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: 28 /10 / 2021

PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN LANGUAGE

SEMESTRE: II / 2021

ASIGNATURA: ENGLISH IV

CÓDIGO: 8104889

DURACIÓN DEL CURSO: 64 horas

NÚMERO DE CRÉDITOS: 2

PROFESSOR’S NAME: Gabriel Sandoval

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 IV, the student must:
1. Recognize the structures past simple and present perfect, using adverbs and prepositions.
2. Differentiate the phonetic patterns sh/ch/th.
3. Identify and use definite and non-definite articles.
4. Apply quantifiers with countable and uncountable nouns in real contexts.
5. Use and contrast the zero, first and second conditionals.
6. Relate past perfect tense and its grammar in use.

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 based on the contents of the syllabus. This 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%. Assignments (Written and / or oral production) 100%
SECOND 50%. Assignments (Written and / or oral production) 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
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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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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 reglamentará 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

CONTENTS AND
GUIDES FUNCTIONS
INDEPENDENT WORK DIRECTED WORK

Program Student’s presentation - English program presentation.

socialization and expectations.
- Class rules Check the proposed - Class parameters.
- Learning Strategies vocabulary and practice
WEEK 1 Classroom useful activities. - Introduce yourself.
COURSE expressions Program reading.
INTRODUCTION Icebreaking
- Greetings and Review of digital resources
to work on during the
farewells.
semester.
 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 4 de 8

Week 2 PRACTICE -PDF file with grammar explanation.

Present perfect.
Past participle verbs - List of verbs past -Memory game Past participle verbs.
Verb list participle. -Practice with a listening exercise about
GUIDE 1
- Listening irregular the present perfect.
(WEEKS 2 AND 3)
Week 3: verbs in past participle -Check the pronunciation verbs video.
Present perfect uses pronunciation. -Record yourself reading a short story
(aff/ neg/ int) - Develop the exercises taking into account the correct
proposed in the guide. pronunciation of the past participle verbs.

Week 4 PRACTICE:
-Verb list past simple. -PDF slides about adverbs for present
Adverbs for present perfect.
perfect: -Video practice about - Watch the video “Tom’s story” and
Past simple vs Present recognize the differences between
GUIDE 2 Yet, already, just, Perfect. Present Perfect Tense and Past Simple.
WEEKS 4 AND 5 never, ever, since -Talk about life experiences.
and for. -Develop the exercises -Brief review about past simple including
proposed in the guide. regular verbs past simple pronunciation.
Week 5 -Write a Time Line about your life
Simple past vs. experiences using past simple and
present perfect. present perfect. Apply the requirements
for the task.
Week 6 PRACTICE:
-Video explanation about /sh/-/ch/
-sh/-ch pronunciation -Record yourself differences.
(tongue twister) -Video explanation about /th/
-th pronunciation. - Develop the exercises -Listening
proposed in the guide. - In class games and activities.
GUIDE 3 -Reading exercise (A-
WEEKS 6 AND 7 Week 7 AN-THE) -Slides about Definite and non-definite
-Writing exercise. rules.
Definite and non- A / An / The /
definite rules. -Record yourself reading a story invented
A / An / The / by you, using definite and non-definite
articles and include some of the
vocabulary practiced in class (-sh, -ch, -th
sounds).
Week 8
Reading and grammar exercises.
WEEK 8 -Feedback/tutoring, - Vocabulary and Vocabulary exercises.
evaluation. structures. Online session (optional)
FEEDBACK & Feedback.
EVALUATION -Scores submission/ -Check pronunciation to
report reinforce listening.

GUIDE 4 Week 9 PRACTICE:

WEEK 9 AND 10 -PDF file about singular and plural nouns
Singular and Plural and quantifiers.
 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 5 de 8

nouns rules. -Review a list of the

most common countable -PDF file about countable and
-regular and irregular and uncountable nouns. uncountable.
nouns (exceptions). -Develop the exercises
proposed in the guide. -Give information about how much or how
- Identify countable and many of an item you are talking about.
Week 10 uncountable.
Quantifiers: -Video record yourself ordering food for
two people by using the quantifiers.
Countable and
uncountable.

Uncountable nouns
list.
Week 11 PRACTICE: -Slides about Conditionals:
0 and 1st conditional 2nd conditional.
GUIDE 5 Conditionals: -PDF vocabulary. -Slides about political vocabulary.
WEEK 11 AND 12 0 and 1st conditional -Develop the exercises -Reading about political issues.
proposed in the guide. -Video record yourself by giving your own
Week 12 proposal like if you were a Colombia
2nd conditional. presidency candidate.

Week 13 PRACTICE:
Review: -Kahoot/quizzes or any other app for
0,1st and 2nd -Review the exercises testing the Conditionals.
GUIDE 6
conditionals. proposed in the guide.
WEEK 13 AND 14
(Conditionals) -Slides Past perfect.
Week 14
Past perfect: uses -Reading -Organize the pictures given and write a
and structures. story based on them by using Past
perfect.
Week 15 PRACTICE: Reading and grammar exercises.
WEEK 15 -Vocabulary and
-Feedback/Tutoring, structures. Vocabulary exercises.
FEEDBACK & and Evaluation.
EVALUATION -Check pronunciation to Online session (optional)
- Scores submission/ reinforce listening. Feedback.
report.

-Scores submission/ -
WEEK 16
report Final marks

RESOURCES

Cutting Edge Pre-intermediate: Student book, Teacher’s book, Workbook, Teacher’s resource book, Video
Activity Book, teacher’s video Activity Book.
Dictionaries: Webster, Collins, Cuyás, Longman, Oxford.
Grammar books.
Apps: Duolingo, bussu, hellotalk, fluentu, memrize, word reference.
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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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Social media: Whatsapp, Facebook.

LMS: Blogs, Meet, Google ClassRoom, Chat, Email, Classdojo, Moodle, UPTC platform, Zoom, Canvas,
etc.

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. Murphy, R. (2007). Essential grammar in use. New York: Cambridge University Press.
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. Richards, J. and Renandya, W. (2012). Methodology in language teaching. New York: Cambridge University
Press.
9. Schrampfer, B. (2002). English grammar. New York. Pearson.
10. 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.lyricstraining.com
3. www.elllo.org/english.
4. www.pearsonlongman.com/ cutting edge /video-podcasts
5. www.myenglishlab.com/courses cutting edge
6. https://lp.babbel.com/d/SPA_index.html?l2=ENG&ch=DSP
7. http://www.bbc.co.uk/learningenglish
8. http://learnenglish.britishcouncil.org/en/
9. http://easyworldofenglish.com/
10. http://www.perfect-english-grammar.com/
11. http://ninaenglish.cz/en/2015/06/25-nejlepsich-stranek-pro-studium-anglictiny/
12. https://www.gcflearnfree.org/topics/everydaylife/
13. http://www.tv411.org/
14. http://www.abcya.com/
15. http://a4esl.org/
16. http://www.cdlponline.org/
17. http://www.eslcafe.com/
18. http://www.manythings.org/
19. https://www.passporttoenglish.com/Beginning-English/Lesson3/Pronunciation.html
20. liveworksheet.com
21. Genially
22. https://vocaroo.com/
23. https://voicethread.com/