PONTIFICIA UNIVERSIDAD JAVERIANA

FACULTAD DE COMUNICACIÓN Y LENGUAJE - DEPARTAMENTO DE LENGUAS

CURSOS DE LENGUA EXTRANJERA - PROGRAMA DE INGLÉS VIRTUAL

PROGRAM (PROGRAMA DE ASIGNATURA)

Nombre de la Asignatura: Inglés Virtual 3-4

Departamento responsable: Departamento de Lenguas: Área de Cursos de Servicios

Número de Créditos: 6 créditos Código de la Asignatura:

Período Académico: Intensidad Horaria: 11 horas semanales / 198 Horas totales

Clase Nombre Correo electrónico institucional

Profesor(es)

DESCRIPTION OF THE COURSE (DESCRIPCIÓN)

Virtual English 3 is designed for students who have some knowledge of the English language. At this point students go
beyond simple descriptions, they start producing utterances that display more abstract readings of the world. They are able to
talk about past events using different grammar structures, also they have the ability to talk about future plans, make
suggestions, express needs and describe the probability of certain events.

Virtual English 4 is designed for students who have an intermediate level of English. At this level students are expected to
have a wide range of vocabulary to talk about different situations, things and people. Students should be able to describe past
events and make plans for the future with no hesitation. They should understand how to make suggestions, give advice,
express probability, etc. Students are familiar with how to express conditions and talk about conditions that were not fulfilled
in the past.

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 an independent 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 a B1.1 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.

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 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE - DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA - PROGRAMA DE INGLÉS VIRTUAL

Expected learning outcomes (Resultados de aprendizaje esperados)

SPEAKING

At the end of the course, students will be able to connect phrases in a simple way in order to describe experiences and events,
my dreams, hopes and ambitions. They will be able to give reasons and explanations for opinions and plans. I can narrate a
story or relate the plot of a book or film and describe my reactions. Students will also be able to deal with most situations
likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics
that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).At the
end of the course, learners will be able to take part in conversations where they can express their views, narrate events, and
talk about hypothetical events.

LISTENING

Students will be able to understand the main points of clear standard speech on familiar matters regularly encountered in
work, school, leisure, etc. They will also be able to understand the main point of many radio or TV programmes on current
affairs or topics of personal or professional interest when the delivery is relatively slow and clear. Learners are able to
understand, with ease and confidence, simple sentence-length speech in basic personal and social contexts. They can derive
substantial meaning (general and specific ideas) from connected texts but with some difficulty due to a limited knowledge of
the vocabulary and structures of the spoken language. In this level, they will begin developing their capacity to derive
meaning from texts that do not use a standard dialect.

READING

Students will be able to understand texts that consist mainly of high frequency everyday or job-related language. They will
also be able to understand the description of events, feelings and wishes in personal letters. Students will be able to
understand fully and with ease short, non-complex texts that convey basic information and deal with personal and social
topics to which the reader brings personal interest or knowledge. These readers are also able to understand some connected
expository and narrative texts with occasional gaps in understanding due to vocabulary and grammatical voids. Through the
reading component of the course, ICC and peace education will be developed.

WRITING

Students will be able to write simple connected text on topics which are familiar or of personal interest. They will also be able
to write personal letters describing experiences and impressions. At the end of the course, learners will able to produce texts
of low complexity in which they demonstrate their progress in academic skills. Writers at level 4 will produce summaries and
cause-effect newspaper articles on known topics using different time frames.

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

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 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE - DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA - PROGRAMA DE INGLÉS VIRTUAL

TABLE OF CONTENTS (CONTENIDOS MÍNIMOS DE CONOCIMIENTO)

Level 3

Listening & Speaking Reading Writing Grammar & Vocabulary

Listening: ● Identifying main ideas ● Organizing and Grammar:

and supporting details. developing a paragraph.
● Classifying information. ● Real conditionals: present
● Previewing a text. ● Using descriptive and future.
● Listening for causes and adjectives.
effects. ● Distinguishing facts ● Use and placement of
from opinions. ● Taking notes. adjectives.
● Listening for time
markers. ● Using referents to ● Writing a summary and ● Parallel structure.
understand contrast. a personal response.
● Identifying fact and ● Compound sentences.
opinion. ● Using a graphic ● Using a Venn diagram.
organizer. ● Shifts between past and
● Identifying problems ● Types of essays: present time frames.
and solutions. ● Using a timeline. opinion, narrative,
cause/effect, ● Gerunds and infinitives
● Making inferences. ● Scanning a text. argumentative.
● Complex sentences.
● Inferring a speaker’s ● Project’s reading tasks. ● Stating reasons and
attitude. ● Sentence fragments.
giving examples.

● Listening for signposts. Vocabulary:

● Project’s writing tasks.

● Listening for examples. ● Using the dictionary to

identify word forms.
Speaking:
● Use of context to
● Taking conversational understand words.
turns.
● Synonyms.
● Giving and supporting
your opinion. ● Suffixes.

● Adding details to ● Using the dictionary to

support statements. find the correct meaning.

● Participating in everyday ● Phrasal verbs.

interactions.
● Collocations with verbs.
● Asking for and giving
● Collocations with
detailed information
adjectives + prepositions.
and/or clarification.

