PONTIFICIA UNIVERSIDAD JAVERIANA

FACULTAD DE COMUNICACIÓN Y LENGUAJE

DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA

PROGRAM (PROGRAMA DE ASIGNATURA)

Nombre de la Asignatura: Inglés 6-7
Departamento responsable: Departamento de Lenguas: Área de Cursos de Servicios
Número de Créditos: 6 créditos Código de la Asignatura: 12345
Período Académico: 2010 Intensidad Horaria: 10 horas semanales /180 Horas totales
Nombre Correo electrónico institucional
Fabián Velasco Velasco_j@javeriana.edu.co
Profesor(es)

DESCRIPTION OF THE COURSE (DESCRIPCIÓN)

English 6-7 is for students who have a high level of English. They are capable of expressing their opinions with regards to a wide variety of
matters. They feel comfortable using regular grammar structures to talk about the present, the past and the future. Students should know
how to use complex structures and be able to combine them to express themselves in different contexts.

OBJECTIVES OF THE COURSE (OBJETIVOS DE FORMACIÓN)

General objective (Objetivo general)
At the end of this course, students will be able to handle language at the level of a novice high user (ACTFL, 2012), which means they can
use a set of formulaic expressions for asking and giving information, both at oral and written level. Their L2 structures and pronunciation may
be influenced by their mother tongue, but they may be understood since they use simple structures and high frequency vocabulary. The area
of vocabulary they will be able to use relates to basic needs and routine activities. According to the Council of Europe (2001), students will
achieve an B2.1 level at the end of the course. Additionally, learners will be able to take a full virtual English course using the tools and
materials provided by teachers through the different platforms.

Expected learning outcomes (Resultados de aprendizaje esperados)

SPEAKING
At the end of the course, students will be able to manage different communicative tasks related to simple and basic social situations.
Conversation is used for survival topics in the target language culture, which includes basic personal information, basic objects, and a limited
number of activities, preferences, and immediate needs. Students respond and formulate simple, direct questions or requests for information.
They will also be able to express themselves by using what they hear from their interlocutor even when their pronunciation, vocabulary, and
syntax are strongly influenced by their mother tongue. Frequent misunderstandings may appear, but students can generally be understood
by the speaker.

LISTENING
Students will be able to understand simple basic information related to their immediate surrounding. In basic personal and social contexts
where there is little contextual or extra linguistic support, comprehension may often be difficult. They will be able to recognize speech dealing
with standardized messages, phrases, or instructions, provided the vocabulary has already been studied, the speaker uses standard English,
and pace is slow.

READING
Students will be able to easily understand simple and short descriptive texts using keywords as well as formulaic phrases in contextualized
texts. When vocabulary has been learned, learners will be able to understand language and messages without much effort. They will also be
able to infer meaning from short, non-complex texts. Through the reading component, students will expand their intercultural knowledge and
awareness as well as their understanding of peace education.

WRITING
Students will be able to write learned phrases and simple sentences to express basic ideas about very familiar topics. They will be able to
express themselves within a limited context in which the vocabulary has been learned, like daily life activities and routines.

DIGITAL LITERACY
Students will be able to establish successful virtual communication with their teacher and peers. They will be capable of looking for specific
information and sources to practice outside of the institutional platforms. Learners will develop virtual learning strategies that will allow them

