MACROPROCESO: DOCENCIA

PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS

PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
PREGRADO
CONTENIDOS PROGRAMÁTICOS PROGRAMAS DE PREGRADO

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Fecha: 21 Junio 2021

PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN LANGUAGE

SEMESTRE: 2021-1

ASIGNATURA: English III

CÓDIGO: 8104889

DURACIÓN DEL CURSO: 64 horas

CRÉDITOS: 2 créditos

PROFESSOR’S NAME: Vladimir Alarcón

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
 MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
PREGRADO
CONTENIDOS PROGRAMÁTICOS PROGRAMAS DE PREGRADO

Código: D-GPA-P01-F02 Versión: 01 Página 2 de 7

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 B1 level keeping in mind the Common
European Framework of References of Teaching Languages. In this level, the students will be able to move to a
more communicative stage of their learning process, practicing the topics established in this level which are
planned to allow them to do so.

SPECIFIC OBJECTIVES

At the end of level III, the students should:

● Use the past continuous tense properly to describe past actions or situations.
● Use the present continuous tense for future arrangements and plans, applying verb phrases and
descriptive adjectives studied in class.
● Express plans, intentions, and predictions about holidays with “be going to”, “will”, and “won't”.
● Describe the physical appearance of a character using vocabulary about parts of the body, comparative,
superlative adjectives, or both.
● Develop speaking and writing tasks according to the course material through real contexts.
● Use technological resources that help them improve their language learning process.

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 meanings of the English language.

Meaningful learning is expected to be achieved autonomously according to the principles of understanding,

organizing, analyzing, and using knowledge within the teaching-learning process of the 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 the topics taught as a way to
improve their understanding and use of additional vocabulary in the 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 projects and activities can be applied throughout the course while being in the
multimedia and technology-mediated settings that we face nowadays.
 MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
PREGRADO
CONTENIDOS PROGRAMÁTICOS PROGRAMAS DE PREGRADO

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

EVALUATION

The evaluation will be carried out in a quantitative way, based on the contents of the syllabus. This evaluation will
be obtained by means of the results of a set of assignments, consequence of the students’ performance and
evidence of their commitment with the subject. This evaluation model applies for each 50% of the two established
in each academic term.

¡IMPORTANTE!

Reglamento Estudiantil:
ARTÍCULO 68, Parágrafo 2°. Los cursos extra al plan de estudio en deportes, artes y talleres podrán tener
calificación cualitativa y no tendrán incidencia en los promedios. Estos cursos se consideran como requisitos de
grado y no serán habilitables.

ARTÍCULO 74°. 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

ARTÍCULO 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 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.

First 50%:
Assignments (Written and / or oral production) 100%

Second 50%:
Assignments (Written and / or oral production) 100%
 MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
PREGRADO
CONTENIDOS PROGRAMÁTICOS PROGRAMAS DE PREGRADO

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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 established by
the teachers.
.

COURSE CONTENTS

GUIDES CONTENTS AND FUNCTIONS INDEPENDENT WORK DIRECTED WORK

🡺 Program socialization To read the program - English program

- Class rules thoroughly to be clear on presentation.
WEEK 1 - Learning Strategies the class rules and the - Student’s
COURSE - Getting to know each methodology used by the presentation and
INTRODUCTION other. teacher. expectations.
- Class parameters.
- Diagnostic
exercises.

● Past continuous - To tell past

Vocabulary:
Past experiences and actions.
What were they doing?
GUIDE 1
Accidental inventions.
(WEEKS 2 & 3)
● Past simple vs.
past Continuous
When and how do we use When
and While?
experiences.
- To engage in Grammar explanations on
conversations using the the topics assigned.
topics studied. Assisted practice of
- To describe films students’ speaking, reading,
and pictures. listening, and writing).
- To narrate events
and past experiences.
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PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
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● Review of the Present - To describe actions

continuous tense
● Present continuous for -
GUIDE 2
future arrangements
(WEEKS 4 & 5)
Vocabulary:
Time expressions.
Festivities and special days.
● Be Going to
Verb phrases for holidays.
(Exchange presents, make a
cake, invite out, send cards…)
taking place at the moment.
To describe plans
for future events.
- To practice the Grammar explanations on
vocabulary studied this the topics assigned.
week. Assisted practice of
students’ speaking, reading,
listening and writing).

● Will / won’t - To describe future

Predictions events.
GUIDE 3
Time expressions - To make predictions Grammar explanations on
(WEEKS 6 & 7)
about the future. the topics assigned.
● Will vs be going to - To integrate the use Assisted practice of
PHONETIC RULES: of short and long vowels. students’ speaking, reading,
Short and long vowel sounds. listening and writing).
Minimal pairs.

