Level 6

MACROPROCESO: DOCENCIA
PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS

PROCEDIMIENTO: FORMULACIÓN O ACTUALIZACIÓN DEL PROYECTO ACADÉMICO EDUCATIVO-PAE PARA PROGRAMAS DE
PREGRADO
CONTENIDOS PROGRAMATICOS PROGRAMAS DE PREGRADO
Código: D-GPA-P01-F02 Versión: 01 Página 1 de 6
Fecha: 01/ 02 / 2023
PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN

LANGUAGE
SEMESTRE: 1st - 2023
ASIGNATURA: English VI
DURACIÓN DEL CURSO: 64 horas
NÚMERO DE CRÉDITOS: 2 créditos
CÓDIGO: 8110028
PROFESSOR’S NAME: LORENA FUYA
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.
PREGRADO
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 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 VI students should:

1. Be able to identify, understand and solve some samples from the Preliminary English Test
(PET).
2. Be able to build upon intensive reading skills and strategies to improve reading
comprehension with a wider variety of texts (such as authentic reading materials).
3. Be able to develop their critical thinking skills using the material implemented in class.
4. Be able to prepare for interviews and to write a CV.
5. Be able to understand, explain, and interpret specialized readings, documentaries, videos,
and audios about their different academic majors in an oral and written way.
6. Be able to explore language communicative functions in different settings.
METHODOLOGY
The Communicative Competence Approach is meant to enhance thinking processes, such as
induction, deduction, analysis, and synthesis. Additionally, this approach considers
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.
PREGRADO
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 used as a purpose for
students’ language learning at this level. 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.
STUDENTS’ COMMITMENT IN THEIR LEARNING
● Be in contact with the teacher and 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.
● Develop the practice and evaluative activities taking into account the opening and due
dates.
EVALUATION
First 50%
Written task 1 : 25%

PREGRADO
Speaking task 2: 35%

Platform activities: 20%
Midterm exam: 20%
TOTAL 100%
Second 50%
Written task 3: 25%

Speaking task 4: 40%
Platform activities: 15%
Final exam: 20%
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, 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 cursos adicionales para mejorar su proficiencia en idioma extranjero. El
Consejo Académico reglamentará la aplicación de este Artículo.
COURSE CONTENTS
PREGRADO
WEEK LESSON CONTENTS PLATFORM STUDENT WORK

WORK
- Program - Diagnosis - English program

1 COURSE socialization activity. presentation.
INTRODUCT - Introductions - Create a video - Student’s
ION - Class rules introducing presentation and
yourself, use expectations.
https://info.flip.co - Book Sherlock
m/ Holmes Short
Stories socialization
and delivery.
2 - Writing - Writing process - Read and listen to

THE process steps. review activity. The man with the
WRITING - Pre writing - Quiz twisted lip - Sherlock
PROCESS - Selecting and - Free writing Holmes Short Stories
narrowing a practice - Read and review the
topic document Mind
- Brainstorming Mapping and editing.
-Free writing
- Review activity - Read and review the
- What is mind about mind document Mind
3-4 MIND mapping? mapping. Mapping and editing.
MAPPING How to create - Select a topic - Create a mind map
a mind map? from your using
- How to program and https://www.mindmeis
narrow your create a mind ter.com/es
topic? map using - Practice the
https://www.mind presentation of your
meister.com/es mind map, check
- Quiz/Activity- pronunciation and
The man with speech connectors.
the twisted lip - - Talk and reflect about
Sherlock Holmes the issue you
Short Stories selected.
- Read and listen
toThe man with the
twisted lip - Sherlock
Holmes Short Stories
TASK 1 Create a mind map about a topic you like from your program and explain this
in a video. https://www.mindmeister.com/es
PREGRADO
READING - Connecting - Read a text and - Read a text and

5 COMPREHE and answer the answer some
NSION contextualizin questions using questions using
STRATEGIE g vocabulary, the different skimming and
S phrases, and reading scanning strategies.
COGNATES expressions strategies. - Identify some
according to -Read and listen to cognates in puzzles
the The Engineer’s and readings.
developed thumb - Sherlock - Recognize main
texts. Holmes Short ideas and supporting
- Understandin Stories ideas in some texts.
g some - Exercises about
reading each reading
comprehensi comprehension
on strategies. strategy.
- Answering (Skimming,
reading scanning,
comprehensi predicting,
on questions summarizing,
using basic identifying the
reading main idea…)
comprehensi
on strategies.
- Review and -Read and listen to - Clarifying grammar

6-7 TENSES practice The Engineer’s doubts.
REVIEW different thumb - Sherlock - Vocabulary
grammatical Holmes Short exercises.
tenses. Stories
-Quiz/Activity- The
Engineer’s
thumb - Sherlock
Holmes Short
Stories
- Work on activities
about the two first
stories from
Sherlock Holmes
short stories.
(The man with
the twisted lip
and The
PREGRADO
Engineer's
thumb)
- Task 2: Choose one of the stories previously read and create a comic story
about it. Use only images in your comic. Make a video where you retell the
story.
Final test
- Giving - Students can - Teachers can
8 1ST 50% students recognize their suggest any exercises
feedback mistakes and they consider may help
Assessment about their possible topics students to improve
and grades learning they don’t
1st 50% process understand
CV - Study the -Read and listen to - Checking grammar