to complete their learning process. They will begin to become aware of social and cultural issues faced when dealing with online
communication.
TABLE OF CONTENTS (CONTENIDOS MÍNIMOS DE CONOCIMIENTO)
(See weekly plan chart at the end of the document for specific contents)
Communicative functions
(listening and speaking)
Asking and answering
questions about personal
information or about areas of
immediate need
Greeting, leave-taking, and
introducing oneself and others
Expressing how he/she feels in
simple terms, and express
thanks
Giving and following
commands
Giving and following
directions/instructions
Handling numbers, quantities,
cost and time
Describing oneself and others’
physical appearance and other
personal information
Describing things and places
Talking about routines, abilities
and activities
Talking about occupations
Talking about preferences with
respect to food, clothes,
exercising
Giving advice
Asking for repetition or
reformulation from time to time
PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE
DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA
Intercultural communicative
competence and peace
education (reading)
Apart from the topics in the
textbook, through the reading
component of the course
(mainly, but not only), students
will be presented with texts
about topics related to
interculturality and peace
education. Suggestions about
the topics will be mentioned in
the weekly plan (end of
program).
Types of texts: descriptive texts
—according to lesson
contents— (2-3 paragraphs,
200 words). Texts may be
academic texts, e-mail
messages, short newspaper
articles corresponding to level,
instructive texts.
Students will be able to deduce
vocabulary from context,
identify reference, identify main
ideas, identify specific details,
identify logical relations of
addition and contrast, transfer
information to graphic
organizers, answering
questions.
Writing
First test:
Writing simple, compound
(using and, or, but, so) and
some complex sentences
(subordinate sentences using
because, when, after)
describing aspects addressed
in the units
Writing simple messages (e-
mail and cards) describing
routines
Writing a short text describing
occupations and places
Writing short text giving advice
Writing a recipe
Final exam:
Writing short descriptive
paragraphs related to topics
studied in class using the
structure of the English
paragraph (topic sentence,
supporting details, concluding
sentence)
Grammar
Review Of Simple And
Continuous Verbs
Living Abroad - Verb
Complements: Verb+-ing Or
To+Verb - When To Use
Verb+-ing Or To+Verb -
Summary Of Verb
Complements: Verb+-ing Or
To+Verb
Comparison With (Not) As...As
Negative Questions
The Simple Present Passive
Good And Bad Manners -
Verb+-ing - Position Of Not -
Summary Of Verb+-ing Or
To+Verb; Position Of Not
Be Supposed To - Was/Were
Supposed To; Was/Were
Going To - Summary Of Be
Supposed To; Was/Were
Going To
Weren't You Supposed To Get
Off Work Early? - Inseparable
Phrasal Verbs -
The Passive Of Modals Verbs
Crime And Punishment - Get
Passive Vs Be Passive
The Past Perfect: Affirmative
And Negative Statements;
Questions And Short Answers -
Summary Of The Past Perfect
Responses With So And
 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE
DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA
Neither
Get+Person+To+Verb ;
Have+Person+Verb -
Get/Have+Object+Past
Participle - Summary Of
Causative Get And Have
Need+Passive Infinitive And
Need+Verb+-ing
Past Modals: Would Have -
Past Modals Should Have And
Could Have - Summary Of Past
Modals: Would Have, Should
Have, Could Have
Past Modals For Speculation
Reported Speech
Reported Questions
Statements About The
Hypothetical Past - Questions
About The Hypothetical Past -
The Past Perfect: Questions
And Short Answers - Summary
Of Talking Hypothetically About
The Past
She's Making Headlines - Tag
Questions
The Passive Of Present
Continuous - The Passive Of
Present Perfect - Summary Of
The Passive
Protect The Environment -
Linking Ideas To Express
Contrast And Reasons -
Linking Ideas To Express
Purpose And Alternatives -
Summary Of Linking Ideas
What Clauses As Objects -
Long Noun Phrases As
Subjects - Summary Of What
Clauses And Long Noun
Phrases As Subjects
Five Years From Now - The
Future Continuous - The Future
Perfect - Summary Of The
Future Continuous And Perfect

INTERCULTURAL COMMUNICATIVE COMPETENCE

 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE
DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA
In language teaching, the intercultural dimension seeks to develop intercultural learners who can deal with the complexity and multiple
identities found in communication and to avoid the stereotyping of perceiving someone through a single identity. Learners should consider
their interlocutor as an individual whose qualities are to be discovered and accepted as different. Thus, respect for individuals and equality of
human rights are the basis of ICC (Byram, Gribkova & Starkey, 2002). The dimensions of ICC are to be developed by students in the PUJ
foreign language courses. These are:
▪ Skills of interpreting and relating (Savoir comprendre): the ability to interpret a document or event from another culture and to explain
and relate it to documents or events from one’s own culture.
▪ Knowledge (Savoirs): the possibility of developing not only primarily knowledge about a specific culture, but also knowledge of how
social groups and identities function.
▪ Critical cultural awareness (Savoir s’engager): the ability to critically reflect upon the differences and similarities of one’s own culture
and others’ culture, on basis of explicit criteria, perspectives, practices, and products.
▪ Attitudes (Savoir être): the possibility of being aware of attitudes and values one holds because of belonging to social groups or to a
given society and of those of others belonging to other social groups.
▪ Skills of discovery and interaction (Savoir apprendre): the ability to acquire new knowledge about different cultural practices and to cope
with distinct knowledge, attitudes, and skills despite the difficulties in immediate communication and interaction.
▪
LEARNING STRATEGIES
GENERAL DIRECT STRATEGIES:
▪ Memory: creating mental connections, applying images and sounds, structural revision, linking words and motion.
▪ Cognitive: practicing, analyzing and reasoning, researching creating structure for input and output.
▪ Compensation: guessing smartly, overcoming limitations when producing language.
GENERAL INDIRECT STRATEGIES:
▪ Metacognitive: centering, arranging, planning, and evaluating one’s own learning.
▪ Affective: lowering anxiety, looking for encouragement, monitoring emotional ‘temperature’.
▪ Social: cooperating with others, empathizing with others, asking questions to others.

