Develop English Skills at the ILI

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 1 de 3
Fecha: 08 / 04 / 2019
PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN LANGUAGE
SEMESTRE: I / 2019
ASIGNATURA: English IV
CÓDIGO: 8104889
PROFESSOR’S NAME: JULIETH PAOLA PINEDA FAGUA
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.
OBJECTIVES
GENERAL OBJECTIVE
For students to develop their language skills in English from a basic-intermediate to a B1 level keeping in mind
the Common European Framework of References. Additionally, students will utilize English as a means to
cultivate their research abilities and personal growth.
PREGRADO
SPECIFIC OBJECTIVES
At the end of level IV, the student should:
 Recognize the structures of present perfect and past simple using the preposition for and other time
words.
 Use verb phrases to talk about ambitions and the internet.
 Identify articles, quantifiers with countable and uncountable nouns.
 Express opinions about city life and geographical features including adjectives for describing places.
 Ask for and give directions in a city.
 Implement may, might and will for predictions.
 Apply the first conditional including after if, when and other time words.
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. Students will also be motivated
to deduce grammatical structures and meaning of the English language. To accomplish the previous objectives,
Task-Based Language Teaching and English for Specific Purposes (ESP) will be part of the methodology used
during the teaching and learning process. 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 based on their learning styles and needs. In addition, students will practice, evaluate, and create
material relevant to their fields of study as a way to enrich their understanding and use of the language in their
vocation. Both inside and outside of the classroom, students will build up their reading and listening
comprehension, as well as their written and spoken production. The role of the teacher will be to guide students
through the learning process, keeping their needs and interest in mind. Teachers and students will establish
learning goals and strategies to encourage and motivate autonomous learning. Collaborative work will be applied
throughout the course, as well as individually directed activities.
EVALUATION
First 50%
 MIDTERM TEST that is equivalent to 80% (Including listening, grammar, vocabulary, and reading skills
contained in the seventh and half of the eighth units).
 ORAL EVALUATION is equivalent to 20%.
 TOTAL 100%
Second 50%
➢ FINAL TEST that is equivalent to 80%. It includes listening, grammar, vocabulary, and reading skills
contained in the second part of eighth and the ninth units.
➢ ORAL EVALUATION is equivalent to 20%.
➢ TOTAL 100%
IMPORTANT!
PREGRADO
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 adicionales para mejorar su proficiencia en
idioma extranjero. El Consejo Académico reglamentara la aplicación de este Artículo.
STUDENTS’ COMMITMENTS IN THEIR LEARNING
➢ To acquire and always take the books to class (Student’s book and work-book) and other required
materials.
➢ To report absences in advance to the teacher due to field practices, student’s cultural representations,
sporting and/or academic performances and other mandatory situations.
➢ Submit timely the corresponding evidences of such absences within three days’ time. During this time,
the students will submit tests, written works or reports assigned or carried out throughout their absence.
(According to the students’ regulations handbook).
➢ Participate actively in all the activities proposed in and out the classroom.
➢ It is important for the students to attend classes constantly and on time, and to participate in all the
activities designed by the professor.
➢ The listening skill development is a slow process needing a lot of discipline and permanent dedication. It
is recommended to spend at least ten minutes a day to listen to the audio material that comes along with
the textbook.
➢ Students should read, think, analyze and apply these principles:

● Learning is not the result of teaching, nor how much or how the teacher teaches. Learning only depends
on the degree of interest, commitment, motivation and goals set by the students themselves.
● The contents and training materials are valuable aids, as the teacher is a guide in the teaching-
learning process.
➢ During the process, THE STUDENTS are the builders and the actors of their own learning; therefore,
they are the only ones responsible for their success or failure.
➢ Students require the following to be successful:

 TO HAVE CLEAR IDEAS ABOUT WHAT THEY WANT.
 TO MAKE A FIRM DECISION ABOUT THEIR LEARNING COMMITMENT.
 TO SELECT STRATEGIES (according to their learning styles).
 TO PLAN THEIR TIME ACCORDING TO THEIR GOALS.
 TO DEVELOP THE ACTIVITIES (according to their commitment).
PREGRADO
➢ There are two major motivations before taking a subject:

1: TO PASS IT because it is a requirement of their curriculum.
2. TO LEARN and, as a result of this, TO PASS IT.
In the first one, the student does not study much, there is no commitment and he/she uses legal and
sometimes illicit resources to pass the subject. In the second one, the student studies with pleasure, he/she
plans his/her time and fulfills all the tasks and activities. They study on their own because they want to learn and
enrich their mind and personality in order to BECOME IMPORTANT PEOPLE.
➢ Regarding LEARNING, students are the only ones responsible for the results, LEARNING
OPENS DOORS AND HORIZONS AND IT PRODUCES THE GREATEST SATISFACTIONS!
COURSE CONTENTS
The contents of this course are based on the text-book Cutting Edge 3 rd Edition (Pre-Intermediate) (student’s book and
workbook) units 7, 8 and 9.
CONTENTS AND
UNIT/ DIRECTED
WEEK FUNCTIONS CLASSWORK INDEPENDENT WORK
LESSON WORK
Program Program introduction. Workbook in which Reading.
socialization Class parameters. students revise, consolidate Diagnosis
Introduction
Introductions Students’ diagnosis. and extend their language exercise.
and
Diagnostic learning through a variety
1 review
activities of engaging tasks.
Class rules
Verb phrases Students read Workbook: Pages 34- 35. Give
about ambitions. comprehensibly about Exercises 1, 2a, 2b, 2c, and personal
people’s ambitions and 2d. opinions
Reading: Top five discuss them. about the
UNIT 7 secrets of Study, practice & five secrets
Success success. remember: Remember, of success
2 Practice 1, page 151. mentioned
Discussion: in the article.
Discovering your
secrets for
success.
Students Reading: Do something Study, practice & Socialize the
communicate funny for money. remember: Practice 1, page activities
about things that 150. studied
are generally true Grammar: Present simple working in
and things that and Present continuous. Workbook: Grammar focus groups.
3 UNIT 7
are happening at 1:
Success
the moment. Resource bank: Activity 4A: pages 35-37.
Party guests (Present
simple and Resource bank: Activity 7B
Present continuous). Life Circles, 7C Happy
Verb Families.
UNIT 7 Students read Learners discuss about the Students search for Share the
The Internet about the origins of some internet information people who questions
4 evolution of some sites. have achieved fame by posed in the
PREGRADO
web sites and using the internet and book and

relate them to Learners read a text present the information in socialize
their own comprehensibly to answer class. their
experiences. some questions related to opinions.
it. Study, practice &
remember: Practice 2, page
Learners do a listening 151.
exercise about fame on the
internet. Workbook: Grammar focus
2:
pages 37-38.
Resource bank: Activity 7B

Life Circles, 7C Happy
Verb Families.
Pupils talk about Students read quotations Search on the Describe
their dreams and about life and discuss their internet about: their hopes,
achievements and agreement and dreams and
listen to their disagreement towards *Grand slam tennis, men’s achievement
peers’ speeches. them. tennis rankings, and s and talk
women’s tennis rankings. about some
UNIT 7
Students watch Students work in pairs to other
Talking about
some success listen to a recording and *Fabiano Luigi Caruana, people’s
your
stories and check complete a table about Lang Lang, Gillian E. achievement
5 ambitions
their people’s ambitions and Murphy and answer the s.
understanding on achievements. questions 1-3.
the topic. Answer
Students complete phrases Write a paragraph about questions
from the video success one of the people you about things
stories watched in class. researched. you have
done.
Learners use Pupils work in pairs about Resource bank: Activity 7D Learn new
articles, the advantages and Collocations with for. expressions
quantifiers with disadvantages of living in a about cities
countable and city. Workbook: vocabulary: city and
uncountable life. Page: 39. geographical
nouns. Pupils listen to people features.
talking about cities where Study, practice &
Students learn they live. remember: Practice 1, page
UNIT 8
about the city life 152
6 Places to live
and geographical Pupils read an article about
features. Masdar city and answer
some questions.
Learners read a text about

the most extreme places to
live in the world to
recognize new words about
geographical features.
MID TERM TESTING UNIT 7 TOPICS UNIT 7 AND A Test preparation Feedback.
TEST AND AND A HALF OF HALF OF UNIT 8.
7
ORAL TEST UNIT 8.
PREGRADO
Assessment Scores Test Mid-term

