UNIVERSIDAD PEDAGGICA Y TECNOLGICA DE COLOMBIA

ACADEMIC AFFAIRS OFFICE

INTERNATIONAL LANGUAGE INSTITUTE

MISSION

The International Language Institute and its branches in Duitama, Sogamoso and
Chiquinquir will spread, with academic excellence, foreign language learning according to
the students needs and their interests, not only for the local population, but also for the
national and the international ones. This promotion is developed through quality standards
and the openness to pedagogical and technological innovations.

VISION

The International Language Institute will promote educational offers, which help to solve
the current Colombian academic needs and will offer a variety of language courses for both
the university students and the external community.

PROGRAM: GENERAL AREA- FOREIGN LANGUAGE

SUBJECT: ENGLISH II
CODE: 8104725
PROFESSORS NAME:
SEMESTER: FIRST SEMESTER 2017.
UPDATE DATE: FEBRUARY 20th, 2017.
DESCRIPTION

The main objective of the General English Area, at the INTERNATIONAL LANGUAGE
INSTITUTE, is to develop the students communicative competence, through the
encouragement of the four basic communicative skills: reading comprehension, writing,
listening and speaking; furthermore, two components are keys: grammar and vocabulary.
The Institute sets its programs inside of the Common European Framework requirements to
foreign language teaching and learning processes, which contribute to the students integral
development.

RATIONALE

The 21st century demands and the knowledge of society require competent people in the
use of a foreign language. Globalization and technological advances use English as the
universal communicative instrument, in such a way that future professionals must be
prepared to interact and take an outstanding role in the socio-cultural development, the
scientific field, and the academic area. Thus, the English language is considered a
fundamental tool to have access to bibliographic information, and to deepen into the
scientific knowledge about their areas of study, as well as the research process itself.

GENERAL OBJECTIVE

To develop the communicative competence from a pre-intermediate level to the rank of

levels A1 and A2 taken as a reference from the Common European Framework of teaching
languages, to make the students use the foreign language as a tool for accessing the
scientific knowledge as well as to the contribution of their personal development.

SPECIFIC OBJECTIVES

At the end of level 2 the student should:

Use the Present Simple and Continuous, Past Simple and Be going to in meaningful
contexts according to varied situations.

Increase the inferring strategies: skimming and scanning in order to get the general idea and
specific information from different kind of texts.

Develop listening and speaking comprehension skills through exercises and conversations
about daily and general topics.

Exchange information about personal and specific topics chosen by the teachers and
students.

METHODOLOGY

The procedures of the communicative competence development that enhance the thinking
processes, such as: induction, deduction, analysis and synthesis, will be applied based on a
suitable pedagogical model. This model takes into account the continuous interaction
stimulating active and inductive learning, motivating the students to deduce the
grammatical structures and the use of the English language within familiar contexts. As a
result, the students will achieve a more meaningful learning, according to the principles of
understanding, organizing, analyzing and using the knowledge built in an autonomous way
according to the communicative model within the teaching-learning processes of the
foreign language.

Class time will be used to develop abilities in order to achieve the communicative
competence. Besides the class work, the students will work in an intensive and independent
way to build up the following abilities: reading comprehension, written production,
listening comprehension and oral production, along with the continuous and permanent
teachers guidance. Teachers and students will establish goals and strategies to accomplish
them.

Techniques for the individual, pair, and group work will be applied during the class work,
and in the independent and directed activities.

EVALUATION

The evaluation process will be carried out taking into consideration the following criteria:
EVALUATION CRITERIA FOR THE ACADEMIC SEMESTER
First 50%

MIDTERM TEST is equivalent to 90% (Including listening, grammar, vocabulary, and

reading skills contained in the first unit and half of the unit two.
Oral evaluation is equivalent to 10%.

Second 50%

FINAL TEST is equivalent to 90%. It includes listening, grammar, vocabulary and reading
skills contained in the second unit and third one.
Oral evaluation is equivalent to 10%.