PEDAGOGIC STRATEGIES (METODOLOGÍA)

English courses at PUJ use communicative language teaching as their methodological basis. Based on the aforementioned, students are
expected to consider language as a means of communication, as a way to express thoughts, as a way of perceiving themselves and acting
in the world, and as a cultural manifestation. Learners will develop the four language skills (listening, speaking, reading, and writing), as well
as their intercultural competence and their critical thinking through the activities performed in class, mainly in the reading component.

In communicative language teaching, teachers bring real life situations to the virtual classroom; the context and functions of the language
play a key role. Students develop communicative, social and cultural competences by means of real-life tasks and materials that will allow
them to be the center of the learning and teaching processes.

Resources to be used for English 1: TOUCHSTONE 4 (UNITS 1-12)

ASPECTS TO BE ASSESSED AND ASSESSMENT FORMS (ASPECTOS Y FORMAS DE EVALUACIÓN)

 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE
DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA
1. Aspects:
The assessment of students’ process is coherent with the methodology of PUJ foreign language courses which aims to develop students’
communicative and intercultural competences as well as their autonomous learning capacity. Aspects to be evaluated include students’ skills
while dealing with the tasks, abilities and scenarios presented in the contents stated above.

2. Forms:
Teachers will use different procedures that will help them to follow and assess students’ progress along the course:

Tests (mid-term and final): They evaluate the skills (listening, reading, writing, speaking)
Project: They will evaluate students use of language through the development of a project. The project is related to the contents of
the course and aims at developing linguistic and intercultural competences.
Workshops: They include oral presentations, writing activities (compositions), homework or tasks on any skill.
Quizzes: They can formally evaluate any of the course skills or can include two skills at once.
Tutoring sessions: They will evaluate students’ speaking skills and knowledge of the language through scheduled
meetings.
Book: They will evaluate students work on the units of the book.

3. Percentages:

Tutoring Sessions: 20%

Project: 20%
Progress Test (semana 8): 10%
Book progress: 10%
Final Exam: 40%

Dedicación horaria:

6 horas semanales

4. Asistencia:
Según lo estipulado en el Reglamento de Estudiantes de la Pontificia Universidad Javeriana (2012):
Es deber del estudiante asistir puntualmente a sus clases y participar activamente en ellas, así como cumplir cabalmente con todas las
demás actividades académicas que le corresponden según su nivel de formación. (Numeral 7. E.)
✓ Al realizar la matrícula, los estudiantes adquieren compromiso de asistir a las actividades presenciales prescritas por el currículo.
(Numeral 53 – escolaridad).
✓ La inasistencia a evaluaciones académicas sólo podrá ser excusada por causas de extrema gravedad. Las excusas correspondientes
deberán ser presentadas por escrito ante el Director del Programa, quien podrá autorizar la realización de la evaluación supletoria
(Numeral 54 – escolaridad).
✓ Con anterioridad a la presentación de una evaluación supletoria, el estudiante deberá cancelar el valor respectivo de los derechos
correspondientes (Numeral 71 – Evaluación supletoria).
5. Normas de la clase:
✓ Las clases inician 15 minutos después de la hora correspondiente y terminan 15 minutos antes de la hora correspondiente.
✓ Los teléfonos celulares deberán permanecer apagados durante las sesiones.
✓ Es indispensable el respeto mutuo para el buen desarrollo de la clase
✓ Las evaluaciones que el estudiante no presente por inasistencia o por cualquier otro motivo, sólo se repetirán previa autorización del
Director de Carrera. No es el profesor quien autoriza los supletorios.
✓ No habrá recuperación de evaluaciones reprobadas.
✓ El fraude en actividades, trabajos y evaluaciones académicas y todas las modalidades de plagio constituyen faltas graves y gravísimas,
según lo estipulado en el Reglamento de Estudiantes. Dichas faltas serán sancionadas con la pérdida de la asignatura, suspensión o
expulsión del estudiante según el caso (Numerales 123-130).
✓ Las calificaciones asignadas no se modifican a menos que se requiera una revisión como lo indica el Reglamento de Estudiantes
(Numeral 91-95).
 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE
DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA

