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

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Fecha: 08 / 04 / 2019

PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN LANGUAGE

SEMESTRE: I / 2019

ASIGNATURA: English VI

CÓDIGO: 8110028

PROFESSOR’S NAME: Silvina 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, 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.
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PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACION O ACTUALIZACION DEL PROYECTO ACADEMICO EDUCATIVO-PAE PARA PROGRAMAS DE
PREGRADO
CONTENIDOS PROGRAMATICOS PROGRAMAS DE PREGRADO

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OBJECTIVES
GENERAL OBJECTIVE

To develop competences from a basic-intermediate level to the ranking of level B1+ taken as a
marking reference the Common European Framework of Teaching languages in order for the students
to use a foreign language as a tool to deepen their knowledge on their respective fields of study,
developing critical thinking skills and contributing to their academic performance.

SPECIFIC OBJECTIVES

At the end of level VI students should:

1. Understand the different types of questions in Preliminary English Test.

2. Develop reading strategies.
3. Prepare and understand some samples from Preliminary English Test.
4. Promote critical literacy through the use of authentic material.
5. Prepare students for interviews, writing a resume, how to write abstracts, cover and reference
letters.
6. Be knowledgeable of specialized readings from different academic majors.

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.
Students will also be motivated to deduce grammatical structures and meaning of the English
language. To accomplish the previous objectives, Task-Based Language Teaching and English for
Specific Purposes (ESP) will be part of 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,
evaluate, and create material relevant to their fields of study as a way to enrich their understanding
and use of the language in their vocation. Both inside and outside of the classroom, students will build
up their reading and listening comprehension, as well as their written and spoken production. 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. Collaborative work will be applied throughout the course, as well as individually
directed activities.
 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

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EVALUATION
First 50%
 ORAL EVALUATION is equivalent to 25% (ESP Presentations and interviews)
 WRITTEN TEST is equivalent to 30% (audio book, how to write a resume and abstracts)
 PRELIMINARY ENGLISH TEST is equivalent to 30% (sample test individually)
 LISTENING EVALUATION is equivalent to 15%. (audio book)

TOTAL 100%

Second 50%

 ORAL EVALUATION is equivalent to 25% (ESP Presentations and interviews)

 WRITTEN TEST is equivalent to 30% (audio book, how to write a resume and abstracts)
 PRELIMINARY ENGLISH TEST is equivalent to 30% (sample test individually)
 LISTENING EVALUATION is equivalent to 15%. (audio book)

TOTAL 100%
➢
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:
“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

 To acquire and always bring the proposed photocopies and other required materials.
 To advise teachers in advance of any possible absences to lessons, due to field practices,
student’s cultural representations, sporting and / or academic performances and any other
 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

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situations of mandatory fulfilment.

 Summit with good time, evidence of such non-attendance with the relevant certification and
within three working days. During their absence, students will need to submit tests; paper work
or reports assigned to be carried out throughout their non-attendance. (This in accordance to
the students’ regulations handbook).
 The development of listening skills is a slow process needing a lot of discipline and permanent
dedication. It is recommended to spend at least fifteen to twenty minutes a day listening to the
audio material included in the textbooks.

COURSE CONTENTS

The contents of this course are based on the books American Crime Stories - Oxford Bookworms Library
(2000), Cambridge Preliminary English Test (2003), and Focusing on IELTS-reading and writing skills with
answer key (2011).

WEEK LESSON CONTENTS CLASSWORK INDEPENDENT WORK DIRECTED WORK

1 - Program - English program - Practice listening - Program reading.
socialization presentation. exercises. - Diagnosis activity.
- Introductions - Student’s presentation - Practice conversations.
INTRODUCTION
- Class rules and expectations. - Exchanging information.

2 - Reading skills: - Introduction to PET - Read and listen to - Reading instruction

PET o Skimming questions. chapter 1 from American - Reading activities.
TRAINING - Introduction to the book Crime Stories. (reading strategies)
o Scanning.
to be read during the - Practice listening from
semester (American chapter 1 from American
Crime Stories). Crime Stories.
- Explanation of the - Work on activities at the
activities at the end of end of the book.
the book.

3 - Reading intensively - Exercises from PET - Read and listen to - Reading and grammar
PET skills samples. chapter 1 from American exercises.
TRAINING - Vocabulary activities Crime Stories. - Vocabulary exercises.
based on the PET and - Practice listening from
Audio book. chapter 1 from American
Crime Stories.
- Work on activities at the
end of the book.

4 - Identifying question - Exercises from PET - Read and listen to - Reading and grammar
PET types samples. chapter 2 from American exercises.
TRAINING - Preparation on how - Vocabulary and Crime Stories. - Vocabulary exercises.
to write a resume grammar activities - Practice listening from
and an abstract based on the PET and chapter 2 from American
Audio book. Crime Stories.
- Work on activities at the
end of the book.

5 - Readings - Practical exercises - Read and listen to - Group work.