9-10 parts of a CV The patient - and pronunciation.
- Analyze a Sherlock Holmes - Clarifying grammar
CV, Short Stories doubts when writing a
understand the -Quiz/Activity- - CV. Reviewing general
parts of it. Sherlock Holmes ideas.
-Create your Short Stories
CV. - Create a CV
using a canva
-Use common template then
professional present it.
expressions - Vocabulary
and useful exercises.
language in
real contexts.
TASK 3 Create your CV and present it, including the audio.
JOB - Assessing -Study, practice -Study, practice and

11-12 INTERVIEW students’ and prepare prepare yourself for a
progress yourself for a job job interview.
PET - How to be interview. - Students develop
PRESENTAT prepared for -Listening activity exercises and final
ION AND a job about Job exams on job
PRACTICE interview. Interview. interviews.
- PET
presentation. -Read and listen to
Analyze with The
students the Disappearance of
PREGRADO
sections and Lady Frances

types of Carfax - Sherlock
questions. Holmes Short
- Practice with Stories
a sample. -Quiz/Activity-
https://www.e Sherlock Holmes
xamenglish.c Short Stories
om/PET/inde
x.php - Reading
comprehension
practice.
TASK 4 Present a job interview.
PET - PET Samples -Read and listen to - Checking grammar

TRAINING - https:// The three and pronunciation.
www.examen Garridebs - - Reviewing general
Language glish.com/ Sherlock Holmes ideas.
Communicat PET/ Short Stories - Exercises from PET
13-14 ive index.php -Quiz/Activity- samples.
Functions - Study Sherlock Holmes - Vocabulary activities
common Short Stories based on the PET and
exam - Vocabulary activities
language and based on Audio book.
vocabulary. - Work on - Discuss your opinions
- Identifying speaking/discussi with your class about
common on activities at the book’s stories.
expressions the end of the
and useful book.
language in
real contexts.
- Relate written
statements
according to
the setting.
- Final PET - Practice - Text Comprehension

15 PET EXAM EXAM additional strategies.
- Job vocabulary and - Reading instruction
interviews exercises to - Exercises from PET
- Understand improve in tests samples.
and answer - Check with the - Vocabulary activities
PREGRADO
questions teachers’ other based on the PET

about a resources to and Audio book.
specific text learn - Written exam (PET
(audio, video, sample)
written, etc.).
- Socialization - Students’ self- - Clarifying any doubts.

16 Final about the assessment of
Assessment student’s their learning
and grades process and
final grades.
RESOURCES
- Online dictionaries: Webster, Collins, Cuyás, Longman, Oxford.

- Online magazines: Time, Newsweek, Scientific America, Discovery, National
Geography, nnnnn Awake
- Grammar books and links.
- PET samples.
- Sherlock Holmes Short Stories.
- Taboos and Issues Photocopiable Lessons on Controversial Topics. Richard
MacAndrew & nnnnn Ron Martinez.
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.
Instituto Colombiano para la Evaluación de la Educación. (2019). Guía de Orientación

Saber Pro 2019. Bogotá
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.
PREGRADO
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
10. https://es.slideshare.net/roxanairimiea/taboos-issues-advanced

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MACROPROCESO: DOCENCIA

PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS

Código: D-GPA-P01-F02 Versión: 01 Página 1 de 6

Fecha: 01/ 02 / 2023

PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN

SEMESTRE: 1st - 2023

PROFESSOR’S NAME: LORENA FUYA

Código: D-GPA-P01-F02 Versión: 01 Página 2 de 6

At the end of level VI students should:

Código: D-GPA-P01-F02 Versión: 01 Página 3 de 6

STUDENTS’ COMMITMENT IN THEIR LEARNING

Written task 1 : 25%

Código: D-GPA-P01-F02 Versión: 01 Página 4 de 6

Speaking task 2: 35%

Written task 3: 25%

Código: D-GPA-P01-F02 Versión: 01 Página 5 de 6

WEEK LESSON CONTENTS PLATFORM STUDENT WORK

- Program - Diagnosis - English program

2 - Writing - Writing process - Read and listen to

Código: D-GPA-P01-F02 Versión: 01 Página 6 de 6

READING - Connecting - Read a text and - Read a text and

- Review and -Read and listen to - Clarifying grammar

Código: D-GPA-P01-F02 Versión: 01 Página 7 de 6

CV - Study the -Read and listen to - Checking grammar

TASK 3 Create your CV and present it, including the audio.

JOB - Assessing -Study, practice -Study, practice and

Código: D-GPA-P01-F02 Versión: 01 Página 8 de 6

sections and Lady Frances

TASK 4 Present a job interview.

PET - PET Samples -Read and listen to - Checking grammar

- Final PET - Practice - Text Comprehension

Código: D-GPA-P01-F02 Versión: 01 Página 9 de 6

questions teachers’ other based on the PET

- Socialization - Students’ self- - Clarifying any doubts.

- Online dictionaries: Webster, Collins, Cuyás, Longman, Oxford.

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

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

Código: D-GPA-P01-F02 Versión: 01 Página 10 de 6

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