submission/ Feedback. marks
8
report.
Students Learners use countable Study, practice & Practice
differentiate things and uncountable nouns remember: Practice 2, page speaking
they can measure properly with different 153. giving a talk
with the ones they quantifiers. about
UNIT 8
can’t. Workbook: Grammar focus countries.
Quantifiers
Students speak about 2: Quantifiers with
with countable
9 Students set a countries. countable and uncountable Record
and
presentation nouns. yourself
uncountable
about Canada or adjectives, pages 41–42. giving your
nouns
any other country talk and
around the world. Resource bank: activity 8B share with
The hungry hippo café. other
students.
Learners know Pupils discuss questions Study, practice & Describe
how to get to a about moving around a remember: Practice 1- 2, and area,
place in a city and place. page 152-153. city or
help others find country that
UNIT 8
locations. Pupils watch a video and Workbook: language live: you know.
Asking for and
answer questions about Asking for and giving
10 giving
Learners write directions. directions. Page 43. Ask and
directions
emails to give answer
detailed Students write an email to Resource bank: activity 8C detailed
information. give directions. Where’s the nearest bank? questions
referring to a
map.
Students use Learners discuss about Study, practice & Talk about
may, might and their preferences in terms remember: Practice 1, page life a
will for making of building, houses and 155. hundred
predictions. furniture styles. years ago
Workbook: Vocabulary and
Pupils learn Students use vocabulary Modern equipment. compare it to
UNIT 9
compound words about elements in the Page 45; Pronunciation the present.
11 Old and new
about housing house including compound stress patterns in
elements. words. compound nouns page 45.
Learners read a Pupils read the text What Resource bank: Activity 9A
text about life in was life like one hundred My new flat.
the past. years ago? and answer
questions about it.
Students make Pupils analyze a comic strip Workbook: Grammar Focus Make
guesses about answering some questions. 1: pages 45-48. predictions
future events. based on
UNIT 9
Learners identify grammar Study, practice & current facts.
Modals for
Learners use structures in a text to talk remember: Practice 1-2,
12 predictions
adjectives for about predictions. page 154. Talk about
describing places. places using
Learners write about life in Resource bank: Activity 9B new
the future 50 years from in the 2030’s. vocabulary
now. and
PREGRADO
adjectives.
Students read an email
identifying different
adjectives to describe
places.
Pupils recognize Learners listen to a Workbook: grammar focus Describe a
the first conversation about some 2. Pages 48. plan for a
conditional to talk plans and answer question makeover.
about likely about it using the first Study, practice &
events using conditional. remember: Practice 2, page Set a role-
UNIT 9
when and other 155. play about
Possible
13 time words. Pupils work in pairs to your plans to
events in the
perform a conversation Resource bank: Activity 9D change the
future
Learners make including the first Words pot: If (collocations appearance
suggestions about conditional. with if). of a place.
making changes
in a place. Students discuss about the
best makeover for a place.
Students talk Pupils discuss how much Search on the Talk about
about green cities they know about Abu Dhabi internet about: living in the
and identify some in The United Arab past.
of their Emirates. *United Arab Emirates, and
characteristics. Abu Dhabi. Make
UNIT 9
Students watch a video predictions
World culture
Learns search about Masdar city and *Two green cities in the about the
Green cities
14 information about develop some exercises. world. future.
green cities
around the world. Make
Write a paragraph about suggestions
one green city. and discuss
possible
solutions.
FINAL TEST TESTING UNITS TOPICS WORKED Test preparation Feedback.
15 AND ORAL Half of unit 8 and ALONG HALF OF UNIT 8
TEST unit 9. AND UNIT 9.
Assessment Scores Course Final marks
16 submission/ report Feedback
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.
- Grammar books.
- Apps: Duolingo, bussu, hellotalk, fluentu, memorize, word reference.
BIBLIOGRAPHY
PREGRADO
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. Woodward, S. (1997). Fun with grammar. New Jersey: Prentince Hall.
INFOGRAPHY
1. www.englishpractice.com
2. www.elllo.org/english.
3. www.pearsonlongman.com/ cutting edge /video-podcasts
4. www.myenglishlab.com/courses cutting edge
5. https://lp.babbel.com/d/SPA_index.html?l2=ENG&ch=DSP
6. http://www.bbc.co.uk/learningenglish
7. http://learnenglish.britishcouncil.org/en/
8. http://easyworldofenglish.com/
9. http://www.perfect-english-grammar.com/
10. http://ninaenglish.cz/en/2015/06/25-nejlepsich-stranek-pro-studium-anglictiny/
11. https://www.gcflearnfree.org/topics/everydaylife/
12. http://www.tv411.org/
13. http://www.abcya.com/
14. http://a4esl.org/
15. http://www.cdlponline.org/
16. http://www.eslcafe.com/
17. http://www.manythings.org/

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MACROPROCESO: DOCENCIA

PROCESO: GESTIÓN DE PROGRAMAS ACADÉMICOS

Código: D-GPA-P01-F02 Versión: 01 Página 1 de 3

PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN LANGUAGE

PROFESSOR’S NAME: JULIETH PAOLA PINEDA FAGUA

Código: D-GPA-P01-F02 Versión: 01 Página 2 de 3

At the end of level IV, the student should:

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

ARTÍCULO 75°. La suplantación de un estudiante en una prueba, conlleva la cancelación definitiva de la

STUDENTS’ COMMITMENTS IN THEIR LEARNING

➢ Students should read, think, analyze and apply these principles:

➢ Students require the following to be successful:

Código: D-GPA-P01-F02 Versión: 01 Página 4 de 3

➢ There are two major motivations before taking a subject:

Código: D-GPA-P01-F02 Versión: 01 Página 5 de 3

web sites and using the internet and book and

Resource bank: Activity 7B

Learners read a text about

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

Assessment Scores Test Mid-term

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

Código: D-GPA-P01-F02 Versión: 01 Página 8 de 3

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