● Giving a short

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 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE - DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA - PROGRAMA DE INGLÉS VIRTUAL

presentation.

● Commenting one’s own

views of others.

● Leading a group
discussion.

● Agreeing and
disagreeing.

● Project’s speaking tasks.

Level 4

Listening & Speaking Reading Writing Grammar & Vocabulary

Listening: ● Restating information. ● Using a chart to organize Grammar:

● Listening for main ideas. ● Assessing predictions.
● Identifying details. ● Distinguishing between
similar words. ● Taking notes to compare
● Making predictions.
● Comparing and
● Making inferences. contrasting multiple ●
topics.
● Understanding bias in a
presentation. ● Evaluating information.
notes about main ideas.
● Gerunds and infinitives.
● Summarizing.
● Subjunctive for
suggestions.
and contrast.
● Phrasal verbs.
Taking notes using key
words and phrases. ● Present perfect and
present perfect
● Using a split page. continuous.

● Listening for contrasting ● Ranking options. ● Editing notes after a ● Comparative forms of
ideas. lecture. adjectives and adverbs.
● Making appraisals.
● Listening for signal ● Taking notes on details. ● Simple, compound, and
words and phrases. ● Project’s reading tasks. complex sentences.
● Taking notes on causes
● Listening for causes and and effects. ● Indirect speech.
effects.
● Project’s writing tasks. ● Real conditionals.
Speaking:
Vocabulary:
● Checking for
understanding. ● Understanding meaning
from context.
● Confirming
understanding. ● Using the dictionary:
words with multiple
● Giving a presentation. definitions.

● Avoiding answering ● Using the dictionary:

questions. words with similar
meanings.
● Expressing interest
during a conversation. ● Word forms.

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 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE - DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA - PROGRAMA DE INGLÉS VIRTUAL

● Changing the topic. ● Prefixes and suffixes.

● Using questions to ● Using the dictionary:

maintain listener formal and informal
interest. words.

● Adding to another ● Collocations with

speaker’s comments. prepositions.

● Project’s speaking tasks. ● Idioms.

Pronunciation:

● Syllable stress.

● Unstressed syllables.

● Sentence stress.

● Basic intonation
patterns.

● Common intonation
patterns.

● Highlighted words.

● Linked words with

vowels.

● Thought groups.

INTERCULTURAL COMMUNICATIVE COMPETENCE

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.

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 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE - DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA - PROGRAMA DE INGLÉS VIRTUAL

▪ 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 Virtual English 3-4: Q:Skills 3 & Q:Skills 4

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

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.

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 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE - DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA - PROGRAMA DE INGLÉS VIRTUAL

2. Forms:

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

Mid-term: It evaluates English skills. Further instructions will be given.

Final exam: It evaluates listening, reading, writing, speaking.

Project: Teachers 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.

Tutoring sessions and clubs: They will evaluate students’ speaking skills and knowledge of the language
through scheduled meetings.

E-book: Teachers will evaluate students' work on the units of the book.

3. Percentages:

Tutoring sessions and conversation clubs: 20%

Project: 20%

E-book progress: 15%

Progress test: 15%

Final exam: 30%

Dedicación horaria: 12 horas semanales

3. 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 el 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).

4. Normas de la clase:

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 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE - DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA - PROGRAMA DE INGLÉS VIRTUAL

✓ 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).

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

W1 Welcome and presentation of the program

Meetings: head-teachers, coordination.

Getting started with the platform's use

W2 TUTORING COMPONENT STARTS

UNIT 1 Sociology – How do you make a good first impression?

W3 UNIT 2 Nutritional Science – What makes food attractive?

W4 UNIT 3 Information Technology – How has technology affected our lives?

W5 UNIT 4 Marketing – Does advertising help or harm us?

W6 UNIT 5 Psychology – How do people overcome obstacles?

W7 UNIT 6 Neurology – Are you a good decision maker?

UNIT 7 Economics – Can a business earn money while making a difference?

W8. NO TUTORING UNIT 8 Behavioral Studies – What does it take to be successful?

PROGRESS TEST: CONTENTS FROM WEEK 1 TO WEEK 7

SEMANA DE REFLEXIÓN

W9
UNIT 1 Business – What makes a good leader?

W10 UNIT 2 Behavioral Science – How does appearance affect our success?

W11 UNIT 3 Developmental Psychology – What skills make someone an adult?

W12 UNIT 4 Science – How do the laws of science affect our lives?

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 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE - DEPARTAMENTO DE LENGUAS
CURSOS DE LENGUA EXTRANJERA - PROGRAMA DE INGLÉS VIRTUAL

W13 UNIT 5 Nutritional Science – How has science changed the food we eat?

W14 UNIT 6 Education – Is one road to success better than another?

UNIT 7 Anthropology – How can accidental discoveries affect our lives?

W15 UNIT 8 Engineering – What are the consequences of progress?

W16

TUTORING PROJECT SOCIALIZATION

COMPONENT
FINISHES

W17 FINAL EXAM

W18 END OF ACADEMIC ACTIVITIES

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.
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.