IMPORTANT! Students' regulations handbook

ARTCULO 74 del Reglamento Estudiantil. El fraude acadmico individual o colectivo,
en cualquier clase de prueba, debidamente comprobado, ser calificado con cero, cero (0.0)
por el profesor de la asignatura, quien informar por escrito de la falta al Decano de la
Facultad, a la cual pertenece el estudiante. El Decano ordenar su registro en la hoja de vida
del estudiante. La reincidencia en el fraude acadmico, por parte del estudiante o los
estudiantes, ocasionar la cancelacin de la matrcula durante ese semestre.
ARTCULO 75. La suplantacin de un estudiante en una prueba, conlleva la cancelacin
definitiva de la matrcula tanto para el suplantado como para el suplantador. La falsificacin
de calificaciones o la sustraccin de cuestionarios o documentos pertinentes a la
evaluacin, acarrear la cancelacin definitiva de la matrcula, sin perjuicio de las acciones
legales a que haya lugar

STUDENTS COMMITMENTS IN THEIR LEARNING

To acquire and always take the books to class (Students book and work-book) and other
required materials.
To report absences in advance to the teacher due to field practices, students 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:

1. TO HAVE CLEAR IDEAS ABOUT WHAT THEY WANT.

2. TO MAKE A FIRM DECISION ABOUT THEIR LEARNING COMMITMENT.
3. TO SELECT STRATEGIES (according to their learning styles).
4. TO PLAN THEIR TIME ACCORDING TO THEIR GOALS.
5. TO DEVELOP THE ACTIVITIES (according to their commitment).
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; do not look
for culprits. If there is no commitment, do not look for apologies or someone to blame.
LEARNING OPENS DOORS AND HORIZONS AND IT PRODUCES THE GREATEST
SATISFACTIONS!

GOOD LUCK AND WELCOME!

COURSE CONTENTS
The contents of this course are based on the text-book Speak Out Pre-
intermediate (Students book and workbook). Units 1, 2 and 3.
WEEK
UNIT/
LESSON
CONTENTS AND FUNCTIONS

CLASSWORK

INDEPENDENT WORK

DIRECTED WORK
1

Introduction
and
review

Program socialization
Introductions
Diagnostic activities
Class rules
Program introduction.
Class parameters.
Students diagnosis.

Workbook in which students revise, consolidate and extend their language learning through
a variety of engaging tasks.
Reading.
Diagnosis exercise.

2
UNIT 1
Lesson 1.1 Are you happy?
Questions forms.

Sentence stress.
Vocabulary about free time.
Practice conversations.
Practice listening.
Prepare role-plays.
Ask and answer personal questions through dialogues.

Lesson 1.2 True love.

Past simple

Readings about relationships.

Writings about real life.

Write about an important day in your life.
Readings to check understanding.
Pair work.

Lesson 1.3 Nice day, isnt it?

Lesson 1.4 Blackpool

Making conversations

Sound natural

Listening
DVD Activity
Conversation topics.

Extract from a drama

Workbook exercises.
Study new vocabulary from the readings.
Pair work.
Reading an article and listening practice.
Write a competition entry about your best friend.
Conversations.

5
UNIT 2
Lesson 2.1
The company 4 U?
Lesson 2.2
A risky business
Using the Present Simple and Continuous.
Vocabulary about work.
Adverbs of frequency.
Review of simple present and continuous.

Vocabulary about jobs.

Workbook exercises.
Asking and answering questions.
Practicing to be + ING
Stressed syllables and compound words.

Listening and reading practice.

Grammar exercises.
Writing about experiences.
Read and talk about dangerous jobs.

6
Lesson 2.3
I like working outside

Likes and dislikes.

Read a newspaper article.

Vocabulary about Jobs

Polite information.

Listening exercises.

Grammar exercises.

7
MID TERM TEST AND ORAL TEST
TESTING UNIT 1 AND A HALF.

TOPICS UNIT 1 AND LESSONS 2.1 AND 2.2

Test preparation
Feedback.

8
Assessment and feedback

Assessing students

Further reading

Workshops.
9
Lesson 2.4
Dream commuters

Listening
DVD Activity

Develop strategies for reading comprehension.

Clip from a documentary.

Develop reading comprehension activities: (before, during and after reading).

Readings

Write a web comment.

Do homework based on the text proposed by the teacher.

10
UNIT 3
Lesson 3.1
London for free.
Present continuous and Be going to for future.
Talk about plans.
Vocabulary: Time out
Listen to a radio programme for specific information.

11
Lesson 3.2
Weird or wonderful?
Questions with auxiliaries.
Stressed syllabus.
Ask and answer question from a survey.
The arts.
A survey.

Read an art quiz.

12
Lesson 3.3
Can I take a message?
Making a phone call.
Collocations
Learn to manage phone problems
Make and receive phone calls.

13
Lesson 3.4
Barcelona
Planning a perfect day.
Clip from a travel programme.

To write an e-mail invitation.

14
Work on the texts following the teachers instructions
Develop strategies for reading comprehension
Develop reading comprehension activities: (before, during and after reading)

Do homework based on the text proposed by the teacher.

