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Fecha: 30/10 /2020

PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN LANGUAGE

SEMESTRE: II / 2020

ASIGNATURA: ENGLISH V

CÓDIGO: 8110028

PROFESSOR’S NAME: JAIRO ALONSO ESPINOSA VARGAS

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 21 st century require that its people be competent in the use
of foreign languages. Globalization and technological advancements use English as the universal
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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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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

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 V students should:

1. Understand the different skills employed in the Saber Pro test: comprehension and association;
contextual interpretation; grammatical command; general reading comprehension; lexical and
contextual.
2. Clarify some grammar contents along the process when necessary.
3. Build upon intensive reading skills and strategies to improve reading and comprehension with a
variety of texts (such as literary books and authentic material)
4. Recall and recognize information and ideas from an audiobook.
5. Understand, explain, and interpret specialized readings, documentaries, videos, and audios
about their different academic majors in an oral and written way.
6. Develop their critical thinking skills through the use of the material implemented in class.

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. English for Specific Purposes (ESP) will be oriented for English 5 and 6 only. 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
 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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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 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.
First 50%

Tasks (including audiobook, written 60%

reports, quizzes and grammar review)
ESP video 40%
TOTAL 100%
Second 50%
Tasks (including audiobook, written 60%
reports, quizzes and grammar review)
ESP video 40%
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
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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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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

GUÍAS CONTENTS INDEPENDENT WORK DIRECTED WORK

 Program  Practice listening exercises.  English program
(week 1) socialization  Practice conversations. presentation.
COURSE  Introductions  Exchanging information.  Diagnosis activity.
INTRODUCTION  Class rules  Program reading.  Introduction to the
audiobook to be read
during the semester.
 Grammar Review.
 Feedback.

GUIDE 1  Use of modal verbs.  Read and listen chapters 1-2  Reading and grammar
(weeks 2 and 3) from audiobook. exercises.
GRAMMAR REVIEW  Practical exercises.  Vocabulary exercises.
 Complete the guide number 1  Online session.
exercises.  Feedback.

GUIDE 2  Use of relative  Read and listen chapters 3-4  Reading and grammar
(weeks 4 and 5) clauses. from audiobook. exercises.
GRAMMAR REVIEW  Use of present  Practical exercises.  Vocabulary exercises.
passive.  Complete the guide number 2  Online session.
exercises.  Feedback.

GUIDE 3  English for Specific  Read and listen chapters 5-6  Online session.
(weeks 6 and 7) Purposes training. from audiobook.  Feedback.
ESP  Make a video about a topic of
 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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general interest about your

field of study.
 Feedback, Tutoring,  Vocabulary and structures.  Reading and
(week 8) and self-  Check pronunciation to grammar exercises.
ASSESSMENT AND assessment. reinforce listening.  Vocabulary
GRADES  Self-assessment exercises.
 Online session
(optional)
 Feedback.
GUIDE 4  Conditionals.  Read and listen chapters 7-8  Reading and grammar
(weeks 9, 10 and 11)  Reported Speech. from audiobook. exercises.
GRAMMAR REVIEW  Practical exercises.  Vocabulary exercises.
 Complete the guide number 4  Online session.
exercises.  Feedback.

GUIDE 5  Comprehension  Read and listen chapters 9-10  Introduction to Saber

(weeks 12 and 13) and association  SABER PRO Diagnostic Test Pro questions.
SABER PRO skills.  Vocabulary activities based  Reading instruction
TRAINING  Contextual on the Saber Pro.  Reading activities.
interpretation skills.  Exercises from SABER pro (reading strategies)
 Grammatical samples.  Vocabulary
command skills.  Complete the guide number 5  Feedback.
 Reading exercises.
comprehension
skills.
 Lexical and
contextual skills.

GUIDE 6  English for Specific  Read and listen chapters 11-  Online session.
(weeks 14 and 15) Purposes training. 12  Feedback.
ESP  Make a video about an
academic article from your
field of study.
 Feedback, Tutoring,  Vocabulary and structures.  Reading and
(week 16) and self-  Check pronunciation to grammar exercises.
ASSESSMENT AND assessment. reinforce listening.  Vocabulary
GRADES  Self-assessment exercises.
 Online session
(optional)
 Feedback.

RESOURCES

- Magazines: Time, Newsweek, Scientific America, Discovery, National Geography, Awake.

- Dictionaries: Webster, Collins, Cuyás, Longman, Oxford.
- Grammar books.
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PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
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- Penguin readers.
- SABER pro samples.
- English for Specific Purposes readings.

BIBLIOGRAPHY

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

Cambridge Key English Test. (2007). Cambridge: Cambridge University Press.

Cunningham, S., Moor, P., Bygrave, J., & Williams, D. (2014). Cutting edge: advanced. Harlow, Essex,
England:

Pearson Education.

Dean, M., & Orwell, G. (2008). 1984. Harlow: Pearson Education.

Instituto Colombiano para la Evaluación de la Educación. (2019). Guía de Orientación Saber Pro 2019.
Bogotá

Lindeck, J., Greenwood, J., O'Sullivan, K. (2011). Focusing on IELTS-reading and writing skills with
answer key.

South Yarra, Macmilan Education Australia Pty LTD

Maule, D., & Wells, H. G. (2006). The time machine. Harlow, England: Penguin Books.

McGovern, K., & Wilde, O. (2008). The picture of Dorian Gray. Harlow: Pearson Education.

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

Vince, M. (2008). Macmillan English Grammar in Context. Intermediate. Oxford: MacMillan Education.

INFOGRAPHY
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
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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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