WEEK 8 Process feedback, tutoring, and results

● Questions for physical

appearance - To recognize
How does xx (look like) , what is vocabulary about adjectives
xx (like) , and How (is) xx like? to describe people, objects, Grammar explanations on
GUIDE 4 and places. the topics assigned.
(WEEKS 9 & 10) ● Descriptive adjectives Assisted practice of
Similar to students’ speaking, reading,
Different from listening and writing).
Alike
Look like

GUIDE 5
(WEEKS 11 & 12)
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● Comparative forms - To compare Grammar explanations on

rules physical appearance and the topics assigned.
Physical appearance. parts of the body. Assisted practice of
Parts of the body. students’ speaking, reading,
Other ways to make - To practice the listening, and writing).
comparisons: activities proposed by the
As…as teacher.
Less than

● Superlative forms rules - To develop

Our universe (unusual places, activities about superlatives.
planets, nature, geographical
features) - To practice the
vocabulary learned.

● Gerund vs Infinitive - To complete

forms exercises on differentiating
Gerunds after prepositions the uses of gerunds or
Gerunds as nouns infinitives. Grammar explanations on
GUIDE 6
Gerunds as subjects the topics assigned.
(WEEKS 13 & 14)
Gerunds or Infinitives after - To categorize, Assisted practice of
specific verbs contrast and associate the students’ speaking, reading,
use of gerunds and listening, and writing).
infinitives in different
contexts.

Process feedback and results

WEEKS 15 & 16
Final grades

RESOURCES
- Cutting Edge Pre-intermediate: Student book, Teacher’s book, Workbook, Audio
CDs, Teacher’s resource book, Video Activity Book, teacher’s video Activity Book
Magazines: Time, Newsweek, Scientific America, Discovery, British Journals, National Geographic.
- Dictionaries: Webster, Collins, Cuyás, Longman, Oxford, graphic dictionaries.
- 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,
- Online and phone Games: Knudge.me, Lyricstrainig, Kahoot, Quizzlet, ESL games plus.
 MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS
PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
PREGRADO
CONTENIDOS PROGRAMÁTICOS PROGRAMAS DE PREGRADO

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

BIBLIOGRAPHY

1. Alexander, L. (1998). English grammar practice for intermediate students. England: Longman.
2. Cook, V. (2008). Second language learning and teaching. London: Hodder Education, pp.242-247.
3. Design, J. (2015). Macmillan Skillful. [Online] Macmillanskillful.com. Available at: http://Macmillanskillful.com
(Accessed 15 Feb. 2017).
4. Fuchs, M., Bonner, M., & Westheimer M. (2006). Focus on Grammar and Integrated Skills Approach.
Pearson Longman: New York (USA).
5. Garton, J., & Prowse, P (2008). American Inspiration. Macmillan: México.
6. Howard-Williams, D. & Herd, C. (1994). World Games with English. Oxford: England.
7. Jones, P; & Williams, D. (2002). Pair works book. New York: Peter Watcyn- Jones.
8. Murphy, R. (2007). Essential grammar in use. New York: Cambridge University Press.
9. 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.
10. 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).
11. Richards, J. and Renandya, W. (2012). Methodology in language teaching. New York: Cambridge University
Press.
12. Schrampfer, B. (2002). English grammar. New York. Pearson.
13. Stempleski, S., Douglas, N., & Morgan, J. (2005). World Link: Developing English Fluency. Book 1A and 1B.
Thomson, USA.
14. Hamilton, J., Tee, S. (2016). The cone of learning: a visual comparison of learning systems. The TQM
journal.

INFOGRAPHY
1. www.englishpractice.com 10. http://www.lyricstraining.com
2. www.elllo.org/english. 11. https://www.streamio.com
3. www.pearsonlongman.com/ cutting edge /video- 12. http://www.agendaweb.com
podcasts 13. http://www.abcya.com/
4. www.myenglishlab.com/courses cutting edge 14. http://a4esl.org/
5. https://www.saberingles.com.ar 15. http://www.cdlponline.org/
6. http://www.bbc.co.uk/learningenglish 16. http://www.eslcafe.com/
7. http://learnenglish.britishcouncil.org/en/ 17. http://www.manythings.org/
8. http://easyworldofenglish.com/ 18. www.esl-lab.com
9. http://www.perfect-english-grammar.com/ 19. www.vooks.com