15
FINAL TEST AND ORAL TEST
TESTING UNITS 1, 2 AND 3.
TOPICS: UNITS 1, 2 AND 3.
Test preparation
Feedback.

16
Assessment

Scores submission/
report
Workshops

Extensive readings

Internet support web practice.

The following are the research lines proposed for English Courses:
- ICTs and CALL
- Autonomous Learning
- Ethnographical studies.
- Materials Design and Evaluation.
RESOURCES
Speak out Pre-intermediate: Student book, Teachers book, Workbook, Audio
CDs, Teachers resource book, Video Activity Book, teachers video Activity Book.
Web pages:
HYPERLINK "http://www.pearsonlongman.com/speakout" \h
HYPERLINK "http://www.pearsonlongman.com/speakout" \h
pearson
HYPERLINK "http://www.pearsonlongman.com/speakout" \h
longman.com/
HYPERLINK "http://www.pearsonlongman.com/speakout" \h
speakout
HYPERLINK "http://www.pearsonlongman.com/speakout" \h
HYPERLINK "http://www.oup.com/elt/headway" \h
www.oup.com/elt/headway
HYPERLINK "http://www.englishpractice.com" \h
www.englishpractice.com
HYPERLINK "http://www.englishpractice.com" \h
HYPERLINK "http://www.elllo.org/english" \h
www.elllo.org/english
HYPERLINK "http://www.pearsonlongman.com/speakout/video-podcasts" \h
HYPERLINK "http://www.pearsonlongman.com/speakout/video-podcasts" \h
pearson
HYPERLINK "http://www.pearsonlongman.com/speakout/video-podcasts" \h
longman.com/
HYPERLINK "http://www.pearsonlongman.com/speakout/video-podcasts" \h
speakout
HYPERLINK "http://www.pearsonlongman.com/speakout/video-podcasts" \h
/video-podcasts
HYPERLINK "http://www.pearsonlongman.com/speakout/video-podcasts" \h
HYPERLINK "http://www.myenglishlab.com/courses-speakout.html" \h
www.myenglishlab.com/courses-
HYPERLINK "http://www.myenglishlab.com/courses-speakout.html" \h
speakout
HYPERLINK "http://www.myenglishlab.com/courses-speakout.html" \h
HYPERLINK "http://www.myenglishlab.com/courses-speakout.html" \h
Magazines: Time, Newsweek, Scientific America, Discovery, British Journals, National
Geographic.
Dictionaries: Webster, Collins, Cuys, Longman, Oxford.
Grammar books.

BIBLIOGRAPHY

EASTWOOD, J. A Basic English Grammar. Oxford University Press.

ENGLISH LANGUAGE SERVICES, INC. Engineering Book1. Collier-Mac Millan

International.

GRELLET, Francoise. Developing Reading Skills. Cambridge University Press. 1986.

LISTENING COURSE. LEVEL 1.Prentice Hall 2002. New York.

LEWIS & DEL CASTILLO. English through Computers 1. Mc Graw Hill. 1991

LEWIS & DEL CASTILLO. English through Computers 2. Mc Graw Hill. 1991

MONOLINGUAL AND BILINGUAL DICTIONARY. (Oxford, Pei and Ramondino,

Websters).

MURPHY & COOPER. Getting the Message. Cambridge University Press. 1995

MCCARTHY, MCCARTEN &STANFORD. TOUCHSTONE 2 STUDENTS BOOK.

Cambridge University Press. 2005.

MCCARTHY, MCCARTEN &STANFORD. TOUCHSTONE 2 WORKBOOK. Cambridge

University Press. 2005.

MCCARTHY, MCCARTEN &STANFORD. TOUCHSTONE 2 TEACHERS BOOK.

Cambridge University Press. 2005.
NUNAN, David. Course Design. CUP Cambridge University Press 1998.

PEARSON CASANAVE, Christine. Strategies for Readers. Book 1. Prentice Hall

Englewood Cliffs. New Jersey 07632

RICHARDS, Jack C. New Interchange. Cambridge University Press. 1997

RODRGUEZ NAVAS, Mara Eugenia. Get in Contact. 1-2-3. Buhos Editores. Tunja 2000

SOARS, John and Liz. American Headway 2 (Teachers and Students Guide, workbook).
Oxford University Press. 2003.

WILLIAMS, Eddie. Reading in the English classroom. Oxford University Press. 1981.

18. YORKEY, Richard C. Study Skills for students of English as a Second Language. New
York. Mc Graw Hill Company. 1970.
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