain the task, the purpose of the task
Prompt: you are a tour guide working on the weekend with a and the classroom activities to be developed to reach that task.
group of tourists, you are taking them around the city. In the 2. Background knowledge activities: dictations, Kahoot, hang man,
word games, etc.
meantime, you re explaining them how to get to the different
3. Model of the task:
locations and places in the city of Medellín (there are two roles
 present students with one or several models of the type of texts
as the tour guide and as the tourist). In the video you have to they will produce (oral or written)
consider the following:  provide students with classroom activities (emphasis on input
- Transportation means skills)
- Places 4. Instructions to develop the task:
- Prepositions of places and instructions to give directions  explanation of the prompt
- Cardinal points  material needed to develop the task

Resources related: the written or audio texts you provide to WEEK 12

extract the information must contain: Administrative actions:
1. Remind students of the writing task
Lexicon: places of the city, description of the places of a city
(theater, university, school, art gallery, museum, etc.), means of 5. Classroom agenda: must explain the task, the purpose of the task
transportation, cardinal points (to the… north, south, east, west, and task cycle activities.
southeast, southwest, northeast, northwest, compass) 6. Warm up activity: activities to contextualize students.

Syntax: present simple, questions (how much is the fare? How Task
much is the bus ticket? etc.), to be forms, plurals, negative tense 7. Development of the task:
and auxiliaries, pronouns, directions (out of town, not far, block,  model review
on your right, in the middle, etc.), prepositions of place (in, on, at,  task preparation and development
nest to, in front of, across, etc.)  presentation of students’ productions

Post-task
 CRONOGRAMA DE ACTIVIDADES
CURSOS DE 32 HORAS
INGLÉS IV

8. Formative feedback: students review each other's work and give

qualitative feedback, teachers highlight the grammar aspects that
were not clear and apply practice activities to end the cycle.

Purpose: request and provide information about shopping for WEEK 13

SPEAKING: food, clothes, groceries, accessories, appliances.
ROLE PLAY SHOPPING
Prompt: you and one of your family members are in charge of
doing some shopping. You go to the mall/supermarket to buy
several things and stuff (one person is the clerk and the other is
the customer). In the role play you have to consider the
following:
- Types of foods and drinks
- Groceries
- Clothing and accessories
- Appliances
- Numbers, figures quantities and currency
Resources related: the written or audio texts you provide to
extract the information must contain:
Second hour of the class
Apply evaluative writing task 20%
Pre-task
1. Classroom agenda: must explain the task, the purpose of the task
and the classroom activities to be developed to reach that task.
2. Background knowledge activities: dictations, Kahoot, hang man,
word games, etc.
3. Model of the task:
 present students with one or several models of the type of texts
they will produce (oral or written)
 provide students with classroom activities (emphasis on input
skills)
4. Instructions to develop the task:
 explanation of the prompt
 material needed to develop the task

Lexicon: shopping in general, places to go shopping: mall, WEEK 14

shopping center, supermarket, flea market, downtown, country Administrative actions:
side, stores, shops, etc., prices, figures, Provide feedback on the evaluative task: writing 20%
Syntax: present simple and questions (what do you need? I need
that necklace / I need a pair of jeans; how much are those jeans? 5. Classroom agenda: must explain the task, the purpose of the task
They cost 100,000 pesos, how much does it cost? Do you want the and task cycle activities.
white one or the black one? How much is it? A box of minature 6. Warm up activity: activities to contextualize students.
cars is 200,000 pesos, how much is/are _____ ? how many _____?
Which one? etc.), to be forms, plurals, negative tense and Task
auxiliaries. 7. Development of the task:
 model review
 task preparation and development
 presentation of students’ productions
 CRONOGRAMA DE ACTIVIDADES
CURSOS DE 32 HORAS
INGLÉS IV

Post-task
8. Formative feedback: students review each other's work and give
qualitative feedback, teachers highlight the grammar aspects that
were not clear and apply practice activities to end the cycle.

Purpose: describe the different shopping needs and services WEEK 15

WRITING AN EMAIL: based on the cultural needs (U.S.: cars, COL: beauty, EUR: trips, Administrative actions:
SHOPPING NEEDS AND
ASIA: gadgets, etc.) 1. Provide feedback on the evaluative task: writing 20%
SERVICES

Prompt: you are the editor of a society and culture magazine.
The topic of this month`s volume is “shopping needs and services
based on cultures”. You need to write an email to your group of
writers explaining the topic of the month and the different issues
you want them to write about. In the text you have to take into
account the following:
- Shopping needs
- Shopping services
- Prices
- Places to buy
Resources related: the written or audio texts you provide to
extract the information must contain:
Lexicon: shopping in general, places to go shopping: mall,
shopping center, supermarket, flea market, downtown, country
side, stores, shops, etc., cultural needs (U.S.: cars, Col: beauty,
EUR: trips, Asia: gadgets, etc.).
Syntax: present simple and questions, to be forms, articles,
pronouns, adjectives,
Pre-task
1. Classroom agenda: must explain the task, the purpose of the task
and the classroom activities to be developed to reach that task.
2. Background knowledge activities: dictations, Kahoot, hang man,
word games, etc.
3. Model of the task:
 present students with one or several models of the type of texts
they will produce (oral or written)
 provide students with classroom activities (emphasis on input
skills)
4. Instructions to develop the task:
 explanation of the prompt
 material needed to develop the task
WEEK 16
Administrative actions:
1. Fecha límite de cancelación de asignaturas y matrícula
2. Remind students of speaking task 20%
5. Classroom agenda: must explain the task, the purpose of the task
and task cycle activities.
6. Warm up activity: activities to contextualize students.

Task
7. Development of the task:
 model review
 task preparation and development
 presentation of students’ productions
 CRONOGRAMA DE ACTIVIDADES
CURSOS DE 32 HORAS
INGLÉS IV

Post-task
8. Formative feedback: students review each other's work and give
qualitative feedback, teachers highlight the grammar aspects that
were not clear and apply practice activities to end the cycle.

SPEAKING TASK WEEK 17

Apply evaluative spaking task 20%

4. AUTORES

Creado por: Carolina Herrera Carvajal, Katherin Pérez Rojas y Jorge Enrique Cuellar Agudelo
Fecha: Julio de 2019
Aprobado por: Juan Carlos Sánchez Giraldo- Jefe de Oficina - Centro de Idiomas