English II Syllabus

MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS

PROCEDIMIENTO: FORMULACION O ACTUALIZACION DEL PROYECTO ACADEMICO EDUCATIVO-PAE PARA PROGRAMAS DE
PREGRADO
CONTENIDOS PROGRAMATICOS PROGRAMAS DE PREGRADO
Código: D-GPA-P01-F02 Versión: 01 Página 1 de 3
Fecha: 08 / 06 / 2020
PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN LANGUAGE
SEMESTRE: I / 2020
ASIGNATURA: English II
CÓDIGO: 8104719
PROFESSOR’S NAME: JOSE GUILERMO VILLAMIL MARTINEZ
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
PREGRADO
GENERAL OBJECTIVE
For students to develop their language skills in English from a basic-intermediate to a B1 level keeping in mind
the Common European Framework of References. Additionally, students will use English as a means to cultivate
their research abilities and personal growth.
SPECIFIC OBJECTIVES
At the end of level II, the student should:
 Review the Present Simple and frequency phrases in real contexts according to different situations.
 Increase the inferring strategies: skimming and scanning in order to get the general idea and specific
information from different kind of texts.
 Introduce the Past Simple in affirmative, negative and interrogative form to talk about experiences.
 Use the modal verbs (should, shouldn’t, can, can´t, have to and don’t have to) to give advices, express
possibilities and rules.
 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 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.
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 evaluation will be carried out in a qualitative way, based on the contents of the syllabus. This evaluation will
PREGRADO
be obtained by means of the results of a set of assignments, consequence of students’ performance and self-
monitoring, evidence of their commitment with the subject. The evaluation will be done taking into account the
‘E.B.S.I.’ scale from the students’ regulations book (art. 68). This evaluation model applies for both 50% of the
semester.
E.B.S.I. Scale (First 50%)
Excelente [5.0], Bueno [4.0], Suficiente [3.0], Insuficiente
[2.0]
Assignments (Written and / or oral production) 90%
Self-monitoring 10%
Final mark: 100%

Assignments and Self-monitoring results
E.B.S.I. Scale (Second 50%)

Excelente [5.0], Bueno [4.0], Suficiente [3.0], Insuficiente
[2.0]
Assignments (Written and / or oral production) 90%
Self-monitoring 10%
Final mark: 100%

Assignments and Self-monitoring results
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, Articulo 1. Modificar el acuerdo 13, del acuerdo No. 050 de 2008, el cual quedará
así:
PREGRADO
“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 reglamentara la aplicación de este Artículo.
STUDENTS’ COMMITMENTS IN THEIR LEARNING

 Check the institutional email frequently because this will be the main way to inform you about important
announcements regarding the course.
 Study with discipline the contents uploaded to the platform.
 Use the digital resources proposed by teachers to strengthen your learning process.
 Avoid using text translators (such as Google Translate). Instead, use tools like dictionaries and reference
websites that support your learning and production process.
 If possible, participate in activities through Google Meet or Zoom scheduled by teachers.
 Take advantage of synchronous meeting spaces with the teacher.
 Be in contact with the teacher through the different means proposed (e.g. institutional email, WhatsApp,
etc.).
 Develop the practice and evaluative activities taking into account the opening and due
 dates.
COURSE CONTENTS
GUIDES CONTENTS INDEPENDENT WORK DIRECTED WORK

Program
socialization.
Program reading.
Introductions.
Review of digital resources to work English program presentation.
GUIDE 1 on during the semester.
Class rules.
(week 1) Class parameters.
COURSE Workshops in which students
Class means of
INTRODUCTION revise, consolidate and extend Students’ self-introductions
communication.
language learning through a variety
of engaging tasks.
Platforms used for
the class.
GUIDE 1 Present simple Grammar and reading exercises. Stress in questions.
(WEEK 2) review
LEISURE AND Ask and answer personal Readings to check understanding.
SPORT Questions forms questions.
(WH and yes / no) Vocabulary.
Vocabulary practice about leisure
Vocabulary about activities Tutoring session
leisure activities
Write about hobbies, routines and Feedback
PREGRADO
leisure activities.
Oral report about a daily routine.

Grammar and reading exercises.
Speaking activity about the frequency of
Develop grammar tasks. activities, sports and games.
Frequency adverbs
GUIDE 2
Study new vocabulary from the Reading comprehension.
(Week 3 & 4) Sports and games
readings.
Frequency
Vocabulary about sports and games.
adverbs Making
Written compositions about daily
conversations
life using frequency adverbs. Tutoring session.
Oral recording about how often you Feedback.