ESP - Preparation on how based on ESP
English for specific to write a resume readings according to
purposes
and an abstract. the group’s field.
- Writing a resume and
abstracts.
chapter 2 from American - Two-minute presentation
Crime Stories. about why they chose
- Practice listening from their degree.
chapter 2 from American
Crime Stories.
- Work on activities at the
end of the book.
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PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
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6 - Parts of a resume. - Practical exercises - Read and listen to - Handing in resume.

ESP - Steps for academic based on ESP chapter 3 from American - Checking grammar and
English for specific abstracts. readings according to Crime Stories. pronunciation.
purposes
the group’s field. - Practice listening from - Reviewing general ideas.
chapter 3 from American
Crime Stories.
- Work on activities at the
end of the book.

7 - Writing abstracts. - Oral reports based on - Read and listen to - Handing in abstract.
ESP - ESP Presentations their fields of study. chapter 4 from American
English for specific Crime Stories.
purposes
- Practice listening from
chapter 4 from American
Crime Stories.
- Work on activities at the
end of the book.

8 ASSESSMENT - Assessing Students - PET TEST. - Studying and preparation - Evaluation

- Written exam based on for exams.
the audiobook
(chapters 1,2,3, and 4).

9 - Dealing with - Exercises from PET - Read and listen to - Text Comprehension
PET vocabulary: samples. chapter 5 from American strategies.
TRAINING o Guessing the - Vocabulary activities Crime Stories. - Reading instruction
meaning of based on the PET and - Practice listening from
unknown Audio book. chapter 5 from American
words. Crime Stories.
o Building up your - Work on activities at the
vocabulary. end of the book.

10 - Dealing with - Exercises from PET - Read and listen to - Reading and grammar
PET vocabulary: samples. chapter 6 from American exercises.
TRAINING o Identifying how - Vocabulary activities Crime Stories. - Interviews preparation-
words relate to based on the PET and - Practice listening from rehearsal
each other. Audio book. chapter 6 from American
o Identifying key Crime Stories.
words. - Work on activities at the
o Identifying end of the book.
important
grammar
words.

11 - Dealing with - Exercises from PET - Read and listen to - Reading and grammar
PET vocabulary: samples. chapter 7from American exercises.
TRAINING o Identifying - Vocabulary activities Crime Stories. - Vocabulary exercises.
synonyms and based on the PET and - Practice listening from - Checking grammar and
antonyms. Audio book. chapter 7 from American pronunciation.
o Identifying key Crime Stories. - Reviewing general ideas.
words. - Work on activities at the - Oral test preparation.
o Identifying word end of the book. (ESP)
families. - Interviews preparation-
rehearsal
12 - Dealing with - Exercises on how to - Writing cover and - Writing drafts of cover
ESP vocabulary write cover and reference letters. and reference letters.
English for specific o Recognizing reference letters. - Be prepared for a job
purposes
paraphrasing interview.
and summaries.
o Cover and
reference
letters.
o Interview skills
 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

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13 ESP - Cover and - Practical exercises - Writing cover and - Reading and grammar
reference letters. based on ESP reference letters. exercises.
readings according to - Be prepared for a job - Vocabulary exercises.
English for specific - How to be prepared the group. interview. - Checking grammar and
purposes for a job interview pronunciation.
- Reviewing general ideas.
- Oral test preparation.
(ESP)
- Interviews preparation-
rehearsal
14 - Interview strategies - Practical exercises - Interview test.
ESP based on ESP - Writing cover and - Handing in a cover and
English for specific readings according to reference letters. reference letter.
purposes
the group. - Be prepared for a job - ESP oral test.
- Oral reports based on interview. - Interview test.
their fields of study.

15 - Assessing Students - Written exam (PET - Preparing final test - Evaluation

ASSESSMENT sample)
- Final written exam
(audiobook chapters
5,6,and 7).
16 - Scores - Final scores - Feedback - Feedback
submission/report
FINAL WRITTEN
TEST

RESOURCES
- Magazines: Time, Newsweek, Scientific America, Discovery, National Geography, Awake.
- Dictionaries: Webster, Collins, Cuyás, Longman, Oxford.
- Grammar books.
- PET samples.
- English for Specific Purposes readings.

BIBLIOGRAPHY

Azar, B. & Hagen, S. (2011). Fundamentals of English grammar (4th ed.). White Plains, NY:
Longman.

Cambridge Preliminary English Test. (2003). Cambridge: Cambridge University Press.

Escott, J. (2000). American crime stories. Oxford: Oxford University Press.

Lindeck, J., Greenwood, J. & Sullivan, K. (2011). Focusing on IELTS: reading and writing skills.
South Yarra, Vic: Macmillan Education Australia.

Swan, M. & Walter, C. (2011). Oxford English grammar course. Oxford: Oxford University Press.

INFOGRAPHY
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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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CONTENIDOS PROGRAMATICOS PROGRAMAS DE PREGRADO

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1. http://www.icfes.gov.co/estudiantes-y-padres/saber-pro-estudiantes
2. https://readers.english.com/
3. https://www.ted.com/talks
4. www.NPR.com
5. www.oup.com/elt/headway
6. www.englishpractice.com
7. www.elllo.org/english.
8. www.saberingles.com
9. learningenglish.voanews.com