WEEK (SEMANA) WEEKLY PLAN (PLAN DE TRABAJO SEMANAL – CONTENIDOS)

W1. - Jan 20 - 24 Presentation of the program
Getting started with the platforms use.
W2. Jan 27 - 31 Interesting Lives: Review Of Simple And Continuous Verbs, Living Abroad - Verb Complements: Verb+-ing Or
To+Verb - When To Use Verb+-ing Or To+Verb - Summary Of Verb Complements: Verb+-ing Or To+Verb (Unit
1)
W3. Feb 03 - 07 Personal Tastes: Comparison With (Not) As...As, Negative Questions (Unit 2)

W4. Feb 10 - 14 World Cultures: The Simple Present Passive, Good And Bad Manners - Verb+-ing - Position Of Not -
Summary Of Verb+-ing Or To+Verb; Position Of Not (Unit 3)
W5. Feb 17 - 21 Socializing: Be Supposed To - Was/Were Supposed To; Was/Were Going To - Summary Of Be Supposed To;
Was/Were Going To, Weren't You Supposed To Get Off Work Early? - Inseparable Phrasal Verbs (Unit 4)
W6. Feb 24 - 28 Law And Order: The Passive Of Modals Verbs, The Passive Of Modals Verbs (Unit 5)
W7. Mar 02 - 06 Strange Events: The Past Perfect: Affirmative And Negative Statements; Questions And Short Answers -
Summary Of The Past Perfect, Responses With So And Neither (Unit 6)
W8. Mar 09 - 13 PROGRESS TEST: CONTENTS FROM WEEK 1 TO WEEK 7
NO TUTORING
W9. Mar 16 - 20 Problem Solving: Get+Person+To+Verb ; Have+Person+Verb - Get/Have+Object+Past Participle - Summary
Of Causative Get And Have, Need+Passive Infinitive And Need+Verb+-ing (Unit 7)
W10. Mar 24 - 27 Behavior: Past Modals: Would Have - Past Modals Should Have And Could Have - Summary Of Past Modals:
Would Have, Should Have, Could Have, Past Modals For Speculation (Unit 8)
W11. Mar 30 - Apr 3 Material World: Reported Speech, Reported Questions (Unit 9)
Apr 06 - 10 HOLY WEEK
NO TUTORING
W12. Apr 13 - 17 Fame: Statements About The Hypothetical Past - Questions About The Hypothetical Past - The Past Perfect:
Questions And Short Answers - Summary Of Talking Hypothetically About The Past, She's Making Headlines -
Tag Questions (Unit 10)
W13. Apr 20 - 24 Trends: The Passive Of Present Continuous - The Passive Of Present Perfect - Summary Of The Passive,
Protect The Environment - Linking Ideas To Express Contrast And Reasons - Linking Ideas To Express
Purpose And Alternatives - Summary Of Linking Ideas (Unit 11)
W14. Apr 27 - 30 Careers: What Clauses As Objects - Long Noun Phrases As Subjects - Summary Of What Clauses And Long
TUTORING Noun Phrases As Subjects, Five Years From Now - The Future Continuous - The Future Perfect - Summary Of
COMPONENT FINISHES The Future Continuous And Perfect (Unit 12)

PROJECT SOCIALIZATION
W15. May 04 - 08

W16. May 11 - 15 FINAL EXAM (EVALUACIÓN FINAL)

W17. May 18 - 22 FINAL EXAM (EVALUACIÓN FINAL)

W18. May 26 - 30 ALL ACADEMIC ACTIVITIES FINISH

SOURCES OF INFORMATION (REFERENCIAS / FUENTES DE INFORMACIÓN)

American Council on the Teaching of Foreign Languages (ACTFL). (2012). ACTFL PERFORMANCE DESCRIPTORS FOR
LANGUAGE LEARNERS, Alexandria: ACTFL.
 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE
DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA
American Council on the Teaching of Foreign Languages (ACTFL). (2012). ACTFL PROFICIENCY GUIDELINES 2012,
Alexandria: ACTFL.
BYRAM, Michael; GRIBKOVA, Bella; & STARKEY, Hugh. (2002). Developing the Intercultural Dimension in Language Teaching a
Practical Introduction for Teachers, Strasbourg: Council of Europe.
Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge:
CUP.