do some activities.
Grammar explanation through
videos/presentations/guides.
Readings in past tense.
Read texts in Past Simple about
Past simple Listening exercises and practice
personal interests.
GUIDE 3 pronunciation about regular verbs
(Week 5 & 6) Regular verbs. endings.
Ask and answer questions about past
Firsts and lasts
events and activities.
Irregular verbs. Develop grammar exercises.
Tutoring session.
Oral report (famous people
biography)
Feedback.
Write a story about an important
Adjectives to express date or event. Read it and share it.
emotions Vocabulary exercises.
GUIDE 4 Develop tasks.
(Week 7 & 8) Describe something Discussing about dates.
Describing relevant you did for Listening activity about a first date.
feelings the first or last time. Process feedback, tutoring, and self-
Speaking about the first or last time assessment
you did something.
Read about a journey and answer

Vocabulary exercises.
questions.
GUIDE 5 Identify and use Discussing about an important journey.
Practice journey vocabulary in real
(Week 9 & 10) liking words to write
contexts.
a narrative. Tutoring session.
Write about the first time you went
Feedback
to a long journey.
GUIDE 6 Expressions to Students use brief expressions to Vocabulary exercises.
PREGRADO
describe daily routines.

Make requests for information.
describe daily
(Week 11 & 12) Group work, find someone who…
routines.
Work and rest (with partners using social media) Tutoring session.
Agree and disagree task. Feedback

Read and answer some questions in
Listening and grammar practice. different situation and give advice.
Use the modal verbs
in real live situations
Oral activities about expressing, Vocabulary exercises.
GUIDE 7 (Should- shouldn’t
advice, duties, possibilities and
(Week 13 & 14) Can- can’t
abilities. Tutoring session.
Giving advice Have to and don’t
have to)
Write sentences with modal verbs Feedback
to give pieces of advice.
Listen to an activity about skills and

Practice jobs’ functions. interests.
Vocabulary about Explain and give reasons. Describe jobs and assign them to
GUIDE 8
Jobs. different people.
(Week 15 & 16)
Compare ideas
Decide on the
Agreeing and Vocabulary exercises.
best jobs
disagreeing. Describe which job you think is the
best and give reasons. Tutoring session.
Feedback
Process feedback and self-assessment

(Week 17 & 18) Final Reflection
Scores submission, feedback and final results.
RESOURCES
- Dictionaries: Webster, Collins, Cuyás, Longman, Oxford, among others.
- Grammar books.
- English learning websites: BBC learning English, Linguee, contrast.com, agendaweb.com,
saberingles.com.ar, liveworksheets.com, Randal`s Cyberlistening lab, voanews, CNN, esl videos in
youtube, streaming platforms.
- Apps: Duolingo, bussu, hellotalk, fluentu, memorize, word reference.
- Social media: Whatsapp, Facebook.
- Guides design for the teacher
- Meet, Chat, Email, Classdojo links on Internet and all the resources we as a teacher can provide to the
students to help them with the learning process
- Online and phone Games: Knudge.me, Lyricstrainig, Kahoot, Quizzlet, ESL games plus.
PREGRADO
BIBLIOGRAPHY
1. Cook, V. (2008). Second language learning and teaching. London: Hodder Education, pp.242-247.
2. Design, J. (2015). Macmillan Skillful. [Online] Macmillanskillful.com. Available at:
http://Macmillanskillful.com (Accessed 15 Feb. 2017).
3. Fuchs, M., Bonner, M., & Westheimer M. (2006). Focus on Grammar and Integrated Skills Approach.
Pearson Longman: New York (USA).
4. Garton, J., & Prowse, P (2008). American Inspiration. Macmillan: México.
5. Jones, P; & Williams, D. (2002). Pair works book. New York: Peter Watcyn- Jones.
6. 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.
7. 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).
8. Schrampfer, B. (2002). English grammar. New York. Pearson.
9. 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
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/

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MACROPROCESO: DOCENCIA

PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS

Código: D-GPA-P01-F02 Versión: 01 Página 1 de 3

PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN LANGUAGE

PROFESSOR’S NAME: JOSE GUILERMO VILLAMIL MARTINEZ

Código: D-GPA-P01-F02 Versión: 01 Página 2 de 3

At the end of level II, the student should:

Código: D-GPA-P01-F02 Versión: 01 Página 3 de 3

Assignments (Written and / or oral production) 90%

Final mark: 100%

E.B.S.I. Scale (Second 50%)

Assignments (Written and / or oral production) 90%

Final mark: 100%

ARTÍCULO 75°. La suplantación de un estudiante en una prueba, conlleva la cancelación definitiva de la

Código: D-GPA-P01-F02 Versión: 01 Página 4 de 3

STUDENTS’ COMMITMENTS IN THEIR LEARNING

GUIDES CONTENTS INDEPENDENT WORK DIRECTED WORK

Código: D-GPA-P01-F02 Versión: 01 Página 5 de 3

Oral report about a daily routine.

Oral recording about how often you Feedback.

Read about a journey and answer

Código: D-GPA-P01-F02 Versión: 01 Página 6 de 3

describe daily routines.

Agree and disagree task. Feedback

Listen to an activity about skills and

Process feedback and self-assessment

Scores submission, feedback and final results.

Código: D-GPA-P01-F02 Versión: 01 Página 7 de 3

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